Posts filed under 'Teaching and Learning'
People often talk about the difference between college and university, mainly discussing the difference in hands-on learning. After years of student and work experience at the university level, I have had the opportunity as an Instructional Designer in the CTL to see firsthand what Mohawk is doing right. This doesn’t mean that universities aren’t doing great things because they are! It’s just exciting to see these principles executed in the college environment with a high degree of competency.
You Learn We Grow
Authentic Learning Experiences
Authentic experience is dynamic and engages multiple senses as it “aims to demonstrate the knowledge and skill within a real setting and allow the learner to make connections between the school setting and the demands of the broader communities” (Mantei & Kervin, 2009, p. 4). The balance between applied theoretical and applied learning varies from program to program with some having significantly more ‘hands-on’ and other more ‘theory.’ While theory plays an integral role in student learning, the combination of theory and authentic learning experiences provides a unique opportunity for learning, understanding, and application.
The Educational Support Program
The Educational Support Program (ESP) here at Mohawk is a prime example of the perfect blending of theory and authentic learning. Years ago, the program was mainly theory based, as are a lot of institutional programs. For example, my undergraduate teaching and education program was mainly theory based with placements until the later years. While theory and in-class learning still play a critical role in student learning, in the ESP, the students are carefully and methodically scaffolded into community placements starting in semester one. Karen Falls, a professor for the ESP, shares that students in semester one are paired with CICE students (great co-blending of programs if I might add) to experience educational support in an authentic, yet secure environment. This provides instructors with the ability to able to pop in and out and provide guidance along the way. In the next three semesters, the students experience three different types of placements in the community. They must work in an elementary school classroom, a high-school classroom, and a specialized classroom, which all offer unique experiences to develop their ES skill-set.
A Rich Student Experience
This opportunity aligns well with Jonassen, Mayes, and McAleese (1992) learning continuum where students’ experience unique introductory, advanced and expert learning phases (as cited in Keppell et al., 2002, p. 2). The students in ESP experience introductory learning through classroom learning, advanced learning through first semester CICE preparatory placement, and expert learning through authentic community placements. Combined, the theory matched with the authentic learning opportunities provide for a rich student experience that equally prepares them for the workforce.
Here are Mohawk, we strive to be great and FutureReady. The ESP, and many other programs here, do just that as our graduates are ripe with experience when they leave the college doors.
Alp, A. (2013). How to successful integrate technology into the 21st century classroom – part 1: Web tools. Retrieved from http://aysinalp.edublogs.org/about/
Keppell, M., Kan, K., Messer, L. B., & Bione, H. (2002). Proceedings from ASCILITE 2002: Authentic learning interactions: Myth or reality? Auckland: New Zealand.
Mantei, J. & Kervin, L. K. (2009). Proceedings from National Conference for Teachers of English and Literacy: “Authentic” learning experiences: what does this mean and where is the literacy learning? Hobart, Tasmania: Australia.
Lauren Soluk - Centre for Teaching and Learning
September 25th, 2014
Another September and a new academic year begins. A good time to revisit some ways to make that first class effective.
Incorporating the objectives listed in this article from Carnegie Melon University are a sure way to start the class off on the right foot.
The first class meeting should serve at least two basic purposes:
• To clarify all reasonable questions students might have relative to the course objectives, as well as your expectations for their performance in class. As students leave the first meeting, they should believe in your competence to teach the course, be able to predict the nature of your instruction, and know what you will require of them.
• To give you an understanding of who is taking your course and what their expectations are.
These two basic purposes expand into a set of eight concrete objectives:
1. Orchestrate positive first impressions
2. Introduce yourself effectively
3. Clarify learning objectives and expectations
4. Help students learn about each other
5. Set the tone for the course
6. Collect baseline data on students’ knowledge and motivation
7. Whet students’ appetite for course content
8. Inform students of course requirements
To read more about each of the eight concrete objectives, click here.
What are your strategies for that first day?
September 2nd, 2014
In the third of her blog posts on Enabling Virtual Learners by Design Jennifer Hofmann expands on the subject of collaboration in online learning, and how we can make online learning a collaborative experience.
“The Learning & Development community has realized that simply using technology to create training isn’t enough. Instead, we need to design virtual and blended programs that encourage participants to collaborate. That’s all well and good, but what is online collaboration really? Why is it important? How do we achieve it? “
In try to answer this question, she identifies a clear goal for online collaboration.
