تحميل كتاب Skills For Success 3 Pdf

[Simone Whitmeyer]

Vicki Davis, host of the 10-Minute Teacher Podcast recently had me on the show to discuss how to teach effectively with Zoom.
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Lately, I've been reading through a series of journal articles on the topic of creating better online learning conversations. My favorite from the last few weeks was written by Dr. Sarah Haavind, a researcher at the Science Learning By Inquiry Group. I'll share her research question, then some practical guidance for making your online discussions and learning activities more effective.

تحميل كتاب skills for success 3 pdf

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Learning activities must go beyond discussion prompts to require exchanges between students. Discussion or project design will require students to reference and build upon the work of their peers. It's not collaborative unless a significant element of their work is truly interdependent in nature.

• Collaborative Icebreakers: Icebreakers or getting-to-know-you activities, early in the course, help students to begin developing the skills needed for this kind of dialogue. These should be low-stakes, but they can still contribute to learning the subject matter.
• Explicit Teaching on How to Develop Collaborative Dialogue Skills: From my own experience, this is the most missed practice in online courses. As an online instructor, it's easy to get wrapped up in providing direct instruction on the subject matter, but at the cost of helping students to develop the skills they need to thrive in an online learning environment. The courses Haavind found to have the best thread-depth and evidence of collaborative dialogue had this in common, that the instructors were not just teaching the material, they were teaching students to engage with and build upon one another's thoughts.

Can you imagine facilitating an online discussion in a class of more than 400 undergraduate students? A business course at the University of Central Florida proved that it could be done. What made it possible? Protocols. Read on to discover how you can create similar protocols and increase the effectiveness of your online discussions.

This case was presented in Online Learning, the journal of the Online Learning Consortium in March of 2017. The article entitled, Creating a Community of Inquiry in Large-Enrollment Online Courses: An Exploratory Study on the Effect of Protocols within Online Discussions, evidences rigorous data analysis and some practical implications for large and small online classrooms alike.

Chen and her colleagues used "protocols"; specifically, they employed something called a "tuning protocol." Think of them as instructions, but instructions that provide learners with a structured process for giving and receiving feedback, or interacting within a discussion toward a particular goal.

This list below is an overview of the protocol elements used and tested by Chen and her colleagues. This is by no means an exhaustive set, but these should provide you with reliable starting points for developing your online discussion protocols.

What stages or milestones will students resolve during their discussion? Break it down into clear steps. Over the years, I've found that formatting matters. For example, create a Part A, Part B and place each segment title in bold. Students should know what is required to complete a particular stage of the process. This segmenting reduces the cognitive load experienced by online students in asynchronous discussions.

Probably the most valuable finding in Chen's study came from the 2nd iteration of their protocols. They saw increases in learning effectiveness when they took some of the detail out of their instructions. They concluded that "less was more." I've witnessed this same dynamic when creating iterations of syllabi and when reviewing the syllabi of other instructors. The syllabi that attempt to cover every base and answer every question tend to produce more confusion for students. So, write out your discussion instructions, then edit them down to the least effective dose of words. If you can't whittle it down, then ask the question: Is my process for this discussion just too complicated?

The study also emphasized the importance of having precise and clearly communicated due dates. For many veteran online instructors and instructional designers, this may feel like a no-brainer. However, for those of us accustomed to face-to-face discussions, we don't think in terms of due dates. Students in online courses are trying to keep track of a myriad of items, so each stage in your protocol process needs clarity on due dates and times. Our team at Denver Seminary also adds a little note that the submission times are Mountain Time because we have learners in multiple time zones.

The study also found that students wanted the due dates integrated into the course calendar on the LMS so that they would receive reminders. Some balk at this idea, saying that it is hand-holding. However, I've become convinced that online learners navigate a much more complicated landscape, one that includes many more submission requirements than a face-to-face course. When compared to a face-to-face course that requires students to show up to class once a week and listen to a lecture, these types of weekly discussions require both a high-level of self-direction and personal organization of their coursework. By reducing this cognitive load, we free students to focus more on their learning.

The discussion developers provided students with examples of what would characterize a constructive learning conversation. Students found these helpful, mentioning them in their survey instrument submissions for the study. Examples are a great way to scaffold learning because they make descriptors like "constructive feedback" more concrete.

Give your students the rationale for what may appear to them as an overly detailed process. Explain how it will benefit them and briefly explain the overall goal of the discussion process. This can be as succinct as a single sentence.The appendix of the article contains their discussion protocol. You may find this a helpful example as you look to build your discussion protocols.

Creating a Community of Inquiry in Large-Enrollment Online Courses: An Exploratory Study on the Effect of Protocols within Online Discussions. by Baiyun Chen, Aimee deNoyelles, Janet Zydney, Kerry Patton

Collaborative learning, groupwork, learning teams--whatever you want to call it--has one major problem: it just doesn't work out-of-the-box. However, I find that most educators expect collaborative learning to be more intuitive. In the process of writing my next book on online instruction, I've been reading some really helpful literature on working with learning groups (which I believe to be a critical skill for online instructors). I'd like to synthesize some of what I've discovered through both research an practice in this post. Feel free to use and share the 4x6 card posted above.

An ideal size for online learning teams will be 5-8 students. Different studies say different things, but they usually fall into this general range. A group of 5-8 is large enough to include students with varying points of view and a variety of strengths. I used to recommend 4-6, but this approach had two problems: a) groups of 4 tend to break up into two pairs, and b) attrition in an online classes caused either by withdraws or by nonparticipating students impacts smaller group sizes. A group that starts out at 7 or 8 usually turns out to be a group of 5-7.

Give your learning teams time to get to know one another and to discuss their learning goals. Provide a clear learning goal with each assignment. This may seem obvious, but you'd be surprised how often we overlook this simple practice.

While variety is the spice of life, don't change things up. It takes time to build the cohesion and trust necessary for learning teams to thrive. The need for a variety of voices can be solved by creating larger learning groups (see #1).

Assigning team roles, like scribe, reporter, team lead, etc. short-circuits an important process. Each learning team is made up of individuals with a unique expertise and strengths. It's better to allow learning teams to negotiate their roles and to discover their most natural way of relating with one another.

If your learning teams use the divide-and-conquer approach, then you've not created a true team-learning assignment. This is where most groupwork either succeeds or goes off the rails. Good team learning assignments will require deliverables that cannot be done alone or in pairs. They require deliberation by the entire team. Your assignments/projects must require your learners to provide solutions to problems or come to a decision through a process of consensus building.

Michaelson and his colleagues, in their book, Team-Based Learning: A Transformative Use of Small Groups in College Teaching, make it clear that for collaborative learning to be successful, students must have two forms of accountability: a) group accountability/grades, and b) individual grades. They also stress the importance of individual assessment prior to beginning group assignments. This ensures that each individual group member comes to the group prepared.

This is where you bring your instructional guidance, help your students to negotiate team conflicts, point them to the best resources, and help them to ask better questions when they are stuck. Each learning team will have different needs, so you'll need to tailor your coaching to each group. When working with several learning teams of High School seniors, I discovered that it was important to drop in as often as I could. A few questions I found helpful were: What have you accomplished that you are proud of as a team? What are you finding most challenging? What questions do you have for me? You'll notice that each of these questions assumes that there is a response. I try to stay away from questions that begin with phrases such as, "Is there anything that..." or "Have you encountered..." These elicit closed, yes/no responses an binary thinking. Whereas the open questions I provided above help to stir up exploratory thinking.

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