University of Wisconsin - Eau Claire #uwec

Offline to Online: Blended Learning and Emerging Technologies

Presentation and handout available at:
https://pantherfile.uwm.edu/groups/sa/ltc/SocialMedia/presentations/

Syllabus Checklist for Blended and Online Courses

Expanded Syllabus Checklist (developed 8.26.10)


Course Information:

    * Are the institution, department, course title, course number and section and catalog description on the syllabus? Are prerequisites listed?
    * If a hybrid course, are the meeting dates, times and locations listed on the syllabus?
    * Are the professor's name, title, and office location on the syllabus?
    * Is there a statement as to how a student should approach learning in the online/blended environment of the course (e.g., tips for success)?
    * Are the learning objectives (outcomes, competencies) stated and measurable, clearly describing what students are to gain?

Comments:




Communication:

    * Is there a phone number, email address, IM address, etc. provided for students to contact the instructor?
    * Has the instructor provided a statement as to the best way to contact in case of questions or problems?
    * Has the instructor provided a statement as to the frequency with which responses to various contact methods (i.e. within 24 hours of phone call or email message) will be made?

Comments:




Course Materials, including Technology, and Support

    * Are the full citations of textbooks, including ISBN and relevant edition, listed that are required, including how the students can obtain the textbooks or e-book?
    * Is there information regarding the course management system, hardware, software, and other technologies used in the course?

    * Are the students given instructions about whom to contact for technical support?
    * Is there contact information for the relevant campus services that are needed in support of this course (i.e. Library)?
    * Is a student orientation to the course management system or other software applications included?

Comments:




Course Structure:

    * Is the link between each learning objective, assessment, and learning activity is clearly stated?
    * Is each course activity, assignment and assessment described with tentative timelines and faculty response times?
    * Are procedures for completing and submitting activities, assignments and examinations explicitly stated?
    * Is there a printable comprehensive schedule with due dates and timeline for course topics, assignment deadlines, activities and test/quizzes, including expectations for f2f and online activities are clearly identified?
    * Are the assignments appropriate for the distance education format?
    * Is there a clearly written statement fully explaining how the course grades are computed? The points, percentages, and weights for each component of the course grade are clearly stated.
    * Are the assessment instruments selected balanced, sequenced, varied, and appropriate to the content being assessed?
    * Are clear rubrics provided for grading each assessment?

Comments:




Interactivity:

    * Does the course foster interactivity (student engagement, collaborative learning) required for active learning, such as learning activities fostering instructor-student, content-student, and student-student interactions?
    * Is there a statement about what is expected of the student in terms of interaction with the content, instructor and fellow students?
    * Are there adequate communication systems between the instructor and students? among students?
    * Are there guidelines on how students/instructor will interact with each of those systems?
    * Has the instructor provided a statement regarding what the student can expect from the instructor with regard to communication, assessment feedback and frequency of interaction?
    * Is there a system for continual instructor feedback between instructor and students throughout the course?

Comments:




Policies:

    * Is there a statement regarding late or missed assignments/assessments?
    * Is there a statement regarding the Academic Integrity policy & how it is addressed in the course?
    * Is there a statement concerning services for students with disabilities and contact information for the area on campus that provides such services?

Comments:




Developed, in part, from contributions from Quality Matters, Gerald Bergrtom, Ph.D., University of Wisconsin – Milwaukee, and Salisbury University

Also, see...
http://professorjoosten.blogspot.com/2010/05/syllabus-checklist.html

What are you doing with social media?

I'm sure you have see our tweets (#edusocmedia, #educause10, #socmedia).  Shannon Ritter (@micala) and I need your help in preparing our social media preconference workshop for the annual EDUCAUSE conference being held October 12-15, 2010 in Anaheim, CA.

Our pre-conference session will focus on social media and its uses in higher education. If you are using social media – at all – in any way – and are faculty, staff, or a student at a higher education institution – we want to hear from you! It’ll be easy, we promise! You don’t even have to study!

