Increasing Student Engagement With Regular and Substantive Interaction

by | Nov 17, 2023 | Active Learning, Blog, Canvas, Educational Development, Help Your Students, Learn, Online Learning, Student Engagement, Teaching and Learning, Teaching with Technology

How many days do you log into Canvas and interact with the students? How quickly do you give helpful feedback on activities and assessments? Do you set your students’ expectations by including an email/discussion response statement in your syllabus?

Why do we pose these questions? Frequent interaction and purposeful engagement with students are a hallmark of excellence in teaching and learning. It looks different depending on whether you are teaching in-person, hybrid/blended, or online.  We ask students in our in-person courses to log into Canvas every day to see announcements, their grades and feedback, and content. This provides opportunities to increase engagement with students outside of the scheduled classroom time. For hybrid and online faculty, we can use best practices to increase engagement with students who may be residential or remote.

decorative image of regular and substantive interaction

Faculty who teach online regularly or occasionally should be aware of Regular & Substantive Interaction (RSI), a regulation from the Department of Education that went into effect July 2021. RSI is a determination of whether an online course is a correspondence course (which doesn’t qualify for Federal financial aid) or a distance education course. These recommendations also apply to in-person teaching.

Fortunately, we have resources like the Quality Scorecard from the Online Learning Consortium to help us identify how we are meeting RSI and areas where we may need to improve our efforts. Over the next few months, we will share the criteria with suggestions on how to put them into practice.

The scorecard is divided into 6 sections: Course Overview and Information, Course Technology and Tools, Design and Layout, Content and Activities, Interaction, and Assessment and Feedback.

Let’s look at the first two sections.

Course Overview and Information:

  • The course includes a welcome and how to get started, as well as an overall orientation. Content is organized in Modules.
  • Module overviews make content, activities, assignments, due dates, interactions, and assessments transparent, predictable and easy to find. *A suggested best practice is to include an overview page as the first page of each module.
  • Course outcomes are observable and measurable, and congruent with the assessments and assignments.
  • Include the online learner success resources and contact information for the department and program, in addition to instructor information.

Course Technology and Tools:

  • It is extremely important to use Canvas, WCU’s approved and supported LMS.
  • Include information on how to contact the IT HelpDesk in a prominent place so students can find it when they need it.

Remember, these RSI standards are useful in increasing student engagement in any modality!

Next up in this series: 

Designing for Student Engagement using RSI

The CFC would love to partner with you to design, redesign, or make improvements to your Canvas course.  Let us know what you need through our Consultations Scheduling Page.

 

Source: Regular and Substantive Interaction, SUNYOnline – https://www.sunyempire.edu/dlis/design-your-course/regular-and-substantive-interaction/

Small Teaching: Predicting

by | Apr 21, 2022 | Active Learning, Assessment, Blog, Collaborative Learning, Discussions, Faculty Development Workshop

2nd post of 9 in the Small Teaching Series

Small Teaching by J.M. Lang presents methods for making small changes in your teaching practices (hence the name) that can significantly improve your students’ learning.  Each chapter provides the research-based evidence behind the practices Lang proposes so you can have confidence that Lang’s ideas work.  The Coulter Faculty Commons will be boiling the Small Teaching chapters down into blog posts to provide instructors with concepts they can apply to a lesson, a class, or a course.

“Once more unto the breach…” (from Henry V, spoken by King Henry)

Lang references “the connected nature of knowledge” (p. 48) to clarify how prediction aids learning.  The example he offers is that of a comparison between a history student and a history professor.  Given the date 1865, a history student would recall that it was the year that the American Civil War ended.  A professor of history would also recall the events leading up to the surrender of the Confederate Army at Appomattox, Chamberlain’s rendering honors to the defeated troops, the assassination of Abraham Lincoln, the ultimate failure of Reconstruction, and countless other bits of information that are connected to that date.  The fact that the Civil War ended in 1865 is relatively useless in itself, but knowledge is derived through the “web of connections” surrounding that date.   Lang posits (and the research supports this) that when confronted with the need to answer a question (predict a result) with insufficient information compels the brain to seek out any possible related information on the subject.  This process creates and reinforces the connections in the brain and begins building knowledge.

