Megan Downing, Ed.D. Melody Rawlings , Ed.D. Organizational Leadership Northern Kentucky University

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Megan Downing, Ed.D. Melody Rawlings , Ed.D. Organizational Leadership Northern Kentucky University
Megan Downing, Ed.D.
Melody Rawlings , Ed.D.
Organizational Leadership
Northern Kentucky University
EdTech Institute 2013
Northern Kentucky University
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Crucial to learning outcomes
Key to perceived learning
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Build connections
Demonstrate caring
Build trust
Establish relationships
Increase satisfaction
Increase perceived learning
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Feedback
Demonstrated Caring
Availability
Timely Communication
Course Design
Personal Contact
Administrative Communication
Complimenting / validating
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Reduces virtual distance
Motivates and encourages students
 Direction
 Feedback
 Technical assistance
 Accountability
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Time to take a survey!
“I was honestly not looking forward to the
group project this semester. I too had some
bad experiences with past team projects in
other classes, and I always worried about
getting a bad grade because someone would
not participate fully. ”
“However, this semester my team experience
was very rewarding. Learning about and
creating a team contract that included roles,
responsibilities, and norms changed the
experience for me. I realize now that by not
having these important criteria established
for past projects ... It is probably the reason I
disliked working in teams.”
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Builds leadership skills
Provides multicultural opportunities
Reduces discrimination and bias
Offers flexibility for busy schedules
Provides equal access
Promotes reflection and introspection about
team goals
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Assignment topic and outcome
Team size
Communication/collaboration options
Instructor-Student trust
Student-Student trust (team)
Accountability & Empowerment
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Establish purpose of assignment
 Students select topic from list
 Instructor assigns topic to each team
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Define deliverable
 PowerPoint presentation
 Executive summary
 Report
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Determine Team Size
 Optimum: 4 to 5 members
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Synchronous tools
 Virtual chat
 Conference call
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Asynchronous tools
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Discussion board
Email
Wiki
Blog
Practice Playground!
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Establish clear guidelines and expectations
Communicate evaluation policies
Provide communication tools
Include low-stress ‘social’ forums
 Getting to know you forum/email
 Virtual café
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Include time for forming / norming
Identify student perceptions of teamwork
Allow ‘teams’ to discuss perceptions
Include small group topic-specific discussions
Team Contract
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Inspires students to take ownership of
their share of the work
 Roles and responsibilities
 Team norms
▪ Communication practices
▪ Collaboration norms
▪ Team-determined action plan/timeline
▪ “Meeting” schedule and record keeping (minutes)
 Team-defined conflict resolution process
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Time to create a contract!
 Topic: Business Solution Process
 Deliverables:
▪ Executive Summary
▪ PPT following KISS principle
with “notes” for presentation narrative
▪ GPV: 200 points total
▪ Rubric includes points for research/resources, writing
mechanics, analysis/critical thinking, PPT
design/graphics, “big picture”
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Good example
Poor example
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Allow teams to remove slackers
 Require unanimous vote after attempts to
involve inactive member
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Established policy may reduce likelihood
of a team slacker
May increase participation and interaction
 higher levels of cohesiveness
 sense of project importance
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Weekly accountability post
 Public for team members viewing
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Weekly journal entry
 Private for instructor’s viewing
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Peer team member evaluations
Peer team evaluations
Self evaluation
Instructor graded team AND individual
evaluations
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Instructor Presence and Course Design
 Builds connections
 Demonstrates caring
 Builds trust and establishes relationships
 Increases satisfaction
 Increases perceived learning
 Promotes effective online teamwork
▪ Contracts
▪ Empowerment
▪ Accountability
Course Design + Instructor Practices =
Engaged Online Students
LuMaxArt
(2011)
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Gaytan, J., & McEwen, B.C. (2007). Effective online instructional and
assessment strategies. The American Journal of Distance Education,
21(3), 117–132.
Hoestetter, C., & Busch, M. (2006). Measuring up online: The relationship
between social presence and student learning satisfaction. Journal of
Scholarship of Teaching and Learning. 6(2), 1-12.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online
courses in relation to students’ perceived learning and satisfaction.
Journal of Asynchronous Learning Networks, 7(1), 68-88.
Russo, T., Benson, S. (2005). Learning with invisible others: Perceptions
of online presence and their relationship to cognitive and affective
learning. Educational Technology & Society, 8(1), 54-62.
Tu, C. H., & McIsaac, M. (2002). The relationship of social presence and
interaction in online classes. The American Journal of Distance Education,
16(3), 131-150.

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