Unpacking Online Education
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This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
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Unpacking Online Education
- 2. Before We Begin: • Bathrooms • Use of Technology • Questions • Grab Lunch
- 3. Purpose Agnes Herget, PhD Assistant Dean, LAS
- 4. Broader Vision Gayla Stoner, PhD Executive Director, UIC-EC
- 6. Handouts in Your Folder (Left to Right)
- 7. Unpacking Online Education Brought to you by UIC Extended Campus Presenter: Max Anderson, MLIS, MS Date: May 22, 2017
- 8. Design in Two Parts Unpacking Online Education Blackboard Essentials & Individual Consultations
- 10. Instructional Design What does an ID do?
- 11. Instructional Design Assessing learning needs (aka ‘the problem’)Assessing Establishing learning goals and objectivesEstablishing Determining the curriculum and content that can best fulfill the established learning needs, goals and objectivesDetermining Choosing the appropriate mix of teaching and learning methods and strategiesChoosing Establishing a support system for delivery of the courseEstablishing Evaluating learning outcomesEvaluating
- 12. Impressions of Online Teaching & Learning What are some teaching methods / activities that currently take place in a face-to-face environment? Based on what you currently know about teaching and learning in an online environment, how do you imagine you would employ these same methods / activities?
- 13. Terminology What’s the difference between Online and Distance Learning? Asynchronous? Synchronous? Instructional Design (not Interior Design!)
- 14. “How long will it take me to do all this!??” • It depends. (Don’t you hate that response!?) • Motivation to convert a face-to-face course to online, or to create a new course • Intrinsic vs Extrinsic • Time & willingness to devote to working with an instructional designer • Support from administration and peers • Amount of interactivity to include in course
- 15. Online Teaching: The Good, the Bad, and the Ugly • Can’t ask questions* • Less (in-person) contact with students • Loss of the group experience • Different ways of asking questions • Technology issues *if the course has synchronous sessions, this does not apply • Teach from anywhere* • Interact with people from all over the world** • Keep growing in your field • Learn new teaching skills & become more tech-savvy • Challenge yourself * With approval of course **who you might not otherwise have had the chance to meet!
- 16. Where Do I Start? Inventory / Analysis Plan / Design DevelopmentImplementation Evaluation
- 17. But, what do I need to know?
- 19. Inventory of Existing Course(s) • Work with an instructional designer to do a thorough inventory of your course • Sometimes called a blueprint • Create a Mind Map or use a blueprinting tool to identify all of the resources, activities, etc. for your course • MindMeister is one tool: https://www.mindmeister.com/
- 20. Analysis of Existing Content • UIC Extended Campus instructional designers can help you figure out what content from a face-to-face course is easily transferrable to an online one. • Some new content types & descriptions may need to be developed • Assignment directions for how to use Online Discussion Boards • Group work using online tools • Blogging, journals, wiki creation • Access to synchronous online meetings
- 21. Digital Readiness Pew Report – September 20, 2016 “Americans fall along a spectrum of preparedness when it comes to using tech tools to pursue learning online, and many are not eager or ready to take the plunge”
- 22. Familiarity with Blackboard • How many of you have used Blackboard? • How have you used it to teach? • Share your experiences! (Good AND bad!)
- 24. Familiarity with Educational Technology
- 25. Inventory / Analysis Plan / Design DevelopmentImplementation Evaluation Planning and Designing
- 27. Learning Objectives • LO’s might need slight word variations to make sense in an online course • Align assessments with LO’s • Use specific and measurable verbs • Appropriateness for your learners • Are your LO’s achievable and realistic? • Keep the word length to a minimum
- 28. Learning Objectives Face-to-Face • Comprehend the characteristics, uses and significance of architectural elements and principles of their composition. • Identify the hallmarks of and rationales behind a variety of world architectures. Online • Comprehend the characteristics, uses and significance of architectural elements and principles of their composition. • Identify the hallmarks of and rationales behind a variety of world architectures.
