Archive of ‘Desire2Learn (D2L)’ category

change teaching

A Nobel Laureate’s Education Plea: Revolutionize Teaching

He’d give a lecture. Then, 20 minutes later, he’d follow up with a multiple-choice question from the material he had just covered. Handheld electronic “clicker” devices would record the students’ responses on his computer.

getting students to problem-solve. He gets them actively engaged with course material, working in smaller groups. The techniques have become known as an evidence-based, “active learning” style of teaching.

sees himself as a kind of cognitive coach rather than the classic “sage on the stage,” delivering knowledge. His lecturing, such as it is, is merely to prime the undergrads to grapple with the concepts and key questions on their own and try to figure out what’s important — or not.
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More about training quizzes in this IMS blog

http://blog.stcloudstate.edu/ims?s=training+quizzes

testing effect

Studying With Quizzes Helps Make Sure the Material Sticks

This phenomenon — testing yourself on an idea or concept to help you remember it — is called the “testing effect” or “retrieval practice.” People have known about the idea for centuries. Sir Francis Bacon mentioned it, as did the psychologist William James. In 350 BCE, Aristotle wrote that “exercise in repeatedly recalling a thing strengthens the memory.”

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More on the use of quizzes as a conversation starter and/or training tool (versus assessment tool) in this IMS blog

http://blog.stcloudstate.edu/ims/2012/11/28/quizzes-and-fun-games-gamification/
http://blog.stcloudstate.edu/ims?s=quiz+practice

quizzes for practice and training

Five Types of Quizzes That Deepen Engagement with Course Content

By:

Tropman, E., (2014). In defense of reading quizzes. International Journal of Teaching and Learning in Higher Education, 26 (1), 140-146.

Brame, C. J. and Biel, R., (2015). Test-enhanced learning: The potential for testing to promote greater learning in undergraduate science courses. Cell Biology Education—Life Sciences Education, 14 (Summer), 1-12.

Collaborative quizzing
Quizzing with resources
Quizzing after questioning
Online quizzes completed before class

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Top Five Tips for Creating Training Quizzes

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More on the use of quizzes as a conversation starter and/or training tool (versus assessment tool) in this IMS blog

http://blog.stcloudstate.edu/ims/2012/11/28/quizzes-and-fun-games-gamification/

student-centered learning literature review

resources on student-centered learning and the use of rubrics, multimedia, social media to personalize and engage learners

WHAT:
what is student-centered learning:
Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence [1] by putting responsibility for the learning path in the hands of students.[2][3][4] Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving.[5] Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience. https://en.wikipedia.org/wiki/Student-centred_learning

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Student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it and how their learning is assessed are all driven by each individual student’s needs and abilities.

At the system level, this requires implementing curriculum planning practices, pedagogy and assessment methods that support a student-centric approach. In the classroom, teachers craft instruction and apply technology in a way that best serves each student’s learning journey. Technology use is always guided by two primary criteria:

  1. What’s appropriate for the task at hand?
  2. How can activities be designed to develop higher-order thinking skills?

http://www.iste.org/standards/essential-conditions/student-centered-learning

Why is it important?

When students take responsibility for their own learning, they become explorers capable of leveraging their curiosity to solve real-world problems. To that end, the ISTE Standards guide teachers toward designing learning experiences that permit student independence and foster lifelong learning.

Technology allows for an unprecedented level of personalized learning, with valuable opportunities to monitor progress and engagement, follow student thinking, and digitally assess competencies. When schools effectively leverage both technology and pedagogy, both students and teachers become empowered to make decisions about their own learning and teaching.

True student-centered learning requires more than just an increase in technology implementation. It represents a shift in the educational culture toward a system that supports technology for standards-based learning and real-world problem solving. As a system transitions to a student-centered approach, educators can more effectively apply technology to improve learning outcomes and help students develop the skills for college and career readiness.

http://www.iste.org/standards/essential-conditions/student-centered-learning

HOW:

student-centered learning is including different methods, such as:

  • active learning.
  • cooperative learning.
  • inductive teaching and learning.
  • minimizing or eliminating student resistance to student-centered teaching methods.
  • Links to relevant web sites.

The University of Minnesota Cooperative Learning Center.

