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7 PRINCIPLES OF TEACHING, YOU AND WebCT. M. Piczak ([email protected]) 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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purpose
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’
slide3
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
chickering and gamson s 7 principles for good practice in undergraduate education
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
1 encourage contact between students and faculty
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
2 develop reciprocity and co operation among students
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
3 use active learning techniques
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
4 give prompt feedback
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
5 emphasize time on task
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
6 communicate high expectations
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
7 respect diverse talents and ways of learning
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
but what s in it for me
“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
slide13

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/
slide14

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
everyone wins with webct
EVERYONE WINS WITH WebCT

…IT’S NOT ‘ROCKET SURGERY’

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