E-Learning for Educators

May 2016
Module 3

Activity 3: Activities to Engage Online Learners-

Facilitating Your Own Moodle Discussion Forum

Meeting learners' needs: Activities that promote learning

by Sze Lui Lam - Wednesday, 18 May 2016, 7:43 AM

As discussed in this week’s reading “Working with the Virtual Student” (Palloff & Pratt, 2013), the way people process
information and acquire knowledge is different. Some people learn predominantly through their senses (visual, tactile or
auditory) and develop their own learning cycle. From your experience, what kind of activities do you find most
engaging in a traditional classroom? Why?

An effective online course should be interactive and incorporate different types of assignments and approaches so as to
meet the different needs of its learners. Will the activities that you suggested above be suitable in an online
setting? Why or why not? What forms of technology can maximize learning for participants of different learning
styles in an online classroom?

Reference:

Palloff, R. M., & Pratt, K. (2013). Working with the Virtual Student. In Lessons Learned in the Virtual Classroom (pp.
135-158). USA: Jossey-Bass.

Teresa@Macau

EDUC760 1 Lam Sze Lui, Teresa

Classroom activities move online
by Tracy Gaskin - Wednesday, 18 May 2016, 4:29 PM

Teresa, you asked:

What kind of activities do you find most engaging in a traditional classroom? Why?

I have found collaborative activities to be engaging in the classroom, and I like to have students work together on certain
challenging science topics. Small groups of students can share their different learning (and teaching) styles to help each
other.

Another activity that has been popular with students in my on-campus classes is watching a video with an
accompanying worksheet. For example, I have a video on the research of growing tissues, such as human skin, for
transplants. Students watch the video and answer questions as the video runs and after it has finished. (I was quite
surprised by how much they enjoyed completing the worksheet as they watched the video.) After they complete the
worksheet, we discuss topics from the video that most interested them. The task of completing the worksheet kept them
focused on the information.

Will the activities that you suggested above be suitable in an online setting?

Both of these activities can be accomplished successfully online. Online videos are a common way to convey class
information, and technology offers some great tools for having students take notes or answer questions as they watch.
Two tools my team has been working with lately are EDPuzzle, a tool that allows the instructor to insert assessment
questions in a video, and videonot.es, a tool that allows students to take notes as a video is playing an send them to the
instructor.

Collaborative work outside the classroom can sometimes be challenging. In an online class, students may have issues
of time zones, disappearing group members and uncooperative technology. But these issues are usually relatively easy
to overcome as long as students are motivated and group parameters are clearly defined. Technology such as Zoho
Projects (for project management) and Google Hangoutsfor online meetings), has made online group work more
manageable.

What forms of technology can maximize learning for participants of different learning styles in an online
classroom?

Using technology tools that help create visual and audio information would one way to help students with different
learning styles. For example, using technology such as screencasting tools to create videos or infographic tools to
display information in visual format could be helpful.

Tracy@SouthCarolina

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Resources:

http://www.videonot.es/

https://edpuzzle.com

www.zoho.com/projects

https://hangouts.google.com/

Re: Classroom activities move online

by Sze Lui Lam - Wednesday, 18 May 2016, 8:07 PM

Hi Tracy,

You wrote: Small groups of students can share their different learning (and teaching) styles to help each
other. However, some students may not know their own learning and/or teaching styles. What would you do to guide
them discover their learning styles?

In response to the second question about engaging activities in a traditional classroom, you mentioned that students
would complete a worksheet after watching a video. I agree that having students work on the worksheet can help them
focus. Did you play the whole video at one time? How many times did you play the video? How long is the video? You
also mentioned that students had to answer questions while the video was running. What kind of questions were
asked? How could you use video to promote more interaction among students?

EDPuzzle, videonot.es, Zoho Projects and Google Hangouts are all great tools and they are free! As online instructors,
we will use online tools that we believe can facilitate teaching and learning. Have you experienced situations where
students are reluctant to use certain tool? For example, they don’t want to sign up a free account because of security
issue. If that happens, how would you handle it? Another possible situation is that students may not have access to the
tools/websites that you use as they are blocked in their country. What alternatives can you suggest so students can still
collaborate with their group online?