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html

  • personalized learning
  • anytime anywhere learning

http://edglossary.org/student-centered-learning/

student-centered learning through assessment : create the right rubrics

#2 from http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html

Steffens, K. (2014). E-rubrics to facilitate self-regulated learning. Revista De Docencia Universitaria, 12(1), 11-12.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d96263668%26site%3dehost-live%26scope%3dsite

Rejab, M. M., Awang, I. b., Hassan, S. b., & Ahmad, M. b. (2010). Customizable Rubrics Model for Formative Evaluation of Problem-Based Learning Course. Annual International Conference On Infocomm Technologies In Competitive Strategies, 126-131. doi:10.5176/978-981-08-7240-3_I-51

CORLU, M. S. (2013). Insights into STEM Education Praxis: An Assessment Scheme for Course Syllabi.Educational Sciences: Theory & Practice, 13(4), 2477-2485. doi:10.12738/estp.2013.4.1903

Ma, A. W. (2009). A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills. Issues In Informing Science & Information Technology, 665-86.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d44457533%26site%3dehost-live%26scope%3dsite

Klein, G. C., & Carney, J. M. (2014). Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors. Journal Of Chemical Education,91(10), 1649-1654. doi:10.1021/ed400595j

Moore, T. J., Guzey, S. S., Roehrig, G. H., Stohlmann, M., Park, M. S., Kim, Y. R., & … Teo, H. J. (2015). Changes in Faculty Members’ Instructional Beliefs while Implementing Model-Eliciting Activities. Journal Of Engineering Education, 104(3), 279-302. doi:10.1002/jee.20081

student-centered learning through engagement and buy-in: engage with multimedia

More on student centered learning in this blog:

http://blog.stcloudstate.edu/ims/?s=student+centered+learning&submit=Search

student-centered learning through engagement and buy-in: engage with social media

#3 from http://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/

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Attard, A., Di lorio Emma, Geven, K., & Santa, R. (2010, October). Student-Centred Learning Toolkit for students, staff and higher education institutions. Education International. Retrieved from http://pascl.eu/wp-content/uploads/SCL_toolkit_ESU_EI.pdf

value rubrics

Connecting the Dots
Assessing Student Work Using the VALUE Rubrics
1:00 – 4:00
In this session, we will focus on assessing student work using the VALUE Rubrics.
Together, we will look at common work samples from students at different points in
their academic trajectory. We will identify evidence of critical thinking, quantitative
literacy, written communication, and civic engagement from those samples.
We will then connect that evidence to the appropriate domains and levels on
the VALUE rubrics. And we will consider the implications of what we learn for
our own practice in the classroom.

my notes

viewer people than i expected.

group work, our group was charged with connecting the dots: assessing student work using the value rubrics

written communication value rubric

 

rubrics and grade appeals

Using Rubrics as a Defense Against Grade Appeals

, March 21st, 2016

Rubrics provide the criteria for assessing students’ work. Giving students the rubric along with the assignment can clarify the instructor’s expectations. A rubric allows for much quicker, fairer, and more transparent grading. After an instructor grades 30 essays, fairness can become secondary to exhaustion. Following the rubric takes less time, and doing so allows grading the first essay to look exactly like grading the last essay. Students will be less likely to say, for example, “She got a 3 on this section, and I got a 2 for almost the same content.”

more on rubrics in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=rubrics&submit=Search

Learning Spaces and Instructional Technology

Special Interest Group: Learning Spaces and Instructional Technology (SIG) webinars are FREE and open to anyone. Please feel free to share this with others at your institution.

Dynamic Discussion Artifacts: Moving Beyond Threaded Discussion

Description

This session will describe an approach to online discussions that moves beyond the threaded message boards of D2L Brightspace, yet still maintained an asynchronous online delivery. Using teams, discussions were differentiated by product to allow students to turn in an artifact that represented their shared understanding during specific online course modules.  Strategies, Technology guides, rubrics, and student feedback will be shared.

Presenter: Michael Manderfeld
Senior Instructional Designer
Minnesota State University Mankato

When
Where
https://moqi.zoom.us/j/672493176 (link to virtual room)

 

 

Notes from the previous session available here:

Active Learning Classrooms

rubrics variety

Rubrics: An Undervalued Teaching Tool

February 15th, 2016

http://www.facultyfocus.com/articles/effective-teaching-strategies/rubrics-an-undervalued-teaching-tool/

Here are five different ways to apply the same rubric in your classroom.

