Difference between revisions of "Course:OL Delivery:OTL201:Planning"

From Kumu Wiki - TRU
Jump to navigation Jump to search
 
(One intermediate revision by the same user not shown)
Line 1: Line 1:
−
[[Course:OL_Delivery:OTL101:Planning|Teaching Presence Course]]
 
  
−
[[Course:OL_Delivery:OTL301:Planning|Social Presence Course]]
 
−
== Cognitive Presence - Assessment and Feedback to Maximize Student Learning==
 
−
====Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233–250. [http://onlinelibrary.wiley.com/enhanced/doi/10.1111/j.1467-8535.2009.01029.x/ doi:10.1111/j.1467-8535.2009.01029.x]====
 
−
 
−
*''Notwithstanding the strengths of online communities to support higher levels of learning through sustained discourse and reflection, assessing the quality of learning outcomes associated with deep approaches to learning has been an ongoing challenge. The point is that we need to focus on assessing actual learning outcomes in order to associate depth of learning with interactive and collaborative approaches to online and blended learning. If we are to understand how to support cognitive presence in online and blended learning communities, then greater focus needs to be placed on linking processes and outcomes.''
 
−
 
−
*''Practical Inquiry Model (process of critical thinking) http://onlinelibrary.wiley.com/enhanced/doi/10.1111/j.1467-8535.2009.01029.x/#figure-viewer-f1''
 
−
**Triggering event: This phase initiates the inquiry process through a well-thought out activity to ensure full engagement and buy-in from the students. This has several positive outcomes in terms of involving students, assessing the state of knowledge and generating unintended but constructive ideas.
 
−
**Exploration: This phase focuses first on understanding the nature of the problem and then searching for relevant information and possible explanation.
 
−
**Integration: This phase moves into a more focused and structured phase of constructing meaning. Decisions are made about integration of ideas and how order can be created parsimoniously.
 
−
**Resolution: This phase is the resolution of the dilemma or problem, whether that is reducing complexity by constructing a meaningful framework or discovering a contextually specific solution. This confirmation or testing phase may be accomplished by direct or vicarious action.
 
−
*''As Marton (1988) states, ‘what is learned (the outcome or the result) and how it is learned (the act or the process) are two inseparable aspects of learning’ (p. 53).''
 
−
*'' Garrison and Cleveland-Innes (2005) suggested that high levels of critical thinking and learning is dependent on structured and coherent interaction or discourse. The Study Process Questionnaire (Biggs, 1987), used to measure approaches to learning, was administered to online course participants in four graduate courses that were selected based on differences in required interaction and instructor presence. Findings suggested that interaction by itself does not promote deep approaches to learning. It was concluded ‘that the quality of interaction (ie, critical discourse) must be a specific design goal and interaction facilitated and directed in a sustained manner if deep approaches to learning are to be achieved’ (p. 142). Deep learning would appear to be associated with the quality of the engagement and suggests focused and coherent collaborative communities of inquiry.''
 
−
 
−
====Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. Special Section of the AERA Education and World Wide Web Special Interest Group (EdWeb/SIG), 11(3–4), 133–136. [http://www.sciencedirect.com/science/article/pii/S1096751608000250 doi:10.1016/j.iheduc.2008.06.003]====
 
−
 
−
====Garrison, D. R., & Cleveland-Innes, M. (2005). [http://dx.doi.org/10.1207/s15389286ajde1903_2 Facilitating cognitive presence in online learning: Interaction is not enough]. American Journal of Distance Education, 19, 133–148.====
 
−
 
−
*
 
−
 
−
====Shea, P., & Bidjerano, T. (2009). Cognitive presence and online learner engagement: a cluster analysis of the community of inquiry framework. Journal of Computing in Higher Education, 21(3), 199–217. [http://link.springer.com/article/10.1007/s12528-009-9024-5/fulltext.html doi:10.1007/s12528-009-9024-5]====
 
−
 
−
*
 
−
 
−
====http://cguevara.commons.gc.cuny.edu/files/2009/09/Learning-Effectiveness-paper-Garrison.pdf====
 
