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7 PRINCIPLES OF TEACHING, YOU AND WebCT

7 PRINCIPLES OF TEACHING, YOU AND WebCT. M. Piczak (piczakm@mcmaster.ca) June 2006. PURPOSE. To bring together theoretically and empirically validated teaching concepts into practical perspective using traditional and e-learning teaching methods

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7 PRINCIPLES OF TEACHING, YOU AND WebCT

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  1. 7 PRINCIPLES OF TEACHING, YOU AND WebCT M. Piczak (piczakm@mcmaster.ca) June 2006

  2. PURPOSE • To bring together theoretically and empirically validated teaching concepts into practical perspective using traditional and e-learning teaching methods • To obtain an improved sense of how WebCT can contribute to enhancing the classroom and out of classroom learning experience • To expose you to a technology that reflects the way today’s generation likes to obtain information 24/7 and generally feel is ‘cool’

  3. HOW • Setting out ‘The Seven Principles for Good Practice in Undergraduate Education’ (Chickering and Gamson) • Defining the 7 Principles so that we know them we look to try them • Providing illustrations/examples of how a selected principle is achieved in the traditional sense • Providing exemplars of how WebCT, other learning management system or technology can assist in delivering on the selected principle

  4. Chickering and Gamson’s7 Principles for Good Practice in Undergraduate Education • Encourage contact between students and faculty • Develop reciprocity and co-operation among students • Use active learning techniques • Give prompt feedback • Emphasize time on task • Communicate high expectations • Respect diverse talents and ways of learning

  5. 1. Encourage contact between students and faculty • Studies show the bond or connection between the student, the institution and the Program of Study are strengthened through frequent faculty-student contact TRADITIONAL • Permitting self to be co-opted into projects • Coming to know student as individual • Being approachable • Knowing students by first name WebCT/TECHNOLOGY • E-mails • Participating in chat, on-line discussions • Referring to self by first name in correspondence • Small, polite correspondence gestures

  6. 2. Develop reciprocity and co-operation among students • More and deeper learning occurs when students work in teams in a collaborative fashion • Such learning is moved up a notch when faculty member is involved in project in some capacity • Students share ideas, consider differing points of view, make decisions TRADITIONAL • Structure group projects • Serve as advisor for projects • Involve students in research • Small group design review meetings WebCT/TECHNOLOGY • Students post views, opinions, findings, suggestions on discussion board w/ time limit • All student e-mails can appear for correspondence • Setting up discussion board by project

  7. 3. Use active learning techniques • Basic precept acknowledges that learning occurs best when student is active • Learning is active, not passive • Learning by doing to complement foundational theory • Time passes much more quickly too TRADITIONAL • Short in-class demonstrations, simulations • In-class discussions, debates • Co-op, internships • Students teach in class WebCT/TECHNOLOGY • Students expected to use technology to share findings, ideas • Posting student work on server or internet with acknowledgement

  8. 4. Give prompt feedback • Adjustments most easily made shortly after the identification of a shortcoming • Providing a sense of what is known and what is not known • Contiguity is the issue to minimize gap between performance and feedback • Concept of shaping applies TRADITIONAL • Taking no longer than x days to return evaluation instruments • Providing specific feedback WebCT/TECHNOLOGY • E-mail to provide private note for good performance • Accepting assignments thru e with feedback via same • Instantaneous e feedback for tests • Virtual office hours • ‘Moved’ to respond

  9. 5. Emphasize time on task • Time plus energy equals learning • Energy equals motivation and ability • Students must learn to manage time and commit to completing a task well TRADITIONAL • Giving assignments to provide practice • Take home examinations • Getting them into the ‘stacks’ or library • Testing read but not taught material WebCT/TECHNOLOGY • ‘day before’ encouragement • Following day congratulations • Creating on-line tests • Monitoring when & how long spent on tasks • Permitting cruising of the net

  10. 6. Communicate high expectations • Expect more, get more • Raising the bar as part of continuous improvement of self, course and customers (students) • Acknowledge that considerable range of interests, abilities and attitudes exist within classroom TRADITIONAL • Making it clear that readings are to be done before hand • Participation expected • Circulating examples of high quality work • Alumnus in for talks WebCT/TECHNOLOGY • Posting presentations and handouts before class • Digital CoursePacks • High quality student work exemplars on WebCT • ‘Ur’ limits in communication • Posting common errors with fixes

  11. 7. Respect diverse talents and ways of learning • Not everyone learns the same • Theoreticians, hands-on types, analyticals, creatives, organizers, leaders, followers, drones are all part of the mix TRADITIONAL • Mixing up lecture with other forms of delivery WebCT/TECHNOLOGY • Offering computer version of course

  12. “BUT WHAT’S IN IT FOR ME?” • Upload things once • Always know location of your notes • Notes are available from any location • Notes are always in order • Can lecture directly from server • Can refer students to answer questions • Available 24/7 • Changes can be made in minutes as ideas occur to you • Postings on WebCT are retained for a couple of years

  13. SO WHAT IS YOUR NEXT MOVE?: I • Like many things in life, small adjustments can make for a significant difference or improvement • Be selective picking and choosing that which you feel comfortable with as you attempt to move up the e-learning continuum • Use tools that make sense for your purpose thus, not forcing the WebCT tool where it may not apply • Listen to your students for cues on how you can use software or technology to make it better • Go home and explore/play with WebCT • If you would like to request a WebCT course for your class or would like more information about WebCT, please visit the WebCT Designer Resource Page at: http://www.ltrc.mcmaster.ca/webct/designer/

  14. SO WHAT IS YOUR NEXT MOVE?: II • Commit to attending a WebCT workshops put on by the LTRC • Confer with your chair, peers about effective and ineffective e-learning features • Circulate best practices with each other, chair, e-learning co-ordinator • Find a ‘go to’ person for quick tips, solutions • Permit students to show the way periodically • Do not be anxious about the technology • Do not overuse the technology • A little means a lot because others may not be using it

  15. EVERYONE WINS WITH WebCT …IT’S NOT ‘ROCKET SURGERY’

  16. Thank you for your attention & participation!!

  17. Questions and Comments

  18. 7 PRINCIPLES OF TEACHING, YOU AND WEBCT M. Piczak (piczakm@mcmaster.ca) June 2006 THE END

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