The Basics of Online Language Instruction

BOLDD Workshops I & II

CALICO 2016

http://bit.ly/BOLDDworkshop2016slides

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May 11, 2016

9:00-11:59 am - 1:00-4:00 pm

Michigan State University, Wells Hall B125

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How do you envision OLE in 5 years? 10 years?

Workshop I& II Goals

At the end of this workshop, you will have gained skills with which to begin an ADDIE strategy:

Analyze content, learners, context.

Design (a.k.a. backward design) a standards-based curriculum.

Develop the course with online tools and course materials.

Implement through teacher training, student orientation and training, and some helpful advice.

Evaluate the course/program as part of a feedback loop.

Participants will go home with:

• Views of online basic language learning in action (wide variety of modalities)
• Worksheets of “questions to think about” for creating online learning http://bit.ly/BOLDDhandouts2016
• Additional resources and bibliography
• Access to the BOLDD Collaboratory and mentors

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Workshop Schedule

Handouts: http://bit.ly/BOLDDworkshop2016handouts

9:00-9:10 Introductions--Beginning with the end in mind

9:10-9:40 Models containing ADDIE (Worksheet 1) (Chris)

9:40-10:30 Show’n’Tell Models (all)

10:30-10:40 Break

10:40-11:10 Mobile Tools & Strategies for Online (Bob)

11:10-12:00 Tools (Victoria)

12:00-1:00 Working Lunch- Analyze (Worksheet 2)

1:00-1:45 More Design and Develop (Worksheets 3-5) LCTLs (Chris)

1:45-2:30 Implement (Worksheets 6-7) & Teacher Training (Marlene)

2:30-2:45 Break

2:45-3:30 Learner Orientation & Evaluate (Worksheet 8) (Kathryn & Chris)

3:30-4:00 Final Questions Wrap-up & Workshop Evaluation

Introductions (9-9:10)

• The BOLDD Collaboratory

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• Today's workshop presenters: Chris Hromalik, Marlene Johnshoy, Victoria Russell, Kathryn Murphy-Judy, with Bob Godwin-Jones in distance mode (India)

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• Participant introductions

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• Review of the participant survey

ADDIE and Instructional Design (9:10-9:40)

By the end of this section of the workshop, you will be prepared to learn about each element of ADDIE in more detail. You should be able to:

• Define instructional design and demonstrate an understanding of the systemic nature of the instructional design process
• Name the 5 elements of ADDIE
• Recognize ADDIE within other instructional design models, including one that may be used in your own educational context

Instructional Design

• Systematic and systemic approach to creating more effective, efficient and engaging instructional experiences

Systematic

• Methodical, follows a logical progression

Systemic

• Elements interact with each other in a dynamic and interdependent manner

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ADDIE

• 5 elements that are common to most instructional design models

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Analyze

Design

Develop

Implement

Evaluate

ADDIE

(Gustafson & Branch, 2002, p. 3)

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Modified ADDIE model for education Shambaugh & Magliaro (2006, p. 43)

Analyze

• Identify a performance problem or instructional need
• Needs assessment
• Content analysis
• Learner analysis
• Learning Environment Analysis

Design

• Planning stage
• Write objectives
• Plan for assessment
• Determine learning activities and strategies
• Choose instructional media

Develop

• Create materials as needed

Implement

• Train Teachers
• Deliver the instruction

Evaluate

For learners:

• Formative
• Summative

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For the program:

• Mid course feedback
• End of course evaluation
• Specific evaluation of online delivery

Applying ADDIE

• Imagine you are to prepare a simple lunch (no cooking involved) for a group of 5 children at your house.
• Analyze - what information do you need to collect?
• Design - what planning needs to be done? What does a successful lunch look like?
• Develop - what needs to be “created”?
• Implement - describe the lunch. Have you planned for what could go wrong?
• Evaluate - formative and summative

ADDIE

• In what ways have you used any of the 5 elements of ADDIE in your instruction?

Instructional Design Models

• Model
• Simplified, visual representation of complex concepts, ideas, processes, thoughts
• Instructional design model
• Visual representation of the complexity of the instructional design process
• Allow for the design of instruction according to previously successful instructional interventions
• Shared vision among multiple people working on a project

The Dick and Carey Model

(Dick, Carey, & Carey, 2009)

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OCC Spanish Online and Blended ID Model

Smith and Ragan Model

(Smith & Ragan, 2005)

Instructional Design Models

• Thousands of ID models exist
• No model is appropriate for all contexts
• Find/choose an appropriate model
• Use what's in place at your institution

Instructional Design Models

• Talk with someone sitting next to you…
• What processes/procedures for online instructional design are in place at your institution?
• Does a model of online instructional design exist at your institution?
• If you don’t know the answers to these questions, whom could you contact to find out?
• Be prepared to share something you learned from your partner with all of us

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(Look at Worksheet 1 for more design questions.)

Show’n’Tell models (9:40-10:30)

Break 10:30-10:40

Bob’s Mobile Learning (10:40-11:10)

Greetings from India! Sorry to miss you all at CALICO this year. Email me with comments/questions.

