What’s Changed?

I am at the midway point in the Online Learning course I elected to take from NYU.

I tend to believe that when you truly learn something, it makes a difference. So instead of asking, ‘what have I learned?’ I’ll ask the real question ‘If I were to re-do any of my current eLearning courses, what might I do differently?’

1. More Interactivity

First and foremost, More Interactivity for my non-live courses (yes, in ‘educator-speak’ I would say they are ‘asynchronous’).

Technically, my asynchronous courses are interactive now, as the method of delivery allow the learner to jump ahead if they ‘got it’ or to follow my lead if they need more examples or additional lecture.

But I can do much more with interactivity – I simply wasn’t sure it was worth the effort when I made those original classes. I can see how I could add interactivity using some pretty simple programming.

Currently, my classes have quizzes, but the program merely poses a question, and the user to simply decides the answer. The following lecture then talks through what the right answer would be.

With some minimal programming, I can actually have them click to answer questions, and get immediate feedback to reinforce the right answer.

[Note to self: Easy way - jump to a web page (no problem programming that – and a benefit is it could automatically send the results to the quiz taker) or – choice number 1 – see if the 'jump' buttons in PowerPoint mess up the narration/timing/direction of the course. I think not, but I see an experiment in my future. (Good news: If this does work, I can actually retrofit the existing courses.)

Beauty of this is, I can ‘cue’ narratives/pictures based on the student’s individual answers, making it seem VERY ‘live’ if I do it well.

In my other courses, I already use a lot of video links, and many pictures and lots of graphics. I also state objectives and goals, and check for learning / understanding frequently. And I invite questions, comments and ask lots of open questions to promote class participation.

2. Assessments?

I could also consider more pre and post assessments. However, I am not certain on how much of the pre assessment would be a true assessment, or more of an ice-breaker.

(I tend to use an agenda / pre-course goals or questions to engage the student now.)

For my non-live courses, if I want to do pre/post assessments, it is easily incorporated. I will need to consider that, though, since I fear on some courses the pre-assessment might DE-MOTIVATE the potential student, making them feel ‘dumb.’

Still, on some subjects, with my method of course development, it could become an actual pre-assessment, and direct the listener/viewer to the segments they did not achieve the minimum score on.

And, on a post-assessment, an added bonus is I could allow the student to print or eprint a certificate if they pass. Or direct them to the segments (using hyperlinks) they might need to revisit.

3. Method of Teaching (mostly) online courses.

This class will CERTAINLY impact my method of teaching any college-level courses. While the college I agreed to teach the online Stats course had a ‘complete’ course built in the Epsilon-like Learning Management System, I would NEVER again agree to ‘do it only their way.’ It bothered me at the time, and I would insist on other interaction than the chat area. Also, while I think my teaching styles / methods are good, and I have always thought about learning from the learner’s point of view, I am glad it reminded me about ‘setting high expectations.’ That isn’t something I think about going into a class.

So – what about you? Which ideas might you add into you next course that you would NOT have added before you took this course? I’m looking forward to reading your answers!

Indentity in Online Learning

Premise: A student online creates an identity, AND that is our concern as instructors BECAUSE that identity influences learning.

From the book, Education for a Digital World: “Current discussions about online learning reveal that learners may have a sense of disorientation, isolation, and disembodiment when they first begin an online course.”

OK, I’ll agree that can be a problem for us as teachers of that online course.

“Research also indicates that a sense of anonymity can create a safe place for learner discourse.”

“Shy learners experience the thrill of being validated by their peers.”

That’s a good thing, right?

“Learners feel more inclined to challenge instructors and, as a result, become more empowered in their learning. The role of a teacher shifts from lecturer to motivator.”

(And the role of teacher also shifts to three-ring circus director as the entire class questions everything the teacher says every minute, but I digress. See earlier blog!)

“But … attrition rates in online courses are significantly high, which suggests it is because students are not motivated.”

The book suggests to change this, we as instructors must learn who are students are, at least in this persona, to determine what they need.

Is this true? A few blogs back, I explored the idea “should we be concerned with our student’s backgrounds?” In my FTF trainings, I always try to get an idea of ‘why’ a student is in my class. What is it they do, or what are they ‘looking’ for. It helps me connect to the student, and it helps me funnel information to them.

Earlier readings also talked of ‘pre-course assessments’ to see if the student was taking the right course, and if their level of knowledge fit the course they were taking.

However, we have a course to teach. How much can you deviate from the course you prepped for?

In trainings, I am trying to make certain the student will be able to use the tool they signed up to learn about. In my case, it is generally a specific software function, but other times I am training someone to do certain processes or procedures: better sales, achieving excellence in customer service, learning how work better with your advisory board.

Can I really move that far from the course to worry about what an individual needs?

Light Bulb Moment
Ah, wait a minute – we do this all the time in FTF classes, don’t we? We ask about their background or their job, or why they are taking the class. I am interested, but I am really asking so I can show them how what I am teaching them will be of value to them.

