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In this study, synchronous collaborative (super) wikis were used in a graduate level course for K-12 educators. Collaborative teams using synchronous wikis developed high levels of expertise and perceptions of mutual shared cognition.
Use of Synchronous Collaborative Wikis in an Online Learning Environment
Use of Synchronous Collaborative Wikis in an Online Learning Environment
David Wicks
When institutions switch from a program assessment system to individual learning portfolios, students spend more time reflecting upon, personalizing, and documenting their work. During such a transition, assessment design becomes more challenging. Alignment of artifacts to program standards is essential to ensure continuity of learning and program documentation. We describe a transition from a sterile electronic portfolio system to a learner centered, reflective blogging portfolio (bPortfolio) using free WordPress.com accounts. Session attendees will receive access to examples of portfolio entries, assessment rubrics, and strategies for using four types.
Learning how to assess learning portfolios
Learning how to assess learning portfolios
David Wicks
What should instructors do when students ask about the role of games in online learning? Teach a gamified course? Yeah, right. During this session participants will learn about successes and challenges experienced by a game-based learning newb through the gamification of a blended online course.
A Newb's Reflection on Gamifying a Blended Grad Course
A Newb's Reflection on Gamifying a Blended Grad Course
David Wicks
Demand for both effectiveness and flexibility in the delivery of course material becomes increasingly complex as the student population changes and as courses incorporate more online components. Instructors can use Camtasia Relay to easily record lecture material and make screencasts available to students anytime, in multiple formats. Instructors can increase teaching presence through recorded lectures, along with opportunities to interact on in-class assignments and provide feedback to students. We'll describe how faculty at SPU are using screen recording to supplement face-to-face lectures, how this technology can enhance blended learning courses, and how screencasts can be used to engage students in the online classroom.
Using Camtasia Relay for Online, Blended, and F2F Learning
Using Camtasia Relay for Online, Blended, and F2F Learning
David Wicks
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Synchronous and asynchronous video conferencing tools
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David Wicks
David Denton (Seattle Pacific University, USA) David Wicks (Seattle Pacific University, USA) Vicki Eveland (Seattle Pacific University, USA) Benjamin Bloom, probably best known for Bloom's Taxonomy, contributed significant research and theory on a wide array of educational topics, including the effects of tutoring on student achievement. In 1984, Bloom wrote an article titled The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Bloom found that one-to-one tutoring improved student performance two standard deviations above the mean on academic measures in comparison to students taught in conventional classrooms. These findings are unsurprising to most educators. However, the critical question derived from Bloom's (1984) research is whether teachers in conventional classrooms can replicate characteristics of one-to-one tutoring. The replication question persists today, regardless of level or subject area. A significant pursuit of all educators is to use the most effective instructional practices available in order to raise student achievement. One way to organize effective practice is through characteristics of teaching and learning that replicate one-to-one tutoring. Examples that qualify this pursuit in current terms include differentiated instruction and adaptive learning systems such as Khan Academy (Office of Educational Technology, 2013). Finding ways to more closely approximate characteristics of one-to-one tutoring in conventional settings inspires educators to experiment with alternative instructional formats. One of these is blended learning, which combines elements of online, classroom, and mobile engagement techniques (Strauss, 2012). However, some have suggested that blended learning is a fad, and subject to the same kind of waning interest as other educational innovations (Strauss, 2012). Implementing and sustaining educational innovation, such as blended learning, depends on the use of effective instructional strategies. Characteristics of one-to-one tutoring provide a set of benchmark activities for identifying and organizing these types of effective practices within the context of blended learning environments. Instructors choose from a wide variety of instructional practices to meet their objectives. However, not all practices have the same effect. Selecting and implementing the most effective strategies is critical, regardless of learning venue. One framework for organizing blended learning methods is through one-to-one tutoring, especially since instructional practices characteristic of tutoring have an enormous effect on student achievement. Presenters in this informational session summarize ways instructors merge characteristics of one-to-one tutoring, along with example strategies to enhance blended learning. Participants integrate preferred methods according to their contexts through discussion and small group collaboration.
Closing the 2-Sigma Gap: Eight Strategies to Replicate One-to-One Tutoring in...
Closing the 2-Sigma Gap: Eight Strategies to Replicate One-to-One Tutoring in...
David Wicks
Modern video games & sports
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Aireth Amaya
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In this study, synchronous collaborative (super) wikis were used in a graduate level course for K-12 educators. Collaborative teams using synchronous wikis developed high levels of expertise and perceptions of mutual shared cognition.
Use of Synchronous Collaborative Wikis in an Online Learning Environment
Use of Synchronous Collaborative Wikis in an Online Learning Environment
David Wicks
When institutions switch from a program assessment system to individual learning portfolios, students spend more time reflecting upon, personalizing, and documenting their work. During such a transition, assessment design becomes more challenging. Alignment of artifacts to program standards is essential to ensure continuity of learning and program documentation. We describe a transition from a sterile electronic portfolio system to a learner centered, reflective blogging portfolio (bPortfolio) using free WordPress.com accounts. Session attendees will receive access to examples of portfolio entries, assessment rubrics, and strategies for using four types.
