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[kamiakin]

Where hear a lot about things that don't work in online classes. The superlative post below by Zuzu illustrates some teaching strategies that could not be replicated in a traditional classroom. I wanted to start a thread where we share excellent assignments and teaching strategies that are unique to teaching online. Zuzu will begin:

OK I will give an example.

I recently taught an online course that dealt with television as literature. As part of one discussion unit, students were given 5-6 discussion prompts similar to these two:


Click here to go the [adult swim] video library. Select an episode and/or clip to analyze. Use the terms and concepts you learned about in chapter eleven. Be sure to indicate which video you chose so that other students can find it and join the conversation.

Click here to go the Film Chest Vintage Cartoon archive. Select an episode and/or clip to analyze. Use the terms and concepts you learned about in chapter eleven. Be sure to indicate which video you chose so that other students can find it and join the conversation.


The result? Spirited and intelligent debate with hyperlinks embedded as evidence to support arguments about everthing from South Park to Betty Boop.

Can you see how this type of discussion simply could not be replicated in the "real" classroom as easily? The students have to take time to review clips and formulate their arguments. Other students can see what they are referring to with the click of a button. THEY direct the discussion, whereas if I were to replicate this in real classroom, I would likely select the clips that we would all watch together.

In a class like this, I count discussion as 40% of the overall grade. These are the criteria established in the syllabus:

GRADING PARTICIPATION/DISCUSSION FORUMS

To earn an “A” for participation you must…
   Create posts that raise original, complex ideas about the text(s) and go beyond more obvious, traditional interpretations
   Create posts that use many short quotes and other appropriate details from the text/video(s) to adeptly illustrate these ideas
   Post to EVERY forum and leave no doubt in my mind that you carefully read EVERY assigned textbook chapter and/or viewed all required material
   Log in multiple times per week to engage in active, meaningful dialogue with other students in the Discussion Forums
   Address multiple discussion questions and write a total of at least 600 words in EACH full class discussion unit and 300 words for each serial episode in your small group
   Create posts that contain virtually no errors in spelling or grammar

To earn a “B” for participation you must…
   Create posts that clearly grasp of traditional interpretations of the texts
   Create posts that use many short quotes and other appropriate details from the text/video(s) to adeptly illustrate these ideas
   Post to EVERY forum and leave no doubt in my mind that you carefully read EVERY assigned textbook chapter and/or literary work
   Log in multiple times per week to engage in active, meaningful dialogue with other students in the Discussion Forums
   Address multiple discussion questions and write a total of at least 600 words in EACH full class discussion unit and 300 words for each serial episode in your small group
   Create posts that contain no more than a few errors in spelling or grammar

To earn a “C” for participation you must…
   Create posts that usually demonstrate a grasp of traditional interpretations of the texts
   Create posts that use some short quotes and other appropriate details from the text/video(s)  in an attempt to illustrate these ideas
   Post to EVERY forum
   Log in at least once per week to engage in dialogue with other students in the Discussion Forums
   Address multiple discussion questions and write a total of at least 400 words in EACH full class discussion unit and 200 words for each serial episode in your small group
   Create posts without spelling or grammar issues that interfere with meaning

To earn a “D” for participation you may…
   Create posts that occasionally demonstrate a grasp of traditional interpretations of the texts
   Create posts that only sometimes use short quotes and other details from the text/video(s) 
   Not post to EVERY forum
   Rarely engage in discussion with other students in the Discussion Forums; log in only once a week or less
   Write fewer than 400 words in each full class discussion unit or fewer than 200 words per serial episode
   Create posts with spelling or grammar issues that begin to interfere with meaning

To earn an “F” for participation you may…
   Create posts that rarely demonstrate a grasp of traditional interpretations of the texts
   Create posts that rarely or never short quotes and other details from the text/video(s) 
   Not post to EVERY forum
   Rarely or never engage in discussion with other students in the Discussion Forums; log in only once a week or less
   Not approach a minimum of 400 words in each full class discussion unit or 200 words per serial episode
   Create posts with spelling or grammar issues that seriously interfere with meaning

Assuming my students are reasonably motivated (some are, some aren't, and this naturally varies from section to section), this WORKS. The grading system establishes "concrete" criteria while still allowing me to assign a subjective grade to students' discussion participation.

And of course, I have to facilitate discussion, deciding when to get involved and when to back off. Just as in the "real" classroom, this requires somewhat intangible skills to direct the class energy in a productive, educational direction.

[zuzu_]

I will add another one to answer the charges that the multimedia aspect of the above course topic is the only reason why it works well online.

Here is an activity I do online regular old freshpeep composition. (I have omitted my hyperlinks in this one):

Before you begin this assignment, be sure you have thoroughly read Chapter 12 AND viewed the Persuasive Slide Show. Click on on several the links below to view some infomercials. Each of these infomercials uses logical arguments in an attempt to sell you their product. Keep track of the VALUES they appeal to and the FACTS that illustrate these values.

