BEST PRACTICES IN ENGAGING ONLINE LEARNERS THROUGH ACTIVE AND EXPERIENTIAL LEARNING STRATEGIES [2 ed.] 9781000411683, 1000411680

Table of contents :
Cover
Half Title
Series
Title
Copyright
Dedication
Contents
Acknowledgments
1 Online Learner Engagement: Beyond the Traditional Discussion Board
2 Real-World Connections: Field-Based Experiences, Civic Engagement Opportunities, and Simulations
3 Project-Based and Scenario-Based Learning: Virtual Labs, Artificial Intelligence, and Virtual and Augmented Reality
4 Staying Connected: Gamification and Social Media
5 Building Social Presence: Participatory and Peer-Learning Opportunities
6 Assessment Practices: Evaluating Active and Experiential Learning
References
Index

Citation preview

“Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies, 2nd Edition offers a unique and fresh perspective on how instructors can create authentic and dynamic learning experiences for all online learners. This book is a must-read for new and experienced online teachers for its practical suggestions on fostering high-quality interactions in online environments, regardless of the discipline or cohort of students. Filled with strategies for using real-world contexts to create meaningful and engaging activities for students, this book is a rare treat for those instructors seeking to take their teaching to a new level of practice and community!” — Molly Mott, Associate Provost and Dean of Academic Support Services and Instructional Technologies at the State University of New York at Canton, USA “Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies, 2nd Edition is an important and timely publication that will guide even the most analog-minded teachers to use it, refer to it, and be transformed by it. The sheer variety of this expansive book will leave no instructor unsupported in enhancing their online learning environments with innovative approaches to teaching and learning. I strongly recommend this inspiring and timely resource to young and seasoned educators.” — Nina Araújo, Learning Experience Designer at Northeastern University, USA

Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies, Second Edition, is a practical guide for all instructors, instructional designers, and online learning administrators designing, developing, teaching, and leading online, hybrid and blended learning courses and programs, who seek to provide supportive, engaging, and interactive learner experiences. This book explores the integration of active and experiential learning approaches and activities including simulations, gamification, social media integration, project-based learning, scenario-based learning, virtual tours, and online micro-credentialing as they relate to the development of authentic skill-building, communication, problemsolving, and critical-thinking in learners. New and emerging learning technologies of virtual and augmented reality along with artificial intelligence are included in this updated edition with examples of how instructors can actively use them in online courses to engage learners in experiential experiences. Readers will find guidelines for the development of participatory and peer-learning, competency-based learning, field-based experiences, clinical experiences, and service-learning opportunities in the online classroom. In addition, the authors provide effective learning strategies, discipline-specific examples, templates, and additional resources that align learner engagement with assessment practices and course outcomes. Stephanie Smith Budhai is Associate Professor in the School of Education and Human Services at Neumann University, USA, and has spent over a decade designing, developing, teaching, and assessing undergraduate, graduate, and doctoral online courses and programs. Stephanie holds a Ph.D. in Learning Technologies and is a previous International Society for Technology Education (ISTE) Awardee for Excellence in Teacher Education. In addition to being certified in Instructional Technology, Information Technology, and Technology Education, she is a Quality Matters Certified Online Course Reviewer, a VoiceThread Certified Educator, and a Google Certified Educator Level 1. She is on the southeast regional board of the Pennsylvania Association for Educational Communications and Technology and her Twitter handle is @DrBudhai. Ke'Anna Brown Skipwith is the Assistant Provost for Advances in Learning at Wentworth Institute of Technology, USA. She partners with academic departments and organizational divisions to enhance the curricula and integrate innovative pedagogical approaches. Ke'Anna has over a decade of experience developing and designing online and hybrid programs. She has been instrumental in implementing institutional learning practices and academic strategies to elevate the student learning experience. Ke'Anna has been an adjunct professor, committee co-chair, curriculum planning team member for various professional development programs and workshops, student organization advisor, and a host of an online teaching and learning podcast.

Best Practices in Online Teaching and Learning Series Editor Susan Ko

For a full list of titles in this series, please visit: www.routledge.com/BestPractices-in-Online-Teaching-and-Learning/book-series/BPOTL Best Practices for Teaching with Emerging Technologies by Michelle Pacansky-Brock Best Practices in Online Program Development: Teaching and Learning in Higher Education by Elliot King and Neil Alperstein Best Practices for Flipping the College Classroom edited by Julee B. Waldrop and Melody A. Bowdon Best Practices in Engaging Online Learners through Active and Experiential Learning Strategies by Stephanie Smith Budhai and Ke'Anna Brown Skipwith Best Practices for Teaching with Emerging Technologies, 2e by Michelle Pacansky-Brock Best Practices in Planning Strategically for Online Educational Programs, by Elliott King and Neil Alperstein Best Practices in Designing Courses with Open Educational Resources, by Olena Zhadko and Susan Ko Best Practices for Administering Online Programs, by Daniel Hillman, Robert Schudy, and Anatoly Tenkin Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies, 2e by Stephanie Smith Budhai and Ke'Anna Brown Skipwith

Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies Second Edition

Stephanie Smith Budhai and Ke'Anna Brown Skipwith

Second edition published 2022 by Routledge 605 Third Avenue, New York, NY 10158 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2022 Taylor & Francis The right of Stephanie Smith Budhai and Ke'Anna Brown Skipwith to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. First edition published by Routledge 2017 Library of Congress Cataloging-in-Publication Data A catalog record for this book has been requested ISBN: 978-0-367-68184-5 (hbk) ISBN: 978-0-367-69094-6 (pbk) ISBN: 978-1-003-14040-5 (ebk) Typeset in Minion Pro by Apex CoVantage, LLC Access the Support Material: www.routledge.com/9780367690946

This book is dedicated to my children, Kingston and Kennedy. May this book serve as a reminder that there is no limit to what you can achieve. Stephanie Smith Budhai I dedicate this book to the loving memory of my grandparents, William and Inez Brown, who always believed in me and for inspiring me to pursue my passion. Ke'Anna Brown Skipwith

Contents

Acknowledgmentsx 1 Online Learner Engagement: Beyond the Traditional Discussion Board

