EDU 654 Methods for Online Teaching & Learning – A Course Reflection

I am unable to explain why my mental picture of instructional design was that of a solitary task.  The designer would have an insular existence while going through the design and development process.  Connecting with others only to conduct research, or to review a final learning design with a training group.  However, I no longer hold that view, and the course EDU 654 Method for Online Teaching & Learning is the reason I now consider the instructional design process as a true collaborative effort. 

It is that collaboration that fed the successful outcome for the partnership project.  My community grew by one with Shelby as my partner, and then by four when the rest of the class joined in for discussion that always resulted in me learning something new.  The free offering of different course design and teaching as it related to peer reviewed literature ignited my creative juices leaving me excited about the thought of what I could incorporate in my course design.  In that collaborative community I learned about so many learning applications that offered flexible interaction for any student demographic such as VoiceThread and Vacaroo. 

A frame game like Bingo can be designed around key words in an organizational plan, and played by attendees to the meeting as they are intensely focused on hearing those key words in the senior leaderships call to action speech.  I can easily see including simulations in the online sexual harassment training, and to keep what is clearly a team shared effort moving forward I plan on trying the project management tool Asana to best manage the work and keep the team members on task. 

Following graduation, I will definitely take a break from classroom learning for several months. Then to stay at the top of my professional game I will periodically attend instructional design learning workshops.  I will conduct internet searches for the latest learning applications, and develop a network of other instructional designers/trainers to make myself aware of effective best practice efforts.  Completion of this course, or even graduation from a program does not mean the learning stops for it is only the beginning of the endless quest to expand my knowledge of online teaching and learning methods.

EDU 654 Creativity & Multimedia

EDU 654 Blog Post #3 - Using Technology: Sense of Community

Using the Technology: Sense of Community

What makes a learning management system (LMS) a platform that can deliver a sense of community (SoC)?  Is it a splash page with a colorful banner and a funny little character like the one on this blog page?  Or, is it the inclusion of apps like Padlet and Voki embedded in the learning modules?  While these can have a positive and energizing impact, it is the instructor that sets the stage and leads the way. Shackelford and Maxwell (2012) found:  

The instructor must be aware of the importance of his or her communication in showing students how to engage in behaviors that build community in an online course. Students observe instructor behavior and learn from it, taking cues in such areas as initiation of conversations, acceptance of opposing viewpoints, offering of encouragement, and use of tact in disagreements.

Synchronous discussion webinars not only give the instructor and students the opportunity to bond, it also encourages spontaneous critical thinking.  Morrison (2012) found most instructors wanted students to become interested in the topic, motivated to explore and ask questions, learn and think by means of discourse and discussion, and finally to think critically, apply the knowledge to other areas, draw conclusions and demonstrate knowledge. 

The virtual classroom is the perfect space for individualized learning, but the social interaction to support the community that exist within that space is discussion.  Having discussions among a large number of students can make participation challenging.  Akcaoglu and Lee (2016) found that by manipulating group size, students' perceptions of cohesion, and sociability were positively increased in asynchronous class discussions. 

In my current training environment, I do get a chance to use colorful splash pages, synchronous discussion as the classes are designed as hybrid learning, and there is a carve out for asynchronous discussion.  It is my plan to expand the utilization of different learning apps to keep my training participants both engaged and learning something new about technology.

References

Akcaoglu, M., Lee, E. (2016).  Increasing social presence in online learning through small group discussions.  International Review of Research in Open and Distributed Learning, 17(3).  Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2293/3680

Morrison, D. (2012).  Critical thinking in the online classroom.  Online learning insights a place for learning about online education.  Retrieved from https://onlinelearninginsights.wordpress.com/2012/05/24/critical-thinking-in-the-online-learning-classroom/

Shackelford, J. L., & Maxwell, M. (2012).  Contribution of learner–instructor interaction to sense of community in graduate online education.  MERLOT Journal of Online Learning and Teaching 8(4).  248-260.

EDU 654 Blog Post #2 - Asynchronous and Synchronous Facilitation

Asynchronous and Synchronous Facilitation

            The online classroom was a concept that I was skeptical of as an online learner, while at the same time eager for the challenge to become a participant in the virtual classroom.  When I began studying for my first graduate degree the online classroom still had that new car smell.  It was in 2005 and the instructors in my health science program were either fully committed to online facilitation, or they simply tried to copy and paste their face-to-face (F2F) course into a learning management system (LMS).  Simply put the instructors had either lifted anchor and set sail to the shores of the online classroom, or remained tethered to the beach. 

            The same analogy can be used for the consideration of asynchronous and synchronous facilitation.  Steven Tello, associate director of distance learning, continuing studies, and corporate education at the University of Massachusetts-Lowell found that asynchronous discussions are:

most appropriate for lasting, thoughtful contributions to an entire class or course team. They are ideal for the sharing of course resource and materials, both as postings within a course and as a place to share documents and media files.  Threaded discussions can be organized around lessons, topics, teams, or whatever makes the most sense within one’s course (para. 9). 

The social learning tool Flipgrid offers a discussion platform for all levels of learning.  As a student I have used Flipgrid and found it allowed for spontaneous engagement as opposed to the LMS discussion board.  This YouTube video gives a less than 2-minute peek into what Flipgrid is about.

            Hanna et al. (2013) found the use of synchronous online teaching tools will likely increase in the future as they provide opportunities for immediate group interaction, decision making and consensus which are important aspects of the collaborative process.  As this video short explains Cisco Webex allows for a class to assemble at the same time live collaborative learning is best.  