- 30. The Importance of Instructions 72% of students rate “having clear instructions about how to get started in the course and find various course components” as essential to their success. Other highly rated items: • Consistent and efficient navigation. • Pre-requisite knowledge and skills clearly stated. • Explicit criteria for evaluating student work & grading policy spelled out What students say: What faculty say: “Students now tend to understand much more fully what they are required to do as part of the class. The effect of designing a course to meet standards has reduced the "What do I do?" questions to practically zero.” “I am getting fewer questions in regards to expectations, where to find "stuff", and navigational confusion.” Ralston-Berg, P., Buckenmeyer, J., Barczyk, C., and Hixon, E. (2015). Students’ Perceptions of Online Course Quality: How Do They Measure Up to the Research?. Internet Learning, 4(1). Retrieved from http://www.ipsonet.org/publications/open-access/internet- learning/volume-4-number-1-spring-2015
- 31. Assignment Instructions How do your students currently submit assignments? • In-person? • Email? • Box? • Blackboard?
- 32. Rubrics and Alignments in Blackboard
- 33. Assessments • Use Blackboard’s Tests and Quizzes • Poll Everywhere, Kahoot! or other educational technology for low- stakes quizzes
- 37. Plan Learning Activities • Portfolios • Design Projects • Group Problem Solving • Laboratory Experiments • Scavenger Hunt • Simulations • Oral Reports • Case Studies
- 38. Course Length: What’s the diff? 8-weeks • Reduces the number of courses students take at 1 time • Classes meet more hours each week (but for fewer weeks) • Reconsider the amount of assigned homework • Need more efficient methods of assessment • 8-weeks can be a bit brutal for writing-intensive courses • If students miss an enrollment deadline, the next offering is in 8-weeks, not next semester • Can be more challenging for numeric-based courses • Instructors might have to be more available • Modules should be chunked 16-weeks • Procrastination • More courses taken at the same time • Standard reading amounts • Standard number of assignments • If students miss enrollment deadlines, they have to wait until the next semester
- 40. Interactivity, or How to Keep Students Engaged and Motivated • Require participation / create teams • Make sure activities are structured and well-defined (e.g. case studies, role playing, simulations) • Goal / relevancy of the interactivity • Consider their lived experiences • Offer immediate feedback • Integrate emotionally-driven content Andragogy Life experience Self- concept Readiness to learn Problem- centered Motivation to learn Need to know
- 41. Learner to Instructor Interaction • Guidance • Encouragement • Motivational & emotional support • Study by Ke and Xie (2009) • Successful online course design for adult students should consider structure of content and levels of support that lead to interaction and knowledge construction • Make your availability VERY clear
- 42. Learner to Learner Interaction • Create areas for discourse and other interchanges between students • Instructor presence in student ‘safe zones’ • Enhance students’ learning experiences • Engagement and motivation to learn can be enhanced through collaborative interactions
- 43. Learner to Content Interaction • Student engagement with subject content or learning resources • Most of student time is devoted to interacting with instructional materials. • Discussion boards • Assigning too many of them can decrease student interaction among online students • Proper amount of them depends on course duration and structure.
- 44. Inventory / Analysis Plan / Design DevelopmentImplementation Evaluation Development
- 45. Course Overview & Information • Adding a welcome message to a course is a great way to start off on good footing with students • Make it the ‘landing page’ in Blackboard
- 46. Course Overview and Information Create an overview of the course so students know how to navigate efficiently • Record a video giving a brief overview and post to your course as ’first week’ viewing 1 Ensure the syllabus is available as a PDF • Why not also add as a Word doc? 2 Make sure students know where to go for help! • Contact information for faculty is clearly visible 3
- 47. Set up your course with the help of an Extended Campus Instructional Designer
- 49. Copyright and Fair Use Fair Use Guidelines 1. Purpose and character of the use 2. Nature of the original work 3. Amount of the portion used 4. Effect on the potential market 5. Transformative Use What about using students existing work as an example?
