6. Online Facilitation Philosophy
More flexibility
Student engagement
Participation
Handling disagreement and Conflict
Self-motivated and self-disciplined
Many courses still faculty driven as with f2f
Move to online not because it is easier but move to
online because it is more effective
7. Online Facilitation Philosophy
E- portfolios – build upon past work as they move from
novice to expert
Collaborative faculty organization
Focus on lifelong learning
Think globally
Effective, timely feedback
8. Online Communities
Social Presence
Active creation of knowledge, meaning and
application
Collaborative Activities
Reflection opportunities
Resource sharing
Students become expert learners and begin to work on
being an “expert” in their chosen area
9. ONLINE
COMMUNITIES
(Shared values and identities)
Social
Presence
Belonging Social
Successful aspect of
to the Learning
group learning
Identities of
Participants
MUTUAL EXPLORATION OF IDEAS
10. Virtual Community
Learning occurs through the interaction of students
and facilitators as they work together to problem solve
using both primary and secondary prevention
interventions
Available Chat areas set up by students – can be
asynchronous and synchronous (student unions,
virtual chat, resource centers)
Students are introduced to an online community
Move from DQs to problem solving in the “real world”
12. Transitioning Online Courses
Target Population & Programs
Hybrid vs. Fully Online
Technical Support
Infrastructure
CMS. Important, yet, how course is developed &
placed online, facilitated, evaluated and updated is
even more crucial
Use of current technologies and expand their use
Embedded video, audio Viddler
Links to articles via library or facilitators own library
13. Faculty transition to online
Faculty have student experience first
Establishing an Online presence
Making it Real
Highly interactive courses (Set DQs are not always the
best approach)
Faculty Training
Student training and support
14. Course Management Systems
Blackboard Building Blocks
WebCT Wimba Live Classroom
eCollege Wimba Voice Tools
Scholar360 Learning Objects
Waypoint
Frontier Platform
Webex
OLAT
Go to meeting
ILIAS
ANGEL
Moodle
wcet’s edutools - http://www.edutools.info/static.jsp?pj=4&page=HOME
15. Faculty Development and
Mentoring
Empowers learners
Increases student to student interaction
Creates effective learning community
Co-creates meaning and knowledge
Uses reflection
Improves self-direction
Reinforces presence
16. FACULTY ROLE & FUNCTION
Social
Technical Outcomes Managerial
Pedagogical
(Collins & Berge, 1996)
17. FACULTY ROLE & FUNCTION
PRESENCE Cognitive
Social Teaching
(Garrison, Anderson & Archer, 2000)
18. FACULTY ROLE & FUNCTION
People
Process Purpose
(Palloff & Pratt, 2007)
19. FACULTY EVALUATION
Traditional Online Virtual community
Online 5 of 7 days Establishes social presence
Responds to students Projects self as a “real” person
questions in 24 hours Established an open line of
Responds to each student’s
communication
initial post Negotiated and maintains
personal boundaries
Has a minimum of 18% of
Handles crisis professionally
total posts
Kept learning community
Posts grades to grade book by centered
day 3 of the following online Effective use of group
week dynamics
21. RATIONALE
Clinical Competence in the 21st century
Preceptor readiness
Student satisfaction and preparedness
Faculty satisfaction
Positive patient outcomes
Traditional methods deemed ineffective
Going from complete PE to episodic
22. PROBLEM-BASED LEARNING
Definition- Curriculum organized around problems
relevant to desired learning outcomes – not by topics
Small group work, self-directed learner, independent
study, functional knowledge, CT, life-long learning
and self-evolution
Rideout, E. (2001). Transforming nursing education through problem based learning.
23. Survey Results (n=25)
91%- More information seeking
82%- More classroom flexibility
56%- Improved creativity
55%- Resulted in less work
55% - Developed CT skills
52% - Improved Knowledge Retention
Most not sure if it better prepared them for first
clinical encounter
24. Results: Student Comments
Difficulty in understanding content that was
“important to know” and study
Seemed unorganized
Wanted more test questions
Those with more clinical experience had better
outcomes
PBL helped me remember information better
25. Results: Student Comments
Took some getting used to – did not have this
before
Should be used in the last semester only
Resulted in an exchange of information among
faculty and students
Use more small group work – large groups did not
seem to work well.
26. Recommendations for Success
DON’T:
Assume that PBL works for everyone and every situation
Assume new faculty are capable of implementing PBL in
the classroom – they will need mentoring
Do not give up – it gets better over time
27. Recommendations for Success
DO: Prepare students for the change
Start with a hybrid mix of classes
Use more short-answer quizzes to assess knowledge to
ensure student’s they are being “tested”
Offer guidance at each class along with research into
PBL effectiveness. Incorporate EBP at the same time
Arrange hands-on clinical experience to fit learning
needs if possible
Keep going! PBL is difficult in the beginning
28. Resources & References
Sloane Consortium (Sloane-c.org)
Palloff, R. & Pratt, K. (2007). Building online learning
communities. Jossey-Bass: San Francisco
Journal of Internet Commerce
Quarterly Review of Distance Education
Teaching in Higher Education
Innovative Higher Education
The American Journal of Distance Education
29. Resources & References
EDUCAUSE (educause.edu)
Secondlife (secondlife.com)
International Society for Technology in Education
(iste.org)
Editor's Notes
Adult (Andragogy) - Learners need to know, self- concept, role of learner’s experience, readiness to learn, orientation to learning (applicable), motivation to learnExperiential - Based Upon: Personal involvement, Learner-initiated, Evaluated by learner, Pervasive effects on learnerExperiential – personal involvement and acquisition of knowledge, relevant and self-intiated
Traditional DQ and rigid format not always student centered. Disagreement and conflict can be very useful online
Mention APA vs. content. Many colleges and universities are looking for online educators, but many are not sure how to proceed. “We want online education…”
Social Presence – degree to which person is perceived as “real”. Rarely occurs f2f
A simple bio in the beginning of the course may not be enough – it needs to be an ongoing interchange of more than just knowledge, ideas and experiences.
Occurs over the semester – move away from “Welcome to week 1, etc. Introduced to a community to care for.
Can not just take the f2f material and place it online, especially if the material is not student centered in terms of strategies
Real time virtual methods of meeting (building blocks)CMS is important, but the “how” is what matters most for student and faculty successWCET (Western Cooperative for Educational Telecommunications) is a cooperative network of member institutions and organizations that provides a leading source of critical thinking and expertise on the evolving role of technology in higher education. Our membership includes many of the top technology innovators from colleges, universities, non-profit organizations, and companies around the country—and the world. In the realm of higher education, a cross-section of leaders, administrators and faculty add to the diversity that distinguishes the richness of WCET’s work.
4 areas of function – Ped-educational facilitation; Social – social presence and the online learning community; Manager – agenda, pace setting, set objectives, rule making and decision making; Tech – technical proficiency
Model of online communities of inquiry. Cognitive – construct meaning through sustained communication; Teaching – general role that may be shared with students; Social – emotional expression, group cohesion
People – social presence, interaction and communication Process – interaction & communication, reflection, transformation, team work Purpose – establish guidelines, shared goals
Start with small history of what I did at Maryland. Another area of research that I presented at NONPF was transforming the FNP program to PBL away from traditional methods
Students were surveyed after their first semester using PBL after starting with traditional methods.
Sloane – 5 pillars
Educause – 7 things to do in virtual world. Need to look outside nursing to other professions.