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Giving Students a Voice Online

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Like most educators, I view teaching as a process.  After implementing a new instructional activity or creating a new online course, I immediately reflect on how effectively and efficiently students achieved specific learning outcomes.  What worked well?  What failed?  Were the students engaged?  Oftentimes I can identify and implement necessary changes to an activity or assessment the next time I teach a course, but other times I seek student evaluations and fellow colleagues for guidance.  This happened when I taught
an online graduate-level instructional technology course during the fall 2011 semester.  Although I felt the course was highly successful and engaging, a graduate student's observation let me to a modification that I implemented in the same course for fall 2012: find other ways for students to communicate and interact with others online beyond the common threaded discussion.  The threaded discussion form in most learning management systems do a fairly good job of organizing asynchronous discussions among students; assuming the discussions are facilitated by clear directions and expectations for participation.  However, I realized that the Web offered so many opportunities for students to communicate and interact with each other both asynchronously and synchronously that extended beyond the traditional text-based platform commonly used in threaded discussion forums.  At the end of the fall 2011 semester, the graduate student I referred to above ask me and stated "Are you familiar with VoiceThread?  VoiceThread is like a threaded discussion on steroids."  After the fall 2011 course concluded, I thoroughly explored VoiceThread and was convinced this was worth implementing as a more engaging alternative to just typing text in a threaded discussion forum.

VoiceThread is an easy-to-use Web-based application that allows students to comment on multimedia content such as video, photos, websites, and documents.  Students can comments to these multimedia elements in the form of text or oral responses through a computer microphone, Web camera, or smartphone.  

As an instructor, I simply post a VoiceThread prompt, invite students through email or the learning management system, and wait for their comments. VoiceThread offers a simple user interface along with a variety of help guides, sample threads, and many ideas from other educators.


Getting Started

Note: click on an image to view a larger version.

By default, you begin with the free version of VoiceThread when you register using your university/college email address.  After you register, follow the three simple steps to create your first thread.

On the "Create" tab, select and upload a prompt to your thread, which may include images, documents on your desktop, websites, or a Web camera video recording.



















      With a file uploaded, add your comments.  Depending on the structure and design of a discussion, I use the comment feature to give students specific instructions on how to comment and/or give my own example of a comment.  Occasionally, I'll use the first prompt (think of the first prompt as the first title slide of a PowerPoint presentation) to (a) display an image with a descriptive title along with an audio recording or (b) a quick Web camera recording with my instructions so students can "see" me.  You can type in text comments, but students get a more personalized learning experience when they "see" me talking to them as their instructor.















      Sharing the Thread

      After your prompt and comments have been uploaded, you can now share the thread with your students.  There are a couple of ways you can handle sharing.  You can place the URL to the thread into your learning management system (i.e. Blackboard, Canvas, etc.) or you can send the URL to your class if the students have an account.  Initially at the beginning of the semester, I required students to create their own free account with their university email address.  This ensured that I would be able to identify each student who posted a comment to any given prompt.  With an upgraded Pro account, you can add your students' email addresses to the "contact list" section saving you from having your students to register with VoiceThread.  Creating "orgs & groups" also requires updating to a Pro account.  
















      If you want to stick with the free option, have your student register for their free VoiceThread account early on in the semester, and then share the URL to your thread.

      Working with Comments

      When each student comments to your prompt, their personal icon appears around the presentation screen.  See the image below for an example of what this looks like from my fall 2012 instructional technology graduate course.














      Because there a variety types of comments students can post, I make sure to specify which type of comment they are required to use in my audio comment.  For audio and Web camera recording comments, students have the ability to listen to their recording and re-record if they are not content with their initial attempt.  In some lessons, I gave students the option to pick any comment type they wanted as long as they fulfilled the task at hand.


      My Final Thoughts

      Before using VoiceThread, my primary mode for student interaction and discussion took place through traditional text-based threaded discussions because that was the tool I was most comfortable using as an instructor.  However, I knew I could not limit myself to only using one form of communication in an online learning environment.  There are simply many more options for students to engage in structured online discussions in more engaging ways.  Ultimately, I found myself giving students more options to participate in our online discussion.  In addition to regular discussion boards, VoiceThread, YouTube, and even audio podcasts became options for class discussion participation without losing sight of specific learning goals and objectives.  Surprisingly, I received unsolicited messages from graduate students thanking me for using VoiceThread, providing clear instructions, and giving students choices in tools to communicate with their fellow classmates.  Know that students were engaged and having an opportunity to enhance their own technology skills, my decision to integrate VoiceThread into my own instructional practice was all worthwhile.

        QR Code Generators, Mobile Apps, and Integration Ideas

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        As mobile learning and technology increasingly make their way into the higher education learning space (face-to-face, blended, and online), QR codes can be used in innovative ways that can gain students' attention and make lesson material and content more interactive.

        What is a QR code?  A QR, or "quick response," code is simply a scannable image typically in the shape of a square.  It resembles a bar code with black, or other color, splotches instead of straight lines.  Created in 1994, QR codes were originally used to track vehicle parts during the manufacturing process.  However, the QR codes have expanded for broader contexts and uses; particularly for accessing information with mobile devices.

        What does a QR code do?  Using an Internet-connected mobile device such as a
        smartphone or tablet with a camera, you scan the QR code using a QR code reader app.
        As a result, the QR code reader app takes you to a specific website/URL that was used when the QR code was created.

        What are some of the uses of QR codes in the college/university classroom?  To address this question, I want to provide you with three categories of information: a list of my top picks for QR code generators on the Web, a list of mobile QR code reader apps for various mobile devices (i.e. iOS, Android, and Windows), and a list of ideas and links to QR code integration ideas for higher education contexts.


        QR Code Generators

        Here is a list of free QR code generators I have used in the past.  In general, creating a QR code takes three steps: (1) copy and paste a URL into the generator, (2) customize visual elements, and (3) download.

         

        QR Code Reader Apps 

        A simple Google search on "free qr code reader apps for (android, iphone, blackberry, etc.)" will result in a number of free QR code readers compatible with your mobile device.  To simplify your search, I've place a few free iOS (iPhone, iPod, iPad), Android, and Windows phone QR code reader apps to consider.

        iOS (iPhone and iPad)


        QR Scanneri-Nigma QR CodeRedLaser

        Android



        QR DroidQuickMarkQR Code Reader

        Windows

        UpCodeQR Code ReaderQR Code Scanner


         

        Integration Ideas 

        Below you will find a bulleted list of integration ideas that come to my mind based on my own observations of QR codes used in higher education contexts.  Following the bulleted list, you will find even further classroom and curriculum integration ideas and resources as you explore ueses of QR codes and mobile learning.  Keep in mind that QR codes can do more than just link to websites.  In the QR code generators listed earlier, be sure to explore the types of QR codes you can create for various purposes.
        • Place QR codes on lab (science lab, print centers/shops, photo darkrooms, etc.) equipment linking to video instructions and tutorials.
        • Use on assignment pages (print or digital) to provide video demonstrations to assist students in completing assignment tasks.
        • Within a learning management system such as Blackboard or Instructure Canvas, post QR codes to flipped video lessons as an option for students seeking to use their mobile devices (i.e. smartphones, tablets, etc.).
        • Print QR codes on the back of business cards that displays vCard information on mobile devices that can be saved to "contacts."
        • Place QR codes on title and/or ending PowerPoint slides for conference presentations to link to websites, blogs, videos, e-portfolios, or cloud storage folders for conference material downloads/access.
        • Students can create QR codes linking to individual or group video projects that have been posted online.
        • Instructors can use QR codes to link to text publisher's online supplemental materials compatible with mobile media.
         Looking for more integration ideas?  Here's some more resources to get you started.

        A Google Drive Feature You May Not Be Using

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        Over the past few years, Google has expanded their offering of apps and tools beyond the search engine.  Many of these - including Gmail, Google Docs, and YouTube - are clearly beloved by many and have made their way into higher education learning environments.  However, within the vast digital landscape of Google apps and tools, there are some wonderful, lesser-known hidden gems that can make your life easier and productive.