            In my current organization the learning structure remains tethered to F2F facilitation on land.  It is my goal to move the needle on the training and development into the 21^st century online learning environment. As a student I have used Flipgrid and Webex and found both fun and engaging.  If you have suggestions of asynchronous and synchronous tools please share for, I am receptive to new ideas.

References

Kelly, R. (2004). The connection between instructional interaction and student persistence.

Online Classroom, p7-8. 

Hanna, E., Soren, B., Telner, D., MacNeill, H., Lowe, M., Reeves, S (2013).   Flying blind:

The experience of online interprofessional facilitation.  Journal of Interprofessional Care, 27(4), 298-304.  doi: 10.3109/13561820.2012.723071

EDU 654 Blog #1 - Learner Content

Learner Content

Traveling during a late January winter blast helped my thought process about adult learning course content creation come into full focus. Like frigid temperatures educators that have resided only in the academia universe become frozen in what they believe is the best course content for any occupational learning track.  On the flip side occupational subject matter experts are as bound to their opinion that teaching a skill the same as it has been taught for centuries is the best learning format.  Both sides can successfully argue that their perspective is efficient and effective; but only if there are no evolutionary advancements in education and technology. 

Within my organization I am charged with designing and developing vocational pathway training that provides career advancement opportunities.  The learning is often a hybrid model of organization led training workshops, community college classroom studies, and on-the-job learning.  The ingredients of the learning recipe are not always easily blended as each learning provider deems their course content and delivery method to be the best.

A report of the U.S. Department of Commerce, U.S. Department of Education, U.S. Department of Labor, National Institute of Literacy, and the Small Business Administration (1999) found that to best serve the needs of workers and employers, educational institutions must address employers’ needs for both general and industry-specific training just as employers must explore ways to expand and update the skills of their workforce by adopting new and changing technologies.

It is easy to imagine how an employer can lose worker morale and productivity when ineffective training is offered, but what do you think happens when an educational institution fails to provide what needs to be taught?  This video on ineffective teaching can provide some insight.

As instructors we must commit to getting to know our audience.  Andriotis (2016) suggest when developing a needs analysis to focus on three areas: time investment, attitudes, and expected outcomes.  The student will feel more motivated to participate in a course that is specific to their individual needs, and the employer will learn of similar cross departmental needs and requirements. 

I find the best approach to creating mutually beneficial learning content is to ask questions and listen to the answers from both sides.  This approach correlates with the findings of Stefaniak and Baaki (2013) that instructional design should be customized so that it is apparent to the learner (and the employer) that they need the instruction.  

References

Andriotis, N. (2016).  Know your audience!  A smart guide for analyzing your learners’ needs. 

In Enfront.  Retrieved from https://www.efrontlearning.com/blog/2016/10/guide-learners-needs-analysis.html

Melbourne, A. (2014).  Ineffective teaching.  YouTube.  Retrieved from

            https://www.youtube.com/watch?v=rbPdltnk7oU

Stefaniak, J. E., Baaki, J., (2013).  A layered approach to understanding your audience.

            Performance Improvement, 52(6), 5-10.  Doi: 10.1002/pfi.21352

U.S. Department of Commerce, U. S. Department of Education, U. S. Department of Labor,

            National Institute of Literacy, and Small Business Administration.  (1999).  21^st century

            Skills for 21^st century jobs.  Washington, DC: Government Printing Office. 

EDU 658 Reflective Blog Post

EDU 658 Instructional Design Application 

Pamela L. McGimpsey 

Coming from a family whose craft is teaching I grew up hearing about the development of lesson plans all day every day.  It was not uncommon for my mother to spend her summer and holiday breaks creating learning outlines that included bulletin boards, art projects, and live presentations of student reports.  This was of course before the virtual world of learning came onto the scene.  While I appreciated her efforts and outcomes as much as her students, I never fully valued the amount of time she spent on creating one course.  But EDU 658 Instructional Design Application forever changed my respect level for those training professionals who are also instructional designers.

Like an architect I took the first step in designing a course of learning.  With fingers to my laptop keyboard I tapped out a planning document.  At the conclusion of the second draft I believed my intended course plan was pure perfection.  There was nothing I was going to change.  With positive momentum I pushed forward to design the course Splash page.  The visualization for this page was simple, exciting, and full of color.  Unfortunately, I failed to include in my course development plan the absolute need to become familiar, comfortable, and confident with the Canvas learning management system (LMS).  After hours of stumbling around what was a virtual LMS learning pit I put together a creation that opened to a thud on my monitor.  A welcomed peer review provided the most beneficial feedback that resulted in converting my original Splash page into a vibrant and easy to understand course cover page.  Thus, my perfect cover page was changed and for the better.

The inclusion of Powtoon, Padlet, and Google Sheets proved perfect supplements to my course learning designed as an entry level supervisory training for those in the manufacturing industry.  For someone who does not warmly embrace technology I became brave enough to first try and then include these new to me applications in my Canvas based course.  Excitement coursed through my veins as I created visually impactful and engaging learning elements. 

During the 16-week course of EDU 658 Instructional Design Application I learned that by pairing online learning with face-to-face class time a course can become a richer learning experience for the student and the instructor.  For each step of the design process I was the student stretching my artistic boundaries to craft a course that will inspire the learners it touches to engage in every element this learning program offers.  I am very proud of the final product of this course as it is the first in what will be a long line of exceptionally designed learning programs. 

Pamela's Note Card Confession / Reflective Blog Post

This Note Card Confession is my Reflective Blog Post for it perfectly summarizes my course study take away for EDU 651.70: Foundations of Distance Education.  

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