The Hitchhiker’s Guide To Hybrid and Online Doctoral Programs
“A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.” - Douglas Adams
“I may not have gone where I intended to go, but I think I have ended up where I intended to be.” — Douglas Adams
The Hitchhiker’s Guide to Hybrid and Online Doctoral Programs Bridging the Research-Practice Gap via the eDoctorate: An Overview — Punya Mishra Research Preparation of Doctoral Students Enrolled in an Online Program — Tandra Tyler Woods & Greg Jones Designing a Hybrid Ph.D.: What Have We Learned? — Matthew Koehler A Design and Teaching Model for Online and Hybrid Learning Environments — Lin Lin & Mike Spector Student Support in a Hybrid Ph.D. Program — Patrick Dickson & Robin Dickson An Online Doctoral Seminar in Program Evaluation — Mike Spector On Teaching and Design in a Hybrid Platform — Danah Henriksen Bringing it home Ann Thompson / Punya Mishra
Bridging the Research-Practice Gap via the eDoctorate: An Overview
Punya Mishra
“The main reason he had had such a wild and successful life was that he never really understood the significance of anything he did.� -- Douglas Adams
Conflicting Views
Factors...
The Theory - Practice Gap
In theory, there is no difference between theory and practice. But, in practice, there is —Jan L.A. van de Snepscheut
AND
Economic pressures!
Do more with less.
AND
The rise of online learning!
AND
Teaching & Learning in the professions
Nuclear Physics v.s. Education
AND
Listening to students‌
No single solution
Many flavors
Today…
The Hitchhiker’s Guide to Hybrid and Online Doctoral Programs Bridging the Research-Practice Gap via the eDoctorate: An Overview — Punya Mishra Research Preparation of Doctoral Students Enrolled in an Online Program — Tandra Tyler Woods & Greg Jones Designing a Hybrid Ph.D.: What Have We Learned? — Matthew Koehler A Design and Teaching Model for Online and Hybrid Learning Environments — Lin Lin & Mike Spector Student Support in a Hybrid Ph.D. Program — Patrick Dickson & Robin Dickson An Online Doctoral Seminar in Program Evaluation — Mike Spector On Teaching and Design in a Hybrid Platform — Danah Henriksen
Thank You
Punya Mishra: punya@msu.edu
Research Preparation of Doctoral Students Enrolled in an Online Program
Tandra Tyler-Wood Greg Jones
“The Guide is definitive. Reality is frequently inaccurate.” -Douglas Adams
University of North Texas Ph.D. in Learning Technologies Program: Managing Program Research Requirements in an Online Environment Tandra L. Tyler-‐Wood, Ph.D. LT PhD Student Coordinator Greg Jones, Ph.D. LT PhD Program Coordinator
Program DescripJon The doctorate in Learning Technologies focuses on defining, understanding and expanding the synergy of technology and learning/instruc9onal systems theory. Graduates of the program work as faculty, instructors, teachers, instruc9onal designers, directors of distance educa9on, technology coordinators, trainers, and other posi9ons in the instruc9onal, educa9onal, and learning technology fields.
Admission • CompeJJve • Yearly Cohort Admission –Cohorts start summer semester
• Program Admission-‐juried decision based on faculty review of applicants credenJals • Targeted Audience-‐professionals with commitments that make coming to campus difficult
Delivery Model Distributed OpJon: • 100% Online Courses with focused Mentoring • Yearly Annual MeeJng (face-‐to-‐face) held before ISTE •Required of all parJcipants •Most research and staJsJcs courses are offered in summer and begin during the summer meeJng •Advisement in summer meeJng •DissertaJon proposal and defense
Distributed Program • Cohort, with sub-‐cadres based on Faculty Mentors • Day One Academic CommiZees consisJng of – Two Degree Program Faculty – Associate Graduate Faculty Mentors (with Faculty Status)
• Associate Grad Faculty Mentors take lead on Academic Advising • Length of Program – 3 years course work, 1 to 1.5 years dissertaJon – Expected graduaJon within 4.5 years
DissertaJon • Por^olio/Oral Defense in lieu of Qualifying Exams • CommiZee –Co-‐Chairs of • Degree Program Faculty & Assoc Graduate Fac Mentor
• DissertaJon Proposal Defense • DissertaJon Defense • Current program graduaJon rate aber successful por^olio defense is above 95%
Research Challenges • Many of the online students come with exisJng “agendas” – 100% of face to face advisees seek to work with advisors on ongoing research – 13% of online advisees seek to work with advisors on ongoing research
• Issues with IRB • Online students are “added” to exisJng workload— not a replacement for exisJng students
Research Challenges • Networking • Accessing stats programs • Job market for face to face vs. online program • Time commitment of faculty • University resources
State of Program • 1st staJsJcs class with research project, highly successful • Enrollment increasing • First year students presenJng arJcles at SITE
They ARE Out There!!! • UNT first year doctoral student making presentaJons at SITE: – Jennifer Miller
• STEAM for Student Engagement • MagneJc Space Challenge
– Whitney Kilgore and Leah Mangrum
• Faculty SaJsfacJon Teaching Online Courses
– Cliff Zintgraff
• Gelng Students High School Ready with Whyville
– Mike Marmon and Josh Gordesky
• The EffecJveness of Ancillary Learning Aids on the CogniJve Process of Reading Comprehension
Data We Need to Collect • SaJsfacJon with staJsJcs coursework • SaJsfacJon with research opportuniJes • PresentaJon and publicaJon record • Employment –Do they receive jobs? –Are they “under-‐employed?” –Are they successful with rising through the ranks?
