7 PRINCIPLES OF TEACHING, YOU AND WebCT

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7 PRINCIPLES OF TEACHING, YOU AND WebCT

• M. Piczak (piczakm_at_mcmaster.ca)
• June 2006

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PURPOSE

• To bring together theoretically and empirically
  validated teaching concepts into practical
  perspective using traditional and e-learning
  teaching methods
• To obtain an improved sense of how WebCT can
  contribute to enhancing the classroom and out of
  classroom learning experience
• To expose you to a technology that reflects the
  way todays generation likes to obtain
  information 24/7 and generally feel is cool

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HOW

• Setting out The Seven Principles for Good
  Practice in Undergraduate Education (Chickering
  and Gamson)
• Defining the 7 Principles so that we know them we
  look to try them
• Providing illustrations/examples of how a
  selected principle is achieved in the traditional
  sense
• Providing exemplars of how WebCT, other learning
  management system or technology can assist in
  delivering on the selected principle

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Chickering and Gamsons7 Principles for Good
Practice in Undergraduate Education

• Encourage contact between students and faculty
• Develop reciprocity and co-operation among
  students
• Use active learning techniques
• Give prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect diverse talents and ways of learning

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1. Encourage contact between students and faculty

• Studies show the bond or connection between the
  student, the institution and the Program of Study
  are strengthened through frequent faculty-student
  contact

• TRADITIONAL
• Permitting self to be co-opted into projects
• Coming to know student as individual
• Being approachable
• Knowing students by first name

• WebCT/TECHNOLOGY
• E-mails
• Participating in chat, on-line discussions
• Referring to self by first name in correspondence
• Small, polite correspondence gestures

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2. Develop reciprocity and co-operation among
students

• More and deeper learning occurs when students
  work in teams in a collaborative fashion
• Such learning is moved up a notch when faculty
  member is involved in project in some capacity
• Students share ideas, consider differing points
  of view, make decisions

• TRADITIONAL
• Structure group projects
• Serve as advisor for projects
• Involve students in research
• Small group design review meetings

• WebCT/TECHNOLOGY
• Students post views, opinions, findings,
  suggestions on discussion board w/ time limit
• All student e-mails can appear for correspondence
• Setting up discussion board by project

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3. Use active learning techniques

• Basic precept acknowledges that learning occurs
  best when student is active
• Learning is active, not passive
• Learning by doing to complement foundational
  theory
• Time passes much more quickly too

• TRADITIONAL
• Short in-class demonstrations, simulations
• In-class discussions, debates
• Co-op, internships
• Students teach in class

• WebCT/TECHNOLOGY
• Students expected to use technology to share
  findings, ideas
• Posting student work on server or internet with
  acknowledgement

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4. Give prompt feedback

• Adjustments most easily made shortly after the
  identification of a shortcoming
• Providing a sense of what is known and what is
  not known
• Contiguity is the issue to minimize gap between
  performance and feedback
• Concept of shaping applies

• TRADITIONAL
• Taking no longer than x days to return evaluation
  instruments
• Providing specific feedback

• WebCT/TECHNOLOGY
• E-mail to provide private note for good
  performance
• Accepting assignments thru e with feedback via
  same
• Instantaneous e feedback for tests
• Virtual office hours
• Moved to respond

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5. Emphasize time on task

• Time plus energy equals learning
• Energy equals motivation and ability
• Students must learn to manage time and commit to
  completing a task well

• TRADITIONAL
• Giving assignments to provide practice
• Take home examinations
• Getting them into the stacks or library
• Testing read but not taught material

• WebCT/TECHNOLOGY
• day before encouragement
• Following day congratulations
• Creating on-line tests
• Monitoring when how long spent on tasks
• Permitting cruising of the net

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6. Communicate high expectations

• Expect more, get more
• Raising the bar as part of continuous improvement
  of self, course and customers (students)
• Acknowledge that considerable range of interests,
  abilities and attitudes exist within classroom

• TRADITIONAL
• Making it clear that readings are to be done
  before hand
• Participation expected
• Circulating examples of high quality work
• Alumnus in for talks

• WebCT/TECHNOLOGY
• Posting presentations and handouts before class
• Digital CoursePacks
• High quality student work exemplars on WebCT
• Ur limits in communication
• Posting common errors with fixes

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7. Respect diverse talents and ways of learning

• Not everyone learns the same
• Theoreticians, hands-on types, analyticals,
  creatives, organizers, leaders, followers, drones
  are all part of the mix

• TRADITIONAL
• Mixing up lecture with other forms of delivery

• WebCT/TECHNOLOGY
• Offering computer version of course

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BUT WHATS IN IT FOR ME?

• Upload things once
• Always know location of your notes
• Notes are available from any location
• Notes are always in order
• Can lecture directly from server
• Can refer students to answer questions
• Available 24/7
• Changes can be made in minutes as ideas occur to
  you
• Postings on WebCT are retained for a couple of
  years

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SO WHAT IS YOUR NEXT MOVE? I

• Like many things in life, small adjustments can
  make for a significant difference or improvement
• Be selective picking and choosing that which you
  feel comfortable with as you attempt to move up
  the e-learning continuum
• Use tools that make sense for your purpose thus,
  not forcing the WebCT tool where it may not apply
• Listen to your students for cues on how you can
  use software or technology to make it better
• Go home and explore/play with WebCT
• If you would like to request a WebCT course for
  your class or would like more information about
  WebCT, please visit the WebCT Designer Resource
  Page at http//www.ltrc.mcmaster.ca/webct/designe
  r/

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SO WHAT IS YOUR NEXT MOVE? II

• Commit to attending a WebCT workshops put on by
  the LTRC
• Confer with your chair, peers about effective and
  ineffective e-learning features
• Circulate best practices with each other, chair,
  e-learning co-ordinator
• Find a go to person for quick tips, solutions
• Permit students to show the way periodically
• Do not be anxious about the technology
• Do not overuse the technology
• A little means a lot because others may not be
  using it

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EVERYONE WINS WITH WebCT
ITS NOT ROCKET SURGERY
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Thank you for your attention participation!!
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Questions and Comments
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7 PRINCIPLES OF TEACHING, YOU AND WEBCT

• M. Piczak (piczakm_at_mcmaster.ca)
• June 2006
• THE END