2008 researcher-academic town meeting presentation · connecting contexts ... the issues to our...
TRANSCRIPT
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2008Researcher Academic
2008Researcher Academic Researcher-Academic
Town MeetingResearcher-Academic
Town Meeting
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HYBRID ELECTRONIC CLASSROOM: EVIDENCE CLASSROOM: EVIDENCE DRIVEN DESIGNSarah M. Ginsberg, Ed.D., CCC‐SLPEastern Michigan University
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Agendag
Hybrid electronic classroomsHybrid electronic classroomsLiteratureHybrid study Hybrid study Course design implications
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Hybrid Electronic Classroomsy
Distance learning=100% online educationDistance learning 100% online educationHybrid=combination of Face‐to‐Face (F2F) and Online experiencesOnline experiences
Use online platform (Blackboard, eCollege, Course Compass)pMinimal university guidanceLittle research compared to distance learning
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TechnologyFearsTechnologyFears
25‐50% of adults, including university students, 25 50% of adults, including university students, are “computerphobic”Computer anxiety is evidentComputer anxiety is evident
More in lower socio‐economic groupsIn males and femalesIn males and femalesAcross ages
Anxiety is highest in association with high stakes, Anxiety is highest in association with high stakes, such as grades
(Chien, 2008; Conrad, 2002; Saade & Kira, 2007)
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Social Presence
“The measure of the feeling of community that a The measure of the feeling of community that a learner experiences in an online environment.”
Based on 100% distance learning gHighly correlated with increased student satisfaction
(Gunawardena, 1995; Gunawardena, 1997; Wise, Juyu, Duffy, Del Valle, 2004)
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Teacher Transparencyp y
Teacher ‘s communication gives students insight Teacher s communication gives students insight into his nature and what he is trying to accomplish through his teaching, creating a sense of g g, gtransparency for students
Students are able to articulate teacher’s philosophy and goals for educationAssociated with student satisfaction and motivation
(Ginsberg, 2007a; Ginsberg, 2007b; Ginsberg, 2007c)
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Hybrid Studyy y
Research QuestionWhat contributes to student satisfaction in a hybrid format class?
Study DesignQualitative Qualitative 19 undergraduates
10/19 had previous online course experienceflData = Pre & Post‐course reflective essays
AnonymousSemi‐open endedp
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Pre‐Course: Anticipation Themesp
Specific ConcernsTechnology failures
“I am concerned . . . because we lose internet access in my house sometimes.”
Faculty communication“[Previous] teacher was not always monitoring the eCompanionwebsite as closely as she should have been.”
Past professor “hardly ever checked his email . . . It was hard to communicate with him.”
Learning styles“I am hesitant about the online portion of this class since I am an auditory learner.”
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Hybrid Study Course Formaty y
Online Prior to F2F meetingRead textbook chapter
lOptional review exercises1 group activity per week
Face‐to‐Face 1/2 normal time, once per weekpFocus on active learning, minimal lectureAssessment activities
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Post‐Course: Reaction Themes
Threaded Discussions OnlineThreaded Discussions Online“I thought it was pretty cool how we could all respond to each other’s comments and learn from each person’s material presented.”
Teacher’s Online Communication“My instructor was very efficient in answering our emails. She also gave her opinion and posted follow‐up questions on the online discussion.”
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Post‐Course: Reaction Themes
Connecting ContextsConnecting Contexts“We were able to take the ideas that we had from the threaded discussions and bring them into the gclassroom.”
I recognized “the ‘nitty gritty’ aspect of the class was I recognized the nitty‐gritty aspect of the class was taken care of in the book and online, so class was able to focus more on broad subjects and directly relate the issues to our future classrooms.”
