Applying Classroom Techniquesto an
Online Course
Aimée deChambeau
E-Resources LibrarianMelville Library
Stony Brook University&
Part-time Instructor, OnlineDepartment of Library Science
Clarion University
18 May 2006, CBbCApplying Classroom Techniques Online
Aimée deChambeau
Introduction
Clarion UniversityBS Education, Library Science K-12
University of PittsburghMLS (Agricultural Information)CAS (Library Systems Design)
University of AkronSoTAL Fellow
18 May 2006, CBbCApplying Classroom Techniques Online
Aimée deChambeau
What we’ll cover
For each of 4 Techniques:
Reasons to useHow this has been applied onlineSuccessesChallenges
These have been applied in:
LS500: Intro to Information Sources and Services
18 May 2006, CBbCApplying Classroom Techniques Online
Aimée deChambeau
Technique 1: Modified Minute Papers
Minute papers:Fast responsesAssess understanding at the moment
Why use?Students synthesize and integrate ideasStudents state ideas conciselyImproves concentration – short and focusedCan improve listeningEasy collection of manageable feedback
18 May 2006, CBbCApplying Classroom Techniques Online
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Minute Papers as Adapted to LS500
Recommend short time limits on reflections
Enforce with limits on response length
Used for Pre- and Post- Reflections5-20 minutes task time½ page in length
Addresses the question:
What do you think it means to "conduct reference work" and/or to "be a reference librarian."
18 May 2006, CBbCApplying Classroom Techniques Online
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Primary reasons for pre- and post- reflection:
1. It lets me know what they think reference work is.
2. It causes them to reflect on what their mental model of reference is at that very moment.
3. It gives them something to look back upon at the end of the course to see if what they think about reference work has changed because of this class.
18 May 2006, CBbCApplying Classroom Techniques Online
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Minute Papers as Adapted to LS500
Technique 2: Buzz Groups
My favorite!
Bill McKeachie’s book Teaching Tips: Strategies, Research, and Theory for College and University Teachers.
18 May 2006, CBbCApplying Classroom Techniques Online
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Technique 2: Buzz Groups
Buzz Groups: Small groups of students find solutions and report back to entire class
Good for “reducing the risk of participation” for a student
Non-participants in large groups become participants in small groups.
Feel obligatedBigger sense of responsibility
18 May 2006, CBbCApplying Classroom Techniques Online
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Buzz Groups as Adapted to LS500
Very successful!
Excellent for online classes An arena for intensive discussion that also reduces chaos!
All-class discussion forums can become crowded
BGs in LS5003-5 students“Private” area for groupDiscussion ForumChat/Virtual ClassroomFile exchange & e-Mail
18 May 2006, CBbCApplying Classroom Techniques Online
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Partial screenshot from a discussion forum
18 May 2006, CBbCApplying Classroom Techniques Online
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This partial screen shot shows just a few threads.
There are 12 threads and over 240 posts in this forum.
You can see that this can quickly become chaotic and difficult to follow.
Partial screenshot from a forum for BGs to post
18 May 2006, CBbCApplying Classroom Techniques Online
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This is a complete discussion forum for BGs to post their solutions to a case study.
In this case they were asked to draft a letter to a new Chairman of a public library Board of Directors.
As you can see, this is far less chaotic that the previous example.
How do BGs Work?
Assign students to BG
Create Group Pages for BGs
Students test and acclimate to BG area
18 May 2006, CBbCApplying Classroom Techniques Online
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How do BGs Work?
Elect a spokesperson
Take time to solve problem as BG
Reach a consensus and post to all-class forum
Variety of solutions among groups is very interesting
18 May 2006, CBbCApplying Classroom Techniques Online
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Student ResponsesBuzz Groups
Pro: Able to more fully participate; easier to come to a consensus with just a few people in the group; this format made it easier to focus.
I did think the size of the buzz group was optimal. In a whole class discussion, you notice that some people are quick to answer and answer every comment. By the time the rest of us get there, all we can say is , "Me, too." Four or possibly five in a group will produce someone who takes the lead, but everybody's comments seem to count more.
Con: Don’t like group work; more limiting than discussing as a whole class. No, the content was pretty controversial and the end result needed to be agreed upon, so it limited our responses. I felt that if it had been in a forum we would have had more freedom to express individual ideas and discuss them w/ others w/o trying to come to one consensus - though that said, needing to come to a consensus is a good exercise as well.
18 May 2006, CBbCApplying Classroom Techniques Online
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BG Challenges
Drops and no-showsCreate BGs early but don’t assign work until the class attendance has stabilized
Participation rates within BGsEase the mind of those doing the work. Let everyone know you can see what happens in the BG area and can tell who is or is not contributing.