“When collaborating online, using asynchronous and synchronous online tools, participant groups should be able to get results (solve problems, create project plans, design projects, and so forth) that are better than the results they would have gotten working individually.
Participants can collaborate and help one another reach learning goals in a variety of ways, both synchronous and asynchronous. They provide feedback, answer questions, and work as a distributed group.”
Fundamentally, Hoffman states, we want participants to collaborate for two reasons:
Collaboration to achieve participant engagement.
- Using collaboration to encourage participants to learn is always necessary. When participants know that they’ll need to be able demonstrate what they’ve learned, they tend to stay more engaged. Interaction must include collaborative exercises that ask participants to do more than simply click on a poll answer or raise a hand.
Collaboration to support learning outcomes.
- Although all programs should offer some of level of collaboration in order to keep participants engaged, you also may need to create collaborative exercises that support the actual learning goals. This is necessary because online programs often focus on teaching people collaborative skills, such as project management, team building, problem solving and interpersonal skills. These skills are performed in a collaborative social context, so interactions and exercises need to be designed to support the ultimate collaborative goal.
Three Levels of Collaboration
Hoffman identifies three levels of collaboration: Cooperation, Coordination, and True Collaboration.
Exercises that are cooperative in nature largely support individual learning goals, and participants tend to be concerned with the results of their personal assessments. If participants are asked to provide feedback or help someone else, they will–as long as it doesn’t affect their personal performance.
Coordination occurs when participants start to work together as a group to achieve a common goal. They plan and assign tasks, create deadlines, and deliver a common product (presentation, report, set of answers, and so forth). Although individuals are still concerned with their own performance and assessment, they’re willing to work with a group when it supports their personal goals. If one group member starts to fall behind or fails to support the overall group effort, individuals within that group may decide to strike out on their own to ensure personal success.
When the success of the group is paramount and all individuals must contribute to that success, you have true collaboration. No group member can be left behind and everyone within the group will do whatever it takes to reach the common goal. This is a very altruistic form of interaction and strongly supports collaboration as a learning outcome.
Collaborative approaches are learner-centered and support the concept that learning is a process rather than an event. There is a hope that once participants become accustomed to collaborating, online, they may start to incorporate more collaborative techniques into their daily interactions. It’s conceivable that participants in online programs may continue to assist each other long after the initial learning experience; ultimately, creating a learning community.
The full blog post with examples of each can be found HERE.
August 26th, 2014
It’s springtime, and college faculty’s naturally turn to thoughts of… PD.
In her Faculty Focus Blog Maryellen Weimer discusses the effectiveness of PD activities and workshops and how we can do better.
The research we looked at then did not give workshops very high marks. If teachers changed, they did so right after the event, but soon reverted to their old ways of doing things
A lot of workshops (mine included) have a kind of revival service feel to them. The faculty who are there care deeply about teaching; those who need to be revived don’t usually show up. So, the audience isn’t all that difficult to convert. If you’ve got an idea they think might be good, especially if it addresses a problem that concerns them, they write it down or key it in, often nodding with gusto and then following up with questions on the details. Give them five or six concrete ideas and they become true believers, whole new teachers who leave the session determined to lead new and better lives in the classroom. But it’s the staying power of workshop experiences that give me pause.
She suggests faculty take time for reflection, to “interrogate their practices” and ask “How?” “What?” and “Why?” questions. For some, that can happen in an organized workshop, but…
there are some of us who just don’t learn very well in those kinds of settings. Give me a quiet space, some good articles, time to write, and a chance to share ideas with my best colleagues—I’ll opt for that almost every time.
So; how ever you want to do it; find some time to think, to question, and to rejuvenate.
Read the full article at: http://www.facultyfocus.com/articles/teaching-professor-blog/making-professional-development-days/#sthash.P9h3O6A1.dpuf
Leslie Marshall ~ CTL
May 21st, 2014
Members of your ePortfolio teams were lucky enough to attend McMaster’s day-long exploration of its Learning Portfolio initiative. There were many interesting aspects – a panel of faculty, spotlight on how it used out of the Student Success office, panel of employers, and a student showcase. I think capturing the experiences will take two posts. For this first one, I will concentrate on connections to Mohawk’s ePortfolio project from the keynote speaker, Dr. Randy Bass, an impressive educator and scholar from Georgetown University. I will lay out a few of his interesting statements and pose some questions. Let’s start a conversation around his spotlights by using the “Comments” section.