(Ginsberg, 2008)
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Hybrid Course Design Implicationsy g p
Clear Connections Between F2F & OnlineClear Connections Between F2F & OnlineCreate an integrated syllabus
Integrate learning environmentsg gShow relationship between learning activitiesMake goals, processes, deadlines clear
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Sample Integrated Syllabusp g y
Learning In Class Reading Online AssessmentLearningOutcome
In Class Reading Online Assessment
7/9 Identify relevant patient medical history
Normal Swallow-Animated Swallow-Discuss swallowing
Clinical ExamLogemann p. 135-167Pediatric Feeding &
Clinical Exam-Create Case Hx (small group)
Writeboard
info explanations(last week’s material)
Swallowing
7/16 Conduct Clinical Exam Instrumental Exams Instrumental Exams Mockclinical dysphagia examination
-Review HxProtocols-Trial Feeding or NotInstrumental Exam
LogemannCh. 3, 4, p. 168-185
Pneumonia: Factors Beyond Aspiration
-Video Clip practice (individual)
clinical exam
-Instrumental Exam Overview
7/23 Interpretinstrumental exam results
Instrumental ExamsVFSS & FEES
Instrumental ExamsLogemann
Ch 9 10
Instrumental Exams-Video Clip practice (individual)
Test
exam results -VFSS & FEES PracticeQuiz 1
Ch. 9, 10Rosenbek Scale Article
(individual)-Rosenbek Scale Drawings
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Critical Elements
First Week AnxietyFirst Week AnxietyPlan for it
Exploration activities pLow/no penalty for failureGenerous time frame
Disc ss co rse design first da of classDiscuss course design first day of class
Learning StylesLearning StylesDiscuss relationship to course design
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Critical Elements
Online ComponentOnline ComponentUser friendly navigationClearly labeledClearly labeledAdequate tech supportMatch syllabus labelsyFree
How easy is it for you to use?
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Critical Elements
Online Collaborative LearningOnline Collaborative LearningGroup size Group membersGroup membersExamples
Virtual whiteboardThreaded discussionsChat Rooms
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Critical Elements
Teacher Communication OnlineTeacher Communication OnlinePresence in group discussionsTimely responsesTimely responsesFormal and informal emailsFeedbackMessage length
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Finally. . . y
“Without the hybrid portion of this class our class as Without the hybrid portion of this class, our class as a whole would not have performed as well.”
C ti C iti l Connections are Critical Learning Objectives to ActivitiesOnline to ClassroomStudents to StudentsFaculty to Students
Thank [email protected]
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Key Referencesy
Chien, T. C. (2008, February). Factors influencing computer anxiety and its impact on E‐learning effectiveness: A review of literature Paper presented at the meeting of the learning effectiveness: A review of literature. Paper presented at the meeting of the Academy of Human Resource Development International Research Conference of the Americas, Panama City, FL.
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to d i i ll S F i CA J Bdesigning college courses. San Francisco, CA: Jossey‐Bass.
Gunawardena, Charlotte. N. and Frank J. Zittle. 1997. “Social Presence as a Predictor of Satisfaction Within a Computer‐Mediated Conferencing Environment.” American Journal of Distance Education 11: 8‐26.
Ginsberg, S. M. (2007). Shared characteristics of college faculty who are effective communicators. The Journal of Effective Teaching, 7(2), 3‐20.
Ginsberg, S. M. (2007). Teacher transparency: What students can see from faculty communication. Journal of Cognitive Affective Learning, 4(1), 13‐24.
Wise, Alyssa, JuyuChang, Thomas Duffy and Rodrigo Del Valle. 2004. “The Effects of Teacher Social Presence on Student Satisfaction Engagement and Learning ” Journal of Teacher Social Presence on Student Satisfaction, Engagement, and Learning.” Journal of Educational Computing Research 31: 247‐271.
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Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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Obj ti• Objective This project was created in response to the shortage of qualified speech language pathologists across thequalified speech language pathologists across the country and specifically in the public schools of Virginia.
H t U i it J M di U i itHampton University, James Madison University, Longwood University and the University of Virginia have teamed together to be able to provide access to an
dit d M t d i h laccredited Masters degree in speech language pathology through distance education technologies.
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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T t d A li t• Targeted ApplicantThis project is designed for persons interested in earning a Masters degree in speech languageearning a Masters degree in speech language pathology on a part time basis through online technology. "Career changers" and educators gy gare encouraged to apply. This project is supported by a grant from the Vi i i D t t f Ed ti Vi i iVirginia Department of Education, so Virginia state residents are given first priority.
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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Organizing and implementing collaboration across four universities
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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• Two years of planning to identify and commit to a common goal:to a common goal:
• Creation of a high quality collaborativequality collaborative graduate program that did not effect our on campus programs VDOE planning
grant critical!