−
*
 
−
 
−
====http://sloanconsortium.org/jaln/v11n1/online-community-inquiry-review-social-cognitive-and-teaching-presence-issues====
 
−
 
−
*
 
−
====Kanuka, H., & Garrison, D. R. (2004). Cognitive presence in online learning. Journal of Computing in Higher Education, 15(2), 21–39. [http://link.springer.com/article/10.1007/BF02940928# doi:10.1007/BF02940928]====
 
−
 
−
*
 
  
 +
== Social Presence: Engaging and Retaining your Students==
 
==Overview==
 
==Overview==
−
explores factors that impact the learner’s cognitive presence and sustain deep learning.  You will have opportunities to develop feedback strategies in relation to assessment and those which will encourage deeper student learning. 
 
 
==Outcomes==
 
==Outcomes==
−
# analyze the characteristics of ‘cognitive presence’ in an effective online learning environment
+
# analyze the characteristics of ‘social presence’ in an effective online learning environment
−
# explain the importance of deep approaches to learning in relation to assessment, feedback and student attainment of learning outcomes.
+
# identify factors or considerations that contribute to student engagement and retention in distance learning environments.
−
# evaluate the quality of the feedback that they provide for students in light of relevant evidence-based research (SOLO Taxomony and [http://%20http://rer.sagepub.com/content/77/1/81.abstract Hattie & Timperley].
+
# evaluate effective course facilitation strategies to increase student engagement and retention.
−
# analyze learning activities and their effectiveness to promote deep approaches to learning
+
# create and implement strategies to maximize student engagement in distance learning courses.
−
# provide high quality feedback using appropriate tools to promote deep approaches to learning.
+
# identify at-risk students and apply appropriate retention strategies.
−
# create an environment that supports and enhances deeper approaches to learning in your courses
+
# create an environment that supports and enhances social presence in your courses.
−
# monitor your progress towards achieving your goals resulting in an improved and enhanced cognitive presence in your courses.
+
# monitor your progress towards achieving your goals resulting in an improved and enhanced social presence in your courses.
  
 
==Links==
 
==Links==
−
*[[Teaching_and_Learning_Resources_Portal/Distance_Technologies/Feedback|Feedback resources from OLFM Workshop]]
+
*[http://nsse.iub.edu NSSE] (does NSSE apply to online?)
−
*[http://cmadland.wikispaces.com/Quality+Feedback Outside the Box Feedback]
+
*Interaction Equivalency Theorem
−
*SOLO Taxonomy
 
−
::http://www.johnbiggs.com.au/wp-content/uploads/2013/01/solo_taxonomy.jpg
 
  
−
==Course Overview==
+
==Course Outline==
 
===Week 1 - Welcome and Intro===
 
===Week 1 - Welcome and Intro===
 
====Outcome====
 
====Outcome====
 
====Activities====
 
====Activities====
−
*Draw yourself as...?
+
*Instructor to post short video
−
* Wordle?
+
**outside activities
 +
**how to contact? (other, later students, social media)
 +
*Participants to post on challenges they have faced in connecting with students in paced or continuous entry courses.
 +
*reading on social presence
  
 
====Resources====
 
====Resources====
 
====Assessments====
 
====Assessments====
 +
===Week 2-3 -- ===
 +
====Outcome====
 +
2&3
  
−
===Week 2-3 - Deep Approaches to Learning===
 
−
====Outcome====
 
 
====Activities====
 
====Activities====
−
#Analyze and explain how various qualities of feedback might influence student learning
+
*lit review (NSSE)
 +
*identify a MOOC (Coursera, EdX, Udacity...)
 +
**rate according to initial impressions of engagement and retention strategies
 +
**identify strategies for improving engagement and retention in distance learning
 +
*readings on engagement and retention
 +
**reflect on differences between initial impressions and published strategies and models
  
