Online Teaching Academy�Optimizing Digital Learning Training Course (ODL)�Module 5: Interaction & Collaboration
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Content & Activities and Interaction
Middle States FAQ's - Substantive Interaction
Q1: When do the temporary flexibilities that allow my institution to offer distance education without obtaining substantive change approval end?
The temporary flexibilities granted by the United States Department of Education end December 31, 2020.
Q10: What meets the expectation of “regular interaction?”
The federal definition of distance Education provided in the final Distance Learning and Innovation Regulations requires “regular and substantive interaction” between the students and the instructor, either synchronously or asynchronously. Regular interaction means that the institution provides the opportunity for substantive interactions with the student on a predictable and regular basis commensurate with the length of time and the amount of content in the course or competency, monitors the student’s academic engagement and success, and ensures that the instructor(s) are responsible for promptly and proactively engaging in substantive interaction with the student when needed on the basis of such monitoring, or upon request by the student.
Q11: What meets the expectation of “substantive interaction” between students and the instructor(s)?
Substantive interaction is defined in the USDE’s August 24, 2020, final Distance Learning and Innovation Regulations as “engaging students in teaching, learning, and assessment, consistent with the content under discussion, and also includes at least two of the following — (i) Providing direct instruction; (ii) Assessing or providing feedback on a student’s coursework; (iii) Providing information or responding to questions about the content of a course or competency; (iv) Facilitating a group discussion regarding the content of a course or competency; or (v) Other instructional activities approved by the institution’s or program’s accrediting
RSI
Field trips/labs
Giving personalized individual feedback
Weekly announcements about course content
Responding to blog posts or presentations
Breaking final projects into stages and providing feedback at each stage
Outreach to students not currently participating
Participating in social annotation of a reading
Study sessions
Online or in-person office hours
Responding to discussion board posts with substantive responses
Grading work and answering emails within an established response time
Answering questions on a course Q&A board
Internship or Practicum Supervision
Regular & Substantive Interactions
Instructor-led interactions with students must:
- Include at least two of these categories,
- Happen regularly throughout the semester,
- Be initiated by the instructor and responsive to student needs
RSI can also include “other instructional activities approved by the institution’s accreditation agency” Middle states.
Learn More: SUNY OSCQR RSI
Interacting via a chat or video-based discussion tool
Sharing news stories and relating them back to the course content
Mid-semester check-ins
RSI
What does RSI look like in your course?
Do your interactions with students…
Other Instructional Activities that could qualify as RSI
Active learning engages students in learning, using activities such as reading, writing, discussion, or problem solving, which promote analysis, synthesis, and evaluation of class content.
Uses:
Benefits:
Case scenarios. Students can be divided into small groups or work in large groups to respond to cases that help them apply theories and concepts presented in class or in readings.
Brainstorming. As a pre-class or post-class activity, students can use the online discussion format to brainstorm ideas on a topic.
Role-playing. In small groups, students can each assume roles and develop scenarios around course content.
Reaction postings. Students can react to posted readings, assigned readings, or web sites. Also, discussion questions related to the course textbook can provide the basis for discussion.
Key Takeaways. two most significant (central, useful, meaningful, surprising) things you have learned
Muddiest Point. Students can post two or three topics or concepts from the learning module that they need further clarification on. Then their classmates can help to clarify. Expand course content. Students may read different articles and post summaries or find appropriate web resources and post links. Students may react to each other’s postings.
Extend in-class discussions. It’s frustrating to cut off a really good discussion at the end of class. Online discussions can quickly be established to allow conversations to flourish outside of class time.
Do your questions promote different styles of learning?
For this discussion you have two parts; first your main post and second, two replies to your classmates:
In your first post for this module discussion, I would like you to explain in your own opinion what are the two most significant (central, useful, meaningful, surprising) things you have learned in Learning Module #1?
In addition, I would like you to include what is your muddiest point? What was the most difficult or confusing part of the lecture, lab, or reading in the course materials?
In your Replies, take the time to read your classmates posts and reply with more information. For example, provide them information that could be helpful with what they listed as their muddiest point. Explain what helped you understand the topic and include a link to resources on the web that you feel could explain the topic better. It could be an article, a video, or an experiment about a topic covered in the module.
Online Discussion questions can be derived from:
Let AI Help You!
Example: What is the hero’s journey? What does the Greek hero value most?
Example: Everyday examples of Newton’s Three Laws of Motion Discussion Prompt:
Some examples of reflection questions intended as feedback include:
NEW: Brightspace: Bongo Video Assignments
Yuja Media Server Quiz Option
Training Thursday 4/18 3:00-4:00 D303 in -person only
Creator Plus in Brightspace
View the resources in module 5 and complete the module discussion and assignment.
If you have questions, please ask us via email or through the remind text group onlinelearning@niagaracc.suny.edu
Module 5 Course work demo & Questions
Questions