Continuity of Learning
Using Technology to Mitigate Learning Disruptions
Session Evaluation: bit.ly/nercomp_continue learn
Disruptions to Learning
#NercompPDO2
Agenda
9:00 – Introduction to workshop and overview
9:30 – Panel offering responses to learning disruptions
10:30 – Break
10:45 – Presentation of 2 unique use cases
11:15 – Questions/Response from the floor
Noon – Lunch
12:45 – Your Turn – Part I: Supporting faculty & students
1:15 – Your Turn – Part II: JIC & JIT Lesson Plans
1:45 – Break
2:00 – Developing your workshop
2:40 – Next steps in continuing this collaboration
Participants
LMS Administrators
Blackboard, Canvas, Sakai,
Moodle
Instructional
Designers/Faculty
Developers
LMS Usage Varied/Not
Required
Faculty/Administrators
No Mandates
Instructional
Technologists
Accessibility Guidelines
38% yes/15% no,
46% unknown
MA, CT, RI, NH, PA, NY
Panelists
Learning Continuity: Just-in-Time, Just-in-Case, In a Crisis
Curry College
William Nancarrow, PhD, Interim Dean of Faculty, Associate
Professor of History
Christine Sacco, Instructional Designer/Technologist
Rebecca Paynich, Faculty Center Coordinator
University of Southern California
Patrick Crispen, EdD, Director of Educational Technology, Keck
School of Medicine
Joan Getman, MS, Director, Learning Design & Technology,
Information Technology Services
Clark University
Michael Krikonis, Academic Technologist
Continuity of Learning: Using
Technology to Mitigate Learning
Disruptions
William Nancarrow, Ph.D.
Christine Sacco, M.Ed.
Curry College - Milton, MA
Curry and Snowmageddon
25oo FTE
Traditional Day/CE/Grad
Milton and Plymouth campuses
Response coordinated by VPAA's
office
• Faculty Center supporting virtual
and in-class make-up options
•
•
•
•
Unique Contributions
• Created portal tab for easy access to
information
• Created seat-time equivalency guide
• Collected data on faculty make-up options
Faculty Responses
• 126 Faculty responded
• 53% rescheduled class
• 5 faculty members added time
to their class
• 47% held online classes or
added material online
Online Options
Number
Online Option
54
Formal Writing Assignment
46
Video, Audio, or Music
35
Reading Assignments
30
Online Quiz or Test
27
Recorded a Lecture or uploaded Voice
over PowerPoint
23
Discussion Board
17
Meetings with Individuals or Groups
11
Online Group Work
9
Field Trip
3
Held a Webcast
32
Other
•
126 total faculty
responded
•
71 assigned more
than one option
•
3 gave students the
choice between two
options
Overall Most Popular
Video or reading associated with
some form of reflection:
• Formal writing assignment
• Discussion board post
Department Preferences
• PAL faculty held mostly in-person
meetings
• Science, Math and Nursing faculty
used virtual trainings
• Humanities were heavy on written
assignments
• Psychology was heavy on video
Demo - Curry Portal
•
•
•
•
Dean’s Communication
Course Redesign and Technology Tips
Virtual Classroom Software
Blackboard Guidesheets
Faculty Concerns
• Union concerns about collecting data
• Optional for faculty
• Not to be used in tenure/promotion file
unless faculty choose to highlight
innovation
Student/Parent Concerns
• Is the College meeting students’ educational
requirements?
Opportunity
• For NEASC – demonstrate proactivity
regarding integrity of Curry meeting learning
outcomes
• For College-promote the use and need for
technology to non-tech users
Future Planning
• Needs assessment
• Virtual software
• Faculty support
Pedagogical options
Software trainings
• Opportunities to practice
with students in class
Questions?
Thank you.
Winter is on its
way!
