Megan Downing, Ed.D. Melody Rawlings , Ed.D. Organizational Leadership Northern Kentucky University EdTech Institute 2013 Northern Kentucky University   Crucial to learning outcomes Key to perceived learning       Build connections Demonstrate caring Build trust Establish relationships Increase satisfaction Increase perceived learning         Feedback Demonstrated Caring Availability Timely Communication Course Design Personal Contact Administrative Communication Complimenting / validating   Reduces virtual distance Motivates and encourages students  Direction  Feedback  Technical assistance  Accountability  Time to take a survey! “I was honestly not looking forward to the group project this semester. I too had some bad experiences with past team projects in other classes, and I always worried about getting a bad grade because someone would not participate fully. ” “However, this semester my team experience was very rewarding. Learning about and creating a team contract that included roles, responsibilities, and norms changed the experience for me. I realize now that by not having these important criteria established for past projects ... It is probably the reason I disliked working in teams.”       Builds leadership skills Provides multicultural opportunities Reduces discrimination and bias Offers flexibility for busy schedules Provides equal access Promotes reflection and introspection about team goals       Assignment topic and outcome Team size Communication/collaboration options Instructor-Student trust Student-Student trust (team) Accountability & Empowerment  Establish purpose of assignment  Students select topic from list  Instructor assigns topic to each team  Define deliverable  PowerPoint presentation  Executive summary  Report  Determine Team Size  Optimum: 4 to 5 members  Synchronous tools  Virtual chat  Conference call  Asynchronous tools      Discussion board Email Wiki Blog Practice Playground!     Establish clear guidelines and expectations Communicate evaluation policies Provide communication tools Include low-stress ‘social’ forums  Getting to know you forum/email  Virtual café      Include time for forming / norming Identify student perceptions of teamwork Allow ‘teams’ to discuss perceptions Include small group topic-specific discussions Team Contract  Inspires students to take ownership of their share of the work  Roles and responsibilities  Team norms ▪ Communication practices ▪ Collaboration norms ▪ Team-determined action plan/timeline ▪ “Meeting” schedule and record keeping (minutes)  Team-defined conflict resolution process  Time to create a contract!  Topic: Business Solution Process  Deliverables: ▪ Executive Summary ▪ PPT following KISS principle with “notes” for presentation narrative ▪ GPV: 200 points total ▪ Rubric includes points for research/resources, writing mechanics, analysis/critical thinking, PPT design/graphics, “big picture”   Good example Poor example  Allow teams to remove slackers  Require unanimous vote after attempts to involve inactive member   Established policy may reduce likelihood of a team slacker May increase participation and interaction  higher levels of cohesiveness  sense of project importance  Weekly accountability post  Public for team members viewing  Weekly journal entry  Private for instructor’s viewing     Peer team member evaluations Peer team evaluations Self evaluation Instructor graded team AND individual evaluations  Instructor Presence and Course Design  Builds connections  Demonstrates caring  Builds trust and establishes relationships  Increases satisfaction  Increases perceived learning  Promotes effective online teamwork ▪ Contracts ▪ Empowerment ▪ Accountability Course Design + Instructor Practices = Engaged Online Students LuMaxArt (2011)      Gaytan, J., & McEwen, B.C. (2007). Effective online instructional and assessment strategies. The American Journal of Distance Education, 21(3), 117–132. Hoestetter, C., & Busch, M. (2006). Measuring up online: The relationship between social presence and student learning satisfaction. Journal of Scholarship of Teaching and Learning. 6(2), 1-12. Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88. Russo, T., Benson, S. (2005). Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning. Educational Technology & Society, 8(1), 54-62. Tu, C. H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131-150.