        Google Drive, although not so much a hidden gem itself, has several of these lesser-known treasures that you may not even know about right at your fingertips.  Below is a short guide on how to access and enable third party apps and tools that integrate with Google Drive.

        Getting Started

        Google Drive, formerly Google Docs, has predominately
        been known for the creation of electronic productivity documents that can be access from any computer through "the cloud" and can be shared with others for collaboration.  More specifically, Google Drive lets users create and share documents, presentations, spreadsheets, forms, and drawings in the cloud.  

        After logging on to your Google account and navigating to Google Drive, click on the create button.  So where are these lesser-known Google gems?  Click on the connect more apps button.



        Your immediately presented with a list of third party applications.



        Finding and Enabling Google Drive Apps

        As with any instructional technology, the tools you select serve a specific productivity or learning outcome.  You can begin scrolling through the list of available apps or simply use the search box in the top right-hand corner.  You can also search by category as shown below. 


        Apps with the green banner and small white check-mark indicates they're already installed within Google Drive.  

        Let's select Pixlr Editor as an example.  Pixlr Editor is an easy-to-use online photo editing tool.  After clicking on the Pixlr Editor logo, you're presented with additional information about the app.


        Click on the connect button.  The confirmation window will appear.  Click OK.


        You are then taken back to Google Drive where you will see a small callout box indicating Pixlr Editor has been connected.

        How Do I Use the Google Drive Connected App?

        Just like documents, forms, and spreadsheets, third party apps in Google Drive function the same way.  From Google Drive Click on the create button, then Pixlr Editor.  Take note how connected apps are listed on the right side as shown below.


        You may see the following message.  Click accept.
        Pixlr Editor will now open in a new browser tab or window.  You can think of Pixlr Editor as a simplify version of Adobe Photoshop.  Instead of running from your local desktop, Pixlr Editor works right within your Web browser.


        From Pixlr Editor's main menu, you can open up an image to begin the editing process.


        When you save your work, select Google Drive as your location and then OK to confirm your selection.

        As a result, you have a saved edited image listed in Google Drive.

         
        To edit the image in Pixlr Editor, simply click on the image file, select the small arrow icon next to the Open button and select PIxlr Editor.  


        What Other Google Drive Tools Are Worth Exploring for the Classroom?

        Here are a few of my personal picks to get you started.
        • WeVideo - An online video creation and editing application.  This can be a great tool for students to work on video projects collaboratively synchronously or asynchronously.
        • Lucidchart for Education& Lucidchart Diagrams Online- Both tools are great creating flowcharts, mind maps, Venn diagrams, and ideal for group projects.  Multiple users can edit these Web-based charts and changes are saved in real-time.
        • Movenote - An online presentation application that allows you to create voiceovers.  This can be an optional tool for creating flipped lessons right within Google Drive.
        • Any Files to PDF - As the title implies, you can convert any printable document in Google Drive into a PDF file.
        • GeoGebra - A popular free dynamic mathematics software for all levels of education that brings together geometry, algebra, spreadsheets, graphing, statistics and calculus in one easy-to-use package. Interactive learning, teaching and evaluation resources created with GeoGebra can be shared and used by everyone at www.geogebratube.org.
        • VideoNot.es -  Currently compatible with YouTube and Coursera, students can watch videos and take notes on the same screen.  This can be a great tool for flipped lessons where students can take notes while watching videos posted online.

        Do You Have Any Recommended Google Drive Tools for the Classroom?

        Feel free to share your ideas, integration ideas, and recommendations for using Google Drive in the classroom in the comments section below.

        Blogger Tip #1: Enhance the Commenting System

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        comments (thought bubbles)
        The commenting system of any blog is a core element in connecting and engaging with your audience.  Commenting and feedback platforms have evolved quite significantly; from old school guestbooks and feedback forums to native platform-dependent commenting systems and 3rd party commenting systems that function cross-platform regardless of what programming language your website is based on.

        Today's 3rd party commenting systems do more than simply allow readers to post a comment.  Most systems support comprehensive features such as spam control, comment moderation, whitelist and blacklist management, social media integration, email notifications, and much more.

        In this article, I want to bring you awareness
        of three common 3rd party commenting systems
        used by bloggers: Disqus, IntenseDebate, and Livefyre.  I'll identify some of their key features you may find beneficial for your blog or website.  Lastly, at the end of each system, I'll include some helpful links for your reference.


        1. Disqus

        Founded in 2007, Disqus is one of the more popular commenting systems among bloggers.  Whether you're using Disqus for the first time or moving over from another commenting system, integrating Disqus into your current blog or website is a simple straight-forward process.


        After signing up, you can either import existing comments from your current blogging platform (WordPress, Blogger, Drupal, Joomla, to name a few) or you can start from scratch using Disqus for new posted comments. 

        Disqus' interface is mobile friendly.  Disqus' dynamic interface will automatically adjust to mobile Web browsers on tablets and smartphones so that commenting is not affected.  Additionally, bloggers can moderate comments through Disqus' (1) website through any desktop/laptop,  (2) mobile-enabled website on any mobile device, and (3) email

        Leaving comments or replying to comments through Disqus is easy and almost real time.  The latest comments are posted instantly without the need to refresh the page to view new comments.  Blog and site owners can be notified when a new comment has been posted, and best of all - you can reply to these new comments immediately by simply replying to the email message.  Commenters can have the option to attach media (i.e. URLs, YouTube video, photos, etc.) to their comments.


        Disqus' core commenting service is free, but there are additional subscription-based tools should you need more out of your blog or website.  

        Additional Disqus features worth noting include, but not limited to:
        • Search engine optimization, or SEO, friendly.  This means Discus is compatible with most search engines on the Web.
        • Commenters can post as a guest, Open ID, or through other social media profiles (Facebook, Twitter, Google, and Disqus)
        • Easy-to-use administrative panels to moderate comments
        • Commenters can flag comments containing inappropriate or questionable content

        Useful Disqus Links:


        2. IntenseDebate

        IntenseDebate, by Automattic, is a commenting system from the creators of WordPress, Polldaddy, Cloudup, and other Web tools.  If you are using the WordPress platform for your blog and looking for third party commenting system, IntenseDebate may be an ideal choice.


        One interesting feature is the use of reputation points.  Reputation points allows visitors to reward constructive and well-thought out comments with points and have them (the comments) appear above others with fewer reputation points.  This can be a great mechanism to encourage high quality discussions on your blog or website.  

        Additional IntenseDebate features worth noting include, but not limited to:
        • Email notification sent to commenters when someone responds to their comment
        • Visitors can report inappropriate comments including the option to state the reason for reporting a comment.
        • Commenters can simultaneously tweet their posted comment
        • Allows users to login via OpenID, Twitter, Facebook or WordPress.com ID.
        • Supports numerous widgets to display comment stats, most recent comments, most popular comments and top commenters. 

        Useful IntenseDebate Links:

        3. Livefyre

        Finally, there's Livefyre. Founded in 2009, Livefyre has reach 25 million registered users and 175 million visitors monthly. 


        Livefyre has most of the commenting features found in Disqus and IntenseDebate. Additional features include the ability of commenters to tag other users using the @ symbol, similar to mentioning users on Twitter or Facebook.

        Visitors have the option to have their comments simultaneously posted to Twitter, Facebook, or bothWhen a visitor chooses to “follow” a conversation, they automatically "listen"– meaning they will get notification whenever there is an update. Livefyre shows you how many commenters are online and how many are listening to a particular conversation.

        Additional IntenseDebate features worth noting include, but not limited to:
        • A rich-text editor
        • Media embedding
        • Comment editing within a specific time frame
        • Synch Twitter and Facebook with Livefyre content through SocialSync 

        Useful Livefyre Links:

         

        My Final Thoughts

        This list of 3rd party commenting systems is by no means an extensive review. Ultimately, your decision to use a native or 3rd party commenting system depends on how you want to engage dialog and conversations with your target audience that have shared interests in your content. I must confess that I am only familiar with Blogger's (i.e. Google's blogging platform) native commenting system and Disqus. Currently, I use Disqus and have been very pleased with its features, clean user interface, smooth integration with the Blogger platform, threaded commenting structure, and ease of comment moderation. This is not to say I will never switch to another 3rd party option or revert to the native commenting system in the future. Hopefully, this post is a good starting point in your research and investigation into enhancing your current commenting system.