1. A Rubric for Thinking (Invention Activity)

2. A Rubric for Peer Feedback (Drafting Activity)

3. A Rubric for Teacher Feedback (Revision Activity)

4. A Rubric for Mini-Lessons (Data Indicate a Teachable Moment)

5. A Rubric for Making Grades Visible (Student Investment in Grading)

How often have we heard that students believe grades to be arbitrary or capricious? Repeated use of a single rubric is good for both students and instructors. Switching roles between author and editor results in students’ increased familiarity with the process and the components of good writing. Over the course of the semester, students will synthesize the rubric’s components into effective communication. The instructor, too, will shift from “sage on the stage” to “guide on the side,” answering fewer questions (and answering the same question fewer times). In other words, students will gain greater independence as writers and thinkers. And this is good for all of us.

For more detailed information, go to the full version of the article: http://www.facultyfocus.com/articles/effective-teaching-strategies/rubrics-an-undervalued-teaching-tool/

More on rubrics in this blog

http://blog.stcloudstate.edu/ims/?s=rubrics&submit=Search

 

Luther Rotto

For what it’s worth, here’s something I used ‘long ago’ on rubrics:
http://web.stcloudstate.edu/LRotto/im4-522/assignments/rubrics.htm

Links to information about rubrics:

Creating Rubrics
The folks at TeacherVision.com weigh in on rubrics.
http://www.teachervision.com/lesson-plans/lesson-4521.html
How to create a Rubric
The Chicago Public Schools page on writing rubrics from scratch
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Create_Rubric/create_rubric.html
The Rubric Bank
The Chicago Schools again with a list of rubrics for various subject areas
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.html
Rubrics Resources – Westfield (MA) Public Schools
A links page to many other sources about using rubrics to improve instruction.
http://www.k12.westfield.ma.us:591/technology/pdev/rubric_resources.htm
Kathy Schrock’s Guide for Educators – Assessment Rubrics
Kathy Schrock’s links listing for rubrics – examples and about them
http://school.discovery.com/schrockguide/assess.html
Rubric How-To’s – MidLink’s Teacher Resource Room
Caroline McCullen’s (a multimedia teacher) page about rubrics with links to other sources on the topic
http://www.ncsu.edu/midlink/rubrics/
Rubrics by Bernie Dodge
The Master details how rubrics and WebQuests dovetail nicely.
http://webquest.sdsu.edu/rubrics/weblessons.htm
RubiStar site
An example of a web-based tool that can generate rubrics at the click of a button.
http://rubistar.4teachers.org/index.shtml
TeAch-nology.com’s Teacher Rubric Makers
Yet another example of a web-based tool that promises to generate rubrics.
http://www.teach-nology.com/web_tools/rubrics

student engagement

Using Creative Course Design to Increase Student Engagement

Keeping your learners engaged is a key to success in online learning. This webinar focuses on the tools and strategies that can be used to create an engaging learner experience and increase student success.  We’ll share the components of course design that will help you to improve your courses and provide examples of what an engaging course looks like. Conestoga College will be joining us to share their recent experience using the Creative Services team at D2L to improve their online courses, and the benefits that they’ve seen.

Time 2:00pm ET
Audience: All
Presenter(s): Sandra Memmolo eLearning Developer, Kim Regehr Course Instructor, Christa Johnston Instructional Designer, Courseware Development

Classroom Discussion and Students Participation

Classroom Discussion and Students Participation: how to Secure Student Engagement to Increase Learning and Improve Teaching

  • How to increase the number of students who take part in classroom discussions
  • How to avoid the problem of dominant talkers
  • How to encourage introverted students to increase their participation in classroom discussions
  • Strategies to help your students recognize what they learned in any discussion
  • How to use the first day of the semester to engage your students—and techniques for getting them to participate right from the start
  • What common classroom practices can decrease the likelihood of a student participating in discussion?
  • What strategies can you use to overcome established classroom practices and increase student participation?
  • And how can you structure classroom discussions to better facilitate student learning?

