He Help Y Your S Students ts Succ ucceed i in their Online C - - PowerPoint PPT Presentation

He Help Y Your S Students ts Succ ucceed i in their Online C Course

St Stephen M Murgat atroyd, P , PhD FBPsS F S FRSA SA Chief Innovation Officer Contact North | Contact Nord

www.contactnord.ca

Wh Who A Am I I

• Teaching at the university level since 1973
• Psychologist by training but have taught in

both statistics programs and in business schools

• Now act as Chief Innovation Officer for

Contact North | Contact Nord

• Now working on strategic foresight as a

teacher at the University of Toronto (OISE) and University of Alberta and Athabasca University (MBA)

• Created the world’s first fully online MBA in

1993-4 and have been building and working with technology enabled learning experiences ever since

• Worked for 15 years at the Open University

(UK) and for 14 years at Athabasca University

Why Ar y Are e We Doi e Doing g This his

• The b

best st predictor of

• f st

student su success i is s the e the ext xten ent of f stu tudent en t engag gagement.

• The evid

vidence is is gr growi wing that m that man any stu tudents ha have not ad t adap apted w wel ell t to the the

• nline e

e exper erien ence. e.

• We n

need t to “

• “st

step-up” o

• ur

r gam game as e as designe ners a and i instruc uctor

• rs.

The Com e Community of

• f

Inquiry M Model

• del

Developed by Randy Garrison and Terry Anderson, Walter Archer and

• thers.

Widely used as a design framework. Significant focus for research. See more at https://coi.athabascau.ca/coi- model/

Her ere e Is s Wha What I I Want nt To Do Do.. ..

Suggest

..some ways in which we as instructors can help students be “great” students..

Deal

..with some very practical matters – plagiarism, time management..

Examine

..how you can build a sense of community and engage learners in their learning journey..

Explore

..what we need to do to create “presence” for students and faculty..

Some Pra Practical Thin hings

Not All St Students

• Have a

access ss to to qual ality broad adba band.

• Have a

access ss to great t technology gy – many ny international stu students j just ha st have smartp tpho hones. s.

• Have

ve h high leve vel technology s gy skills for s r shari ring ng

• n

n Zoom, cre , creating s storyboards, cre creating video,

• , creati

ting e effecti tive p prese sentati tion

• ns

s and mater erial ials.

Access ss to Technology

Student nts L s Liv ivin ing in in a a Fir irst Nat ation

• n Co

Commu mmunity

Just st 31% 1% hav ave acces ccess t to broa

• adband

nd

Stud udents i in Rur ural Canada

Only ly 41% have ac e acces ess t to broadband wi with 50 50 Mbps ps do download / d / 10 Mbp bps u s uploa

• ad

(The CR CRTC r C recomme mended d sp speeds ds f for o

• nlin

ine l learnin ing)

In some homes, students are sharing devices / time / place with several

• thers. Don’t assume they have a quiet and dedicated space.

Ab Ability t ty to

• Us

Use e Tec echnology gy

• Students are good at some things – basic

functionality of Word, searching, social media.

• Students are not necessarily good at others

– creating PowerPoint slide decks, creating and editing video, using storyboarding software, remote teamwork, using advanced technology tools.

You Mig Might Want nt To

Find out where your students are working from Know what kind of technology access they have – equipment, speeds Understand the kind of skills they have in using technology Know their limitations before you get too far down the line..

Otherwise, you may be assessing technology access / skills not their learning, knowledge, understanding and capabilities.

Who Is s In Th The Room Ma Makes a a Dif ifferen ence t e to What Ha Happens

You Ma May Wan ant t to.. ..

Have students introduce themselves in their own way – helps to build a sense

• f community.

Create working groups from the “get go” – especially in larger classes – Zoom makes this easy.

Recognize there are some sensitivities – images, video, sharing.

You

• u D

Do

• Need t

eed to

• Introdu

duce Y e Yoursel self..

Introduce yourself and what you hope to do – a short video helps (easily edit with clideo.com). The meaning and purpose of the course – students need to know why they are studying these materials / ideas / skills and how studying these things connects to their past / future learning.

You

• u May

y Al Also Want t To

• Mak

ake u use o

• f break

akout groups i in Zoom d during “live”. ”.

• Creat

ate s study-buddies an and g get t them t together (G (Google Mee eet i is ea easy). ).

• Make use of
• f pe

peer t to

• pe

peer l learning th throu

• ugh pr

proj

• ject-

bas ased act activities (G (Google M Meet + + Zoom). ).

• Make u

e use o e of f peer eer asses essmen ment – yo you might w wan ant to look at at Krit itik.io. .

• Make u

e use o e of f authe hentic asses essmen ment – asses essmen ments co co-creat ated w with students.

KEEPING STUDE UDENTS S ENGAGED D AND D INVOLVE VED

Effective Online L Lear arning

• Use

ses the s the LMS for

• r con
• ntent sha

t sharing, explo ploration a n and nd skills d demo monstra ration – mult multimedia re resour urce ces ( (especi cially lly video). ).

• Use

ses s “face ti time” f for

• r a

acti tivities whi which sho show “kn “knowledge in in use” e” – understa standing a and appli lica cation. n.

• Use

ses s sha shared ti time f for

• r c

co-creati tion w with h stu students.

En Enga gaged ged Lea Learning..

