Working together at all levels: A look at successful implementation of online collaboration
•Télécharger en tant que PPT, PDF•
1 j'aime•552 vues
Describes the partnership between ELI and Virginia Tech's adult education department to implement an online course focusing on ELI faculty professional development needs, and how it changed our practice in three anatomy & physiology courses.
![Overview ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommandé
Contenu connexe
Tendances
Tendances (20)
Dernier
Dernier (20)
Working together at all levels: A look at successful implementation of online collaboration
- 1. Working together at all levels: A Look at Successful Implementation of Online Collaboration E XTENDED L EARNING I NSTITUTE Pat Daron Bob Loser Cindy Miller Kim Monti Rebecca Wright
- 6. DIGITAL DIVIDE Gamers Versus Traditional Learners
- 17. A Student’s Post: An Example E XTENDED L EARNING I NSTITUTE
- 23. A Student’s Post: An Example E XTENDED L EARNING I NSTITUTE
- 27. Reflection & Experience Sharing
- 28. An example: reflection & experience sharing It’s a Boy! About 10 months ago while doing clinical rotations in Fair Oaks Hospital I had the privilege to assist in the delivery of a baby in the Labor and Delivery Section of the hospital. I have selected this event specifically because up until that time it was my first time viewing a live natural delivery. I thought it was incredibly fascinating witnessing a child being delivered from a mother. Not only was the delivery interesting, but the preparation the team of nurses, doctors, and anesthesiologists put into it was superb. At first the anesthesiologist allowed me to assist him in preparing the epidural given to the mother. Watching the doctor perform this was appealing in that you are administering a medication blindly, and know when you are in the epidural portion of the spinal column by the passing of air through a syringe. The epidural worked as planned and the mother felt nothing below her umbilicus. The nurses would monitor the mother’s vitals and her cervical dilation in cm’s to see when she was ready to start delivering. The unborn babies heart tones were also monitored using a Doppler device which would show if the baby was in any immanent danger. Due to the Petocin taking effect just as it was meant for (synthetic oxytocin, used to stimulate uterine contractions) the delivery would soon commence and the doctor allowed me to assist with this also.
- 29. An example: reflection & experience sharing The positioning of the mother was handled by the nurses and the doctor observed until the baby he began to crown (babies head begins to show). With everyone dressed in scrubs, facial coverings and protective eyewear, we were prepared for the slight mess that is usual during a natural childbirth. When time came the doctor began to exert slight pressure on the child’s head, just enough to grab hold of the shoulders and allow for a smooth delivery. The newborn was then suctioned, dried, warmed, stimulated, and positions with its head slightly lower than his lungs in order for remaining amniotic fluid to drain. This is the first portion of the neonatal resuscitation inverted pyramid. The newborn did not need anything else; the next step however would have been blow by oxygen. As told by the doctor and some nurses, it was as “textbook” as a delivery can be. I even had the opportunity to cut the babies umbilical cord thus detaching it from its old life source (the placenta and the mother). The newborn was then handed over to his mother shortly, and then he was packaged up in order to be cared for by a nurse who started to finish the second APGAR score. The first being a 12 and the last being a 15. The experience was like none other, and since then I have witnessed many more births, some not so “textbook,” however all a learning experience.
- 30. STUDENT RESPONSE Thanks for sharing your experience. I've had the pleasure of experiencing the delivery of a baby from a mother's point of view twice, but it was very interesting to hear the perspective and details you were able to provide as part of a medical team delivering a baby. Thank you for your terrific description of a delivery. This will be so informative to other students in our class. The first delivery I ever saw was in paramedic training also. It turned out to be a forceps delivery. It was very stressful to watch as the OB first inserted the instrument, (which reminded me of a set of hedge clippers) and then, once he had a firm grasp of the infant’s head, he was pulling on the head so hard that I couldn’t believe that it wouldn’t cause damage. The next was a normal delivery. What a welcome relief.
- 31. RSS FEEDS IN NAS 161 CONSTRUCTIVISM FORUMS USING RSS FEEDS AND CURRENT EVENTS Facilitating Collaboration in Online Science Courses E XTENDED L EARNING I NSTITUTE
- 37. Constructivist Learning Forum Student’s Post in several parts E XTENDED L EARNING I NSTITUTE Watch for: Constructivism Teachable Moments Extension of knowledge at Bloom’s Cognitive Taxonomy levels: Synthesis and Evaluation
- 44. THE FOLLOWING TWO SLIDES PROVIDE AN EXAMPLE OF GRABBING A TEACHABLE MOMENT. WITHOUT THE COLLABORATION, WE CANNOT KNOW WHAT ERRORS THE STUDENT MAY BE MAKING. The Teachable Moment The Discussion Board as a teaching tool using a Quick Write Assessment
- 47. TEAM PROJECTS IN NAS 162 Facilitating Collaboration in Online Science Courses E XTENDED L EARNING I NSTITUTE
- 55. SUCCESS RATES IMPROVED TO 68.7% How’d We Do? Disclaimer: Only one class measured so far Old rates: 34-52% YAY!