1

2 Real-World Connections: Field-Based Experiences, Civic Engagement Opportunities, and Simulations

11

3 Project-Based and Scenario-Based Learning: Virtual Labs, Artificial Intelligence, and Virtual and Augmented Reality

33

4 Staying Connected: Gamification and Social Media

53

5 Building Social Presence: Participatory and Peer-Learning Opportunities69 6 Assessment Practices: Evaluating Active and Experiential Learning87 References106 Index110

ix

Acknowledgments

From Stephanie Smith Budhai This book would not have been possible without my family of educators, especially my Aunt Jackie and late Uncle Reggie, who have inspired me to continue to hone my pedagogical practices and make academic contributions to the field. To my mother, Charlotte, for your constant encouragement and unwavering support. For listening to the long titles of articles and books I am working on and always seeming interested. To my brother, Malik, who has been a needed support as both sibling and fellow educator. To my husband, Winston, who never complains while I am always writing and who listens to me read drafts all of the time. To my colleagues from Drexel University, Fred and Kristine, who gave me my first experience with teaching online courses. And to my co-author, Ke'Anna, for working with me and bringing her expertise in instructional design to this book. I would also like to thank Senior Editor Daniel Schwartz, who has been a tremendous support throughout the entire process. From Ke'Anna Brown Skipwith Writing this book has contributed to my desire to partner with instructors to develop and implement effective online learning practices that enhance the student educational experience. I  want to thank my community of supporters (you know who you are) for their ideas, suggestions and for inspiring me to share these examples and resources with the world. I  am also grateful for the invaluable advice and feedback from my amazing mentors throughout this endeavor. To my mother, Robin, and sister, Sade’ , for their continuous encouragement. And to my co-author, Stephanie, for the opportunity to collaborate and for sharing her expertise in online teaching. Finally, special thanks to Daniel Schwartz and Susan Ko, Series Editor, for their guidance and support in making this book a reality.

x

1

Online Learner Engagement Beyond the Traditional Discussion Board

KEY TERMS • • • • • • • •

Active Learning Asynchronous Learning Discussion Boards Experiential Learning Flexible Learning Environments Higher Order Thinking Instructional Design Synchronous Learning

Towards a Paradigm Shift Online learning has rapidly become a sought-after pedagogical option for teaching and learning. Offering opportunities for both asynchronous and synchronous experiences, online learning can provide faculty a wide range of ways to connect students with content from a distance. It is no secret that prior to the year 2020, many instructors were already actively engaging their learners in the online learning environment. These are our champions and pioneers in this area, and we applaud their forward thinking. Despite the growth in courses offered online, some may still think online education is largely based on independent work, with little opportunities for active learning and collaboration, or application of learning in an authentic way. This type of thinking is highly detrimental to the integrity and reputation of online teaching and learning. Research has proven that frequent high-quality interactions between learners and instructors add to their success and serve as a learner engagement technique (Brinthaupt, Fisher, Gardner, Raffo, & Woodard, 2011; Martin & Bolliger, 2018). These findings encourage us to change the way we are thinking regarding interactions and engaging learners online. Learning online does not mean that students will be isolated while consuming course content. On the contrary, there are a myriad of ways students can learn online while being actively engaged in the experience. This book aims to provide practices and techniques 1

2 • Online Learner Engagement to structure online courses with active and experiential learning opportunities to engage learners in any academic discipline. The role of online learning in higher education has drastically changed how learners access and process information in the past decade. According to Quaye and Harper (2015), education is moving from a one-size-fits all learning model, and “dependency on sameness is no longer appropriate” (p. 3), for any learning environment. As of 2017, almost 3  million students were taking classes online (Allen & Seaman, 2017), and that number will continue to increase expeditiously. Students need to practice and learn through experience (Dewey, 1938), and there are many ways to do just that. For example, nursing faculty teaching online have used virtual clinical simulations (Aebersold & Tschannen, 2013) to allow students to practice making patient care decisions. Through digital games such as Foldit, used to identify and design proteins that help scientists better understand how to treat Alzheimer’s, Cancer, and COVID-19, gamification has helped students learn traditionally unengaging content and raise their interest in solving real-world problems (Sailer, Hense, Mayr,  & Mandl, 2017). Adapting and developing these high impact, deeper learning, active and experiential techniques can truly connect learners to the course content and prepare them to make meaningful contributions to society before they graduate. Active and Experiential Learning Opportunities in the Online Classroom Active learning and experiential learning are common terms, but they are often defined differently. The Association of Experiential Education (2015) defines experiential education as: a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people’s capacity to contribute to their communities. (para. 2) Experiential learning activities require learners to go beyond the confines of the online classroom and connect their learning to the real world, often making contributions to their future professional field and society. In traditional faceto-face on-campus programs and courses, learners often participate in different types of experiential learning activities that help connect course content with real-world practice in their field. There are several types of experiential learning models including problem-based learning, project-based learning, servicelearning, and place-based education (Wurdinger & Carlson, 2010), as well as field experiences, practicums, internships, study abroad, and inquiry-based

Online Learner Engagement • 3 learning. David Kolb (1984) has expanded on the instructional approaches of John Dewey by developing an experiential learning model that consists of four key components: concrete experience, observation and reflection, forming abstract concepts, and active experimentation. We will discuss these in more detail in the next chapter. Geographical constraints (Waldner, Widener,  & McGorry, 2012), and the required time during the day for course instruction are more flexible and not impacted by experiential learning in online courses. All of these experiences include a reflective piece, which could occur through the use of several emerging learning technologies. Active learning is defined as an instructional approach that engages learners in the learning process. Through active learning, learners participate in meaningful activities “that involves them doing things and thinking about the things they are doing” (Bonwell & Eison, 1991, p. 2). Some examples include using virtual labs, embedded videos with quizzes, role-playing, and interactive simulations as active learning techniques to shape the evolution of a new learning landscape for online learners. As shown in Figure 1.1, there is a broad range of active learning techniques that can be integrated into online courses. Incorporating active learning in online learning environments is crucial because it includes collaboration, exchanging ideas, and fostering an inclusive environment.

Figure 1.1  A spectrum of active learning techniques by complexity and classroom time commitment Source: Chris O’Neal and Tershia Pinder-Grove, Center for Learning and Teaching, University of Michigan

4 • Online Learner Engagement Active learning approaches can also help instructors focus on hands-on experiences and interactive lessons in a real-world context within online courses. It can lead to high retention of students learning valuable concepts tied to a specific event, experience, or learning opportunity. While passive learning activities such as reading chapters from a textbook and viewing prerecorded lectures are not less important and should not be ignored, it is recommended that they are coupled with active learning activities that help reinforce the skills needed to understand the content. By focusing on learning activities that active and experiential, learners are exposed to multiple opportunities to engage with course content, which is a necessary process in self-reflection and a valuable exercise in social and professional situations that generally lead to increased learning and understanding of a particular event or subject area. The instructional design of online courses, taken together with active learning, deals with motivation, challenge, individual learning preferences, and social interaction. When instructors incorporate active learning techniques closely tied to desired learning outcomes, they can transform practical experiences into the online classroom environment. Experiential opportunities create authentic opportunities for sharing and transferring knowledge of information to learners in order to meet the required course learning performance goals and standards. These examples cultivate learner development, build on learners’ previous knowledge, and help learners develop in-depth knowledge and enhance team building, problem-solving, analysis, and critical thinking skills. In this section we shared just a few ways faculty can engage learners by incorporating active and experiential learning activities into online courses. Throughout the book, a plethora of additional strategies, online resources and teaching tools will be shared. Rationale for Engaging Online Learners We have found that online education environments provide opportunities for exciting and innovative experiences. It is difficult to imagine that learners who complete online courses be passive consumers of content. Michelle Pacansky-Brock (2017) argued that one of the difficulties college instructors face is low engagement and motivation in the classroom. It is not uncommon for instructors and instructional designers to experience similar challenges when designing and teaching online courses focused on actively engaging learners. It is important to foster experiences in the online classroom that learners enjoy and want to be part of. Additionally, retention and attrition are always a topic of substance, and with over 29 percent of college students taking at least one course online (Allen & Seaman, 2017), should be focused on. We should recognize that online learners are more at risk of feeling isolated psychologically from the course experience (Bigatel & Williams, 2015), and use that as a catalyst to