18 May 2006, CBbCApplying Classroom Techniques Online
Aimée deChambeau
Technique 3: Peer Reviews
Help students develop their own self-assessment skills
Expose them to their colleagues’ work
18 May 2006, CBbCApplying Classroom Techniques Online
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Peer Reviews as Adapted to LS500
Wanted students to pay more attention to their own output
Increase sense of responsibility in having assignments ready on-time
Learned that they wanted to revise after the peer review
18 May 2006, CBbCApplying Classroom Techniques Online
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How does Peer Review Work?
Create the peer review network
Reviewer Student Person to review
Include rubric with assignment
The cycle:
Student completes assignment Reviewer reviews Reviewer returns review to student & copy to instructor Student submits work (or revision) to instructor
18 May 2006, CBbCApplying Classroom Techniques Online
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Peer Review: Lessons Learned
Success?
Some students did avoid procrastinating because of their sense of responsibility to the reviewer.
Several students wished to modify based on reviewer comments. This will become integral part of the exercise in the future.
18 May 2006, CBbCApplying Classroom Techniques Online
Aimée deChambeau
Student Responses
Peer ReviewPro: Good practice receiving constructive suggestions; good to
get feedback; liked looking at other people’s work.I actually LIKED doing the peer review. Reading our review
rubric before sending in my own assignment gave me one last checklist. By the time I got my partner's assignment, I was so steeped in the requirements that it really took very little time to review.
Con: Preferred posting to an all class forum for all-class feedback.
It was helpful, but I'm not sure that I got as much from them as I could have. I had a little trouble figuring out when they were due--it depended a bit too much on the other person being timely.
18 May 2006, CBbCApplying Classroom Techniques Online
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Peer Review Challenges
Complexity of peer network structure.
Frustration of reviewers when student was late with assignment.
Cannot use the review as part of the grade for the reviewer.
OK for a first try, will modify and use again because it is important.
18 May 2006, CBbCApplying Classroom Techniques Online
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Technique 4: Role Play
Great way to include problem-based learning
Easy to pair students and have them act out scenarios and improvise responses
Practice effective thinking
“…cognitive theory provides good support for the idea that knowledge learned and used in a realistic, problem-solving context is more likely to be remembered and used appropriately when needed later.” (McKeachie)
18 May 2006, CBbCApplying Classroom Techniques Online
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Role Play as Adapted to LS500
Use role playing activities borrowed from InfoPeople Project
Reference librarians need to learn how to conduct an effective reference interview
Best to learn by doing!
Library services no longer limited to in-person and telephone interactions, so all modes of communication fair game for LS500 students!
18 May 2006, CBbCApplying Classroom Techniques Online
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How does Role Play Work?
Role play partners are assigned by the instructor
Partners each get a reference question for their role as patron
Everyone has the texts, published guidelines, and class discussions for background on the role as reference librarian
Students negotiate which communication mode(s) to use
Post role play analysis must include the application of specific references to the text and guidelines, etc
18 May 2006, CBbCApplying Classroom Techniques Online
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Role Play Success
Very successful!
Good application of readings to analyses
Good practice
Combined with another “in the field” exerciseLearned from summer sections that the order of the exercises was important. Modified the work based on their comments and got improved results in the spring term.
18 May 2006, CBbCApplying Classroom Techniques Online
Aimée deChambeau
Student Responses
Role PlayPro: Learning by doing is best; like the hands-on element;
made the readings and text more interesting; getting away from the book was valuable.
Yes. I found that by actually trying to answer a reference question from my partner, I was able to get feedback and a better understanding of how to improve or rework the reference interview. Discussing the topic is helpful, but trying to actually put it into action/ use, helped me to understand how I can apply the interview in the real world.
Con: None.
18 May 2006, CBbCApplying Classroom Techniques Online
Aimée deChambeau
Role Play Challenges
Similar challenges to other exercises that involve grouping students together
Assign partners rather than let them find partners
Instructor plays roles when there is an odd number of students enrolled
18 May 2006, CBbCApplying Classroom Techniques Online
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Summary
Four common classroom techniques:Minute PapersBuzz GroupsPeer ReviewsRole Play
Buzz Groups and Role Play are the most successful and easy to manage logistically
Minute papers could in fact be applied more frequently. Providing time and length restrictions helps students focus their responses.
Peer reviews have merit, but are currently a “work in progress”!
18 May 2006, CBbCApplying Classroom Techniques Online
Aimée deChambeau
Recommended Reading
McKeachie, Wilbert and Marilla Svinicki. Teaching Tips: Strategies, Research and Theory for College and University Teachers. 12th edition. Houghton Mifflin College Division, 2005.
Angelo, Thomas and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. John Wiley & Sons, 2005.
18 May 2006, CBbCApplying Classroom Techniques Online
Aimée deChambeau
Contact Aimée
Please feel free to contact me with comments and questions…
Aimée deChambeauE-Resources LibrarianLibrary Director’s Office, Melville LibraryStony Brook, NY 11794-3300
[email protected]@stonybrook.edu
18 May 2006, CBbCApplying Classroom Techniques Online
Aimée deChambeau