The Effective Online Classroom:
IDEAS from
Those in the Teaching Trenches
Faculty Development Session #11
Tuesday, September 25, 2012 10 am CT
New Bb, New Look…
Your Key to a Successful Course

A well-organized course and a clean course with your
expert content and instruction is the FIRST step to
retaining our students!

Maintain a master course in your development shells
and use it to course copy. CCC - Clean Course Copies

Ask for assistance from your Instructional Designer.

Use Blackboard-to-Go! Next, go one step further by
including an element in your course to engage and
connect with your students.

Use the Quality Matters Rubric
for a self check of design.
http://www.troy.edu/etroy/etroyfacultyresources.htm#
General Standard #1 from the Quality Matters Rubric:
“The overall design of the course is made clear
to the student at the beginning of the course.”
Faculty Resources
tab in Blackboard
Faculty Development/
Bb-To-Go! document

Blackboard-To-Go

…take this one step beyond and add in innovative “extras” to your
next course!
Consider new approaches to Class Discussions, Assignments,
Assessments…CONNECTION and ENGAGEMENT with your
students!

Ideas from
Those Teaching
in the Trenches…
Dr. Carroll – using videos
 Dr. Valkyrie – group discussions / rubrics
 Dr. McDaniel – online student presentations
 Dr. Toner – transitioning from in-class to online connection

Ideas from Those in the
Teaching Trenches…
IDEAS from Those in the Teaching Trenches
Purpose: Deliver engaging video content to students
iTunes U:
Benefits:
•
Built directly into Blackboard
•
iTunes hosts the videos (BB struggles with this)
•
Students can consume content however they like (e.g., computer, iPhone, iPad, etc.)
Drawbacks:
•
Students have to have access to iTunes
Lessons learned:
•
•
•
•
•
•
Keep it simple (less is more)
You must also have screencasting software (I use Camtasia)
Students do not need (or want) to see you delivering a lecture
Be organized
Plan on updating every few years
Not just for lectures – tutorial videos
How To:
•
•
•
•
Must have iTunes installed on computer
Must activate iTunes U for your course
Record videos, edit, and then upload through Blackboard
Tell students about it; have them subscribe
You can do it!
iTunes U Videos
IDEAS from Those in the Teaching Trenches - Rubrics
Criteria Assessment
• Clear assessment criteria presented before task
begins*
• Clear accurate feedback that focuses on
processes over which student has control
• Contingent, accurate feedback increases sense
of control and improve attribution accuracy (Jones
& Berglas, 1978; Kimble & Hirt, 2005; Thompson, 2004;
Thompson & Richards, 2001)
Normative Assessment
• Avoid – norming performance based on the “top
achievers” in class – don’t post class averages
(Thompson, 2004; Thompson & Richards, 2001)
Avoid assumptions
• Do not assume that a student “knows” how to
prepare the best answer
• Illusive ill-defined criteria and expectations
require students to become mind readers –
increasing chances of plagiarism and/or selfhandicapping for the more at-risk
Class Group Discussions / Rubrics
20-25 Points
◦ Discussion posting is responsive to and
exceeds the requirements of the
discussion instructions:
 Responds to the question being
asked or the prompt provided
 Goes beyond what is required in
some meaningful way (e.g.
contribute a new dimension, unearth
something unanticipated, etc.)
 Are substantive, reflective, and
evidenced based
 Demonstrates that the student has
read, viewed, and considered the
learning resources and/or a
sampling of colleagues’ postings
 Well written and free of spelling and
grammar errors
20-25 Points
 Discussion
postings and responses are
responsive to and exceed the requirements of
the basic points Discussion instructions. They:
◦ Respond to the entire question (all
components/aspects) being asked or the
prompt provided (approximate word count will
be 400 words);
◦ Provided additional information (referred to
the original essays, provide empirical
research information with proper citations –
minimum of three empirical articles – if you
are not sure what this means – you must
contribute comments from three peerreviewed articles from professional journals;
◦ Go beyond what is required in some
meaningful way (e.g. contributes a new
dimension, unearth something unanticipated,
etc..);
◦ Are substantive, reflective, evidence based;
supported by In-post citations and references
are in APA format;
◦ Demonstrate that the student has read,
viewed, and considered the learning
resources and a sampling of colleagues'
postings;
◦ Have carried on the discussion with at least
one colleague over several days
Higher Expectations
IDEAS from Those in the Teaching Trenches Rubrics

Help avoid the perceived “limitations of holistic grading”
◦ Avoid biases – race, ethnicity, gender

Avoid difficulty in maintaining “cognitive constancy” and grading fatigue

A potentially clearer base for grading

Focus our learning goals and help us in instruction development.