Online Learner Engagement • 5 ensure that learners feel connected to the online class and institutional community. Interestingly, despite all of the innovation and creativity that has surfaced in the last decade surrounding online teaching, many still rely on traditional practices such as lecture and text-based discussion boards. The active and experiential learning strategies that we employ in traditional courses can be, and already are being, translated into the online course environment by many instructors and instructional designers. In the past, a common question would be: why move a traditional course that is already well structured and actively engages learners into the online environment? In addition to environmental factors that have pushed many college courses online, there may be a course that an instructor has taught for years in the traditional classroom setting very well, but due to demands from administration to offer more courses online, or a personal interest of the instructor to instruct in a different setting, the course must now be delivered online. Also, with a recent global pandemic that has caused what we see as “emergency online learning”, now is a key time for all instructors, instructional designers, and program administrators to adopt ways to actively engage learners online. While the availability of robust Learning Management Systems (LMS) has helped streamline the process of translating content and learning activities into the online environment, structuring courses to match the level of engagement and learner interest typically present in a traditional course, while developing learning activities that allow learners to be full, active participants in their learning process, can present some challenges. Aside from ensuring pedagogical soundness in online courses, competition from a wide variety of online programs can be the impetus for rethinking about how we shape our online classrooms. Learners seek online learning experiences that go beyond reading words on a computer screen and responding to questions by typing their responses. While it adds an interesting interactive component to the course, the traditional use of the discussion board does not necessarily create a course that is designed with active and experiential learning in mind. Since the discussion board is often an element overly relied upon, embedding more active participation into the discussion board by reframing questions and prompts intentionally with a “doing” aspect can provide an active learning element to it. Learning activities that allow for going beyond the discussion board provide more intentional opportunities for learners to actively engage in their own learning. We see these active and experiential learning opportunities as what a marriage between the upper echelon of Bloom’s taxonomy of higher order thinking (Bloom, 1956) and the major tenets of John Dewey’s theory of experiential learning (Dewey, 1938), would look like. The way in which content is presented and how opportunities for learners to engage with content must be grounded with these two in mind. Learners must have the chance to learn while doing in the online classroom in order to create, produce, evaluate, and access deeper learning experiences (Czerkawski, 2014).

6 • Online Learner Engagement The opportunity to receive course content online has allowed for several populations of learners who would not have previously had the chance to access a post-secondary course. By rethinking pedagogy in the online classroom and incorporating a host of active and experiential learning strategies, these things can come to fruition. The question is not whether the quality of instruction and learning experiences can be maintained in the online classroom. The question is, how can instructors and instructional designers build courses that encourage deeper learning (Czerkawski, 2014) while fully engaging learners in the learning process? We answer this question in this book by providing active and experiential learning strategies that can be integrated in online learning environments. In addition, simple, practical, and ubiquitous emerging technology tools that support the integration of active and experiential learning strategies are shared and connected to discipline specific examples. Opportunities for Flexible Learning Environments Online learning has allowed institutions of higher education to reach a more diverse and global learner population. According to Allen and Seaman (2017), over 15  percent of college students take some combination of both online and on-campus courses. Online learning is also providing learners with flexible learning opportunities that suit their busy lifestyles, providing affordable financing options, as well as accessibility to connect with their instructors and classmates across the world. This flexibility means offering different formats and modalities of courses. A synchronous online course structure does not immediately translate to a more engaging learning experience than asynchronous. Both synchronous and asynchronous learning must provide opportunities for students to deeply and holistically engage in the learning experience. With the evolution of online learning and emerging technologies, there are limitless ways to actively engage learners in online courses in all types of formats. Asynchronous Online Learning What is the main difference between asynchronous and synchronous learning in an online environment? The asynchronous learning model is self-paced and allows the learner to complete the course materials at a time more convenient for them. Instructors working within this learning modality can post course lectures, assignments and knowledge checkpoints that are completed individually by each learner. However, learner interaction in many asynchronous environments solely takes place through discussion boards and other designated areas using the LMS tools. Assigned by the instructor, learners may be required to provide a response or feedback to one another after posting initial responses, typically regarding the course readings. Creating opportunities for active and experiential learning for asynchronous online courses can help ameliorate the lack of collaboration and engaged activity in asynchronous online courses.

Online Learner Engagement • 7 Synchronous Online Learning The synchronous learning model inherently requires active learner participation with the instructor and their peers because course sessions will be live, occurring at specific dates and times throughout the duration of the course. Learners are required to attend and participate fully in synchronous learning activities and assignments. Instructors working within this learning modality can also post recordings of the live course lectures as described above in the asynchronous learning environments. The key difference in synchronous learning environments is that students and instructors are live together, which can provide multiple ways to share, collaborate, and exchange knowledge. Learning in the 21st century calls for online learning environments to be flexible, participatory, and to not depend on a specific learning modality (e.g. asynchronous or synchronous). Through active and experiential learning activities, any type of online environment can be transformed and engaging to students. Creating Learning Communities of Practice Online educators must create instructional strategies that cater to diverse learning preferences, student learning comprehension, and capacity. Some learners may prefer to go through the content multiple times, resulting in them taking longer to complete the content within a given timeframe. Other learners may choose to get through the content more quickly. Learners are acquiring useful skills through participation in online learning environments. In addition, this can be beneficial in how an individual’s online experiences can be used to facilitate learning and assess learning outcomes and abilities in the classroom. Through active and experiential learning activities, quality interactions can be present in both synchronous and asynchronous online courses. The evolving landscape for online learning includes effective learning communities of practice. Wenger-Trayner and Wenger-Trayner (2015) describes communities of practices where learners share a concern or a passion for something they do and learn how to do it better as they interact regularly. Communities of practice are cultivated and controlled by learners and facilitated by the instructor. It is the learners that determine what type of content to interact with, and which learning tools can reinforce certain learning goals of the subject matter. In this sense, communities of practice are strengthened by instructors if they shift the focus of learning from an individual assignment such as the discussion board to group interactions with targeted activities that allow students to connect with one another on a regular basis, within the constraints of their time and interests. Simply put, this approach allows new ways of communicating and synthesizing information and all learners should be exposed to these emerging active learning trends, even and especially within the online classroom. As methods for online learning expand, it is important to

8 • Online Learner Engagement seize opportunities to teach and share strategies for engaging online communities of practice to ensure that learners are aware of these new and emerging techniques and strategies. Ideas for Going Beyond the Traditional Discussion Board A major aim of this book is to provide strategies to engage online learners in active and experiential learning activities. And while this chapter has focused on online learner engagement beyond the discussion board, we would be remiss if we did not highlight how to incorporate active and experiential learning activities within the discussion board. Table 1.1 includes ideas by discipline, to go beyond the traditional discussion board of asking students to respond to questions based on the week’s readings or summarize their understanding of the readings.

