Agenda for Class Size Retreat May 9-10-2005

Click here for Class Size - Dangerous Discussions
 

Managing (Increasing) Class Size
in Online and Hybrid/Blended Courses

Monday May 9, 2005  
[Click here for Tuesday, May 10, 2005]

9AM Welcomes, Intros

Articulating challenges, priorities – discussion
2 Introductory Activities – Warm-up & Factors/Resources

Hot Potatoes Crossword Puzzle as example of tool that can be used at 3 levels:
1. Teacher learns how to use this tool to develop a puzzle based on recently assigned vocabulary, and the result helps students master that vocabulary.
2. Teacher assigns each student to learn how to use this tool to develop a crossword puzzle, based on recently assigned vocabulary, and the result helps students engage with that vocabulary at a higher intellectual level.
3. Teacher assigns students to work in pairs. Partner A learns how to use this tool to develop a crossword puzzle based on recently assigned vocabulary. Partner B “solves” the puzzle. Partner B writes comments about the educational effectiveness of the puzzle and the accuracy of the clues/definitions (using a few brief guidelines from the teacher). Both partners engage with the vocabulary at a higher intellectual level. Teacher selects only a few pairs and quickly reviews the puzzle and comments. Teacher responds to the class in general. THE NEED FOR THE TEACHER TO INTERACT DIRECTLY WITH EACH STUDENT IS SIGNIFICANTLY REDUCED.
See:
<<http://www.tltgroup.org/CommunityConnectedness/ActivitiesQueries/ConnectednessCrossword.htm>>

http://www.tltgroup.org/LTAs/ltaw/lta24.html

Note: Blogging can be used similarly; and so can many other online tools. See:
http://www.tltgroup.org/ProFacDev/BLOGSetc.htm

Introduce other topics, resources from:
http://www.tltgroup.org/ProFacDev/DangerousDiscussions/ClassSize.htm

10AM Diane Billings: Live Video – Online Nursing Education Today!

Noon Lunch

1PM
Continue/finish discussion. Consider/revise framework (Factors/Resources Worksheet) for analyzing a course in preparation for modifications to support larger enrollment.

LTAs – See:
http://www.tltgroup.org/LTAs/Home.htm

Read comments from and develop questions for John Sener.

Lab work? Options that can be used to support larger enrollments - Develop blogs; Develop Flashlight Online surveys. [Some participants finalize preparations to describe/demonstrate their own LTAs for “Show and Tell” session Tuesday.]

2:00PM John Sener Q&A – phone

SLS Online Learning Blog:  "Online Class Size"
http://senerlearning.com/weblogs/archives/000006.html

"Managing a Large Distance Course Using Webboard," by Murray Turoff;  6 Principles: 
http://eies.njit.edu/~turoff/Papers/manageDL.html

Donald Kirkpatrick's Scale of 4 Levels of Learning Evaluation
http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm

John Sener is the founder of Sener Learning Services, a consulting practice which focuses on supporting the evolution of online and other technology-enabled learning environments in higher education institutions and consortia, government agencies, and non-profit organizations. He is also involved in a wide variety of Sloan-C activities and initiatives, including serving as Director of Special Initiatives and coordinating the Speakers and Consultants Bureau. He has been on the Editorial Board for the Journal of Asynchronous Learning Networks since its inception and is a Contributing Editor for the monthly newsletter Educational Pathways. While at Northern Virginia Community College, he directed development of distance and online-accessible associate degrees in engineering, information systems technology, public management, and business management. His career in education and training over the past twenty-five years includes directing a number of foundation and federally funded projects; he has also been a trainer, teacher, administrator, instructional designer, and tutor in the areas of adult literacy, basic skills, information systems, and English as a Second Language. He holds a M.S. degree in Education from Johns Hopkins University and a B.A. in Psychology from Oberlin College.

Begin Teamwork. Small teams focus on 2 selected courses (Pathology & Research Methods). Apply framework, identify key challenges, questions, and “obvious” options in these two courses.

4PM Close

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Tuesday May 10, 2005
SCHEDULE TO BE FURTHER MODIFIED BASED ON REQUESTS OF PARTICIPANTS AND RESULTS OF ACTIVITIES ON MAY 9, 10!

9AM
Read comments from and develop questions for Chere Gibson.

[Response to request for "timesavers":  See LTAs of the Week # 9, 15, 18, 34-36, and 39 at:

http://jade.mcli.dist.maricopa.edu/lta/

and watch Steve Bell's "Keeping Up" Website & related blog at:

http://staff.philau.edu/bells/keepup/blogs.htm; and

http://keptup.typepad.com/academic/]

Bloglines:

http://www.bloglines.com/

Continue work/discussion on 2 selected courses (Pathology & Research Methods). Report progress and discuss how this work can be applied to other courses.

Show and Tell - a few UTHSC faculty describe their own LTAs to colleagues.