- 50. Technology & Tools • Typical delivery methods • Audio/Video Conferencing • Blackboard or other learning management system • Email / Chat • Library resources • Faculty created video content or vetted material • Blend technologies and tools to provide greater access for students and to appeal to different learning styles
- 51. “Build it and they will come…”
- 52. Inventory / Analysis Plan / Design DevelopmentImplementation Evaluation Implementation
- 53. Make Sure Everything Works! • During implementation of your course, make sure everything works and is available to students • Test run with a colleague OR Extended Campus instructional designer
- 54. Establishing Your Presence Provide Provide clear guidelines that define response times for feedback and grading • Students will feel more secure that you are actively reviewing their performance Include Include a welcome page/message Chime in Chime in on discussion boards Give Give regular ‘check- in’s’ with your students (summaries, etc.) Refer Refer to students by name whenever your interact with them
- 56. “I think it’s very important. I get the feeling that the students, if they don’t feel that the faculty member is real, is responsive to their questions, is a grader that gives feedback— timely and in detail—then they kind of disengage. I think it’s human nature.” There is a lot of modeling that goes on especially at the beginning. Meaning that, I respond a lot in opening discussions and the reason is because it sets the tone. The students take over after that. If you sit back in those first two discussions, that also sets the tone, and you are struggling from then 89 on. You are wondering later on why they aren't responding, and they are just following what you did. In the public space, I try to be more encouraging. That translates into the class being much more harmonious. I really learned that, that’s very important to me—so, I don’t have to take care of student conflicts issues and things like that. I really make sure that I make a big point that I really want this to be positive and harmonious experience.… And, it helps the students be more professional and have a better attitude about learning and their colleagues.
- 57. Inventory / Analysis Plan / Design DevelopmentImplementation Evaluation Evaluation
- 58. Post-mortem
- 59. Questions? Gabriela Silva Lead Instructional Designer, UIC-EC
- 60. NEXT STEPS Gabriela Silva Lead Instructional Designer, UIC-EC
- 61. What’s Next? Unpacking Online Education Blackboard Essentials & Individual Consultations Individual Consultations & Blackboard Essentials & Start on May 29th - all sessions to conclude by July 31st
- 62. What to do Next? • Write your Welcome Message to students • Identify what type of information you would like to obtain from your students in your first class meeting • Complete Course Blueprint for the ID session that they will discuss with assigned ID (more details to follow)
Notes de l'éditeur
- Princess will open with a Welcome and move in to some housekeeping
- After they grab their lunch, Princess will Introduce Agnes Agnes will introduce Gayla
- Gayla will share broad university vision, the role of UIC-EC in that vision. Then Gayla will introduce the Team (Gabriela, Rayna, Max) and introduce Princess last
- Introductions of Gabriela, Rayna, Janette, Max, & Princess Princess will redirect the information within their folders (starting from left to right.
- Princess will discuss what they will find in the folders: If you open your folders: On the left hand side you have: You have a 2-sided flyer LAS Faculty Development Series flyer One side has the description and learning outcomes of our workshop today along with the agenda that I will go over in more details last and the other side the description of the full-two part series that both Max and Gabriela will cover in more depth. One of the goals that LAS leadership has for these workshops it to build community among you. Therefore, we have provided a contact list of your peers in the room. Lastly, you have presentation that Max is presenting so you can follow-along or writing notes. On the right hand side, You have the Supplementation materials that you will use in the workshop and with your assigned instructional designer. Including a larger version of a nifty Instructional Designer Periodical Chart Lastly, on the right hand side you have information on Creating a Course Blueprint that Max will provide context and Gabriela will discuss the next steps. Redirect to Agenda and Princess introduces Max
- As the session opens, show first poll question: What is your favorite part about teaching? https://rhetcompatstonybrook.wordpress.com/2016/03/24/online-teaching-the-good-the-bad-the-promise-and-the-peril/
- 3 parts of the workshops: This workshop Blackboard essentials 1-1 id help
- Who are you? What subject do you teach? How many face-to-face classes? How many will be converted to online? Q: Have you taken a course online before? Y/N Q:(Word cloud) What’s one word that describes your mood or attitude towards teaching online? Q: What are your top concerns for building an online course?
