LMS Best Practices for Enhancing Active & Interactive Learning
Kathy Fernandes & Laura SederbergNovember 7, 2008
November 7, 2008 CSU Institute for Teaching and Learning 2
Session ObjectivesSession Objectives
Upon completion you will become familiar with:
Knowing who today’s students really are and what they expect from their learning
New ways to use the online environment (LMS) to manage a face-to-face class
The Rubric for Online Instruction and how to evaluate an online course for quality
The Event-Oriented Design model which systematically helps you re-design your course
November 7, 2008 CSU Institute for Teaching and Learning 3
Today’s StudentsToday’s Students
A Vision of Students Todayhttp://www.youtube.com/watch?v=dGCJ46vyR9o
Kansas State University - Michael Weschhttp://www.youtube.com/watch?v=_A-ZVCjfWf8&NR=1
Do we listen to what they have to say about how they learn?
Can we teach differently than the way we learned?
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Digital Natives, not
ImmigrantsDigital Natives, not
Immigrants “Today’s students are no longer the
people our educational system was designed to teach.” – Marc Prensky, author of Digital Natives, Digital Immigrants
We must engage them Ask Collaborate Generate/Create
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The GapThe Gap
We weren’t taught the way today’s students want to learn. We didn’t have an LMS or the web when we were getting our degrees.
We have our own experience & thought about good teaching.
We may not have developed, yet, our own experience or thought about good ONLINE teaching and learning.
What are good online practices or LMS Best Practices?
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Bloom’s TaxonomyBloom’s TaxonomyC
om
ple
xi
ty Diffi
cu
lty
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Seven Principles of Good
Practice in Undergraduate Education
Seven Principles of Good Practice in Undergraduate
Education1. Good practice encourages contact between
students and faculty2. Good practice encourages cooperation among
students3. Good practice encourages active learning4. Good practice gives prompt feedback5. Good practice emphasizes time on task6. Good practice communicates high
expectations7. Good practice respects diverse talents and
ways of learning - Chickering & Gamson 1987
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Engagement & Interactivity
Engagement & Interactivity
How do you do engage and interact in a traditional class?
How would/could you do that online?
How do you use your LMS in your courses? Admin? Activities? Feedback?
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Group Activity #1Group Activity #1
How do you use “in-class” time?
Percentage of time in class management? Activities? Lectures? Assessments? Other?
How do you use the “online” environment?
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Good Teaching Practices Online
Good Teaching Practices Online
Take your good teaching practices (from face-to-face class) and put them online.
LMS Manage your course – setting expectations,
aligning objectives, establishing timelines Set up activities – individual or group Deliver content Create communication opportunities (content,
instructor, students) Provide online resources Evaluate student performance
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LMS ExampleLMS Example
Students say the number one benefit of an LMS is seeing grades quickly.
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LMS ExampleLMS Example
Students are in control of their pace of learning with video- lectures
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LMS ExampleLMS Example
Peer evaluation of student work using rubrics in LMS
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LMS ExampleLMS Example
Student journal activity is individual, reflective, between student and instructor
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LMS ExampleLMS Example
LMS assignment with audio directions, activity steps 1-4, and an example to demonstrate expectations.
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LMS ExampleLMS Example
Learning objectives align to LMS activities and assess-ments
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LMS ExampleLMS Example
Web Links correspond to chapter organization of LMS.
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LMS ExampleLMS Example
Wimba Voice Presenter describes Website inside LMS.
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LMS ExampleLMS Example
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1. Conduct learner analysis. Identify your participants for web-savviness.
2. Specify instructional goal and performance objectives of the course.
3. Conduct technology assessment. Identify technologies available to all students who may take the distributed course.
Event Oriented Design Model
Thomas Welsh (1998)
Event Oriented Design Model
Thomas Welsh (1998)
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Event Oriented Design
Model Thomas Welsh (1998)
Event Oriented Design Model
Thomas Welsh (1998)
4. Sequence and chunk performance objectives into a series of instructional modules.
5. Divide modules into a series of instructional events. Specify event type; synchronous, limited synchronous, or asynchronous.Specify appropriate technology(ies).
6. Develop content for each event.
7. Engage in formative evaluation and pilot testing.
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Student Feedback?Student Feedback?
Are you asking your students about how you’re using the LMS?
About how effective it is for them?
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Instructional Events: 3
typesInstructional Events: 3
typesEvents are individual interactions that occur during thecourse, such as lectures, discussions, assignments, etc.