May help us develop a “learner-centered” environment (Cullen & Harris, 2009)

Help avoid the perceived “limitations of holistic grading” (Sadler, 2009, p. 174)
◦ Avoid biases – race, ethnicity, gender
◦ Avoid difficulty in maintaining “cognitive constancy” (p. 174) and grading
fatigue
◦ Avoid halo effect – influence based on personality characteristics
◦ Avoid making students work toward the teacher’s preferences or tastes
◦ Avoid lack of student’s lack of control to belong in the normative group
IDEAS from Those in the Teaching
Trenches – Small Groups
Provides opportunity for “inter-teaching” and
“scaffolding” to develop.
 Creates a potentially safer and more intimate
learning experience.
 Yet members, when groups work well, challenge
all to become more critical thinkers.
 Students report a favorable outcome…

Dr. Dayna McDaniel–
Our students need to practice verbalizing their thoughts.
2 tools for this online:
Voice Board Discussions
• Substitute for Discussion board
Online Presentations Collaborate • Its audio and writing
• Slides
• Very easy to use
• 5-7 minute presentation
• Always have submit a ticket if there
• Respond to classmate questions
is a problem
• They choose from assigned times • Everything in the assignments
on Discussion Board
section
• Post PowerPoint's a day early
• Lesson: Students enjoy variety
• Same idea can be great for a
group presentation (with critical
review of archive)
• Lesson: Mistakes are acceptable
Online Student Presentations
IDEAS from Those in the Teaching Trenches
Dr. Barbara Toner – “I am really pleased with how well
I sense a connection with the students as that was my
biggest worry going from in-class to online teaching.
In-Class vs. Online - challenges
Q: Am I able, on-line, to create a safe, comfortable space for students which
would allow them to be introspective and open, not guarded and closed? This
is Psychology I teach, and assimilation of concepts is vital; providing a safe
learning environment is fundamental. Am I able to provide that through an online classroom?
A: From my one experience, I found that I could. In fact, one of the students
started discussing his learning disability and we were able, as a cohesive unit,
to respond appropriately and effectively. The other students were able to offer
support and encouragement just as they would in any safe environment.
Q: Can I adapt andragogical models of learning to my adult on-line students?
A: Once again, my experience was that I can and I did.
Q: What kind of support may I request from my faculty guide and my e-Troy
guardian angel?
A: Fabulous support! They were there when I needed them, but they were there
without being intrusive or overbearing. They were truly “guiding angels”.
Q: Is there an established on-line syllabus which I might use as a basis for
creating my own?
A: Definitely! Again, our faculty peers have been wonderful sharing their
experiences, their knowledge, and their syllabi.
For PROMPT
service.
So we can assist
YOU efficiently!
helpdesk.troy.edu
See the FACULTY RESOURCES tab for:
Instructional Design Contact
Course-Specific Designer Assignments
Thank you!
__________________________
CONTACT your INSTRUCTIONAL DESIGNER:
(on the Faculty Resource tab in Blackboard)
http://troy.blackboard.com/bbcswebdav/institution/Instructional%20Design/Web/InstructionalDesign.html
or email us @
eTROYid@troy.edu
“Have us take a look at your course
and make suggestions…”
__________________________
Questions?
Thank you for investing in this training!
Dr. Michael Carroll, SFM
mscarroll@troy.edu
Dr. Karena Valkyrie, PSY
kvalkyrie@troy.edu
Dr. Dayna McDaniel, POL
dmcdaniel@troy.edu
Dr. Barbara Toner, PSY
btoner@troy.edu
Gayle Nelson, ID, eTROY
gnelson@troy.edu