What does Research Tell Us about Classroom Discussion? Jay Howard
http://digitalcommons.butler.edu/cgi/viewcontent.cgi?article=1163&context=facsch_papers

Do College Students Participate More in Discussion in Traditional Delivery Courses or in Interactive Telecourses?
https://muse.jhu.edu/journals/journal_of_higher_education/v073/73.6howard.html

facts from sociological research:

  • Gender yields mixed results
    • Males participate more frequently than females.
    • Males participate more frequently in courses taught by female instructors
    • Other studies show the opposite
  • Non traditional students participate more frequently
  • Instructors’ gender also returns mixed results
  • Class size as variable is important, smaller classes, more participation
  • Class participation – grading
    • Make the students grade themselves at the end of each class period. By making them grade themselves, they reflect and makes them more aware of their contribution.
      0 – absent
      1 – present but did not verbally participate
      2 – verbally participated one time
      3 – verbally participated more than once
      4 – made an equitable contribution to discussion in terms of both quantity and quality

 

  • The well-known and established belief that smaller classes spur more participation.
    Jay Howard maintain his sociological research in 20th centuries constants: physical classroom, no technology surrounding.
    In the 21st century, clickers changed the opportunity for immediate feedback. They changed also the discourse of the traditional student participation and classroom discussion:
    http://blog.stcloudstate.edu/ims/?s=clickers&submit=Search

Traditional forms and techniques for discussion and participation

Weih, T. G. (2015). Discussion Strategies for the Inclusion of ALL Students. Online Submission,
http://eric.ed.gov/?id=ED561060

  • Don’ts:
    call on student
    instructor’s personality issues:

Does the instructor really care of what students have to say
lecturing does not predispose to discussion

  • The 10 second rule: students discuss in pairs the concept/question
  • Think-Pair-Share: discussion strategy before or after lesson, similar to 10 second but longer
  • Quick writes: write their thoughts and then share. Loose paper, names on top,
  • Recorder-reporter. Post-lecture. The person reps the group, who is working on a specific question. Each group different question.
  • K-W-L. what we know, what we want to learn, what we learned. Teacher instructs students that K = what they know, W = what they want to learn and L = what they learned. . work in small groups, but each student works on h/er chart, thus if student disagrees with rest of the group, has record. L is left blank for after the discussion.

Simich-Dudgeon, C., & National Clearinghouse for Bilingual Education, W. D. (1998). Classroom Strategies for Encouraging Collaborative Discussion. Directions in Language and Education. http://eric.ed.gov/?id=ED435188

  • Using storytelling

Chen, W., & Looi, C. (2007). Incorporating Online Discussion in Face to Face Classroom Learning: A New Blended Learning Approach. Australasian Journal Of Educational Technology, 23(3), 307-326.
Discussions and participation in hybrid environment

Jinhong, J., & Gilson, T. A. (2014). Online Threaded Discussion: Benefits, Issues, and Strategies. Kinesiology Review, 3(4), 241-246.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3ds3h%26AN%3d100248254%26site%3dehost-live%26scope%3dsite

For each OTD topic, the instructor randomly assigns two to four student discussion leaders who are in charge of organizing OTD for the assigned week. Each of the discussion leaders is asked to generate one or two discussion questions related to the topic based on reading assignments. The use of student discussion leaders is a strategy to encourage active participation and help develop ownership of learning. Once student discussion leaders post their questions, other students are encouraged to contribute to the discussion by answering each question, commenting on the ideas of others, or asking questions of peers or the instructor for the next two days. When the week’s discussion is complete, the student leaders and instructor work together to summarize the discussion and evaluate each student’s participation and contribution to the discussion using a scoring rubric. (p.242)

Implementation (p. 243):

  • preparation : On the first day of the course, the instructor introduces topics, how-tos, expectations, grading procedures, and required reading assignments for OTD, and organizes discussion leaders for each online discussion (2–4 leaders for each)
  • Opening and Responding: Posted discussion questions become open at the time of the class and students who are not the leaders are required to post at least one response per question within 48 hrs. During this time, the leaders facilitate discussion by responding to comments, raising questions, or redirecting discussion to encourage active participation and ensure the discussion is on track
  • Summary and Assessment: The job of the leader is to moderate, summarize discussion threads, and assess them at the end of the discussion. When the week’s discussion is complete, the leaders meet with the instructor to debrief and evaluate each student’s participation and contribution to the discussion using a scoring rubric given by the instructor. After the meeting, each leader posts his or her summary of the discussion to BBCMS and reports at the next in-person class.