Snuggie
Silver Sonic   
Hercules Hook
Sham Wow

In the appropriate discussion thread, post a message in which you EXPLAIN some of the logic used. (Remember FACT + VALUE = LOGIC.) Be sure to read what your classmates have already written, and try not to be repetitive.
___________
 
Another prompt in this forum:

Use the HTML editor to post a link to your favorite informercial.
Explain the logic in YOUR infomercial.

[thundering_]

Great thread, Kamiakin. Looking forward to seeing ideas. (Chiming in to make sure they pop up on New Replies to Your Posts--a feature not available outside the online environment)

[carebearstare]

Also parking here so I can check it out. Thanks for starting!

[onion]

This is pretty basic for online teachers, but I also use it in my "face to face" classes that have an online component--a discussion board.  During discussion weeks, I post 2 discussion questions based on the readings.  Students are required to provide an answer to both discussion questions, and respond to at least 3 other students' original responses.  This is the minimum for participation and wouldn't result in full participation credit.  I have various rules for those responses, in terms of number of words and level of contribution to the conversation, etc.  I do 2 other things in the discussion.  I model the kinds of answers I expect by replying to student responses, and when students aren't posting robust enough responses, I will pose additional questions underneath and invite the students to go out and find evidence to support their classmates' claims.  I teach history, but it's great to see what the students can scare up on You Tube or various online newspapers or museums or American History and Life, etc.  This isn't the kind of conversation that we could have in the "face to face" classroom and I think the multimedia aspect of it helps to enliven the intro to history courses.

I'm looking forward to others' tips because I, like the author of the Chronicle column, sometimes feel like I stink at online teaching and sometimes want to give it up because it truly is more work and much harder (for me, on me) than just lecturing, I think.  But I think that for the motivated and prepared student, it can be an incredibly rewarding experience.

[marigolds]

Placing a bookmark here.  Thanks for starting this - what a great idea!

[bread_pirate_naan]

Traditional=analog?

I don't mean to be a bummer, but all of this can and does happen in the classroom.  The only thing that doesn't is the permanent record of communication that produces more networked, user-produced content(social media!) and streamlines assessment.  While the actor and the network do have specific, yet variable relations in time and space, most of what is being generated as unique to the digital in Zuzu's post is just giving students a freer rein to guide the course content through a point and click "bibliography" or "course reserves."  The digital just makes it faster.  That can be done with everyone in the same room. 

I work closely with someone who is hyperdigital and uses the web extensively because it is "home."  No blackboard and minimal blogging for undergraduate coursework, but it's been fascinating to take a crash course in "online" teaching and course management that dovetails with the traditional classroom.  I don't follow this board, but probably will read more in the future.

Our assignments involve using open source software and communities. The creative commons, platforms like google docs, and flickr are used to collaborate and post information, in addition to studying the conceptual models that drive them (ie folksonomy vs taxonomy). 

For example, what Zuzu does with television as literature we might analyze as data, multimedia, or visual communication from a variety of disciplinary locations (taking into account the presence or absence of image, sound as music/effects/speech, text motion or time-based component).  The students post their images to the flickr group (a frame of a Betty Boop cartoon or several) and can write an essay about the work in the description field.  Comments from other students are not necessarily mandatory, but do provide a field for instructor feedback and discussion of individual projects that are aggregated in a single place.

One of the best things about google docs is that motivated students can develop presentations and share arguments using the exact same models that are presented to them in many traditional classrooms and software packages used in the professional working world.  For example a .ppt slideshow can be uploaded to the course google doc and summarize their work over the course of the term using text, image and time-based media.  (You can and may already do this in your conference presentations.)

Can you see how this type of discussion simply could not be replicated in the "real" classroom as easily? The students have to take time to review clips and formulate their arguments. Other students can see what they are referring to with the click of a button. THEY direct the discussion, whereas if I were to replicate this in real classroom,  the clips that we would all watch together.

When the students master the platform, they can do all of this, then present their findings to a group, instead of dispersing attention to myriad different sources.  Keeping everyone engaged, moving quickly and on the same page is actually a greater advantage. The key part of this comment is "I would likely select."  Nothing digital about that.  You are still making content selection in the form of portals not so different from the library or a multimedia station.


The best argument for the digital classroom?  Paperless.  So green.

Because the explosion of web 2.0 and social media, selection of material can be quite far ranging, but what it can do is pretty much always the same.  Plug and play.  Once you learn the platform, it's a tool(just like those instant html buttons above the posting window on the fora), unless you are a code jockey/software developer.

[zuzu_]

b_p_n, you make many valid points. And I want to clarify that I am not arguing that online courses are, in general, superior to on- ground courses. In fact my experience has been that more students succeed in my on-ground courses than in my online courses. I am at a CC, and I recognize the benefits of live instruction in student engagement and retention.

My original post (quoted by Kamiakin) was in response to chorus of forumites who could not understand how one could possibily facilitate a dynamic, interactive learning experience online. I argued that, for motivated students, my online classes were usually equal to and, at times, better than my on-ground courses in this respect. They challanged me to post examples of how that could possibily be, and so I did.

