On October 27th, the Centre for Teaching, Learning and Technology organized a Distance and Blended Learning Showcase in the Lillooet Room at the Irving K. Barber Learning Centre as part of Celebrate Learning Week. After opening remarks from Michelle Lamberson, Managing Director of CTLT, showcase participants watched an introductory video about Exceptional Learning Environments, both virtual and physical, at UBC. Next, MC’s Chris Crowley and Donna Scalzo, Instructional Designers and Project Managers at CTLT, led participants through two rounds of Peer Assist Activities, which involved listening to an instructor speak about an issue related to distance and blended learning and responding to the problem in a round table discussion led by a facilitator. Here is a brief summary of the four problems discussed by the showcase presenters and participants.
Increasing Discussion in Online Courses
Batoul Shariati is an instructor who teaches DHYG 401, Oral Epidemiology in two formats, both as a web-based distance education course and as a blended course that combines online work with face-to-face learning. Batoul noticed that students taking the blended course participated more actively in the online forum than students in the distance education course. This causes her concern, because she feels that discussions are a significant part of the learning process.
In response to the issue discussed by Batoul, the participants brainstormed factors that influence student participation in online discussions, such as the discussion topic, structure, and environment, as well as the composition of students and the expectations of the course instructor. They suggested that the instructor ask students why they are not participating actively and set clear, specific expectations for student discussion. The participants also felt that the learning styles and needs of students in distance education classes differ from students taking courses on campus, and that instructors should find ways to appeal to different types of learners.
Community of Practice in Cuba
Another instructor, Wendy Holm, who teaches the distance learning course LFS 302A, spoke about a UBC service-learning program that involves developing a community of practice of sustainable agriculture in Cuba. Wendy wants to explore ways to promote the program to students and to use virtual learning to complement the students’ hands-on experience.
In regards to marketing the program, the participants suggested that the presenter consider the specific types of students who would be interested and target them by posting information in campus newspapers, spreading messages on Facebook, and emailing professors who teach courses related to the program. Participants also compared the functions of different digital tools that could be used to help students learn, such as podcasts, videos, Adobe Connect, WebCT Vista discussion boards, and WordPress blogs, as well as how they could be used in conjunction with one another.
Video Production
A third presenter, Mary Russell, who teaches the distance learning course SOWK 570E, spoke about getting students involved in creating videos in one of her classes. She stated that although she receives positive student responses regarding the quality of the videos produced in her class, she hopes to improve the video production and collaboration process, as well as minimize costs and make the videos more relevant to student learning.
The participants suggested that the instructor work with students to plan the video, write the script, and rehearse before the actual production itself. To reduce costs, they asked her to consider whether it was necessary that students work with technicians; perhaps students could combine high-end and low-end technology to do the videotaping themselves without relying on professionals. Participants also commented that video making could help improve students’ teamwork skills, while the completed videos could stimulate discussions, serve as materials for assignments, and help students reach learning objectives.
Engaging Students in Group Work
The fourth presenter, Niamh Kelly, is an instructor for PATH 417, a case-based online course that involves students learning independently and working on group assignments to foster a deeper understanding of course content. Niamh wanted advice on how to make group work more appealing to students.
The topic stirred an in-depth discussion on what factors influence how a group functions and the response of students to group work. For example, students in groups chosen by the instructor may feel less enthusiasm than students working in groups that they form themselves. The participants also found that successful groups generally consisted of strong speakers and listeners, as well as people in roles like a facilitator, critic, observer, and writer. They concluded with the suggestion that the instructor develop learner profiles for groups that work well, teach students about how to work in groups, set clear expectations, and provide continuous feedback for students.
Jeff Miller, Senior Manager of Distance and Blended Learning at CTLT, concluded the event with a recap of the discussions which happened in the short two-hour event. The Distance and Blended Learning Showcase provided both presenters and participants a valuable opportunity to engage in conversations about challenges in teaching and designing courses that have an online learning component. Furthermore, it exposed everyone to a multitude of viewpoints and revealed many creative solutions to the challenges discussed. The discussions that evolved from the Peer Assist Activities, inspired participants to reflect on challenges they face, to take their discussion beyond the showcase, and to continue seeking innovative ways to improve teaching and course design, whether it is via distance, using a blended model, or face-to-face.