He Help Y Your S Students ts Succ ucceed i in their Online C - PowerPoint PPT Presentation

He Help Y Your S Students ts Succ ucceed i in their Online C Course St Stephen M Murgat atroyd, P , PhD FBPsS F S FRSA SA Chief Innovation Officer Contact North | Contact Nord www.contactnord.ca

Wh Who A Am I I • Teaching at the university level since 1973 • Psychologist by training but have taught in both statistics programs and in business schools • Now act as Chief Innovation Officer for Contact North | Contact Nord • Now working on strategic foresight as a teacher at the University of Toronto (OISE) and University of Alberta and Athabasca University (MBA) Created the world’s first fully online MBA in • 1993-4 and have been building and working with technology enabled learning experiences ever since • Worked for 15 years at the Open University (UK) and for 14 years at Athabasca University

Why Ar y Are e We Doi e Doing g This his • The b best st predictor of of st student su success i is s the e the ext xten ent of f stu tudent en t engag gagement. • The evid vidence is is gr growi wing that m that man any stu tudents ha have not ad t adap apted w wel ell t to the the online e e exper erien ence. e. • We n need t to “ o “st step-up” o our r gam game as e as designe ners a and i instruc uctor ors.

The Com e Community of of Inquiry M Model odel Developed by Randy Garrison and Terry Anderson, Walter Archer and others. Widely used as a design framework. Significant focus for research. See more at https://coi.athabascau.ca/coi- model/

Her ere e Is s Wha What I I Want nt To Do Do.. .. ..what we need to do to create “presence” for students Explore and faculty.. ..how you can build a sense of community and engage Examine learners in their learning journey.. ..with some very practical matters – plagiarism, time Deal management.. ..some ways in which we as instructors can help students Suggest be “great” students..

Some Pra Practical Thin hings

Not All St Students • Have a access ss to to qual ality broad adba band. • Have a access ss to great t technology gy – many ny international stu students j just ha st have smartp tpho hones. s. • Have ve h high leve vel technology s gy skills for s r shari ring ng on n Zoom, cre , creating s storyboards, cre creating video, o, creati ting e effecti tive p prese sentati tion ons s and mater erial ials.

Access ss to Technology Student nts L s Liv ivin ing in in a a Fir irst Stud udents i in Rur ural Canada Nat ation on Co Commu mmunity Just st 31% 1% hav ave Only ly 41% have ac e acces ess t to broadband wi with 50 50 acces ccess t to Mbps ps do download / d / 10 broa oadband nd Mbp bps u s uploa oad (The CR CRTC r C recomme mended d speeds sp ds f for o onlin ine l learnin ing) In some homes, students are sharing devices / time / place with several others. Don’t assume they have a quiet and dedicated space.

Ab Ability t ty to o Us Use e Tec echnology gy • Students are good at some things – basic functionality of Word, searching, social media. • Students are not necessarily good at others – creating PowerPoint slide decks, creating and editing video, using storyboarding software, remote teamwork, using advanced technology tools.

You Mig Might Want nt To Know what kind of Find out where technology access your students are they have – working from equipment, speeds Understand the Know their kind of skills they limitations before have in using you get too far technology down the line.. Otherwise, you may be assessing technology access / skills not their learning, knowledge, understanding and capabilities.

Who Is s In Th The Room Ma Makes a a Dif ifferen ence t e to What Ha Happens

You Ma May Wan ant t to.. .. Have students introduce themselves in their own way – helps to build a sense of community. Create working groups from the “get go” – especially in larger classes – Zoom makes this easy. Recognize there are some sensitivities – images, video, sharing.

You ou D Do o Need t eed to o Introdu duce Y e Yoursel self.. Introduce yourself and what you hope to do – a short video helps (easily edit with clideo.com). The meaning and purpose of the course – students need to know why they are studying these materials / ideas / skills and how studying these things connects to their past / future learning.