1. Synchronous - involves all students and the instructor in real time.
2. Limited Synchronous - involves two or more members of the class in real time.
3. Asynchronous - involves one individual at a given point in time.
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Framework for
conceptualizing distributed courses
Framework for conceptualizing distributed
coursesPacingSelf Group
Interaction Interaction
Synchronous
Limited Synchronou
sAsynchronous Synchronou
s
Limited Synchronou
sAsynchronous
Med
iati
on
Hum
an T
ech
nolo
gy
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Individual Activity
#2Individual Activity
#2 Take a few typical course activities
Apply it to this model
How many boxes are used in how you teach?
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Group Activity #3Group Activity #3
How do YOU evaluate online instruction?
What is important to measure?
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How do we recognize GOOD QUALITY Online Instruction?How do we recognize GOOD QUALITY Online Instruction?
Chico State faculty asked this question
Resulting in a committee discussion and a new path
Exemplary Online Instruction (EOI) is the program used at CSU Chico to recognize faculty for applying the Rubric for Online Instruction to their courses
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Rubric for Online
InstructionRubric for Online
Instruction1. Learner Support and Resources
2. Online Organization and Design
3. Instructional Design and Delivery
4. Assessment and Evaluation of Student Learning
5. Innovative Teaching with Technology
6. Faculty Use of Student Feedback
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November 7, 2008 CSU Institute for Teaching and Learning 31
Exemplary Online
InstructionExemplary Online
Instruction EOI program brings faculty
recognition, establishes good models, creates mentors, gives playful posters.
See Center for Excellence in Learning and Teaching (CELT) websitehttp://www.csuchico.edu/celt/roi/.
Course home page before ROI
Course home page before ROI
Course home pageafter ROI
Course home pageafter ROI
Before the ROI, LMS allows many tools to be added to course.
See how many are (H) hidden (not in use).
Before the ROI, LMS allows many tools to be added to course.
See how many are (H) hidden (not in use).
After the ROI, LMS allows instructors to use only those tools needed in the course.
After the ROI, LMS allows instructors to use only those tools needed in the course.
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EOI ExamplesEOI Examples
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HomePage
is organize
d in a simple
clear format
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EOI ExamplesEOI Examples
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DiscussionsCreate
community for students in a safe online environment for anytime, anywhere participation
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EOI ExamplesEOI Examples
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Rich
media
engages
students into
content and
allows repeate
d viewing
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EOI ExamplesEOI Examples
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Active Learning
Scavenger Hunt assignment engages students in critical thinking and gives students choices
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EOI ExamplesEOI Examples
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Online Quizzes
Give multiple
assessments for low
stakes and repeated practices tests and
surveys to assess
student satisfaction
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EOI ExamplesEOI Examples
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Set Clear ExpectationsModule 1 introduces students to course
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EOI ExamplesEOI Examples
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Align Goals
and objectives to student activities and assignments
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LMS BenefitsLMS Benefits Learning becomes student-centered Curricula is reusable, replicable, and shareable Reliable, verifiable assessments and assignments Learning opportunities are redundant and deep Flexible schedule and location for participants Multiple ways to communicate Opportunity for intimate learning with large
sections Building community virtually
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Group Activity #4Group Activity #4
Now, how will you use your LMS?
What new practices might you try to increase student engagement?
Will you survey student satisfaction?
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Student’s devicesStudent’s devices
Personal devices can be used as “student response systems.”
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Web 2.0 ExampleWeb 2.0 Example
New student response systems areWeb-based
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Web 2.0 TechnologiesWeb 2.0 Technologies
LMS can link to Web 2.0 Pageflakes
Wikis
Blogs Twitter
Flickr
TeacherTube and YouTube
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Web 2.0 ExampleWeb 2.0 ExampleRezEd and Second Life virtual realities engage students with content and the world.
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Read About What’s NewRead About What’s New
Horizon Report 2008
List resources from our Websitehttp://www.csuchico.edu/~lsederberg/itl/
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ResourcesResources
www.csuchico.edu/tlp/
www.csuchico.edu/tlp/vista
www.csuchico.edu/tlp/LMS2
www.csuchico.edu/celt/roi
www.csuchico.edu/tlp/accessibility
www.csuchico.edu/~lsederberg/itl/
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Contact InfoContact Info
Kathy FernandesDirector of Academic Technologies, CSU ChicoDirector of CSU LMS [email protected]
Laura SederbergManager of the Technology and Learning Program, CSU [email protected]