Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses

In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14

1. Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses St. Mary’s University of Minnesota September 19, 2014

2. Jason Rhode, Ph.D. Director Faculty Development and Instructional Design Center Northern Illinois University jasonrhode.com [email protected] @ jrhode

3. Our Roadmap… Photo credit: CC BY flickr.com /photos/ jfxie /6448173183

4. Tenets of Flipping

5. Traditional Education Transfer In class the easy part Outside class the hard part Assimilation

6. Flipped Education Transfer Outside class the easy part In class the hard part Assimilation

7. Using technology in a new way to maximize deep learning

8. Interaction = key to deep learning experiences

9. Interaction Components

10. Interaction Matrix Meaningful & Memorable Learning F ormal Interaction Informal Interaction CC BY Jason Rhode

11. Students Value Interaction Photo credit: NIU Image Library, Media Services

12. Collaborative Learning

13. Informal Learning

14. Teaching Naked (Bowen, 2012) Harnessing technology outside the classroom so more meaningful interactions can take place inside the classroom Photo credit: NIU Image Library, Media Services

15. Technology in Teaching

16. “Technology is a technique, not a strategy” - Bowen

17. Technology as a Tool If the only tool you have is a hammer, you tend to see every problem as a nail. – Abraham Maslow Photo credit: CC BY flickr.com/photos/jrhode/4632887921

18. Trends in Technology & Pedagogy http:// www.nmc.org /publications/2014-horizon-report-higher-ed

19. 19 Warburton’ s 3D Matrix http:// warburton.typepad.com / liquidlearning /2007/11/what-is-the- bes.html

20. 20 Warburton’ s 3D Matrix http:// warburton.typepad.com / liquidlearning /2007/11/what-is-the- bes.html Formal Informal Isolated Social Passive Active

21. Shift Toward Online Learning Face-2-Face Online Diagram adapted from Rodney Murray’s, http :// youtu.be /_yn7tIE5S_c Classroom Supported Online Learning Hybrid o r Blended Learning Fully Online Learning Technology Enhanced Learning Classroom Learning 30% online 8 0% online Flipping…

22. What it means to “flip” online?

23. Synchronous vs Asynchronous Learning

24. Connected Learning

25. Increasing Pedagogical Richness http://www2.warwick.ac.uk/services/ ldc /resource/ eguides /pedagogies

26. What makes a quality online learning experience?

27. ..begins with course design

28. What constitutes quality online?

29. Baseline Standards a Must

30. Variety of Quality Definitions

31. HLC Expects Quality

32. Blackboard Catalyst Program The Blackboard Catalyst Award Program honors those who push the boundaries of their educational programs and technology in order to delivery innovative and effective learning experiences.

33. Catalyst Award Categories exciting and innovative courses that represent the very best in technology and learning individuals and/or institutions that successfully increased levels of student engagement or retention t hose who support and enhance faculty and professional development skills those that think outside the box in such areas related to teaching and learning practices, online program management, etc.

34. Exemplary Course Program Blackboard.com / ecp

35. Exemplary Course Program Rubric Developed based on research and best practices, used for evaluating in four areas: Course Design , Interaction & Collaboration , Assessment , and Learner Support

36. Exemplary Course Program Rubric j.mp /bbecprubric14

37. Course Design Elements of instructional design, including aspects including: Structure of the course Learning objectives Organization of content Instructional strategies

38. Interaction & Collaboration Interaction : communication between and among learners and instructors, synchronously or asynchronously Collaboration : subset of interaction, referring specifically to those activities in which groups are working interdependently toward a shared result Learning Community = sense of belonging to a group, rather than each student studying independently

39. Assessment Assessment focusing on instructional activities designed to measure progress towards learning outcomes , provide feedback to students and instructor, and/or enable grade assignment

40. Learner Support Learner Support addresses the support resources made available to students taking the course. Resources may be accessible within or external to the course environment. Specifically, learner support resources address a variety of student services.