More InformaJon hZp://lt.unt.edu/ltphd Tandra L. Tyler-‐Wood tandra.wood@unt.edu Greg Jones greg.jones@unt.edu
Thank You
Tandra Tyler-Wood: Greg Jones:
Tandra.Tyler-Wood@unt.edu Greg.Jones@unt.edu
Designing a Hybrid PhD: What Have We Learned?
Matthew Koehler
Andrea Zellner
“A common mistake that people make when trying to design something completely foolproof is to underestimate the ingenuity of complete fools.� - Douglas Adams
Design of face to face program
Coursework Milestones / Research Advising Academic Community Experiences
Coursework
Coursework 2 Proseminar courses 4 Methods courses 3 Core Courses (Ed Tech or Ed Psych) 5 Area of Concentration Courses (individualized) 24 Dissertation Credits
Coursework
Coursework Milestones / Research 2nd Year Practicum Comprehensive Exams (a “submittable paper� plus oral defense of breath of knowledge) Dissertation
Coursework Milestones / Research
Coursework Milestones / Research Advising 1st Year Advisor, followed by “permanent� advisor Guidance Committee Regular meetings
Coursework Milestones / Research Advising
Coursework Milestones / Research Advising Academic Community Talks, Colloquium, Research groups Formal and informal conversations Networking
Coursework Milestones / Research Advising Academic Community
Coursework Milestones / Research Advising Academic Community Experiences
Design of our hybrid program
“There is an art to flying... the knack lies in learning how to throw yourself at the ground and miss.” – Douglas Adams
Coursework Change in delivery format only Two courses in summer hybrid Two weeks face-to face All day, M-F Seven weeks online One course in fall & Spring (online) Instructional model varies (some with f2f students, some online only, some synchronous, some asynchronous) Each course is a new island of instructional innovation
Milestones / Research No change Students can defend practicum, comprehensive exams, dissertation via Skype
Advising Challenge to meet regularly, online, during odd hours (nights and weekends)
Additional coordinator assigned to meet regularly with students
Academic Community Attempts to pair hybrid students with face to face students
Attempts to facilitate remote attendance at talks
Recording of talks and colloquia
Experiences Less involvement in research projects
Playing to the strengths of their work contexts in schools and other educational settings
Lessons Learned “I'd take the awe of understanding over the awe of ignorance any day.” — Douglas Adams
“We notice things that don't work. We don't notice things that do. We notice computers, we don't notice pennies. We notice e-book readers, we don't notice books.” — Douglas Adams
Equivalent or Better Incoming GREs Rate of completion on practicums Performance in courses Attrition
Courses are producing innovations
Inquiries, applications, and enrollments
“Would it save you a lot of time if I just gave up and went mad now?” — Douglas Adams
The Technology “We are stuck with technology when what we really want is just stuff that works.” — Douglas Adams
“Anything invented after you're thirty-five is against the natural order of things” — Douglas Adams
Advising
“Even a manically depressed robot is better to talk to than nobody.” — Douglas Adams
Faculty Time
“Time affords us the ability to blame past errors on others while whole heartedly pronouncing our futures successes.” — Douglas Adams
Research Experiences
“It can be very dangerous to see things from somebody else's point of view without the proper training.” — Douglas Adams
Building Community
We Don’t Know What We Don’t Know “We demand rigidly defined areas of doubt and uncertainty!” — Douglas Adams
Right time, Right place
“I may not have gone where I intended to go, but I think I have ended up where I needed to be.” — Douglas Adams
Thank You
Matthew Koehler mailto:mkoehler@msu.edu Andrea Zellner mailto:zellnera@msu.edu
“Would it save you a lot of time if I just gave up and went mad now?” — Douglas Adams
Thank You
Matthew Koehler: mkoehler@msu.edu Andrea Zellner: zellnera@msu.edu Punya Mishra: punya@msu.edu
A Design and Teaching Model for Online and Hybrid Learning Environments
Mike Spector Lin Lin
“we demand rigidly defined areas of doubt and uncertainty!” -- Douglas Adams
A Design and Teaching Model for Online and Hybrid Learning Environments
Lin Lin, Ed. D. Associate Professor University of North Texas Lin.Lin@unt.edu
A Design and Teaching Model for Online and Hybrid Learning Environments
Lin Lin, Ed. D. Associate Professor University of North Texas Lin.Lin@unt.edu
The Model: Three Inquiry Spaces Learning Environments
The Model: Three Inquiry Spaces Learning Environments
The Model: Three Inquiry Spaces Learning Environments
Individual Inquiry Space
The Model: Three Inquiry Spaces Learning Environments
Individual Inquiry Space
Collaborative Inquiry Space
The Model: Three Inquiry Spaces Learning Environments
Formative Space towards Expertise
Individual Inquiry Space
Collaborative Inquiry Space
Research: Culture of Use Learning environments Collaborative inquiries Discourse/Dialogue: Inquiries towards individuals’ actions and interactions Co-construction of
expertise
Individual drive for expertise andfor new Individual drive expert and new knowledge knowledge
Collaborative drive for drive for expert Collaborative and new expertise and new knowledge
Communication & Learning
knowledge
Expert knowledge: Individual expertise and collaborative coconstruction of expertise
Individual inquiries
Discourse / Dialogue individuals’ actions and interactions
Collaborative inquiries
Lin, L. (2008). An online learning model to facilitate learners’ rights to education. Journal of Asynchronous Learning Networks, 12(1), 127-143.