Best,

Teresa@Macau

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Student Participation in Technology
by Tracy Gaskin - Friday, 20 May 2016, 4:41 AM

Hi Teresa!

You asked about students willingness to sign up for online tools due to security issues. For classes I have worked with, I
have only on rare occasion encountered a student who was concerned about signing up for these tools. I would never
insist that a student to sign up for external tools if the student was uncomfortable, and I recommend always having an
alternative in mind for those students. (I am usually one of those hesitant students, so I understand the concern.)

If external tools are blocked in a particular country or if students are not willing to use them, instructors might take
advantage of collaboration tools in the course management system (assuming one is used). Most course management
systems offer chat and discussion.

You asked about using a video to promote student interaction. In the classroom scenario, students would sometimes
help each other answer a question about the video as they were watching, and they would discuss their answers at the
end. (The goal was the activity, not the correct answers on the worksheet.)

For an online version of this, you might add the video questions to a discussion forum or in a Google Doc and allow
students to answer them collaboratively in small groups.

Tracy@SouthCarolina

Re: Student Participation in Technology

by Sze Lui Lam - Saturday, 21 May 2016, 1:47 AM

Hi Tracy,

Yes, most course management systems offer chat and discussion functions. You may also consider using some free
collaboration tools that require no signup. The URL is provided below.

10+ No-Signup Collaboration Tools You Can Use in 10 Seconds

http://www.makeuseof.com/tag/10-no-signup-collaboration-tools-can-use-10-seconds/

Cheers,

Teresa@Macau

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EDUC760 Lam Sze Lui, Teresa
Re: Meeting learners' needs: Activities that promote learning
by Giselle Scanlon - Wednesday, 18 May 2016, 7:50 PM

Hi Teresa. You asked:

From your experience, what kind of activities do you find most engaging in a traditional classroom? Why?

One type of activity that has worked well is to have the students answer or create something alone, and then work with
a partner to discuss or come to a concensus. This may be repeated again with a larger group. It allows for both
individual and group work, and encourages English discussion using the target vocabulary in an Oral Skills class.

Will the activities that you suggested above be suitable in an online setting?

This is a very good question. I think the above activity would be almost impossible in an asynchronous environment
because the dialog wouldn't be happening. I could see this being an issue in any course where real-time collaboration
needs to happen.

Why or why not? What forms of technology can maximize learning for participants of different learning styles in
an online classroom?

In an online language course, a challenge is to create verbal connectctions between the students, not just with the
instructor. Perhaps the course could blend individual work with group work in a specific time slot. As an
example, Skype now has an educational version with interesting applications that are visual as well as spoken and
auditory. It has the added advantage of allowing written clarification as well. Vyew is another meeting software that
includes a whiteboard, the ability to show videos and create groups, and multilingual support.

Giselle

Resources:

https://education.microsoft.com/skypeintheclassroom

http://vyew.com/site/product

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Re: Meeting learners' needs: Activities that promote learning
by Sze Lui Lam - Wednesday, 18 May 2016, 8:56 PM

Hi Giselle,

In response to the question about types of engaging activities, you mentioned that “one type of activity that has worked
well is to have the students answer or create something alone, and then work with a partner to discuss or come to a
concensus”. If students are quiet and less motivating, what could be done to help them engage in group discussion?

You think that it would be almost impossible to engage students in a dialog in an asynchronous environment. In module
2, we looked at ways to build inclusive and supportive online communities. What are the strategies/techniques that are
used to connect participants in such virtual environment? Can they be used to facilitate dialog in an asynchronous
environment?

Cheers,

Teresa@Macau

Re: Meeting learners' needs: Activities that promote learning

by Giselle Scanlon - Thursday, 19 May 2016, 12:19 PM

If students are quiet and less motivating, what could be done to help them engage in group discussion?