        What Commenting System Do You Prefer to Use?

        Feel free to share which commenting platform you prefer to use and why by posting your comments below. Happy commenting!

        Common Myths About the Flipped Classroom...My Two Cents

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        The flipped classroom, as with any disruptive innovation in education, has naturally become surrounded by myths based on conceptual misunderstandings, fear of change, and experiences or observations yielding undesirable results in student learning.  In this post, I want to share a number common myths about the flipped classroom based on my experience flipping lessons in higher education, discussions with faculty members who are interested in flipping lessons as well faculty who have had "less than desirable" experiences in attempts to flip a lesson, and through my continued research on the flipped classroom.  Additionally, I plan to identify truths about, or debunk, each myth.  Check out this video if you want a quick review of what the flipped classroom is.

        To kick things off, I will identify common statements or thoughts about flipped classrooms/learning through a series of opinion polls.  Are these statements "true" or "false?"  Tell us what you think by following the instructions below.

        Instructions

        1. On each page, including this one, you will be presented with a True or False statement.  There are 6 statements total.
        2. Select your True or False response, or view others' responses to the given statement.  There is no need to worry, there is no record of who answered any given question.  Answer honestly.
        3. After submitting (voting) your response, move to the next poll statement by clicking on the NEXT STATEMENT link located below each opinion poll.  This will take you to the next poll in the series.
        4. At the end of the poll series, click the FINISHED link to be presented with specific myths about the flipped classroom along with their truths intended to debunk the respected myth.


        NEXT STATEMENT >>

        Getting Started: 10 Tools to Flip Your Classroom

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        In my continuous research on flipped classrooms primarily for higher education contexts (and K-12 too), I frequently encounter Web-based tools and mobile apps that tend to focus on screencasting or video recording tools.  This is somewhat of a double-edged sword because flipped classroom/learning discussions frequently emphasizes the use or viewing of online video content outside of class, but on the other hand the flipped classroom/learning is really not about the video; it's about this question: what is the best use of class time?


        In any case, I thought it would be more helpful to organize flipped classroom tools and resources into categories aligned to the flipped classroom planning process; not just video creation and editing tools.  



        Adding Questions to Videos (Pre-Assessment)

        A frequent question I hear and read in the flipped classroom discussion is how do I know if my students are, or will, watch the posted videos?  Simply asking students to watch videos online does not equate to desirable learning outcomes or learning for that matter.  In the flipped classroom model, students typically watch (and can read as well) videos outside of class but prior to aligned in-class activities.  What I, as well as other "flippers", recommend is to accompany the videos with short assessments.  This does several things.
        • Holds students accountable for viewing the video(s).  You may even consider the completion of these assessments to be a small portion of their assignment and/or course grade.
        • Students can self-check their own understanding of content or concepts being presented.
        • Faculty can pre-assess student understanding (or lack of) prior to in-class activities.  This same pre-assessment data can be used to create groups for the in-class activities.
        • Provides students an opportunity to identify misunderstandings in the form of questions that may need some clarification during class time.  
        With that said, here are some tools instructors can use to post questions along with online video content.
        1. eduCanon.  For a streamlined approach, I would recommend you start with eduCanon.com.  eduCannon works well with videos already published to YouTube, TeacherTube, and Vimeo.  With having up to eight classes, instructors can go as far as to assign students specific video lessons.  One of the powerful features of this tool is that it allows instructors to track student progress, by each individual question, in real time as they watch the video.  Additionally, you, as the instructor, determine when questions appear to the students to check for understanding.  For example, in a 6 minute-long video, a concept may be presented after the first 30 seconds of the video and you determine this is a stopping point where you want students to answer a few questions about that concept.  You can have several stopping points in any given video lesson.  Best of all it's free!  There is a paid premium edition that gives you the ability to create free form questions, lesson library search, and gradebook export options.

        1. EDpuzzle.  Another Web-based tool worth exploring is EDpuzzle.  One advantage EDpuzzle has over the previously mention tool is that you have more video integration options such as the ability to upload your own video file, YouTube, Vimeo, Khan Academy, National Geographic, and many more video services.  Conceptually, this is similar to eduCanon in that you (1) create and present questions at various timestamps throughout a video lesson and (2) track student progress.  Did I mention....EDpuzzle is free as well.


        1. Google Forms.  As many of you may already be aware of, Google Forms does have YouTube integration alongside traditional questions in the form.  Students responses to question are saved to a Google Spreadsheet as usual.  One drawback to this option is that you can't create questions that appear at specific timestamps like you can with eduCanon and EDpuzzle.  One possible workaround in Google Forms would be to create smaller video clips and place them on seperate pages or in a specific order on a single page.  However, this may be a good option for instructors who are just starting to flip their class or a lesson and want to include some form of a short assessment following the video content.
        1. Don't forget about your LMS.  Whether you are using a learning management system (LMS) platform such as Canvas, Blackboard, Edmodo, or other similar system, I highly recommend that you explore the LMS' capabilities for uploading and/or embedding video content in their respective assessment tools.  Most LMS now include more robust content editors that allow instructors to integrate video content with assessment items.  Consider your LMS as an option.

        Screen Recording Tools

        As we continue to see more flipped classrooms, modules/units, and lessons in our classrooms, many instructors begin to realize the advantages of creating their own videos.  For the beginning flipper, a good starting point is to research or curate pre-existing videos on topics you need covered.  However, if you wish to create your own videos, here are a few tools that will help.

        Web-based tools (one click screen recording for Mac or PC/Windows)

        1. Screencast-O-Matic - Tutorial
        2. Screenr- Tutorial

         iOS Apps

        1. Educreations - Tutorial
        2. ShowMe - Tutorial
        3. ScreenChomp - Tutorial

        Stand-alone application

        1. Camtasia Studio (cost, 30-day trial).  Camtasia Studio for Windows is my go-to application for creating flipped lessons and vodcast episodes.  The price for a single-user license is pricey, but there are educational and bulk-purchase discounts.  A Mac version is also available.  Here's a great list of tutorials for creating and editing in Camtasia Studio.

        A Few More Helpful Tools and Resources

          What flipped classroom/learning tools and resources do you use? Share your thoughts and ideas in the comments section below.

              Flipped Classroom Strategy 1: Taking Notes with VideoNot.es

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              Instructors who had success with flipping their classrooms realize that students have to take initiative and be held accountable for viewing content (i.e. videos, text readings, websites, etc.) beforeclass and time is dedicated to learning experiences in which students apply what they have learned.  A common question, however, is "how do I know my students are watching the videos (or readings) before they come to class?"  This is a valid question that needs to be addressed for a successful flipped lesson or module/unit to be implemented.  One common strategy instructors implement is to have students complete a short assessment through a learning management system's (LMS) quizzing/survey tool or Google Form to (1) hold students accountable for watching or reading content prior to class and (2) to self-assess understanding of a concept or other content presented on the video and/or reading.  As an additional incentive, instructors may make completion of these short assessments as part of an assignment or participation grade.  Another "before class" strategy in conjunction or in replacement of a traditional short assessment is to have students summarize or identify "burning" questions that students may need some brief explanation on at the top of the face-to-face class session.  

              One tool worth exploring in supporting "before class" writing tasks in the flipped classroom environment is VideoNot.es.  VideoNot.es allows users to watch a video that resides on a video hosting service, such as YouTube and Khan Academy, on one side of the screen while having the capability of typing notes on the other sides of the screen (see image below).

              Students can easily take notes, write summaries, and/or jot down questions regarding the contents of the video.  Currently, VideoNot.es works with video content posted on YouTube, Khan Academy, and Vimeo.

              VideoNot.es integrates with Google Drive as an added application.  You can learn more about enabling additional applications within Google Drive here.  Because of this seamless Google Drive integration, students can easily open/modify their video notes and even share their notes with other classmates and/or the instructor.  Best of all...VideoNot.es is free!

              To get started, visit VideoNot.es and click on the green "Connect with Google Drive" button.