- Use Poll Everywhere or Kahoot? Ask (open ended): Include a series of questions regarding faculty role, instructional designer role. (After describing what an ID does) https://ep.jhu.edu/faculty/learning-roadmap-for-new-online-instructors/instructional-design The term instructional design refers to the systematic and reflective process of translating principles of learning and instruction in to plans for instructional materials, activities, information resources, and evaluation. An instructional designer is somewhat like an engineer. Both plan their work based upon principles that have been successful in the past—the engineer on the laws of physics, and the designer on basic principles of instruction and learning. Both try to design solutions that are not only functional but also attractive or appealing to the end-user. Both the engineer and the instructional designer have established problem-solving procedures that they use to guide them in making decisions about their designs. (p. 4) Q: What are the roles faculty play? Q: What do you think an ID does? Faculty have mastery of the course content and valuable classroom experience to inform online course development. Instructional designers (IDs) bring to this partnership experience in learning theory, online teaching methodologies, Canvas, as well as creative ideas about how to incorporate effective web tools and technologies to engage your students and enhance their overall learning experience in the course. To begin, faculty and their ID should develop a shared understanding of the course content and flow. Faculty should have a syllabus, or course outline, prepared for their initial meeting with their ID. For subject areas in which the instructional designer has limited exposure or expertise, faculty may want to spend some time at the start educating the ID on the course content. Establish clear course learning objectives: One key contribution of IDs is tying all course content and activities back to learning objectives and outcomes. Prepare learning objectives before engaging with the instructional designer. This will make course development far more efficient, and will serve as the guide for the overall course development.
- You might say – ‘well, this is the same for face-to-face instruction!’ And you are right. Identifying learning needs is the root of all instruction. Learner motivation is directly related to their perception of whether an educational experience is addressing their learning needs. Work with your instructional designers! They are experts in choosing proper formats and options for delivery of learning activities.
- Using the handout Distance Education in the College of Liberal Arts and Sciences – 2017, have participants take a moment to write out answers to these two main questions. 5-7 minutes to write out answers to both questions (dyad) ~10 minutes to debrief if people are willing to share (dyad) Poll Everywhere – What are your top concerns for building an online course? That this can be done in a fully online course as well. Can be asynch or sync Share some anecdotal feedback from faculty in COM, and how I worked with them to overcome these concerns.
- Go over some basic terminology for online / distance education that can be found in the handout Distance Education in the College of Liberal Arts and Sciences – 2017. Q: What are some terms you have heard around online / distance ed teaching that you are unfamiliar with? (open ended) Q&A What’s a blended course? (Hint: we are doing a blended workshop right now, with one person being streamed in!)
- Photo from https://www.pexels.com/search/time/ through creative commons license
- Can’t ask questions: In an online class, students cannot raise their hands and ask a question when they are confused by the material. Can’t pace the lecture: In a traditional lecture the professor can tell when students are not following the material and adjust the pace of the lecture accordingly, but in an online course that is not possible. Less contact with students: I value getting to know my students, but when I teach online courses that personal connection is missing. I put up video lectures for all my classes, so to some extent the students feel like they know me. But I have no connection to them at all except for the few who show up during office hours, or from email discussions. Loss of the group experience: There’s something about watching a movie with a large group of people that is different from watching it all alone. Same for the classroom, it’s a group experience. Maybe it evolved from our time long ago sitting around the fire at night listening to stories that imparted knowledge from one generation to the next. There was an evolutionary advantage to having everyone jointly locked into what was being said. In any case, when a lecture is live in a classroom rather than at home on video there are no interruptions from roommates, there is no refrigerator calling your name, you don’t have the choice to procrastinate and put it off until later, etc., etc. A classroom commands your attention in a way that videos do not. Different way of asking questions: Although students cannot ask questions in the same way they can in a traditional classroom setting, all is not lost. When students have questions during a video lecture, they can hit the pause button, rewind the video, and watch the section again. That is often enough to clear up the confusion. If not, while the video is paused they can read the book for clarification, search for an explanation using Google, or, as a last resort, save the question for office hours.
- ADDIE is the traditional process an instructional designer takes when working with faculty on creating or revising curriculum. We will go through this same process as we discover how to create an online course.
