Presentation for NETI workshop sharing II August 18, 2020 - PDF document

8/18/2020 Presentation for NETI workshop sharing II August 18, 2020 University of Oklahoma 1 NETI workshop sharing II Marc C. Moore, Chung Hao Lee, AME SBME Sepideh Razavi, Daniel Resasco, CBME CBME 2 1

8/18/2020 What we will be doing in the next hr? ● Brief review of each pillar by Marc, Sepideh, and Daniel (10 min each) ● Review of some tools that can be applied to each pillar by Chung Hao (10 min) ● Q&A session (20 min) ● Feel free to submit any questions you may have during each section to the Chat Tools Tools 3 Motivation Shared by Marc Moore 4 2

8/18/2020 Why do we need to motivate students? ● Motivation improves learning ● Since the start of the pandemic, students have reported feeling: bored, sad, lonely, unmotivated, and overwhelmed. Why is it hard to motivate students in an online environment? ● Lack of social presence ● Can not see visual “body” cues, only see the face ● Less opportunity to ask short, clarifying questions 5 Self determination theory of facilitation of motivation: (Edward Deci and Richard Ryan, 1985) Theory suggests that people are able to become self-motivated when their needs for the following are fulfilled: 6 3

8/18/2020 Competence is having knowledge, skills, and abilities to succeed. Students must have confidence to be competent. 7 Tools to Boost Competence Question Boards In Class-Polling ● Use software to help students ask ● Use Zoom features like ‘raise questions and contribute to discussion hand’, ‘thumbs up’, and ‘thumbs ● Give extra points for asking questions down’ on Piazza. E.g Every question ● Pollev has a competition mode asked=0.2 points, and you can earn up ● Polling Software: Poll to 5 class points. everywhere (pollev.com), Kahoot ● Students can ask questions and be (kahoot.com), Plickers, Slido anonymous to classmates, but visible to instructor ● Question Board Software: Piazza (piazza.com), Campuswire, Slack 8 4

8/18/2020 Autonomy is being allowed to explicitly do something, and feel like it is implicitly okay. 9 Ideas to Improve Student Autonomy ● Record all lectures and post online ● Give students a chance to provide feedback in weekly feedback documents. Make them feel like their opinions matter. If you cannot change, then give them a reason why. ● Let students provide one question they would like to see on an exam. Also, ask them why they chose that question. ● Have students teach a topic (5-10 min presentation), which can be a segway for that day’s lecture ● Let students work on teams with classmates that they choose ● STOP giving long lectures where students feel trapped 10 5

8/18/2020 Relatedness is helping students to connect with others, and to learn from and teach each other. 11 Ideas to Improve Relatedness ● Make a slide to introduce myself to my students ● Use breakout rooms. ● Tell students to please keep video on if they are able ● Create connection to the profession by linking course event to current world topics. ● Require weekly 1:1 or small group meetings or synchronous class at least once per week ● Invite professionals to visit class and spend time with students 12 6

8/18/2020 Active Learning Shared by Sepideh Razavi 13 What is Active Learning? Put down something you learned from the “motivation section” into the chat box! 14 7

8/18/2020 What is Active Learning? Put down something you learned from the “motivation section” into the chat box! Learning by doing… 15 What is Active Learning? Put down something you learned from the “motivation section” into the chat box! Learning by doing… Is this active learning? Instructor introduces a concept and then performs a demonstration in the class to show that concept. 16 8

8/18/2020 What is Active Learning? Active Learning has two components: ❏ Students are doing an activity ❏ The assigned activity engages the students in the learning objective of the course 17 What flavor of active learning is effective for different environments? F2F vs. online synchronous vs. online asynchronous Anything Course-related + the 2 elements! Student-Student (SS) interactions: ● Discussion boards ● Team assignments Student-Content (SC) interactions: ● Breakout rooms ● Interactive tutorial/online simulation ● Reflection/minute paper Student-Instructor (SI) interactions: ● Online quizzes with instructor feedback (Canvas) ● Ask students to summarize the main ideas from last X-minutes or lecture 18 9

8/18/2020 The ICAP Framework Proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active , and Passive . I>C>A>P (Chi and Wylie, 2014) Students watching the professor do a demonstration : Passive Students highlighting text while studying : Active Students summarize, self-explain, or generate questions about presented materials: Constructive Think-pair-share — individual activity, pair to reach consensus, report results: Interactive Thinking-aloud pair problem solving: Interactive 19 Lessons I learned from the NETI workshop ● Focus on your objectives ● Not being able to cover the syllabus? Maybe only do 2 activities, 90 second each ● More student-focused, more complicated technique is NOT necessarily better. We can do some easy basic activities to be effective. ● Do not let perfection be the enemy of the good (no instructional plan engages everyone) ● Zoom features can be simple but effective tools for engagement (polling, breakout rooms) ● Be very clear about directions and what you exactly want from students ● We can exploit positives of online teaching USE what you have learned: Pick 3 engagement strategies you would use in your class in the Fall... 20 10

8/18/2020 Assessment Shared by Daniel Resasco 21 Types of Assessment diagnostic formative summative 22 11

8/18/2020 Before starting a course (or unit) find out strengths/ diagnostic weaknesses and skills / knowledge students posses. WHY? • To identify individual and class strengths and weaknesses • To find and correct misconceptions on crucial fundamental concepts • To explain how course will address students needs to meet goals and specific objectives 23 Before starting a course (or unit) … diagnostic HOW ? ● Not-graded / Anonymous. ○ Synchronous. Zoom polling – short questions / short answers ○ Asynchronous. Canvas. Survey. ● Graded exercises ( low-stakes assignments ) ○ Zoom – minute paper ○ Canvas – Quizzes function – (essay question or numerical question) • Advantage: encourage participation / accountability • Disadvantage: easy to cheat ? >> Canvas – Quizzes function – formula question variable numerical / automatically adjusted 24 12

8/18/2020 Throughout the course (or unit) evaluate how students are formative learning by collecting evidence of progress. Make necessary adjustments to reach desired goals. WHY? • To let students understand goals and specific objectives (achievement target) • To let them know where they are • To let them know how to close the gap • Enhances student motivation and engagement. • One of the most important types with online teaching 25 Throughout the course (or unit) evaluate how students are formative learning by collecting evidence of progress. Make necessary adjustments to reach desired goals. HOW ? Synchronous: • Breakout rooms and group work, e.g. Google Document for end-of- class “minute - paper” to identify problematic materials that day. • Use “Stop – think – pair – share” Asynchronous: • Quizzes and HW assignments ( Canvas ) • Post your 5-min video followed by quiz questions ( Canvas ) 26 13

8/18/2020 Throughout the course (or unit) evaluate how students are formative learning by collecting evidence of progress. Make necessary adjustments to reach desired goals. Other ideas • Work on semester-long preparation for individual project • Beginning of semester. Show students last year’s final project (or final exam) to illustrate what capabilities they will gain. • Discussion board for students to get asynchronous help on HW from both, instructor and other students. • Establish a “feedback committee” to collect anonymous ideas/suggestions from the class on class material. 27 At the end of the course or after an educational stage. summative Quizzes, projects and tests to evaluate what students have learned and how well can link concepts together HOW ? • Project-based take home exam, rigorous quantitative, and with enough complexity to require connecting interrelated concepts and make every project unique (Give enough time to complete). • Individual or in groups? Problem for former: too much grading effort; Problem for latter: harder to test individual contributions → use peer evaluations, rotating groups through semester to identify consistent performers and non-performers. 28 14