Hi Teresa,

Since this is often the case in my classes, part of the course is about learning to be a participant. As noted in our
reading Defining and Redefining Community, "Agreement about how a group will interact and what the goals are can
help move that group forward". Whether in the actual or real classroom, it's important that the group members (help
develop?), understand and follow the ground rules. When building community at the early stages, it may be helpful for
the students to fill in a confidential questionnaire asking about strengths and concerns. (My favourite student response
was: I can talk to anyone in a bar. I am scared of presentations.) Then the instructor can be aware of students who
may need a little more encouragement.

In my course, gambits for discussion are taught explicitly, and many opportunities to practice are
provided. Sometimes I arrange the seating in one long row, with students facing each other. A topic is provided and
only one side can speak, followed by a response from the other after "X" amount of time. This is not marked, and ends
up being quite loud! Students have reported that this technique helps build their confidence.

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In addition to a clear framework, practice, and student identification, are there other ways to encourage student
participation - especially if reluctant?

Can they be used to facilitate dialog in an asynchronous environment?

For an asynchronous environment, there is likely technology that would allow students to record and upload their piece
of a discussion. A partner could then respond at a convenient time. Eventually, the entire discussion could be played
back for the students and the instructor. This would allow connection and idea development, although it is not how
people would normally converse.

Palloff, R., & Pratt, K. (2007). Defining and redefining community. In Building learning communities in cyberspace. (2nd
ed.). New York: John Wiley & Sons.

Re: Meeting learners' needs: Activities that promote learning

by Sze Lui Lam - Thursday, 19 May 2016, 8:45 PM

Hi Giselle,

You are a very caring teacher and your students are really lucky. Having students to complete a confidential
questionnaire is a good and direct way to get to know your students quickly and it provides insights for teachers to
modify and adjust course content if necessary.

You asked: In addition to a clear framework, practice, and student identification, are there other ways to encourage
student participation - especially if reluctant?

I think the possible reason why some students are reluctant or unmotivated is because they feel frustrated and have
low-esteem about themselves and their capabilities. You might be interested in the research report “Motivating
Reluctant Learners”. It provides ideas for small actions that teachers can do in class every day to encourage reluctant
students, such as offering positive comments, praising students and acknowledging students’ performance. Hope you
like it.

Cheers,
Teresa@Macau

Reference:

Protheroe, N. (2004). Motivating Reluntant Learners. National Association of Elementary School Principals. Retrieved
from https://www.naesp.org/resources/2/Principal/2004/S-Op46.pdf

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Re: Meeting learners' needs: Activities that promote learning
by Giselle Scanlon - Saturday, 21 May 2016, 8:57 AM

HI Teresa,

You wrote:I think the possible reason why some students are reluctant or unmotivated is because they feel
frustrated and have low-esteem about themselves and their capabilities.

Thank you for the link with its range of suggestions - it made me consider adapting my first week introduction materials
to include personal goal setting that can be revisted at the midterm feedback session. I've done this informally when
encouraging students anxious about giving the wrong answer, but it would benefit everyone.

Thank you for the feedback.

Giselle

Re: Meeting learners' needs: Activities that promote learning

by Sze Lui Lam - Saturday, 21 May 2016, 1:13 PM

Hi Giselle,

You are welcome.

Teresa@Macau

Re: Meeting learners' needs: Activities that promote learning

by Emily K. Reuter - Thursday, 19 May 2016, 12:43 PM

Hi Teresa:

What a powerful posting with so much to learn. In a traditional classroom, I remember my most engaging experiences
from the student perspective was the collaborative groups where we would bunch our desks in small sections of 4-6 and
talk about material. I would always find it so much more interesting and enlivening than just listening to a lecture about
the topic. For an online setting, collaborative small groups discussing material takes on a different shape. There is no
face-to-face body language or tone to bond with students. Instead, instructors can have their students participate in
small group projects in virtual environments such as in platforms such as Basecamp. Synchronous chats, video talks or

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Skyping are good options for this as well. Here is a great article that talks about technology mediums for creating
presentations to use in a diverse setting that I think you will like.

https://www.powtoon.com/blog/5-best-prezi-alternatives/

Emily in Eugene, Oregon

Re: Meeting learners' needs: Activities that promote learning

by Sze Lui Lam - Thursday, 19 May 2016, 9:23 PM

Hi Emily,

Thanks for sharing your experience and the article. I think students enjoy the interaction in class and they learn when
they are engaged in projects and tasks. I would like to share with you my favourite quote from Confucius.