- You already have most of the information you need (syllabus, schedule, tasks, etc.)
- In these two syllabi examples, the course description most likely stays the same. It would be prudent to add some information about how the course will be delivered. Course objectives are for the most part, already done. We will see in an example a bit later, how there might be an additional objective that connects to online learning. The directions for assignments will likely need some massaging. More detailed information about the syllabus and some recommendations from OLC will come later.
- If you have an existing course or more than one, work with an instructional designer to do an inventory of your course content. You can use a Mind Mapping tool to sort out all of the content for your course. It’s possible to use Excel as well – whatever works. Course Blueprint Course Description: What does the course cover? Course Goals: What are the overarching targets and focus of the course? Learning Objectives: What knowledge, skills, and abilities will students master upon completion? Learning Outcomes: How will students demonstrate proficiency of the learning objectives? Rubrics: What are the key dimensions and levels of mastery for learning outcomes? Image available through Creative Commons license: http://www.thebluediamondgallery.com/wooden-tile/i/inventory.html
- Real life example: Discuss how I would go through an existing course with faculty, whether it is currently available in Blackboard or not. In my process as an ID, I look at previous versions of the course, to get an idea of how it has been set up and delivered. If I have questions about certain parts of the course and how it is set up, I ask about it before I go too far. I write up a report with suggestions on how to improve it, if necessary. This report includes screenshots of parts of the course in Blackboard and a specific recommendation next to it. I go over this report with the course director and we come to a consensus on potential changes and create a plan to move forward. This is in a sense, our ‘memorandum of understanding.’
- This report assess American adults according to five main factors: their confidence in using computers, their facility with getting new technology to work, their use of digital tools for learning, their ability to determine the trustworthiness of online information, and their familiarity with contemporary “education tech” terms. It is important to note that the findings here just cover people’s learning activities in digital spaces and do not address the full range of important things that people can do online or their “readiness” to perform them. Maybe add a question to Poll Ev?
- I would like the faculty present to share their experiences with Blackboard – I want to get an idea of comfort level with the service, how they may have used it in the past, etc. This will help whomever works with these faculty members - it will help them determine how much time is needed to go over all the functionality in Blackboard. Tour of BB coming up later.
- Circle back to tech in BB – and will demonstrate some of these techologies later.
- InstaGrok: https://www.instagrok.com/ Khan Academy Kahoot! Poll Everywhere Prezi Quizlet: https://quizlet.com/ Office365 – one of my favorites is Class Notebook! Some of these are incorporated along the way.
- Grant Wiggins Understanding By Design is a well-known process for designing a course. It can be used for any type of course, not just for online delivery. What relevant goals (e.g. content standards, course or program objectives, learning outcomes, etc.) will this design address? What knowledge and skills will students acquire as a result of this unit or module? What should they be able to DO as a result of this acquired knowledge or skills? Through what authentic performance task(s) will students demonstrate the desired understandings? Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals, etc.) will students demonstrate achievement of the desired results? How will students reflect upon and self-assess their learning?
- Learning objectives for an online course – not much different than writing for a face-to-face course. However, there are some differences. A learning objective is a brief, clear, and specific statement observing student behavior(s) that can be assessed at the conclusion of learning activities and that contribute to reaching the course objectives.
- Honestly, there is not much difference between LO’s for f2f or online courses. The real difference in semantics comes when you describe how students should complete an assignment. An example is in the Objectives example here where one of the objectives is to know how to use Blackboard to submit assignments. This is just the LO and the real work comes in the description of the assignments that align with it. This is an opportunity for them to try to come up with a learning objective for something they would be doing online. They can work in dyads and share with the group what they came up with, and get feedback on it.
- http://teachonline.asu.edu/objectives-builder/
- As any good instructor knows, including specific and detailed instructions for anything students need to do in a course is vital. Most of you likely already have great instructions. Working with an Extended Campus ID will ensure that your directions are clear and sufficient.
- Example from COM ECM to show how they can use Box.
