7 principles of teaching you and webct
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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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7 principles of teaching you and webct

7 PRINCIPLES OF TEACHING, YOU AND WebCT

M. Piczak ([email protected])

June 2006


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’


7 principles of teaching you and webct

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


7 principles of teaching you and webct

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/


7 principles of teaching you and webct

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’


7 principles of teaching you and webct

Thank you for your attention & participation!!


Questions and comments

Questions and Comments


7 principles of teaching you and webct1

7 PRINCIPLES OF TEACHING, YOU AND WEBCT

M. Piczak ([email protected])

June 2006

THE END


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