thompson kelvin elearn 2010
DESCRIPTION
TRANSCRIPT
Take Your Students Out of Solitary Confinement: Strategies for Increasing Social
Presence in University Online Courses
Kelvin Thompson, Ed.D.University of Central Florida
Caveats
• Practitioner-focused– Not addressing “why”
• See Community of Inquiry Model, Social Learning Theory, Social Constructivism, etc.
• See E-Learn 2010 Proceedings for some good references
– I don’t have this figured out. Work in progress.• Where– Course Management System (CMS)-based– Public or semi-public Web 2.0 tools
social presence, the degree to which one is perceived as a real person in a mediated environment
Short, Williams, and Christie (1976) Garrison, Anderson, and Archer (2000)
Course Designv.
Instructor Behaviors
Provide Communication Protocols
• Examples include:– How and when to use each venue (email, IM, etc.)– Clearly calling one another by name in visible
communications– Being specific about ideas to which one is
responding– Encouraging appropriate use of phatic
communication1
2
Create “Interaction” Assignments
• Introductory Interactions• Low/no score• Appropriate self-disclosure• Connect to course content• Instructor modeling (posting and responses)
• Interaction Assignments• Clear prompt for response• Provide explicit scoring criteria based on desired behaviors
- Require posting of student perspective- Require responses by classmates to student work- Address timing (to avoid “post and run” behavior)
3
Design Authentic Learning Assignments
• Practical, projects/tasks• High challenge, low stress (Csikszentmihalyi, 1994)
• Ideally, connect to student interests
These:• Require personal investment by students• Are worthy of substantive feedback– Peer review (provide guidance and incentive)– Instructor
4
Model Appropriate Self-Disclosure
• Share instructor bio at beginning of course• Create a warm welcome message • Drop tidbits of info in course communications
5
Cultivate a Humane Tone
• Beware of written messages that “zap.”• Express interest/concern.• Consider audio.• “Thanks for asking, John.”• “If you have any questions or concerns, please
let me know.”• “I noticed…. Is there something going on
about which I should be aware?”
6
Respond Quickly to Messages from Students
• Address turn-around time in syllabus• Be consistent• Notify students when you’ll be unreachable
7
Make Weekly Updates
• Text and audio (some students will use both)• Brief (less than 2 pages or 10 minutes)• Consider podcast tools (Box.net is useful)• “I felt like there was a real instructor there.”
8
Solicit Weekly Student Feedback
• Anonymous• Ask what worked and what didn’t• Include questions on “connectedness”
9
Respond To/Take Action on Student Feedback
• Podcast• Announcements• Email All
10
Give General Feedback
• Podcast• Announcements• Discussion Forum• Email All
11
Give Specific Student Feedback
• If large class, use scoring rubric with highlightable written descriptions (See http://irubric.com or “Grading Forms” in Blackboard’s WebCT Vista/CE)
• Provide person-specific written feedback is possible
• Include student name
12
Send Regular Content-Based Messages
• Course Email• Announcements• Twitter (embed widget in CMS)• HootCourse.com• Text messaging (SendGM.com or other)
13
Live in the Open
• Model participation in Personal/professional Learning Network (PLN)– Web 2.0 Tools– Social Networking/Media
Caution
• Time commitment (beware of diminishing returns)
• Some students resist (self-fulfilling false beliefs about online learning)
Wrap-Up/Conclusion
Cultivating Social Presence
Connectedness
Student Satisfaction
Follow Up
Kelvin Thompson, [email protected]://twitter.com/kthompso
http://bit.ly/thompson_elearn Presentation & Examples/Supporting Materials(audio to follow)