              Do you have experience with VideoNot.es?  Do you have other tools or ideas for "before class" activities/assessment in flipped learning environments?  Share your experiences and ideas in the comments section below.

              Flipped Classroom Strategy 2: Identify Where to Flip and Start Small

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              In a recent presentation, entitled The Flipped Classroom, I delivered to higher education faculty at my current institution, we began our dialog reviewing various definitions of the flipped classroom.  Early definitions and interpretations simply reversed when homework and lectures took place: students watched recorded "lectures" outside of class and in-class activities would normally involve applying what they learned from the videos (i.e. the homework).  More contemporary and refined definitions, such as the one below by the Flipped Learning Network (FLN), describe the flipped classroom as a unique learning environment that requires careful planning, but focuses on learning.  

              Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. (FLN, 2014).


              The flipped classroom is not a new concept.  In fact, many higher education faculty, including myself as a past faculty member, have flipped our classrooms but called it something else such as "read and come prepared to class" or "applying what you learned in class."  Whether we used our textbooks, articles, peer instructional strategies, or streaming video, there was a good chance we were already using some elements of the flipped classroom to enhance instruction and engage learners.  As you continue your research into the flipped classroom and where you should start, remember these two things:
              • it is not about the video (even thought you may use it), and 
              • answer the following question: what is the best use of class time?
              Making effective and meaningful use of class time is key to a successful flipped learning environment.  

              Where's a good place to start?

              Redesigning a course or even a single lesson/module to flip requires time and planning.  I strongly recommend to faculty that they pilot test flipping one traditional face-to-face class and only a single lesson or module/unit in that same class.  Here are a few questions to ask yourself in determining which class and which specific lesson or module/unit to consider flipping.
              • Which classes do you have an in-class activity that requires students to apply skills and knowledge, but rarely complete because of time constraints?
              • Which classes, module/units, lessons, and/or learning outcomes lend themselves well for group interaction and collaboration? Think about activities where you use peer instruction, team-based learning, think-pair-share, or jigsaw strategies, for example.
              • What content, concepts, or topics do students tend to struggle with in your course based on assessment data (i.e. grades on exams, quizzes, project, assignments, etc.)?
              • What specific content, concepts, or topics could your students benefit from applying their skills and knowledge during class time while your expertise can facilitate student development and understanding?
              Here's a great video of how several University of Texas as Austin faculty have used the flipped classroom model in their courses.


              Why start small?

              Implementing any innovation, technology, or instructional strategy that you may not be accustomed to is likely to seem overwhelming at first.  When flipping for the first time, I frequently advise faculty to begin with a single lesson or segment of a lesson after considering the questions above.  The smaller you start, the better you can assess what worked well and what didn't yield desirable results.  

              Technology, is commonly cited as a problem in contexts where the flipped classroom was not successful.  However, in instances where desirable results in the flipped lesson were not present, it's important for faculty to take a step back and take a broad view of what worked vs. what didn't work in the flipped lesson rather than immediately blame technology without valid justifications.  Faculty want to give themselves time to reflect on the entire process including, but no limited to, the following points:
              • the planning process and time dedicated to planning,
              • the logistics and instructional strategies used during class time, 
              • what incentive did students have to watch video or read texts/articles prior to the in-class activities?, 
              • were students held accountable for watching videos before class?
              • were students assessed to check for understanding after reading or watching video?,
              • were both student and instructor expectations communicated to students prior to flipping your lesson?, and 
              • did students really have an opportunity to apply what they've learned or were they simply "re-lectured" to?
              Where and how would you advise faculty to start in their exploration of the flipped classroom model?  Share your ideas, thoughts, and recommendations in the comments section below.

              Related article in this series

              Flipped Classroom Strategy 3: Think-Pair-Share (In/During Class Instructional Strategy)

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              A common yet important point about the flipped classroom in discussions among higher education faculty and instructional designers is the fact that there is no one right way or strategy for the flipped method.  This includes the strategies implemented before, during,
              and after class time.  However, in addressing the question what is the best use of class time? that is central to the flipped classroom, it is important that we explore the active learning strategies that we are seeing faculty implement in successful yet engaging flipped classroom/learning environments.  One such active learning strategy is think-pair-share.


              What is think-pair-share?


              Think-pair-share is a simple yet effective active learning strategy that includes elements of both individual and group/team work.  This strategy requires students to reflect on their own individual knowledge in order to explain their reasoning to others.  Here is the general process for implementing the think-share-pair strategy:
              1. The instructor asks the class a relatively difficult question(s) and allows students time think about the question(s) individually on their own.
              2. Then, students are given additional time to confer their reasoning with another classmate (pair) on the same question(s). 
              3. Finally, pairs will then share their ideas or demonstrate their solutions to the question(s) to the whole class.  Pairs can volunteer to share their ideas/solutions to the whole class or be called upon at random by the instructor.
              It's important to present students with a difficult question(s) that makes pairing necessary and worthwhile.  If students can answer the presented question(s) quickly, then there is no reason for them to pair and their interest on the given topic can be easily lost.


              Additional resources on think-pair-share

               

              Related posts


              What are your thoughts or experience with using think-pair-share in your classroom?  Share your ideas in the comments section below.

              Flipped Classroom Strategy 4: Muddiest Point (In/During Class Instructional Strategy)

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              Initial Thoughts and Introduction

              In my continued research into flipped learning and its implications in the university/college
              classroom, I'm amazed at the creative strategies faculty members use to engage the adult learner and make the best use of class time.  As a current instructional designer at my respective institution, I find myself reflecting on my own past teaching experiences as an educator (tenure-track professor, adjunct, and teaching assistant) in higher education and past leadership experiences as a technology integration administrator working directly with K-12 teachers.  More specifically, two themes begin to emerge in my mind from both higher education and K-12 sectors: instructional strategy and assessment.  In a recent presentation on flipped classrooms I delivered during a summer faculty institute, I used the appropriate term formative assessment in my discussion of how the higher levels of Bloom's Taxonomy applies to the section of both (a) instructional strategies and (b) assessment techniques to identify student understanding (or lack of) throughout the learning process. 
              As expected, most higher education faculty were lost at the term formative assessment (most think test or quiz only), so I provided a brief explanation, along with common examples they may already be using, and was fortunate to have a School of Education faculty member to provide further examples.  Interestingly when I was in the K-12 arena, my district invested significant time and funding to focus on formative assessment professional development for a number of content areas.  My point here is that I learned so much about the importance of formative assessment (not standardized tests) and pedagogy in K-12 and see direct implications for the adult learner (andragogy) in today's university college classroom.  I find it interesting when terms such as formative and summative assessment are mentioned in higher education, there is an immediate label of "K-12" placed on these key processes that are important in the higher education context.  In fact, I have observed faculty use formative assessment strategies, but they may use a different name or label such process as "strategy."  

              So what does this have to do with flipped classrooms in higher education?  Simply put..........instructional strategy and formative assessment go hand-in-hand in the planning of and delivery of the "in/during class time" component of the flipped classroom model.  In my mind, I think of instructional strategy and formative assessment this way in the form of two questions:
              1. How will I and my learners be immersed with the content (i.e. concepts, knowledge, and skills) in the most engaging and interactive way?  This sets the foundation for identifying the most appropriate instructional strategy.................meaning that I focus on content delivery and student interactions.

              2. How and when will I and my learners know that they can apply (and evaluate, synthesis, etc. - higher levels of Bloom's) as they are engaged in the activities driven by the instructional strategy?  This sets the foundation for including techniques and mechanisms, in other words - formative assessments, that provides me and learners data so that instruction and activities can be adjusted accordingly.
              My conclusion:  The instructional strategy selected to make the best use of in/during-class time should ideally include elements of formative assessments in order to identify student understanding of content and where instruction needs to be modified or reinforced.

              Now onto the specific in/during-class strategy to consider using in a flipped learning model:  the muddiest point.


              What is the Muddiest Point and Its Purpose?

