pedagogical strategies for synchronous learning global learning technology conference wilmington, nc...
TRANSCRIPT
Pedagogical Strategies for Synchronous Learning
Global Learning Technology Conference
Wilmington, NC
October 11, 2013
*
Anthony C. Holderied Instructional Technologist
North Carolina State University
Agenda:1. Why Pedagogy?
2. Building Student Engagement – Considerations, Instructional Challenges, Best Practices Creating a profile
Ice Breaker Activities
Pair and Share
3. Facilitating Group Interaction – Considerations, Instructional Challenges, Best Practices Breakout Rooms
Interactive Whiteboards
Pair and Share
4. Assessing Synchronous Learning – Considerations, Instructional Challenges, Best Practices Peer Assessment
Pair and Share
Polling
Quizzing
5. Questions/Discussion*
Building Student EngagementWhy Does Engagement Matter?
1. Cognitive Engagement
Interest
Motivation
Retention
2. Social Engagement
Community and connections
Active partners in learning
Teach and learn
Building Student Engagement
Instructional Challenges
1. Disparate locations
2. Physical isolation
3. Too convenient to...
Procrastinate
Forget
Become disengaged
Exercise: Edit Your Profile
1. Choose Edit Profile from the drop-down menu
2. Click the No Picture icon
3. Browse to an image on your computer
4. Choose the image
5. Click Open
6. Enter your name and other information
7. Click OK, when finished
Pair and Share
Get with a neighbor and…
1. Exchange names, occupation, and organization
2. Brainstorm two additional ice breaker activities that could prove successful in establishing student engagement in a synchronous learning environment
3. Record and report back to the group
*
Facilitating Group Interaction
Why Group Work?
1. Prepares students for 'the real world'
2. Students teach and learn from each other (multiple perspectives)
3. Promote a sense of belonging
4. May cut down on prep time for instructor
*
Facilitating Group Interaction
Instructional Challenges
1. Achieving 'buy-in'
2. Student schedules
3. Social 'loafing'
4. Assessment
*
Breakout Rooms
Key features:
1. Replicate collaborative environment for small groups
2. Participants in each room may only hear/see each other
3. May be created at any time and reused throughout the session
4. Moderator can move from room to room
*
Group Concept Map Exercise
In this activity you will work as a group to create a concept map. Creating a concept map is an approach to learning that allows you to brainstorm and articulate different perspectives of looking at a topic or idea. Most commonly, concept maps are used to gain, share, or produce knowledge.
By creating this map collaboratively, your group will benefit from having multiple perspectives contributed by you and your group members.
Concept Map Directions
Assemble a concept map of pedagogical applications for a variety of learning technologies.
1. Work as a team in breakout rooms, discussing ideas collaboratively
2. Click and drag the labels on the left into the appropriate “bubbles” on the right
3. Use all of the labels by placing one per bubble. All bubbles will not be filled unless you use some labels more than once.
4. Once you have completed your map, have each member save it to their desktop (File Save Whiteboard Current Page)
Pair and Share
Get with a neighbor and…
Brainstorm one idea that could serve as an engaging group “breakout” activity. If helpful, think of past group activities you have facilitated that were successful in engaging students in the learning process, and how it would translate in the synchronous learning environment.
*
Facilitating Group InteractionBest Practices
1. Set expectations, explain importance
2. Set up groups appropriately • Self select• Teacher select• Randomized
3. Duration• Frequent vs. Occasional • Semester-long vs. Rotating groups• Major project vs. In-class activity
*
Assessing Synchronous LearningImplementing Peer Assessment
Why Employ Peer Evaluation?
1. Grounded in Active Learning (Piaget) and Social Constructivism (Vygotsky)
2. Promotes critical thinking (re-evaluation)
3. Increased engagement through higher responsibility
4. May reduce grading time
*
Implementing Peer Assessment
Considerations
1. Process, product, or both?
2. Low-stakes vs. high stakes
3. Small or large groups?
*
Concept Map Peer Evaluation Activity
Work as a team in breakout rooms to assess another group’s concept map
1. Each group should turn in one score sheet only
2. Use the rubric provided to score the assigned concept map
3. Scoring Assignments
A. Room One evaluates Room TwoB. Room Two evaluates Room ThreeC. Room Three evaluates Room Four
4. In your Break Out room, click Load Content, then Browse for and upload the appropriate group’s concept map to the whiteboard.
5. Using the Page Explorer, check Follow, and toggle back and forth between assigned concept map, Bartel’s rubric and your group’s scoring rubric.
6. Type the Room Number, points for each category, and score total using the whiteboard’s text box tool.
Peer Assessment Rubric4 3 2 1
Participation Group member participated fully and was always on task in class.
