Slide presentation for ITC eLearning Conference Las Vegas, 2015.

1. ITC Las Vegas, 2015
Kari Frisch

2. Kari Frisch
Communication Instructor
Central Lakes College (MN)
Email: kfrisch@clcmn.edu

3. Why are you interested
in reflecting on
retention?

4. Why I started Reflecting on my
Retention:
• Statistics at conferences
• Mismatch to my experiences
• ?????

6. THE TWELVE TIPS I’M GOING
TO SHARE:
• Seem to work for me.
• May not all work for you.
• Might not all work for your discipline.
I GET THAT. BUT…
• Hopefully, you’ll still get at least one gem that will
work for you and your discipline. Here we go!

7. But first…

8. •I used to assume these were
common practices
•Now I include them in my
presentations
•*

9. •Externally: Have everything ready before
students need it
•Internally: Use outlining methods
This keeps the class running efficiently
and keeps students on track=more likely
to be successful!

10. • Check in often
• Respond ASAP
This helps build trust and
accountability with students.
•*

11. • Find your Inspiration…your Passion
• Engage Different Learning Styles
• Have Fun
This helps keep class fresh and fun for you
and your students.
•*

12. • Find your Inspiration…your Passion
• Engage Different Learning Styles
• Have Fun
 This helps keep class fresh and fun for you and
your students.

13. With that said, here are
some of my specific
tips and tricks…

14. •Release information only for that upcoming week.
•Include dates in subject line as well as week #
•Use reverse uploading (most current at top)
•Make logical sequence for students
•Use outline format
This helps keep content more ADA-friendly (less scrolling
for all of us). Weekly release keeps them engaged yet not
OVERWHELMED!

15. Example:

16. Personalized weekly notes in two parts:
•Top portion: Notes for All Classes
•Bottom portion: Class Specific Notes
This helps develop a sense of immediacy, helps tie weeks’
content together, gets out other important information.
Students know I’m in “real time” with them.

17. Examples of note points:
• Words of encouragement
• Reminders about policies
• Tips on LMS
• Further explanation of difficult chapter concepts
• “Heads up” about unusual assignments or special
needs for the future
• School notices that we’ve been asked to pass on
(financial aid pickup, college surveys, graduation info,
special events, etc.)
• Assignment clarification/directions/examples

18. Examples of notes:
• Notes Example #1 Interpersonal:
• http://tinyurl.com/nvv68xl
• Notes Example #2 Mass Comm:
• http://tinyurl.com/lshnsnc

19. Notes help to:
* connect me to my students
* help to build community

20. How about connecting
students to each other?
* I try and do that from day one…

21. ICE BREAKERS
ACTIVE LEARNING BREAK !!!

22. • Student-created
• Post one when you can (weekly?)
This helps foster a sense of
community.
•*

23. QUESTIONS FOR CLASSMATES
Week 1: I usually start with two, 2-part questions, listed as “Kari’s week 1
questions”, one set per “forum”:
Question Set #1
Part A) Where do you consider yourself from and why?
Part B) What are you going to school to study?
Question Set #2
Part A) How many online classes have you taken before?
Part B) If you have had one or more online classes before, what advice might you
give someone taking an online class for the very first time? If this is your
first online class, what do you think you need to do differently in order to
be successful in this online learning environment?

24. Here are some examples of past questions from students for students.
General questions:
If you could own a non-traditional pet, what would it be?
If you had the chance to do anything in the world what would that one thing be and why?
If you could change any one thing about the way society is today; what would it be and why?
If you could meet any fictional character, who would it be and why?
If you were stranded on a deserted island, what three things would you bring with you and
why?
Dogs or cats? Which do you prefer and why?
What, if anything, would you do differently with your life if you won the lottery today?

25. Here are some course specific examples I thought were fun:
Mass Communication
Where do you go to get your news and is the internet helping or hurting news media?
What movie has had the most impact on your life? Explain your answer.
Intercultural Communication
What language would you want to learn to speak fluently and why that one over all others?
Choose one country you’d like to visit and one person (living or dead) from that country that you
would like to be your tour guide and explain why you chose as you did.
If you were visiting the country of your choice, would you rather remain in familiar, "Americanized"
resorts or would you prefer to stay/travel with a local from that country? Why?
Interpersonal Communication
What is the biggest difference between distant learning and in class learning?
How do you feel about talking in front of people you don’t know?
Online Social Networking
What is your favorite Facebook game and how often per day, week, or month do you spend on it?
What effect do you think texting has had on other forms of communication?