But the book is now going further, and suggesting that since a course is online, people often intrinsically create a ‘new’ personality, which is freed from how they look or how they sound. The experts are saying we need to learn about the persona of the online student, so we can recognize their needs to help them stay involved and interested.

And now, since we can’t gain any clues by their style of dress, or their physical body language, what can we do to address this? How can we learn about the person?

Perhaps, more specifically, do you agree with the premise at all? Should we be concerned with the student’s ‘online’ persona? Your thoughts, please!

Quote of the Week

Speaking to someone in education for the past decades, who now prepares and delivers online classes, they offered this thought:

“It used to be the teacher was the Director. Then they became the Producer.”

“Unfortunately,” said another teacher, “now we are the Entertainer.”

Is ‘Listening’ No Longer Important?

Isn’t there still value in listening? I like to think so, but I suspect I might be on the only one left who does. Seriously, contemplation before speaking has been hijacked in the 21st century.

I don’t see many people really listening anymore. From my point of view, I think they are waiting for their chance to put their point of view in front of the audience.

Forgive me, I guess it has been one of those weeks, and I am sure I will get over it. But – Tuesday it was the online class – and 30 seconds after I start the lecture, questions (no, statements, really) are coming in via chat.

Wow. That was fast! I’m not certain I finished a sentence, let alone a thought, before the statements started!

Note I say statements, because like my classes today, the lines are spoken as questions, but really, they are declarations of the person’s thoughts. There isn’t really a question there, except, maybe, the question of ‘what made you think you were in charge of this class?’

Of course, in a few minutes, someone will look up and ask, “Well, how do I do (fill in the blank)?”

It is satisfying when at least a few of the other students actually say, ‘He just told you the answer to that question!’

Implying, ‘Weren’t you listening?’

Heck no! That would mean to the ‘student’ that the ‘teacher’ knows something the student could learn! That would seriously mess with their worldview that they are the most intelligent person in the universe in a major way! And we can’t have that!

Everyone tells me – ‘oh, it is just that the next generation is so quick. They are just able to process things so much faster.’

Un-huh.

The reality is, they have been the center of their parents’ universe, and no one has ever said, ‘Shut up and listen’ because that would be rude. And lord knows, they are allowed to be rude to others, but no one is allowed to be rude to them – that would be criminal!

But it is the falsehood of our new reality that we can ‘evaluate’ so much so quickly, that the ‘first rush’ of our thoughts are worth as much, heck far MORE, than the thoughts of the person presenting.

Mind you, the presenter likely prepped for the course, read and considered some materials, questioned his conclusions, evaluated his line of reasoning, and may have even said, ‘Now, please, this is a process, and it is in three steps, so please hear me out before you start asking questions of the pieces -’ but by then, there was already a hand up with a question.

And I’d like to believe you are so much faster – but you forget, I heard your question. Most of the time, it only proves you only listened to part of what I said.

That’s because in your world, you were never taught to listen.

We see it all the time. You talk during the movies. You talk when other people are talking.

You talk because you know your comments are much more important!

If I posed my initial statement to get you to THINK of that question, then maybe I did what I wanted to have happen – but you can’t make the next step and ‘evaluate’ your conclusion – because that would cause you to consider, and you were raised to get the ANSWER, not come up with something yourself. Plus, you have to jump ahead to show how smart you are!

Well, that’s good – unless you jump ahead with an incorrect assumption, which would also be obvious – if you took a moment to evaluate, rather than ask.

Seriously, folks, I know the old days of someone lecturing for hours are gone. In a world where kids grow up playing video games that have no strategic aims, only tactical shoot’em ups, there is no longer a place for reflection or consideration, right?

Think of it – even chess, the ultimate combination of ‘decide your strategy, consider your options, execute your tactics and reap the rewards’ game, has changed. Now it is ‘blitz’ chess – for a game in 5 minutes. Strategy? Wow, that is so 1950′s dude! Just move! That’s what counts!

We form opinions in minutes and keep them forever, if we can judge by our opinion polls. Never mind if they are based in fact! We KNOW the answer! So asking someone to take a moment to consider something? Well, maybe – but not when there is a great audience, like a classroom, or an online course with a chatroom that will allow us to spellbind our fellow course members!

I mean: ‘What, you think we came to hear what the TEACHER had to say? What were YOU thinking??? This is America – we are all created equal! My uninformed opinion counts as much as the teacher’s years of research, meticulous planning, and hours of prep time do!’

Like I said, I am sure it is just an over-reaction, and I am sure I will be better soon. Really, all my classes this week went well – but only because I work DAMNED HARD to try to entertain people enough to LISTEN for a moment.

It takes an awful lot of work and energy, though, and some days I long for an educational system that expected and insisted that students not talk, chat, email, IM or interrupt the teacher for at least long enough to FINISH a thought.

I mean, I’d be willing to believe you as a student really were just ‘fast’ on the uptake – except, well, your question makes it clear you weren’t listening!

The kindly, jovial Russ Gifford we all know and love will return tomorrow. Pay no attention to this ersatz charlatan posing as Russ.

