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TEAseminar_RNord_notes_20100510.doc - Krypton

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					 TEA seminar presentation
         Roland Nord

                  May 10, 2010


Who?
     Caterpillar: Who are YOU?

     Alice: This was not an encouraging opening for a
     conversation. I -- I hardly know, sir, just at present -- at least
     I know who I was when I got up this morning, but I think I
     must have been changed several times since then. Lewis
     Carroll (Alice in Wonderland – Caterpillar)

 I’ve taught technical communication courses at MSU for
 21 years, and during that time, I’ve probably logged more hours
 in the ACC (or other computer labs) than any other faculty
 member at MSU.

 Starting my second year at MSU, I taught all of my courses in
 computer labs for all meeting hours of the course. Why? That’s how I worked and how I liked to learn. I
 was able to share files with students, who were able to share files with me. We were able to spend time
 on task—time writing—rather than simply talking about writing.

 This past year, I taught two classes online in the summer, three classes online in the fall; then, I taught
 three face-to-face classes this spring.

                                                                                   Paul D: And who are you tonight?
                                                                                   Gary T: LOL
                                                                                   Zenobia R: y
                                                                                   Lauren C: yes, love the hat!
                                                                                   Ollie J: haha
                                                                                   Katie C.: y
                                                                                   Brian W: Awesome
                                                                                   Gary T: happy halloween
                                                                                   Anna I: Good
                                                                                   Robert F: That's hilarious
                                                                                   Jeri: Nice!
                                                                                   Zenobia R: Good
                                                                                   Katie C.: eh. ok
                                                                                   Patrick M: doing well
                                                                                   Danica S: ha ha
                                                                                   Marnee H: you look like a cablecompany
                                                                                   customer service rep
                                                                                   Gary T: your twin has a beard, too
                                                                                   Lauren C: mmuuuuuhahahaha! - was that
                                                                                   how we spelled it?
                                                                                   Katie C.: n
                                                                                   Marnee H: n
                                                                                   Patrick Moes: n
                                                                              TEA presentation – Roland Nord
                                                                                                May 10, 2010
                                                                                                      Page 2



What?
 What are online courses?
 Current definition of 100% online course (03 media code) allows for one face-to-face meeting.

 MnSCU has developed new media codes to identify entirely online courses:

        Asynchronous courses
        Synchronous courses

 We decided to require a 90-minute synchronous meeting (chat) time for all courses. Research at the
 time suggested that synchronous meetings increase student retention.

 What do I need to know about teaching online…
     It’s not where you’re from, it’s where you’re going; It’s not what you drive, it’s what drives you. It’s
     not what’s on you, it’s what’s in you. It’s not what you think, it’s what you know.

 … What do I need to know about teaching?
     They don’t care what you know unless they know that you care.

 Chickering and Gamson developed a set of principles for traditional, face-to-face classroom delivery in
 which they identifyed key components and instructional strategies that lead to a successful student
 learning environment.1 Newlin and Wang apply these principles to online class delivery:2

     1. Encourage student and teacher interaction to motivate students to perform better and to
        increase students’ intellectual commitment.
     2. Encourage communication and cooperation among students to establish community.
     3. Employ active learning strategies, especially the creation of physical or virtual products, the
        presentation of information to the class, or the use of game-like activities.
     4. Provide prompt feedback to students on all aspects of the course.
     5. Emphasize time on task.
     6. Encourage reasonable, high expectations. Consider publishing students’ best works to share
        information.
     Respect the diverse talents students bring to a course and their individual learning styles.


 1 A. W. Chickering and Z. F. Gamson, “Seven Principles for Good Practice in Undergraduate Education,” American
  Association for Higher Education Bulletin 38, no. 7 (1987): 2-6.

 2 M. H. Newlin and A. Y. Wang, “Integrating Technology and Pedagogy: Web Instruction and Seven Principles of
  Undergraduate Education,” Teaching of Psychology 29, no. 4 (2002): 325-330.
                                                                          TEA presentation – Roland Nord
                                                                                            May 10, 2010
                                                                                                  Page 3




When?
MSU history of online program development
2002-03 Distance Learning Taskforce

2004-05 Distance Learning Taskforce – final report

        Table 1: Enrollment Projections
                  Programs     Sections   Enrollments     Credit hours    FYE UG/Grad
          Year1          8           48          1200             3600      39.6 / 118.8
          Year2         12           72          1800             5400      59.4 / 178.2
          Year3         17          102          2550             7650      84.0 / 252.5
          Year4         22          132          3300             9900     108.9 / 326.7
          Year5         27          162          4050            12,150    133.6 / 400.9
        Extended Learning provides a current list of (19) online programs. During 2009-10, we have
        generated approximately 16,000 credits online.