Lang suggests the following methods to give your students the opportunity to refine their powers of prediction:

  • At the beginning of the class, unit, or course, give students a brief pretest on the material. For example, give an opening-week pretest that is similar in format to the final exam.
  • Prior to first content exposure, ask students to write down what they already know about that subject matter or to speculate about what they will be learning.
  • When presenting cases, problems, examples, or histories, stop before the conclusion and ask students to predict the outcome.
  • When you are teaching a new cognitive skill (e.g., writing in a new genre), let students try their hand at it (and receive feedback) before they feel ready.
  • Close class by asking students to make predictions about material that will be covered in the next class session (p. 60)

Of course, predicting doesn’t always result in a correct answer.  Our theoretical history student might have thought that 1865 was the year the Civil War began.  Lang cautions that immediate feedback (or as immediate as practical) is important to keep inaccurate facts from getting entrenched.  It also has the benefit of helping students identify gaps in their knowledge or as Lang put it, vaccinate them against the illusion of fluency.  In the case of a pretest, it also lets your students know what kind of information they will be assessed on in the future, so they can adjust their study practices appropriately.

Small Teaching is available in the library as an ebook and is one of this summer’s Beach Reads! Email John Hawes (jhawes@wcu.edu)  if you are interested in joining a casual reading group this summer!Summer Beach Reads

As always, if you’d like to discuss these or other ideas with the Coulter Faculty Commons you can schedule an appointment at https://affiliate.wcu.edu/cfc/consultations/

Lang, J. M. (2016). Small Teaching: Everyday Lessons from the Science of Learning. John Wiley & Sons, Incorporated. http://ebookcentral.proquest.com/lib/hunter-ebooks/detail.action?docID=4455000

Summer Institute for Teaching & Learning (SITL)

by | Apr 20, 2022 | Active Learning, Blog, Canvas, Classroom, Educational Development, Educational Technology, Faculty Development Workshop, Summer Institute of Teaching and Laerning

It’s BACK!!

The Summer Institute of Teaching & Learning is back after a two year COVID hiatus. We will gather together in person on May 10 & 11th in HHS 204 for sharing and conversation.

We are keeping it low key this year. Come to relax, learn something new, and enjoy good food and conversation with your peers.

The keynote speaker will be Dr. Sudhir Kaul, Professor, School of Engineering and Technology, and the 2022 UNC Board of Governor’s Teaching Award winner from WCU.

Lunch is provided on both days – registration is required.

Agenda:

Tuesday May 10: 

9:00-9:15 am –  Welcome  

9:15-10:00  –  Student Engagement in the Times of a Pandemic  Keynote: Dr. Sudhir Kaul, Professor, School of Engineering and Technology, BOG Teaching Award Winner, 2022

10:15 am-Noon  –   Workshop 1 – How to Engage with Students in any Modality

Noon-1:00pm   –    Lunch 

1:00-3:00pm  –    Workshop 2 – The First Steps: Instructional Design or Redesign

 Do you want to design or redesign an assignment, assessment, content, part of a course, or an entire course?  This interactive session will get you started with brainstorming and an action plan to get you through the summer

3 – 3:15 –     Summer Beach Read

3:15 – 3:30 – Sharing and Next Steps

 

Dr. Sudhir Kaul

Wednesday May 11:

9:00-11:30am –  Workshop 3 – Student Engagement through Assessment and Grading in Canvas

11:30am-12:30pm  – Lunch

12:30-3:00 pm – Workshop 4 – Undergraduate Students as Research Partners

3:00 – 3:30 pm – Sharing, Next Steps, and Closing

Registration

Use the QR code to access the registration form or https://wcu.az1.qualtrics.com/jfe/form/SV_1FX4RGQqj1AjF54

 

Looking forward to seeing you!