Notes de l'éditeur
- Bob's section - 5 minutes Welcome. My name is Bob Loser. I would like to introduce our team of presenters from NOVA's distance learning department - the Extended Learning Institute (ELI). With me are three Annandale Campus faculty who teach ELI's anatomy and physiology courses - Dr. Pat Daron, Ms. Cindy Miller, and Ms. Rebecca Wright. The fifth member of our group is Ms. Kim Monti, who, like me, is an instructional designer on the ELI staff.
- We will describe how a partnership between ELI and Virginia Tech's adult education department developed, how the course that resulted contributed to our professional development as online educators, and how we have changed our practice in three anatomy and physiology courses as a result.
- The Extended Learning Institute has been the distance education arm of NOVA for over thirty years. Our first courses were correspondence and telecourses, using a self-paced, independent-study model. With the advent of the web and multimedia communication technologies, we began to ask ourselves: How can we use these online technologies to add interaction between students? Can increased interaction engage students in deeper, long-lasting learning? At the same time, the Virginia Tech graduate program in adult learning and human resource development was seeking outreach projects. We began talking and found a solution that helped both institutions.
- The result of the ELI-Va Tech collaboration has been the development of a new course in the Va Tech ALHRD graduate program. The course meets ELI's needs to train faculty and staff to promote student interaction and collaboration for deep learning. The course provides an additional learning opportunity for Va Tech students, and brings in additional students from the ELI faculty and staff. The course is offered each summer. Participation by ELI faculty and staff is supported with tuition assistance through NOVA's HR department. Kim Monti will now describe the course.
- Kim's part - 10 min. "We" took the course! :-) Completely online course to give ELI faculty & staff experience as a learner online. Our "instructors" or course facilitators modeled appropriate facilitation of online collaboration through their facilitation of this course Activities included in depth online discussion with facilitators guiding interaction Group projects to experience and investigate pros and cons of an online collaborative tool, and draft a course map of a discipline related collaborative learning module.
- Digital divide – covers the differences between gamers: Processing information quickly, processing multiple tasks at once, active learning - try it until they figure it out, technology as friend Vs. traditional learners: formal, structured, hierarchical presentation of knowledge, Boomers are often traditional learners Need to bridge the gap btw gamers and traditional learners Way to do that is through self-assessment and “role play” – take the position of the other style of learner
- Learning style assessment to determine our own learning styles ... Were we visual, auditory, or kinesthetic/tactile learners? (Online survey & shared results) Understanding the learning styles of our classmates
- Why collaborate? Reduces learner isolation in an online environment Reduces drop out rates by increasing student retention in the course Virtual collaboration - deeper levels of knowledge generation, initiative, creativity, critical thinking, shared goal for learning, learning community
- Andragogy Adults are self-directed – enter educational context when ready to learn & are in control of their learning Transformational learning occurs … understanding of concepts is transformed during the learning process Reflection is important since it reinforces learners' need to know, Learning how to learn is key – recognizing the best ways for them to build and retain knowledge
- Active learning and knowledge construction based on prior knowledge – look to previous experience when confronted with new information and reconcile it with their previous knowledge by constructing new meaning real-world problem solving – linking learning activities to authentic tasks interacting with other learners and teachers/facilitators – so it is not the “Sage on the Stage” but “Guide on the Side”, relies on other learners to help build knowledge based on their experience and understanding of concepts.
- Teacher directed - learners are passive – empty vessels that need to be filled w/knowledge. The instructor has all the right information Learner centered - learners are at the center of identifying their learning needs, flexible and self-directed, learners explore knowledge together and construct knowledge together w/guidance from the instructor How do we develop learner-centered online learning communities? Collaboration guidelines : Set the stage – provides guidelines for interaction, expectations for contributions Create the environment – design learning activities that promote interactive knowledge construction Model the process – provide examples in the beginning Guide the participants – facilitation during interaction Facilitate by modeling discussion responses, highlighting stellar posts from other students. Facilitate by guiding the participants: asking questions for clarification, more evidence, presenting hypothetical situations, summarizing and synthesizing discussion points. Facilitate by encouraging the non-contributors, enforcing netiquette and reiterating discussion groundrules with monopolizers, and distracters. Facilitating small group conflict when it occurs.
