Friday, September 16, 2011

Best Practice for Online Instruction: A Presentation and Workshop by Shoreline's Faculty

Learning Communities

2010-11: Two FLCs

Blackboard 9 Best Practices on Web and Mobile Platforms, Betsey Barnett, Ruth Duffy, and Amy Kinsel, facilitators

Science eLearning Community (SeLC), Judy Penn, facilitator

Bb 9 best practices FLCBuilt on 2009-2010 Quality Matters (QM) FLC and that

group’s eLearning Best Practice Guidelines (handout)Examined which Bb functions work on mobile devicesTalked with students about how they use mobile devices

and about course design features they want and needIdentified ideal course design features for mobile devices

and for web use (will focus on web applications today)

Created Best Practice classroom to provide examples of effective instructional and course design features

Shared techniques for use in online courses, such as:Dropbox, Calendar/Scheduling Apps, Tegrity, Elluminate, PreziGapminder (converts data into interactive graphics)Calibrated Peer Review (assesses writing and critical-thinking exercises)Tools for Getting [Students] Started in online courses

Discussed pros/cons of online homework platformsDiscussed inherent issues in math/science online

coursesSymbolic languages in online formatsAcademic integrity and assessment

Began investigation of online lab course best practicesProduced quarterly newsletter

Science e-Learning FLC (SeLC)

…I have been dealing with many of the challenges of teaching labs fully online in the last 4 years.  The discussion [and] problem-solving we had in the FLC really helped me re-focus my labs, envision alternative/additional assessment methods and sharpen the online student tools I offer to students.

--Emanuela Agosta, Geology The Science eLearning Community gave me a chance to learn,

experience and find new tips and tools I use in my teaching. I was also exposed to the successes and challenges faced by my colleagues from the different disciplines…. Links and useful information posted on regular basis in our SeLC website are

very useful. --Amar Yahiaoui, Chemistry

SeLC faculty feedback

Today’s presentation

What do students say they want from online courses?

Which problems with online instruction are most often cited by faculty?

How do the Best Practice Guidelines and the findings of the two FLCs suggest that faculty might address common concerns about online learning?

Which three online course improvements might faculty easily adopt?

What students want

The Bb 9 best practice FLC looked at results from a student survey question:

“What would be helpful to you in taking online classes in the future?”

Have all instructors use a course template that would allow quicker learning curve for students taking more than one on-line class vs. having to spend HOURS sifting through on-line links to figure out each individual instructor's classroom.

Have all instructors use a course template that would allow quicker learning curve for students taking more than one on-line class vs. having to spend HOURS sifting through on-line links to figure out each individual instructor's classroom.

I have taken six online classes now. Every set-up is different and I usually miss at least one assignment in each class, each quarter.

I have taken six online classes now. Every set-up is different and I usually miss at least one assignment in each class, each quarter.

It would be great if all the assignments, quizzes, tests and finals were listed with a due date. You could even have a link to the assignment instructions from that site . . . . More consistency between teachers and how they use the various icons and aspects of Blackboard.

It would be great if all the assignments, quizzes, tests and finals were listed with a due date. You could even have a link to the assignment instructions from that site . . . . More consistency between teachers and how they use the various icons and aspects of Blackboard.

Every teacher should be required to use the same format for locating assignments and using discussion boards.

Every teacher should be required to use the same format for locating assignments and using discussion boards.

Everything should be in one location if it is something to be completed by the student. I wasted many hours just assuring myself that I had searched: assignments, quizzes, homework, discussion boards for the assignments due each week.

Everything should be in one location if it is something to be completed by the student. I wasted many hours just assuring myself that I had searched: assignments, quizzes, homework, discussion boards for the assignments due each week.

Wording between the syllabus and assignment pages and discussion boards did not match in every instance . . . . Due dates for discussion boards were only listed on the discussion board; due dates for assignments and quizzes were elsewhere.

Wording between the syllabus and assignment pages and discussion boards did not match in every instance . . . . Due dates for discussion boards were only listed on the discussion board; due dates for assignments and quizzes were elsewhere.

It would be helpful to have the class structured so that all the material for each week was located in the same folder.

It would be helpful to have the class structured so that all the material for each week was located in the same folder.

A predictable instructional design template across courses

Weekly or unit course structure to put all of a week’s/unit’s work in one folder

Consistent assignment locations with clearly listed due dates

Consistent terminology

Students want online classes with

• Does this summary match what you hear from students?

• Can you add anything to this discussion about what students want from online instruction?

Questions for audience

Consistency is a key student wish

Keeps focus on learning course content, not learning course management system

Provides predictable course navigationReduces student stress dramatically

How do students respond?The following feedback came from

students enrolled in three Summer 2011 courses that used Bb 9 Best Practice design principles

This was the most professionally done online course I’ve ever taken. I have one more quarter to go and I have taken many online classes and this was the best. I simply can not imagine a way to improve the presentation.

This was the most professionally done online course I’ve ever taken. I have one more quarter to go and I have taken many online classes and this was the best. I simply can not imagine a way to improve the presentation.

The instructor although it being an online class was always there to talk to and helped make the class seem as close as possible to a real in-person class.

The instructor although it being an online class was always there to talk to and helped make the class seem as close as possible to a real in-person class.

Well organized course. Makes our job as students a little easier when we know exactly what is expected.

Well organized course. Makes our job as students a little easier when we know exactly what is expected.

I felt like the online course was easy to navigate and made learning much more exciting.

I felt like the online course was easy to navigate and made learning much more exciting.

Always being there for the students. Answered questions clearly and feedbacks were very helpful.

Always being there for the students. Answered questions clearly and feedbacks were very helpful.

