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Teaching Strategies

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Title: Teaching Strategies


1
Teaching Strategies Approaches when Using the
Blackboard Enterprise Learning System
NERCOMP User Meeting February 2, 2009 Donna L.
Jones, Ed.D.-Senior Pedagogical Solutions
Engineer
2
A Quick Math Problem
3.2
Video Games/Social Networking
6.8
Television is On
3.5
Attending Class/Labs
6.5
Sleeping
2.5
Eating Drinking (nonalcoholic)
5.3
Sports Leisure (incl. socializing)
2.6
Homework Studying
30.6
Is your day 30 hours long?
3
A New Student
  • A new type of student walks the campus
  • He assumes that education and technology have
    already merged
  • She sees the Internet both for information
    delivery and for interpersonal communication
  • To them, technology is not experimental but
    mainstream

4
Challenge 1 Focusing on Students
  • How have YOUR students changed over the last
    three to five years. What challenges have these
    changes presented in your practice?

5
Todays Student
Social Networkers
Want Real Experiences
Entrenched in Technology
Seek Choice Flexibility
The Millennial Generation
Multi-Taskers
Communicative
Education Consumers
Helicopter Parents!
Creative
Interactive Gamers
6
Focusing on Students Using Technology
  • The biggest challenge to technology-infused
    teaching is making activities meaningful,
    engaging, and student -centered

7
Focusing on Students Using Technology
  • Why? Because instructors
  • Lack good, discipline-based examples,
  • Feel overwhelmed by the technology,
  • Do not see the benefit to the amount of time
    perceived to build and manage a course (personal
    cost-effectiveness),
  • And are uncomfortable with shifting control to
    students for knowledge creation.

How do we change this?
8
Technology Adaptation
  • Technology is about adaptation
  • Modeling new and varied learning experiences
  • Monitoring and constantly improving the
    institution, starting with the class experience

9
Challenge 2 Teaching Millennial Students
  • Think of a successful instructor/facilitator?
    What tools does this person utilize in the
    teaching and learning process?

10
Teaching Strategies and Approaches
  • How do instructors teach in student-centered
    ways?
  • Using one or more learning theory, including
  • Shaping, chaining (behaviorism)
  • Organized, self-paced instruction (objectivism)
  • Case-study method (cognitivism constructivism)
  • Problem-based learning (constructivism)
  • Active learning (constructivism)
  • Collaborative learning (social constructivism)
  • Learning communities virtual learning
    environments (constructivism)

11
Teaching Strategies and Approaches
  • Seven Principles For Good Practice in
    Undergraduate Education
  • Good practice in undergraduate education
  • 1. Encourages contact between students and
    faculty
  • 2. Develops reciprocity and cooperation among
    students
  • 3. Encourages active learning

12
Teaching Strategies and Approaches (Cont.)
  • Good practice in undergraduate education
  • 4. Gives prompt feedback
  • 5. Emphasizes time on task
  • 6. Communicates high expectations
  • 7. Respects diverse talents and ways of learning

13
Incorporating theSeven Principles into the
Blackboard Learning System
14
1. Encourage Contact between Students and Faculty
  • Announcements Enables instructors to
    communicate directly to students in a one to many
    fashion asynchronously displays
  • Notifications Links to Course items or Course
    information that have been changed, submitted,
    created, or that have impending due dates.
  • Calendar Assignments and due dates can be added
    by the instructor to communicate activities and
    deadlines to students
  • Discussions Allows for instructor to initiate
    important conceptual knowledge building for
    students in a social environment
  • Journals Allows for private communication
    accessible by only an instructor and a user.

15
1. Encourage Contact between Students and Faculty
(Cont.)
  • Email/Messages Allows instructors to
    communicate directly with students asynchronously
  • Grade Center Students have instant access to
    items and feed back items as graded by the
    instructor and allows faculty to easily give
    prompt feedback to students
  • Syllabus Allows instructor to communicate to
    students objectives and expectations for the
    course
  • Virtual Classroom Allows instructors to
    communicate with students synchronously,
    informally via the office hours chat or in a
    lecture mode via the Lecture Hall discussion

16
2. Develop Reciprocity and Cooperation among
Students
  • Self and Peer Assessment is a tool designed to
    enhance the reflective learning skills of
    students allowing them to review the work of
    colleagues through criterion-based reference
    evaluation to promote constructive feedback
  • Peer-Reviewed Discussions For peer review and
    social interaction
  • Email/Messages Allows students to communicate
    directly with other students asynchronously
  • Blogs Allows for an effective means of sharing
    knowledge and materials created and collected
    with the rest of the course