Table 1.1  Discipline-specific examples for active learning activities within the discussion board Discipline Art History

Description of what students will be required to do on the discussion board Post an image in the discussion board and ask students to respond using video with the image as the background slide, and articulate the connection to the historical era it was created in.

Business

Post a business plan and have the students respond by suggesting ways to improve it. You can assign students certain parts of the business plan to focus on or let them choose.

Counseling

Have students role play different counseling scenarios and post the videos on the discussion board.

Foreign Language

Use the discussion board to have students translate phrases that the instructor posts in the foreign language that they are studying.

All Disciplines

• Have students create an infographic to introduce themselves to the class instead of typing a response. • Choose a student each week to moderate the discussion board. • Use case studies and have students present their responses as opposed to have students simply summarize the readings. • Require students to use either voice or video record their responses to discussion board questions instead of typing text. • Organize students in small learning communities throughout the course and post the discussion questions only to each group area.

Online Learner Engagement • 9 Moving Forward with Active and Experiential Learning Strategies We hope that the content of Chapter 1 has excited you about continuing or starting to reframe the online class environment to include active and experiential learning activities and move online learners from being passive consumers of information to active participants of their learning. With the growth of online learning and newly available learning technologies, we have updated this second volume to share contemporary ways to incorporate active and experiential learning strategies into online and hybrid courses. The following chapters will provide more details on how to incorporate active and experiential learning strategies into online classrooms, with examples covering various disciplines. Chapter 2 covers experiential learning in more depth, focusing on real-world connections, field-based experiences (clinicals, practicums, student teaching), virtual field trips, civic engagement, and simulations. Chapter  3 explores project-based learning, scenario-based learning, virtual labs, artificial intelligence, and augmented reality. Chapter 4 discusses gamification and social media with ideas for including badging and progress indicators to motivate learners. Chapter 5 examines organizing and facilitating participatory and peer-learning and building social presence, while managing their inherent challenges. Chapter 6 focuses on how to assess learner engagement and active learning to ensure that the strategies incorporated are effective in positively impacting the learning environment. Throughout each chapter are examples of active and experiential learning strategies that can be adopted in different academic disciplines, correlating technology tools that can be used, and planning templates that can help you get started. What’s New in the 2nd Edition? We have added several features throughout the book to help you plan and implement active and experiential learning strategies in your online courses: Updated Technology and Online Resources: The second edition has been updated to include cutting edge and new technology and online resources that can be used in online courses to engage learners. Outdated technology tools that are now obsolete or not as impactful have been removed, and new and emerging technologies have been included. Also, to provide a greater ease of access to the technology tools mentioned throughout each chapter, at the end of each chapter, starting with Chapter 2, there is a list that contains all of the technology tools and online resources mentioned in that chapter. Planning Template: Chapters  2 through 5 contain planning templates that can help you organize and prepare to include the active and experiential learning strategies described in each chapter into your own online courses.

10 • Online Learner Engagement Discipline-Specific Examples: To better help you situate some of the ideas mentioned in this book into your own discipline, we provide a wide range of discipline-specific examples throughout each chapter that you can easily reference. As you use the planning templates mentioned earlier, feel free to include some of the discipline-specific examples found throughout each chapter. Contemporary Chapter Titles: In addition, we have renamed the chapters to better reflect the new content and updated technology tools available. We also cover a myriad of emerging topics such as augmented and virtual reality, artificial intelligence, micro-credentialing, competency-based learning, simulations, virtual field trips and virtual labs. We hope that you find the content useful as you engage your online learners in active and experiential learning activities.

2

Real-World Connections Field-Based Experiences, Civic Engagement Opportunities, and Simulations

KEY TERMS • • • • • • • • • • • •

Clinical Experiences Internships Online Journaling Practicums Service-Learning Simulations Student Teaching Study Abroad Video Conferencing Virtual Field Trips Virtual Scheduling Vlogs

Experiential Learning Over the last century, experiential learning has been the subject of much research. Engaging with the community (Dewey, 1915), reflective thinking, and learning from experience (Dewey, 1933) are some of the major tenets of experiential learning. In order to create authentic learning experiences for learners, opportunities for gaining experience must be integrated with education to create unique non-formal learning for students to learn while doing (Dewey, 1938). This holds true too for courses that are delivered in online formats. Dewey (1938) held the “belief that all genuine education comes from experience” (p. 13) and that through the experiences that learners would receive as a result of “learning by doing”, they would grow and develop to be active members of society. Kolb (1984) added to the work of Dewey and presented a model for understanding the process of experiential learning through a four-stage cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation (see Figure  2.1). In the concrete experience stage, learners 11

12 • Real-World Connections

Figure 2.1  Kolb’s (1984) Experiential Learning Model Source: Creative Commons

experience and participate in a new experience or a familiar experience in a different way. In the next stage, reflective observation, learners have the opportunity to reflect on the experiences gained in the first stage. Abstract conceptualization is when meaning is made from what the learners thought about in the second stage. The final stage, active experimentation, is the application piece. Learners take the experience they have through experiential learning and apply it in their real lives and future professions. According to the Association of Experiential Education (2015), experiential learning is defined as: a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people’s capacity to contribute to their communities. Experiential educators include teachers, camp counselors, corporate team builders, therapists, challenge course practitioners, environmental educators, guides, instructors, coaches, mental health professionals . . . and the list goes on. It is often utilized in many disciplines and settings: Non-formal education, Place-based education, Project-based education, Global education, Environmental education, Learner-centered education, Informal education, Active learning, Service learning, Cooperative learning and Expeditionary learning. (para. 2)

Real-World Connections • 13 Types of Experiential Learning Clinical Experiences Clinical experiences provide hands on opportunities for students in healthcare related programs to practice their skills in facilities (Sand, Elison-Bowers, Wing, & Kendrick, 2014), that are similar to those that they will work in the future. Clinical experiences are extremely important as they connect students with real-world practice as they hone their craft. Nursing students learn bedside manner, taking temperatures, and working with patient care, while physical therapy students see real-life structures of the body and how to work within a therapeutic setting. Clinical experiences also benefit medical students in the different specialty areas. Students in counseling programs use clinical experiences to practice working with clients and leading them through therapy. Cooperative Education (Co-op) Similar to internships in that learners complete their experience in a professional work environment related to their career goals and profession, co-ops are usually longer than internships, 6–12 months in duration, and learners are typically competitively compensated. The Cooperative Education and Internship Association (2019) define cooperative education as: a structured method of combining classroom-based education with practical work experience. A  cooperative education experience, commonly known as a “co-op”, provides academic credit for structured job experience. Co-op experiences are either full-time (40 hours per week) alternating periods (semester, quarter) of work and school or part-time (20 hours per week) combining work and school during the same time period. Co-op experiences are paid, supervised by a professional who has followed the same career path of the student and students complete more than one assignment (2 or more) with progressive levels of responsibility. (para. 12) Some institutions have co-op experiences embedded as a requirement for learners in all academic programs, while other institutions may only require it for certain majors such as business and law. Completing a co-op experience while completing other courses online is a very attractive option because learners can take more courses while working during the day at their co-op site. Internships An internship is a short-term experience, paid or unpaid, that provides learners with real-world experience in the profession they are hoping to be part of

