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Thoughts on Distance Education for the MS-SWE Program

Thoughts on Distance Education for the MS-SWE Program. An open-minded perspective With exit survey results from SWE 642, Fall 2010 Jeff Offutt. Advocacy and Promotion. ??? Quantity … Quality ???. Much discussion on DE is one-sided , driven by advocacy

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Thoughts on Distance Education for the MS-SWE Program

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  1. Thoughts on Distance Education for the MS-SWE Program An open-minded perspective With exit survey results from SWE 642, Fall 2010 Jeff Offutt

  2. Advocacy and Promotion ??? Quantity … Quality ??? • Much discussion on DE is one-sided, driven by advocacy • Instructors should not be coerced or forced • Scientists objectively consider all sides • If we decide a method is sound, our energy is infinite • Last year Sharon Caraballo asked me a simple question: • “What would it take for the Software Engineering program to make a full commitment to distance ed?” © Jeff Offutt, 2011

  3. Objective Thoughtful Deliberation Here are my thoughts and conclusions • So far … I have not finished … • This talk is a result of objectively consideration of all sides of Distance Education • After gathering information and accumulating experienceusing DE in SWE 642 (F 2010), SWE 632 (S 2011), and several invited talks © Jeff Offutt, 2011

  4. Parameters and Assumptions • Most of the CS Department’s DE classes use: • Synchronous delivery through the Internet • Computer and audio, not video • In-class students DE can be applied synchronously or asynchronously DE can transmit the computer screen, audio, and video DE can include in-class students or only internet students © Jeff Offutt, 2011

  5. Quality versus Quantity 1) I am unwilling to sacrifice quality to deliver my classes through distance education 2) DE must help “us”, where “us” is our students, the program, me, IT&E, and GMU IN THAT ORDER • If the only benefit is quantity, I am not interested 3) Students First Despite assertions to the contrary, this is a challenge © Jeff Offutt, 2011

  6. Outline Goals of DE Changes in Teaching Delivery Technology Motivating Instructors Exit Survey in SWE 642 Summary © Jeff Offutt, 2011

  7. Quantity Goals for Using DE “Why” should be the FIRST question! But these goals are all about quantity • Save our existing students the inconvenience of driving to campus • Attract new students from the area who are unable or unwilling to make the commitment to coming to campus • This includes “blocks” of students from companies • Attract new students from out of the area © Jeff Offutt, 2011

  8. Quality Goals for Using DE • Previous goals emphasize convenience (quantity) • Can the technologies required for quality DE make non-DE courses better ? • Can DE delivery improve the quality of our classes ? • Or at least, not reduce the quality ? • Can DE help us compete with our peer institutions ? • Can recordings help students prepare for finals ? © Jeff Offutt, 2011

  9. Essential Aspects of Quality Can we use DE without losing these aspects of quality? Valuable and challenging material Clear explanations Frequent feedback Clear goals and learning outcomes Fair and unbiased assessments Rigorous assessments with high standards © Jeff Offutt, 2011

  10. Outline Goals of DE Changes in Teaching Delivery Technology Motivating Instructors Exit Survey in SWE 642 Summary © Jeff Offutt, 2011

  11. Presentation Style These are different, harder or impossible with DE • To use DE to teach effectively, we must change many classroom habits • This directly impacts habits that make us to be effective communicators and good teachers • Some habits of good teachers : • Being dynamic and interactive • Holding students’ interest • Using subtle feedback to dynamically update the presentation • Using body language to emphasize points • Using slide transition to increase learning © Jeff Offutt, 2011

  12. Presentation Habits to Change • We cannot physically point to the projector screen • Using a mouse is a less effective alternative • We cannot look students in the eyes to regain attention • Or see when their attention strays • We cannot use auxiliary technologies like the whiteboard • Write notes on the computer (eg, with Notepad) • The DE students cannot see us—we must constantly remember and allow for this fact © Jeff Offutt, 2011

  13. Presentation Habits (cont) Understand what to change, then learn new habits We cannot see the DE students—we must constantly remember and allow for this fact We must remember to monitor the computer screen for questions from the DE students Must repeat questions from in-class students © Jeff Offutt, 2011

  14. Course Structure Restrictions Students learn more with frequent, detailed feedback and evaluations • Weekly in-class quizzes are not possible with DE • Unless we do not use them for grading • Handwritten homeworks can’t be submitted on paper • We have to pay to print our DE students’ homeworks • Feedback on homeworks is harder • Writing on paper is natural, typing into Blackboard is awkward • It is harder for DE students to query about grading © Jeff Offutt, 2011

  15. Student Issues • Experts agree that DE works best for highly motivated, independent learners, with strong backgrounds • This may be why some instructors observe that the DE students score higher—they self-select • Many existing students tell me that even when they register for a DE section, they come to campus when they can © Jeff Offutt, 2011

