Instructor Presence

The fourth and final module in the Instructional Design course focused on Instructor Presence in an online course.  I thought this module was particularly helpful because so much of the focus in online instruction is the creation of the learning objects.  It is important to remember that your presence in the classroom promotes learning, understanding, community and achievement of the learning outcomes, and moves you from "information gatekeeper to facilitator" (Library Juice Academy, 2020, para. 1).

This module provides some hints on establishes and maintaining your presence within the course.  Everything from ice breakers and welcome activities to moderating discussion posts and providing feedback for students. While developing relationships with your students is infinitely more difficulty online, McCroskey (1992) concluded an instructor’s credibility was determined in three primary dimensions: caring, competence, and trustworthiness. Being presence and demonstrating that you care about your students, you are knowledge about your subject matter and that you follow through (or do what you say you will do) all help in creating a positive learning environment for your students.  

References
Library Juice Academy.  (2020) Online Instructional Design and Delivery [Online Course offered M. O'Malley].  Retrieved from https://www.libraryjuiceacademy.com/moodle/mod/book/view.php?id=36985 

McCroskey, J. S. (1992). An Introduction to Communication in the Classroom. Edina, MN: Burgess International.

Baby Steps

I recently watched Flower Darby's webinar entitled 8 Small Teaching Strategies that Deliver Big Results to Engage Online Students an Improve Learning.  The webinar was offered through Magna Online Courses.

She started the webinar by posing two questions that instructor's can ask themselves when transitioning content into an online learning environment: How do help others to learn and succeed in an online teaching environment? and How do we create an environment that is welcoming and supported?  Students working online often feel like socially isolated, which is compounded in our current circumstances (COVID-19).

There is an assumption that students can easily navigate online courses with little external supports, but that is not always the case.  Many students feel anxious.  Students may have had a past experience that was negative or no experience whatsoever.  They may be unsure of what to expect or feel a lack of being supported by their instructors or others in the institution.  Faculty can also experience anxiety, or a lack or engagement working online.  They may have no training teaching online and therefore do not know what to expect.  Almost everyone is familiar with the social norms of a F2F classroom (i.e.: teacher at the front, students in desks) but many people have no experience with online classrooms.

Online is a viable option for learning as it improves access to education.  Yet we need to ensure that students have the organizational skills, motivation and confidence to reach out when they feel they need help.  Problems facing disadvantaged, or under-prepared can be amplified online, so supports need to be in place to help these students.

It is important to acknowledge the emotional presence as a part of teaching and learning. 

Her final takeaways were:

1. Make small adjustments or modifications and use backward design intentionally.  
2. Harness the science of emotion - as an instructor be passionate about your topic and be emphatic to your students (show them that you care).
3. Design your program for persistence and success
4. Make cognitive connections.  Activate prior knowledge, train students how to categorize knowledge and provide a framework for the course work.  

Saskatchewan Polytechnic has a copy of her book, Small Teaching Online, written with James Lang.

Online Assessment

School cancellations struck with appropriately 3 weeks left in the school year for the majority of students at Saskatchewan Polytechnic.  Although it was challenging to get classes up and running online, it was not an insurmountable obstacle.  Students knew the syllabus, and knew what their assignments were for the remainder of the semester.  In comparison to K12 schools, minimal content needed to be transitioned from F2F to online.  

The big problem: how do you assess students online?  As year-end finals typically rely on our Test Centres, or huge gymnasiums that are set up for this purpose.  

In my Instructional Design demo course from Library Juice Academy the second module discusses online assessment.  The instructor Mimi O'Malley noted early in the module that online students are often self-sufficient learners, likely with strong time management skills.  In the absence of F2F classrooms where students could clarify instructions for an assignment or exam, online instructors need to give thorough explanations and step-by-step instructions for these activities or students are likely to become muddled.  O'Malley states 'more is better' in online learning environments.  Provide concise, clear directions and perhaps spelled it out more than you think you should.  Despite being self-sufficient learners, online environments can be breeding grounds for confusion and anxiety.  Students may not know where they should be looking for information and often have a fear that they may have missed a critical piece of information.  I have certainly felt this way every time I have enrolled in an online class. 

Another issue with online assessments can be unclear learning outcomes, or when there is a disconnect between the learning activities and the assessment.  

Lesson learned: online assessment requires clearly identified learning outcomes and thoughtful and thorough instructions.  Another recommendation: host online office hours so that students can ask questions or post a video where you walk through the assignment outlining each of the expectations.  A beautiful rubric does not hurt either!

Cause for Confusion

I registered in the Library Juice Academy's Demo course on Instructional Design recently.  I felt like it would complement previous classes that I participated in at Saskatchewan Polytechnic in the Adult Teaching and Learning Program (ATL).

The opening content gave me pause.  The instructor defined goals, objectives and outcomes, acknowledging that the terms are typically used interchangeably and arguably incorrectly.  Goals are overarching and broad.  A goal is set for an entire course or perhaps a program of study.  Objectives are more specific and apply to the instructor.  In other words, what the instructor intends to convey in each section.  Outcomes apply to students and communicate what the student will have learned by the end of each section of content (University of Connecticut, n.d.).  Outcomes must be measurable. 

In ATL, we concentrated on learning outcomes and the individual learning steps that would help the student achieve the desired outcome, in much the same manner.  By the end of the _____ (time), student (who) will ______ (Bloom's Taxonomy) ______ (skill).  Here is an example of a learning step from an online course on library research skills that my colleague Diane Zerr and I created. 

Analyse (Bloom's Taxonomy) and critically appraise articles, capturing key messages from the resources (skill)

Reference given in course: 

University of Connecticut. (n.d.). Assessment primer: Goals, objectives and outcomes.  Retrieved from http://assessment.uconn.edu/primer/goals1.html