A Flipped Classroom

Created by Knewton and Column Five Media

How much do we know about our environment?

I keep reading data and findings in the educational field in books and on websites, but somehow I feel that a strong connection between the findings and the changes in education system is lacking. Researchers, practitioners and policy makers should work collaboratively making use of relevant, useful research in improving the education system as a whole.

When I was doing my M.Sc. in Environment and ecology, I had to prepare a research project for the final semester. I was looking for a relevant topic. I happened to visit Centre for Science and Environment located in New Delhi, where I watched a short documentary on sewage and its disposal, which is now available on youtube(http://www.youtube.com/watch?v=1bEZgcGdeZ4). When people were asked the simple questions such as where does drinking water comes from and what happens to the sewage, many of them couldn't answer!

Rather than thinking on the topic the film was made for, I started thinking- how much do our students really know about the environment despite of studying various chapters on Environmental issues in the science books. Thus, I decided to do research on the topic ’Environmental Awareness among high school students’. What I found was that 40 % of the high school students couldn’t answer the simple questions related to the environmental issues because whatever they read was just the bookish knowledge and that was only for answering questions in exams.

 I showed my findings to the principal of the school I was working in. She immediately made an action plan for the next academic year so as to enhance the environmental awareness among the students. The plan included activities such as debates, dramas, tree planting, annual quiz, showing documentary films and demonstrations for students throughout the year.

Thus, my research findings helped in effective restructuring of the instructional methods in environmental science

Game mechanics

Gamigication.org defines game mechanics as the building blocks that can be applied and combined to gamify any non-game context. The purpose of a game mechanic is to present interactivity in a game so that it guides the player towards a fun experience. Game mechanics are more about specifying what there is in the game, how everything behaves, and how the player can interact with the game. Game mechanics are about helping players discover the need of being involved in the game itself. They shouldn’t alone be fun, instead, they should have enough fun to get players to stick with the process and find it useful. Using game mechanics effectively is very important in a game design process.

Some game mechanics have been used for centuries (money, points), whereas  others are relatively new such as feedback loops, virtual gifts and money, loyalty programs and leaderboards. Even in the simple game design mechanics that are technically complex. Some of the simplest games mechanics have been discussed by Greg Siering Indiana University, Bloomington. : http://citl.indiana.edu/news/newsStories/dir-mar2012.php

Another important thing to note here is that game mechanics controls the player’s experience by ‘removing some alternatives and emphasizing others.’ Game mechanics must be placed in opposition to one another to include the element of interactivity in a game. The game using only one mechanic presents no interactivity and no choices. The game mechanics should be woven much like the legs of a tripod, creating a space for interactivity so that players can operate within the game. Will Wright calls it a possibility space which is ‘the sum of all the potential gameplay experiences, sort of the wave function of game design.’ There are several game mechanics (as many as 300) and all games use mechanics. Game designers use different theories and styles to select the mechanics those are ultimately important to the game and to have a fun and engaging experience.

Take a look at Samsung Nation’s website(you need not log in or become a member!) using what different game mechanics to solve Samsung's business problem and bring more visitors to the site. The site was developed with so that consumers can interact with their products and write product reviews to register products that they've already bought. The website uses game mechanics like leaderboards and badges to reward achievements. The whole idea to encourage consumers to buy more products.

Instructor's role in an online class

Elearning

Elearning struggles with high drop out rates. The concept of anytime/anywhere learning often becomes never/nowhere. As many corporations and schools have discovered, the online medium, while still dealing with issues similar to classrooms, faces unacceptable rates of drop outs and failures.

In order to improve student completion rates, organizations have several options: 

(a) Design better learning resources, 

(b) Improve teacher's/facilitator's skills, 

(c) Improve student's capacity to learn through preparation for online learning.

This article focuses on the final point: preparing students for elearning. It is important to note, however, that many of the skills and habits listed here are applicable to any classroom. The divide between classrooms and online is sometimes artificial, and no where is this more true than in student preparation.