14 • Real-World Connections upon graduating with their degree. The National Association of Colleges and Employers (2011) define internships as: a form of experiential learning that integrates knowledge and theory learned in the classroom with practical application and skills development in a professional setting. Internships give learners the opportunity to gain valuable applied experience and make connections in professional fields they are considering for career paths; and give employers the opportunity to guide and evaluate talent. (para. 6) To complete an internship, an accounting major may spend six weeks during the summer as an intern at an accounting firm, or a social work major may spend a semester interning for a social services agency. Internships have a defined start and end time, or number of hours, and learners are supervised by a site manager and their instructor. Learners typically receive college credit for their internship experience but may not be required to take a full load of courses during the time they are completing their internships. Practicums A practicum is an experiential learning experience where learners go out in the field to experience the work of the academic disciplines they are currently majoring in. Practicums are short-term experiences and typically last a few hours a week or month, throughout the course term. Practicums are generally not paid experiences, but they are connected to course content and students receive academic credit for it. Learners are usually required to complete field reports based on their experiences at the practicum site. Service-Learning Service-learning combines service to the community and reflection, with course content. Jacoby (1999) defines service-learning as a “form of experiential education in which learners engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development” (p.  20). Service-learning is distinct from volunteerism or community service as it is directly connected to a course and typically learners receive academic credit for completing their service-learning experience as part of a course. There is also a critical reflection piece required for service-learning courses that serves as a mechanism for learners to think deeply about their civic commitment in relation to the course content. It is important to note that a goal of service-learning experiences is for learners to carry out similar jobs in the chosen professions for which they are presumably attending college for. Learners are not paid for their service-learning contributions.

Real-World Connections • 15 Student Teaching The Council for the Accreditation of Educator Preparation (2020) defines student teaching as “Extensive and substantive clinical practice in P-12 schools for candidates preparing to teach” (para 21). Student teaching is the culminating experience for students in teacher education programs and provides the chance for them to put all of their training into practice. Student teaching occurs in an academic classroom setting including both brick-and-mortar and virtual PK-12 learning environments. Study Abroad Study abroad is an experiential learning experience where learners travel to a foreign country to study, learn and develop. Typically, study abroad experiences have a distinct focus, for example, to practice a language, learn about global affairs, or study the country’s educational, business, law, or health system. Study abroad experiences can range from one-week short-term experiences to one-year experiences. Depending on the length of the service experience, the number of credits that a learner will take and the intensity of the course that the service experience is being required of, will vary. Study abroad experiences can also include an internship component, particularly when a learner’s major has an international affairs focus. We created Figure 2.2 on the EdWordle website and it serves as a visual separation between subtopics. This could be used as a header for an online course to pull together visuals that display some of the major concepts of the course.

Figure 2.2  Importance of including experiential learning opportunities in online courses Source: This image was created on www.edwordle.net

16 • Real-World Connections It is important that learners taking online courses have the ability to benefit from some of the experiential learning experiences they would normally participate in, in a traditional brick-and-mortar course. The physical presence of the instructor and other learners is not always possible in online courses, and interactions between people can be more limiting in an online course (Abedi & Badragheh, 2011). By including experiential learning into online courses, we can prevent learners from feeling “eSolated” (Appana, 2008, p. 15) and provide them with various engaging ways to connect with course content. This includes: • Making real-world connections (Jacobson, Oravecz, Falk, & Osteen, 2011): In addition to communicating with other online learners who are located in geographically separate locations around the globe, experiential learning can provide opportunities for learners to engage in their local communities or area and make connections with others. By going into field-experience or practicums, learners see what is going on in the world and have the opportunity to think about how what they are studying in the online classroom interacts with it. Learners then bring that experience back into the online forum, share those experiences with their classmates, and make further meaning of it when presented with future content. • Hands-on experience (Abedi  & Badragheh, 2011): Part of learning involves hands-on practice. This is particularly true in fields such as Athletic Training, Education, Medicine and Accounting. Learners, regardless of the forum used to disseminate content, should have the opportunity to put their learning into practice. Internships and apprenticeships are great experiential learning opportunities for learners to practice health and human services techniques, pedagogical skills for education majors, and mathematical computations. • Practice at professionalism: An extended practical experience such as a co-op would allow learners the opportunity to be in a similar professional work environment as the career that corresponds with the degree they are in school for. There are some professional and ethical practices that must be learned on the job through others and within the work context. Co-ops, being more extended in nature than internships, can help learners grow and develop their professional and ethical skills, while gaining useful experience that can be added to their resume. • Social interactions: There are many ways to build social presence (Garrison, Anderson, & Archer, 2001) in online courses, and because online learners do not always have opportunities for a traditional campus experience, it is important to provide ways learners can interact with others outside of their online classroom. Any of the types of experiential learning activities (e.g. study abroad, clinical field

Real-World Connections • 17 experiences and internships) would allow learners to interact with others in meaningful ways while learning. The site that the learners are on, becomes an alternative to the “campus” in a sense. • Civic contribution: Service-learning experiences embedded within an online course can provide learners with the opportunity to tackle societal issues, while learning. Guthrie and McCracken (2010) have identified the combination of online instruction and service-learning as opportunities “to be individually and collectively relevant” (p. 79). John Dewey’s (1915) work on active citizenry is relevant and present today. This is one of the areas of development for college learners to experience how to be active members of society and make meaningful contributions. Learners in online courses should have the same opportunity. We have laid out what experiential learning is, the many different types of experiential learning, general outcomes of experiential learning for learners, and the importance and impact areas experiential learning can have within an online class. What is provided next are several examples of experiential learning activities in different academic disciplines, and an integration of how different types of learning technologies and multimedia applications within and outside of LMSs can be leveraged to connect the experiential learning activities to the online course content. Virtual Field Trips Virtual field trips are great ways to offer students opportunities to visit sites and locations, without physically being there. Learning content is often better understood when there is an experiential component that connects the course concepts to the real world. Faculty members can embed virtual field trips into the fabric of their courses, to ensure that all online learners, regardless of their physical location, can experience visiting sites. Offering opportunities for virtual field trips are particularly important for online learners as it provides them with an additional learning environment beyond the LMS. Although learning may take place online, this does not mean that students cannot explore the world, and virtual field trips offer a way to do just that. There are four major components that faculty members should consider when including virtual field trips into their online courses including: 1) assignment selection, 2) virtual field trip location, 3) corresponding field notes, and 4) class connections. Assignment Selection: Virtual field trips allow for students to explore course concepts more deeply and through different perspectives. Faculty members should first choose the course assignment that a virtual field trip would be embedded into. Students should never feel like the

