- The California State University

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CSU Chancellor’s Conference:

Proficiency in the First Year at the University

October 30 & 31, 2008

Integrating Online and In-Person Learning for

Developmental Writers

Presenter: John Leih, Director, Language Development Center

Department of Linguistics and Language Development

San Jos

é State University

John.

[email protected]

.com

Components of

Calibrated Peer Review (CPR)

Students enter CPR essays online

Students evaluate 3 calibration essays using

10-point CPR checklist

Students evaluate 3 peer essays and provide anonymous feedback comments using CPR checklist

Students assess their own essays using CPR checklist

4

FRAMING:

DISCONNECTED CURRICULUM

2003-05: LDC Online component disconnected from In-person component.

2003-05: LDC In-person component disconnected from

Online component.

l

Framing

Online

Learning

DEFINING THE LEARNING SPACE:

CURRICULUM DESIGN PERSPECTIVES

10/1

Online Only

(+) Analytical framework

(+) Measurable milestones

(-

) “Drill and Kill”

10/10

INTEGRATED

LEARNING

UNINTEGRATED

LEARNING

In-person Only

(+) Critical reflection

(+) Responsive to whole learner

(-

) “Expensive Pill”

1/10

1 2 3 4 5 6 7 8 9 10

In-person Learning

Assessing student motivation and outcomes in online peer review (CATESOL 2007)

Student evaluations:

660 students

Student survey:

17 students

Focus group:

5 CPR coaches

8

MAPPING THE DILEMMA: LEARNER PERSPECTIVES

Online Only

(+) Motivated by online environment and analytical frameworks

(+) Motivated by independent milestones

(+) Anonymous feedback “more honest”

(-) Peer evaluation sometimes inaccurate or incomplete

(-

) Students sometimes “click quick picks”

Online

Learning

In-person Only

(+) Motivated by critical discussions

(+) Respect for guidance/mentorship

(+) Opportunity to obtain “correct” feedback

In response to inaccurate or incomplete feedback

(-) Students like to talk more than write

1 2 3 4 5 6 7 8 9 10

In-person Learning

MAPPING THE DILEMMA: DAVID KOLB’S LEARNING STYLES MODEL

Doers Creators

Deciders

Planners

Doers: Prefer experiential action-focused feedback

ACT

Online learning process

Deciders: Prefer analytical actionfocused feedback

EXPERIENCE

Gather Evidence

ANALYZE

Gather Reasons

Creators: Prefer experiential reflection-based feedback

REFLECT

In-person learning process

Planners: Prefer analytical reflection-based feedback

FRAMING: DESIGN PRACTICUM

TO FACILITATE INTEGRATED LEARNING

In the context of IN-PERSON Conferences that support

REFLECTIVE evaluation.

LDC Curriculum 2006-08:

Grad coaches actively model and guide ONLINE evaluation feedback using analytical checklists …

CYCLING: DESIGN PRACTICUM

TO FACILITATE INTEGRATED LEARNING

Doers

So that students give and receive accurate ONLINE feedback for revising portfolio essay

Deciders

GUIDE student writers by modeling accurate feedback

Creators

In the context of

IN-PERSON planning conferences

Using analytical evaluation checklists

Planners

SYNERGIZING THE DILEMMA

Online supports

ACTION learners with decisionmaking steps

Integrate Online +

In-person Learning:

ACTION/REFLECTION styles mutually supported

Online Learning

In-person supports

REFLECTIVE learners with critical planning opportunities

1 2 3 4 5 6 7 8 9 10

In-person Learning

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Getting started with Calibrated

Peer Review (CPR)

• http://cpr.molsci.ucla.edu

“Who uses CPR?” for a list of schools currently using CPR

Contact Arlene Russell, Project Director: [email protected]

To network with faculty about CPR contact

Tim Su: [email protected]

16

CSU Chancellor’s Conference:

Proficiency in the First Year at the University

October 30 & 31, 2008

Integrating Online and In-Person Learning for

Developmental Writers

Presenter: John Leih, Director, Language Development Center

Department of Linguistics and Language Development

San Jos

é State University

John.

[email protected]

.com

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