Moving a Classroom-Based Course to an Online or Hybrid Learning Environment

1
Moving a Classroom-Based Course to an Online or
Hybrid Learning Environment

• Debra Dunlap Runshe, Instructional Development
  Specialist
• Indiana University Purdue University
  Indianapolis
• University Information Technology Services -
  Learning Technologies

2
Session Goals

• By the end of this session you will be able to
• articulate the benefits of online or hybrid
  delivery methods.
• identify tools for assessing whether a course
  fits comfortably into a face-to-face, online, or
  hybrid delivery mode.
• describe best practices for developing and
  delivering an online or hybrid course.

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Online Environments Defined

• Web-enhanced courses face-to-face courses that
  utilize online resources
• Hybrid courses (sometimes referred to as blended
  courses) courses that meet both face-to-face
  and online
• Fully online courses courses that do not meet
  face-to-face, however, may occasionally meet
  synchronously

4
What Research Tells Us

• Improved learning effectiveness
• Increased access and convenience
• Greater cost effectiveness

(Graham, 2006)
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First Questions
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Principles for Good Practice

1. Encourages student-faculty contact
2. Develops reciprocity and cooperation among
   students
3. Uses active learning techniques
4. Gives prompt feedback
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse talents and ways of learning

(Chickering Gamson, 1987)
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Blooms Taxonomy
(Bloom, 1956)
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The ADDIE Design Approach
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Congruence and Course Design
Outcomes
Activities
Assessments
10
Integrated Course Design
(Fink, 2003)
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Presenting Course Content

• Presented in an organized fashion using modules,
  sections, chunking, etc.
• Uses consistent formatting
• Presented using a variety of modalities (e.g.,
  text, video, audio, images, diagrams, photos,
  hands-on interactive activities) to appeal to
  different learning styles
• Incorporates images, photos, diagrams to enhance
  understanding
• Current, accurate, appropriate for target
  audience, and error free

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Rubrics to Assess Online Learning

• Quality Matters Peer Course Review Rubric

• Chico State Rubric for Online Instruction

• I. Course Overview and Introduction
• II. Learning Objectives (Competencies)
• III. Assessment and Measurement
• IV. Resources and Materials
• V. Learner Interaction
• VI. Course Technology
• VII. Learner Support
• VIII. Accessibility

• I. Learner Support and Resource
• II. Online Organization and Design
• III. Instructional Design and Delivery
• IV. Assessment and Evaluation of Student Learning
• V. Innovative Teaching with Technology
• VI. Faculty Use of Student Feedback

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Course Introduction

• Creates the learning climate
• student - content
• student - faculty
• student student
• Familiarizes students with course site
• Sets expectations
• syllabus
• workload

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Building Community
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Online Readiness

• Readiness Index for Learning Online (RILO)
  developed by the Indiana University School of
  Nursing http//nursing.iupui.edu/students/rilo.sht
  ml
• Student Online Readiness Tool (SORT) developed by
  the University System of Georgia
  http//www.alt.usg.edu/sort/

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Course Navigation

• Consider using screen shots or creating a short
  video with a screen capture software
  demonstrating how to navigate the site.
• Build in a scavenger hunt.

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Course Syllabus

• Instructor contact information
• General course information
• Resources and materials
• Learner support
• Course expectations

Sample Online and Hybrid Course Syllabus
Template https//sites.google.com/a/email.vccs.ed
u/instructionaldesign/syllabus
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Instructor Contact Information

• Instructor name, office, telephone number and
  email address
• Office hours (face-to-face and/or virtual)
• Instructions on how to communicate with the
  instructor and other students (via phone, mail,
  coursemail, etc.)
• Approximate expected timelines for instructor
  responses to student messages

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General Course Information

• Course title, course number, course section
• Course description from university catalog
• Prerequisite courses
• Prerequisite content knowledge and technical
  skills
• Course goals and objectives

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Resources and Materials

• Support the course outcomes and have sufficient
  breadth and depth
• Presented in a format appropriate to the online
  environment and are easily understood
• Purpose of the course elements (content,
  instructional methods, technologies, and course
  materials) is evident
• Materials contain navigational details and
  instructions that are easy to understand