(Besides – we know you won’t listen long enough to sit through this entire rant! At best, you scanned it! )

Further Online Thoughts

Last week we all agreed that an online class should have:

Interactive elements, and use things like PowerPoint, Youtube videos, audio and text. And, we all agree they should be ‘short’ and hopefully ‘fun.’

Wow. Anything else?

Actually, yes. The experts tell us online courses should use some combination of these tools:

 text documents
 email
 slide programs
 on-demand video clips and animations;
 interactive activities;
 simulations and games;
 self-grading exercises, quizzes, and examinations;
 discussion boards to leave postings (read anytime);
 chat/IM/VOIP (things to read only if you are present);

That’s a list! I have to say, I use most, but I think I will be upgrading a current CD-Rom training to include the ‘self-grading’ quizzes, just for the fun of it.

But those are all the toys, right? Here is what experienced online designers (experts?) say we SHOULD make sure our online courses have:

A good online course should have the same attributes as a good FTF course! You should:
 Use active learning techniques
 Give Prompt Feedback
 Emphasize “time on task”
 Communicate high expectations
 Respect and facilitate different ways of learning

 All while encouraging contacts between students and faculty and cooperation among students.

So – how about you? Do your classes feature all these things? Which ones are easy? I have to say I am better on the odd numbers than I am on the even ones…

Developing an Online Class

The readings for this week’s class delve further into my question about “what makes a good online class?”

Above, my classmates have added some points as well:

Anna says an online course has to be “interactive, fun, yet instructive.” OK – but she really drives home a point when she says, “it also needs to be short.”

Good points – I use humor a lot in my FTF courses, but I worry it will not translate well to online learning.

Edna agrees with the idea of short, but she adds, “Teaching online and using power points can be kind of a killer if you don’t have other props.”

True. I’ve asked her to elucidate, but again, looking at FTF, I’d always have a handout, (an example below.)

And I often use video to show, rather than tell about something.
(LINK)

Do those translate to eLearning? What about embedded videos from YouTube. Are those effective? This one drove home a nice point, to me. (Link)

Are those the types of tools we are taking about?

What about this: Is an icebreaker a ‘prop?’ And if so, how many of you have used an icebreaker in an outline course? How effective was it?

My point is, “Not all of this is simple!”

The readings from TPOL this week talks of this. Some instructors, they say, may find they need additional help creating courses using these tools. I have noticed job postings for instructional designers at colleges, and clearly they are aimed at the people that would work with instructors (or the “SME” – Subject Matter Expert!”)

Would you feel comfortable working with HTML, or tagging items? Inserting pictures? Graphics? Sound or audio?

Do you feel your school will hire additional support staff? Or will you be encouraged to take courses to learn those skills?

Woould you enjoy taking courses to learn those skills yourself? It is a brave new world in education!

Comments Welcome

By the way – to leave comments on any post, just click the ‘comments’ tag at the end of the post. (If no one else has commented, it might say ‘No Comments’ – a Nixon era attitude that I’d like removed! But that means I need your input! Thank you!)

About You

What do you think?

What I am hoping to learn in this course is “What makes a good online course?”

What are your feelings? What elements are required to make a course intriquing and informative? I’d appreciate your insights!

What the hell are we doing?

I’m a professional trainer. I teach a number of things, including advanced math, American history, computer programming, business management and effective marketing. These days, though, sometimes as often as 5 days a week, I am teaching groups of education professionals how to use computer software.

I like it.

Before that, starting in 1992, my work involved helping create the infrastructure to facilitate what is now the web. While we were looking at the broad spectrum, I was focused on distant education.  As long as we had the pipes in place, why not? So, we did the research, got the grants and funding, and put the idea together to create these rooms the right way for fully interactive two way education, with Elmo’s, computers, video, audio, etc. We did the work, and made it happen.

Of course, the problem was, we put them in rooms in schools, where the current education administrators got their hands on it, and changed the rooms to make them just like the standard classrooms they had always used, rather than thinking outside the box.

Fine. Maybe they were right. But it is human nature to try to make new things conform to established methods. Either way, it wasn’t the ground-breaking step forward in education we were looking for.

So now fast-forward 15 years. I look around and find the infrastructure is in place. We all have access. Computers do what we used to spend a hundred thou in equipment to achieve.

So… who’s doing what with all this? 

And is it a repeat of  molding this brave new world into the same old world we’ve always known?

• What are the right uses of these new tools in creating distant education materials?
• Can we create effective classrooms that have no walls?
• Can our course material, delivered through computers  outdistance the traditional model of instruction? Or are we simply trying to re-create the ‘sage on the stage’ model we’ve always emulated?
• Can we break the barriers that hold us back, or are the restrictions on ‘how’ to do distant ed there for a purpose?

 That’s what I’m trying to find out. Over the next few weeks, I’m attending an online course called, “Principles & Practices of Online Course Creation & Instructional Design.”

This blog is my attempt to dicuss some of the big issues behind online course creation, and ask, “Can’t we do better?”

As I read my assignments, I’ll also put my thoughts on those essays, as well as trying to articulate my ideas of what makes a good, effective online course.