Research: Culture of Use Learning environments Collaborative inquiries Discourse/Dialogue: Inquiries towards individuals’ actions and interactions Co-construction of
expertise
Individual drive for expertise andfor new Individual drive expert and new knowledge knowledge
Collaborative drive for drive for expert Collaborative and new expertise and new knowledge
Communication & Learning
knowledge
Expert knowledge: Individual expertise and collaborative coconstruction of expertise
Individual inquiries
Discourse / Dialogue individuals’ actions and interactions
Collaborative inquiries
Lin, L. (2008). An online learning model to facilitate learners’ rights to education. Journal of Asynchronous Learning Networks, 12(1), 127-143.
Research: Culture of Use
Formation of Expertise •Desire to offer help, provide suggestions, solutions, information; facilitate •Formation of a community of expertise through individual and group actions and interactions •Convergence and divergence of private and public spaces
Individual Inquiry Space •Desire to think aloud, reflect, broadcast, elaborate, and seek connections TEXT •Self-controlled/directed, expressive, uninterrupted •e.g., Blog; Discussion Forums; Games
Collaborative Inquiry Space •Desire to reach out, question and respond, bring about multiple perspectives; disagree, TEXT challenge, and co-construct ideas •Collaborative, challenging and co-creative •e.g., Wiki; Discussion Forums; Games
Communication and Knowledge Construction
TEXT
Research: Culture of Use
Formation of Expertise •Desire to offer help, provide suggestions, solutions, information; facilitate •Formation of a community of expertise through individual and group actions and interactions •Convergence and divergence of private and public spaces
Individual Inquiry Space •Desire to think aloud, reflect, broadcast, elaborate, and seek connections TEXT •Self-controlled/directed, expressive, uninterrupted •e.g., Blog; Discussion Forums; Games
Collaborative Inquiry Space •Desire to reach out, question and respond, bring about multiple perspectives; disagree, TEXT challenge, and co-construct ideas •Collaborative, challenging and co-creative •e.g., Wiki; Discussion Forums; Games
Communication and Knowledge Construction
TEXT
Research: Culture of Use
Formation of Expertise •Desire to offer help, provide suggestions, solutions, information; facilitate •Formation of a community of expertise through individual and group actions and interactions •Convergence and divergence of private and public spaces
Individual Inquiry Space •Desire to think aloud, reflect, broadcast, elaborate, and seek connections TEXT •Self-controlled/directed, expressive, uninterrupted •e.g., Blog; Discussion Forums; Games
Collaborative Inquiry Space •Desire to reach out, question and respond, bring about multiple perspectives; disagree, TEXT challenge, and co-construct ideas •Collaborative, challenging and co-creative •e.g., Wiki; Discussion Forums; Games
Communication and Knowledge Construction
TEXT
Research: Culture of Use
Formation of Expertise •Desire to offer help, provide suggestions, solutions, information; facilitate •Formation of a community of expertise through individual and group actions and interactions •Convergence and divergence of private and public spaces
Individual Inquiry Space •Desire to think aloud, reflect, broadcast, elaborate, and seek connections TEXT •Self-controlled/directed, expressive, uninterrupted •e.g., Blog; Discussion Forums; Games
Collaborative Inquiry Space •Desire to reach out, question and respond, bring about multiple perspectives; disagree, TEXT challenge, and co-construct ideas •Collaborative, challenging and co-creative •e.g., Wiki; Discussion Forums; Games
Communication and Knowledge Construction
TEXT
Research: Culture of Use
Formation of Expertise •Desire to offer help, provide suggestions, solutions, information; facilitate •Formation of a community of expertise through individual and group actions and interactions •Convergence and divergence of private and public spaces
Individual Inquiry Space •Desire to think aloud, reflect, broadcast, elaborate, and seek connections TEXT •Self-controlled/directed, expressive, uninterrupted •e.g., Blog; Discussion Forums; Games
Collaborative Inquiry Space •Desire to reach out, question and respond, bring about multiple perspectives; disagree, TEXT challenge, and co-construct ideas •Collaborative, challenging and co-creative •e.g., Wiki; Discussion Forums; Games
Communication and Knowledge Construction
TEXT
Literature Teachers could not fruitfully instruct those who would not teach themselves, who would only respond passively to the most convenient appearance; the most teachers could do was to convert such inert souls to active study. -- Plato
Self-Directed Learning and Study Place (Brookfield, 2000b; Candy, 1991; Knowles, 1975; McClintock, 2000; Merriam; Tough, 1979) Adult Learning, incl. experiential learning, self-directed learning, feminist pedagogy, situated cognition, critical theory, and transformative learning, as well as new approaches having to do with emotions, consciousness, shadow, and the body (Brookfield, 1986, 1999; Cranton, 1994; Freire, 1970; Habermas, 1971, 1979; Mezirow, 1990, 2000; Merriam, 1999, 2001)
Literature Teachers could not fruitfully instruct those who would not teach themselves, who would only respond passively to the most convenient appearance; the most teachers could do was to convert such inert souls to active study. -- Plato