              As one of the simplest and common forms of formative assessment techniques, the muddiest point method consists of asking students to write down a quick response to one question:  What is the muddiest point in _____________?  The focus of the this assessment might be a brief lecture on a missed concept presented on a flipped video lesson or textbook, a whole-class or small group discussion, a homework assignment, a play, etc..


              The purpose of the muddiest point method is to identify information on what the students find confusing or unclear about a particular topic, lesson, or unit of instruction.  Faculty can then use the feedback (i.e. the responses from the muddiest point activity) to guide their instructional decisions about what topics to emphasize and how much time to spend on those topics (even for selecting or modifying flipped video content).  The muddiest point is a simply technique to deliver, however, student responses to the question requires higher-order thinking.


              How Do I Use the Muddiest Point Technique?

              Although there can be many creative and/or hybrid versions of the muddiest point technique, below is just one example that illustrates the method.

              Have students anonymously write down a question on a piece of paper, an index card, or to a Google Form with their laptop or mobile device; from a lesson that was unclear or confusing to them.  This question can be about specific content from a video lesson or text, a concept, or a related problem they need assistance with.  Students can submit their question to a box at the end of the class session or submit electronically (such a Google Form, Learning Management System, or other similar means).  Spend some time during the next class session in answering some of the questions or general themes you are finding in the submitted questions.



              Related posts


              What are your thoughts or experience with using the muddiest point assessment technique?  Share your ideas in the comments section below.

              5 Common Mistakes to Avoid in Online Course Design and Development

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              In my 12+ years of teaching face-to-face, blended, and online undergraduate and graduate-level courses in higher education and current role as an instructional designer, I've encountered and observed many mistakes in instructional delivery, learning design, and student engagement.  The old saying "learn from your mistakes" has held true in my own instructional practices from my early days as a graduate assistant teaching technology skills in a computer lab to the later days of being a tenure-track assistant professor designing and delivering fully online graduate-level courses in instructional design from scratch.  Along this journey I've picked up many "do's and don't" of teaching online and engaging learners in online environments.  My main point...........we all make mistakes along the way, especially when teaching online.

              Below, I outline common mistakes with online course design and development that I've encountered in my own instructional practice and continue to observe in my current instructional designer role.  Additionally, I provide suggestions on how you can avoid these mistakes.

              1. Mistake #1:  Using too many new tools at once OR not using any new tools at all.  Instructors are frequently introduced to LMS tools and capabilities, LTI's (learning tool interoperability), blogs, Google apps, cloud storage, and many other online learning tools.  Some faculty will shy away or avoid these learning technologies all together while some faculty are ready to dive in and use as many tools at once.

                My suggestion:  Use one tool or other instructional media in your course.  Start off by identifying a learning objective or outcome that students tend to struggle with and/or allow students to achieve that same objective in a more engaging way.  Then, use this learning objective/outcome to select the one tool you want to integrate into your online course.  In this selection process, continuously ask your self "how will students (not just you as the instructor)use this tool to achieve the identified learning objective/outcome?"

              2. Mistake #2:  Giving into fear.  It is common for faculty members, especially those new to online teaching, to become nervous prior to the developing an online course.  This nervousness is expected and can actually be a motivator for creating quality online courses.  However, giving in too much into fear can hinder your progress.  Common fears include:
                • uncertainty on where to begin
                • technology competency
                • uncertainty on how to create and facilitate student interaction
                • handling student plagiarism, cheating, and general academic dishonesty
                • worried that the rigor and quality of instruction in the online environment doesn't match that of traditional face-to-face courses

                My suggestion:  Rather than dwell on fear, just begin the course design process.  Take small steps and begin with your syllabus and course schedule/calendar for the term in hand.  Just be sure to give yourself ample time to engage in the course design process.  As a general rule, it takes more time to design and develop an online course as it does a face-to-face course.  Giving yourself ample time will little-by-little reduce your fear.

                1. Mistake #3:  Uploading instructional materials, then calling it a course.  Reading digital versions of your course materials on a computer screen does not constitute as an engaging meaningful learning experience.  Using an online course as a document repository is not teaching online.  Similar to a traditional face-to-face course, students need to hear (asynchronously and/or synchronously) from the instructor on what to do next, receive feedback on their current progress, have opportunities to interact with their classmates, and have questions answered in online learning environments.  Simply linking to course documents and files online does not achieve learning.

                  My suggestion:  As you begin the course design and development processes, keep in mind that teaching online involves a process.  Course documents (i.e. instructional materials) are just one component of this process.  Begin by stepping back and taking a new global view of your content in the context of the Web.  Ask yourself, "how can I present my content that leverages Web resources and learning technologies that are readily available to me, as the instructor, and my students?"  For example, consider redesigning handouts that contain tedious lab procedures in the form of an animated visually appealing presentation/slideshow.  Consider bringing art history images to life by linking to historic sites, YouTube videos, or even Google street views.  Take advantage of how Internet-connected computers can distribute your content in more interactive and engaging ways.


                2. Mistake #4:  Expecting students to consume knowledge rather than create it.  The majority of online courses simply focus on pouring information into students' minds rather than support opportunities for students to be creators of knowledge through practical applications, experiences, and simulations.  Internet-connected computers provides students with opportunities to actively participate in their own learning rather than passively receive information and knowledge.  Creating content that asks students to recall and apply what they've learned is essential to student learning. 

                  My suggestion:  For course tasks/activities/assignments, consider having your students use the same digital tools you use to present content to show their understanding of the content.  In the online learning environment for example, you can follow up text readings or PowerPoint presentations with a short comprehensive assessment (i.e. a quiz or survey) OR develop tasks that require students to collect and analyze data with Google spreadsheets, collect photos and videos for evidence on student-created blogs, or create a explanatory video presentation that's posted to YouTube.


                3. Mistake #5:  Transferring your course rather than transforming your course to the online learning environment.  Online course design requires much more than simply copying and pasting content from your face-to-face course.  Neglecting this paradigm of "rethinking for the online learning environment" can increase the chances for students to become disengage or even drop out of the course.

                  My suggestion:  Maintain the rigor and quality of face-to-face learning environments while dealing with the following areas of course design that affect student learning in the online environment:
                  • Course organization:  Since you don't have the traditional face-to-face class time to discuss confusion with concepts or make general course announcements, you have to be very explicit, clear, and concise with your course navigation AND communications (i.e. reminders, instructions for assignments and projects, due dates, etc.). 
                  • Interaction:  Whether you're thinking about (a) student-to-instructor, (b) student-to-student, or (c) student-to-content engagements, don't assume interaction will automatically take place as it may in the face-to-face environment.  Include tasks that allow students to engage in their learning through a combination of the engagement types listed above.
                  • Multimedia content:  Avoid recording lengthy 30 min. to an hour lectures.  Evidence shows, in general, that this medium fails to maintain students' attention in any learning environment.  Recorded content, especially video, should be between 4-5 minutes.  Consider what you might record for a lengthy lecture and break it up into smaller parts based on concepts or themes your lecturing about.  You can do this by breaking up a preexisting video into smaller parts or with new recordings.  Furthermore, consider enhancing these smaller multimedia pieces with graphics and/or animations; especially for concepts (i.e. processes, complex ideas, equations, etc.) that can be more effectively explained with visuals.

                  This is a small list of common mistake that immediately come to my mind.  I will share further mistakes and suggestions in upcoming posts.

                  What online course design and development mistakes have you encountered or observed in your experience?  Share your thoughts, ideas, and suggestions in the comments section below.

                    A Few More Common Mistakes to Avoid in Online Course Design and Development

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                    As a follow up to my post 5 Common Mistakes to Avoid in Online Course Design and
                    Development, there are few more mistakes with suggestions that I wanted to share with you. 

                    1. Mistake #6: Responding to student email 24/7. We often hear the phrase "anytime, anywhere learning" when we read or discuss online learning with our colleagues. For many learners "anytime, anywhere" means just that. Learning and engaging in course activities can occur at 2 p.m in the afternoon or at 2 a.m. in the morning. Additionally, the instructor may be in Texas, but students may be in New York, Orlando, India, China, Spain, Nebraska, West Virginia and so on.  Many students in online courses will email instructors with questions regarding their grades, an assignment, the syllabus, etc. and expect an immediate (or very quick) response from the instructor.  The reality: instructors have lives and other obligations outside teaching their online class(es).  Instructors are not on their computers or smartphones 24 hours a day, 7 days a week.  With easy access to mobile technologies that surround us 24/7, we, as instructors, frequently find ourselves responding to student emails at home during family time, while running important personal/family errands, and so on.  This mistake can be easily avoided in several ways.

