Module II

Using the peripheral equipment to design a videoconference

Teachers will break into small groups based upon content areas and grade levels. Media specialists may accompany any grade level group as resource specialists. Teachers will design an appropriate and useful lessons based upon the following performance dimensions. The lesson will be presented in Module III.

Parameters of Module II

You no longer have access to:

• A traditional classroom with posters, materials in a cabinet, etc.
• Face to Face feedback
• Total control over the delivery system – OR – Total control over the schedule or the discipline methods.

With Distance learning, these modalities of assessment that you use in a traditional classroom are not the same. Fortunately, your range of experience as an experienced educator will allow you to easily adapt to your new environment.

Use of Print Media:

Tactile: Always helps to maintain focus – when there is a handout in front of the students, the instructor can easily direct the student’s attention. However, the difficulty of having a piece of paper put in 3 locations on a daily basis can create a number of logistical problems. You might consider using the Elmo projector and just deal with your own paper.

Transparent – enhances instruction, does not compete with it.

Non-threatening – reading is second nature to most students – the print media will assist in easy focus.

• Easy to use
• Easily revised
• Cost effective :

Limitations of print media:

• Print media presents a limited view of reality
• Passive – requires motivation to read and process
• (Easy to slip to the question section without reading, etc.)

Formats of print media:

• Textbooks
• Study guides
• Workbooks
• Syllabus and teacher created guides

Instructional Strategies:

1. Establish class expectations: Students have a pre-disposition that anything on TV is entertaining and passive. The instructor must overcome this barrier by luring students into taking ownership of the class and by being interactive.

2. Reduce distractions – absolutely must be kept at a minimum.

3. Variety and Interaction – Prepare students for in interactive presentation – ask questions – engage students in dialogue.

4. Encourage dialogue – Use body language to encourage interaction.

Use Blackboard® or other electronic bulletin boards to facilitate instruction

Post:

• Course and Instructor Information
• Communication – e-mail
• Syllabus
• Assignments and projected test dates
• Materials and notes covered in the classroom
• Reference Materials

Procedures for developing critical thinking skills in an electronic discussion format:

• Level 1 – paraphrase and definition – repeat what has been previously been said without the inclusion of new information.
• Level 2 – Taking a side without exploring alternatives. Unsupported assertions or simplistic arguments. Do not recognize conflicts with opposing views.
• Level 3- Basic Analysis – Reasoning – Serious attempt to construct an argument by appealing to simple evidence for support. Do not make a clear choice among alternatives.
• Level 4 – Employ theory and context learned in your course to construct a valid argument or hypothesis. Statements consist of logical statements based upon the discipline’s accepted school of thought.
• Level 5 – Advancement – Introduce empirical evidence to strengthen their theoretical argument. Examine data and construct a conclusion based upon these results.

Collaborative learning:

• Small teams composed of participants with differing ability levels.
• Constructing knowledge on substantive issues.
• Social skills are important as they foster teamwork and social interaction – the teamwork development can be much more effective than individual competitive efforts.
• Learning activities must be carefully constructed and designed since these activities run counter to the experience of most teachers and students.

Problem based learning:

• Group is assigned a problem to read – some information is important, some is not.
• Students brainstorm and form a hypothesis.
• They determine what additional information is needed.
• Students decide collaboratively how to research and uncover information.
• At a pre-determined time, students return to the group conference and they collectively report.
• Allows for the opportunity for self and group assessment.

Advantages:

• Teaches students how interrelated most problems are and that many kinds of information is often needed to solve real life problems.
• Allows for a multi disciplined approach and integrates other subject areas into this arena – inter and intra curriculum integration.
• Fosters critical thinking skills • Self directed learning • Allows students to work cooperatively as part of a small group • Group issues include responsibility, dependability, concern for others, and evaluation of personal abilities.

Disadvantages:

• Instructors: Some feel that so much time is spent problem solving that the actual amount of “coverage” is less.
• Instructors will have to spend significant amounts of time constructing problems and cases to evaluate.
• Students: have spent their previous time being taught. Many resent having to look up information on their own. They may be uncomfortable working in groups. Sometimes student groups can be dysfunctional. Also – depending upon others for a grade or a portion of a grade can create problems. I would encourage instructors to be cautious of this in our current environment and exercise judgment and discretion.

Assessment:

• Traditional assessment may not work as effectively as you wish.
• Essays that allow students to discuss issues about which they have gathered information.
• Drawing diagrams to illustrate how information is related. – Thinking maps
• Peer assessment
• Self assessment

Summary: Beyond Chalk and Talk – Learning for the 21st Century

Distance Learning lessons require re-design in order to deliver equivalent content. A talking head becomes boring in record time. Students appreciate consistency – but – consistency does not mean doing the same thing every day – varying activities frequently and use of student based instruction help this learning environment proceed smoothly and keep all students on task. Active involvement and participation are crucial to success here. Be a facilitator in control of student learning.

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