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LMS Best Practices for Enhancing Active & Interactive Learning
Kathy Fernandes & Laura SederbergNovember 7, 2008
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November 7, 2008 CSU Institute for Teaching and Learning 2
Session ObjectivesSession Objectives
Upon completion you will become familiar with:
Knowing who today’s students really are and what they expect from their learning
New ways to use the online environment (LMS) to manage a face-to-face class
The Rubric for Online Instruction and how to evaluate an online course for quality
The Event-Oriented Design model which systematically helps you re-design your course
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November 7, 2008 CSU Institute for Teaching and Learning 3
Today’s StudentsToday’s Students
A Vision of Students Todayhttp://www.youtube.com/watch?v=dGCJ46vyR9o
Kansas State University - Michael Weschhttp://www.youtube.com/watch?v=_A-ZVCjfWf8&NR=1
Do we listen to what they have to say about how they learn?
Can we teach differently than the way we learned?
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November 7, 2008 CSU Institute for Teaching and Learning 4
Digital Natives, not
ImmigrantsDigital Natives, not
Immigrants “Today’s students are no longer the
people our educational system was designed to teach.” – Marc Prensky, author of Digital Natives, Digital Immigrants
We must engage them Ask Collaborate Generate/Create
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November 7, 2008 CSU Institute for Teaching and Learning 5
The GapThe Gap
We weren’t taught the way today’s students want to learn. We didn’t have an LMS or the web when we were getting our degrees.
We have our own experience & thought about good teaching.
We may not have developed, yet, our own experience or thought about good ONLINE teaching and learning.
What are good online practices or LMS Best Practices?
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November 7, 2008 CSU Institute for Teaching and Learning 6
Bloom’s TaxonomyBloom’s TaxonomyC
om
ple
xi
ty Diffi
cu
lty
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November 7, 2008 CSU Institute for Teaching and Learning 7
Seven Principles of Good
Practice in Undergraduate Education
Seven Principles of Good Practice in Undergraduate
Education1. Good practice encourages contact between
students and faculty2. Good practice encourages cooperation among
students3. Good practice encourages active learning4. Good practice gives prompt feedback5. Good practice emphasizes time on task6. Good practice communicates high
expectations7. Good practice respects diverse talents and
ways of learning - Chickering & Gamson 1987
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November 7, 2008 CSU Institute for Teaching and Learning 8
Engagement & Interactivity
Engagement & Interactivity
How do you do engage and interact in a traditional class?
How would/could you do that online?
How do you use your LMS in your courses? Admin? Activities? Feedback?
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November 7, 2008 CSU Institute for Teaching and Learning 9
Group Activity #1Group Activity #1
How do you use “in-class” time?
Percentage of time in class management? Activities? Lectures? Assessments? Other?
How do you use the “online” environment?
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November 7, 2008 CSU Institute for Teaching and Learning 10
Good Teaching Practices Online
Good Teaching Practices Online
Take your good teaching practices (from face-to-face class) and put them online.
LMS Manage your course – setting expectations,
aligning objectives, establishing timelines Set up activities – individual or group Deliver content Create communication opportunities (content,
instructor, students) Provide online resources Evaluate student performance
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November 7, 2008 CSU Institute for Teaching and Learning 11
LMS ExampleLMS Example
Students say the number one benefit of an LMS is seeing grades quickly.
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November 7, 2008 CSU Institute for Teaching and Learning 12
LMS ExampleLMS Example
Students are in control of their pace of learning with video- lectures
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November 7, 2008 CSU Institute for Teaching and Learning 13
LMS ExampleLMS Example
Peer evaluation of student work using rubrics in LMS
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November 7, 2008 CSU Institute for Teaching and Learning 14
LMS ExampleLMS Example
Student journal activity is individual, reflective, between student and instructor
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November 7, 2008 CSU Institute for Teaching and Learning 15
LMS ExampleLMS Example
LMS assignment with audio directions, activity steps 1-4, and an example to demonstrate expectations.