2009-10 President’s Extended Learning Task Force – objectives and business plan

        Table 2: Credit generation for 2009-10
                               Summer 2009       % of Total   Fall & Spring 2009–10    % of Total
          On campus credits          18,164              71                  181,770           96
                Undergrad            15,315                                  172,632
                       Grad           2,849                                    9,138
              Online credits          7, 358            29                     7,382           4
                 Undergrad            5,766                                    5,582
                       Grad           1,592                                    1,800

Technical communication history of online program development
About 8 years ago we began offering technical communication courses online. About 6 years ago we
received HLC accreditation for offering our minor, undergraduate and graduate certificates, and our MA
degree program entirely online.

We decided to offer all courses (with one exception) in our programs online within a 2-year cycle.

Originally our hope was that online enrollment would supplement our resident (f2f) enrollment,
permitting us to offer full sections of courses.

Resident students within our graduate program could complete our MA degree within 1 year; students
completing their coursework through online study could complete our MA degree within 2 years.

Now our online enrollment exceeds our resident enrollment; indeed, we no longer offer some courses
as f2f courses because we cannot fill them.
                                                                      TEA presentation – Roland Nord
                                                                                        May 10, 2010
                                                                                              Page 4


Students completing their coursework through online study can complete our MA degree within 1 year;
however, resident students must take a number of online courses in order to complete their MA degree.
                                                                        TEA presentation – Roland Nord
                                                                                          May 10, 2010
                                                                                                Page 5




Where?
 In our technical communication program, we have had students from 40 states and 7 countries. The
 majority of our online applicants identify our program through educational databases (maintained by
 professional organizations) or through searching the Internet.
                                                                          TEA presentation – Roland Nord
                                                                                            May 10, 2010
                                                                                                  Page 6




How?
 This is the question with which your seminar is meant to assist you.

 What software or web applications should I use?
 Whatever works for you and your students. In technical communication, we use

        Acrobat Connect
        Camtasia
        D2L
        Dreamweaver (or some HTML editor)
        MavMail
        Microsoft Office


 Am I just putting my class online?
 Yes, you’re teaching a particular course that has the same course description and learning outcomes
 regardless of your method of presentation—whether offered online or face-to-face.

 No, for example, holding a discussion in Acrobat Connect or in D2L Chat is very different from holding a
 discussion in a traditional classroom. And you may find that you need to adapt many of your teaching
 strategies to the online course; indeed, you may find that your online classes challenge you to modify
 your teaching strategies and to re-evaluate strategies that you had abandoned.

 For example, I recently challenged myself to ‘convert’ the training activities in Mel Silberman’s 101 Ways
 to Make Training Active (2nd ed., New York: Wiley, 2005) for use in Acrobat Connect.
                                                                                     TEA presentation – Roland Nord
                                                                                                       May 10, 2010
                                                                                                             Page 7




Why?
 MnSCU and Governor Pawlenty have set a target that by 2015 we deliver 25% of our credits through
 online instruction.

 What have we learned about online learning?
         Means, Barbara , Yukie Toyama, Robert Murphy, Marianne Bakia, and Karla Jones. 2009. Evaluation of
           evidence-based practices in online learning: A meta-analysis and review of online learning studies. US
           Department of Education <http://www2.ed.gov/rschstat/eval/tech/evidence-based-
           practices/finalreport.pdf> 7 March 2010.

        Students who took all or part of their class online performed
        better, on average, than those taking the same course through
        traditional face-to-face instruction. Learning outcomes for
        students who engaged in online learning exceeded those of
        students receiving face-to-face instruction, with an average
        effect size of +0.24 favoring online conditions.3 The mean
        difference between online and face-to-face conditions across the
        51 contrasts is statistically significant at the p < .01 level.4
        Interpretations of this result, however, should take into
        consideration the fact that online and face-to-face conditions
        generally differed on multiple dimensions, including the amount
        of time that learners spent on task. The advantages observed for
        online learning conditions therefore may be the product of
        aspects of those treatment conditions other than the
        instructional delivery medium per se. [Authors’ emphasis] (Executive Summary, xiv )




 3
     The + sign indicates that the outcome for the treatment condition was larger than that for the control condition.
     A – sign before an effect estimate would indicate that students in the control condition had stronger outcomes
     than those in the treatment condition. Cohen (1992) suggests that effect sizes of .20 can be considered “small,”
     those of approximately .50 “medium,” and those of .80 or greater “large.”
 4
     The p-value represents the likelihood that an effect of this size or larger will be found by chance if the two
     populations under comparison do not differ. A p-value of less than .05 indicates that there is less than 1 chance in
     20 that a difference of the observed size would be found for samples drawn from populations that do not differ.
                                                                          TEA presentation – Roland Nord
                                                                                            May 10, 2010
                                                                                                  Page 8




What’s wrong with this picture?




  What should students learn?
     “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” Aristotle

				
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