26. TABLE FORMAT THAT INCLUDES :
1. The order (number the items down the first column)
2. Check-off/Completion Column
3. Assignment Title, Directions, Location, Grading Criteria
4. Due Date by Specific Day, Date and Time (Wed. February 22, 1:00 pm)
5. Total Points Possible
6. Learning Objectives (so they know why they’re doing it)
This helps keep the students and the course organized.
•*

27. Examples of Assignment
Schedules:
Example #1, Social Networking:
http://tinyurl.com/ka59y78
Example #2, Interpersonal Communication:
http://tinyurl.com/masuc8e

28. • WEDNESDAYS at 1:00 pm
• FRIDAYS at 1:00 pm
This gets students into course early
and helps prevent total
procrastination.
•*

29. Other notes about my schedule:
Work due Wednesday is smaller (point-wise
and time-wise) so that it is manageable.
 Used to be Tuesday, not favorite with students
 Very few issues now that it’s Wednesday.
 Be clear and upfront in syllabus.

30. Continued:
I always release the upcoming week’s work at
3 pm on the Friday prior to the start of the
school week
 Includes: notes, assignment schedule, quizzes
and anything with a release dates.
 This allows students the chance to work on
homework over the weekend (or at least “pop in”
to see what the week will look like)

31. Continued
To me the weekend is meant for being proactive
not for procrastinating—so I set up class that
way
 I can usually count students who are “on-top” of their
studies to be the first ones in and it’s a good check-in
for me. “Early Birds”
 If there is an issue I can usually have it fixed before
the majority of students have logged in for the week.

32. Continued:
 Why 1 pm? I respond that it is the time that works
best for me and for students even if they don’t know
it.
 I’m online
 Several staff are around and available to answer
questions
 1:00 pm deadline vs Midnight deadline
 Think about who typically has the most issues with
following directions? When do they do their work?
 If the procrastinators have technical issues, who is
there to help?

33. • One point (only on quizzes and surveys)
• Only to first person
• Must include:
•Student name, class, quiz/survey title, question
number, error and what the error should be
This promotes real accountability and
improves course communication.

35. http://tinyurl.com/l3benzu
Can you be the first?

36. • Due dates/times
• Repeat-type assignments
•Class Policies
•Grading
This gets students into a routine and
helps class management.

37. For Example…
 Classmate Questions in the discussion area are always
due Wednesdays
 Survey of the past week’s learning objectives – always
due Wednesdays
 Chapter Quizzes are always due on Fridays
 I try to be consistent in grading (two communication
errors equals a ½ point deduction with one freebie.)
 Chapter Quizzes are always 25 points
 AND…

38. No Late Work- No Exception
 Again, this is what works best for me, it might not work for
you.
 There’s also enough points in my class that students are
really in control of their own grade, even if they miss a
week or two.
 Extra-credit if offered is offered to all—I think that’s more
fair. Small amount and usually at end of semester.
 I don’t have to judge excuses and they don’t have to make-
up a “good enough” excuse to be accepted.
 My students know up front that this is their “give” in our
give-and-take relationship because of my next item…

39. • Courses
• Assignments
• Opportunities
This help keep students engaged
and connected to content.

41. Students take “Learning Style Assessment” and I
try to hit all learner types. For example…
 Playlists (use for survey, and I frequently have students
create a playlist based on a theme)
 Videos (as supplemental content, as tutorials, quiz
them on videos, search & report on videos and soon
will have them create their own videos)
 Word Scrambles
 Fill in the missing word in this quote
 Interpersonal interview assignments
 Photo Assignments