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Learner Support

• Instructions for handling technical problems
• Contact information for technology assistance
• Campus resources for tutoring, academic support,
  and counseling
• Supplemental materials to help students be
  successful in course
• Co-curricular activities and professional
  organizations relevant to course

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Course Expectations

• Content outline and course calendar that includes
  schedule of assignments such as readings, exams,
  papers, and other requested learning assessment
  activities
• Grading standards and criteria
• A statement that provides an estimate of the
  expected student workload
• Policies (participation, make-up or late
  assignments, plagiarism, civility)

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Congruence and Course Design
Outcomes
Activities
Assessments
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Learning Outcomes

• Provided at the course level, individual module
  or unit level
• Clearly stated and measurable
• Written from learners point of view
• Appropriate for the target audience
• Require that students spend a portion of the
  course engaging in higher levels of learning,
  such as analysis, synthesis, and evaluation

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Goals and Objectives

• What goals do you have for your students that
  they should attain as a result of completing your
  course?
• Consider measurable objectives that include
• behavior (What will students do?)
• conditions (Under what circumstances will they do
  it?)
• degree (How well will they do it?)

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Teaching Goals Inventory (TGI)

• The TGI is a tool for identifying and clarifying
  teaching goals. It was
• developed by Thomas Angelo and Patricia Cross as
  part of the Classroom Research Project,
• funded by Ford and Pew grants, and
• shaped by nearly 5,000 college faculty who
  participated in the initial survey.
• Available online http//fm.iowa.uiowa.edu/fmi/xsl
  /tgi/data_entry.xsl?-dbtgi_data-layLayout01-vi
  ew

(Angelo Cross, 1993)

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Purpose of the TGI

• Identify essential course goals
• Clarify teaching priorities
• Gauge the fit between your teaching priorities
  and your primary teaching role
• Compare individual priorities with priorities of
  faculty at other institutions
• Provide a process for linking formative
  assessments to goals

(Angelo Cross, 1993)
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TGI Clusters

• Higher order thinking skills
• Basic academic success skills
• Discipline-specific knowledge and skills
• Liberal arts and academic values
• Work and career preparation
• Personal development

(Angelo Cross, 1993)
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The A.B.C.D. Method

• Audience Who are your learners?
• Behavior What do you expect them to do?
• Condition Under what conditions do you want the
  learner to be able to do it?
• Degree What is the standard for acceptable
  performance?

A B C d
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Consider Audience

• Distribute a questionnaire to gather learner
  profile information
• Review student records
• Modify course goals to match the student
  population, if necessary
• Design and select appropriate learning materials
  and activities to meet student needs

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Learner Profile

• Cognitive
• aptitude
• reading level
• language development
• learning styles
• computer literacy
• prerequisite skills knowledge
• Physiological
• age, sex, health
• sensory perception (visual, auditory, tactile)

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Learner Profile

• Psychosocial
• interests
• motivation
• attitude toward subject
• academic self concept
• peer relationships
• beliefs
• cooperation/competition
• socioeconomic background
• racial/ethnic background
• working status

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Implications of Learner Profile

• Pace
• Relevance
• Attention
• Content of practice items and examples
• Number and difficulty of practice items and
  examples
• Amount/kind of structure
• Selection of instructional media

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Implications of Learner Profile

• Grouping of students
• Level of performance
• Reading level of instructional materials
• Vocabulary and terminology used
• Amount of time allowed
• Type of feedback
• Level of learner control
• Response mode (written, oral)

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Congruence and Course Design
Outcomes
Activities
Assessments
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Learning Activities

• Aligned with the course outcomes
• Appropriate for the target audience
• Include thorough instructions, including a
  description of the activity due dates, and a
  grading rubric
• Engaging, active and use a variety of
  instructional methods to accommodate diverse
  learning preferences
• Provide opportunities to apply course content to
  authentic activities

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Engage Your Students

• At the beginning of the semester
• assess student technology experience and access
  to the environment
• include a demonstration of the online environment
• establish ground rules for online interactions
• Two ways to actively engage your students through
  the use of technology
• chat sessions
• discussion forums