University of Southern
California
Patrick Crispen, EdD, Director of Educational Technology,
Keck School of Medicine
Joan Getman, MS, Director, Learning Design & Technology,
Information Technology Services
CONTINUITY OF LEARNING: USING
TECHNOLOGY TO MITIGATE
LEARNING DISRUPTIONS
October 19, 2015
Michael Krikonis
Academic Technologist
508-793-8807
mkrikonis@clarku.edu
Climate in 2011/2012
Significant impact of weather related cancelations & delays.
Lost 6 hours of instructional time (Michael the teacher)
Institution navigating towards blended/online – not there yet
Academic Technology goal to prepare faculty to be ready to
teach in a blended/online format, if needed (Michael the
technologist)
• Flipped Classroom trending / faculty less open to technique
•
•
•
•
23
Preparing faculty in AY 12-13
24
Helping faculty decide how
Consideration
My course
Instructional Strategy
Case-study and dialogue
Learning objective(s)
Challenge ideas and develop new ideas
Assessment method(s)
Quality of contributions
Time
3 hours
Personal Technology
Tablet/desktop/webcam
Student Technology
Laptops
Media Strategy
Synchronous web conference
Preparation
Announce backup plan in advance in Moodle
Ensure users can access connection point in advance
25
Post AY 13
• Faculty attending sessions are more prepared and independent
• Plan-B Preparation can resonate with faculty in many ways
• Flipped / Weatherproofing etc.
• Wide range of tools available – draw on faculty interests
• Faculty need a framework to help them plan
• Faculty need to know the tools available to them
• Faculty need a way to explore and practice the contingency
plan
26
QUESTIONS / COMMENTS
Michael Krikonis
Academic Technologist
508-793-8807
mkrikonis@clarku.edu
2 Unique Use Cases
The Hybrid/Flexible Model
Lance Eaton, Coordinator of Instructional Technology, North
Shore Community College
Teaching Online: Flying Solo
J-Jay Araullo, Ed.D., Instructional Designer, Office of
Distance Education, Boston University
The Snowpocalypse Has
Been Postponed
Indefinitely: Using
Hybrid Flexible Design
Lance Eaton
Coordinator of Instructional Design
Part Time Instruction
leaton@northshore.edu
@leaton
What did I do?
Face-to-Face
• Lecture
• Discussion &
activities
• Assessments
Online
• Video lectures
• Online discussion
& activities
• Online
assessment.
START
CLASS
HERE
Path 3:
SelfSelected
Hybrid
CLASS
ENDS
Useless
Aside: This
format
looks like a
pizza.
How did class happen?
Face to Face
Online Class
Both
• Do readings.
• Do readings. • Do readings.
• Come to class. • Review
• Review learning
• Actively engage learning guide. guide.
• Watch miniin activities.
• Watch minilectures.
lectures.
• Use online
•
Actively
engage
in
content as
• Actively engage discussion (1
supplemental
in discussion (1 original, 1 reply)
or when class
original post, 3
• Actively engage in
is cancelled.
replies).
class..
CHALLENGES
• Initial organization
• Getting everyone on the same rung
• Explaining without overwhelming
Opportunities for
Students
•
•
•
•
Offers Choice
Opportunity for Self-Direction
Experiment with Online Learning
To keep on track with the course.
Opportunities for
Faculty
•
•
•
•
Engaged Students
Focus of Content
Use of Classroom Time
No snow days!
Thank you!
Questions?
Lance Eaton
Coordinator of Instructional Design
Part Time Instruction
leaton@northshore.edu
@leaton
Sources:
http://upload.wikimedia.org/wikipedia/commons/e/eb/Chicago_thin_crust_pizza.jpg
http://farm8.static.flickr.com/7073/7382239368_ba418d5b73.jpg
http://upload.wikimedia.org/wikipedia/commons/7/78/Traquair_House_Maze.jpg
http://pixabay.com/p-20997/?no_redirect
http://upload.wikimedia.org/wikipedia/commons/d/d9/Pizza_theorem_example.jpg
Teaching Online: Flying Solo
J-Jay Araullo, Ed.D.