- ION – Learning Activities Toolbox: http://www.ion.uillinois.edu/resources/otai/ Biology Lab online? LabKit Biology Labs Online: http://www.sciencecourseware.org/biologylabsonline/ (though I can’t get it to open on a Mac for some reason) McGraw-Hill Biology Virtual Lab Exercises: http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/ Online Labs: http://onlinelabs.in/biology
- https://elearningindustry.com/11-tips-engage-inspire-adult-learners The learner's self-concept. An adult learner is usually more independent and self directing compared to a child, or even to a young adult. This calls for teaching strategies where student has to be treated as an adult and hence as equal to the instructor, a partner. The student needs to be considered as capable of taking responsibility and ownership of his/her own education. A mutual respect and trust is essential in adult learning. Therefore the instructor facilitates learning, rather than dominates it. The instructor will value the true potential of the adult learner. The life experience of the learner is an integral part of his/her identity, and a great resource that should be employed in the act of learning. The instructor will value and include the learner's life experience as a way to initiate the learner interest and get him/her involved in the act of learning. The readiness to learn is another important aspect of adult learners. Being independent, the adults get to choose their own path and hence they usually have an interest in taking a particular course. When they take a course, they are usually ready for it. The reason may be motivated by a career/job-related interests, or personal interests (to satisfy their curiosity, or their ego, etc.). The adult learners are usually more problem-centered than a younger learner, and they usually seek immediate applications of what they are about to learn. Internal motivation is stronger to adult learners than the external ones. "Increased job satisfaction,..., enhanced self esteem, improved quality of life, and personal fulfillment" (Merriam, 2014, p. 54) are great motivators for adult learners. As adults, and hence more independent persons, these learners need to know why a topic is relevant for them. They need to know where and how will they apply the concepts they are about to learn.
- Learner-instructor interaction enhances students’ self-direction, which is particularly needed in distance learning environments.
- Collaborative activities like small group work provide students the opportunity to interact more intimately with their peers. For distance learning, this collaboration takes the form of synchronous via videoconferencing software or asynchronous interactions via email, discussion groups, etc. Presence of an instructor is not needed for every interaction between learners. In fact, it’s probably better that there is little instructor interaction. This does not mean that the instructor does not lurk in the discussion boards, etc.
- Some researchers feel that learner-content interaction can be seen as an internal didactic conversation about the concepts and other content in the course, which can help students develop their understanding or cognitive thinking ability.
- Now that you have a slightly better idea of how to plan / design your course, it’s time to talk about developing your content.
- What kind of information do you think should go on a Welcome page? Typical examples: describes briefly the course, yourself, what you hope everyone will get out of it – broad brush strokes
- Record a brief video demo. Different ways to create a course overview like using VoiceThread (perhaps make an example? And show in Blackboard).
- 1. Purpose and Character of the Use This is the only factor that deals with the proposed use - all the others deal with the work being used, the source work. Purposes that favor fair use include education, scholarship, research, and news reporting, as well as criticism and commentarymore generally. Non-profit purposes also favor fair use (especially when coupled with one of the other favored purposes.) Commercial or for-profit purposes weigh againstfair use - which leaves for-profit educational users in a confusing spot! 2. Nature of the Original Work One element of this factor is whether the work is published or not. It is less likely to be fair to use elements of an unpublished work - which makes sense, basically: making someone else's work public when they chose not to is not very fair, even in the schoolyard sense. Nevertheless, it is possible for use of unpublished materials to be legally fair. Another element of this factor is whether the work is more "factual" or more "creative": borrowing from a factual work is more likely to be fair than borrowing from a creative work. This is related to the fact that copyright does not protect facts and data.With some types of works, this factor is relatively easy to assess: a textbook is usually more factual than a novel. For other works, it can be quite confusing: is a documentary film "factual", or "creative" - or both? What about the annual "Dance Your Ph.D." contest? Uses from factual sources are more likely to be fair than uses from creative ones - though not every source is easily classified! 