18 • Real-World Connections virtual field trip is an add-on or something done in isolation. Instead, there should be coherence and continuity throughout the assignment and virtual field trip experience. Virtual Field Trip Location: There are many types of virtual field trips that students can experience. We have listed a sample in Table 2.1 that could be used for education, art, science, and history courses, however, there are a countless education, museum, government, and medical institutions offering a wide range of virtual field trip experiences. It is important to thoroughly review the virtual field trip offerings, exhibits, related learning activities, and other relevant information to ensure that it fits seamlessly with the assignment’s learning objectives. Corresponding Field Notes: There will be a wealth of information to be learned during the virtual field trip. Faculty members may want to consider having a template that students can use to take field notes during the virtual field trip. Having targeted topics and concepts on the template can also help students hone in on the aspects of the experience that you want them to, and that connects mostly with the course. Students can also use a comprehensive tool such as Zoho Notebook to document their experience through text, creating a checklist, audio recording, uploading photos, saving files, and sketching notes. Class Connections: Since students will likely experience the virtual field trip asynchronously, it is helpful to create a time for the entire class to come together and share their learning. Using a tool such as Wakelet can be one way for students to not only document their experience but also share with the class. Regardless of the mode in which class connections are made, it is important to offer the entire class the chance to share their learning from the virtual field trip as a class community. Table 2.1  Virtual field trip sites Name

Suggested Academic Discipline

360 Cities

Geography, Urban Planning, Architecture, and Engineering

American Museum of Natural History

History and Science

Discovery Education

STEM, Economics, Agriculture, and Manufacturing

Georgia Aquarium

Marine Biology and Ecology

Smithsonian National Museum of Natural History

Geography, Culture, and Science Education

The Metropolitan Museum of Art (The Met) Art, Art History, and Art Education The Nature Conservancy Virtual Field Trips

Natural Science, Environmental Science, and Renewable Energy

Real-World Connections • 19 Simulations Simulations allow for students to experience virtually going through course materials, while experiencing the steps and process involved. Simulations can be conducted at any time, and anywhere online, and do not require students to be physically present at a certain location. Regardless of if the instructor thoroughly explains all aspects of the course content, and because individuals retain more knowledge if they experience it, including simulations in online courses can have many benefits that can positively impact learning outcomes. Lateef (2010) provides a comprehensive definition for simulation-based learning in stating that: Simulation is a technique for practice and learning that can be applied to many different disciplines and types of trainees. It is a technique (not a technology) to replace and amplify real experiences with guided ones, often “immersive” in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion. “Immersive” here implies that participants are immersed in a task or setting as if it were the real world. (p. 348) There are many benefits to utilizing simulations in online courses: Less Risk: This is one of the most important benefits of using simulations. Sometimes students are being introduced to concepts and processes or need more practice before entering the real world. This is particularly true for health and science majors dealing with placing needles in the correct vein of a patient or mixing the correct chemicals in a lab. Going through a simulation is less risky because if a student makes a mistake, it is not done on real patients and they do not have to be concerned with the potential of a chemical explosion that could result from incorrectly mixing chemicals. Confidence Builder: Similar and connected to being less risky as mentioned earlier, going through simulations can build the confidence of students. There is a popular saying that practice makes perfect, and while there may not actually be such a thing as perfection, the more practice an individual gets doing the same thing, the more likely they will develop that particular skill. As students continue to engage in the simulations, they will feel more confident in carrying out the skills they are learning. Deeper Connection: Not only do faculty members want students to learn about course materials, they also want students to deeply connect to it. Going through multiple simulations will help students feel more

20 • Real-World Connections connected to the course and strengthen their understanding of the different constructs. Written and audio narrative explanations can only go so far in helping students comprehend the what, why, and how of concepts and content. Immediate Feedback: Students have the desire, and rightfully so, to know how they are doing in the course and if they are correctly mastering content. One of the benefits of simulations is that students can get immediate feedback. This not only allows the student to know immediately what they need to improve on, but it takes some of the load off of the instructor in terms of providing feedback. Some online simulation tools may have reports that can provide instructors and students with analytics and information for progress monitoring. As you consider including simulations in your online courses, know that there are many ways and times during the course to do so. For example, you could use the simulations to introduce new content. Instead of having a lecture or readings that describes the content and how to do something related to it, a simulation could be used so students can get a “feel” for it. You could also use simulations to reinforce learning or concepts that have been already introduced. Simulations are a great way to include training and development into the online course. Finally, in general and in any course, simulations can always be used for out of class time practice, similar to homework. There are simulations specific to certain subjects. Table 2.2 contains simulation resources to get you started.

Table 2.2  Simulation resources Name

Description

History Simulations

A variety of historical events in simulation form.

LabXchange

Lab simulations, interactives, and videos on various science subjects which include Biological Sciences, Chemistry, Physics, Global Health, and Health Science.

Merlot Materials

STEM related simulations and interactive learning exercises.

National Stock Market Simulation

Provides realistic gamified versions of stock exchange as lessons.

PraxiLabs

Contains 3D science simulations.

Smithsonian Learning Lab

Hands-on simulation activities with embedded resources for assignments including audio, video, and Smithsonian collections.

Real-World Connections • 21 Technology Tools to Leverage in Facilitating Experiential Learning in Online Courses Vlogs, Virtual Blogs, and Journals Vlogs, virtual blogs, and online journals are essential multimedia tools that learners in online courses completing an experiential learning activity or experience can use to document their experiences. Vlogs are video versions of blogs that include some sort of video and picture content. Vlogs use audio and video to capture the thoughts and facial expressions of the person creating the vlog. There is something powerful about seeing and hearing a learner’s reactions, and a vlog can provide this type of experience. Blogs are a collection of personal thoughts written in an informal way that is publicly shared on a website. Instead of using audio and video, words are simply typed to get across the person’s thoughts and ideas. Sometimes pictures are added to blogs as well to complement the words. Online journals are private spaces housed online with the words, thoughts, and ideas of someone. Many Learning Management Systems (LMSs) have an online journal feature embedded as an optional tool, but there are free multimedia apps that can serve the same purpose. Vlogs, virtual blogs, and online journals can be incorporated in a variety of ways with experiential learning activities. For example, they can be used to: • Reflect on the service experience (service-learning): One of the ways service-learning is different from community service is the required reflection piece that takes place within a service-learning experience. In a typical brick-and-mortar classroom, learners are given the opportunity to reflect in the classroom setting, sharing their experience with their classmates and instructors. Online learners can record their reflections on a vlog or virtual blog and then post within the online course shell or use a multimedia tool such as VoiceThread (see Figure 2.3). This can afford learners taking an online course with a service-learning component the opportunity to complete their reflection and share their experiences with their classmates and instructor. If the instructor would like to have the learners reflect privately, where only the instructor can view, online journaling can be used. This is a feature that is usually embedded in LMSs. The online journal feature is similar to a digital blog, with the exception that it will not be shared with the entire class, unless the instructor wants to use it in a different capacity. The learners can use the online journal to capture their thoughts about their service experience from each visit. • Share learning with instructor and classmates (internships, practicums): vlogs, blogs, and online journals can also be used for learners completing internships and practicums to keep a recorded history of their experiences. Instructors can post weekly/bi-weekly