Everything was very organized and the calendar days already set up were performed each day as they were written.

Everything was very organized and the calendar days already set up were performed each day as they were written.

This was the best online class I've ever taken. I wish online classes were all this well organized. I also believe, I learned more in this class than I did in some face-to-face classes.

This was the best online class I've ever taken. I wish online classes were all this well organized. I also believe, I learned more in this class than I did in some face-to-face classes.

Students are required to manipulate and/or measure materials and/or objects

Students work with materials and equipment that require instruction and safety precautions

Students are assessed on their ability to successfully carry out and interpret the results of these manipulations

Students in f2f labs usually work in teams or groups to accomplish these goals, thus communication and interpersonal skills are important in f2f labs

What’s different for lab courses?

Online science labs requireReasonably-priced lab kitsLab tutorials (e.g. , Tegrity tutorials) to explain and

demo lab procedures to studentsMethods for ensuring safe use and disposal of

chemicals and biological materials, plus safe use of electrical equipment

Online science labs need to haveSame learning outcomes as f2f laboratoriesReliable methods for students to document

hands-on activities (e.g., photo journals)Under discussion: Should faculty require online lab

students to work in groups as in f2f labs?

Reliable easy-to-arrange proctored examsTechnology for faculty and students to

display calculations properly

Interactive digital tools (e.g., Scriblink and Scribblar) that allow faculty and students to draw mathematical symbols and graphics as they do on a classroom blackboard

Online math courses require

What’s common to online courses?

Students FacultyDiverse levels of college

preparationVaried technology skills

and accessStudents who are new

to college and to online learning

Varied expectations about online instruction

Blackboard 9 course management system

Diverse pedagogical styles and learning outcomes

Varied training and experience in online instruction

Focus on offering high quality online instruction

Good instructional design helps• Adopting

consistent design aids student success

• Guidelines promote design consistency and diverse instructional outcomes

Inconsistent course designDistracting visual clutterBlocks of dense textLack of clearly-defined student expectationsSense of disconnect from faculty and peersTechnology issues (often due to browser)Confusion and questions

What some online students find

Design issue: colors and fonts• Different colors are distracting rather than helpful• Using varied colors and fonts is not ADA compliant QUESTION: What else on this page might visually distract a student?

Design issue: buttons• Too many

buttons• Distracting

colors and designs

• Duplicate buttons

• No logical order for menu items

• Text runs off end

Design issue: menu• Some screen readers may not capture text on buttons• This is a well-organized menu, but can some of the 13 items be

consolidated?

Try shorter text-based menusUse plain text on solid-colored

backgroundEliminate unused or duplicated menu

itemsUse clear functional names for menu

itemsConsider adding “Start Here” or “Get

Started” content areaReduce or consolidate menu itemsPut most-used menu items in the

middleAdd descriptive dividers

Include a copy of menu in syllabus

To copy to your syllabus:Center desired area on screenClick “Prnt Scrn” or “Prt Sc” buttonPaste into your document and crop

as needed using “Picture Tools”Add descriptive text boxes and

arrows to guide students through the menu

Add a Bb course map to syllabus

Design issue: banner• Vertical rather than horizontal orientation• Too large; cuts off announcementsQUESTION: Is there a design issue with the buttons on this page?

Best practice course design• Banner is horizontally-oriented, sized and cropped to fit page• Menu is text on solid background, divided into logical sections• Consistent sans-serif font throughout is ADA compliant

Menu tip: include “Start Here” content area•Information for the first couple days of the quarter can go here•Ask students to verify through a check-off quiz that they’ve read and understood this content

Get started content:• Add help for first-time students• Include surveys, sample assignments and quizzes that check for

technology issues, links to resources for online students

Examples of help for first-time students

Takes student to WAOL Survey

Takes student to SCC eLearning Technical Requirements page.

Takes student to SCC eLearning Orientation Schedule & Online Tutorial

Organize course content into foldersUse weekly or unit folders to

organize course contentPost folders in reverse

chronological orderDate folders and assignments

within foldersProvide clear task-oriented

labels, such as “Attach Lab 1” or “Open Quiz 5”

Use course links to connect content in other areas of your classroom to weekly or unit folders

Folder tip: include outcomes for weekly folders•Quality Matters best practice calls for tying specific content in the course directly to learning outcomes

Discussion tip: include descriptions for forums•Explaining to students what they will find in each discussion forum assures them that they are navigating the course correctly

Discussion tip: add descriptions at thread level•Requiring students to interact online at least three times weekly encourages student engagement

Bb 9 FLC best practice classroom• Username: bestpractice • Password: bestpractice

What three things can faculty do?Menu—shorten list, combine items, use

text on solid base and functional names Help for students—add Start Here and

New Student items, create course maps Folders—put content in weekly or unit

folders, post in reverse chronological order, attach learning outcomes

Share what you’ve done online

To help students succeed in online courses

To help you meet your instructional goals

2010-11 Participants

Bb 9 Best Practices SeLC Emma Agosta Betsey Barnett, Facilitator Steve Bogart Ruth Duffy, Facilitator Ed Harkness Gary Kalbfleisch Amy Kinsel, Facilitator Diana Knauf Peter Sparks Patricia Wade Kira Wennstrom

Emma Agosta Steve Bogart Stephanie Diemel Leoned Gines Linda Khandro Sarah Leyden Federico Marchetti Phyllis Topham Kira Wennstrom Amar Yahiaoui Judy Penn, Facilitator

Participate in an FLC this year

Bb 9 Best Practices SeLC2nd and 4th Tuesdays,

2:00-3:30 pmRoom 4214

1st Fridays, 1:30-2:30 pm3rd Fridays, 1:30-3:00 pmRoom 4106