applying classroom techniques to an online course aimée dechambeau e-resources librarian melville...

Applying Classroom Techniquesto an

Online Course

Aimée deChambeau

E-Resources LibrarianMelville Library

Stony Brook University&

Part-time Instructor, OnlineDepartment of Library Science

Clarion University

18 May 2006, CBbCApplying Classroom Techniques Online

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Introduction

Clarion UniversityBS Education, Library Science K-12

University of PittsburghMLS (Agricultural Information)CAS (Library Systems Design)

University of AkronSoTAL Fellow


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What we’ll cover

For each of 4 Techniques:

Reasons to useHow this has been applied onlineSuccessesChallenges

These have been applied in:

LS500: Intro to Information Sources and Services


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Technique 1: Modified Minute Papers

Minute papers:Fast responsesAssess understanding at the moment

Why use?Students synthesize and integrate ideasStudents state ideas conciselyImproves concentration – short and focusedCan improve listeningEasy collection of manageable feedback


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Minute Papers as Adapted to LS500

Recommend short time limits on reflections

Enforce with limits on response length

Used for Pre- and Post- Reflections5-20 minutes task time½ page in length

Addresses the question:

What do you think it means to "conduct reference work" and/or to "be a reference librarian."


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Primary reasons for pre- and post- reflection:

1. It lets me know what they think reference work is.

2. It causes them to reflect on what their mental model of reference is at that very moment.

3. It gives them something to look back upon at the end of the course to see if what they think about reference work has changed because of this class.


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Minute Papers as Adapted to LS500

Technique 2: Buzz Groups

My favorite!

Bill McKeachie’s book Teaching Tips: Strategies, Research, and Theory for College and University Teachers.


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Technique 2: Buzz Groups

Buzz Groups: Small groups of students find solutions and report back to entire class

Good for “reducing the risk of participation” for a student

Non-participants in large groups become participants in small groups.

Feel obligatedBigger sense of responsibility


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Buzz Groups as Adapted to LS500

Very successful!

Excellent for online classes An arena for intensive discussion that also reduces chaos!

All-class discussion forums can become crowded

BGs in LS5003-5 students“Private” area for groupDiscussion ForumChat/Virtual ClassroomFile exchange & e-Mail


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Partial screenshot from a discussion forum


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This partial screen shot shows just a few threads.

There are 12 threads and over 240 posts in this forum.

You can see that this can quickly become chaotic and difficult to follow.

Partial screenshot from a forum for BGs to post


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This is a complete discussion forum for BGs to post their solutions to a case study.

In this case they were asked to draft a letter to a new Chairman of a public library Board of Directors.

As you can see, this is far less chaotic that the previous example.

How do BGs Work?

Assign students to BG

Create Group Pages for BGs

Students test and acclimate to BG area


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How do BGs Work?

Elect a spokesperson

Take time to solve problem as BG

Reach a consensus and post to all-class forum

Variety of solutions among groups is very interesting


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Student ResponsesBuzz Groups

Pro: Able to more fully participate; easier to come to a consensus with just a few people in the group; this format made it easier to focus.

I did think the size of the buzz group was optimal. In a whole class discussion, you notice that some people are quick to answer and answer every comment. By the time the rest of us get there, all we can say is , "Me, too." Four or possibly five in a group will produce someone who takes the lead, but everybody's comments seem to count more.

Con: Don’t like group work; more limiting than discussing as a whole class. No, the content was pretty controversial and the end result needed to be agreed upon, so it limited our responses. I felt that if it had been in a forum we would have had more freedom to express individual ideas and discuss them w/ others w/o trying to come to one consensus - though that said, needing to come to a consensus is a good exercise as well.


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BG Challenges

Drops and no-showsCreate BGs early but don’t assign work until the class attendance has stabilized

Participation rates within BGsEase the mind of those doing the work. Let everyone know you can see what happens in the BG area and can tell who is or is not contributing.