                      My suggestion:  Clearly state, at least in your syllabus, a reasonable response time that you will respond to students' email inquiries.  In my experience, I usually state that "I will respond to messages within 48 hours" so that I give myself ample time to respond and maintain my family obligations outside of the online class.  The key here is that students know this ahead of time right at the top of the semester or term.  A two-day windows allows you to (1) better manage and set your own time that you can dedicate to responding to email messages and (2) typically communicates to the student that you may respond at any time within this reasonable time frame (i.e. in 10 min., an hour, in one day, etc. that you respond to a student email).  Some instructors prefer a 24 hour response time.  Whatever time frame you specify, be sure to uphold that expectation to the best of your ability.  Communications, including responding to student emails, can easily make or break an online learning experience for students.
                    2. Mistake #7: Falling into the "if I tell them, they will learn" trap.  When I first starting teaching face-to-face in higher education in 2001, preparing my presentations was easy.  My goal was to cram as much information about a specific topic and simply communicate this information through a 50 minute or hour and a half lecture.  This was instinct for me as a new instructor because I was taught this way throughout undergraduate studies.  I was initially convinced that whatever I would tell my students they would incorporate into their own learning.  However, over time, I found myself frequently thinking "I just covered this in class" to student questions I received via email or was asked in person.  This was my red flag.  It took time and teaching experience to understand that students need to be engaged with content in order to develop understanding, knowledge, and skills.  Telling students information does not equate to learning (this is the Industrial Age mentality to learning).  A key element to the process of building understanding is for students to have opportunities to apply what has been learned. 

                      My suggestion:  One idea is to take a project-based learning (not the same as simply completing a "project" for class) approach.  Create a small group project in which students have to create an end-product (i.e. a video, developed blog, or any multimedia presentation) that aims at addressing an authentic problem or question.  In other words, design a project that is centered around a real-world question (a higher-order thinking question) that doesn't simply have an answer or solution in a text book.  Another idea is to use formative assessment strategies such as peer instruction, "mudiest point," think-pair-share, etc. to get students more engaged with the content.  Whichever strategy/method you choose to use, just be sure that you provides students with an opportunity to ask questions and answer them. 
                    3. Mistake #8: Ignoring the instructional role of a facilitator.  This mistake is closely related to Mistake #6 listed above.  Historically in any learning environment, content has been been delivered through the lecture format with the instructor standing in front of a group of students.  Essentially, the instructor would read their notes or PowerPoint slides and students would write in their notebooks.  Every proceeding lecture would continue with this format and we, as instructors, thought that we had no reason to think this instructional experience can be any different even if we had the desire to change this delivery method. 

                      Teaching online, however, is not the same as teaching in the face-to-face learning environment.  In an online course, we no longer have to deliver three hours of a live lecture every week or read from out notes and look up to see if students are writing everything down our every word on paper.  Online, instructors are no longer the only source of course content.  In a more facilitative role, the instructor can make the content available online (i.e. short videos, text and article readings, narrated PowerPoints), but time doesn't have to necessarily be taken to talk or regurgitate this content to students in any given point of time.  Instead, we hold students responsible for becoming acquainted with the content through various media, create learning experiences to apply concepts/skills from the content, and be prepared to answer questions.  When students are engaged in applied learning activities, the faclitator (you the instructor) become more of a guide to ensure student stay on track to achieving a desired instructional outcome.

                      My suggestion:  Create learning activities that require students to think, synthesize, evaluate (higher-order of Boom's Taxonomy) content they were exposed to in order to formulate a solution or response to a question.  In other words, create a learning experience that doesn't simply have "one right answer."  So during this learning experience, you observe/assess the process students go through to formulate a solution and pose questions along the way if the student is beginning to go off track.  Once a solution has been formulated, have that student or group present their findings to the rest of the class.  This is definitely a paradigm shift to what instructors may be accustomed to for content deliver.  
                    More ideas in this area of online course design and develop are still to come.  In the meantime, feel free to share your thoughts and experiences in the comments sections below.

                    Just A Few More Common Mistakes to Avoid in Online Course Design and Development

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                    As a follow up to my 5 Common Mistakes to Avoid in Online Course Design and Development and A Few More Common Mistakes to Avoid in Online Course Design and Development posts, I wanted to share a few more mistakes that I have been guilty of and observed higher education faculty face themselves in the online course development process.


                    1. Mistake #8: Not giving yourself enough time to build your online course.  Faculty members are busy.  Whether you're a graduate teaching assistant, an adjunct instructor, or tenure-track (or non-tenure track) professor, we are continuously upholding our teaching, research, and service responsibilities resulting in becoming overwhelmed.  You may even be tempted to delay building and designing your online course; however, doing so typically rushes course creation and causes quality to decline.  This frequently occurs during a learning management system (LMS) migration period or during the summertime when faculty are teaching an online course for the first time in the upcoming fall semester. 

                      My suggestion:  Begin building your course 16 weeks or more before the course start date, and establish developmental benchmarks along the way.  By beginning the course development process early, it becomes much easier to focus on course quality and devote time to other to other priorities.


                    2. Mistake #9: Not using rubrics.  I want to be clear up front that rubrics are not the only mechanism for assessing students' understanding of content or completion of assignments/projects.  Other methods such as holistic scoring and grading checklists can be used.  However, well-developed rubrics, in my opinion, are ideal for the online learning environment for several reasons.
                      • Ensure consistency when grading the same assignment over a period of time.  Discussion forums, reading briefs, journal entries, or other writing prompts are good examples where you have specific but consistent expectations such as the quality of responses, spelling and grammar, timeliness, etc. throughout the semester regardless of the topic/content of focus. 
                      • Provides students with clear direction on what the expectations are for achieving a specific mastery level/rating across specific criteria for a given assignment or task.
                      • Minimize student confusion with grading and assignment/task requirements.
                      • Helps students see the connection between the assignment/task at hand and specific measurable learning outcomes or objectives.
                      • Helps provide constructive feedback when students do not meet a specific mastery level.  In other words, this gives you, the instructor, an opportunity to justify why points were deducted or what could have been done differently for that student to achieve a higher mastery level.  Rubrics provide a foundation for students to enhance and reflect on their own skills over time using the instructor feedback as a guide.

                      My suggestion:  Create a rubric for every assignment in your course.  In cases where you have students complete the same task for different topics/content such as threaded discussions, create one rubric that can be used over again; ensure that the rubric takes timeliness, quality of content/responses, participation, and so on into account and these details are clearly communicated.  Even if students are discussing or writing about different topics throughout the semester, you can save significant time in the course development process if you create a single rubric that can be used for several assignments.  More specifically:  1 rubric for discussion boards, 1 rubric for journal entries, 1 rubric for reading briefs, etc.


                    1. Mistake #10: Minimal use of tests and quizzes.From personal experience at the undergraduatelevel, use of tests and quizzes are ideal for tasks that do require memorization and recalling of facts from online/text readings, PowerPoint slides, videos, or other instructional media.  However, this mistake is often overlooked at the graduatelevel (master's and doctoral) where the typical faculty mentality is that graduate students are too advanced for traditional online tests and quizzes.  Traditional tests and quizzes may not be used as often at the graduate level than the undergraduate level, but they do have their place in the online learning environment. 

                      My suggestion:  Consider creating short ungraded quizzes that are for content evaluation purposes.  This would be the equivalent to asking impromptu questions in a live face-to-face environment, but now your doing this online asynchronously.  If students don't understand a concept, data collected from this ungraded (low-stakes) quiz can reveal these content discrepancies/gaps and give you (the instructor) an opportunity to address it or revise instruction accordingly (this is an example of formative assessment as a process).  Another example may be to create an ice breaker quiz (graded but low-stakes or ungraded) to assess if students have read the course syllabus and understand the course navigation and structure at the beginning of the semester.  I did this as a "scavenger hunt" activity worth 10 points towards participation where graduate students had to achieve 80% or higher, but students had unlimited attempts so they can go back and revisit the syllabus, course navigation, and other elements of the online course.