Self-Directed Learning and Study Place (Brookfield, 2000b; Candy, 1991; Knowles, 1975; McClintock, 2000; Merriam; Tough, 1979) Adult Learning, incl. experiential learning, self-directed learning, feminist pedagogy, situated cognition, critical theory, and transformative learning, as well as new approaches having to do with emotions, consciousness, shadow, and the body (Brookfield, 1986, 1999; Cranton, 1994; Freire, 1970; Habermas, 1971, 1979; Mezirow, 1990, 2000; Merriam, 1999, 2001)
Literature Teachers could not fruitfully instruct those who would not teach themselves, who would only respond passively to the most convenient appearance; the most teachers could do was to convert such inert souls to active study. -- Plato
Self-Directed Learning and Study Place (Brookfield, 2000b; Candy, 1991; Knowles, 1975; McClintock, 2000; Merriam; Tough, 1979)
Adult Learning
Adult Learning, incl. experiential learning, self-directed learning, feminist pedagogy, situated cognition, critical theory, and transformative learning, as well as new approaches having to do with emotions, consciousness, shadow, and the body (Brookfield, 1986, 1999; Cranton, 1994; Freire, 1970; Habermas, 1971, 1979; Mezirow, 1990, 2000; Merriam, 1999, 2001)
Literature Teachers could not fruitfully instruct those who would not teach themselves, who would only respond passively to the most convenient appearance; the most teachers could do was to convert such inert souls to active study. -- Plato
Study Place & Self-directed Learning Adult Learning
Self-Directed Learning and Study Place (Brookfield, 2000b; Candy, 1991; Knowles, 1975; McClintock, 2000; Merriam; Tough, 1979) Adult Learning, incl. experiential learning, self-directed learning, feminist pedagogy, situated cognition, critical theory, and transformative learning, as well as new approaches having to do with emotions, consciousness, shadow, and the body (Brookfield, 1986, 1999; Cranton, 1994; Freire, 1970; Habermas, 1971, 1979; Mezirow, 1990, 2000; Merriam, 1999, 2001)
Literature
• • • •
Socratic dialogue (Plato, 1961): questioning Martin Buber (1958, 1965): “I-thou” from an “I-it” relationships David Bohm (1996): dialogue - flow of meaning Paulo Freire 1970): dialogue - co-creating of a new existential reality
Dialogue: humanity, equality, participation, questioning, listening, facilitation, and co-construction of new and shared meaning
Literature
• • • •
Socratic dialogue (Plato, 1961): questioning Martin Buber (1958, 1965): “I-thou” from an “I-it” relationships David Bohm (1996): dialogue - flow of meaning Paulo Freire 1970): dialogue - co-creating of a new existential reality
Dialogue: humanity, equality, participation, questioning, listening, facilitation, and co-construction of new and shared meaning
Literature
• • • •
Socratic dialogue (Plato, 1961): questioning Martin Buber (1958, 1965): “I-thou” from an “I-it” relationships David Bohm (1996): dialogue - flow of meaning Paulo Freire 1970): dialogue - co-creating of a new existential reality
Dialogue: humanity, equality, participation, questioning, listening, facilitation, and co-construction of new and shared meaning
Dialogue & Collaborative Inquiry
Literature
Our "Age of Anxiety" is, in great part, the result of trying to do today's job with yesterday's tools with yesterday's concepts. McLuhan, 1967 When print was invented, did it destroy writing? Just the opposite, and print is here to stay. Like writing is. New media do not cancel out the old. They build on them, reinforcing them and—this is what most people miss— radically changing their mode of existence and operation. But in their changed form the old media are stronger than ever. – Walter Ong, 2002 Davydov, 1990; Eisenstein, 1983; Innis, 1951; McLuhan, 1994; Pelto, 1987; Turkle, 1997; Vygotsky, 1962, 1978; Ong, 2002
Literature
Our "Age of Anxiety" is, in great part, the result of trying to do today's job with yesterday's tools with yesterday's concepts. McLuhan, 1967 When print was invented, did it destroy writing? Just the opposite, and print is here to stay. Like writing is. New media do not cancel out the old. They build on them, reinforcing them and—this is what most people miss— radically changing their mode of existence and operation. But in their changed form the old media are stronger than ever. – Walter Ong, 2002 Davydov, 1990; Eisenstein, 1983; Innis, 1951; McLuhan, 1994; Pelto, 1987; Turkle, 1997; Vygotsky, 1962, 1978; Ong, 2002
Literature
Our "Age of Anxiety" is, in great part, the result of trying to do today's job with yesterday's tools with yesterday's concepts. McLuhan, 1967
Learning Across Time and Space & Technology Mediated Dialogue
When print was invented, did it destroy writing? Just the opposite, and print is here to stay. Like writing is. New media do not cancel out the old. They build on them, reinforcing them and—this is what most people miss— radically changing their mode of existence and operation. But in their changed form the old media are stronger than ever. – Walter Ong, 2002 Davydov, 1990; Eisenstein, 1983; Innis, 1951; McLuhan, 1994; Pelto, 1987; Turkle, 1997; Vygotsky, 1962, 1978; Ong, 2002
Literature Expert • monitor one’s approach to problem-solving and to be metacognitive • Active learner (ability to teach oneself) and reflective thinker Expert or Experts? • more public are involved in knowledge creation and transmission • the division of knowledge creators and knowledge receivers has been eroding • the role of transmitting knowledge is eroding rapidly because basic transmission tasks are handled by knowledge carrying objects Bransford et al,1999; Natriello, 2005
