Materials for a talk about how to translate face-to-face classes into online spaces. The audience was focused on upper-level humanities seminars.

1. RevisingRevising
digitaldigital
classes forclasses for
2016-72016-7
COHI 2
-
August 2016

2. 2
Some relevant experienceSome relevant experience
Notes: http://toolormethod.wlu.edu/insights.html

3. Teaching and
learners are
changing
3

4. Student populationStudent population
changeschanges
 Near-majority
adult
 Working
 Increasing first-
generation
students
 Veterans
 Learning
disabilities 12https://www.flickr.com/photos/un_photo/6708914025/

5. Racial transformationRacial transformation

6. Macroeconomic changesMacroeconomic changes

7. Labor changes
•manufacturing->service
•1 job/career->many
gigs
•declining participation
•automation

8. DemographicsDemographics
 Youth population
shrinkage, esp. northeast +
midwest
 Expanding senior
population…

9. 9

12. 12

13. Who is a
traditional
student in 2016?
13

14. Who is a
traditional
student in 2020?
14

15. Enrollment changesEnrollment changes
 Spending less
 Swirling

16. Enrollment decline?Enrollment decline?
 Spending less per family

17. Who is a
traditional
student in 2016?
17

18. How much of
their learning is
digital?
18

21. In general, age
and digital tech
use are
negatively related

22. Millennial versus Homeland
http://magid.com/sites/defa
)
New
generational
differences
emerge

23. Millennial versus Homeland
(Meeker)

24. Digital throat clearingDigital throat clearing
 F2f<-blended->wholly
online continuum
 f2f <> non-digital
 Behaviorist vs
constructivist

25. Pedagogical throat clearingPedagogical throat clearing
 transmission: effective delivery of content
 apprenticeship: modeling ways of being
 developmental: cultivating ways of
thinking (constructivist/cognitivist)
 nurturing: facilitating self-efficacy
 social reform: seeking a better society.
-A.W. (Tony) Bates, after Dan Pratt (1988),
Teaching in a Digital Age (2015)

26. Digital class first stepDigital class first step
 Learning goals (G.
McKay)
 Support strategy
(professional, student)

27. Synchronous/asynch balance
https://www.flickr.com/photos/infinitea/4279255786/

28. Digital class materialsDigital class materials
 Proprietary vs open
 Increasing multimedia
 Asocial
 Personalizing

29. Digital class materialsDigital class materials
Gamifying
(Duolingo)

30. Digital class materialsDigital class materials
What kinds of materials
have been most successful
for you?

31. The learning communityThe learning community
 Essential to LAC
 “ “ each class
 Important to COHI
1.0

32. The learning communityThe learning community
 Vital to compare w/f2f
 Diverse experiences
and reactions
 Community of
practice?

33. Discussion: asynchronousDiscussion: asynchronous
https://www.flickr.com/photos/mikecogh/6292851437/

34. Discussion: asynchronousDiscussion: asynchronous
 Email lists
 Discussion boards
 E-portfolios
 Social media
`

35. Discussion: asynchronousDiscussion: asynchronous
Good practices:
 Rules of the road
 Fast but modest feedback
 Graded participation
 Audio/video feedback
Rheingold; deNoyelles, Zydney, and Chen (2014)

36. Discussion: asynchronousDiscussion: asynchronous
Social presence
 Use names
 Admit humor
 Encourage personal background
 Frequency
Rheingold; deNoyelles, Zydney, and Chen (2014)

37. Discussion: asynchronousDiscussion: asynchronous
Prompts:
 Focused
 Iterative
 Reflective
 Structured
Peer facilitator(s)
Translate f2f
seminar practices
deNoyelles, Zydney, and Chen (2014)

38. Discussion: synchronousDiscussion: synchronous
 Tech: Hangout, Connect,
Skype
 Polycom, Tandberg

39. Discussion: synchronousDiscussion: synchronous
Good practices
 Patience
 Performance
 Supplemental text
 Interactive exercises

40. The face-to-face classThe face-to-face class
 Lecture and/or discussion
capture
 Live interaction with
distant students

41. Homework and assignmentsHomework and assignments
 Papers
 Multimedia artifacts: posters, videos,
podcasts, stories, etc.
 Production, not consumption (G. McKay)
 Social (outside of class)
 ex: native speakers (Simpson)

42. Homework and assignmentsHomework and assignments
 Collaborative
 Problem-based
 Project-“
 Offline, experiential

43. Assessing student workAssessing student work
 Non-tech principles
 Tech-specific “
 Rubrics
 Peer assessment

44. Technology questionsTechnology questions
What would you like to
try next?

45. Technology questionsTechnology questions
How will your
institution support
your use of technology?

46. Looking aheadLooking ahead
• Select small number of technologies
• Keep log of work and reflections
(think 2.0)
• Follow through w/ local
assessment
• Exploit the consortium

47. Looking aheadLooking ahead
• Work with IT: academic
computing, ID, media
services
• “ “ library
• Apply the humanities to
online life

48. Looking aheadLooking ahead
Students
find their
own uses
for things
https://www.flickr.com/photos/cogdog/15957754813

49. http://bryanalexander.orghttp://bryanalexander.org
bryan.alexander@gmail.combryan.alexander@gmail.com
http://twitter.com/bryanalexanderhttp://twitter.com/bryanalexander