                    2. Mistake #10: Not modeling student expectations in online discussions. When I first starting teaching online as a teaching assistant during doctoral studies with an experienced professor for an introductory research methods course, I noticed how the professor structured and facilitated online discussions that were quite different from my own experiences as a student in my other graduate courses.  The "post and respond to 2-3 other classmates" model of discussions was the norm and did not engage me much as a student.  In observing the veteran faculty member, I noticed one key recurring theme that was critical to successful, engaging, and meaningful online discussions: modeling student expectations for posting and participating in constructive discussions. 

                      My suggestion:  For the first (and perhaps second) threaded discussion at the top of the semester, place yourself in the students shoes and participate in the discussion by implementing the requirements (more reason for well designed rubrics) yourself.  For example in initial postings to a module's discussion question(s), I expect students' responses to be thorough, concise, free of grammar and spelling errors, and include in-text citations from course readings/external sources to support their ideas.  So what I do is post an initial response as an example of what a thorough and concise response with supporting citations may look like.  I want students' ideas to be original, but they have to ensure they write in a way that anyone with no knowledge of the given discussion question can understand if you explain it to them.  Furthermore, I expect students to continuously participate in discussions throughout the duration of a given module.  Simply responding to 2-3 classmates initial posting with "yes I agree" or "I disagree" responses and calling it done are not meaningful/constructive and not acceptable.  Once again, I model my expectation for "continuous participation" by responding to a few students constructively by ensuring that responses are (a) thorough and concise, (b) cites supporting evidence as to why I may "agree" or "disagree" with one's idea (and yes, it's OK to disagree), and (c) post responses that are spread out through the duration of a given module.  If a requirement for students is to respond to 3 or more classmates on a given discussion but not all at once, then you need to be sure your students know this up front.  Not only communicating with your students the expectations for online discussion is necessary, but modeling is essential as well.


                    What have you experienced in online course design and development?  Feel free to share your ideas, thoughts, and suggestions in the comments section below.

                    Instructional Strategies for Enhancing Learning in Online Courses

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                    Teaching in an online environment often presents challenges to faculty members, especially for those that have limited to no experience teaching fully (and even blended/hybrid) online courses.  When online courses remove the face-to-face and seat time elements of traditional courses, faculty must re-think and assess the way they teach and engage adult learners.  Below, I present five instructional strategies to consider that have helped me make the transition to teaching online.


                    Vary the learning activities.  Implementing the same activity across lessons or units will quickly add boredom and disengage learners. Additionally, you will notice many students tend to duplicate their responses across discussions, assignments, and in their writing when using the same activities.  Consider switching between discussions, collaborative tasks, individual tasks, case studies, reflection papers and reading briefs, blog and journal entries, presentations, and end-of-module live web conferencing sessions.  For example, in one unit/module use a structured threaded discussion in your LMS (learning management system) where students are responding to posted questions and engaging in ongoing dialog with peers and the instructor.  Then, in a later unit/module, instead of a thread discussion board, have students post responses to discussion posting to a blog (i.e. WordPress, Blogger, Edublogs, etc.)
                    where students can comment and engage in dialog with their peers.  In an even later unit/module, have students post responses with their voice and/or web camera using VoiceThread.  The idea here is to take advantage of the technologies your LMS and the Web have to offer so that your students have multiple methods and media to demonstrate their understanding of course content (i.e. achieving specific learning outcomes).  The more you diversify the learning activities, the greater you will increase and maintain student interest and engagement with the course content.



                    Beef up the threaded discussions.  Students need to have opportunities to exchange ideas and interact with their peers in online learning environments.  Historically in online courses, an LMS's threaded discussion tool is used to create a forum where students post responses to questions in a primarily text-driven exchange of ideas and conversation.  Additionally, some discussions simply ask students to (1) post a response to some question(s) that the instructor has presented followed by (2) responding to a specific number (3 is a popular number) of peer's initial responses..........the process ends here.  This method, which is still used today, doesn't engage adult learners with the content nor encourage interactivity.  Here are two points to consider when designing/developing discussion forums:
                    1. Ensure that you design discussions that have (a) structure, (b) presents higher-order thinking questions (i.e. Socratic method), and (c) requires students to synthesize and reflect on their own and peers' ideas.
                    2. Text is not the only medium for communications in threaded discussions.

                    Regarding Point #1:  By "structure" I mean that the online discussion's design integrates a process, via a list of steps or phases, that ensures meaningful dialog among students (and the instructor as a facilitator when appropriate).  Here is an example of a structured discussion involving multiple questions I used in a graduate-level instructional technology course of 16 students.  Take note that each "step" has its own unique requirements and deadlines.  The questions that will drive the overall discussion dialog should not be answered out of a textbook.  Questions should reflect the higher levels of Bloom's Taxonomy and not have one single "right answer/solution."  Students then need to be able to reply to others' ideas in meaningful ways with supporting evidence (i.e. minimizing "I agree" or "I disagree" replies).  This Q&A format is simply one method of designing online discussions.  You may also want to consider role-playing, student-moderator, and debate formats.

                    Regarding Point #2:  Most of today's LMSs allow students to post and reply to discussion threads beyond traditional text.  Consider giving your students various media options for their postings.  For example, have the options for students to post links to a podcast recording, YouTube video, a VoiceThread, or even record their responses with their web cameras directly into the discussion thread.  In other words, students can use any medium to post to a thread without straying away from the task/goal at hand.  The task/goal and discussion questions don't change, but now students have different ways they can engage in this online dialog.  I have found this strategy to be highly motivating among students.


                    Provide timely student feedback.  Students will give push back (which is sometimes reflected on course evaluations) if they don't receive timely feedback on their own learning.  Even in face-to-face environments, students need to know their progress in their understanding of content so they can improve and learn from previous errors over the duration of a course.  We sometimes don't consider that providing feedback in a timely, yet reasonable, manner is a critical element to establishing a positive relationship with your students and building a sense of a learning community.  Be clear in your syllabus and in your initial communications with your students at the top of the semester on what your general student feedback turnaround time is.  Also ensure that your feedback is clear and meaningful to the student so they can improve their own learning over time.  The more a student feels connected to the instructor, the more engaged they will be with the course content.  


                    Include some live synchronous component(s) in this predominately asynchronous learning environment.  One of the common criticisms of online courses is removal of the "social" element that is frequently present in traditional face-to-face environment.  The fact of the matter is that not all face-to-face learning environments are "social" nor involve learning activities that engage students in collaborative efforts.  Despite this common criticism, the technologies that can bring students closer together in today's online digital environment have improved significantly over the last few years.  Online students often desire this "social" factor commonly experienced in face-to-face classrooms, but utilizing tools such as scheduled live Web conferences, live chats, and backchannels fills in most of this gap.  For example, I schedule end-of-module Web conferences, with Adobe Connect, where students have opportunities to (a) have open discussions regarding the applications/implications of the module's content to their respective fields of practice and (b) work in smaller groups, via breakout rooms, on a task I assign during our live session.  Before using Adobe Connect, I would host live text-based chats.  I eventually used both live chat and Web conferencing so that students experienced the various level of interactivity provided by both of these communication technologies.  The main take away here is to consider utilizing some synchronous components into your course so that your students don't feel as if they are learning in isolation.  These technologies will never replace face-to-face communications, but they provide the next best option in the online learning environment.



                    Solicit student feedback.  Instructional delivery is essentially a communication process between a faculty member and a student related to specific course content.  This communication needs to be a two-way process.  Asking students for their feedback instills the idea that their opinions matter for (1) the continuous improvement of the course and (2) gives the instructor an assessment of what the student knows, doesn't know, and wishes to know.  Student feedback allows the faculty member to determine if learning outcomes were achieved and integrate strategies that aim at enhancing student learning over time.  Consider using the LMSs survey tools that can allow for anonymous feedback or simply communicate with your students individually.