  16. Other Uses of Technology • Online submission : Widely used • If you need printouts, I don’t think it’s worth it • Discussion threads : I have had VERY lively discussions on various topics • Online questions : Students can post technical questions on BB • TA or Prof can answer • Other students often answer ! • Often start interesting discussions • Very effective in SWE 642 and 205, less so in SWE 632 © Jeff Offutt, 2011

  17. Outline Goals of DE Changes in Teaching Delivery Technology Motivating Instructors Exit Survey in SWE 642 Summary © Jeff Offutt, 2011

  18. Delivery Technology Question of quality education is mostly independent of technology • Mosttechnologies support • Audio delivery • Sharing of the entire screen, or individual applications • Limited feedback from the students • Video (GMU has few facilities for video) • Some features do not allow powerpoint transition • A very effective presentation technique ! • They have accidental differences, but they do not affect the essential concern © Jeff Offutt, 2011

  19. Technology Summary GMU has chosen Elluminate as a standard • I preferred Adobe Connect • Elluminate has advantages • For advanced users (Usability : More to learn) • For instructors who already use BB heavily • Some students had trouble connecting to Elluminate • Elluminate recordings are only available to class members • By default—instructor can get an external link • And can be deleted at the end of the semester • It’s easy to forget some of the little steps • I have a detailed checklist © Jeff Offutt, 2011

  20. My Elluminate Checklist BEFORE CLASS 0. CHARGE THE MIKE!!!! 1. Create a new session a. Blackboard, click Teach b. Click Elluminate icon c. To create a new session *CLICK HERE* IN CLASS 1. Login to BlackBoard (courses.gmu.edu) 2. Teach tab 3. Click on Elluminate session name 4. Setup microphone a. Tools - Audio - Select Input Device RevolabsxTag b. Click microphone icon bottom left 5. Open applications: PPT, browser © Jeff Offutt, 2011

  21. Part of My Elluminate Checklist 6. Share applications a. Click left icon of screen with green arrow b. Choose Firefox, PPT, notepad, ... 7. Start recording Tools - Recorder – Record WHEN FINISHED 8. Stop recording Tools - Recorder - Record 9. Stop sharing desktop Click left icon of screen with green arrow (same icon) 10. Session - leave session VIEWING RECORDINGS Blackboard - Course Content - Elluminate - Recordings Use the calendar control top right to choose the right day Click on the Recording Name © Jeff Offutt, 2011

  22. Outline Goals of DE Changes in Teaching Delivery Technology Motivating Instructors Exit Survey in SWE 642 Summary © Jeff Offutt, 2011

  23. Motivating Instructors • It takes more effort to teach online • Mostly the first few times, learning new habits • I had 75 students last semester … why would I want more? • A teaching reduction is a net loss with an instructor shortage • SWE needs instructors in the classroom • Other ideas : • Summer support • A GRA (not taken out of the GTA pool!) • A bonus • I paid a $75 additional fee for my daughter to take a DE course at VA Tech • The instructor said he got a direct cash bonus © Jeff Offutt, 2011

  24. Motivating Instructors (cont) A full-time staff member who is an expert in DE This person can visit our classes and advise us on how to use DE effectively • In a recent meeting, discussion was cut off as soon as critical questions came up • If GMU wants more DE, wouldn’t it be better to convince and motivate us? • Offer us help? • Strategy so far has been to pressure us, stifling teamwork • A suggestion: © Jeff Offutt, 2011

  25. Intellectual Property Why would I consent to have my lectures recorded and archived ? • University policy number 4002 • http://www.gmu.edu/facstaff/policy/newpolicy/4002res.html • Based on my reading of this policy, we have no rights to our recorded lectures • GMU can use our lectures to teach the class again, without our consent and without any compensation • If I want to teach my class in the summer, GMU could say “no”, then “teach” the class using my recorded lectures and a TA to grade homeworks © Jeff Offutt, 2011

  26. Outline Goals of DE Changes in Teaching Delivery Technology Motivating Instructors Exit Survey in SWE 642 Summary © Jeff Offutt, 2011

  27. (8) Exit Survey, Fall 2010 • Offered DE to SWE 642 students, Fall 2010 • Announced on first day, used Adobe Acrobat • 37 students • 18 students attended online at least once • Survey at the end of the semester • Anonymous • Google survey • 20 responses © Jeff Offutt, 2011

  28. Why Did You Attend Online ? • Conflict kept me from coming to campus (12) • Tired after work • Couldn’t leave work on time • Sick • Daughters sick • Missed the bus • A meeting at work ended at 4:00 every week • Attended online 8 times • No other reason given © Jeff Offutt, 2011

