I spent last Saturday in a public Illinois high school where every bulletin board in the school had a common logo and format for “Learning Targets”. So after a a short amount of “Googling” I now know that Learning Targets are student-focused, accessible goals for what the students need to know, why they need to know it, and to what extent they need to know it within a given day. This seems like an obvious convention but the visual nature of the Learning Targets boards paired with the consistency of seeing this display in every classroom really struck me. And I wondered what it might be like if we gave our online learners Learning Targets as a standard convention in their days, weeks, and semesters in our online classes. Maybe you already do this – awesome. But if you don’t, maybe you could consider adding this information to the start of each week or unit in your online class. If you do something like this and it works, let us know. If you don’t and you try it as a new strategy, let us know. Enter your comments below!
Think about making the answers to these questions extremely obvious, maybe even answer those questions for the students when documenting your online units and lessons.
From Knowing Your Learning Target (http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/Knowing-Your-Learning-Target.aspx):
- What will I be able to do when I’ve finished this lesson?
- What idea, topic, or subject is important for me to learn and understand so that I can do this?
- How will I show that I can do this, and how well will I have to do it?
From The Do’s and Dont’s of Learning Targets (http://www.iwalkthrough.org/learning-targets/):
- Do frame the target as learning. (Don’t frame the target as activity.)
- Do write the standard in student-friendly language. (Don’t just write down the standard in “standardese”.)
- Do talk explicitly about the target. (Don’t post it and hope the [students] notice it.)
And while I’m suggesting this might work in online classes (after all, this is the Online Teaching at a Glance blog), I think it is a great strategy to consider for learning experiences in any mode!
Borrowing from University of Wisconsin – Stout Tech Tips newsletter for today’s post on online discussions.
Full newsletter online: https://t.e2ma.net/message/c8e8e/s0bd8d
Online discussion passage with links pasted below.
Designing Thought-Provoking Online Discussions
Explore how experts design and manage online discussions to promote deeper learning. Discover the power of well-crafted discussion prompts to spark learners’ motivation and enhance participation.
15 Tips for Facilitating Online Discussions
Katie Lepi shares Mia MacMeekin’s excellent infographic containing 15 tips for effective online facilitation, as well as 11 discussion prompts that stimulate conversation and encourage students to “dig deeper.”
The Art of the Discussion Prompt
Alex Joppie describes how to set goals, guidelines, and expectations for discussions, and how to deal with common issues such as students posting incorrect information.
The Art and Science of Successful Online Discussions
Stephanie Maher Palenque and Meredith DeCosta summarize four dispositions for a productive online discussion: discuss to comprehend, discuss to critique, discuss to construct knowledge, and discuss to share.
Online Discussion Rubric
Joan Vandervelde’s rubric provides an excellent framework for guiding students to write quality discussion posts.
A great deal of online course content is text but accessible and easy-to-use tools are making it easier to capture video and audio. Are you using capture tools already? Are you interested in learning more about them?
If you’re not already using capture tools, think of that one concept or idea that you try to explain or reinforce using text but students still just “don’t get it”. Now think of how much more effective presenting that idea or concept might be if you can demonstrate something on-screen for your students. With capture tools you can put nearly anything into video/audio format.
- Capture a software program and narrate how to use it
- Display a map on screen and identify key locations by drawing on it
- Work and explain steps of a problem
Here are some of the tools the ICC TLC staff members have worked with:
Screencast-O-Matic: http://www.screencast-o-matic.com/ (free account option, available online)
Snag-It: http://www.techsmith.com/snagit.html (software available in the Teaching and Learning Center, 240A)
There are several free and easy-to-use tools available but also some considerations you need to make when producing and sharing this type of content. If you are interested in creating an enhanced experience for your online students and want to learn more about capturing tools, contact someone in the TLC, email@example.com or 309-694-8908.
This week’s topic is an extremely important one. It’s relevant to teaching in any mode but a real challenge and point of potential weakness in online learning.
How do you verify and know that the work done in your online class is being completed by the student registered for the class?
For several years there has been a federal mandate to authenticate student identity through a specified method. This method for ICC is the process by which our students are given an assigned username and password by the college to log in to Blackboard. As long as we maintain a secure process to issue usernames and passwords, we meet the requirements of the federal mandate. The liability is twofold. The college must maintain the secure process to issue user credentials and the student must maintain the responsibility to keep those user credentials secure and private once he/she has them.
There are a variety of vendors wanting us to buy a commercial “solution” to identity verification. There are video proctoring services where live proctors monitor webcams focused on students taking tests. There are “biometric” solutions for capturing each user’s unique mouse usage. There are fingerprint scanners to unlock content. There are databases that ask security questions much like the ones your bank or credit card company would ask. There are “lock down browsers” which stop a student from accessing content in a different program or browser on one computer.
I have seen the live webcam proctor in action and it seems to work for a testing environment. However, to me it’s not feasible to webcam monitor ALL of the work a student does, therefore at least a portion of the grade could be earned by someone else. The biometric, fingerprint, or security question “locks” can be easily outsmarted. I can unlock the content and then let you do the work! And the lock down browser is fine when I am working on only one device, but a recent survey of ICC students indicated that over 80% of 180 student respondents have 2 or more web-enabled devices. So while you’re locking me down in one computer, I just need my phone, laptop, tablet, or other web-enabled device to look up content in an “unlocked” environment. And the no-print/no-copy code we used to use? It takes only the camera on my cell phone to capture the on-screen content perhaps more efficiently and effectively than printing, anyway.
So all of this may seem like gloom and doom and a reason to stop teaching online. It isn’t. But we have to continue to work on developing high-quality, engaging online classes which defeat the “shadow scholar” (Chronicle article, November 12, 2010: http://chronicle.com/article/The-Shadow-Scholar/125329/).
How do you do this? How do you know the “right” student is completing work in your online class? How do you maintain the integrity of offering an ONLINE class with the needs to KNOW your students individually and authenticate their work? What strategies do you have to share with others? Post your comments to the blog or email me at firstname.lastname@example.org
This is the first post of what I hope to be a series of “Online Teaching at a Glance” posts in the “5th Campus” blog at ICC. As a reminder, the “5th Campus” name emerged as we were starting up our Virtual Campus initiative. At the time we counted our Peoria campuses (2), plus the East Peoria campus, and the Pekin site and dubbed the Virtual Campus ICC’s 5th campus. At the same time I was coming up with short handles for our social media channels. The 5th campus stuck with both the blog and Facebook addresses and names. (If you haven’t liked us on Facebook yet, please do! https://www.facebook.com/5thcampus)
And of course you can’t have a movement without an acronym so OTAAG is just the simple acronym for Online Teaching at a Glance. The vision for this series of blog posts is to put timely and relevant information into a curated and small-bite format. As the reader, you may want to check it all out or you may find just a link or two each time is of interest to you. Either way, I hope you will “glance” and I welcome your input or even your willingness to guest curate a week if you’re interested (just contact me!)
OTAAG Sept 26, 2014
Dean Dad asks, “For the folks who recently taught online for the first time: what do you know now that you wish you knew then?” See the comments to his post. If you are willing to, comment on his post and copy and post here, or just post here. The article: https://www.insidehighered.com/blogs/confessions-community-college-dean/first-timers-teaching-online
Sauk Valley Community College in Dixon is offering a MOOC on the Columbian Exposition of 1893 (White City: Then and Now). What do you think? More info here: https://www.svcc.edu/news/2014/09/free-on-line-learning.html
The Online Learning Consortium posted proposed new definitions for e-Learning. Do these work for us? http://blog.sloanconsortium.org/2014/09/18/updated-e-learning-definitions/