22 • Real-World Connections

Figure 2.3  An example of how VoiceThread can be used as a learning tool to emphasize a point with the doodling feature and to use video and voice while reflecting on a service experience within an online class Source: Image used with permission from VoiceThread LLC

prompts that learners need to respond to and provide learners with a choice of where to house their documentation of the experiences they gain at their placement sites. These prompts can be connected to some of the areas of professionalism the learners were focusing on at their internships/practicum sites, while connecting to the current or prior course content. Since the vlogs and online blogs will likely be uploaded to a public forum within the online course shell, learners in the course may recognize that they are having similar experiences at their respective sites, and offer support, ideas, and commiseration. The online journal can be used privately by the learner with access granted to the instructor for learners to document their growth and development as it relates to their experience at their placement. Another way to use the online journal is to record questions that learners may want to address at a later date with the instructors. • Document their experiences with visuals (study abroad): Learners who are completing a study abroad experience as part of their online courses can take advantage of mobile technologies to document their experience and share with their instructors and classmates. Depending on the structure of the online course, learners may all be in the same country, or in different countries throughout the world. For example, the online course could be a public health course, where

Real-World Connections • 23 online learners complete a study abroad experience in a developing country in a public hospital or medical facility working with people on public health concerns. Vlog, Blog, and Online Journal Tools Many LMS tools have features that would allow learners to create blogs and journals within the online course system. Some may even have a video capability feature to create vlogs. Table 2.3 details other tools options that learners can use to reflect on their service-learning experiences, share their learning with their instructors, and document their experiential learning experiences. Table 2.3  Vlog, blog, and online journal tools Tool

Short Overview

InShot

Vlogging tool with video editing and animated stickers features.

Journalate

Online journal tool with features including adding images, video, and connecting to social media.

Penzu

This site allows for blog creation using attractive templates.

VoiceThread

Allows for the creation of vlogs using audio, video, and complementary text, with the option for the ability of having the instructor and classmates comment directly on the vlog, at any times.

WordPress

This site allows for blog creation using attractive templates.

Video Conferencing Tools The use of video conferencing tools to connect with learners in real-time when they are completing an experiential learning experience is critical in guiding the learners’ experiential learning experiences. Video conferencing is different from web conferencing, as web conferencing is more of a one-way interaction. In a web conference, large amounts of data are typically shared to a large group of people. This format can be highly efficient and useful in large online lecture-based courses where the instructor needs to teach a substantial amount of content to learners, with no time to meet with students individually. Since learners who are completing experiential learning activities would spend so much time out of the online course, video conferencing would be a more appropriate way for the instructors to connect with the learners and provide them with instruction, creating a two-way interaction experience. Video conferencing with learners can serve different purposes depending on the type of experiential learning experi-

24 • Real-World Connections ence the learners are completing; however, in general, video conferencing can be used in the following ways: • Continuity of course content delivery: One reason why it may be believed that it is not feasible to include experiential learning into an online course, is because there is seemingly no way to hold a class with all learners, or a seamless way to provide the course content that connects the experiential learning to learners who are in different cities, states and countries, while completing their internships, practicums, service-learning and study abroad requirements. Video conferencing can be used to provide the course content to learners that connect to the experiences they are having while studying abroad, completing an internship, or participating in a practicum. Not only can course content be delivered through video conferencing, but learners can also ask questions and receive clarification that can impact their experiential learning experience. If time zones are a concern, video conferences can be recorded, and students can post questions to be responded to asynchronously. • Providing learners with feedback: Video conferencing can also fill the void in not being able to physically meet with learners to guide their experiential learning experiences and provide them with feedback. Feedback is extremely important in any class, but particularly in online courses where learners may feel isolated. Establishing regular check-in video conferencing sessions with learners can assist with facilitating the experiential learning experience for learners, from a distance. • Meeting with site supervisors and community organizations: Meeting with site supervisors and representatives from the different community organizations that learners are completing their experiential learning experiences at is critical. Depending on the type of experiential learning activity it is, the number of meetings will vary. For example, when setting up an internship, the instructor may want to meet at the beginning of the course to go over the expectations of the experience. In a service-learning course, community organizations hosting learners may want to meet more regularly to reflect on how things are going. In a study abroad experience, the instructors may meet with a representative of an institution several months before the course is expected to begin to plan the in-country activities. Scheduling Video Conferences in Asynchronous Online Courses Scheduling meetings at a mutually agreed upon time to video conference with your learners about their experiential learning experiences can be one of the most difficult aspects of organizing an experiential learning component into

Real-World Connections • 25 any online course. Similar to trying to meet with colleagues in person, finding a common time to meet with people with many other obligations can be quite challenging. There are several free options for web-based scheduling services. Doodle is a popular option particularly when seeking to schedule a meeting time for several people. As the instructor, you can select several time slots on different days that work for you and create a Doodle poll (see Figure 2.4). Once the poll is created, a link is generated and can be sent to learners. If you would like to meet with smaller groups of learners within the larger class, you will be able to visually identify times that each group member is available. Once appointments have been scheduled, the instructor may also want to post the schedule somewhere within the online course, so the learners are always reminded of their upcoming video conference. Some examples of videoconferencing and scheduling tools are described in Table 2.4.

Figure 2.4  Doodle is a free web-based scheduling tool that can be used to schedule conference times with online learners Source: Image used with permission of Doodle

Table 2.4  Virtual scheduling tools Tool

Key Features

Calendly

Robust option for scheduling both 1:1 and group meetings. Features include time zone detection, calendar integration, and option to include buffer times between meetings.

Doodle

Scheduling tool with the ability to sync with Google and Outlook calendars when searching for a shared time to meet without the need to email back and forth.

LettuceMeet

Simple scheduling tool where all parties enter their availability to find a time to meet as a group that works with everyone’s schedule.

26 • Real-World Connections Instructor’s Role in Organizing Experiential Learning in Online Courses As an online instructor, it may be your responsibility to assist learners with finding a suitable placement related to the type of experiential learning activity the learner will be involved in. This is particularly true if your institution does not have dedicated office or personnel to assist with varied experiential learning placements. This process will be different from what it would be if the learners and experiential learning sites were all located in an area close to campus, as it would be in a typical brick-and-mortar course. Because students are geographically distant, as an instructor, you may not have any local contacts to rely on. The online instructor must determine a plan for receiving updates on the experience throughout the course and what tangible assignments will be required from learners. Throughout the experience, the online instructor should connect course content to the experiences that learners are engaged in and help them to think critically about the experiences and application of them in the real world. It may be helpful to create a questionnaire using SurveyMonkey, Google Forms, or similar tool to collect at a minimum the following: • • • • •

a site supervisor contract/commitment form learner expectations a description of the experience related course assignments an evaluation form for site supervisors and learner