Here’s what we’d like you to do:
1. Make a short (less than three minute) video telling us why and how you use social media
2. Upload your video to YouTube and tag it with #edusocmedia
3. Give us a heads-up on twitter so you can be part of our conversation at EDUCAUSE! (@micala and @tjoosten)

See. Told you. Easy.

Please spread the word, we’d love to show as many different perspectives as possible and create a conversation that starts now and carries through to our pre-conference session at EDUCAUSE where the use of the #edusocmedia hashtag will allow all of you to participate in the session as well.

So get out there, spread the word, fire up those cameras, and let’s hear your story! Deadline for videos is September 13, 2010.

1. Some responses include:

http://youtu.be/JvUoW8y734A?a
http://youtu.be/g1lw2QkDE6M?a
http://youtu.be/V5QEOqBlPyE?a
http://youtu.be/xP_ZszS49oM?a
http://www.youtube.com/watch?v=Xki752QMpt8
http://youtu.be/z30L6Hs9u60?a
http://www.youtube.com/watch?v=s69wrpun90k
http://www.youtube.com/watch?v=akXTs2NdYZk
http://youtu.be/_PnAsLSRL9A
http://www.youtube.com/watch?v=g1lw2QkDE6M
http://www.youtube.com/watch?v=C_twT3J4kJc
http://www.youtube.com/watch?v=Xki752QMpt8
http://www.youtube.com/watch?v=JtKtFaTId3c
http://www.youtube.com/watch?v=n3qmKpQtmR0
http://www.youtube.com/watch?v=Hj43XlwL-Ws and http://www.youtube.com/watch?v=yq2znoRqr7c
http://www.youtube.com/watch?v=Sc5wAQ8swzw

http://www.vimeo.com/user2913948 UWM Housing Channel

Resources -- Exploring Augmented Reality for Teaching and Learning

EDUCAUSE: 7 Things You Should Know About Augmented Reality

http://net.educause.edu/ir/library/pdf/ELI7007.pdf

Horizon Report 2010: Projects in E-Books, Open Content, Mobile Learning, and Augmented Reality

http://www.educause.edu/Resources/HorizonReport2010ProjectsinEBo/207847

http://www.educause.edu/ELI/2010HorizonReport/195400 

If You Are Not Seeing Data, You are Not Seeing

(Brian Chen, Wired Gadget Lab, 25 August

2009.)

http://www.wired.com/gadgetlab/2009/08/augmented-reality/

Augmented Learning: Research and Design of Mobile Educational Games

Eric Klopfer

http://www.amazon.com/Augmented-Learning-Research-Design-Educational/dp/0262113155/ref=sr_1_1?ie=UTF8&s=books&qid=1282355557&sr=8-1

http://books.google.com/books/mitpress?id=I0kaFNaK704C&printsec=frontcover&cd=1&source=gbs_ViewAPI#v=onepage&q&f=false

Visualization for increased understanding and learning using augmented reality

PS Medicherla, G Chang, P Morreal

http://www.sciencemag.org/cgi/content/abstract/323/5910/66?ijkey=rBJnxiYJ6o

Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning

Matt Dunleavy, Chris Dede and Rebecca Mitchell

http://www.springerlink.com/content/f07855468080k253/

wen, C., Donnellan, J. & Millo, Y. (2009). Using Blended Learning, Incorporating eLearning, Gaming, 3D Augmented Reality and Live Simulation to Improve Patient Care before you Care for Patients. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (p. 3032). Chesapeake, VA: AACE.

Retrieved from http://www.editlib.org/p/31912.

Designing Augmented Reality Games for Mobile Learning Using an Instructional-Motivational Paradigm

F. Fotouhi-Ghazvini, R.A. Earnshaw, D. Robison, and P.S. Excell

http://www.computer.org/portal/web/csdl/doi/10.1109/CW.2009.27

offin, C., Bostandjiev, S., Ford, J. & Hollerer, T. (2010). Enhancing Classroom and Distance Learning Through Augmented Reality. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 1140-1147). Chesapeake, VA: AACE.