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• Mp4 Video: http://greenjot.com/mobile_learning.mp4

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• YouTube version: https://youtu.be/Jka6yPk-pSI

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• Slides: https://docs.google.com/presentation/d/1PV-25SagPss-nSqzZoJT_bEcJo2nW8hhfE5zBg5_9XQ/edit?usp=sharing / [PDF version]

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• Bob Godwin-Jones: rgjones@vcu.edu

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Tools : Victoria (11:10-12:00)

Tools (LMSs, BB Collaborate, MP4-Sharestream, TalkAbroad, iLrn-

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WORKING LUNCH!

Analyze - Worksheet 2 (12-1)

Map

Lunch Discussion

What do you already know about your soon-to-be online class?

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• Context
• Learners
• Content

The Basics of Online Language Instruction

BOLDD Workshop II

CALICO 2016

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May 11, 2016 - 1:00-4:00 pm

Michigan State University, Wells Hall B125

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Workshop II Goals

At the end of Workshop I, participants gained skills with which to begin an ADDIE strategy:

Analyze content, learners, context.

Design (a.k.a. backward design) a standards-based curriculum.

Develop the course with online tools and course materials.

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At the end of Workshop II, you will have gained skills with which to begin an ADDIE strategy:

Develop the course with more online tools and course materials.

Implement through teacher training, student orientation and training, and some helpful advice.

Evaluate the course/program as part of a feedback loop.

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Workshop Take-Aways

Participants will go home with:

• Views of online basic language learning in action (wide variety of modalities)
• Worksheets of “questions to think about” for creating online learning: http://bit.ly/BOLDDworkshop2016handouts
• Additional resources and bibliography
• Access to the BOLDD Collaboratory and mentors

Workshop II

• Recap of Workshop I
• Lunch homework review
• Design & Develop Worksheets 3-5
• Implement & Teacher Training
• Learner Orientation & Evaluate
• Final Questions Wrap-up
• Workshop Evaluation

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Design & Develop - Worksheets 3 - 5 (1:o5-1:45)

How do we capture the power of backward design to guide our design of effective online teaching & learning?

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How do we convert effective face-to-face learning into online success? Where can we innovate/improve delivery (over F2F) thanks to the affordances?

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What does communicative, ACTFL standards based, novice-intermediate low proficiency teaching look like when delivered online? What about the 3 modes?

Design and Development - Objectives

• In this section of the workshop, you will learn how to create a design plan for your online course.
• By the end of this section of the workshop, you should be able to:
• Create a high-level design of your online course
• Write learning objectives for each module of instruction of your course
• Prepare a plan for sequencing content, practice and assessment in an online course and identify instructional strategies and media/resources to support this plan

What have we done so far?

• Analysis:
• We should know…
• Characteristics of the learners (Audience Analysis)
• Characteristics of the learning environment (Environmental analysis)
• Many of us already teach face-to-face language courses. We already know…
• What tasks we want learners to perform
• What content we need to teach them
• Design:
• How are we going to use what we learned from our analysis to create our course?

Learning Objectives

• Statement of what learners should be able to do upon completion of a segment of instruction
• Essential Parts:
• Action verb
• To describe
• To compare
• Subject-content reference
• To describe their likes and dislikes in Spanish
• To compare their leisure activities with those of the Spanish-speaking world
• Optional Parts:
• Level of Achievement
• Conditions of Performance

(Morrison, Ross, Kemp, & Kalman, 2010)

Why Objectives?

• By knowing what we want students to do in our courses…
• We will design better assessments
• We will use better instructional strategies
• We will provide more targeted practice

“High-Level Design”

Practice

• Use your course syllabus to complete a “High-level design” for your online course
• If you didn’t bring a syllabus, work together with someone sitting next to you

Universal Design

• Design so learning will be possible for all
• Three principles:
• Engagement (why)
• Motivation for learning
• Representation (what)
• Present content in different ways
• Expression (how)
• Provide multiple means of demonstrating knowledge
• Work with Instructional Designer/Office of Accessibility Resources to ensure ADA and Section 508 compliance

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(http://www.cast.org/our-work/about-udl.html)

Content Organization

Practice

• Work with someone next to you
• Complete the Course Content Organization matrix
• Will you follow the textbook themes?
• What assessment ideas do you have?
• How will you structure the content?

Media/Resources

• Great Media Debate - Clark (1983)
• Media/technology do not make the difference
• The use of appropriate instructional strategies leads to greater learning outcomes
• Determine instructional strategies that work
• Then determine the media/resources to use

Instructional Strategies

• A variety of strategies helps keep students engaged
• Avoid “shovelware” - simply shoveling PPTs and F2F course into an online environment
• Instead, use existing materials to guide the design of your course
• Instead of posting a 75-minute video of a class session…
• Determine the important instructional topics covered and design 1-2 short videos (7-8 minutes max)
• Provide practice for students

Support

• Who can help?
• Instructional Designer/Online Learning Consultant
• Other (language) faculty
• Use your own expertise
• They help with:
• Instructional strategy decisions
• Choosing media and other resources
• Creating student assignments/tasks

Media/Resources

• Worksheet 4 - BOLDD Handouts

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Practice�

• Work with someone next to you
• Complete the Module Design Matrix (3rd chart) for one of your modules

Design → Development

• Don’t be afraid to start developing once your design is ready!
• Happy designing and developing!!