• If you

u have a synch nchronous cla class

– Br Break it it in into ac activities an and d use se Z ZOOM Break akouts. s. – Have s stude dents d s demonst strat ate m mast stery o

• f a method,

d, process, , or s skill. ll. – Have g guest sts i s in for 10’ prese sentat atio ions w s which s students s man manage ( (host, man manag age Q Q&A). ). – DON’T f ’T focus o

• n content (

(content i is everyw ywhe here re), , focus o s on unde derstan anding an and d appl application. – Use t the he t time t to b

• build

ld presence an and d a a se sense o

• f

commu mmunity.

USING NG ANALYTICS TO O KE KEEP AN E EYE ON ON ACTIVITY

All LMS S Syst stems s Have..

• Das

ashboards an and d dat ata w a which ch sho hows:

– If, f, w whe hen an and ho how o

• ften a

a st student has l has logge gged in. – Which r res esour urces es ea each ch s stud uden ent acces ccessed ed. – Whether er or no not t the s e stud uden ent com completed ed a a quiz / / assessment a and h how lon long it took

• k /

/ how well t ll they did. d. – Whether er t the e stud udent i is “ “on” n” or “off” track i in n ter erms of wher ere t e they a are e in a n a co cour urse.

• Us

Use t these d dat ata f a for i intervention decisions ns.

• If

If you h have an an AI-embedde ded sys ystem, em, u use e the he predictive an anal alytics to identify students “ “at at risk”. ”.

Go Good U Use ses s of Analytics Ca Can..

• Signi

nifica cant ntly incre ncrease s stud udent re retent ntion a n and nd comple letion. n.

• Reduce stu

student a anxi xiety thr through r rapid interventi tion

• n.
• Connect

t students t ts to supporti tive s services s – wri riting co coach ches, ma math/s /stats h help, a lp, additiona nal resou

• urces.

s.

• Create a

a cultu ture of

• f he

help a and servi vice ce.

CR CREA EATING AN AN ” ”AS ASK F FOR HEL ELP” CU CULTURE

Of Often en

• Stud

udents don’t n’t a ask f for h r help lp – the they “ “su suffer”. ”.

• Cre

reating a cult culture re o

• f mut

mutua ual s suppo upport throug ugh peer co coach ching, a , ana naly lytics dri riven su support t can reduce the the l lon

• neliness of
• f the

the lo long ng-dista stance le learn rner.

• Som
• me thi

think as askin king for

• r he

help i is a s a si sign of

• f

weakness ss – in n fact ct, s , sma mart s students ask f for r he help a all the the ti time.

Make e Sur ure

• You bui

build a cult culture of trus ust a and nd openness – askin ing f g for h help is a sign gn of f strength.

• Be pr

present when h help i p is needed – an anticipate t the ask sk.

• Do
• mor

more than an k keep p of

• ffice hours.

.

• Make s

sure s services – writing, mat math s supp pport, advisi sing, g, e

• etc. – ar

are pr promo moted appr appropriately b by your ur ins nstitution f for t those who you t u think ne need them. m.

Resp sponsi sible S Studentsh tship

The f first s students c caught c cheating w were taking t the c civil s l servan ant e examinat ations d during the Ming D ng Dynasty.

Get Explicit – Don Don’t A t Avoi

• id I

It

• Spend som

some ti time ta talking thr throu

• ugh

exp xpectations i in general terms b but b t be exp xplicit abo about t the “ e “no no-nos” right ht a at t the the “get g t go”

• ”.
• Give exa

xamples of the

• f the c

con

• nse

sequences of

• f

pla lagiari rism a and nd ch cheating that h have o

• ccurre

ccurred at at y your instit itution.

• Suggest

st scenarios w

• s where c

collabor

• rati

tion

• n

hi highl hly desirable a and sc scenarios whe when i it t is s

• not. D

Don’t a t assu sume students ts know.

Explain Also…

• …
• How p

w plagiarism sm detecti tion

• n s

softw tware w works s – Turnit itin in, , Quete text or r Gramma mmarly – and tha that t stu students shou should u use se the these reso sources the themselves b befor

• re the

they su submit wor

• rk.
• How p

proct ctore red e examinations ns w work rk – e.g. g. what d t does s Pr ProctorU ac actual ally d do?

• Make su

sure the the stu students understand appropr priate r refere renc ncing ng o

• f sources.

s.

The B Big I Idea: a: Auth thent ntic Assessm ssment nt

• Design as

assessment t that at does not require p proct ctoring but ch chal allenges t the s student to show o

• riginal work o
• f

mean aning an and v val alue t to them. hem.

• Push students t

to build s storyboards (e (e.g .g. Mila lanote) o ) or present t their w work o

• n video or via

a Zoom.

• Enga

gage i in pr proj

• ject-based l

lear arning with stag aged asses essmen ments.

• Thi

hink of f asses essmen ments for lear arning as as well ll as as asses essmen ment of f learni ning ng.

FIVE E COMMON MISTAK AKE F FOR F FIRST TIM IME E ONLIN INE E LEARNER ERS

The T e Top

• p 5 Mist

stakes Lear arners Mak Make

1. 1. Not f fully lly u understanding t the e desi sign a assumptions / process

• f t

the c e course. 2. 2. Not p plan lanning t the e use o e of thei eir time e effectively ly – being l late with a h assignme ments s / proc

• crastinat

ation. 3. 3. Rely lying t too h heavily ly o

• n

“lectures + + not

• tes” w

” when the design r requires i interac activity and nd e eng ngagement nt. 4. 4. Not en engaging w with pee eers – goin

• ing it

it alone. 5. 5. Hesitat ating i in asking f for h help.

Bott ttom

• m Li

Line: E Engagement = = Succes ccess

The D he Dang nger er The P Possi sibility ty

Ma Many Tha Thanks!

smurgatr@ualberta.ca