Learning how to assess learning portfolios
Learning how to assess learning portfolios
David Wicks
What should instructors do when students ask about the role of games in online learning? Teach a gamified course? Yeah, right. During this session participants will learn about successes and challenges experienced by a game-based learning newb through the gamification of a blended online course.
A Newb's Reflection on Gamifying a Blended Grad Course
A Newb's Reflection on Gamifying a Blended Grad Course
David Wicks
Demand for both effectiveness and flexibility in the delivery of course material becomes increasingly complex as the student population changes and as courses incorporate more online components. Instructors can use Camtasia Relay to easily record lecture material and make screencasts available to students anytime, in multiple formats. Instructors can increase teaching presence through recorded lectures, along with opportunities to interact on in-class assignments and provide feedback to students. We'll describe how faculty at SPU are using screen recording to supplement face-to-face lectures, how this technology can enhance blended learning courses, and how screencasts can be used to engage students in the online classroom.
Using Camtasia Relay for Online, Blended, and F2F Learning
Using Camtasia Relay for Online, Blended, and F2F Learning
David Wicks
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Aireth Amaya
Synchronous and asynchronous video conferencing tools
Synchronous and asynchronous video conferencing tools
David Wicks
David Denton (Seattle Pacific University, USA) David Wicks (Seattle Pacific University, USA) Vicki Eveland (Seattle Pacific University, USA) Benjamin Bloom, probably best known for Bloom's Taxonomy, contributed significant research and theory on a wide array of educational topics, including the effects of tutoring on student achievement. In 1984, Bloom wrote an article titled The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Bloom found that one-to-one tutoring improved student performance two standard deviations above the mean on academic measures in comparison to students taught in conventional classrooms. These findings are unsurprising to most educators. However, the critical question derived from Bloom's (1984) research is whether teachers in conventional classrooms can replicate characteristics of one-to-one tutoring. The replication question persists today, regardless of level or subject area. A significant pursuit of all educators is to use the most effective instructional practices available in order to raise student achievement. One way to organize effective practice is through characteristics of teaching and learning that replicate one-to-one tutoring. Examples that qualify this pursuit in current terms include differentiated instruction and adaptive learning systems such as Khan Academy (Office of Educational Technology, 2013). Finding ways to more closely approximate characteristics of one-to-one tutoring in conventional settings inspires educators to experiment with alternative instructional formats. One of these is blended learning, which combines elements of online, classroom, and mobile engagement techniques (Strauss, 2012). However, some have suggested that blended learning is a fad, and subject to the same kind of waning interest as other educational innovations (Strauss, 2012). Implementing and sustaining educational innovation, such as blended learning, depends on the use of effective instructional strategies. Characteristics of one-to-one tutoring provide a set of benchmark activities for identifying and organizing these types of effective practices within the context of blended learning environments. Instructors choose from a wide variety of instructional practices to meet their objectives. However, not all practices have the same effect. Selecting and implementing the most effective strategies is critical, regardless of learning venue. One framework for organizing blended learning methods is through one-to-one tutoring, especially since instructional practices characteristic of tutoring have an enormous effect on student achievement. Presenters in this informational session summarize ways instructors merge characteristics of one-to-one tutoring, along with example strategies to enhance blended learning. Participants integrate preferred methods according to their contexts through discussion and small group collaboration.
Closing the 2-Sigma Gap: Eight Strategies to Replicate One-to-One Tutoring in...
Closing the 2-Sigma Gap: Eight Strategies to Replicate One-to-One Tutoring in...
David Wicks
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These slides are from a workshop I have facilitated many times. The topic is how to organize a Blackboard gradebook.
9 steps to a better gradebook in blackboard 9.1
9 steps to a better gradebook in blackboard 9.1
David Wicks
Qualitative findings from statewide interviews with Oregon's youth, as reviewed by Grove Insight.
Project 2059: Phase 1 Research
Project 2059: Phase 1 Research
Oregon 150
Findings from a statewide survey of Oregon's youth.
The Oregon Landscape: How Are We Doing?
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Oregon 150
A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008). This study found evidence that student perceptions of the CoI may be useful in predicting differences in students' blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings. During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
Lessons Learned From a Faculty Learning Community on Blended Learning
Lessons Learned From a Faculty Learning Community on Blended Learning
David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment. In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions. *Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...
David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
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These slides are from a workshop I have facilitated many times. The topic is how to organize a Blackboard gradebook.
9 steps to a better gradebook in blackboard 9.1
9 steps to a better gradebook in blackboard 9.1
David Wicks
Qualitative findings from statewide interviews with Oregon's youth, as reviewed by Grove Insight.
Project 2059: Phase 1 Research
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Oregon 150
Findings from a statewide survey of Oregon's youth.
The Oregon Landscape: How Are We Doing?
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Oregon 150
A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008). This study found evidence that student perceptions of the CoI may be useful in predicting differences in students' blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings. During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
Lessons Learned From a Faculty Learning Community on Blended Learning
Lessons Learned From a Faculty Learning Community on Blended Learning
David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment. In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions. *Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
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David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
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