 
====Resources====
 
====Resources====
 
====Assessments====
 
====Assessments====
 +
*Blog post #2
  
−
===Week 4-5 - SOLO Taxonomy===
+
===Week 4-5 -- ===
 
====Outcome====
 
====Outcome====
 +
4 & 5
 
====Activities====
 
====Activities====
−
#analyze feedback on sample student work in light of SOLO and Hattie & Timperley's model.
+
*video creation module from CMS
−
#analyze one learning activity from one of your courses and explain how it aligns to the intended learning outcomes of the course, how the activity is strucutred to support student learning and what level of the SOLO taxonomy is required in student responses
+
*case study
−
#*suggest changes to enhance the quality of the activity
+
**create video resource explaining suggested strategies to engage with the class depicted in the case study and maximize student retention
−
#provide examples of high quality feedback using appropriate tools or media
 
−
 
 
 
====Resources====
 
====Resources====
 
====Assessments====
 
====Assessments====
  
−
===Week 6 - Goals for Enhancing Cognitive Presence===
+
===Week 6 -- ===
−
====Outcome====
+
====Outcomes====
 +
6-7
 +
 
 
====Activities====
 
====Activities====
−
*Review and summarize 2-3 current articles on enhancing cognitive presence and identify 2-3 goals relevant to your work
+
*Review and summarize 2-3 current articles on enhancing teaching presence
 +
*interview a peer or expert
 +
**analyze peer's engagement strategies
 +
**based on the research and your analysis of their engagement and retention practices identify 2-3 goals relevant to enhance social presence in your courses.
 
*Present strategies for achieving your goals...develop a plan
 
*Present strategies for achieving your goals...develop a plan
 +
 +
*identify gaps in your current practice and establish relevant goals related to improving and enhancing your social presence in your courses
  
 
====Resources====
 
====Resources====
 
====Assessments====
 
====Assessments====

Latest revision as of 14:22, 4 July 2014


Social Presence: Engaging and Retaining your Students

Overview

Outcomes

  1. analyze the characteristics of ‘social presence’ in an effective online learning environment
  2. identify factors or considerations that contribute to student engagement and retention in distance learning environments.
  3. evaluate effective course facilitation strategies to increase student engagement and retention.
  4. create and implement strategies to maximize student engagement in distance learning courses.
  5. identify at-risk students and apply appropriate retention strategies.
  6. create an environment that supports and enhances social presence in your courses.
  7. monitor your progress towards achieving your goals resulting in an improved and enhanced social presence in your courses.

Links

  • NSSE (does NSSE apply to online?)
  • Interaction Equivalency Theorem

Course Outline

Week 1 - Welcome and Intro

Outcome

Activities

  • Instructor to post short video
    • outside activities
    • how to contact? (other, later students, social media)
  • Participants to post on challenges they have faced in connecting with students in paced or continuous entry courses.
  • reading on social presence

Resources

Assessments

Week 2-3 --

Outcome

2&3

Activities

  • lit review (NSSE)
  • identify a MOOC (Coursera, EdX, Udacity...)
    • rate according to initial impressions of engagement and retention strategies
    • identify strategies for improving engagement and retention in distance learning
  • readings on engagement and retention
    • reflect on differences between initial impressions and published strategies and models

Resources

Assessments

  • Blog post #2

Week 4-5 --

Outcome

4 & 5

Activities

  • video creation module from CMS
  • case study
    • create video resource explaining suggested strategies to engage with the class depicted in the case study and maximize student retention

Resources

Assessments

Week 6 --

Outcomes

6-7

Activities

  • Review and summarize 2-3 current articles on enhancing teaching presence
  • interview a peer or expert
    • analyze peer's engagement strategies
    • based on the research and your analysis of their engagement and retention practices identify 2-3 goals relevant to enhance social presence in your courses.
  • Present strategies for achieving your goals...develop a plan
  • identify gaps in your current practice and establish relevant goals related to improving and enhancing your social presence in your courses

Resources

Assessments

Retrieved from "https://kumu.tru.ca/index.php?title=Course:OL_Delivery:OTL201:Planning&oldid=6394"