Preparation Ecosystem

• Environment -- students need a certain environment (PC, connection, software) and some preparation needs to be done to make sure that the student has that.
• Tech skills -- students need to know something about how to use whatever learning system exists. there has to be a way to impart this knowledge.
• Subject matter skills -- students need to have some pre-requisite knowledge in the discipline to take the course.
• Study skills -- students need to have the discipline and learning skills to benefit from the course. 
• Support -- when students run into problems with any of these there has to be a mechanism to a) find out and b) help them through it.
• Content - designed for interaction - to keep students engaged -page clicking won't necessarily motivate students
• Learner - Disciplined, motivated to learn, has a need for learning, self-directed
• Instructor - aware of students needs/concerns and involvement levels, attempts to draw students in to discussions early, organized schedule, provides resources for learners in need of additional learning (remedial)
• Technology - should play a servant role. Tools should be selected that involve learners and help them to connect with each other/content/instructor. For example chat, discussion questions, voice over IP are useful for connecting students and can be seen as student-centered technologies
• Organization - focused on learning, time and resources made available, learners supported (through help desks etc.)

Many of these areas are outside of the instructors influence, but still need to be considered or if an area is weak (i.e. limited organizational support), other areas may have to play a more prominent role to ensure learners are prepared and succeed.

Transitional support is critical for classroom to online shifts. Instructors need to provide a transition process. Students expect similar levels of support and direction (as they have in classrooms), and suddenly find themselves in an exploratory environment - a disorienting experience. (Is this a reason for the high drop out rates we have in elearning?) For example, one participant stated, ‘I currently have a group of students, and during a recent feedback request, the responses were heavily centered on "I need an instructor to tell me what to do/think/know". Usually, with most courses I've taught online, the number one concern relates to the changed role of the instructor in relation to student activity - e.g. - the instructor allows students to explore content...rather than giving the answer.’ This is not an issue only in online environments - anyone who takes a similar approach (exploratory learning) in a classroom has the same student responses.

 In a classroom, however, an instructor can still give the answers when students are frustrated with the ambiguity of exploration. Learning online, on the other hand, forces students to explore - putting them at the center of the learning experience.

I should expand my statement in a classroom, during a lecture session students can ask and receive clarification immediately. This obviously isn't the only time learning happens, after all, much of the students time is spent reviewing notes and reading texts outside of the classroom lecture. If classroom students have questions outside of the lecture, they actually have less access to an instructor than do online learners (unless the instructor has an email/discussion forum or chat sessions scheduled).

Online, students do not receive information in lecture format. Information is acquired through exploration, so an instructor is often not present at the time the question arises.  As such the student may have to contact the instructor via email to have questions answered - which is not as rapid as asking an instructor a question during a lecture.

Students online can still receive answers to "ambiguity of exploration", but there may be a time delay versus a student in a classroom lecture (though, as stated above - the time in lecture is a small part of the classroom learning process - students online actually have greater access to instructors the rest of the time).

Preparing Students for Elearning

The type of learning, formal or informal, impacts student preparation. Often, formal elearning (online course) tend to create preparation resources that help students to "take a course" (versus learning). This may perpetuate continued dependence on the instructor or course as the "source" of knowledge. Informal learning is learning that occurs independently and often without direction. Few resources are available to prepare for this type of learning.


The instructor should realize and account for the student experience...ways to address it: offering simple assessments on computer skills needed...introductions at the start of a course (let students post pictures - make it personal), offer links to student resources (including remedial), provide clear schedules, have scheduled instant messaging/chat times, etc.
Student's learning styles will obviously impact their success online. Students may benefit from understanding their own learning style by completing and online questionnaire.
 
Successful preparation for online learning is not significantly different from classroom preparation. As with any new concept, however, it is important for an instructor to communicate how existing practices integrate with a new concept (in this case, learning online).

Consider the following, 

(a) Amount of time to be devoted (usually 10-15 hours per week), 

(b) Degree of interaction required (and tools used), 

(c) Emphasis on self-motivation, 

(d) The use of an instructor (and therefore preparation related to that), 

(e) Entrance Requirements,

 (f) A 'classroom', 

(g)Time-dependency

These may be accurate requirements (and important information) for learning online, but the emphasis is not explicitly on learning - it is how to function effectively according to the manner in which the course is designed. Informal learning (like listservs, Internet searches, or even this "noncourse") have few restrictions and allow learners to perform at their own level of need.

Regardless of the formality of online learning, basic computer and Internet skill, decent connection are a must. These are, however, foundational skills that must be developed in students before learning can occur. They may not be included in every course, but remedial resources should always be listed to direct students to additional help.