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The Active Learning Continuum
(Bonwell Sutherland, 1996)
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Technology as a Lever

• Using technology to put the Seven Principles of
  Good Practice into use http//www.tltgroup.org/pro
  grams/seven.html
• TLT 7 principles library of teaching ideas
  http//www.tltgroup.org/seven/Library_TOC.htm

(Chickering Ehrmann, 1996)
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Tools and Technology

• Presentations
• Assignments
• Discussion forums
• Chats
• Blogs
• Wikis
• Video conferences
• Posted resources

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Congruence and Course Design
Outcomes
Activities
Assessments
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Assessments

• How will you know if they got it?
• What form of assessment would demonstrate student
  mastery the most clearly?
• How can you move beyond just using assessment to
  audit student learning?

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Assessments

• Aligned with course outcomes
• Shared at the beginning of the course clearly
  communicating expectations with respect to
  quality of work desired
• Varied to address different learning preferences
• Assess multiple levels of Blooms taxonomy
• Include multiple opportunities for prompt,
  meaningful feedback
• Designed to gather both formative and summative
  information

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Keys to Online Assessment

• Frequent
• Formative and summative
• Variety
• Minimize grading
• Maximize feedback
• Opportunity for relearning and reassessment

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Formative Assessment

• Purpose is to improve the quality of student
  learning
• Provides faculty with information on what, how
  much, and how well students are learning
• An on-going process of feedback
• Emphasis is on giving useful advice for
  improvement

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Summative Assessment

• Purpose is to provide evidence for evaluating or
  grading students
• Tests must be demonstrably reliable, valid, and
  free of bias
• Summarizes student learning after a sustained
  period of learning
• Grading is the primary emphasis

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Easy to Implement Techniques

• Classroom Assessment Techniques (CATs) simple
  activities that can
• provide you feedback about how your students are
  doing
• help your students monitor their own learning
• focus your students attention on course content
  through reflection and writing
• allow you to punctuate your presentations with
  learning activities

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Basic Assumptions of CATs

• Learning is directly related to teaching
• Effective assessment begins with clear, specific
  goals and objectives
• Students need appropriate feedback, early and
  often
• The best type of assessment to evaluate teaching
  and learning is that which is created and
  conducted by the faculty, themselves
• Classroom assessment does not require specialized
  training

(Angelo Cross, 1993)
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Examples of CATs

• Background Knowledge Probe
• Punctuated Presentations
• Minute Paper
• The Muddiest Point
• Think Pair Share
• Complete a Sentence Starter

(Angelo Cross, 1993)
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Background Knowledge Probe

• How familiar are you with Angelo and Crosss
  Classroom Assessment Techniques A Handbook for
  College Teachers?
• What assessment techniques, if applicable do you
  routinely use in your classes?

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Punctuated Presentations

• Incorporate questions into your presentation for
  self-assessment
• Ask students to pause the presentation to allow
  them to consolidate and share their thoughts in a
  discussion forum, blog, or journal
• Give two mini-presentations separated by an small
  group study session built around a study guide

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Minute Paper

• What technique do you think you could use in your
  online environment?
• Specifically, where do you see its use?

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Muddiest Point

• What about incorporating classroom assessment
  techniques into your online learning environment
  is still confusing to you?

• More examples of CATs
• http//www2.honolulu.hawaii.edu/facdev/guidebk/tea
  chtip/assess-2.htm
• http//www.humboldt.edu/celt/tips/a_few_examples_o
  f_classroom_assessment_techniques

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Grading Made Easy

• Details in syllabus
• Assignment details
• Peer review
• Self-assessment
• Portfolios
• Feedback forms
• Rubrics

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Overview of Rubrics

• Rubrics are criterion-referenced rules for
  assessing student performance constructed by
• identifying performance dimensions
• stating criteria for expected student performance
• articulating distinctions among levels of actual
  student performance
• translated into scales for scoring

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Ongoing Course Improvement

• Use a mid-term survey to get feedback from
  students and make appropriate adjustments
• Survey the students at the end of the course
  about specific strategies they believed assisted
  them in learning
• Take the time at the end of the course to reflect
  about what was successful and what you would like
  to change

Mid-term survey What do you like best about the
course/instruction? What do you like least about
the course/instruction, and how could the
instructor improve the course? What could you do
to make the course better for you and the
instructor?
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Questions
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Thank You for Your Participation!

