engaging the online learner: activities and tools to

ENGAGING THE ONLINE LEARNER: ACTIVITIES AND

TOOLS TO CREATE COLLABORATIVE LEARNING

Rita-Marie Conrad, Ph.D. J. Ana Donaldson, Ed.D. [email protected] [email protected]

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Be inspired. Be inspiring.

Overview • What to expect

– Pre-recorded session with pauses – Synchronous session

• Session outcomes – Apply the concept of engaged learning – Implement a five-phase model for online student

engagement – Develop new activities to engage your own students

in each phase of the model

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Introductions Rita and Ana

"The meeting of two personalities is like the contact of two chemical substances: if there is any reaction, both are transformed."

- Jung

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ICEBREAKER

• Take a few moments to think of an object that represents you or your life at this point in time.

• How might this relate to how you teach, design instruction or learn?

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Today’s Learner

• Generator of knowledge • Member of online community • Co-creator of learning environment • Active participant • A leader

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BUT, Today’s Learner…..

• May not ever been allowed to lead • May not have had positive interactive

learning experiences – Face-to-face, let alone online

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What influences learners? • Think about your own experiences with your

students or even with yourself as a learner. What do you think are the things that most influence learners?

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Today’s faculty

• Becomes motivator and facilitator • Online “coach” and manager • Learning experiences engineer

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BUT, Today’s faculty….. • May not have learned online • Are content experts within a new context

– And perhaps one they didn’t plan on! • May be uncomfortable with the power shift and

loss of control • May ask themselves before moving online “What’s

in it for me?”

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WHY DO YOU DESIGN/ TEACH THE WAY YOU DO?

• Teach /Design the way you learn? • Teach/Design within constraints?

– Time – Classroom set-up – Departmental policies

• Teach the way you were taught? • Design within a set design model?

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Instructional design needs to go beyond constructing a course to creating a learning experience.

- Conrad & Donaldson, 2011

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WHAT IS ENGAGED LEARNING?

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Theorists Behind engagement • Dewey

– Stimulating creative/critical thinking and problem solving

• Bruner, Piaget – Described engaged learning as how

we come to know our world • Knowles

– Learner autonomy and initiative – Experiential learning

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PARADIGM SHIFT (TAPSCOTT, 1998, GROWING UP DIGITAL)

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Linear, sequential/serial Hypermedia Learning

Instruction Construction/discovery

Teacher-centered Learner-centered

Absorbing materials Learning how to learn

School Lifelong

One-size-fits-all Customized

School as torture School as fun

Teacher as transmitter Teacher as facilitator

Inte

ract

ive

Lear

ning


connectivism • “We live as an integrated experience --- we see,

know, and function in connections. Life, like knowing is not an isolated activity --- it is a rich, interconnected part of who we are.”

• Siemens , 2008

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Social networking

“Only the old people are on Facebook.” -Student leader at a prominent mid-Atlantic

university

Should it be incorporated in the learning process?

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Key Elements of Engagement • Students and Instructors partners in:

– constructing knowledge – answering questions

• Students establish own learning goals • Students work collaboratively with high energy

and high exchange rate… • Appropriate resources explored to answer

meaningful questions • Tasks are multidisciplinary and authentic • Assessment is ongoing/performance-based

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What is your approach to engagement?

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The Phases of Engagement

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(Conrad & Donaldson, 2004, 2011)


Activity Characteristics

• Has a relevant purpose • Clear directions and assessment criteria • Opportunity for creativity by learner • Multiple paths to the same objective • Incorporates personal reflection • An idea exchange occurs

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Be inspired. Be inspiring. 1. Connect

2. Communicate

3. Collaborate

4. Co-Facilitate

5. Continue Phases of Engagement

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Phase 1 - Connect • Learner - Newcomer • Instructor – Social Negotiator

– Social and orientation-like activities – Establish online presence

• Examples – Icebreakers – Social and Cognitive – Discussions on community issues such as

Netiquette

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Goal: Set the tone • Communicates clear expectations for engagement • Allows practice with technology • Establishes relationship with all learning

environment members

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Phase 2 - Communicate • Learner – Dyad Partner (2 student pairing) • Instructor - Structural Engineer

– Forms dyads or very small groups of learners • Activities require:

– Critical thinking – Reflection – Sharing of ideas

• Examples: – Peer reviews, Problem solving, Case studies

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Goal: Build Confidence • Structured interaction • Easy to follow • Help learners recognize their strengths and build on

them • Provides practice in constructively disagreeing

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Phase 3 - collaborate • Learner – Team Member (3-5 member groups) • Instructor - Facilitator • Activities require small groups to:

– Collaborate – Problem solve – Reflect upon experiences

• Examples: – Content discussions, Role plays

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Goal: Promote Self-Reliance

• Redirecting questions – “What do YOU think?” (Reflection) – “What are you trying to accomplish?” (Goal-

setting) – “What do you think are the weaknesses in that

argument?” (Analysis)

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Active Learning Strategies

• Brainstorming • Role Plays • Simulations • Wikis/Blogs • Mind Maps / Flowcharts

• Case Studies • Round Robins • Projects • K - W - L (already Knew,

still Want to know, Learned)

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Phase 4 – Co-Facilitate • Learner - Initiator of Activity/Partner • Instructor - Community Member/Challenger • Activities

– Learner-designed, Learner-led • Examples:

– Group presentations – Group projects – Learner-facilitated discussions

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Goal: community-driven • Peer leadership of activities

– Peer consultants/experts – Responsibility for course activities – Conferences/Discussions – Assign instructional roles to learners

• Peer assessment – Critiques of non-graded assignments – Assessment of group work

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What Do Learners Need to Lead? • Instructor permission

– Tone of the course • Clear guidelines

– Syllabus, Directions • Learning outcomes • Planning time • Checkpoints

w/instructor

• Supportive Peers – Consequences for

lack of support – Process to evaluate

support • Reason to do it

– Application / relevance to their lives

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Phase 5 – Continue • Learner - Contemplator • Instructor - Supporter • Activities

– Reflective (and applied) • Examples:

– Self-reflections – Evaluation of course engagement – Plans for future engagement

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Goal: Self-engaged learner • Empowered learner

– Increased engagement occurs with diminishing instructor intervention

– Experience influences future engagement – Learner engages in future learning experiences

without instructor prompting

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Think about what activities you are using in your courses. How do they fit into the Phases of Engagement model?

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Determining Quality Assessment

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How do you measure quality and engagement in your classes?

Are you: •Using rubrics to measure performance? •Aligning assessments with instructional objectives? •Using performance evaluations or high-stakes testing?

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Student Engagement Plan * Week

or Unit

Topic or Learning Objective

Activity Description

Phase Assessment Method

Media Tool Selected

Comments

1 Introduction of subject

Icebreaker

1 Non-graded feedback

Discussion area of LMS

Course access; Familiarity with

LMS

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Determine objectives for a unit of instruction

Peer partner discussion

and critique of individually developed

unit objectives

2 Discussion rubric

Email Blog Wiki

textbook received

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* adapted from Boettcher and Conrad, Faculty Guide to Moving Teaching and Learning to the Web, 2nd ed. 2004


• Reflect on the questions asked of you today… • Be prepared to share your own experiences and

successful activities with the group • Bring a brief statement to the next session with your

definition of engagement • Identify one of your courses and have materials

available to work on in our next session using the Phases of Engagement approach

Preparation for the next session…

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