Strategies for Facilitating Online
Learning in Engineering Courses
Jennifer DeBoer
jdeboer@mit.edu
5TH AFRICAN REGIONAL
CONFERENCE ON ENGINEERING EDUCATION
Workshop objectives
• Gain general knowledge and comfort with
structures and activities in online learning
• Design a concrete plan and articulate how
you can use online learning
• Develop a network of other educators with
whom to share feedback as you implement
online learning environments
Workshop structure
1.
Introductions
2.
Some best practices
3.
Brainstorming
4.
Action plans
5.
Group feedback
Intros
What do you do?
Used online in some capacity before?
What are some of the learning principles
that you employ in your classroom?
Best Practices - In general
". . . the same design principles that promote learning in traditional environments are likely to promote learning in electronic
environments."
Mayer, Richard E. ―Elements of a Science of E-Learning,‖ Journal of Educational
Design Teaching and Learning Activities Identify Intended Learning Outcomes (ILOs) Design Assessments - how will attainment of ILOs be measured?
Best Practices - in general
Biggs, J. & Tang, C. (2011), Teaching for Quality Learning at University: What the Student Does, 4th ed., Society for Research into Higher Education: Open University Press, Philadelphia.
Questions to ask
Why do I want to incorporate an online
component in my class?
How will it align with my other course
materials?
What are my expectations and my students’
expectations?
Best Practices - Feedback
Provide:
•
Immediate and targeted feedback•
ŸScaffoldingBest Practices - Asynchronous
Discussion
•
ŸModerate moderately•
ŸBreak students into subgroups of ~ 15•
ŸAvoid the build-up of a large number ofpostings on the same topic
•
ŸMake expectations and ground rules clearBest Practices - Synchronous
Discussion
•
ŸUse for online office hours, group meetings/discussions•
ŸLimit chat groups to 4 or 5•
ŸUse crowd control(―hand raising‖) functions
•
ŸDirectly address participants whensomeone is typing (slows down conversation)
Best(Prac- ces(3(Synchronous(
Discussion(
•
•
•
•
Modularity
•
ŸProvide students with frameworks for how concepts relate to main idea of course and to each otherCollaboration
•
Ÿ2-4 member group is optimal for collaborative learning•
ŸTask should be ill-defined and a true group task•
ŸToo much direct instruction from faculty will hinder groups talking/working together•
ŸCollaboration should be embedded within assessment practices•
ŸUtilize team building software to create project teams or discussion groupsHuman support for/interaction with
technology
•
ŸSet high expectations for all students•
ŸAttend to affective and social, as well as cognitive, domains•
ŸSet norms and climate for online experience earlyVideo (any context)
•
Animation and narration better if no on-screen text•
ŸPresent narration and animation simultaneously not successivelyAnimations, simulations, and
games
•
Consider learning objectives, content, learner characteris-tics, settings, and curriculum in creating animations/simulations
•
ŸAlign materials to cognitive resources of studentsQuestions?
•
Reactions to the overall points?•
What is one way you might incorporate online learning in your classroom?Example recipe: the “flipped”
classroom
• Class meetings preceded by reading assignments
• Class meetings entailed interactive discussion of reading feedback
• In-class concept questions answered by student computer feedback system
• Section meetings and labs as small interactive group sessions
• Online discussion forums
Example recipe: Transitioning to
partially online
Face-to-face
• FRIDAY – 5-10 pm
– Two intensive weekends – Powerpoint presentations
• SATURDAY
– 8:30 am - 4:30 pm
– Presenta/ons and in-class – Discussions
• SUNDAY
– Discussion and project work – Researching projects online – Reading assignments between weekends
Blended modification
• FRIDAY – 5-9 pm
– Two intensive weekends
• SATURDAY
– 8:30 am – 4:30 am
– Presentations and in-class discussions
• ONLINE
– Assignments due every 3 days – Discussion posts and readings – Investigating websites and presenting projects online – Interaction before next intensive weekend
Specific component examples:
COLLABORATION
•
Vanderbilt course blogo Two groups of students—Vanderbilt University and Dhaka University
o Posts on questions/comments, responses to each post
•
Google Docs student surveyo Simultaneous group editing o Survey of participants
Specific component examples:
Visualization
Specific(component(examples:(
Visualiza- on(
Common pitfalls
•
Barriers to entry•
Barriers to engagement•
Barriers to achievementBarriers to entry
• Technology background of students, professors, administrators
• Required hardware/software
• Student engagement/sense of community • Not making use of resources
• Re-inventing the wheel • Introducing before ready
Barriers to engagement
• Impersonal environment
• Ambiguous relationship to learning objectives,
face-to-face spaces
• Time management and self-regulation • Keeping track of multiple moving parts
Barriers to achievement
• Making a ―course-and-half‖ • Assessment validity
• Institutional/cultural change
• Constraints-driven decisions rather than pedagogy-driven decisions
Implementation checklist
•
Practical considerations as you move forward with your course•
Do not have to use everything, but may use some componentsBRAINSTORMING
•
At the end of this brainstorming, you should be able to vocalize a ―problem statement and solution‖:•
―What is one aspect of blended learning thatAction plans: definition
• Roadmap for moving from concept to implementation
• How will you take this idea and make it
happen?
• Detailed blueprint
• Helps you as the implementer to have a clear picture of the different puzzle pieces
Action plans: creation
1. Problem/motivation
a. Identify the problem
b. Describe the broader impacts
2. Proposed solution (overview) a. LOGIC MODEL b. Name/title c. Solution description 3. Stakeholders a. Your team b. Outside stakeholders 4. Budget a. Approximate amount
b. Potential funding sources
5. Timeline
a. Proximal outcomes b. Distal outcomes
6. Deliverables
a. Outcomes
Action plans
1. Problem/motivation
2. Proposed solution (overview)
3. Stakeholders
4. Budget
5. Timeline