SITL Registration

Summer Institute of Teaching & Learning

May 10 & 11, 2022

HHS 204

Use the QR code below or go to the Registration Form

QRQ code to register for SITL

Small Teaching: Retrieving

by | Mar 30, 2022 | Active Learning, Assessment, Blog, Classroom, Help Your Students, Student Performance, Teaching and Learning

Small Teaching by J.M. Lang presents methods for making small changes in your teaching practices (hence the name) that can significantly improve your students’ learning. Each chapter provides the research-based evidence behind the practices Lang proposes so you can have confidence that Lang’s ideas work. The Coulter Faculty Commons will be boiling the Small Teaching chapters down into blog posts to provide instructors with concepts they can apply to a lesson, a class, or a course.

Let’s get started.

Image of a brain

Chapter 1: Retrieving
Every subject requires students to know some foundational knowledge to successfully engage in higher levels of learning. For example, they need to know what a line is before they can understand more complex geometric shapes or the history of the earliest immigrants to the North American continent before they can discuss the nuances of current immigration policy. For your students to be successful, they need to be able to retrieve knowledge so that they can apply what they know.

Students need to retrieve knowledge from memory, but as Lang points out, “if you want to retrieve knowledge from your memory, you have to practice retrieving knowledge from your memory” (Lang, 2016, p. 20). How do you get students to practice retrieving knowledge? To illustrate a simple practice Lang cites studies where students were divided into three groups: one was given additional study time before a test, one given a practice quiz before the test, and one group where no intervention was taken. In one of the studies students that were quizzed prior to the test scored two letter grades higher than those that weren’t. Perhaps equally significant, students that were given additional study time scored no better than those that received no intervention. Re-reading did not improve knowledge retrieval.

Rather than just think of quizzes as assessment activities, consider them a means for your students to practice knowledge retrieval. But quizzing can take many forms. Here are the Quick Tips Lang suggests in Chapter 1:

 

  • Give frequent, low-stakes quizzes (at least weekly) to help your students seal up foundational course content; favor short answers or problem-solving whenever possible so that students must process or use what they are retrieving.
  • Open class periods or online sessions by asking students to remind you of content covered in previous class sessions; allow students time to reflect for a few moments if you do so orally.
  • Close class by asking students to write down the most important concept from that day and one question or confusion that still remains in their minds (i.e., the minute paper).
  • Close class by having students take a short quiz or answer written questions about the day’s material or solve a problem connected to the day’s material.
  • Use your syllabus to redirect students to previous course content through quizzes or oral questions and discussion (Lang, 2016, p. 39).

Summer Beach Read

Small Teaching is one of SITL’s Beach Reads. Are you registered yet?

Summer Institute for Teaching and Learning Post Card

As always, if you’d like to discuss these or other ideas with the Coulter Faculty Commons you can schedule an appointment at https://affiliate.wcu.edu/cfc/consultations/

 

Source
Lang, J. M. (2016). Small Teaching: Everyday Lessons from the Science of Learning. John Wiley & Sons, Incorporated. http://ebookcentral.proquest.com/lib/hunter-ebooks/detail.action?docID=445500

Humanizing Your Online Course

by | Feb 17, 2022 | Active Learning, Be Present-Mindful, Blog, Canvas, Classroom, Discussions, Educational Development, emergency instruction plan, Faculty Development Workshop, Pedagogy, Student Engagement, Teaching and Learning

Part 2 of the Inclusive Pedagogy Series

I started teaching online in 2003 for a for-profit institution. It was two years after receiving my M.Ed. in Research and Collaboration at TCU where my focus was on online asynchronous learning. I was anxious to apply my research to my own classroom!

The realities of teaching online soon became very apparent. At that time the institution did not have an LMS. I taught the course through discussion forums. My students were lines of text on the screen, as I was to them. We didn’t have Zoom or any other video meeting software so we were confined to interacting through the discussions and email.