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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Curriculum• Realized there are multiple ways to sequence
the curricula• DLVE-SLP courses aligned with courses at each
i it t b i l t t i it ’university – to be equivalent to university’s program E h i it h dditi l• Each university may have additional courses
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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• Admission– Students first granted “candidacy” to DLVE-
SLP • Affiliation with a Virginia local school district
C l ti f i it• Completion of prerequisite courses– Students then meet admission requirements
of the universityof the university
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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• Tuition and fees– Student enrolls in his/her university’s courses – Tuition and fees flow to each university for its
cohort – VDOE grant pays faculty to teach course
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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• Courses taught by faculty across collaborating universities – No effect on faculty load in existing program
• Course belongs to DLVE and faculty g ymember
• On-line standard course evaluationOn line standard course evaluation
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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• Clinical education – Grant allocates .5 FTE per 6 students to
manage clinical education and advising requirements for cohortFi t li i l i i d i– First clinical experience is on campus during 2nd summer
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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• Accreditation– Academic and clinical requirements
equivalent to on-campus programs for ASHA• Each university submitted substantive change form
for CAAfor CAA– Meet state and regional accreditation agency
requirementsrequirements
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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• Continuing process of collaborationP di t• Program directors and on-site coordinators meet 3 –coordinators meet 3 –4 times/year
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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TechnologyTechnology
• Course delivery• Access to information databases and
resources• E- SupervisionE Supervision• Instructor training and support
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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TechnologyC D liCourse Delivery
•Shared platform•Shared platform
•Asynchronous and hsynchronous components
•Negotiated access by for yparticipants
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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TechnologyTechnology
• Access to information databases and resourcesresources– cd-roms– Shared access toShared access to
library systems– Mechanism for
delivery of materials
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TechnologyTechnology
• E-supervision– Live, real-time
supervisionsupervision– At a distance– Employing digital p oy g d g a
videoconferencing– Using Internet
ticonnection
DEMODMO
DEMO
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
DEMODMO
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Technology
• Instructor training and support
Pedagog of online– Pedagogy of online learning
– Hands on training of ghardware and software
– One year preparation d ti dand stipend
– Ongoing support
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
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Sampler of technologies…Instructional methods Technology employedNarrated lectures Powerpoint™, Camstasia
™, Producer ™Office hours Blackboard ™ classroom,
Elluminate ™Elluminate ™Discussion groups and journaling
Blackboard ™journalingInstructional videos Camtasia ™, streaming
serversCase Study Analysis Camtasia ™, Producer ™
Lab experiments Camtasia ™, RLOs and
Power-deFur & DuddingASHA Academic-Researcher Town Meeting 2008
p ,produced simulations
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For more information….DLVE website www.dlve-slp.orgg
Carol Dudding, PIduddincc@jmu [email protected]
Lissa Power deFur - Longwood Univ [email protected]
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Instructional Technology and P dPedagogy:
The View From the Dark Side
Doug Martin, Ph.D.Researcher/Academic Town Meeting
ASHA 2008 - Chicago, IL
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So Why Me?So Why Me?yy
• I am a technoholic…• Formerly Manager of Instructional
Design for UCit• Did I learn anything
that could be of use to the assembled academics?
Martin - Researcher/Academic Town MeetingASHA - 2008, Chicago, IL
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What I Learned….What I Learned….
• About IT professionals…we’re talking diff t lt ha different culture here
• About faculty interacting with IT professionals…
• About higher ed. administrators…g
Martin - Researcher/Academic Town MeetingASHA - 2008, Chicago, IL
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Lesson #1Lesson #1
• ‘Boys and their toys’• ‘Solutions In Search of A Problem’
mentality• Examples?
• PodcastingPodcasting
Martin - Researcher/Academic Town MeetingASHA - 2008, Chicago, IL
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Lesson # 2Lesson # 2
• Leveraged investment….templates d ti t iland a cautionary tail….
Martin - Researcher/Academic Town MeetingASHA - 2008, Chicago, IL
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Lesson #2Lesson #2
Martin - Researcher/Academic Town MeetingASHA - 2008, Chicago, IL
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Lesson # 2Lesson # 2
• Leveraged investment….templates d ti t iland a cautionary tail
• ‘When the only tool you have is a hammer then everything begins to look like a nail’
• Does a ‘one size fits all’ mentality get us to where we want to be?
Martin - Researcher/Academic Town MeetingASHA - 2008, Chicago, IL
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Lesson #3Lesson #3
• ‘…blah, blah, blah…providing a high quality educational experience blahquality educational experience…blah, blah, blah…’
• Does quality matter and are we hitting the• Does quality matter and are we hitting the target?• Do we really know?Do we really know?• Do we really care?
• Maybe in today’s educational environment it y ymatters more than it used to?
Martin - Researcher/Academic Town MeetingASHA - 2008, Chicago, IL
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OK, so the point is…OK, so the point is…
• ‘You've got to be very careful if you don't know where you're goingdon t know where you re going, because you might not get there.’• Is the path to where we’re going• Is the path to where we re going
different for CSD than other disciplines?• Are we prepared to get there?• Are we prepared to get there?• Do we need help, who’s going to
provide it and what should we expect?provide it and what should we expect?• Where do we go from here…
Martin - Researcher/Academic Town MeetingASHA - 2008, Chicago, IL
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