3. Amount and Substantiality of the Portion Used Usingproportionatelysmaller amounts is usually more likely to be fair Amount: this is an element that many guidelines give bad advice about. A use is usually more in favor of fair use if it uses a smaller amount of the source work, and usually more likely to weigh against fair use if it uses a larger amount. But the amount is proportional! So a quote of 250 words from a 300-word poem might be less fair than a quote of 250 words from a many-thousand-word article. Because the other factors also all come into play, sometimes you can legitimately use almost all (or even all) of a source work, and still be making a fair use. But less is always more likely to be fair. Substantiality: this element asks, fundamentally, whether you are using something from the "heart" of the work (less fair), or whether what you are borrowing is more peripheral (and more fair). It's fairly easily understood in some contexts: borrowing the melodic "hook" of a song is borrowing the "heart" - even if it's a small part of the song. In many contexts, however, it can be much less clear. Borrowings from the heart of a work are usually less likely to be fair than borrowings of peripheral elements 4. Effect of the Use on the Potential Market For or Value Of the Source Work This factor is truly challenging - it asks users to become amateur economists, analyzing existing and potential future markets for a work, and predicting the effect a proposed use will have on those markets. But it can be thought of more simply: is the use in question substituting for a sale the source’s owner would otherwise make - either to the person making the proposed use, or to others? Generally speaking, where markets exist or are actually developing, courts tend to favor them quite a bit. Nevertheless, it is possible for a use to be fair even when it causes market harm. The "Fifth Factor" - Transformative Use Transformative use is a relatively new addition to fair use law, having been first raised in a Supreme Court decision in 1994. (Campbell v. Acuff-Rose Music, 510 U.S. 569 (1994.) A derivative work is transformative if it uses a source work in completely new or unexpected ways. Importantly, a work may be transformative, and thus a fair use, even when all four of the statutory factors would traditionally weigh against fair use! Parody: Parody is one of the most clearly identified transformative uses, but any use of a source work that criticizes or comments on the source may be transformative in similar ways. Legal analysis about this kind of transformative use often engages with free speech issues. New Technologies: Courts have sometimes found copies made as part of the production of new technologies to be transformative uses. One very concrete example has to do with image search engines: search companies make copies of images to make them searchable, and show those copies to people as part of the search results. Courts found that those thumbnail images were a transformative use because the copies were being made for the transformative purpose of search indexing, rather than simple viewing. Other Transformative Uses: Because transformative use is a relatively new part of copyright law, it is still developing. Many commentators suggest that audio and video mixes and remixes are examples of transformative works, as well as other kinds of works that use existing content to do unexpected and new things. There is a lot of room for argument and interpretation in transformative use!
- Show this live in Blackboard and talk a little about some of the features. Also, from my experience on the LMS Governance Board, how some of these features are not really being used to their full potential. It’s not necessary to know how to use ALL of these tools. Work with an EC ID to determine what to include AND to figure out proper support for you AND students.
- Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors’ perceptions of instructor presence in online learning environments. International Review of Research in Open & Distance Learning, 17(4), 82-103. Research indicates that how an instructor establishes their presence in an online environment can have important implications on students’ overall learning experience. Results of an online survey revealed that students felt instructor presence was an important aspect of online learning, as they wanted available instructors that were willing to provide timely feedback, listen to concerns, and guide them through learning tasks. As far as COI, researchers conceptualized instructor presence as occurring at the intersection of teaching presence and social presence.
- Per the creators of the idea… (Garrison, Anderson, & Archer, 2000) “The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements – social, cognitive and teaching presence. Social Presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009) Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001). Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).”
- Post-mortem on course
- Do a post-mortem on the course. An even better idea is to do periodic check-ins with your class during the semester to see how things are going. An example of how we do it in COM is with the Student Curricular Board. It’s important to have students evaluate MORE than just the course and instructor – some specific questions about ease-of use of the course itself can be very eye-opening. Talk about focus groups I did with COM when redesigning the courses. Max introduces Gabriela
- Gabriela begins
- Gabriela begins
- Blackboard Essentials component is faculty will gain access to GEN Ed template "dummy" blackboard site that will include BB development videos and essential components of effective BB construction (i.e.sample quizzes, assignments with instructions, announcements, and discussion board set-up, etc).