• Debra Dunlap Runshe, Instructional Development
  Specialist
• University Information Technology Services
  Learning Technologies
• Indiana University-Purdue University Indianapolis
• Information Technology and Communications Complex
  (IT 342H)535 West Michigan Street, Indianapolis,
  IN 46202
• Phone [phone] 
• Email drunshe_at_iupui.edu

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References

• Angelo, T. A., Cross, K. P. (1993). Classroom
  assessment techniques A handbook for college
  teachers. San Francisco Jossey-Bass.
• Bloom, B. S. (ed.). Taxonomy of Educational
  Objectives. 2 vols. New York David McKay Co.,
  1956.
• Bonk, C. J., Zhang, K. (2008). Empowering
  online learning 100 activities for reading,
  reflecting, displaying, doing. San Francisco
  Jossey-Bass.
• California State, Chico. Rubric for Online
  Instruction. Retrieved November 16, 2010, from
  http//www.csuchico.edu/celt/roi/
• Chickering, A. W. Ehrmann S. E. (1996,
  October). Implementing the seven principles
  Technology as lever. Electronic version. AAHE
  Bulletin, 3-6. Retrieved November 16, 2010, from
  http//www.tltgroup.org/programs/seven.html

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References

• Chickering, A. W., and Gamson, Z. F. (1987).
  Seven principles for good practice in
  undergraduate education. AAHE Bulletin 39(7)
  3-7.
• Conrad, R. Donaldson, J. A. (2004). Engaging
  the online learner Activities and resources for
  creative instruction. San Francisco Jossey-Bass.
• Davis, B. G. (2009). Tools for teaching (2nd
  ed.). San Francisco Jossey-Bass.
• Fink, L. D. (2003). Creating significant learning
  experiences An integrated approach to designing
  college courses. San Francisco Jossey-Bass.
• Finkelstein, J. (2006). Learning in real time
  Synchronous teaching and learning online. San
  Francisco Jossey-Bass.
• Garrison, D. R. Vaughan, N. D. (2008). Blended
  learning in higher education Framework,
  principles, and guidelines. San Francisco
  Jossey-Bass.

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References

• Graham, C. R. (2006). Blended learning systems
  definition, current trends, and future
  directions. In Handbook of blended learning
  Global perspectives, local designs, edited by
  C.J. Bonk and C. R. Graham, pp. 3-21. San
  Francisco, CA Pfeiffer Publishing.
• Halpern, D. F. Hakel, M. D. (2003). Applying
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• Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E.
  J., and Associates. (2005). Student success in
  college Creating conditions that matter. San
  Francisco Jossey-Bass..
• Mayer, R. E. (2009). Multi-media learning (2nd
  ed.). New York Cambridge University Press.

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References

• Molenda, M. (2003). In search of the elusive
  ADDIE model. Performance improvement, 42(5), 34.
  Retrieved November 16, 2010 from
  http//www.indiana.edu/molpage/In20Search20of2
  0Elusive20ADDIE.pdfsearch22ADDIE20Model202B
  history22)
• Nilson, L.B. (2007). The graphic syllabus and the
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• Shank, P., ed. (2007). The online learning idea
  book 95 proven ways to enhance technology-bases
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• Smith, R. M. (2008). Conquering the content A
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• Sousa, D. A. (2001). How the brain learns A
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References

• University of Maryland. Quality Matters Peer
  Course Review Rubric. 2005 version in public
  domain at http//www.qualitymatters.org/Documents/
  Matrix20of20Research20Standards20FY0506.pdf
• U.S. Department of Education, Office of Planning,
  Evaluation, and Policy Development. (2010).
  Evaluation of evidence-based practices in online
  learning A meta-analysis and review of online
  learning studies. Electronic version.
  Washington, D.C. Retrieved November 16, 2010,
  from http//www2.ed.gov/rschstat/eval/tech/evidenc
  e-based-practices/finalreport.pdf