New division of labor: How computers are creating the next job market posits that there will be three kinds of work in the future:
1. solving unstructured problems
2. working with new information
3. carrying out non-routine, manual tasks
Meeting current vocational standards likely prepares students for the third type of work. However, to meet the first two kinds of work will require the skills better aligned to our Institutional Learning Outcomes. Do you agree that the ILOs appear to be a better embodiment of attributes and skills required to meet the unknown careers of the future or are there other initiatives that capture the future better? Perhaps an even better question might pose, what kind of education is required for these conditions?
Dr. Bass also challenged that the real tension in teaching and learning today is not f2f versus online, but integration versus disintegration. Stopping to consider how many companies and people are now in the “learning business” drove this idea. Consider the number of companies promising to improve retention, boost engagement, and solidify satisfaction. Most of them did not exist a few, short years ago; the “learning business” was primarily in the hands of educators.
DISINTEGRATIVE = granular; measurable e.g. outcomes, competencies
INTEGRATIVE = holistic and coherent
Dr. Bass and his like-minded colleagues see definite changes and challenges when the locus of knowledge moves from disintegrative to integrative. The locus moves from skills, abilities, and competencies to those of dispositions and character traits such as empathy, grit | resilience, curiosity, risk taking. What likely jumps out is that these dispositions or character traits cannot be taught as skill can. Instead, opportunities need to be provided that cultivate character and grow these positive dispositions. How do you see this changing how we educate our students? If this move of the locus of knowledge is more than a positive hypothesis, what things need to happen within our educational structures?
I promise part two post on our eP Day will include information actually on ePortfolios! There was a plethora of wonderful, eP-specific information shared among the panels and participants.
March 31st, 2014
A small, but mighty contingent of Mohawk educators - including support staff, administration, and faculty attended this fourth annual conference. From across the country, contributors to K-12 and post-secondary education met to:
“Unlock technology to enrich and personalize learning. Reform your organization as part of a progressive ecosystem to nurture engaged students and catalyze innovation.
At this unique forum, obtain strategic insights from education leaders on how to improve student achievements with meaningful use of technology. Acquire cost-effective deployment solutions and incorporate sound pedagogical practices into your curriculum design and delivery.
Benefit from first-hand experience to implement blended, mobile, and BYOD initiatives at your institution and classes. Empower educators with practical tools and techniques to prepare your students for the 21st century knowledge economy.
Improve engagement, maximize learning outcomes and increase retention. Capitalize on emerging innovations to make a dramatic difference to the quality of your education. Adapt to the new paradigm and strive for excellence”
~ Source: Conference site
I thought I would start by adding my Glog or interactive poster that can act as a springboard to more conversation and community building. I am hopeful other attendees will add their takeaways and Mohawk’s community will pose questions and comments.
Here’s my GLOG!
March 10th, 2014
If you are creating online videos or doing lecture capture the following may give you pause.
Philip Guo, an assistant professor of Computer Science at the University of Rochester, recently published preliminary findings on research he is doing for edX, a major MOOC provider.
Guo reports two finding on video usage in online courses.
First: the attention span for a video lecture is shorter than for a face-to-face class; “the optimum video length is 6 minutes or shorter”
Second: while the average viewing time maxes out a 6 minutes, if the video is longer than 12 minutes the average time spent watching goes down.
For a 30-40 minute video, the average viewing time is 3 minutes or 10% or less of the content.
It’s not hard to imagine someone watching an online video for a few minutes and then moving the cursor to the bottom to see where that progress line is. If it’s past half way, they are likely to watch it to the end, if it’s still close to the left edge, they may give up then and there.
Short videos keep students engaged and may also give them an incentive to use short windows of time that might be available; in breaks between classes. for example; to watch when they couldn’t commit to watching a longer video.
As Guo writes “The take-home message for instructors is that, to maximize student engagement, they should work with instructional designers and video producers to break up their lectures into small, bite-sized pieces.”
February 6th, 2014
For a new year and a new term; a perfect answer to an age-old question.
Did I Miss Anything?
by Tom Wayman
From: The Astonishing Weight of the Dead. Vancouver: Polestar, 1994.
Question frequently asked by
students after missing a class
Nothing. When we realized you weren’t here
we sat with our hands folded on our desks
in silence, for the full two hours
Everything. I gave an exam worth
40 per cent of the grade for this term
and assigned some reading due today
on which I’m about to hand out a quiz
worth 50 per cent
Nothing. None of the content of this course
has value or meaning
Take as many days off as you like:
any activities we undertake as a class
I assure you will not matter either to you or me
and are without purpose
Everything. A few minutes after we began last time
a shaft of light descended and an angel
or other heavenly being appeared
and revealed to us what each woman or man must do
to attain divine wisdom in this life and
This is the last time the class will meet
before we disperse to bring this good news to all people
Nothing. When you are not present
how could something significant occur?