10AM Consult Chere Gibson via telephone about

• learning/teaching cohorts (opportunity for building learning capacity of students);

• alternatives to use INSTEAD of (over?)use of "discussion boards"; and

• how to deal more effectively and comfortably with “expanding” enrollment in online and hybrid/blended courses (especially, Pathology & Research Methods)

Also see: 
http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_10.pdf

Dr. Chere Gibson is Associate Professor and Chair of the Graduate Program in Continuing and Vocational Education at the University of Wisconsin-Madison. She teaches courses on the adult independent learner, instructional design for distance learning, and issues in distance education. Video, audio, and computer conferencing are routinely incorporated as part of these learning experiences for graduate and undergraduate students. Chere has produced several award winning mediated instructional packages. She previously directed the University of Wisconsin Extended Degree Program, and is past chair of the Annual Teaching at a Distance Conference. Her research focuses on the learner at a distance with an emphasis on persistence, academic self-concept, and learner support in the successful completion of distance education programs.

Alternatives to discussion boards

• Quizzes

• Multiple small assignments

• Group A evaluates Group B;  Group B reacts to evaluation done by Group A

• Print

• Audio- can all students have access to audio conferencing?  Use as a pacing mechanism. (including faculty member).. Have 800 number - max. 20 per conference call;  archive audio sessions;  [alternate weeks, 2 different times]  - Just getting some audio options now at UTHSC

• Old audio bridges OK;  also try Voice over Internet (VOIP)

• Apply sampling idea to audio events

• Students can feel engaged even if they don't ask question themselves

• Sampling works better for Q&A than for grading

• Accept reality!  Some cohort members miss some sessions;  have access to recordings/archives of all synch. sessions - make them avail online.  [How many face-to-face class meetings ALWAYS have EVERY student present?]

• Use BLEND of modes of interaction

• Every option has drawbacks (most have some assets)

• "Eyes and Ears" people - designated to speak out and comment

• Discussion Boards (and other asynchronous media) good for those who are more reflective thinkers

• Need to provide some options for good reflective thinkers, some options for good reactive/spontaneous thinkers

• Do NOT need to get every student ACTIVELY participating up for EVERYTHING

• Case Discussions - don't need every student to contribute individually in a way that everyone sees/hears

• UTHSC-Nursing:  Good recruitment asset - faculty committed to helping students to be successful

• Students get disappointed when too much discussion board is listening only to their peers;  need to help students understand the value of having peers

• NEED TO SHAPE STUDENTS' EXPECTATIONS - ESP. ABOUT FACULTY NOT JUMPING IN ALL/EVERY TIME

• Faculty can set boundaries:  "I do not go online on Saturdays"

• Rule - don't send private email about course-related questions, comments  (don't send personal email..... private/public?)

• How make Discussion Boards seem vital to students?  Exciting?
  Application to their own jobs, info areas..
  Learning skills, competencies...
  Case discussions
  Problem-based learning - using their work contexts
  When participants present (real) problems in their own specialty and others respond with constructive suggestions
  Sharing things that didn't work
  Issues discussions - practice, research implications;  debate?
  - Assignments that are likely to elicit VARIED responses from students - CONSIDER FOR DISCUSSION BOARD
  - Assignments that are likely (designed!) to elicit similar/same responses from students - CONSIDER USING SOMETHING OTHER THAN DISCUSSION BOARD - (e.g., individual response quizzes, brief assignments, small group work, ...)
  - Alternative to faculty monitoring all responses within each small group (for each case):  assign one group to monitor/evaluate another.
  - GIVE VACATIONS FROM DISCUSSION BOARDS - INDIVIDUALLY?  GROUPS?  EVERYONE
  - Vary schedule of participation on discussion boards among courses as well as within courses
  - Assign students to do independent learning, research and taking responsibility to teach colleagues in various ways
  - Give students more responsibility within context of "capacity building" among cohort - assign different roles within online discussion, participation (e.g., assign some students to be synthesizers, responders, etc.)

• ALTERNATIVE:  Completely individualized, self-paced learning for all or parts of a course.

STUDENTS & FACULTY LIKE AUTOMATED FEEDBACK TO QUIZZES - KEEP BUILDING DATABASE OF QUESTIONS

Good idea to more explicitly describe faculty intentions and role boundaries to all students as a group. -- limiting faculty role can increase (appropriately) student responsibilities, cohort value, community

Noon Lunch

1PM To be scheduled based on requests of participants, results of previous activities.

"Seeing Reason" - like concept mapping - free, simple online tool

http://www.intel.com/education/seeingreason/index.htm

REMAINING "Dangerous Questions"?  Final schedule section:

1. What did you hear in presentations from "guests" that was most outlandish?  Most UNlikely to work at UTHSC?

2. What did you hear in presentations from "guests" that was most applicable to your own work, courses?  Very soon?
    

3. Coordinating Courses - content, methods, schedules, group participation

4. Finding instructional resources already available and adaptable  (e.g., for courses offered in most similar institutions) from textbook publishers, professional organizations, colleagues teaching the same or similar courses in same institution?  other institutions?

5. Review "Class Size Factors"
    
6. Complete Feedback Form
    
7. Adjourn

2-4? PM Close

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