Literature Expert • monitor one’s approach to problem-solving and to be metacognitive • Active learner (ability to teach oneself) and reflective thinker Expert or Experts? • more public are involved in knowledge creation and transmission • the division of knowledge creators and knowledge receivers has been eroding • the role of transmitting knowledge is eroding rapidly because basic transmission tasks are handled by knowledge carrying objects Bransford et al,1999; Natriello, 2005
Literature Expert • monitor one’s approach to problem-solving and to be metacognitive • Active learner (ability to teach oneself) and reflective thinker Expert or Experts? • more public are involved in knowledge creation and transmission • the division of knowledge creators and knowledge receivers has been eroding • the role of transmitting knowledge is eroding rapidly because basic transmission tasks are handled by knowledge carrying objects Bransford et al,1999; Natriello, 2005
Expertise
Literature Review
Learning across Time and Space
Literature Review
Learning across Time and Space
Literature Review
Study place & Self-directed Learning
Learning across Time and Space
Literature Review
Study place & Self-directed Learning
Learning across Time and Space Dialogue & Collaborative Inquiries
Literature Review
Study place & Self-directed Learning
Learning across Time and Space Expert Knowledge
Dialogue & Collaborative Inquiries
Creating Online Spaces to Facilitate Learning and Inquiries
Inquiries and Online Spaces
Pedagogies
Independent Reflection; Inquiry // Self- Critical study Space Thinking Problemsolving; Integration of instructional design models for varied Inquiry with activities and Experts / Expert goals; Dialogue Inquiry Space and facilitation
Collaborative Inquiry // Peerto-peer & Collaborative Space
Technologies
Social media; Multimedia; Games and Simulation; Mobile technologies; etc.
Learning/Actions
Comprehension; Creation; Personal Responsibility
Problemsolving; Learners as Creators and Co-facilitators Focus; Guidance; Co-creation
Creating Online Spaces to Facilitate Learning and Inquiries
Inquiries and Online Spaces
Pedagogies
Independent Reflection; Inquiry // Self- Critical study Space Thinking Problemsolving; Integration of instructional design models for varied Inquiry with activities and Experts / Expert goals; Dialogue Inquiry Space and facilitation
Collaborative Inquiry // Peerto-peer & Collaborative Space
Technologies
Social media; Multimedia; Games and Simulation; Mobile technologies; etc.
Learning/Actions
Comprehension; Creation; Personal Responsibility
Problemsolving; Learners as Creators and Co-facilitators Focus; Guidance; Co-creation
Applications Encouraging premise reflection (self-direction) Allowing individual differences in learning through different interactions with people and technologies (meaningful dialogues) Creating community and network (forming collaboration and expertise) Encouraging the key student players in a learning environment (expertise) Using technologies old and new
Applications Encouraging premise reflection (self-direction) Allowing individual differences in learning through different interactions with people and technologies (meaningful dialogues) Creating community and network (forming collaboration and expertise) Encouraging the key student players in a learning environment (expertise) Using technologies old and new
Q&A
Questions Lin Lin University of North Texas Lin.Lin@unt.edu http://courseweb.unt.edu/llin
Q&A
Questions Lin Lin University of North Texas Lin.Lin@unt.edu http://courseweb.unt.edu/llin
Thank You
Mike Spector
Lin Lin:
Mike.Spector@unt.edu
Lin.Lin@unt.edu
Q&A (1) These presentations can be downloaded from punyamishra.com
Short Break (15 minutes)
The Hitchhiker’s Guide To Hybrid and Online Doctoral Programs
“A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.” - Douglas Adams
The Hitchhiker’s Guide to Hybrid and Online Doctoral Programs Bridging the Research-Practice Gap via the eDoctorate: An Overview — Punya Mishra Research Preparation of Doctoral Students Enrolled in an Online Program — Tandra Tyler Woods & Greg Jones Designing a Hybrid Ph.D.: What Have We Learned? — Matthew Koehler A Design and Teaching Model for Online and Hybrid Learning Environments — Lin Lin & Mike Spector Student Support in a Hybrid Ph.D. Program — Patrick Dickson & Robin Dickson An Online Doctoral Seminar in Program Evaluation — Mike Spector On Teaching and Design in a Hybrid Platform — Danah Henriksen Bringing it home Ann Thompson / Punya Mishra
Student Support in a Hybrid Ph.D Program
Robin Dickson Patrick Dickson
He experienced one of those “self” moments, one of those moments when you suddenly turn around and look at yourself and think “Who am I? What am I up to? What have I achieved? Am I doing well?” -- Douglas Adams
Student Support in a Hybrid PhD Program Robin K. Dickson & W. Patrick Dickson Michigan State University SITE 2013, New Orleans
Educational Psychology & Educational Technology
2010 & 2012 Hybrid PhD Cohorts and Faculty - June 28, 2012
People Support for People
Admissions 2011 Current'56'EPET'Ph.D.'Students' by'Hybrid'or'Face;to;Face' Hybrid#
Face/to/Face#
The$79$EPET$Ph.D.$Students$If$All$23$Oered$ Admission$for$2012$Accept$by$Hybrid$or$FaceFtoFFace$ (as$of$Feb.$27)$$ Hybrid$
12#
FaceFtoFFace$
52# 27#
44#
People Supporter • • •
Recruitment Answer Questions Link inquirers to faculty
Led to a core question: How do we create an environment that fosters hybrid students’ success?