I realized quickly that I needed to somehow become a real person to my students; a person who cared about their experience and success. So I set about recording video introductions, using video and recorded screencasts to help them learn HTML, web design and multimedia. Soon I was asking them to post an audio or video introduction instead of text, encouraging them to share photos of pets and places they loved to travel. I didn’t realize it at the time, but I was humanizing my online course.

What is humanizing?

If you google this topic, you will see quite a few results. We’ve been working on this for a couple of decades, so that doesn’t surprise me.  I particularly appreciate the work of Michelle Pacansky-Brock, a community college faculty member turned faculty developer who started teaching online in 2004. She created a wonderful infographic on this topic.  

 “Humanizing leverages learning science and culturally responsive teaching to create an inclusive, equitable online class climate for today’s diverse students.” Brock, 2020.

https://brocansky.com/humanizing/infographic2  

Humanizing your course is how you bring equity into your course design and teaching.

 It also brings decades of research on instructor presence and student persistence to bear on course design and instruction.  Being an excellent instructor in both the physical and online classroom in higher ed is a skill that anyone can learn. So these steps can apply to in-person courses as well.

screen capture of the Humanzing Your Online Course Inforgraphic

Steps to Take to Humanize Your Course

 

Brock offers eight elements to use in humanizing your course:

The Liquid Syllabus: A public, mobile-friendly website that has your brief welcome video and includes “warm, non-verbal cues and hopeful language” to ease anxieties about your course and how to be successful in week one (Brock, 2020, pp107-108).

Humanized Homepage: the homepage provides a clear and friendly welcome to the course and tells the student how the course works and has a clear Start Here link to the syllabus and/or the course information module in Canvas (this is also a Quality Matters and Online Learning Consortium quality standard). Here is an example

Getting to Know You Survey: In week one, ask the students to complete a confidential survey that provides additional information about each student and helps you identify which students are going to be ‘high touch’ requiring more of your time that other students. In Canvas, you can create a survey for this purpose. If you are logged into Canvas, go to https://westerncarolina.instructure.com/accounts/1/external_tools/43?launch_type=global_navigation to see an example of questions to include.

Warm, Wise Feedback: I love this and always attempt to convey support and encouragement in my feedback to students. Brock states, “Your feedback is critical to your students’ continuous growth. But how you deliver your feedback really makes a difference, especially in an online course. To support your students’ continued development and mitigate the effects of social and psychological threats, follow the Wise feedback model (Cohen & Steele, 2002) that also supports growth mindset (Dweck, 2007). Support effort + ability  + action. And deliver your message in voice or video to include verbal or nonverbal cues and minimize misinterpretation. 

Self-affirming Ice Breaker: Week one of a course is full of anxiety for students and can impede their ability to start the course. Try an ice breaker that invites them to share a part of their identity. One example from the infographic is to ask them to reflect on a value that is important to them and then choose an object from their life that represents that value.

Wisdom Wall: sharing the ‘wisdom’ or advice from students who have previously taken your class. You can use a collaborative tool such as a Word file in OneDrive that students can access, or Flipgrid, which can be enabled in Canvas. You can also have studente email their success advice to you that you would add to the file, or empower students to create their own by having a link to a shared Word document by changing the edit settings to ‘Anyone with the link’. Post this link in your course to share it with your current students and then they can also add their own advice. Here is Michelle’s example of a Wisdom Wall.

Bumper Video: Short videos used throughout the course to introduce a new module or clarify a sticky concept.

Microlectures: laser-focused short videos (5 – 10 minute) that walk the students through the comprehension of complex concepts.  Before you record, identify the one or two ideas you want your students to take from the video. Write a script to make sure that you are saying exactly what you want to say in the short video.  Also, remember to produce closed captions for all videos.  If you need help with closed captioning in Panopto, please contact the help desk ithelp@wcu.edu 

All of these suggested steps are part of the best practices in online course design and teaching. They are also steps that you can take at any time during the semester. 

These elements will be included in the CFC’s Online Course Design Institute offered totally online this summer. If you’d like more information about the OCDI, please contact us.

