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Strategies for Facilitating Online

Learning in Engineering Courses

Jennifer DeBoer

jdeboer@mit.edu

5TH AFRICAN REGIONAL

CONFERENCE ON ENGINEERING EDUCATION

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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

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Workshop structure

1.

Introductions

2.

Some best practices

3.

Brainstorming

4.

Action plans

5.

Group feedback

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Intros

What do you do?

Used online in some capacity before?

What are some of the learning principles

that you employ in your classroom?

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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

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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.

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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?

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Best Practices - Feedback

Provide:

Immediate and targeted feedback

ŸScaffolding
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Best Practices - Asynchronous

Discussion

ŸModerate moderately

ŸBreak students into subgroups of ~ 15

ŸAvoid the build-up of a large number of

postings on the same topic

ŸMake expectations and ground rules clear
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Best 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 when

someone is typing (slows down conversation)

Best(Prac- ces(3(Synchronous(

Discussion(

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Modularity

ŸProvide students with frameworks for how concepts relate to main idea of course and to each other
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Collaboration

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 groups
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Human 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 early
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Video (any context)

Animation and narration better if no on-screen text

ŸPresent narration and animation simultaneously not successively
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Animations, simulations, and

games

Consider learning objectives, content, learner characteris-tics, settings, and curriculum in creating animations/

simulations

ŸAlign materials to cognitive resources of students
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Questions?

Reactions to the overall points?

What is one way you might incorporate online learning in your classroom?
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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

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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

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Specific component examples:

COLLABORATION

Vanderbilt course blog

o Two groups of students—Vanderbilt University and Dhaka University

o Posts on questions/comments, responses to each post

Google Docs student survey

o Simultaneous group editing o Survey of participants

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Specific component examples:

Visualization

Specific(component(examples:(

Visualiza- on(

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Common pitfalls

Barriers to entry

Barriers to engagement

Barriers to achievement
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Barriers 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

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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

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Barriers to achievement

• Making a ―course-and-half‖ • Assessment validity

• Institutional/cultural change

• Constraints-driven decisions rather than pedagogy-driven decisions

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Implementation checklist

Practical considerations as you move forward with your course

Do not have to use everything, but may use some components
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BRAINSTORMING

At the end of this brainstorming, you should be able to vocalize a ―problem statement and solution‖:

―What is one aspect of blended learning that
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Action 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

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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

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Action plans

1. Problem/motivation

2. Proposed solution (overview)

3. Stakeholders

4. Budget

5. Timeline

References

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