I live in a sparsely populated zone of one of those big squarish/rectangley states, where geographic constraints force many many students to literally choose between taking classes online or not going to college at all. In this situation, many faculty/administrators view online courses as a last resort--a necessary evil. I just wanted to assert that it doesn't have to be that way. We can make online courses awesome.

[magistra]

For language classes, audio files are great.  The student can download and listen to forms (memorize the basics) or a reading (read along with it), or a discussion (even better with video).  The student can listen as often as necessary to improve their comprehension.  Since this can vary widely, having these files available for the student to practice as much as they like and whenever they like -- at 3 am, or listening in the car -- can be extremely helpful.  Students can record files, too.

One thing I like about online teaching is that it's modular.  I can add extra practice materials if I want in different media -- a/v files, online quizzes, practice worksheets, whatever -- and students can do as much or as little as they need.  Of course, in practice it's often the students who don't need the extra practice who do it, but still, it's nice that if I see a weakness, or my students have questions, I can do something about it right away.  I can also respond more quickly because I and my students will be online most days.  So if, for example, you teach Tuesday-Thursday, and you realize on Friday that they've all screwed up a certain concept in the homework and the test is next Thursday -- meaning you only have Tuesday to cram in a quick review -- then you have a problem.  But if the students need to be online over the weekend anyway, then it's no big deal to put up an announcement and extra practice questions, plus start a discussion on it in the discussion board.  So instead of the students trying to relearn something last minute, they can get a jump on studying.

[thundering_]

Thanks, Zuzu, for putting pedal to the mettle.

EVery one of my courses is now hybrid to the point where at least half of the students' energy is expressed online. Can't imagine any course without asynchronous social networking. (oops. obfuscation alert)

[womanofproperty]

I live in a sparsely populated zone of one of those big squarish/rectangley states, where geographic constraints force many many students to literally choose between taking classes online or not going to college at all. In this situation, many faculty/administrators view online courses as a last resort--a necessary evil. I just wanted to assert that it doesn't have to be that way. We can make online courses awesome.

Amen.

[magistra]

If you're teaching art history, or really any course incorporating visuals, it's great to be able to embed the photos with text, links, etc. in one file.  Yes, you can do this in class, but this way you can give them study guides, assignments, notes, whatever you need can be combined.  In the classroom this really only works for lectures -- you to be able to see the screen in color, to zoom in, etc., and that's assuming the entire class is there.  No way can you color photocopy 50 2-page assignments for your class (if your uni supports that copy bill, sign me up!), yet good images can be essential.  With online work these things are just so simple.

[kedves]

I don't know if these are unique, but they are better online.

Echoing what Magistra says, any project or assignment that uses embedded links is easy for me online and would be difficult and time-consuming in the classroom.  I'm adding content; we need that classroom  time for lecture and discussion.

For example, I use a 20-question theory quiz with the goal of helping students apply theories to situations.  Each question includes a short clip of a film or song video.  If I want students to watch a documentary--but I want them to be able to obtain it easily, choose the film, watch it at their convenience, and not take up class time to do it--then online is the solution (I've done this with PBS's Frontline series).

Online, I can give students feedback on right and wrong answers easily and quickly (when the deadline expires and everyone has taken it).  They are more interested at the moment they learn their score than they will be at any other time.

[zuzu_]

Some more thoughts on other sorts of embedded links...

When I create discussion prompts, I love that I can embed links to online dictionaries of literary terms. For example, I just created a prompt that included the work "episodic." Now, I am guessing maybe half of the students wouldn't really know that term, but I am guessing about half would know it.

In a live class discussion, I can a.) not use the word OR  b.) take time to define and explain the term.

Online, I can just embed a hyperlink in the word "episodic," and whoever needs a definition can just quickly pop open a new window.

[larryc]

1. Retesting or allowing students to take a test multiple times. Especially in classes where I ahve a large bank of questions, I can set up a quiz where students may take the quiz as many times as I will allow them and keep the last grade. The way I implement this is to allow students to take a quiz twice within 3 or 4 days. If they don't like their grade they may retake, but will get mostly or all new questions. So I tell them there is no point in retaking unless you study some more. And it is almost no effort on my part to set the quizzes up this way.

2. Show and Tell forum. For my field, history, there is so much amazing web content. I set up a forum to allow students to share whatever they have found that ties into the weeks lessons. This includes history in the news. Not everyone participates but many students love this feature.

3. Related to #1, testing and retesting over the course syllabus. I have a 20 question quiz that is basically the top 20 things students miss or find confusing about the course (because they do not read the syllabus). I put it up the first week and students may retake it until they get 100%. They love the free points, and I love teaching a class where every single student has read and understands the syllabus.

4. Rich content. Students lose my lectures but gain web exhibits, primary source databases, popular and academic history articles, podcasts, vidcasts, and blogs relevant to the course. They hardly miss me at all...