Implement - Worksheets 6- 7 (1:45-2:35)

• Teacher development (Marlene)�See also Additional Resources section of handout:
• Online Teacher Professional Development Resources
• Guidelines and Checklists for Quality Online Courses and Teaching
• Online Teacher Competencies Readiness Surveys

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• Student orientation and training (Chris & Kathryn)

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• Best practices (all)

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Some more implementation

• First go to the CARLA pbwiki: http://carlatech.pbworks.com

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• Variety of tools here: http://www.docurated.com/101-free-free-try-online-collaborative-learning-tools-teachers-educators�
• CARLA bibliography search for guidelines, best practices (see also resources on the handout, p. 16) http://carla.umn.edu/technology/tlo/bib_search.html

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Learner Orientation & Success

What we know . . .

Student success rates in online learning:

• •"Only 50 per cent—as opposed to 70-to-75 percent for comparable face-to-face classes" succeed.
• •Over 20% more students withdraw from online courses than from F2F at CCs.
• •A equation for disaster =
• BOL failure rates
• lack of F2F channels of communication
• student misconceptions, multi-tasking & poor attention habits
• novice proficiencies in all learning sectors

. . . more specifically,

• Many BOL learners are novice learners in:
• the target language
• how to learn a language
• online learning.
• BOL learners can and should become increasingly proficient in all 3.
• It is our duty as 21st century educators to guide our students toward learner autonomy and e-learning literacies.

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Q: What a good e-learner looks like . . .

Think-pair-share on this Gdoc:

http://bit.ly/BOLDD2016

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R: What a good e-learner looks like . . .

• Autonomous, a.k.a., self-directed
• Collaborative and willing to buddy-up with other online learners in your class
• Motivated
• Curious and eager to learn new things
• Focused and task-oriented
• Independent but also willing to ask for help before it's too late!!
• time management

• Computer literate and excited to acquire more and better computer skills
• Able to use email, an internet browser, online programs (esp., A/V)
• Able to read and write online (good typing skills help a lot)
• Comfortable with social media.
• Able to transfer from one app to another.

PLN, Chained Tasks & Google Flow (From last year: Julio & Stephen @ NFLRC)

Personal Learning Networks

https://goo.gl/qck9LA

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Tool Browser

Syndication

Production

Aggregation

Collaboration

Extension

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PLN, Chained Tasks & Google Flow (10:35-11:30)

Chained Tasks

https://goo.gl/nX2KTx

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A technique to strengthen online interaction in forums in Novice and Intermediate language courses

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image: Wikimedia Commons, public domain

PLN, Chained Tasks & Google Flow (10:35-11:30)

GoogleFlow

http://goo.gl/ySdmdz

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Activities using Google Drive to chain language classroom activities together throughout one thematic unit

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image: Brocken Inaglory, Wikimedia Commons

Let’s ponder . . .

What can we do to counterbalance the online environment’s loss of communicational input/output and mitigate at least some of the foreignness of the target language, especially for the novice learners?

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This, however, is not what we envision for our students!

Preparing VCU e-learners

• If there’s time: Kathryn’s ppt
• This infographic on adult learning:http://www.scoop.it/t/eclectic-technology/p/4023186510/2014/06/18/a-professional-learning-teacher-toolkit

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Evaluate - Worksheet 8 (2:45-3:30)

Unit/Course

• Formative - Summative (see CARLA Virtual Assessment Center)

Course Evaluation

• Quality Matters : see our handout biblio
• UMUC "Can do" statements (ACTFL)

BOLDD Survey: online formative assessment

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A

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Performance Assessments

• Interpretive
• Interpersonal
• Presentational

An online assessment

infographic

Program evaluation

• Data from student learning assessments
• Student course evaluations
• Special evaluation (midterm and final) specifically designed for OLI.
• Evaluation by OLI faculty.
• Quality Matters
• Always use feedback to improve your course(s)

The BOLDD Survey!!!!

¿

your

Questions

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Evaluation of this workshop

We promised training today to help you to begin planning online language teaching, by means of:

• Views of online basic language learning in action (several modalities)
• Information and worksheets that promote thinking about how to create and deliver online learning
• Additional resources and bibliography
• Access to the BOLDD Collaboratory and its mentors

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Would you please fill out this survey (http://goo.gl/forms/n4xTJGYW4G ) to let us know how we did, what we should keep and what needs ‘fixing’?

We appreciate your interest, time and willingness to share with us and the BOLDD Collaboratory.

Thank you! Good luck! �Please join the BOLDD Collaboratory.