The goal is to see everyone walk across the stage...
Becoming a Cohort
2010 Cohort Comes to Campus Kick-Off Party!
Two Intensive Weeks On Campus
Deans’ Lunch
On-Going Support
I Skype with students ~every 2 weeks: What do we talk about? • • • • •
Research ideas Classes Papers / Conferences Program Requirements “How’s it going?”
Program Challenges • Time of day: Students work full time • Faculty shift toward 4-time zone • Orientation Guide • EPET Program Handbook / Website • Design Studio: edTalks • Cycle Repeats: Second Cohort 2012
Technology Support •
Computers with highspeed Internet
•
Headsets and microphones, video cameras
• • •
iPads Design Studio: edTalks Course syllabi
December 2013 Application Deadline for Cohort 3: Challenge of Dealing with a Large Number of Applications
400
?
300
200 296
269
100 144
0
2010
2012 Number of Inquiries
2014
Big Issues •
Cohorts 1 & 2: Completing comprehensive exams and dissertations.
•
Admit hybrid students to support other college initiatives in Ireland, China (DOCTRID)
• •
How many to admit?
•
Match with faculty interests; new faculty hires.
•
Do we admit international students?
Restrict to certain time zones?
Qualifications for this crucial liaison role • •
Must have Ph.D.
• • •
Understanding of research Ability to work with other faculty
Needs maturity to understand lives of people with children, families, taking care of parents, jobs.
Rare combination of skills
Thank you! Questions? Comments? Email us: rdickson@msu.edu pdickson@msu.edu
Thank You Robin Dickson: Patrick Dickson:
rdickson@msu.edu pdickson@msu.edu
An Online Doctoral Seminar in Program Evaluation
Mike Spector
“It can be very dangerous to see things from somebody else’s point of view without the proper training.” -Douglas Adams
Department of Learning Technologies
If we teach today as we taught yesterday, we rob our children of tomorrow – John Dewey, 1915 The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn – Alvin Toffler, 2012
The future of learning, instrucJon and performance ???
J. Michael Spector, PhD Mike.Spector@unt.edu Professor and Chair, Learning Technologies
Department of Learning Technologies
• Learning Technologies – formed in 2008 in the College of InformaJon to support Learning, Instruc0on and Performance in the Digital Age • LT PhD – Two programs: one hybrid and one online distributed doctorate that began in June 2012 • CECS 6800 Special Topics – an online doctoral seminar that is an elecJve in both programs • CECS 6800 Special Topics in Program/Project EvaluaFon – first offered in the Fall of 2012 and the focus of this presentaJon
Department of Learning Technologies
Doctoral Seminar in Program and Project EvaluaFon • Open to any graduate student at UNT but designed for LT doctoral students • In the Fall, there was a roughly equal mix of LT, LIS, and College of EducaFon graduate students – 12 altogether, a nice size for an online doctoral seminar • Why offer this parFcular elecFve? – Jobs in program evaluaFon naFonwide • 429,310 program evaluaFon related jobs found on SimplyHired on March 1, 2013 compared with 23,349 found related to instrucFonal design – Natural bridge between research and pracFce • A logic model is a common tool for both research and pracFce – Standard component of many curricula – A personal reason
Department of Learning Technologies
–Design Strategy • Emulate a seminar environment to the extent possible; post introducJons with an opJonal personal note; semi-‐structured weekly discussions around a core issue, problem, or reading • Include authenJc tasks – all students selected current or planned programs as the focus of their acJviJes • Provide high quality online resources along with an inexpensive casebook (Program Evalua0on in Prac0ce by Dean Spaulding) • Keep the learning environment simple and straigh^orward hZps://learn.unt.edu/
Department of Learning Technologies
Topics covered Users, clients and stakeholders Needs assessments and problem idenJficaJon AlternaJve soluJon approaches Logic models Components and variables in an evaluaJon plan Ethical issues in evaluaJon Fidelity of implementaJon studies / formaJve evaluaJon Impact studies / summaJve evaluaJon The bridge from evaluaJon to research
Department of Learning Technologies
Targeted knowledge and skills ConducJng and analyzing a needs assessment Framing the problem and idenJfying likely soluJons Developing a logic model CriJquing an evaluaJon plan in response to an RFP Fulfilling InsJtuJonal Review Board requirements Designing a fidelity of implementaJon study Designing an impact study WriJng a coherent evaluaJon plan
Department of Learning Technologies
–Assignments • Online Discussions • Logic Model • CITI CerJficaJon • EvaluaJon CriJque • EvaluaJon Plan
20% 25% 5% 25% 25%
Each assignment had specific guidelines and rubrics. A pracJce logic model exercise preceded the graded logic model acJvity. A sample evaluaJon criJque preceded the actual evaluaJon criJque which was followed by the criJque that evaluaJon plan actually received. The evaluaJon plan was a comprehensive acJvity that required the inclusion of the logic model revised based on earlier feedback.