Role of the Student

Student preparation is not exclusively the responsibility of the instructor. One of the defining traits of online learning is the increased independence of learners. Online students can contribute to successful learning/preparation through the following:
(a) Awareness - evaluate expectations, assess time needed to complete work, understand motivations/value of the learning, assess personal skills -technical and study skills, 

(b) Orientation - online, a student goes through several stages before engaging the content - the computer, internet, the virtual classroom, software, instructor and students, and finally the content. Different students will enter a course at different levels of preparedness...but in online courses, and instructor should be able to accommodate a student at any level, 

(c) Disciplined - follow course schedule and complete assignments, 

(d) Organized - schedule study time and online time to ensure all course obligations are met, (e) Self-directed - able to motivate her/himself...ask for help when needed, etc., (f) Internal or externally motivated (ie, some requirement or just because it's something that really interests them).

Role of the Instructor

Additional instructor roles are 

(a) Establish rapport with students - make them feel at ease and encourage them to participate, 

(b) Communicate constantly - regular emails, active involvement in discussion forums (but still allow private student-only forums), 

(c) Flexibility - often online learners are adults who have varying time constraints - expect it and accept it, 

(d) The instructor is the creator and curator of the online environment - levels of respect, concern for learning, etc. are all set by the instructor. An attitude that accepts failure as critical to learning is needed

It obviously helps the process if the instructor has taken an online course and knows the frustrations and headaches.

High online dropouts can be (partially) addressed through solid student-centered course design, student preparation (i.e. bringing to the student's consciousness the reality of the online experience), clearly communicated expectations (i.e. instructors), and active instructor involvement in drawing students into discussions.

Role of Learning Styles

Students have different learning styles--characteristic strengths and preferences in the ways they take in and process information. Some students tend to focus on facts, data, and algorithms; others are more comfortable with theories and mathematical models. Some respond strongly to visual forms of information, like pictures, diagrams, and schematics; others get more from verbal forms--written and spoken explanations. Some prefer to learn actively and interactively; others function more introspectively and individually...A learning style model is useful if balancing instruction on each of the model dimensions meets the learning needs of essentially all students in a class."

Tasks to Complete Before Course Start

If this is the first course you've taught online (in this environment), this is what you should do, 

(a) Identify tech support available, 

(b) Take an online course as a student, 

(c) Familiarize yourself with the tools and support available

If this is the first time you've taught this course online,

 (a) Pilot the course - with colleagues and potential students, 

(b) Prepare a "back up plan" for technology/server failure

If you are assembling (some of) the elements of an online course that you or others are going to teach, 

(a) Pilot the course - with colleagues and potential students, 

(b) Back up the course content, 

(c) Prepare or determine support mechanisms for students and instructors, 

(d) Ensure workload and assignments are reasonable, but challenging, 

(e) Verify that copyright/IP concerns have been addressed

Things you have to do for every course even if none of the above apply,

 (a) Prepare learners - send out welcome emails, 

(b) Test links, 

(c) Test assumptions about student readiness and technology access (i.e. are some students on 56k? if so, how will video work? or even complex activities?), 

(d) Plan a course initiation activity - phone conference, chat, in person...this activity should focus on connecting students with each other...and create a degree of comfort

Conclusion

High dropout rates are not a function of the online learning environment - they are a function of poor course design, lack of instructor familiarity of the environment, and learner preparation. Preparing learners to learn online is perhaps the greatest skill that we can offer. In an era of "lifelong learning", skills for acquiring knowledge play a greater role in success than do knowledge concepts (as they often cycle to obsolescence). 

Gilly Salmon’s Five Stage Model of E-learning

 Models of on-line learning are still being developed and one model presented by Gilly Salmon (2000) and describing an individual learners experience is presented here: 

STAGE	STUDENT ACTIVITIES	TUTOR ACTIVITIES
Stage 1            Access and motivation	Setting up system and accessing	Welcome and encouragement Guidance on where to find technical support
Stage 2            On-line socialization	Sending and receiving messages	Introductions Ice-breakers Ground rules Netiquette
Stage 3            Information exchange	Carrying out activities Reporting and discussing findings	Facilitate structured activities Assign roles and responsibilities Support use of learning materials Encourage discussions Summarize findings and/or outcomes
Stage 4 Knowledge construction	Conferencing Course-related discussions Critical thinking applied to subject material Making connections between models and work-based learning experiences	Facilitate open activities Facilitate the process Asking questions Encourage reflection. Tutor is very active at this stage.
Stage 5            Development.	Use of conferencing in a strategic way Integration of CMC into other forms of learning Reflection on learning processes Students become critical of the medium	Support Respond only when required Encourage reflection Tutor is less active and hands over to the students

This model can be used to identify the typical activities tutors may be involved in at different stages of the students’ learning processes. 