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November 7, 2008 CSU Institute for Teaching and Learning 16
LMS ExampleLMS Example
Learning objectives align to LMS activities and assess-ments
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November 7, 2008 CSU Institute for Teaching and Learning 17
LMS ExampleLMS Example
Web Links correspond to chapter organization of LMS.
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November 7, 2008 CSU Institute for Teaching and Learning 18
LMS ExampleLMS Example
Wimba Voice Presenter describes Website inside LMS.
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November 7, 2008 CSU Institute for Teaching and Learning 19
LMS ExampleLMS Example
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November 7, 2008 CSU Institute for Teaching and Learning 20
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November 7, 2008 CSU Institute for Teaching and Learning 21
1. Conduct learner analysis. Identify your participants for web-savviness.
2. Specify instructional goal and performance objectives of the course.
3. Conduct technology assessment. Identify technologies available to all students who may take the distributed course.
Event Oriented Design Model
Thomas Welsh (1998)
Event Oriented Design Model
Thomas Welsh (1998)
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November 7, 2008 CSU Institute for Teaching and Learning 22
Event Oriented Design
Model Thomas Welsh (1998)
Event Oriented Design Model
Thomas Welsh (1998)
4. Sequence and chunk performance objectives into a series of instructional modules.
5. Divide modules into a series of instructional events. Specify event type; synchronous, limited synchronous, or asynchronous.Specify appropriate technology(ies).
6. Develop content for each event.
7. Engage in formative evaluation and pilot testing.
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November 7, 2008 CSU Institute for Teaching and Learning 23
Student Feedback?Student Feedback?
Are you asking your students about how you’re using the LMS?
About how effective it is for them?
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November 7, 2008 CSU Institute for Teaching and Learning 24
Instructional Events: 3
typesInstructional Events: 3
typesEvents are individual interactions that occur during thecourse, such as lectures, discussions, assignments, etc.
1. Synchronous - involves all students and the instructor in real time.
2. Limited Synchronous - involves two or more members of the class in real time.
3. Asynchronous - involves one individual at a given point in time.
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November 7, 2008 CSU Institute for Teaching and Learning 25
Framework for
conceptualizing distributed courses
Framework for conceptualizing distributed
coursesPacingSelf Group
Interaction Interaction
Synchronous
Limited Synchronou
sAsynchronous Synchronou
s
Limited Synchronou
sAsynchronous
Med
iati
on
Hum
an T
ech
nolo
gy
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November 7, 2008 CSU Institute for Teaching and Learning 26
Individual Activity
#2Individual Activity
#2 Take a few typical course activities
Apply it to this model
How many boxes are used in how you teach?
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November 7, 2008 CSU Institute for Teaching and Learning 27
Group Activity #3Group Activity #3
How do YOU evaluate online instruction?
What is important to measure?
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November 7, 2008 CSU Institute for Teaching and Learning 28
How do we recognize GOOD QUALITY Online Instruction?How do we recognize GOOD QUALITY Online Instruction?
Chico State faculty asked this question
Resulting in a committee discussion and a new path
Exemplary Online Instruction (EOI) is the program used at CSU Chico to recognize faculty for applying the Rubric for Online Instruction to their courses
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November 7, 2008 CSU Institute for Teaching and Learning 29
Rubric for Online
InstructionRubric for Online
Instruction1. Learner Support and Resources
2. Online Organization and Design
3. Instructional Design and Delivery
4. Assessment and Evaluation of Student Learning
5. Innovative Teaching with Technology
6. Faculty Use of Student Feedback
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November 7, 2008 CSU Institute for Teaching and Learning 30
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November 7, 2008 CSU Institute for Teaching and Learning 31
Exemplary Online
InstructionExemplary Online
Instruction EOI program brings faculty
recognition, establishes good models, creates mentors, gives playful posters.
See Center for Excellence in Learning and Teaching (CELT) websitehttp://www.csuchico.edu/celt/roi/.
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Course home page before ROI
Course home page before ROI
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Course home pageafter ROI
Course home pageafter ROI
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Before the ROI, LMS allows many tools to be added to course.
See how many are (H) hidden (not in use).
Before the ROI, LMS allows many tools to be added to course.