Department of Learning Technologies
Sample discussion topic: As the World Bank book on needs assessment makes clear, a needs assessment is aimed at idenJfying gaps between a current condiJon or situaJon and a desired state of affairs. that reading also suggests that involving mulJple people with different perspecJves is important in conducJng a needs assessment. The gap between the current state of affairs and the desired state of affairs is what leads to a subsequent search for and implementaJon of a suitable soluJon -‐ the project or program that becomes the subject of a program evaluaJon. That gap also determines the primary outcome variables that will drive the intervenJon and its evaluaJon. The reading by Clark on cogniJve task analysis describes a process to determine performance goals for a training program using input primarily from experts. It is not unusual for a needs assessment to result in a soluJon involving training; when that occurs, there follows a training requirements analysis (a general term) and, as it happens, a cogniJve task analysis is now a preferred methodology. Given that background, and the fact that several of you have been involved already in programs and projects that probably involved a needs assessment or task analysis, this week's forum simply asks you to share a sample or representaJve needs assessment or cogniJve task analysis, if you have one to share; if not, or if you prefer, present a preliminary or drab analysis (no more than a page and could be one paragraph) that describes the situaJon you wish to pursue for your evaluaJon plan for this course. I will post a sample from my own experience to emphasize that this is not intended to be an overwhelming task.
Department of Learning Technologies Inputs Year 1 Development Nearly integrated data systems based on standards to drive instruction in ELA and Math with * Learner marketplace * Learner plan * Assessment engine recommending next instructional steps * Student info system
Prof. Dev. on the system developed for teachers addressing * accessing and using data to make instructional decisions * using marketplace to personalize instruction and assessment
Outputs Activities Rating of content in Learning Marketplace Learning Marketplace well populated with objects searchable by type, keywords, standards, learner preferences and allowing multiple methods of access (units, activities, resources, assessment items)
Minor revisions to the software, guidelines for use, and training materials; Assessment results generated automatically with recommendations of learning activities and resources for students Teachers use new tools to differentiate and individualize instruction based on standards, learning plan and performance
Participation Teachers, district staff, software sponsor, and students Software Sponsor (HMH), ELA, Math, and Special Education teachers, and school and district admin personnel
6th -12th teachers, students and parents
Assumptions Use technology to personalize instruction by improving use of data and providing better access to instructional resources. FCS policies will be supportive of project needs, and adequate funding exists.
Short
Outcomes Medium
•Increased student achievement and student growth as evidenced by reducJon in numbers of high need students in subgroups and improved overall performance on benchmark tests, CRCT and End-‐of-‐ Course tests •Increased graduaJon rates for high need students •Decrease in number and percentage of high needs students
•Students select assigned resources within the system to provide iniJal instrucJon and remediaJon/ acceleraJon based on assessments. •Increased student engagement •Improved use of instrucJonal Jme for students •Use of technology extends instrucJon and learning capacity in the district •Teachers, administrators, students, and parents use a role-‐based user interface with a single sign on to improve their respecJve acJviJes •Parents access portal to view/ monitor student data
Long Increased percentage of graduates going to college Replicable system for other subjects beyond math and ELA and other grades System replicated in other districts to increase student achievement Overall improvement in the quality of the workforce
Continued growth and improvement of the integrated data management system and personalized instruction throughout the school district
External Factors USDOE and GADOE guidelines related to standards, courses, and policies. Mandated assessment instruments (changes in administration, content, scoring). Technology and internet access available to students when they are not at schoo
Department of Learning Technologies
Selected Resources USAID’s EvaluaJon Glossary -‐ hZp://pdf.usaid.gov/pdf_docs/PNADO820.pdf Power of Proof: An EvaluaJon Primer -‐ hZp://www.Zac.org/services/power-‐of-‐proof/index.html Logic Model Workbook -‐ hZp://www.innonet.org/client_docs/File/logic_model_workbook.pdf hZp://ctb.ku.edu/en/tablecontents/sub_secJon_examples_1877.aspx hZp://www.uwex.edu/ces/pdande/evaluaJon/pdf/YouthLMswithnarr.pdf hZp://www.uwex.edu/ces/4h/evaluaJon/documents/LogicmodelEnvironmentalacJviJesJJens.pdf hZp://www.uwex.edu/ces/pdande/evaluaJon/evallogicmodelworksheets.html InternaJonal Board of Standards for Training, Performance and InstrucJon (ibstpi) -‐ www.ibstpi.org EvaluaJon &Program Planning -‐ hZp://www.journals.elsevier.com/evaluaJon-‐and-‐program-‐planning/ American EvaluaJon AssociaJon -‐ hZp://www.eval.org/ Quasi-‐experimental impact assessment -‐ www.southalabama.edu/coe/bset/johnson/660lectures/rlf9.doc Gilbert's Behavior Engineering Model -‐ hZp://www.sixboxes.com/_customelements/uploadedResources/ SixBoxes.pdf / Psychology World entry on Extraneous Variables -‐ hZp://web.mst.edu/~psyworld/extraneous.htm Theories of Change -‐ hZp://www.beyondintractability.org/bi-‐essay/theories-‐of-‐change ImplementaJon Science -‐ hZp://www.implementaJonscience.com/content/2/1/40 NaJonal ImplementaJon Research Network -‐ hZp://nirn.fpg.unc.edu/
Thank You
Mike Spector:
Mike.Spector@unt.edu
On Teaching and Design in a Hybrid Platform
Danah Henriksen
A Hybrid Course On Design CEP 917 Fall 2012 Punya Mishra Danah Henriksen
A Course On Design
A Course On Design
A Course On Design
A Course On Design
CEP 917 Knowledge Media Design Established Course...