Resources:

Pacansky-Brock, M. 2017. Best practices for teaching with emerging technologies. Routledge, New York, NY.

Pacansky-Brock, M. Liquid syllabus. https://brocansky.com/humanizing/liquidsyllabus

Pacansky-Brock, M. (2020). How to humanize your online class, version 2.0 [Infographic]. https://brocansky.com/humanizing/infographic2

To Flip or Not to Flip? That is the Question.

by | Nov 16, 2021 | Active Learning, Be Present-Mindful, Blog, Classroom, Collaborative Learning, Cooperative Learning, Educational Development, Flipping the Classroom, Pedagogy, Problem Based Learning, Student Engagement, Student Performance, Teaching and Learning

Whether you call it inverted instruction, classroom flipping, or some other term, the concept behind this kind of instruction is basic. Students get the foundational knowledge they need outside the classroom and class time is spent on higher-level learning. Properly executed, this instructional methodology changes the instructor’s role from one of a “sage on the stage” to a “guide on the side.” (Bergmann & Sams, 2007)

How do the students get that foundational knowledge?

  • Video
    • If you record your own videos:
      • Keep them short (7 minutes max)
      • Topic focused
      • Provide captions and transcript
    • If you don’t want to make your own, there are plenty of sources:
      • Khan Academy, YouTube, Ted Talks
    • Assign specific time ranges as appropriate
  • Texts
    • A history, account, narrative, or case study
    • From the course texts, assign specific pages if the students don’t need the whole chapter – they are more likely to do the reading
    • Consider developing a reading guide to target their attention on particular concepts or ideas 
  • Websites
    • Again, assign specific pages or parts of the website as appropriate
  • Research
    • Give your students a list of questions and let them find answers

How can I know they have attained the foundational knowledge?

Barkley and Major, in their text Learning Assessment Techniques, offer concrete ways to assess students’ foundational knowledge, and they fit the “blending” teaching paradigm:

  • If asking them to recognize – consider an online quiz that focuses on verification, matching, or forced choice, to be taken prior to coming to class.
  • If asking them to recall – consider online quiz questions that focus on low cues or high cues.
  • If asking them to interpret or exemplify – consider an online quiz that focuses on constructed responses or selected responses.
  • If asking them to infer – consider questions that focus on verification, matching, or forced choice.
  • If asking them to explain – consider questions where students must reason, troubleshoot, redesign, or predict.

What are some effective classroom strategies to engage students in higher-level learning?

  • Muddiest point
    • Have your students bring a list of points they’d like to have clarified to class
      • Alternatively, have them post them to a discussion board
    • Address these points first before moving on to other learning activity
  • Group discussions
    • Students discuss/clarify muddiest points in groups
  • Group presentations
    • Have students teach what they learned
  • Knowledge Demonstration
    • Let the students demonstrate what they have learned

Is flipping right for me?
The real question is whether or not flipping is right for your students. One of the big advantages of flipping is that it gives students more control over their learning as they guide the classroom activity with their questions. Another is the opportunity it provides instructors to review their teaching methods. After considering your options, you may decide that flipped instruction does not provide any advantages. However, keep in mind that this is not an all-or-nothing proposition. You may determine that some material in your course is suitable for flipping, while some still require more of a hands-on approach. In either case, you’ll have reflected on how you are teaching and that is always a good thing. (Trach, 2020)

If you’d like to talk about group work with a member of the Coulter Faculty Common, click here to schedule a consultation.

Sources

Barkley, Elizabeth F., and Claire H. Major. Learning Assessment Techniques: A Handbook for College Faculty, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/hunter-ebooks/detail.action?docID=4205832.

Bergmann, J., & Sams, A. (2007). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Tech in Ed. http://ebookcentral.proquest.com/lib/hunter-ebooks/detail.action?docID=3317690

Hertz, M. B. (2012, July 10). The Flipped Classroom: Pro and Con. Edutopia. https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

Trach, E. (2020, January 1). A Beginner’s Guide to Flipped Classroom. https://www.schoology.com/blog/flipped-classroom