 

  • D2L
  • Beyond CMS (D2L)

Discussions and participation in online environment

Darabi, A., Liang, X., Suryavanshi, R., & Yurekli, H. (2013). Effectiveness of Online Discussion Strategies: A Meta-Analysis. American Journal Of Distance Education, 27(4), 228-241. doi:10.1080/08923647.2013.837651

  • Beyond CMS (D2L)

Lin, P., Hou, H., Wang, S., & Chang, K. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110-121. doi:10.1016/j.compedu.2012.07.017
http://www.sciencedirect.com/science/article/pii/S0360131512001819

  1. 111 results suggest that using Facebook is not necessarily harmful to a student’s learning performance. Adequate learning activity design and pedagogical goal setting could, in fact, exploit the social and information-sharing function of Facebook, thereby supporting academic learning (Gray et al., 2010). this study seeks to advance the understanding of adult learners’ behaviors in online project discussions using Facebook.

In the process of project-based learning, learners must utilize different kinds of knowledge (e.g., discrete declarative knowledge and dynamic procedural knowledge) (Lou, 2004). Meanwhile, students can develop higher level of cognitive skills for a specific domain as well as the ability to apply adequate knowledge to a specific domain or context during PBL (Barron et al., 1998; Blumenfeld et al., 1991).

  1. 118
    Select driving questions or controversial issues as project topics: Blumenfeld et al. (1991) noted that driving questions could facilitate students to explore the project topic. In the exploration process, students must first collect information and propose diverse viewpoints on the project topics. They could subsequently filter out and reach consensus during online discussions. This process involves diverse and converging phases that can move students toward higher-order thinking (Jorczak & Bart, 2009).
  2. Allow ample time for online discussion: Results of this study indicated that student online discussions lacked diversity in both knowledge and cognitive process dimensions. One possible reason could be that the allotted time for online discussions was not sufficient. Considering the multiple roles that adult learners play in family and/or work, they may not be able to respond to the discussions in a timely manner. Therefore, allowing more time for students to discuss may provide opportunities for students to demonstrate more diverse and deeper thinking (Scherling, 2011).
  3. Provide a structured rubric for online discussions: Well-designed discussion guidelines and evaluation criteria, i.e., posting protocols or rubric for grading, could serve as scaffolds for student online discussions, which may, subsequently, lead to more meaningful learning (Gilbert & Dabbagh, 2005). Following that, more diverse type of knowledge and levels of cognitive process could be expected to be shown.
  4. Pay attention to the effects that individual differences may exert on the learner’s interactions: Our results showed that, in the context of online discussions, females and older learners are more likely to have off-topic discussions than their male and/or younger counterparts. These findings are in accord with previous research that suggested effects of individual differences on learning as well as on the use of SNSs (Glynn et al., 2012; Muscanell & Guadagno, 2012; Price, 2006; Yukselturk & Bulut, 2009). Therefore, considering the potential effects that gender and age may exert on online discussions, instructors are advised to consider individual differences when grouping students for online discussions, as a balanced group composition of evenly distributed age and gender could be a better approach than a skewed distribution of individuals.

 

social interaction, which was considered as irrelevant discussion, may also leading to meaningful thinking and echoes the viewpoints from previous studies, which suggest social interaction can be a critical element in the CSCL environment (Abedin et al., 2011a, 2011b).

Incorporating online discussion in face to face classroom learning: A new blended learning approach

Wenli Chen, Chee-Kit Looi

Abstract

This paper discusses an innovative blended learning strategy which incorporates online discussion in both in-class face to face, and off-classroom settings. Online discussion in a face to face class is compared with its two counterparts, off-class online discussion as well as in-class, face to face oral discussion, to examine the advantages and disadvantages of the proposed strategy. By integrating online discussion into the flow of the classroom, learners are given dedicated time to foster a habit of critical thinking, reflection and articulating these online, which can subsequently seed further in-class oral discussions, and off-class online discussions. It is found that in-class, online discussion can provide a wider spectrum of discussion perspectives, equalise participation in discussion, and promote cognitive thinking skills and in depth information processing. However, the lack of face to face interactions and the need for sufficient time to do online postings pose challenges in implementing online discussion for face to face classroom learning.

PDF file available

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More on classroom discussions in this IMS blog:
http://blog.stcloudstate.edu/ims/?s=discussions&submit=Search

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