See how many are (H) hidden (not in use).
After the ROI, LMS allows instructors to use only those tools needed in the course.
After the ROI, LMS allows instructors to use only those tools needed in the course.
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November 7, 2008 CSU Institute for Teaching and Learning 35
EOI ExamplesEOI Examples
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November 7, 2008 CSU Institute for Teaching and Learning 36
HomePage
is organize
d in a simple
clear format
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November 7, 2008 CSU Institute for Teaching and Learning 37
EOI ExamplesEOI Examples
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November 7, 2008 CSU Institute for Teaching and Learning 38
DiscussionsCreate
community for students in a safe online environment for anytime, anywhere participation
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November 7, 2008 CSU Institute for Teaching and Learning 39
EOI ExamplesEOI Examples
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November 7, 2008 CSU Institute for Teaching and Learning 40
Rich
media
engages
students into
content and
allows repeate
d viewing
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November 7, 2008 CSU Institute for Teaching and Learning 41
EOI ExamplesEOI Examples
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November 7, 2008 CSU Institute for Teaching and Learning 42
Active Learning
Scavenger Hunt assignment engages students in critical thinking and gives students choices
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November 7, 2008 CSU Institute for Teaching and Learning 43
EOI ExamplesEOI Examples
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November 7, 2008 CSU Institute for Teaching and Learning 44
Online Quizzes
Give multiple
assessments for low
stakes and repeated practices tests and
surveys to assess
student satisfaction
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November 7, 2008 CSU Institute for Teaching and Learning 45
EOI ExamplesEOI Examples
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November 7, 2008 CSU Institute for Teaching and Learning 46
Set Clear ExpectationsModule 1 introduces students to course
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November 7, 2008 CSU Institute for Teaching and Learning 47
EOI ExamplesEOI Examples
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November 7, 2008 CSU Institute for Teaching and Learning 48
Align Goals
and objectives to student activities and assignments
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November 7, 2008 CSU Institute for Teaching and Learning 49
LMS BenefitsLMS Benefits Learning becomes student-centered Curricula is reusable, replicable, and shareable Reliable, verifiable assessments and assignments Learning opportunities are redundant and deep Flexible schedule and location for participants Multiple ways to communicate Opportunity for intimate learning with large
sections Building community virtually
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November 7, 2008 CSU Institute for Teaching and Learning 50
Group Activity #4Group Activity #4
Now, how will you use your LMS?
What new practices might you try to increase student engagement?
Will you survey student satisfaction?
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November 7, 2008 CSU Institute for Teaching and Learning 51
Student’s devicesStudent’s devices
Personal devices can be used as “student response systems.”
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November 7, 2008 CSU Institute for Teaching and Learning 52
Web 2.0 ExampleWeb 2.0 Example
New student response systems areWeb-based
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November 7, 2008 CSU Institute for Teaching and Learning 53
Web 2.0 TechnologiesWeb 2.0 Technologies
LMS can link to Web 2.0 Pageflakes
Wikis
Blogs Twitter
Flickr
TeacherTube and YouTube
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November 7, 2008 CSU Institute for Teaching and Learning 54
Web 2.0 ExampleWeb 2.0 ExampleRezEd and Second Life virtual realities engage students with content and the world.
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November 7, 2008 CSU Institute for Teaching and Learning 55
Read About What’s NewRead About What’s New
Horizon Report 2008
List resources from our Websitehttp://www.csuchico.edu/~lsederberg/itl/
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November 7, 2008 CSU Institute for Teaching and Learning 59
ResourcesResources
www.csuchico.edu/tlp/
www.csuchico.edu/tlp/vista
www.csuchico.edu/tlp/LMS2
www.csuchico.edu/celt/roi
www.csuchico.edu/tlp/accessibility
www.csuchico.edu/~lsederberg/itl/
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November 7, 2008 CSU Institute for Teaching and Learning 60
Contact InfoContact Info
Kathy FernandesDirector of Academic Technologies, CSU ChicoDirector of CSU LMS [email protected]
Laura SederbergManager of the Technology and Learning Program, CSU [email protected]