Retrieved from http://www.editlib.org/p/34777.

Dede, C., O'Shea, P., Dunleavy, M. & Klopfer, E. (2010). Augmenting Reality for Learning with Wireless Mobile Devices, Part 2. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1882-1884). Chesapeake, VA: AACE.

Retrieved from http://www.editlib.org/p/33635.

An Interactive Augmented Reality System for Learning Anatomy Structure

Chien-Huan Chien, Chien-Hsu Chen, Tay-Sheng Jeng

Proceedings of the International MultiConference of Engineers and Computer Scientists 2010

http://www.iaeng.org/publication/IMECS2010/IMECS2010_pp370-375.pdf

Augmented Reality for teaching spatial relations

Patrick Maier, Technische Universit ¨ at M¨unchen, Germany

Gudrun Klinker, Technische Universit ¨ at M¨unchen, Germany

Marcus T¨ onnis, Technische Universit ¨ at M¨unchen, Germany

Conference of the International Journal of Arts & Sciences (Toronto 2009)

http://wwwnavab.in.tum.de/pub/maierp2009ijas/maierp2009ijas.pdf

Delicious tags

http://www.delicious.com/tag/augmentedreality

http://www.delicious.com/tag/hz10+augmentedreality

Helping Students Succeed in Online and Blended Courses

https://pantherfile.uwm.edu/groups/sa/ltc/Student%20Resources/

Tips for students
Managing expectations regarding course design
What is an online or blended course?  How to be successful? What is a student-centered, active learning     course?
Communication in an online/blended course
Scavenger hunt (course design and technology orientation)

More to come...

Developing a Learning Module, Discussions, and Rubrics

Wiggins and McTighe, Facets of Understanding
www2.yk.psu.edu/~jlg18/506/what_is_understanding.pdf
An alternative to Bloom's taxonomy and quite practical in re-examing your learning objectives.  This is an excerpt from PSU, but I recommend getting the Understanding by Design book.

 Wiggins and McTighe, Backwards Design
http://www2.yk.psu.edu/~jlg18/506/backward_design.pdf
As I mentioned, this model is very useful in developing learning modules and overcoming (or avoiding) the course and a half syndrome.  Here is an excerpt.

 "Designing a learning module for a blended course" presentation by Alan Aycock, UWM
Duration -- 14 minutes.
https://pantherfile.uwm.edu/groups/sa/ltc/public/blended_web_presentations/05_Backwards-design_AA/flash/index.htm

 "Using discussion forums in blended courses" presentation by Alan Aycock, UWM
Duration -- 24 minutes.
https://pantherfile.uwm.edu/groups/sa/ltc/public/blended_web_presentations/06_Discussion-forums_AA/flash/index.htm

  More Discussion Rubrics

https://pantherfile.uwm.edu/groups/sa/ltc/Rubrics/Discussion%20Rubrics.doc

Tanya's Discussion Rubric

https://pantherfile.uwm.edu/groups/sa/ltc/Rubrics/Discussion%20Rubric.html

Examples of comments

Overall:
Every did an outstanding job for the most part.  I really enjoyed your brining in your personal experiences to validate or dispute the theories.  Way to go!

Remember, to always address each piece of the activity.  For this module, you should have:

1.) Noted one major difference
2.) Supported one theory
3.) Identified a weakness

Student examples:

 Example 1 -->

Good job!  Just a couple areas of improvement needed.

-1        Points need to be better articulated.  Posts are understandable, but some thought is required

-1       Point made is not fully accurate.  Slight correction in misperception needed. Need to review content.

presents ve presence

equivalency vs equivocality

-1      Need to challenges the statements of other classmates; Need to introduce new ideas, stimulate discussion, and engage others.