You ou May y Al Also Want t To • Mak ake u use o of break akout groups i in Zoom d during “live”. ”. • Creat ate s study-buddies an and g get t them t together (G (Google Mee eet i is ea easy). ). • Make use of of pe peer t to o pe peer l learning th throu ough pr proj oject- bas ased act activities (G (Google M Meet + + Zoom). ). • Make u e use o e of f peer eer asses essmen ment – yo you might w wan ant to look at at Krit itik.io. . • Make u e use o e of f authe hentic asses essmen ment – asses essmen ments co co-creat ated w with students.

KEEPING STUDE UDENTS S ENGAGED D AND D INVOLVE VED

Effective Online L Lear arning • Use ses the s the LMS for or con ontent sha t sharing, explo ploration a n and nd skills d demo monstra ration – mult multimedia re resour urce ces ( (especi cially lly video). ). • Use ses s “face ti time” f for or a acti tivities whi which sho show “kn “knowledge in in use” e” – understa standing a and appli lica cation. n. • Use ses s sha shared ti time f for or c co-creati tion w with h stu students.

En Enga gaged ged Lea Learning.. • If you u have a synch nchronous cla class – Br Break it it in into ac activities an and d use se Z ZOOM Break akouts. s. – Have s stude dents d s demonst strat ate m mast stery o of a method, d, process, , or s skill. ll. – Have g guest sts i s in for 10’ prese sentat atio ions w s which s students s man manage ( (host, man manag age Q Q&A). ). – DON’T f ’T focus o on content ( (content i is everyw ywhe here re), , focus o s on unde derstan anding an and d appl application. – Use t the he t time t to b o build ld presence an and d a a se sense o of commu mmunity .

USING NG ANALYTICS TO O KE KEEP AN E EYE ON ON ACTIVITY

All LMS S Syst stems s Have.. • Das ashboards an and d dat ata w a which ch sho hows: – If, f, w whe hen an and ho how o often a a st student has l has logge gged in. – Which r res esour urces es ea each ch s stud uden ent acces ccessed ed. – Whether er or no not t the s e stud uden ent com completed ed a a quiz / / assessment a and h how lon long it took ok / / how well t ll they did. d. – Whether er t the e stud udent i is “ “on” n” or “off” track i in n ter erms of wher ere t e they a are e in a n a co cour urse. • Us Use t these d dat ata f a for i intervention decisions ns. • If If you h have an an AI-embedde ded sys ystem, em, u use e the he predictive an anal alytics to identify students “ “at at risk”. ”.

Go Good U Use ses s of Analytics Ca Can.. • Signi nifica cant ntly incre ncrease s stud udent re retent ntion a n and nd comple letion. n. • Reduce stu student a anxi xiety thr through r rapid interventi tion on. • Connect t students t ts to supporti tive s services s – wri riting co coach ches, ma math/s /stats h help, a lp, additiona nal resou ources. s. • Create a a cultu ture of of he help a and servi vice ce.

CR CREA EATING AN AN ” ”AS ASK F FOR HEL ELP” CU CULTURE

Of Often en • Stud udents don’t n’t a ask f for h r help lp – the they “ “su suffer”. ”. • Cre reating a cult culture re o of mut mutua ual s suppo upport throug ugh peer co coach ching, a , ana naly lytics dri riven su support t can reduce the the l lon oneliness of of the the lo long ng-dista stance le learn rner. • Som ome thi think as askin king for or he help i is a s a si sign of of weakness ss – in n fact ct, s , sma mart s students ask f for r he help a all the the ti time.

Make e Sur ure • You bui build a cult culture of trus ust a and nd openness – askin ing f g for h help is a sign gn of f strength. • Be pr present when h help i p is needed – an anticipate t the ask sk. • Do o mor more than an k keep p of office hours. . • Make s sure s services – writing, mat math s supp pport, advisi sing, g, e etc. – ar are pr promo moted appr appropriately b by your ur ins nstitution f for t those who you t u think ne need them. m.

Resp sponsi sible S Studentsh tship The f first s students c caught c cheating w were taking t the c civil s l servan ant e examinat ations d during the Ming D ng Dynasty.