42. Just a few examples:
 Tag Galaxy
 http://taggalaxy.de/
 Playlist.com
 OSN Decade Example : http://www.playlist.com/playlist/18980613643
 Interpersonal Love Types Example : http://www.playlist.com/playlist/18594984971
 CollageMaker
 http://tinyurl.com/473cmua
 Windows and Mirrors Theory
 Theory explanation: http://tinyurl.com/mynzms6
 Learning Object: http://tinyurl.com/47cb42g
 Music Videos
 http://tinyurl.com/4anyyb6
 http://tinyurl.com/4jc5r9c blog


43. Other Resources I like to use
 “In Plain English” YouTube Series
 Flickr (nonverbal comprehension)
 FreeRice.org (service learning)
 Glogster edu (poster site)
 Diigo (Social Bookmarking site)

44. TIERED RANDOMIZATION:
•Question Order
•Answer Options within the question itself
•Questions Selected
I’ve found this helps relieve student and
instructor stress so we can focus on
active learning.

45. Other benefits:
 Helps me reinforce no-late work policy (Can do work
ahead of time if possible and only with advance
notice)
 Allows students to manage their own grade better
 Students still put in the time they probably would have
otherwise
 Allows for real life interruptions that my students
encounter (ie tooth story)
 As I mentioned before reduces their anxiety and mine!

46. •Between the student and the content
•Between you and the student
•Between the students themselves
This helps build a stronger sense of
community and helps more holistic growth
of your students (and dare I say you as the
instructor too).
•*

47. Examples Between You and
Student:
• Use personal experiences
• Share photos and videos (digital stories)
• Be personable in discussion boards
• Use constructive criticism and feedback
Be passionate and don’t be afraid to share!!

48. Examples Between Student and
Content:
• Have students share personal experiences
• Think about different learning styles
• Give options to meet those styles
• Active learning opportunities beyond tests
• Windows & Mirrors (see resource list)

49. Examples Between Students:
• Ice Breakers
• Most interesting/Most surprising
• Weekly discussion board questions
• Reflections on peer work
• Surveys – share overall class results
• Windows and Mirrors

50. • Connect concepts to real life by making it
personal with someone tangible and within
one degree!
• I know you and you know them—cool.
• I see you doing that, maybe I can too.

51. • This helps connect you to your
students.
• Helps your student connect more
personally to material
• Can follow up with connecting to
each other

52. • Reaffirm respectful communication
• Use lots of “please” and “thank you”
• Kill ‘em with kindness
• Encourage I-messages
•Answer questions first, then do a “food for
thought” or “please re-read this and see if it could
be perceived in a way…”
• Promotes class integrity, respect, and win-win
communication.

53. REFLECT

54. • Student Self Assessments
• Concept Application
• Course Effectiveness
This helps keep students and
instructor connected to the
learning objectives.

55. Other benefits:
 Gives me statistical data to use for other assignments
 Helps keep the class dynamic
 Helps students connect to information personally
 Gives me information on whether or not I’m accomplishing my
goals (or how well) = Course Effectiveness
 Reinforces students accountability/responsibility (I ask, “Do you
feel you have a foundational understanding of Chapter 5?” and
follow it up with “How much of Chapter 5 did you read?” (And
yes, I think students are pretty honest)
 I’ve used some statistics outside of that class (support why our
online class tallies shouldn’t be raised, discuss whether students
think they would have cheated if the tests had not been open
book—this one is scary honest)

56. Examples of Surveys/Survey Results:
Self-assessments:
• Survey Example #1 Social Media Online Usage Results:
• http://tinyurl.com/m6hvwxc
• Survey Example #2 Social Media Facebook Results:
• http://tinyurl.com/mkkrdxz
Concept Application:
* Survey Example #3 Interpersonal Windows/Mirrors
http://tinyurl.com/ny2xvfg
* Survey Example #4 Intercultural Windows/Mirrors
http://tinyurl.com/lpabnhd
Course Evaluation:
• Survey Example #5 Mass Comm Assessment of wk9
• http://tinyurl.com/kqcrubq
• Survey Example #6 Interpersonal Final Eval
• http://tinyurl.com/llmapky

57. I’m guessing it’s not just one thing I do that
accounts for the high retention rate, which
is why I gave you 10+ tips and talked about
the be attitudes/be verbs.
I hope you were able to pick up a few “gems”
you can use or promote on your campus.

58. Thanks and good luck with your
reflections on retention!