Everything. Contained in this classroom
is a microcosm of human existence
assembled for you to query and examine and ponder
This is not the only place such an opportunity has been
but it was one place
And you weren’t here
January 1st, 2014
It will soon be time of the semester again when the results of Student Feedback on Teaching Surveys will be coming out. Most faculty, no matter how long they have been teaching or how confident they are of their abilities dread them; few, if any, look forward to them with enthusiasm. So how can you read them and use them constructively?
Seems fairly obvious, but what teacher has not been tempted to not read student feedback sometime? We don’t want to read negative things about ourselves; who does? But you have to start by reading them, and not just a casual glance through them.
They will provide useful information to improve your teaching practice. Keep that in mind and start positive.
Put Them Aside
Negative comments sting, exuberant praise makes us elated (and those who leave comments are most likely to be those who hate you or love you as a teacher). You need, in the words of Kipling to “…meet with Triumph and Disaster and treat those two imposters just the same.” The best way to do that is to give yourself some distance; go for a walk, a coffee or an ice cream and come back to them later. If you can leave them for a day or two or a week, so much the better, and you can then come back to them in a more objective frame of mind.
Look for Trends and Outliers
What are the general trends in the feedback? Identify categories that they fall into; they might be related to the course structure, assessment strategies or with the teaching style. What are the positives? What are things that work well that can be used to strengthen the areas that are weaker?
Look at the outliers. It’s tempting when overall data and comments are positive to ignore the outliers, but they do provide useful information. Perhaps your teaching style is not meeting the needs of all students’ learning styles, perhaps you need to be clearer in managing student expectations. Do you have underlying assumptions about your students that are no longer true about all of them?
Use the questions in the Student Feedback survey to plan changes to your course. Not to ‘teach to the test’ or skew the course top get better ratings, but use them as a checklist for course design and teaching. For example: could you make it more explicit how the course connects to job requirements? Can you build in more opportunities for active participation?
Close the Loop
Record what you plan to do; not just to respond to specific issues that have been raised; but to improve your course and your teaching, because we can all always improve.
Links for further ideas on Interpreting student evaluations
December 5th, 2013
Welcome back for another great semester at Mohawk!
As you put the finishing touches on your courses for Fall 2013, here’s a reminder of a few, new, cool tools brought to you by your CTL.
VoiceThread: Conversations in the Cloud
This newly integrated tool can boost engagement in discussions by allowing students to contribute using a variety of media. You and your students can also use it to showcase course material in a different format. Check it out!
Although not new, it continues to improve its integration with eLearn@Mohawk. Build and share your rubrics and comment sets to make feedback and assessment more seamless. Your colleagues are already making great use of comment sets - Language Studies instructors created and shared their own unique set. Students will receive comprehensive and consistent feedback and assessment and instructors will shave time!
Click on the graphic for the full lowdown.
Respondus Lockdown Browser
This is a customized browser that increases the security of online testing in eLearn. You as an Instructor can choose to require students to use the LockDown Browser when taking your quizzes. When students use LockDown Browser during a quiz, they are unable to print, copy, go to another URL, or access other applications until the quiz is submitted. Read more about it!
WISC Online Gamebuilder
Contact CTL to access this tool to change up your activities for diagnostic and formative assessment. There are a number of game templates to add more interest to quiz material. Here’s just one example:
This free tool is another great way to reinforce understanding of basic course concepts. Rather than a quiz on terminology, try Quizlet’s options. Your CTL has the paid version in case you want to use images and other affordances. Contact your Instructional Technologist. Here’s academic integrity terminology turned into a Scatter game: Play now!
Had issues loading large, homemade video to eLearn@Mohawk? We have the solution - Kaltura. The new Kaltura/eLearn integration allows you to easily upload large video files directly within eLearn to the Kaltura system, and easily publish and stream videos in eLearn courses.In addition, Kaltura allows you to easily create original recordings using your webcam, and integrate them in to your courses. Access the Info Sheet here.
There are many more interesting things afoot in CTL (Fennell A227). Make sure to check in with your eLearning contact for the latest and greatest teaching tools and learning support.
August 26th, 2013