CEP 917 Knowledge Media Design Established Course... Unfamiliar Setting
F2F
Hybrid/Online
Both synchronous and asynchronous
Synchronous
• Eight synchronous sessions • F2F and online students in the same “space”
• Conversations facilitated by technologies
“CEP 917 proverbially tore down the wall that previously separated online and face-‐to-‐face students. We were all part of one learning community: the hybrid learning community.”
Choice/Freedom in Use of Technology
“When I worked with different groups we used Skype, Google Hangouts, Etherpad, Google chat, etc. Leaving it up to the students to find the application that best suited their unique interaction was a very good idea. That left most group time available for actual interaction, rather than messing around with interfaces (as so often happens in blended classed I've taken in the past)” -‐-‐ quote from a 917 student
Asynchronous
“The online interface created by Dr. Mishra and Dr. Henriksen was well designed, intuitive, and comprehensive. Readings were made readily available, online discussion forums were user friendly, and a frequently updated blog kept students informed and connected.”
“During the weeks we did not meet as a class, Punya and Danah still kept the sense of community alive and the lines of communication open by setting up discussion forums around the readings. This helped me get to know my fellow online colleagues better.”
Read & Think Deeply About Design
• • Weekly videos on design topics Online discussions
Balancing the creative, pragmatic, and academic
Technology in Hybrid Course • Multiple levels/layers of tech use • Content-related • Communication-related • Tech we used for instruction vs. tech
students used for learning and project work
“One piece that stood out to me on a regular basis was that the course modeled the content. By this, I mean that it was a course about design while the particulars of the class were a design in motion. All of the participants contributed to evaluating and modifying the design during the experience and this resonated in the readings and course work.” -‐-‐ quote from a student
Ongoing Research • William Cain’s presentation • This Friday at 12:10pm in Grand Couteau
•
Pedagogy and Situational Creativity in Synchronous Hybrid Learning: Descriptions of Three Models
Thank You
Thank You
Danah Henriksen:
henrikse@msu.edu
Punya Mishra
The story so far: In the beginning the universe was created This has made a lot of people angry and has been widely regarded as a bad move. -- Douglas Adams
What does all this mean?
How does online / blended technologies change things?
Are we asking the wrong question?
Bertram “Chip” Bruce
Technological determinism
Technological determinism
Technology as social practice
“Missed call”
Social practices “shape� the ways in which technology is understood & used
Meaning making as a transactional process -
between the innovation & social structures & relationships Beauty lies in the eye of the beholder, but is inseparable from the flower — Bob Stake
The design of any technology must be understood not simply as the construction of a physical artifact to meet a functional specification, but as a process in which relations among people are realized.
We cannot specify the pure, or ideal, case for the use of an innovation, only its idealization in the minds of the developers.
Users inevitably interpret an innovation in distinctive ways, apply it idiosyncratically in their own contexts, and even recreate it to satisfy their own needs
‌ but it is more complicated than that!
What is this thing we call a hybrid/online Doctorate
?
Why is this important?
It has to do with‌ What we learn‌ & what we contribute to the broader conversation...
How do we “see” the big picture?
Finally...
Learning from isms
Learning from isms t c fe r e p n a h t r e t t e b Done is s t n e m u g r a s in w e d Co s g in h t k a e r b d n a t s Move fa s k is r o n e k a t o t is g in h The riskiest t . d e h is n fi t n e c r e p 1 is This journey
Q&A (2) “I refuse to answer that question on the grounds that I don't know the answer.� - Douglas Adams
These presentations can be downloaded from punyamishra.com
“The entire planet is temporarily closed for business. Thank you. If you would care to leave your name and the address of a planet where you can be contacted, kindly speak when you hear the tone.� -- Douglas Adams