Instructional Designer, Office of Distance Education, Boston
University
Reflection & Response
What did you learn from the
presenters?
What questions bubbled up
for you during the
presentations?
Compare/Add
Share/Brainstorm
I learned . . . .
Questions generated . . .
LUNCH - Noon to 12:45
PART I: Supporting faculty and students in the design and facilitation
of JIT and JIC out-of-classroom learning activities.
Page 6
Question 2: How do we prepare students for
continuity of learning activities?
Page 7
Question 3: How do we support faculty in the creation and
facilitation of continuity of learning (CoL) activities?
Page 8
Question 4: How do we ensure access to CoL
activities for all students?
Page 9
Question 5: What goes into the design of a
CoL learning Activity?
Page 10
Create your own Continuity of Learning Checklist with
the items you listed in the previous exercise.
Page 11
PART II: Ideas and resources for Just-in-Case (JIC)
and Just-in-Time (JIT) lesson plans.

 Checklist for designing JIC lesson plans:
  The learning activity meets at least one course learning
objective.
  The activity is “evergreen.”
  The activity could fit almost anywhere within the semester.
  The activity includes and out-of-class component.


Bonus JIC lesson plans checklist:
*Works for multiple classes.
*Skill-based
*Not dependent on face-to-face
interaction.
*Simple to complete – does not lead to
student frustration.
*It’s engaging (fun).
JIC Lesson Plans
“Non-Content” Content
1.
Communication skills: writing, oral
presentation, visual communication
8.
Analytical skills: abilities to analyze
certain kinds of documents and/or
situations (medical, nutritional,
psychological diagnoses; historical
analyses)
2.
Rhetorical skills: an ability to
persuade others
3.
Collaborative skills: an ability to work
with others
9.
Critical thinking skills: ability to think
independently and maturely
4.
Technological skills: an ability with a
particular technology important to a
discipline or career.
10. Problem-solving skills
11. Cognitive skills: meta-cognition,
reflection, self-reflection, selfmotivation
5.
Graphic skills: tables, graphs, etc.
6.
Mathematical/statistical skills
12. Creativity: inventiveness
7.
Research skills: abilities to read
about and understand (and maybe
conduct) particular kinds of research
(surveys, ethnographies, textual
analysis)
13. Professional dispositions
14. Ethical skills
15. Team-building Skills
16. Information literacy
Activity:
Choose 2 “non-content” content
areas from the list could be used to
create:
• just-in-case,
• evergreen assignments or
activities,
and begin to articulate 2 associated
activities/assignments.
JIC and JIT Content-Related Lesson Plans
Beginning with the learning objective(s). Ask:
How do I convert a f2f learning activity with a studentcentered out-of-class learning activity?
What format and tools are available for use with this CoL Activity?
Page 14
Activity: Convert an in-class activity to an out-ofclass activity
Activity: List the formats and tools that are
available for out-of-class/online activities.*
*See Online Resource Checklist and OER Resource Document
Page 15
1:45 - 2:00 PM Break
PART III: Developing a Continuity of Learning
Workshop
Activity: Create Workshop Objectives
Activity: Brainstorm – How will you get faculty to attend the workshop?
Activity: Brainstorm – How will you get faculty to attend the workshop?
Activity: What will the workshop look like?
(F2F, Online, Collaborative, Computer Lab, Around a Table?)
Activity: When will the workshop be offered? How often?
Activity: Who should facilitate the session?
Activity: What obstacles must you overcome?
Page 16
TPACK
tpack.org
Workshop Template
Workshop Objectives
 Define . . .
 Share . . .
 Brainstorm . . .
 Provide resources . . .
What Makes a Good JIT or JIC Lesson Plan?
Formats for JIT or JIC Lessons
Examples
Think/Pair/Share
TPACK
Resources (http://bit.ly/1vEH11h )
2:40 - 3:00 PM Wrap up.
Report back from groups
Next steps
Continuing the collaboration
Session Evaluation
bit.ly/nercomp_continuelearn
Thank you