 -1     Some problems with proper grammar, writing style (APA), and academic tone

Check formatting of posts ;)  It can be difficult to read poorly formatted posts.

UPDATE 8.16.11 -- Wiggins and McTighe link appears broke; visit http://pixel.fhda.edu/hybrid/six_facets.html.

Online and Blended Teaching: From the Front Line, Cases

At University of Wisconsin - Milwaukee:

Anthropology: Ads and Shopping in American Culture

https://pantherfile.uwm.edu/groups/sa/ltc/public/blended_web_presentations/04_Course-example_Backwards-design_AA/flash/index.htm

Organizational Communication

https://pantherfile.uwm.edu/groups/sa/ltc/public/blended_web
_presentations/03_Course-example_Ten-questions_TJ/flash/index.htm

http://tinyurl.com/mycoursedemo


Cell Biology

https://pantherfile.uwm.edu/groups/sa/ltc/public/blended_web_presentations/12_Course-example_GB/flash/index.htm

Art: Site and the Public Space

https://pantherfile.uwm.edu/groups/sa/ltc/public/blended_web_presentations/01_Blended-definition_Course-example_AM/flash/index.htm

Teaching International Law as a Partially Online Course: The Hybrid ⁄ Blended Approach to Pedagogy

http://onlinelibrary.wiley.com/doi/10.1111/j.1528-3585.2010.00408.x/full

http://onlinelibrary.wiley.com/doi/10.1111/j.1528-3585.2010.00408.x/pdf

At Simmons College:


Planning, Tips, Group Work, Facilitating Discussions, etc.

http://at.simmons.edu/blendedlearning/learnhow/simmons_case_studies.php




Have more?  E-mail me at tjoosten@uwm.edu.

Rethinking your course design? learning outcomes?

Rethinking your learning outcomes?  Want to stop using "understand" in your learning outcomes?  Having problems documenting learning and measuring "understand"?


Check out: 
http://pixel.fhda.edu/hybrid/six_facets.html


6 Facets of Understanding


Can explain: provide thorough, supported, and justifiable accounts of phenomena, facts, and
data.


Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or
personal dimension to ideas and events; make it personal or accessible through images,
anecdotes, analogies, and models.


Can apply: effectively use and adapt what we know in diverse contexts.


Have perspective: see and hear points of view through critical eyes and ears; see the big picture.


Can empathize: find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience.


Have self-knowledge: perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; we are aware of what we do not understand and why understanding is so hard.


Further, check out this resource the Teaching Excellence Center
at Stephen F. Austin State University: PPT on writing learning objectives

Future of the LMS

How does the open content movement impact the future of the LMS?
How will mobile learning impact future of the LMS?
How does social media popularity impact the future of the LMS?  Or, how does today's "Facebook" culture as the most hit site in the world impact the future of the LMS?

How does the increase in need for metrics and more data drive decisions impact the future of the LMS?
How does alignment across campuses of course to program level learning outcomes with learning activities impact the future of the LMS?
How do increase concerns for ferpa and privacy impact the future of the LMS?
How do statements like Bill Gates that the future of learning is online impact the future of the LMS?
How does the need for more engaging and rich experiences impact the future of the LMS?
How does more student-center, active and experiential learning impact the future of the LMS?
How does the need for more reflection and self-evaluation by students impact the future of the LMS?
How does the wave of e-readers, e-books, and e-texts impact the future of the LMS?
How does the "Google" culture of search and highest hit site for app 3 years impact the future of the LMS?
How does the need for quality course design and sound pedagogy impact the future of the LMS?
How does the development of intelligent agents impact the future of the LMS?
How does the increase in web usability and functionality impact the future of the LMS?
How does the evolution of emerging technologies like simple augmented reality, gesture-based computing, and vistual data analysis impact the future of the LMS?

Video repositories & Rich media development

USC Critical Commons
http://criticalcommons.org/

Sophie Commons
http://sophiecommons.org/