- Design: I wanted to share an emerging concern I see in online education with other educators and investigate if others can relate
- Community building: I wanted to practice an inclusive online teaching style, create warmth and invite interaction, contribution. It was incredibly beneficial to have support from a colleague as discussion support and joyful moderator
- Technology use was straightforward, moderator support hugely beneficial. Adapted to limitations of platform.
Two things which I'd like to improve
- I need to keep my plans as simple as possible to allow as much space and time opportunity for participation and collaborative creation as I truly want. I always have too much excitement about what I want to share and not enough time. Plan for ways to follow up with deeper learning opportunities.
- Keep increasing tech skill and learner participation in every aspect of presenting. Watch my time and have a plan to end gracefully if time is up, no matter where we are in the agenda (what is the way I want folks to leave?).
Question to the Group
I'm curious about ratios and formulas. I'm coming to the conclusions that interactive content should only really make up about half of a synchro session, while the rest of the time should be well-designed activities. Curious what you all think?
I like the idea of a ratio as a general guideline or rule of thumb I'm not sure what it would be. You could have an entire session devoted to a single activity, let's say. But I do think it's good to push the attention to activities more in course development conversations. It often gets relegated to something one does AFTER the content has been taken care of, and it doesn't have to be that way. And if we think about what we want learners to be able to do or know, then we should focus on activity where content becomes a resource in the service of that activity.
Wow, Dave: "And if we think about what we want learners to be able to do or know, then we should focus on activity where content becomes a resource in the service of that activity."
Well said. No, it does not need to be an afterthought. I'm sure many learners would appreciate if it commonly the starting place!
Hi Laura - I like the ratio question of content delivery and interactivity. Might be an interesting research study. 50 / 50 is a good start but I think a lot of it has to do with your learners. Who are they, how do they learn etc - you have a strong focus on this already. Its a worthwhile discussion among faculty who are new to online synchronous facilitation because even without much analysis it would be easy to tell if its off kilter. 3 hour zoom lecture? 100 / 0! Thanks for the great question. Ross
Thanks for commenting, Ross - your thought about who might benefit from thinking about ratio/percentage is really drilling down into the heart of things, I think. New-to-online education folks might find it eye opening to consider what Doug said about the content as support for the action (within the synchro experience). To me, the answer is cutting bulky curriculum content to instead use tools and other innovative ways to personalize the learning, connecting the student to content that way. There are lots of ways to engage learners deeply in the online environment. A missing part of the conversation is the support our institutions could provide educators, the "permission", to cut content a little to support this way of doing things - I see alot of educators feeling very pressured to deliver everything they do in-person, online. Give a little academic flexibility and we might actually see more meaningful outcomes for students...
Give a little academic flexibility and we might actually see more meaningful outcomes for students...
Wow!~this is so true! The expectation from students and institutions that to deliver the same content as in the classroom is a very important issue to reflect on. I am dealing with the same perceptions and will continue to think and research this idea -- and may write something. I can see how pressure from parents and students is holding back educational reform in Japan as well, but the science shows differently.
Royal Roads U, where I studied has a teaching policy of 50 percent of the work that must be activity-based which fits in with your idea of 50/50 (content/activity) in synchronous sessions. I do feel the 50/50 split works well. Here is the link to the RRU teaching model and may help. https://ctet.royalroads.ca/learning-teaching-research-model