Here are responses to some some questions related to this model:

How could you build the first stages of Salmon's model into the online class?

Response: Salmon’s model recognizes the fact that the key issue at stage one of this model is motivation and access. An obvious approach would be to provide links for the help and FAQs as a part of announcement, so that learners get an access to the solutions for any kind of technical problems they may come across. I also plan to create a video using camtasia showing how to move on with the course, and guidance on where to find technical support. This stimulates and scaffolds constructive activity.

I wish to include an icebreaker so as to help learners move to the stage two - Online socialization.  I’d make it clear from the first day that participation from all students is expected and last minute appearance will not be appreciated. I'll explain students that participation in this kind of forum is a skill that will be useful in their community building and careers in long run. I’d make participation in discussion a part of the students’ grade. This will help learners move towards the second stage of the theory.

Are there contexts in which the model is more important than others?

Response:The model is more important in the areas like science, technology and management. The given article describes, “stage three, a form of co-operation occurs, i.e. support for each person’s goals. At stage four, course-related group discussions occur and the interaction becomes more collaborative.” In the subjects like Chemistry a few concepts can be better understood when there is an academic discourse promoting increased student engagement. It may open unprecedented opportunities for educational interactivity among learner. Moreover, first time e-learners and undergraduates may need more support from peer as compared to other learners. The role of a facilitator here is to take care of the  'social' aspect of learning and promoting ‘deeper level engagement’ among the participants.(Sherry et al. 2001; Ambrose 2001).

Are there contexts in which you would not encourage students to form social networks with each other? 

Response: Yes. I’d discourage learners  getting involved into  too much details of their personal life. This is to forestall any kind of misuse of the private information.

Are there particular students who will be challenged by encouraging social networking, and if so, how do you support them?

Response: I think international students might become a little conscious of  covert and implicit messages, and find heavy use of metaphor and reading between the lines, an issue while networking with the foreign e-moderator and fellow learners. For me, “Language should be an asset, not a liability.” My role would be to welcome shared language, metaphors, rituals and jokes. I’d adapt a flexible approach and use open grouping patterns to enhance learning outcomes for such students and provide adequate time for communication and coordinated planning.

References

Ambrose, L 2001, Learning Online Facilitation Online, Moving Online Conference II, 2-4 September, Gold Coast, Australia. http://flexiblelearning.net.au/leaders/fl_leaders/fll00/lyn_ambrose.htm

Sherry, L, Tavalin, F & Billig, SH 2001, Good Online Conversation: Building on Research to Inform Practice, Journal of Interactive Learning Research. Vol 11 (1).
http://www.webproject.org/pdf/oeri.pdf.

Salmon, Gilly.  Psychological and Group Learning Perspectives: Their relevance to e-learning. 
http://oubs.open.ac.uk/gilly

Social media in classroom

o    Which social media do you use? What do you use them for? 

o    Have you had any negative or unexpected experiences with social media? 

o    Do you think social media can be used effectively in educational or workplace settings or should it be limited or even prohibited? If so, at what grade level or circumstance? Please give specific examples about appropriate and inappropriate use of social media and look for articles to share with the class. 

We are heading towards web 3.0 where browser will be a personal assistant thus, it is absolutely essential that students grasp on the social media and other similar tools to cope up with the information technology boom. Young people are using these social media for variety of reasons-sharing good articles, music, videao and ideas. As mentioned in Beloit mindset List 2014, the facebook and similar sites are fastest means to communicate the message after text messaging. The great idea of revolution in Syria was spread through these networking sites only. This is an impressive fact that technology brought people together, and helped in information sharing, which the security apparatus failed to prevent.

But, parents and teachers have to supervise their children all the time so that technology is not misused. A report published in LA times(Nov 8, 2011)  claims that, ’The majority of teenagers who use social networking websites say their peers are mostly kind to one another online, but 88% still say they've witnessed people being mean and cruel on such sites. According to a new study, fifteen percent say they've been the target of bad behavior on social media sites.’  Young children, especially, face some issues related to privacy, inappropriate content and cyber bullying.