                    Final Thoughts

                    Replicating instruction that takes place in the classroom to an online course does not work.  Yes, the content and learning outcomes don't change, for the most part, however an online course is a different learning environment than a traditional face-to-face one.  In designing an online course, faculty must move away from "how will I translate what I do in my face-to-face course to an online course?" to "how will I deliver content and how will students achieve learning outcomes in the online learning environment?"  

                    What additional strategies would you add to this list?  Use the comments section to share your ideas and experiences with online teaching.

                    My Quick Thoughts on Twitter to Support Learning

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                    Image from storify.com
                    The short answer to the question “can this tool (Twitter) meet an instructional need?” is yes.  First, Twitter can be a valuable research tool for finding instructional resources, research, blogs, etc. through the use of hashtags.  Using Twitter as a research tools saves a significant amount of time as others already identified resources that may be useful and tagged the posting to share with a much broader audience. The Twitter feed below is an example that shows how postings with the hashtag #edtech are currated making the search process much more efficient.  Second, the 140-character limitation of “tweets” also forces individuals to keep posts short and to the point.  Well-written tweets quickly identify the resource and its purpose.  The third, and one of the most important uses of Twitter in my opinion, is establishing connections with other individuals that have similar interests.  Whether you’re interested in educational technology, science, math, biking, fishing, gaming, or e-learning, Twitter makes it very easy to find and connect (i.e. follow) to others with these similar interests......an essential component of a personal learning network (PLN).  
                    Twitter’s learning curve is not steep at all.  I have been using Twitter since April 2009.  Twitter’s interface parallels with several contemporary social media services such as Facebook and blogs where the most recent posts are always at the top of the feed.  Twitter also integrates with Facebook, mobile devices, Feed.ly, the Canvas learning management system, and a wide variety of Web-based applications that makes sharing resources to a large audience in a short amount of time quite efficient. 

                    A Key #EdTech Blog I Follow

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                    One of the most useful blogs I have been following for many years now is Free Technology for Teachers by Richard Byrne.  The main characteristic that qualifies this as a blog is that the latest post, common in most social media services/tools, is always at the top of the page.  A second characteristic is that I can subscribe to it.  Third, I can search to an archive of past postings.  Lastly, blogs are reflective of Web 2.0 meaning that we are now creators of content, not just passive readers of content (i.e. Web 1.0 such as the AOL and Netscape days).  This blog's primary purpose is to share free technology resources for teachers that can have implications for classroom instruction.  Although there tends to be a K-12 focus, I have found that most of the resources can be used in higher education as well.  Mr. Byrne is a former high school teacher so that's part where the K-12 theme comes from.  To keep up-to-date with postings, I subscribe to the RSS feed using Feedly.  With Feedly (I migrated to this tool when Google Reader retired), I can subscribe to multiple blogs related to instructional/educational technology and see the posts on one single page.  Over the years, I have frequently re-posted links to these originating blog postings to several social media channels such as Twitter and Diigo in order to share my findings to a much larger audience.

                    An Excellent Podcast for Higher Education Faculty

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                    The #HigherEd hashtag on Twitter is one of the key channels I follow to stay abreast with the latest trends and topics of discussion for a variety of higher education contexts.  A few months ago, I ran across a link with the #HigherEd hashtag to a podcast episode talking about the value and challenges of recording videos for classroom instruction.  This episode, entitled  PA025: Recording Videos for Your Classes, was part of the Professional Adjunct Podcast series.  After listening to several recent and past episodes, I would highly recommend any faculty member, from adjunct to full professor, interested in best practices and teaching/learning in general to subscribe to this podcast.  Users can subscribe to the podcast via iTunes, Android, or any RSS reader.  Enjoy!

                    Asynchronous Communications: The Discussion Board

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                    Discussions boards are one of the most commonly used tools to facilitate dialog in online courses.  These boards allow for back and forth communications between students and instructors asynchronously over a period of time.  Students are able to reflect upon their own ideas before sharing them with their classmates, leading to deeper discussions and learning.  Additional benefits of integrating discussion boards into online courses include:
                    • Building a sense of learning community through sharing ideas,
                    • Provides students extra time to reflect on their ideas, research, and develop their responses before sharing their thoughts, and
                    • Help facilitate learning by allowing students to reflect and respond to the work of others.
                    The image below is a snapshot of an introductory "icebreaker" activity I had students participate in for a summer online version of the MIS 1305 - Introduction to Information Technology and Processing course I teach occasionally.
                    Discussion board thread in the Canvas learning management system
                    In my own instructional practice, discussion boards have played an important role in all fully online course that I have taught.  Through varied structured designs, I rely on discussion boards to manage the text-heavy responses.  As illustrated in the image above, Canvas discussion boards create an indented hierarchy of posting to show learners who replied to who and when.  This visual queue makes following a discussion much more efficient for both students and me as the instructor.   One added benefit to contemporary discussion boards is that students can embed other types of media (i.e. images, audio, and video recordings) into their postings besides text.  This is a great enhancement to traditional discussion boards as students can communicate asynchronously in creative ways beyond text.

                    Synchronous Communications: Live Web Conferencing

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                    A common criticism of online courses is that the social element of a traditional face-to-face learning environment is removed because of the heavily asynchronous "anytime, anywhere" nature of online learning.  By the same token, the asynchronous is frequently cited as an appealing characteristic for choosing to pursue online learning opportunities.  The technology that has come a long way to provide real-time communications for students in fully online learning environments.  Web conferencing applications have brought students and instructors several steps closer to having face-to-face interactions that many of us are accustomed to.  Web conferencing applications such as Big Blue Button, Adobe Connect Pro, Web Ex, and Blackboard Collaborate provide opportunities for real-time communications and collaboration for students and instructors in online environments.  My personal favorite web conferencing application so far is Adobe Connect.  However, as an instructor and instructional designer, I have used other applications as well.  At my current institution, we have both Blackboard Collaborate and Big Blue Button integrated into our Canvas learning management system (LMS).  The screenshot below is a glimpse into the Blackboard Collaborate live virtual environment.

                    Click the image to view a larger version.

                    Visual presentations, polling, live chat, file sharing, screen sharing, and breakout sessions are just some of the features that can enhance live communications and interactions among students in this virtual environment.  I use synchronous communications heavily in online graduate-level courses.  For example, I will host end-of-module (modules may run from 2 to 3 weeks long) live sessions to summarize and elicit student feedback on how the concepts of a given module may be applied to their current work environments.  Our main live discussion may then be followed by a smaller activity where I break the class into small groups via breakout sessions so they can engage and communicate with their fellow group members.  Another use of live synchronous web conferencing is to host virtual office hours.  Similar to traditional on-campus office hours, time could be set aside to be available, virtually, for online students.  A faculty member can simply leave the live web conferencing environment/room open to see if students enter or they can make individual appointments to meet virtually with students.  With any form of synchronous communications, must expect the unexpected to occur.  Slow Internet speeds, audio and video equipment may not function properly with out computer resets, and audio/video coming in choppy or degraded are just a few examples of instances faculty need to be prepared for.  Other potential uses of live synchronous web conferencing include:
                    • Real-time group or individual presentations
                    • Brainstorming and/or problem-solving sessions
                    • Study groups, tutoring, and/or team meetings
                    • and much more.

                    Sample of Ready-Made Content

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                    Curating pre-existing, or ready-made, content to support instruction saves instructors a significant amount of time from having to create self-produced instructional media.  In my own teaching practices, I always search text publisher resources and the World Wide Web before identifying a need to create my own media.  In my 17 years of teaching in higher education, I have found myself producing my own media and curating pre-existing media/instructional resources.  The embedded YouTube video below is an actual resource I use in Canvas for my current MIS 1305 course that is being taught on campus face-to-face.


                    The video above explains to students how to submit grader activities through the MyITLab online system that is a companion resource to our textbooks by Pearson Publishers.  This resource is made available through the Canvas LMS and can be accessible for students in face-to-face and online sections of 1305.  In addition to curation, an added benefit to using these ready-made resources is that time I save by not having to recreate media that already addresses a need or goal I have for my students. 
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