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Case Studies in Distance Learning Environments James A. Hewlett Professor of Biology Finger Lakes Community College

Online Pedagogies

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Case Studies in Distance Learning Environments James A. Hewlett Professor of Biology Finger Lakes Community College. Online Pedagogies . What unique challenges (from a teaching and learning perspective) do we need to overcome in order to be effective online instructors? - PowerPoint PPT Presentation

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Page 1: Online Pedagogies

Case Studies in Distance Learning EnvironmentsJames A. Hewlett

Professor of BiologyFinger Lakes Community College

Page 2: Online Pedagogies

Online Pedagogies

• What unique challenges (from a teaching and learning perspective) do we need to overcome in order to be effective online instructors?

• How might the employment of the CSM help us face those challenges?

Page 3: Online Pedagogies

What I have learned about online students

• Diverse backgrounds (including more non-traditional students)

• Need to feel connected to the instructor and the other students

• Require prompt, frequent, and meaningful feedback

• Need to “ease” into the course and the material (fear comfort)

Page 4: Online Pedagogies

Case Based Online Courses

• Address the needs of the online student• Work well with recommended online pedagogies• Are aligned with best practices in teaching• Address ALL levels of Bloom’s Taxonomy• Provide meaningful opportunities for assessment• Cases can reflect the “nature” of the subject matter

Page 5: Online Pedagogies

Case Based Online Courses

• Address the needs of the online student• Work well with recommended online pedagogies• Are aligned with best practices in teaching• Address ALL levels of Bloom’s Taxonomy• Provide meaningful opportunities for assessment• Cases can reflect the “nature” of the subject matter

Page 6: Online Pedagogies

• A simple case with “clear direction”

• Not graded• Used for students to

practice file attachments• Immediate feedback

Case #1 : Simple to Complex“easing” the student into the course

Page 7: Online Pedagogies

Case #2 : Simple to Complex“easing” the student into the course

• Progress to cases that:– Continue to maintain a focus on a single concept (as with case #1) but…– Begin to introduce more “information” that must be considered in problem-solving– Begin to become less directed / more open-ended

A 60 year old male with a history of chronic gastritis and tachycardia complains that he is becoming progressively more fatigued at the end of his workday. Seemingly simple tasks take enormous amounts of effort to complete…………..

Page 8: Online Pedagogies

Case Based Online Courses

• Address the needs of the online student• Work well with recommended online pedagogies• Are aligned with best practices in teaching• Address ALL levels of Bloom’s Taxonomy• Provide meaningful opportunities for assessment• Cases can reflect the “nature” of the subject matter

Page 9: Online Pedagogies

How to address best practice ?GOOD PRACTICE……Encourages Student-Faculty Contact …Encourages Cooperation Among Students …Gives Prompt Feedback …Emphasizes Time on Task …Communicates High Expectations

…Respects Diverse Talents and Ways of Learning Lesson for online instruction: Allowing students to choose project topics

incorporates diverse views into online courses.

…Encourages Active Learning Lesson for online instruction: Students should present course projects.

Chickering, A., & Gamson, Z. (1987). Seven principles of good practice in undergraduate education. AAHE Bulletin, 39, 3-7.

Page 10: Online Pedagogies

How to address best practice ?Adressing “higher levels” of Bloom’s Taxonomy

Category Definition Evaluation judging the value of material or methods as they might be applied in a particular situation;

judging with the use of definite criteria

Synthesis creating something new by putting parts of different ideas together to make a whole.

Analysis breaking something down into its parts; may focus on identification of parts or analysis of relationships between parts, or recognition of organizational principles

Application using a general concept to solve problems in a particular situation; using learned material in new and concrete situations

Comprehension understanding something that has been communicated without necessarily relating it to anything else

Knowledge recalling or remembering something without necessarily understanding, using, or changing it

Page 11: Online Pedagogies

The Case Study Writing ProjectThe Final Solution : Have students write a case

Page 12: Online Pedagogies

Create the assignment

How would you construct a case study writing project for an online course that takes into consideration best practices, Bloom’s

higher levels, and the needs of the online student

…Respects Diverse Talents and Ways of Learning Lesson for online instruction: Allowing students to choose project topics incorporates diverse views into online courses.

…Encourages Active Learning Lesson for online instruction: Students should present course projects.

Evaluation judging the value of material or methods as they might be applied in a particular situation; judging with the use of definite criteria

Synthesis creating something new by putting parts of different ideas together to make a whole.

- Require prompt, frequent, and meaningful feedback- Need to “ease” into the course and the material (fear comfort)

Page 13: Online Pedagogies

Organization

Case is constructed in

pieces, with each piece receiving feedback

Page 14: Online Pedagogies

Interaction

Students interact with each other as

both the learner and the SME

Page 15: Online Pedagogies

Evaluation

Page 16: Online Pedagogies

Case Based Online Courses

• Address the needs of the online student• Work well with recommended online pedagogies• Are aligned with best practices in teaching• Address ALL levels of Bloom’s Taxonomy• Provide meaningful opportunities for assessment• Cases can reflect the “nature” of the subject matter

Page 17: Online Pedagogies

The “nature” of the subject matter• BIO 172 primarily populated by

students entering a health profession

• Measurements, tests, and diagnostics:– Are not endpoints– cannot be considered in isolation

Page 18: Online Pedagogies

The “nature” of the subject matterThe patient is an 8 year old male with a history of an unresolved hematoma following a sports-related injury. The patient was hit with a baseball on the right anterior thigh three weeks prior to the orthopedic visit. An initial exam made by the family physician revealed full flexion and extension of the knee and hip joint and mild tissue edema. Radiologic exam revealed no signs of any femoral fractures.

Initially the area had been described by the patient as "tender." The edema has increased progressively since the injury and the patient presents to you with referred pain (foot and thigh). The patient has been icing the injury daily and pharmacological treatment has consisted of Tylenol and Advil. Physical examination is negative, except for a swollen, tender right anterior thigh with some resolving ecchymosis.

HCT 34.2HGB 11.3WBC 6.6PLT 220APTT 54 sec

Page 19: Online Pedagogies

Clotting Disorder

Too Much

misconception

hemophiliadiet

liver

Not Enough

What information would you like to collect to further your understanding of what is happening in this case?

Page 20: Online Pedagogies

Summary

• Address the needs of the online student• Work well with recommended online pedagogies• Are aligned with best practices in teaching• Address ALL levels of Bloom’s Taxonomy• Provide meaningful opportunities for assessment• Cases can reflect the “nature” of the subject matter