Researches and think tanks are repeatedly emphasizing the fact that teachers/instructors should be aware of the critical issues related to the use the social media. While the online discussion threads via  Twitter or Facebook can provide excellent opportunity to teach and, but one should never forget that the personal information posted on these websites are permanent and searchable everywhere. The profile information, pictures and video  can be accessed by anyone. As educators, we should make sure that students understand what are they writing, is public, and potential employers will be able to see any kind of negative comments or tweets.

Personally, before signing up for any kind of newsletter, or any website, I always uncheck the box-Share my information with partner websites. Many of the websites share and spread the personal information to other partner websites, that keep you sending the spam/junk. You might not even know how  your personal information is being used. Youngsters need to know ins and outs of this. The main reason is that the privacy policies of these websites/companies change often and we might not be even notified about it!

Once, I discussed these issues with my next door neighbor, Jeana, a mom of 13 years. She said that sometimes she feels helpless how to tackle these issues. She is too busy with job and other responsibilities. I have found a very useful pdf for parents: “How Does Social Networking Help Children (PDF)” Surf Net Parents. Thus, it is teachers’ responsibility to educate the learners about all privacy issues related to social media, blogs, and other similar applications.

I think children can start using any kind of social media tool only after 14-15 years because after this period they become aware of ‘metacognition’ and demonstrate ‘contextual intelligence’. They also demonstrate conventional morality (Kohlberg). So, they can be educated regarding potential risks related to social media and its overuse.

Social media can be effectively used for discussions and brainstorming with the tools such as twitter, blogs or wallwisher. The other social networking sites can be used to reach out parents, receive feedbacks and connecting with alumni group. While education is delivered electronically where students have to use computers, PDAs, tablets or other similar gadgets, there are greater chances of distraction, which may lead to time management issue and misuse of internet access.

I personally use facebook and twitter. I also have an account with linked in networking sites, which is mainly used to professional tie-ups. I use facebook to connect with friends and family. I have been blogging since 2008 and blogspot is my favorite. My experience has been good till date!

Reference:

Kohlberg, Lawrence (1981). Essays on Moral Development, Vol. I: The Philosophy of Moral Development. San Francisco, CA: Harper & Row

Building community in online course

Assignment 3: Write one paragraph in which you explain how you will design your course to build community. Write a second paragraph about how the way you will facilitate learning will help build community. Relate each to the kind of student and content you will be working with

Response:

In order to build effective community, students first need to become comfortable with responding to their classmates and instructor. I’ll give personal response to the participants’ introduction thread during the first week of my course- ABC’s of Chemistry, and help students to develop candlepower within the context of an online class. In the beginning of the course, I’ll clearly mention that the course will encourage thoughtful personal postings within the forum, and discourage “me too, I agree” contributions. I’ll include the group work and peer review to discuss topics such as periodic table and using online tools like unit converter. One way to involve students in discussion is to lead questions that encourage participants to invest in concerns held by other learners, and to share ideas and possible solutions. I think this will be helpful in writing equations and solve thermodynamic problems because these two areas are usually considered to be difficult for the students those are new to chemistry. One/two students will be assigned the role of ‘ice-breaker’ each week. They will initiate the discussion in DB on the given topic. For example, ice-breakers can initiate the discussion on how they performed the experiments in the virtual lab, due in that particular week. They can use storytelling to describe their experience also.  I’ll include role play in organic chemistry in which, students will perform the role of organic and inorganic compounds, and discuss the characteristics of each compound they are playing role of.

Students from high school are most likely to take up this course, so this course might be one of their first online asynchronous learning. The way an instructor facilitates learning helps to build community. According to Moore (2007) initial in‐person contact and a sustained group better enabled students to develop a learning community in an online environment and enable instructor to make interpersonal connection with students. When learners are a part of a group work, a common sense of responsibility exists among participants towards the assigned task and/or in group discussion. This common sense of responsibility acts as a motivational force to work as a community. Ice breakers will promote thoughtful interaction and introduce their classmates to a new procedure or concept. The ice-breakers will use candle power to tell stories about what they learnt through their experiments, helping the ones who have never done any chemistry experiment. Such intellectual discourse can effectively give students the opportunity to show that they have truly learned a concept by sharing with others their ideas. Assigning participants to moderate online discussions, engage in debates, summarize results and reflect on their postings promote interaction too. The storytelling and role play will encourage more student participation and community building, helping especially, those who learn through ‘interpersonal’ learning styles (Gardner, 1995).

