Tips for Teaching: Using Macros to Create Reusable Comments and Feedback

CDL Conference April 24, 2009

Nicola MartinezCenter for Distance Learning

AbstractMacros provide an effective method for creating authentic teaching presence.

We will discuss how to use macros to cultivate cognitive, social and teaching presence throughout the online learning experience.

In addition, I will offer a demonstration of the uses and applications of macros, their dynamic functionality and their convenience to the instructor as a teaching tool.

Community of Inquiry Framework

From: Garrison et al., (2000-2006)

Cognitive Presence

Cognitive presence is defined as the exploration, construction, resolution and confirmation of understanding through collaboration and reflection in a community of inquiry. The practical inquiry model operationalizes cognitive presence and is ground in the work of Dewey (1933) on reflective thinking.

(Garrison et al., 2000, 2006)

Social Presence Social presence is described as the ability to project one’s

self and establish personal and purposeful relationships. The three main aspects of social presence, as defined here, are affective communication, open communication and group cohesion.

(Garrison et al., 2000, 2006)

Teaching Presence Teaching presence is the design, facilitation, and direction

of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes. Teaching presence has three components: Instructional Design and Organization, Facilitating Discourse, and Direct Instruction.

(Garrison et al., 2000, 2006)

Enhancing Teaching Presence with Macros

Providing high quality feedback for multiple students in an online course can be quite challenging and time consuming. The Angel Macro provides an excellent solution to this.

What Are Macros in Angel?

• Macros are valuable assessment shortcuts that allow you to store and reuse feedback for students; course commentary; responses to frequent questions; and other useful text.

• Macros can be used to provide students with individualized, contextualized feedback.

• They can assist instructors in establishing ongoing teaching presence.

Ways to Use the Macro

Information from Schedule

Saved from Schedule

Discussion Commentary Saved from a Previous Section

Saved Quote

From: Privacy, Security, Freedom: Social Concerns for the 21st Century

How Do Angel Macros Work?

• The Macro is a simple tool that allows instructors to store comments and feedback for further use.

• Macros may be dropped into a coursemail message, discussion forum posting, grade book evaluation, ongoing narrative feedback to students or even the final course narrative evaluation. With some personalization and formatting, the end result is customized, prompt feedback for your students.

Combine Macros with New Text

New Comment

Macro Saved from a Previous Section

New Comment

From: Privacy, Security, Freedom: Social Concerns for the 21st Century

Why are they effective?

• Comments may be stored, re-used, and personalized for the students. Voilà, time saved.

• They are useful for providing similar notes or assessment feedback for students, and eliminate the need to hunt for previous versions or copy and paste.

• As an added plus, macros are shareable across courses and sections. This means that you only need to create a macro once, and it will be available for ongoing use across your courses, sections, and terms.

• Macros are always editable.

Where is the Macro Tool in Angel?

• Embedded in the HTML editor

Create A Macro

Create Categories

Macros are Editable

Raw Macro Inserted into A Message

Another Macro for the Message

From Macro to Message

Macro CAN save formatting with HTML

The HTML Icon

Share Macros Across Courses

Discussion

Let’s talk about strategies for creating teaching presence with macros and other Angel tools.

Do you have any to share?

Contact Information

• Visit our web site at:

http://www.esc.edu/cdl

Nicola MartinezDirector of Curriculum and Instructional Design

Center for Distance Learning111 West Avenue, Saratoga Springs, NY 12866518-587-2100, ext. 2276

Nicola.Martinez@esc.edu

References

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text -based environment:Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 1-19 http://communitiesofinquiry.com

Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment. Journal of Asynchronous Learning Network, 5 (2). http://www.aln.org/publications/jaln/v5n2/v5n2_anderson.asp

Garrison, D. R. Garrison, D. R. (2006). Online Community of Inquiry Update: Social, Cognitive, and Teaching Presence Issues. Unpublished paper.

Gibbs, G. (1992b). Improving the quality of student learning . Bristol: Technical and Educational Services.

Shea, P., Pickett. A., & Peltz, W. A Follow-up Investigation of “Teaching Presence” in the SUNY Learning Network. (2003) Journal of Asynchronous Learning Network, 7 (2). http://www.sloan-c.org/publications/jaln/v7n2/pdf/v7n2_shea.pdf

Knowles, M. S. (1970, 1980) The Modern Practice of Adult Education. Andragogy versus pedagogy, Englewood Cliffs: Prentice Hall/Cambridge.

Knowles, M. S., Holton III, Elwood F., Swanson, Richard A. (1998). The Adult Learner. Houston: Gulf.

Vygotsky, L. (1978). Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.

Wlodkowski, R. J. (1993). Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement. San Francisco: Jossey-Bass.