  29. Why Not Attend Online More? • Could not hear questions from in-class students (5) • Instructors need to repeat questions • Easier to concentrate in classroom (4) • Enjoy interaction in class (4) • Too many technical difficulties in other classes (3) • Instructors must become skilled with technologies • Sitting at home doesn’t feel like college (2) © Jeff Offutt, 2011

  30. Why Not Attend Online More? (cont) • Worried about missing things on board (1) • Type notes on the computer, not the board • I wanted to get my homework back (1) • Grades on blackboard are assessments, not feedback • Felt like I learned more in class (1) © Jeff Offutt, 2011

  31. Numeric Answer Questions 2.93 1, 1, 2, 3, 3, 3, 3, 3, 3, 4, 4, 4 • How was the quality of the audio? • (1=Poor, 5=Excellent) 4.15 • How was the quality of the visual component ? • (1=Poor, 5=Excellent) 4.08 • How was the quality of the interaction with online students? • (1=Poor, 5=Excellent) 3.62 • Was the quality of learning online as good as being in class? • (1=Much worse, 3=The same, 5=Much better) © Jeff Offutt, 2011

  32. What Should be Improved ? • Video of professor (9) • Many DE experts believe that video does not improve learning • Audio pickup of students questions (2) • Instructor should repeat. (Always?) • Feedback on assignments (1) • Averyimportant part of learning • See where the professor is pointing (1) • Using the mouse to point is a difficult habit to internalize • Use ANYTHING but NEW!! (1) © Jeff Offutt, 2011

  33. Dropdown Answer Questions No : 2 Yes : 12 • How did this DE class compare with other classes that used DE ? Worse : 0 Same : 2 Better : 10 • What DE technology did you use in other classes ? Elluminate : 3 New : 7 Moodle : 2 Would video increase learning ? © Jeff Offutt, 2011

  34. If You Did NOT Attend DEWhy Not? • Prefer interaction with professor and classmates (5) • Try to involve online students • Can’t concentrate online (4) • Already on campus (1) • Technical problems in other classes (1) © Jeff Offutt, 2011

  35. How Did the DE Affect In-Class? • Software required too much attention (2) • It was handled more smoothly than other classes (2) • Minimally (unlike in other classes!) (1) • I would like to hear online students talk (1) • Don’t forget to record lectures ! (1) • I forgot this twice … © Jeff Offutt, 2011

  36. Recordings • Did you watch any recordings ? No : 6 Yes : 14 • Did the recordings help ? • Helpful to review hard topics (7) • Helped when I missed class (2) • Slightly, when I missed part of the lecture • A lot in doing homeworks • Yack, deadly dull! • Not much—needs editing, and it’s hard to search for a topic © Jeff Offutt, 2011

  37. Other Comments? Much better than other DE classes (SWE 621, SWE 625, CS 555) NEW is awful and should be prohibited ! Most professors ignore online students, never ask questions, never repeat questions, … Classes with boring professors are fine online, but we lose a lot watching this class online Students know online classes are crap, but it’s better than driving I hated online last semester, but now I’ve seen Elluminate and a professor who changes his teaching style. I’m glad GMU finally got some training for professors! © Jeff Offutt, 2011

  38. Other Comments? Higher fees for online is a terrible idea ! Include video I like being able to review the recordings In my other class we lost 10 to 15 minutes almost every day because of technology problems Can I access it out of the states ? Need better hardware It was handled well in swe 642, unlike other classes I love you because you didn’t use NEW !!! © Jeff Offutt, 2011

  39. Outline Goals of DE Changes in Teaching Delivery Technology Motivating Instructors Exit Survey in SWE 642 Summary © Jeff Offutt, 2011

  40. Summary and Recommendations • Yes, it is possible to teach DE courses well • Help students who have trouble making 4:30 classes • Not hurt students who come to the classroom • Some benefits : • Recordings are available for reviews • Increased availability and convenience • Marketing • No evidence that DE sections increase enrollment • Instructors need modest help getting started: • Knowing what to change • Help on how to change • Learning technology • Turning skills into habits © Jeff Offutt, 2011

  41. Teachers Must Adapt and Learn • Go to the classroom 10 minutes earlier • Write comments in Notepad, not on the whiteboard • Or a technology that lets us draw pictures • Use the mouse to point on-screen • Keep DE students involved • Give feedback to DE students electronically • Watch for DE students’ questions • Learn technology well enough so our fumbling does not affect students in the classroom © Jeff Offutt, 2011

  42. Universities Must • Invest in DE technology • Elluminate … done ! • Invest in modest training • At our convenience • Preferably attending classes to offer tips and suggestions • Motivate us to put out the extra effort • Re-negotiate ownership of recordings • Video teachers ? • Many experts say video does not improve learning • Students definitely want it ! © Jeff Offutt, 2011

  43. Can We have Quality and Quantity? Yes But we have to work at it Learn new skills Turn skills into habits © Jeff Offutt, 2011

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