41. Major Areas & Sub-Categories Goals & Objectives Content Presentation Learner Engagement Technology Use Communication Strategies Development of Learning Community Interaction Logistics Expectations Assessment Design Self-assessment Orientation to Course and LMS Supportive Software Plug-ins Instructor Role and Information Policies & Support Accessibility Accommodations Feedback

42. Sample Online Course

43. E xemplary Course Award Instructional Media and Technology – more info at jasonrhode.com /ett510exemplarycourse

44. Example Attributes to be Shared Goals & Objectives Content Presentation Learner Engagement Technology Use Communication Strategies Development of Learning Community Interaction Logistics Expectations Assessment Design Self-assessment Orientation to Course and LMS Supportive Software Plug-ins Instructor Role and Information Policies & Support Accessibility Accommodations Feedback

45. Welcome – Start Here

46. Goals and Objectives Easily Located

47. Goals and Objectives Available in a Multiple Areas

48. Content Available or “Chunked” in Manageable Segments

49. Consistent Unit Structure

50. Navigation Intuitive Info needed at beginning of the course Course news and updates Social connections for building sense of community Course content, activities, and assessments Interaction Reflection, feedback, & self-paced assistance Collaboration in group

51. Content Flows in Logical Progression

52. Content Presented in Variety of Appropriate Mechanisms

53. Content Enhanced with Visual & Auditory Elements

54. Content Maxim “Do what you do best and link to the rest. ” – Jeff Jarvis

55. Guidance for Learners to Work with Content

56. Tools Available in LMS to Engage Students with Course Content

57. Wide Variety of Delivery Media Incorporated into the Course

58. Effort Made to Use Low-Cost or No-Cost Materials When Available

59. Plentiful Opportunities for Synchronous and/or Asynchronous Interaction

60. Asynchronous Communication Promotes Critical Reflection

61. Asynchronous Communication Promotes Critical Reflection

62. Synchronous Communication Activities, Real-Time Interactions

63. Communication Activities Designed to Help Build Sense of Community

64. Student-to-Student Interactions Required

65. Collaboration Activities Reinforce Learning Outcomes

66. Guidelines Explaining Required Levels of Participation

67. Rubric or Equivalent Grading Document is Included

68. Instructor Actively Participates, Including Providing Feedback

69. Instructor Uses Communication Tools to Provide Course Updates

70. Instructions Written Clearly and with Sufficient Detail

71. Assessment Activities Occur Frequently Throughout Course

72. Multiple Types of Assessments are Used

73. Opportunities for Self-assessment Provided

74. Contact Information for Instructor Easy to Find

75. Links to Institutional Policies

76. Course Materials are Accessible Transcript provided for videos YouTube videos captioned

77. Supportive Mechanisms for Learners with Disabilities

78. Learners Have Opportunity to Give Feedback on Course Design

79. View Exemplary Course Tours j.mp /bbecptours13

80. ECP Winners Gallery e cpgallery.coursesites.com

81. Volunteer to Review Explore in-depth a variety of different online courses and get ideas and inspiration for your own online courses Apply lessons learned from the Exemplary Course Rubric to your own courses or those you are helping to develop Share your knowledge and experience with others by providing feedback on their course designs Gain professional development experience and recognition for your accomplishments and participation in the program

82. Access Sample Shared Course jrho.de /ett510ecp

83. Submitting Your Course Blackboard.com / ecp

84. …realized through online teaching

85. Developing Online Learning Community

86. Tips from St. Mary’s Faculty facultyfocus.com /articles/online-education/building-community-creating-relevance-online-classroom /

87. Tips from Bowen (2012) Establish in the syllabus how you will communicate Limit the forms of communication Create a schedule for yourself, follow through for the entire semester, then re-evaluate It is ok to employ multiple methods of communication, but be clear and consistent Consider how students will communicate with each other outside of class

88. Photo Credit: CC BY flickr.com /photos/ stephen_downes / 252157734 Groups vs. Networks

89. Idea: News via Text Message Remind.com

90. Idea: Twitter Chat

91. Idea: Instagram # ETRAeyespy

92. slides : resources : conversations j asonrhode.com /smumn14 @ jrhode [email protected]