virtually there for cec convention april 22, 2010
DESCRIPTION
This presentation for the CEC 2010 convention describes how to create a "virtual class" environment using online technologies.TRANSCRIPT
Virtually There:
Designing Effective Cross-Cultural Online Special
Education Courses in the Pacific
Patricia Edelen-SmithKavita Rao
Lillian SegalJim Skouge
Focus of our presentation:
• Including synchronous technology in online course design
• Constructivist methods
• Cultural considerations
Background
• Basic special education teacher training needed
• Limited access to institutions of higher education
Micronesian Region
• Rural setting• Traditional lifestyles• Diverse cultural groups
Student Feedback from Past Online Courses
• Sense of isolation• Affinity for face-to-face
communication• Limited computer/internet
access• Too much text-based
learning
Theoretical Frameworks
1. Constructivist Theories2. Adult Learning Theories3. Cross-Cultural Principles
Translating Theory into Design
Constructivist1. Actively construct knowledge2. Use multimodal resources3. Create artifacts or products
Cross-Cultural Principles (for indigenous groups)
3. Connect to local community4. Use narrative structures
Adult Learning1. Provide relevant and realistic contexts 2. Learn through collaboration
The Research StudyPhase I: Developed course elements• Teaching methods• Learning activities• Delivery methods (asynchronous &
synchronous)
Phase II: Implementation 8-week “Introduction to Exceptionalities” course
During and after Phase II: Data CollectionExamined student experiences & knowledge gains
Course ElementsSynchronousSaturday: Attend weekly “virtual class” meeting
• Instructor presentation and discussion• Teach Us• Photo Story (Final project)
Saturday: Watch a movie or DVD for next week
AsynchronousThursday: Individual assignment dueAnytime: Use resources on eCollege (courseware)Anytime: EmailAnytime: Textbook as reference
The Virtual Class
Constructivist Elements:• Use of multimedia• Real time interactions with instructor•Learning WITH others•Process and product based
Adult Learning &Cross-cultural principles:•Relevance to real life•Built communities of practice•Let students teach us
Data Collection
Quantitative– Pre- and post-tests
Qualitative– Document analysis– Interview data– Observation data
Research Question #1Will curriculum and delivery result in
meeting course objectives?
Overall mean gain: +6.3 pointsPaired t-test (t = 5.9, df = 11, p < .0001)Effect size is 1.57 (Cohen, 1988)
Research Questions #2 & #3
Examined student comments on CONSTRUCTIVIST and CROSS CULTURAL elements of course:
#2: What learning preferences should be taken into account? #3: How does the use of multimedia materials affect the learning experience of Pacific islander participants?
Key Findings
Instructional Strategies and Delivery
Working in various collaborative formats– Valued group activities (small and large)– Stated benefits of all three formats
Meeting weekly in Virtual Classes– Effective way to learn (from presentations)– Highly motivating and engaging– Connection with instructors– Instant feedback
Key Findings
Use of Multimedia Materials
Movies and Videos– Effective way to learn characteristics– Saw what “inclusion” looks like– Touching and “emotional” experience– Liked the movie guide and group discussion
Virtual Class Multimedia Presentations– Clear, concise and easy to understand– Felt a connection with visual images from other
Pacific islands– Downloaded materials for future reference
From Theory to Practice
Constructivist Strategies• Social construction on knowledge
– Peer collaboration & instructor mentoring
• Multimedia Materials– Visual instruction– Visual constructivism
Adult Learning & Cross-Cultural Principles
• Communities of practice• Connection to local community
Achieving Cross-Cultural Dialogue
Teach Us activity• Providing equal spaces for interaction• Multiple cultures model of e-learning
Photo Story activity• Active creation of knowledge• Emulated narrative format
Are We Virtually There?
Student value on virtual class– Initial reaction and transformation– Valued relationships with instructor and with
each other (“as good as face to face”)– High level of engagement
Recommendations for virtual class sessions– Set clear expectations– Make sessions meaningful
Where did we go next?
Synchronous and constructivist strategies used in:
• Special Education certificate courses in Special Education certificate courses in Saipan/Rota/Tinian (CNMI islands)Saipan/Rota/Tinian (CNMI islands)
• Graduate level course: Literacy Strategies Graduate level course: Literacy Strategies for Students with Mild/Moderate for Students with Mild/Moderate DisabilitiesDisabilities
CNMI certificate courses• Introduction to Exceptional Introduction to Exceptional
ChildrenChildren
• Classroom Organization and Classroom Organization and ManagementManagement
• Modification and Adaptation Modification and Adaptation of Curriculum, Including of Curriculum, Including Family SupportsFamily Supports
• Assessment, Planning, & Assessment, Planning, & Instruction for Students with Instruction for Students with Disabilities Disabilities
Lessons Learned from CNMI courses
Challenges:• Slow/problematic internet connection at Slow/problematic internet connection at
timestimes
• Some students initially struggled with basic Some students initially struggled with basic computer skills necessary to function in computer skills necessary to function in online classonline class
• Some students lacked proper equipment Some students lacked proper equipment (computer, internet, microphone)(computer, internet, microphone)
Lessons Learned from CNMI coursesWhat Worked:
• Virtual class (Elluminate) sessions built a Virtual class (Elluminate) sessions built a sense of community and relationship through:sense of community and relationship through:
– Online discussion with instructorsOnline discussion with instructors
– Collaborative activities on whiteboardCollaborative activities on whiteboard
– ““Teach Us” activityTeach Us” activity
– Final project presentationsFinal project presentations
• Multimedia resources and activities:Multimedia resources and activities:
– IRIS Center Modules (from Vanderbilt U)IRIS Center Modules (from Vanderbilt U)
– Media (on YouTube and DVDs)Media (on YouTube and DVDs)
Literacy Strategies for Students with Mild/Moderate Disabilities
Background:• Statewide mild/moderate M.Ed./PB program• Twenty-five students: Kauai, Oahu, Maui and Big
Island
Combined synchronous with asynchronous delivery
• Weekly “virtual class” meetings• On-going internet, media and discussion
assignments during week• Final Project: Case Study intervention project
Literacy Strategies for Students with Mild/Moderate Disabilities
Virtual Class Interactions:• PowerPoint “lecture”• Break-out rooms • Polling• Web tours• Desktop sharing• Student PowerPoint presentations• Q & A/Live Discussion
Literacy Strategies for Students with Mild/Moderate Disabilities
Asynchronous –Media assignments
• U tube clips, IRIS modules, videos, tutorials, virtual labs, narrated PPts, interactive websites, audio files
Asynchronous – Discussion board
• Think-Pair-Share, Round Robin groups, Jigsaw groups, Ask the Expert, Top Three
What Worked – What Didn’t
• Virtual class through sharing, connecting, Virtual class through sharing, connecting, community buildingcommunity building
• Multimedia Resources accessed on Multimedia Resources accessed on
the internet the internet • Guided discussion threadsGuided discussion threads
________________________________________________________________________
• Enough time to find the resourcesEnough time to find the resources• Technology issues e.g. mike/earphonesTechnology issues e.g. mike/earphones
Questions/Comments
• Pat Edelen-Smith, Ed.D: [email protected]
• Kavita Rao, PhD: [email protected]
• Lillian Segal. M.Ed: [email protected]