- And, as a result of the VA Tech course, instructors’ realized the importance of: Social presence to help achieve learning outcomes and increase learner satisfaction Decided to incorporate collaborative learning activities in three linked courses to: Extend & Deepen the student learning experience Allow students to test out new ideas by sharing them w/a supportive group of their peers Have students receive critical and constructive feedback
- The collaborative activities presented today that are currently being piloted by A&P faculty in ELI courses. For each model discussed, faculty will review the key design elements for the learning activity, the theory driving the design and facilitation of the learning activity, and examples of student's work. The first activity will be presented by Pat Daron.
- Pat - 15 min. Prerequisite to 161 & 162 Most of students never had a science class before, but going into science-focused concentrations Most of the points in the course come from the exams -- worried about cheating esp. if it is worth a significant amount of points
- Refer to handouts
- The NAS 161-162 sequence is a course that combines two semesters of anatomy and physiology with one semester of microbiology and delivers it over a two semester sequence called Health Science I and II. It has a prerequisite of a year of biology or NAS 150—the course Pat has been talking about. We wanted to add both constructivistic activities and collaborative activities to the course and we did this in two ways. I’m going to take a minute to show you how we have done this in an online environment. We have started with current event articles from layman’s sources around which the student must do three things?-- He must choose an article of interest to him from an RSS feed that we provide. He must summarize the article—this just provides the student with a common experience upon which to build his individual knowledge and upon which other students can build their own knowledge. He must read the course content material and then rewrite the article at the level of the course. He must relate the content to his own personal or professional experience.
- An RSS feed is provided to the student through a link in the LMS (Bb). I subscribe to a series of sources through a standard Google RSS feed. In our case it’s the instructor who subscribes to the feed and chooses the articles. This gives the instructor some control over the content, and concurrently provides a way to reduce the student work load. This is what the student sees when he clicks on his current events link.
- These are the sources that we are currently using.
- This is the constructivist element of the assignment. In constructivism we want to build conceptual structures through reflection of commonly held ideas. We have not abandoned the empty vessel (dump truck) approach—but rather have overlain it with this constructivist model in which we hope to guide students beyond the text book knowledge and its application to itself. We want students to apply it to their old knowledge and build a new idea from that. One of the places the first iteration of the course was weak was in the very top levels of Bloom’s taxonomy—we were really good up to the synthesis and evaluation portions of the course, but we weren’t really providing the student with a good vehicle for engaging in those activities, and we felt we could address this through this assignments.
- The directions are quite specific, and are designed to get the student to recognize their current knowledge, build on it and then relate it to their own lives. We’ll see in the next few slides, that the third part seems to be just automatic for the student—but we believe this is what makes the knowledge stick.
- Here we see the student bringing the article up to the level of the course, by relating it to the text material—she now has a critical understanding of viruses that she has had….. And then because she is forming new knowledge around her previously held knowledge, we see that she critically extends that knowledge.
- And the she goes on to talk about more of the article but now at the level of the course. So we have success—new ideas build on old ones!
- And this is the best part---another student picks up a different strain of information to add to the one about the cold sores. She is not talking about the immune system in general, looking at the effects of strengthening the immune system and the disappearance of cold sores in her own daughter. And we can see we have her hooked—she’s going to carry this information well beyond the exam into the next season!
- And here’s one more comment from a third student, who picks up on the notion of the relationship between herpes virus and Epstein Barr, and then goes on to talk about the end of that articles—the idea of using antiviral drugs to activate the dormant forms of the virus so they can be killed. She brings in another potent learning motivator—fear and disbelief! Hmmmm…..
- A grading rubric is provided for each assignment. This was a compilation of input from all the instructors—we have about 11 instructors involved In these courses.
- This example illustrates the student’s beginnings at synthesis and application of cognitive knowledge. The language is not yet scientific, but the thought process is demonstrated . However, the student has also made a error, providing the instructor with an on-line teachable moment. This format allows for easy correction and discussion of the error in a quick write format—seen on the next slide.
- This is the instructor’s correction of the error. Additionally the instructor has referred the student (and the rest of the team) to the appropriate materials for learning about the content. An interactive external link is also provided for the students.
- This is the second of our assignment examples—This one is in the follow on course to NAS 161—The news and views assignment is carried into NAS 162 but stopped at week 10 of 16. At week 10, an true collaborative project is added to the course.
- WE believe this pulls together all of the aspects that we have been discussing here today and results in active learning Learning Styles Reflection Constructivism And now Collaboration We believe it will take the information that we have taught the students over the course of NAS 161-2 and transfer them into useful constructs that the student can use in the real world.
- The teams are asynchronous as are the courses.
- We give them multiple asynchronous tools, but most continue to prefer the discussion boards. But now that we have access to Google Apps, they can use these as well. The only restriction I place on the group is that all their work must be transparent to all students all of the time. In other words, phones and most email doesn’t work.
- Most of our cases come from the National Center for Case Study Teaching in Science, from the University of Buffalo.