References:

1. Jodi, S. (2012, May). [Online forum comment].

2. Moore, J. (2007) Web institutes. Retrieved November 4, 2008, from Sloan Consortium Web site: http://sloanconsortium.org/node/423

3. Gardner, H. (1995). How Are Kids Smart: Multiple Intelligences in the Classroom—Administrators' Version. ISBN 1-887943-03-X

Learning styles in online learning

In what ways, if at all, do you think the concept of Learning Styles can be useful to the online instructor?

I personally feel that no one approach or single presentation style maximizes learning for all students. As an instructor, one may  never know the learning styles of all the students. Thus, it is best to bring a variety in the content and expose students to multiple ways to interact with it. Try and include reading, lectures, journaling, listening to recorded podcasts or watching short screencasts.

 An online instructor should consciously choose diversified teaching material and assignments (visual, auditory, kinesthetic-depending on the class) and integrate different LS modes in classroom interaction and presentations.

I think assorted study material would enable  online learners to study smartly,  utilizing the time more productively. Sometimes minimal adjustments in teaching learning process can impart enormous improvements in students' learning and involvement. The goal of an instructor should be to equip students with the skills associated with every LS, regardless of the students' personal preferences because they will need all of those skills to function effectively.

-

Discussion-

Hi Savneet,

Very nicely stated!

But, you missed the best part. While the instructor is creating content that will integrate LS modes in the classroom, the instructor is also working on improving their own learning styles. For example, I registered an 11 in visual and almost nothing on verbal. I think that while I'm working on creating something interesting for my verbal students, it will be a fantastic opportunity for me to improve my listening skills.

Catherine

Yes, we can learn to teach only to our own learning style preferences, but to all of them, just "mixing it up".

Concept of IQ is outdated

Yes. In Frames of Mind , Gardner argued that the concept of IQ was completely outdated and that it represented largely (Western) cultural values for language and math skill. He made the point that different cultures may well value different skills, and thus consider someone "intelligent" in their cultural setting who might not be considered so in another setting. Somehow, his notion of the cultural influence on our definition of intelligence became misappropriated into the identification of intelligence by ethnicity. I can only imagine how outraged he must have been!

Multiple intelligence in an online course

In what ways, if at all, do you think the concept of Multiple Intelligences can be useful to the online instructor?

Gardner (1983) proposed the  theory of multiple intelligences , which claims that there are seven autonomous brain systems that work together in complex ways; no intelligence exists by itself. Knowledge of multiple intelligences helps instructors to find ways to enhance the interplay of all of the intelligences. This is particularly true for the online courses as well. Online instructors can use this concept to make their teaching approach more comprehensive to engage the different types of learners.

The given reading,  "Orchestrating Multiple Intelligences" emphasis the need of group work, “Students with compatible profiles (exhibiting the same patterns of strengths and weaknesses) can work together to solidify and build on strengths”. The group work should be an integrated part of an online course. Students with different intelligence can team up to compensate each other’s weak areas. 

Also, knowledge of multiple intelligence can be used to develop a more inclusive teaching environment by an instructor. The given reading advocates the creation of  ‘ rich experiences in which students with different intelligence profiles can interact with the materials and ideas using their particular combinations of strengths and weaknesses’. 

The instructional strategies and course material should be designed in such a manner that they match with the intellectual strengths of individual students. The inclusive design of an online course will provide a greater access to the curriculum for all students, helping them to excel in their learning. 

References:

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner, H. (1993). Multiple Intelligences: The theory in practice. New York: Basic Books.

Discussion:

Savneet

I agree that group projects/work that include people with multiple intelligences can compensate for other team members weaknesses.

When we did our team project last quarter, there was a natural hierarchy that ensued based on the selection of the team lead ( Don't misunderstand, our team was excellent). Do you think that those in the group who may be weak in a few areas will be overshadowed by those with strengths in the same particular areas?

How do we as instructors make sure that the "team" actually does encourage developing those weaknesses?