Group member participated most of the time and was on task most of the time.
Group member participated but wasted time regularly or was rarely on task.
Group member did not participate, wasted time, or worked on unrelated material.
Leadership Group member assumed leadership in an appropriate way when necessary by helping the group stay on track.
Group member sometimes assumed leadership in an appropriate way.
Group member usually allowed others to assume leadership or often dominated the group.
Group member did not assume leadership or assumed it in a nonproductive manner.
Listening Group member listened carefully to others’ ideas.
Group member usually listened to others ideas.
Group member sometimes did not listen to others’ ideas.
Group member did not listen to others and often interrupted them.
Feedback Group member offered detailed, constructive feedback when appropriate
Group member offered constructive feedback when appropriate
Group member occasionally offered constructive feedback, but not always useful.
Group member did not offer constructive or useful feedback.
Cooperation Group member treated others respectfully and shared the workload fairly.
Group member usually treated others respectfully and shared the workload fairly.
Group member sometimes treated others disrespectfully or did not share workload fairly.
Group member often treated others disrespectfully or did not share the workload fairly.
Time Management
Group member completed assigned tasks on time.
Group member usually completed assigned tasks on time and did not hold up progress because of incomplete work.
Group member often did not complete assigned tasks on time, and held up completion of project work.
Group member did not complete most assigned tasks on time and often inconvenienced the group.
Bartel’s Scoring Rubric for Concept Maps4 3 2 1
Concepts and Terminology
Shows an understanding of the topic’s concepts and principles and uses appropriate terminology and notations
Makes some mistakes in terminology or shows a few misunderstandings of concepts
Makes many mistakes in terminology and shows a lack of understanding of many concepts
Shows no understanding of the topic’s concepts and principles
Knowledge of the relationships among concepts
Identifies all the important concepts and shows an understanding of the relationships among them
Identifies important concepts but makes some incorrect connections
Makes many incorrect connections
Fails to use any appropriate concepts or appropriate connections
Ability to communicate through concept maps
Constructs an appropriate and complete concept map and includes examples; places concepts in an appropriate hierarchy and places linking words on all connections; produces a concept map that is easy to interpret
Places almost all concepts in an appropriate hierarchy and assigns linking words to most connections; produces a concept map that is easy to interpret
Places only a few concepts in an appropriate hierarchy or uses only a few linking words; produces a concept map that is difficult to interpret
Produces a final product that is not a concept map
Group Number Concepts and Terminology Knowledge of the relationships among concepts
Ability to communicate through concept maps Score (12)
Pair and Share
Get with a neighbor and…
Brainstorm one idea that could serve as an effective peer assessment activity where students assess another student or a group of students via the use of a rubric. If helpful, think of past group activities you have facilitated that were successful and how you might involve peer assessment using a rubric in a synchronous learning environment.
*
Implementing Peer Assessment
Best Practices
1. Individual and group contributions
2. Fewer dimensions
3. Expectations and rationale
4. Co-develop criteria
*
Assessing Synchronous LearningFlipping the Classroom
Why Flip?
1. Engagement
2. Flexibility
3. Active Learning
4. Application
5. Peer Instruction
6. Feedback
(Mazur, 2013)
Exercise: Create a Poll1. Click on the Options menu in the
Participants panel, and change thePolling Type to A..D Multiple Choices.
2. If visible, make the polling responses invisible.
3. In the Whiteboard space below, use one of the Text toolsto type a multiple choice question requiring an A, B, C or D answer.
4. Allow the other participants to answer the question.
5. Lock the responses.
6. Publish the responses to the Whiteboard.
Question:
A. A.
B. B.
C. C.
D. D.
Sample polling questionsPhysics Example:
An object floats in water with 3/4 of its volume, V, submerged. The ratio of the density of the object to that water is:
A. 1/4
B. 1/3
C. 1/2
D. 3/4
E. None of the above
F. Not enough information
Law Example:
Which of the concepts from the Unit 5 lecture video would you like to discuss further?
A. Intentional Tort
B. Negligence
C. Strict Liability
D. Insurance
*
Flipping the Classroom
Best Practices
1. Create a need to know
2. Employ engaging models
3. Consider technology
4. Allow for reflection
(Miller, 2012) (Mazur, 2013)
Questions?Review
1. Building Student Engagement – Considerations, Instructional Challenges, Best Practices Creating a profile
Ice Breaker Activities
Pair and Share
2. Facilitating Group Interaction – Considerations, Instructional Challenges, Best Practices Breakout Rooms
Interactive Whiteboards
Pair and Share
3. Assessing Synchronous Learning – Considerations, Instructional Challenges, Best Practices Peer Assessment
Pair and Share
Polling
Quizzing
Thank you for attending!