Transcript How Does This Look - Northwest Missouri State University

Learning Hubs: An Innovative
Approach to Student Interaction
Ms. Darla Runyon
Dr. Roger Von Holzen
Northwest Missouri State University
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Frustrated?
• Do you ever feel like doing this as you try
to manage your online and campus classes?
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Learning Delivery Systems
• What are they?
– Means by which educators deliver critical
content and concepts to students
• Types of courses:
– Campus-based
– Online
– Web-enhanced
– ITV and telecourses
– Blended
– Off-campus*
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Learning Delivery Systems
• Aspects of learning delivery systems work
well
– in specific situations
– with certain content and concepts
– with particular types of students*
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Learning Delivery Systems
• Building on experience
– Educators have been designing, developing,
and delivering online courses and programs
– Many pedagogies developed that led to
successful online learning
– Found that they worked just as well in other
learning delivery systems
• Presented new learning
delivery options*
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Supplemental Course Sites
• Can be useful for integration with any of the
learning delivery systems
– develop simple content rich course sites
– built around the learning outcomes for the
course*
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Supplemental Course Sites
• Supply students with foundational course
information
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instructor information
course syllabus
lecture notes
course
presentations
– handouts
– assignments*
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Supplemental Course Site
• Course site then becomes the delivery
system for critical course content for which
the student is responsible
• Leaves the face-to-face time (campusbased, web-enhanced, or blended) available
for other activities*
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Supplemental Course Site
• By incorporating such a site, the scheduling
of courses becomes more flexible
• Allows institutions to more efficiently
utilize classrooms and reduce costs
– Potentially frees up classroom
space by meeting fewer times
per week
– Additional courses can then be
scheduled into the classroom*
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Supplemental Course Sites
• Development of a template
– Creates consistent expectations and outcomes
across sections of a course
– Manages multiple sections more efficiently
• Allows for the development of common
curriculum for multiple section courses
– Supports sharing of resources*
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Supplemental Course Sites
• Less time and resources spent developing
multiple course sites
• Duplicate course sites as needed for
instructors
– Instructors can easily customize
– Easy to get new instructors started
• Development of curriculum-rich course
sites over time
– Oral Communication*
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Resource Allocation
• Shifts resources and foundational course
documents to the course web site
• Shifts printing costs from
department to students
• Course meeting times can be
more flexible
• Teaching assistants can be
utilized to work with larger
lecture/lab courses*
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Hybrid and Blended Programs
• Another option is the flexibility to develop
an entire program with a combination of
learning delivery systems
– Labeled as hybrid or blended programs
– Foundation is the web site for each
course, which houses the content for
the courses
– Additional mix of delivery systems
may be incorporated into the courses
and/or program*
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Hybrid and Blended Programs
• Some courses may be offered online while
other courses may require students to meet
on campus periodically
• The mix would be due to the nature of the
critical concepts*
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Hybrid and Blended Example
• Instructional television may be used to meet
the needs of a group of geographically
located students
– When combined with a course web site, this can
save
• student travel time and
money
• institutional resources*
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Learning Hub
• An innovative option to the standard course
web site
• Serves as the basis for a myriad of learners
co-enrolled in one course site
• Results in a new student status
– co-enrolled students
• on-campus and online students enrolled in the same
course site*
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Learning Hubs
• This type of course site is centered around
one faculty member
– Learning hub for
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•
online
campus-based
graduate
undergraduate students
– Design provides a unique way by which an
instructor can easily manage students and courses
• reduces the amount of time spent developing and
maintaining individual course sites*
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Learning Hubs
• Minimizes course site development
• Supports sharing of resources
• Promotes community of learners*
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Learning Hubs
• Addresses the increasing interest and enthusiasm
for collaborative learning communities
– Content can be delivered to the various students
via the use of a group management feature
– Allows all students to learn
together in a collaborative
environment
– Students are divided into
groups based upon their
enrollment status for the course*
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Learning Hubs
– Instructors can develop assignments for each
learning group
• assignments can be associated with a particular
group
– Course tools can also be associated with a
specific learning group or opened across
various groups
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threaded discussion
chat
e-mail
document sharing
drop box*
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Student Engagement
• Course lectures and content are transferred
to the web
• Provide students with:
– More time in class for application of activities
– More time spent with content
• Aid in promoting a community of learners*
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Student Engagement
• Course sites create out-of-class
opportunities for students to practice and
interact with content
– Learning objects can be an integral part of this
learning environment
• Can accommodate various learning styles in
class and online
– Text, audio, video, and graphics*
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Student Assessment
• Course web sites can incorporate quizzes and tests
– Should be used as interactive mentoring opportunities
– Enable students to evaluate their own progress through
the course materials
• Provides the instructor with:
– evidence of effectiveness of course
materials
– indications of content areas that need
further enhancement and/or development*
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Student Assessment
• Provide short formative online assessments
– Streamlines knowledge check process
– Reclaims time spent on in-class quizzes
– Frees up time for more interaction and
discussion
• Incorporate group and team work
– Use the grouping feature to organize this
process
– Use peer reviews*
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Collaboration
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Collaborative Learning
• Consists of students working interactively
in groups using synchronous and
asynchronous tools to complete activities,
assignments, and projects*
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Interactions
• Teacher-student
• Student-student
• Student-content*
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Computer-Supported Collaborative
Learning
• CSCL focus:
– Collaborative learning supported by technology
– Enhances peer interaction in groups
– Facilitates sharing and distribution
of knowledge among the group*
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Computer-Supported
Collaborative Learning
• Interactions occur through the use of computersupported collaborative learning tools and
techniques
• Purpose is to get students engaged in the content
by working with others and using technology
which enhances this process
• Technology provides the opportunity for
spontaneous collaboration
– Technology coordinates this collaboration*
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Computer-Supported
Collaborative Learning
• Builds a networked community of learners
• Allows the instructor and the students to build a
social presence in an online setting
• Provides a setting for knowledge sharing and
knowledge building
• Engages students in a problem-solving
environment
• Promotes synthesis and reflection of process
• Provides a text archive of process*
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Grouping Techniques
• Assignment of course content based on
roles or enrollment status for the course
• Distribution of roles and responsibilities
• Peer assessment and grading based on
group developed scoring guides
• Calibrated Peer Review
– http://cpr.molsci.ucla.edu/
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Communication Methods
• Asynchronous
– Threaded discussions
– E-mail
– Document sharing
• Synchronous
– Chat
– Instant messaging
– Desktop video conferencing*
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Online Collaborative Learning Articles
• Central Queensland University
– http://clp.cqu.edu.au/online_articles.htm
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Thank You
• We hope we’ve prepared you for the
unexpected
• If you’re not, something like this could
happen to you…
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Ms. Darla Runyon
[email protected]
Dr. Roger Von Holzen
[email protected]
Center for Information Technology in Education
Northwest Missouri State University
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An Alternative Approach?
• On second thought, here’s a different way to
save everyone time and money…
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Ms. Darla Runyon
[email protected]
Dr. Roger Von Holzen
[email protected]
http://cite.nwmissouri.edu:2000/presentations/
Center for Information Technology in Education
Northwest Missouri State University
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