Lisha

 Lisha

You have raised an important issue. I think that in order to avoid any such situation, the instructor should lay an emphasis on shared responsibility rather than on individual competition. The instructor can include different interactive or non-interactive material, that requires all team members to give some kind of input/comment. There should be a division of labor among  team members. Instructor should monitor students' progress closely. Further, it is important for all team members to know the details including what will happen if the given task is not completed. Instructors should discuss the importance of distribution of the workload overtly and early on in the process of team formation. For younger learners, a teacher can even assign roles to be performed, keeping in mind the learning styles of individual learners.

----

One interesting way to give credit for group performance is to proceed to an exam or other final assessment and, then...for every student who receives a score above the cutoff you choose (say 90%), everyone in his/her group gets some bonus points. In this way, excellent group work can add to one's grade, but there is no downside risk.

If the reward is for the whole team doing well, it's a great incentive to work in groups in the future

-Jodi

Writing objectives

Assignment 2
After you have seen the critique of your paper in DB 2c, you are to submit one well written (observable) learning objective for the course you are planning to teach. Identify its level on (the new) Bloom's Taxonomy and explain why you think so. Describe the way you propose to assess the attainment of this objective and explain why. At the end, please note who served as your critique partner for this assignment.
Points to be assigned as follows:
Objective meets all four criteria listed in this week's lecture materials  0-5 points
Identification of level on Bloom's and explanation 0-3 points
Description and alignment of the assessment 0-4 points
Professional level, clear writing 0-3 points



Name of the Course-ABC’s of Chemistry

Chapter 3- Atomic number and mass number

Objective:  At the end of this chapter the students will be able to define, inter-relate and determine atomic number and mass number of an atom.
Bloom’s Taxonomy: This above stated objective falls into different categories within Bloom’s Taxonomy-Remembering (define), Understanding (interrelate) and Applying (determine). Remembering is a low level of critical thinking only in the sense that it comes first but it provides the basis for all higher cognitive activity. Only after a learner is able to recall information, is it possible to move on to the next level. Thus, defining the terms atomic number and mass number would help them retrieve the relevant knowledge from long-term memory and find the relation between atomic number and mass number (understanding). As a part of assessment, the students will also label the diagram of an atom to represent the electrons and neutrons using mass number and atomic number. This question requires students to show more in-depth understanding of the terms atomic number and mass number.

The learner at the third level, Application, solves practical problems by applying information comprehended at the previous level. Students will determine the atomic number and mass number of given atoms in the assignment. The given assessment will also help students to infer (analyze)  that, in order to calculate the number of neutrons in a given atom, both -mass number and atomic number- must be known. Analysis includes the ability to distinguish relevant information from irrelevant information. Thus, according to the Bloom’s taxonomy, they will break material into its constituent parts and determine how the parts relate to one another and to an overall structure.


Assessment: The students are required to answer the following questions. Each question is worth 2 points and a score of 8 or greater indicates the student has met the objective.
Question No Question Bloom’s taxonomy level
1) Define atomic number and mass number.(one point  for each definition)
Remembering.
2) Show neutrons and electrons in the given diagram of Carbon atom. (2 points)



 12C6

Remembering.
3) What is the relation between atomic number and mass number? (2 points) Demonstrate understanding by finding relation between the two terms.
4) From the information given, can you determine the number of neutrons in following atoms (Choose the right answer): (2 points)
a)  24 12 A                                                                
i) 12
ii) 24
iii) Can’t be determined

b) 42X                                        (2 points)                                                                    
i. 42
ii. 25
iii. Can’t be determined Application as it requires participants to know how to determine the atomic number.



Analysis because thinking about the parts of an idea and their functionality in the whole is involved (The number of neutrons can’t be calculated because atomic number is not given in the question).




There is some excellent thinking here, and some fine evaluation. The objective is rather large and probably should be divided up. You have two general Understanding level objectives and one more specific Application level objective. For example:
Define atomic number and mass number.
Describe the relationship between atomic number and mass number.
Diagram the neutrons and electrons in a given atom.
The simpler the better when it comes to objectives. The rest of what you have said is quite good and your assessment is really excellent.