"I hear and I forget. I see and I remember. I do and I understand."

Best,

Teresa@Macau

Re: Meeting learners' needs: Activities that promote learning

by Mahasin Saafir - Friday, 20 May 2016, 10:27 AM

Hi Emily,

Teaching in an environment bound by cultural rules and regultions that stretch across thousands of years is sometimes
difficult. The younger generation want to get past old traditions and learn from one another yest they are coming from
homes where they are taught not to trust others due to sectarian differences.

One of the strategies I use in my class is to put students in groups of 4-6 members at the beginning of the year. Each
sectarian group is represented and the students are not allowed to change their groups. Roles and tasks are assigned
for each activity or project and the students are expected to switch those roles so that each person has a chance to
participate.

I find that when they realize that they are more alike than unalike they are able to work together much better. Even
those 'taboo" conversations become easier to discuss.

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Project work runs smoothly and the students collaborate well throughout the semester.

They learn from one one another quite well and the stronger students help the weaker students who may or may not be
from their particular sect (something that would have never occurred in high school).

I find that as they are able to manage themselves with coursework I am able to plan a myriad of activities with them.

Mahasin @Desert Sands of Arabia

Re: Meeting learners' needs: Activities that promote learning

by Charles Marvin - Friday, 20 May 2016, 6:01 PM

I think that I might try using Basecamp to generate a collaborative fiction-writing project that would play out over several
weeks in class, involving multiple student "characters" who would write reflectively (from first-person perspective) about
plot, setting, theme, and dialogue elements that would be planned out collectively or arise spontaneously in the various
interactive compartments of Basecamp. The beauty of Basecamp is that it has informal sections that would allow
characters to chat casually or to make announcements or "pitches" for story ideas, while at the same time allowing them
in other sections to come up with "to-do" lists and schedules and progress reports by which a collaborative plotline for
the story and the contributions of the various characters to it could be managed.. Basecamp allows for both
spontaneity and structure.
One objective of this project is to allow students to learn from each other the collective knowledge of "world-building" in
fiction, and how characters can gain a depth of involvement in such worlds. My terminal objective, however, is the
reflective first-person writing produced by each character involved in the common project. These memoirs are
deposited in the "doc-files" section of the Basecamp and make up a collective "portrait" of the imaginary
community. The project can be taken another step by students who may wish to do other kinds of writing (poetry,
literary analysis) about the story-world that has been created and the characters in it.

The agreement and planning process the story-writing group undergoes involves the setting of ground rules, and the
things that "happen" are all prearranged. The aim is to develop characters who critically reflect upon and engage in
worlds that reverberate beyond the basic plot elements of stories.

This was an unwieldy project that I think an interactive software program might greatly improve. When I taught this
project we published weekly "newspapers" with journal entries, but I think the technological possibilities for such an
assignment are greatly improved at this stage. Does anyone have any ideas of software that might be more helpful in
constructing such a project?

Another way to get to the Basecamp project is via the 37 Signals link posted under "Links" on the "Other Tools" menu
on the E-Learning for Educators course homepage.

Chuck@Illinois

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Re: Meeting learners' needs: Activities that promote learning
by Sze Lui Lam - Saturday, 21 May 2016, 2:08 AM

Hi Chuck,

It sounds like an interesting project. Are the weekly "newspapers" available online? Are they student reflections? Who
are the target audience of the newspapers?

Best,

Teresa@Macau

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