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Technique 3: Peer Reviews

Help students develop their own self-assessment skills

Expose them to their colleagues’ work


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Peer Reviews as Adapted to LS500

Wanted students to pay more attention to their own output

Increase sense of responsibility in having assignments ready on-time

Learned that they wanted to revise after the peer review


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How does Peer Review Work?

Create the peer review network

Reviewer Student Person to review

Include rubric with assignment

The cycle:

Student completes assignment Reviewer reviews Reviewer returns review to student & copy to instructor Student submits work (or revision) to instructor


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Peer Review: Lessons Learned

Success?

Some students did avoid procrastinating because of their sense of responsibility to the reviewer.

Several students wished to modify based on reviewer comments. This will become integral part of the exercise in the future.


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Student Responses

Peer ReviewPro: Good practice receiving constructive suggestions; good to

get feedback; liked looking at other people’s work.I actually LIKED doing the peer review. Reading our review

rubric before sending in my own assignment gave me one last checklist. By the time I got my partner's assignment, I was so steeped in the requirements that it really took very little time to review.

Con: Preferred posting to an all class forum for all-class feedback.

It was helpful, but I'm not sure that I got as much from them as I could have. I had a little trouble figuring out when they were due--it depended a bit too much on the other person being timely.


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Peer Review Challenges

Complexity of peer network structure.

Frustration of reviewers when student was late with assignment.

Cannot use the review as part of the grade for the reviewer.

OK for a first try, will modify and use again because it is important.


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Technique 4: Role Play

Great way to include problem-based learning

Easy to pair students and have them act out scenarios and improvise responses

Practice effective thinking

“…cognitive theory provides good support for the idea that knowledge learned and used in a realistic, problem-solving context is more likely to be remembered and used appropriately when needed later.” (McKeachie)


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Role Play as Adapted to LS500

Use role playing activities borrowed from InfoPeople Project

Reference librarians need to learn how to conduct an effective reference interview

Best to learn by doing!

Library services no longer limited to in-person and telephone interactions, so all modes of communication fair game for LS500 students!


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How does Role Play Work?

Role play partners are assigned by the instructor

Partners each get a reference question for their role as patron

Everyone has the texts, published guidelines, and class discussions for background on the role as reference librarian

Students negotiate which communication mode(s) to use

Post role play analysis must include the application of specific references to the text and guidelines, etc


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Role Play Success

Very successful!

Good application of readings to analyses

Good practice

Combined with another “in the field” exerciseLearned from summer sections that the order of the exercises was important. Modified the work based on their comments and got improved results in the spring term.


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Student Responses

Role PlayPro: Learning by doing is best; like the hands-on element;

made the readings and text more interesting; getting away from the book was valuable.

Yes. I found that by actually trying to answer a reference question from my partner, I was able to get feedback and a better understanding of how to improve or rework the reference interview. Discussing the topic is helpful, but trying to actually put it into action/ use, helped me to understand how I can apply the interview in the real world.

Con: None.


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Role Play Challenges

Similar challenges to other exercises that involve grouping students together

Assign partners rather than let them find partners

Instructor plays roles when there is an odd number of students enrolled


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Summary

Four common classroom techniques:Minute PapersBuzz GroupsPeer ReviewsRole Play

Buzz Groups and Role Play are the most successful and easy to manage logistically

Minute papers could in fact be applied more frequently. Providing time and length restrictions helps students focus their responses.

Peer reviews have merit, but are currently a “work in progress”!


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Recommended Reading

McKeachie, Wilbert and Marilla Svinicki. Teaching Tips: Strategies, Research and Theory for College and University Teachers. 12th edition. Houghton Mifflin College Division, 2005.

Angelo, Thomas and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. John Wiley & Sons, 2005.


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Contact Aimée

Please feel free to contact me with comments and questions…

Aimée deChambeauE-Resources LibrarianLibrary Director’s Office, Melville LibraryStony Brook, NY 11794-3300

[email protected]@stonybrook.edu


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applying classroom techniques to an online course aimée dechambeau e-resources librarian melville...

Documents

ls500 slide

online classes

buzz groups buzz groups

online successes challenges

bgs students

group work

bgs work

small groups of students