17
2. Develop Reciprocity and Cooperation among
Students (Cont.)
  • Groups Create groups to allow an intimate
    social learning setting and alternative learning
    opportunities
  • Scholar Social book marking to share resources
    with peers
  • Virtual Classroom Allows students to
    communicate with each other synchronously via the
    group chat feature

18
3. Encourage Active Learning
  • Adaptive Release Can require students to
    complete one activity before proceeding to the
    next to encourage student participation in their
    own learning
  • Assignments Permits students to submit many
    types of media files allowing them to apply their
    learning in multiple methods
  • Discussions Allows for students to initiate
    important conceptual knowledge building with
    assistance from other students in a social
    environment
  • Scholar Fosters the ability to search for
    outside information to increase student learning
    and interest

19
3. Encourage Active Learning (Cont.)
  • Learning Units Create sequenced instruction or
    allow students to go through the sequence at
    their own will (checking off items as they
    progress)
  • Virtual Classroom Allows students to use
    synchronous tools to present knowledge learned to
    instructor or class

20
4. Give Prompt Feedback
  • Assessments Immediately releases score, correct
    answer, and feedback to students
  • Assignments Permits Instructor to create
    coursework and manage the grades and feedback for
    each Student separately sending comments about
    their individual Assignment and attaching files,
    if necessary
  • Early Warning System Student performance
    monitoring
  • Graded and Peer-Reviewed Discussions Allows for
    instructor to give prompt feedback on student
    contributions and fellow students to give peer
    feedback via peer review

21
4. Give Prompt Feedback (Cont.)
  • Grade Center Students have instant access to
    items as they are graded by the instructor
  • Grade Center Averages Allows students to see
    how their work compares to that of other students
  • Performance Dashboard Provides a window into
    all types of user activity in a course with
    pertinent information about that users progress
    and activity in the course, giving the instructor
    necessary information to engage with a student
  • Statistics Tracking Allows instructors to
    determine how many times a particular content
    item has been viewed and when giving the
    instructor necessary information to engage with a
    student

22
5. Emphasize Time on Task
  • Assignments Instructors can assign due dates
    and the approximate time required to complete
    assignments, allowing students to adapt their
    schedules to accomplish assignments
  • Announcements Enables instructors to
    communicate assignment time requirements directly
    to students
  • Calendar Assignments and due dates can be added
    by the instructor to communicate activities and
    deadlines to students

23
5. Emphasize Time on Task (Cont.)
  • Discussions Discussions can be graded and have
    assigned start dates and stops
  • Syllabus Allows instructor to communicate to
    students objectives and expectations for the
    course and time commitments students can expect
  • Tasks Instructors can define task priority and
    track task status while students can update their
    progress on tasks

24
6. Communicate High Expectations
  • Adaptive Release Allows instructors to release
    higher level content to students demonstrating
    mastery
  • Announcements Enables instructor to communicate
    expectations directly to students
  • Assessments Immediately releases score, correct
    answer, and feedback to students
  • Graded and Peer-Reviewed Discussions - Threads
    can be graded and tracked and peers can
    communicate expectations along with instructor

25
6. Communicate High Expectations (Cont.)
  • Reports and Performance Dashboard Allows
    instructor to determine level of student
    achievement and engagement
  • SafeAssign Plagiarism education and prevention
    tool
  • Syllabus Allows instructor to communicate to
    students objectives and expectations for the
    course

26
7. Respect Diverse Talents and Ways of Learning
  • Adaptive Release Allows instructor to release
    learning to students just in time or by level
    of comprehension
  • Assessments Allows instructor to utilize 18
    question types and multiple forms of media
    customizes to diverse learning styles
  • Assignments Permits multiple forms of
    multimedia to be incorporated into learning
    activities utilizing various types of content
    (audio, flash, SCORM objects, MPEG, etc.)

27
7. Respect Diverse Talents and Ways of Learning
(Cont.)
  • Groups Allows instructor to organize groups by
    personality, learning styles, comprehension of
    materials, etc.
  • Virtual Classroom Allows instructors to use
    text chats, whiteboards, and browser sharing as
    well as creating breakout sessions for grouping
    learners

28
Challenge 3 Response
  • Think about one of the Seven Principles discussed
  • today and identify how utilizing these concepts
    could enhance the educational experiences in
    your Blackboard course.

29
References
  • Chickering, A. W., Gamson, Z. F. (1987). Seven
    principles for good practice in undergraduate
    education. AAHE Bulletin, 39(7), 3-7.

30
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