Using various learning styles and intelligences in Online learning

Assignment 1
You are to submit a couple of paragraphs which describe the course you are planning to teach and the audience for which it is intended. Describe any ways you will plan to address the various learning styles and intelligences of your students and/or make an argument for why this may not be necessary.
Points to be assigned as follows:
Description of course and audience: 0-5 points
Specific ideas for meeting the learning styles and intelligence of students: 0-7 points
Professional level, clear writing: 0-3 points


ABC’s of Chemistry: Chemistry on fingertips
Introduction: A general Chemistry course is a prerequisite sequence for students in a variety of  science and health-related fields including pharmacy, chemical, biological and environmental engineering, exercise, nutrition, nursing and natural resources. There is a strong need to introduce online interdisciplinary courses so that, students can earn the required college credits saving time, money, and resources. Other online chemistry courses offer general chemistry and organic chemistry as two separate courses. But the course ABC’s of Chemistry: Chemistry on fingertips will serve as one for these two courses. This course is designed to help students learn basic concepts in chemistry entirely online and will be delivered through the university extension program utilizing the Blackboard learning system. This asynchronous and instructor led eight-week long course would help learners to learn a new skill or enhance the existing ones. Learners are expected to spend roughly six to seven hours each week to complete two course lessons, released every Tuesday and Friday. In order to monitor the progress of students in meeting course objectives and professional standards, classroom participation in discussion forum, assignments and final self-reflection using evaluation tools (rubrics) will be used. Each lesson has an assignment at the end.
Target Audience and pre-requisites: This course will attract leaners who are interested in learning that can be done at home and fitted around work, family, and social obligations. The high school juniors and seniors, looking for a jump start on taking college courses, will find this course extremely useful. This is also a bridge course for refreshing the students who wish to pursue for a degree in Chemistry. This is an excellent college prep course and requires a solid foundation in 10th grade level of reading and math.
Course content: In this Chemistry course, learners will gain an understanding of origin of chemistry, explore the nature of matter and analyze the properties of liquids, solids, and gasses. Learners will be introduced to atomic structure, quantum theory and chemical bonding. They will further examine the concept of solutions, solubility, and the colligative properties of solutions; chemical reactions, and chemical periodicity. But that’s not all:  learners will also study organic chemistry, laws of thermodynamics, and even electrochemistry. ABC’s of Chemistry is transferable for 3-credits. In this course learners can be certain of quality instruction, personalized assessment, and tracked progress.
Plans for meeting the learning styles and intelligence of students
In an online course the instructor can have learners with different learning styles and multiple intelligences. Thus, it becomes important that the instructors adequately invest time in preparing and structuring course material, assignments and other tasks. One of the biggest advantages of the online environment is that a learner centered course material can be designed to match individuals’ learning styles. The constructivist model recognizes learners as active individuals, constructing knowledge as a result of a variety of interactions: learner-text; instructor-learner; learner-learner, etc.
The aim of this course is to provide an optimal and user-friendly format for students with differing intelligence and learning styles. Thus, the course will reach more students effectively because it would provide access to a larger variety of quality resource, teaching important concepts in multiple ways. Assessment criteria would be such that it would let students use their stronger intelligences.
For visual learners- The course will contain videos, interactive flash tutors, activities with fall back scaffolding, virtual labs, pictures, tables, demonstrations, handouts, and mind maps.
Auditory learners: The students who learn best through hearing (aurally) will find video clips, virtual lectures, interviews, seminars, giving of reports and speeches, power point w/audio component and video conferences useful.

Tactile and kinesthetic learners- Learners will have the virtual lab using drag and drop technology, some interactive flash animations and 3D graphics. Discussion boards and collaborative learning will help them build the community and give them real world experience. I also plan to use some kind of haptic technology.
Assessment: Various learning styles and MI will be taken into account while designing exercises for assessment. The exercises will include fill in the blank, multiple-choice questions, identification of terms, variety of short answer and essay questions, diagrams, flow charts, drag and drop exercises, writing assignments and self-reflection. Peer editing, where students examine each other’s work and reflect upon their own learning, will be an integrated part of the course.


References:
1. Levenburg, N. Implementing the Constructivist Learning Environment. Mini lecture 5, EDUI6701.
2. Bravemann, S. (2004, December). Two, Four, Six, Eight, Let’s All Differentiate
            Differential Education: Yesterday, Today, and Tomorrow. New Horizons for               Learning Retrieved June 29, 2006, from http://www.newhorizons.org/strategies/differentiated/bravmann.htm