Resources for Coordinating Experiential Learning Placements Depending on the institution, the level of involvement from instructors in terms of helping learners to coordinate their respective experiential learning experiences will differ. Many colleges and universities will work through offices such as career development, civic engagement, and their respective academic departments to assist learners with securing placements. If your course is more independent, with the greater responsibility given to the instructor and learner, not having local connections since the learners are scattered around the country and world, might present a challenge. In the following, we share a few organizations to start with when looking for placements for learners. This list is in alphabetical order and is not exhaustive: • American Association of Colleges of Pharmacy—AACP Advanced Pharmacy Practice Experience • American Bar Association • American Health Information Management Association (Professional Practice Experience (PPE) • American Nurses Association • Association for Experiential Education

Real-World Connections • 27 • • • • • • • • • • • •

Association of International Education Administrators Association for Teacher Educators Campus Compact Cooperative Education and Internship Association Institute of International Education International Association for Research on Service-Learning and Community Engagement National Association of Colleges and Employers National Association of International Educators National Business Education Association National Education Association National Society for Experiential Education WACE (Cooperative and Work-Integrated Education)

Summary This chapter has provided you with an understanding of the many opportunities for experiential learning in the online classroom including internships, cooperative education, practicums, study abroad, student teaching, clinical experiences, and service-learning. Ideas for embedding experiential learning opportunities into online courses were shared, and explanations of how to connect specific types of experiential learning activities to various academic disciplines were provided. We highlighted vlogs, virtual blogs, online journaling, video conferencing, mobile apps, and video and picture documentation tools that can be used to connect experiential learning experiences with course content, instructors, and other learners. The next chapter will look at how to embed project-based learning and scenario-based learning along with virtual labs, artificial intelligence, and augmented and virtual reality into online courses. Chapter 2 Technology and Online Resources The following list includes all of the technology and online resources with corresponding links mentioned throughout Chapter 2, in alphabetical order. Name of Tool

URL

360 Cities

www.360cities.net/

American Association of Colleges of Pharmacy-AACP Advanced Pharmacy Practice Experience

www.aacp.org

(Continued)

28 • Real-World Connections Name of Tool

URL

American Bar Association

www.americanbar.org/aba.html

American Health Information Management Association (Professional Practice Experience (PPE)

www.ahima.org/ppe

Association for International Education Administrators

www.aieaworld.orght

Association for Teacher Educators

www.ate1.org/pubs/home.cfm

American Museum of Natural History

www.amnh.org/plan-your-visit/fieldtrips

American Nurses Association

www.nursingworld.org/default.aspx

Association for Experiential Education

www.aee.org

Calendly

https://calendly.com/

Campus Compact

http://compact.org

Cooperative Education and Internship Association

www.ceiainc.org

Discovery Education

www.discoveryeducation.com/ community/virtual-field-trips/

Doodle

https://doodle.com/

Duolingo

www.duolingo.com/

EdWordle

www.edwordle.net/

Fuze

www.fuze.com/

Georgia Aquarium

www.georgiaaquarium.org/webcam/ beluga-whale-webcam/

Google Forms

https://www.google.com/forms/about/

Google Meet

https://meet.google.com/

Grist

www.getgrist.com/

History Simulations

www.historysimulation.com/

InShot

www.inshot.com/

Institute of International Education

www.iie.org

International Association for Research on Service-Learning and Community Engagement

www.researchslce.org

Journalate

https://myjournalate.com/

LabXchange

www.labxchange.org/explore

LettuceMeet

https://lettucemeet.com/ (Continued)

Real-World Connections • 29 Name of Tool

URL

Merlot Materials

www.merlot.org/merlot/materials.htm

Microsoft Teams

www.microsoft.com/en-us/ microsoft-365/microsoft-teams

National Association of Colleges and Employers

www.naceweb.org/internships/

National Association of International Educators

www.nafsa.org

National Business Education Association

www.nbea.org

National Education Association

www.nea.org/home/1600.htm

National Society for Experiential Education

www.nsee.org

National Stock Market Simulation

www.nationalsms.com/

Penzu

https://penzu.com/

PraxiLabs

https://praxilabs.com/en/3d-sciencesimulations

Simplenote

https://simplenote.com/

Slack

https://slack.com/

Smithsonian Learning Lab

www.nature.org/en-us/about-us/who-weare/how-we-work/youth-engagement/ nature-lab/virtual-field-trips/

Smithsonian National Museum of Natural History

https://naturalhistory.si.edu/visit/virtualtour

SurveyMonkey

www.surveymonkey.com/

The Metropolitan Museum of Art (The Met)

www.metmuseum.org/art/onlinefeatures/met-360-project

The Nature Conservancy Virtual Field Trips

www.nature.org/en-us/about-us/who-weare/how-we-work/ youth-engagement/nature-lab/virtualfield-trips/

VoiceThread

https://voicethread.com/

WACE (Cooperative and WorkIntegrated Education)

www.waceinc.org

Wakelet

https://wakelet.com/

WordPress

https://wordpress.com/

Zoho Notebook

https://www.zoho.com/notebook/

Zoom

https://zoom.us/

30 • Real-World Connections Discipline-Specific Examples To better help you situate an idea from this chapter into your discipline, we provide a wide range of discipline-specific examples in the following table that you can easily reference. Discipline

Description of what students will be required to do

Criminal Justice

Take virtual tours through different types of prison systems including juvenile detention centers, county jails, state prisons, and federal prisons. Students can use an online note taking tool such as Simplenote to document the similarities and differences they see during the virtual tours.

Cybersecurity Students can complete a series of cybersecurity simulations where they have to eradicate a system that has been hacked online. Marketing

Through a market research campaign that has to be conducted virtually, students will create a marketing plan for one product that is only sold online for a non-profit company. This project could count for a service-learning or civic engagement requirement.

Mathematics

Students are required to review, clean-up, and re-create an online spreadsheet for a company as part of a practicum or internship requirement using a free online tool such as Grist.

Psychology

Students can experience going through online simulations that explain how the brain works and the different perspectives surrounding it.

Planning Template For this chapter, we have developed a planning template with an example of a foreign language instructor using a service-learning activity that focuses on translation and dictation skills in an online course. More specifically, the instructor will match each student with a community organization where they will receive service hours. Students are assigned to review their organization’s website and translate either a section, page, or the entire website in the language that they are studying in the online course. The first column in the following table is filled out completely as a model for your course planning. Chapter 2 Planning Template Type of Active and Experiential Learning Activity

Civic Engagement/Service-Learning Opportunities Academic Discipline: Foreign Languages

Topic (A few words description)

Translation and Dictation Skills (Continued)

Real-World Connections • 31 Chapter 2 Planning Template Type of Active and Experiential Learning Activity

Civic Engagement/Service-Learning Opportunities Academic Discipline: Foreign Languages

Learning Objective(s) (What learners should be able to do/understand after participating in the learning activities?)

Students will be able to: • Understand the difference in the meanings of words from their native language and foreign language they are studying • Translate short passages, sentences, and phases

Description of Activity (What learners will be “doing”)

Students will be paired with a community organization where they will be completing service hours. Students will be required to review the organizations’ website, and translate a section, page, or the entire website (depending on what level the Foreign Language course is and the needs of the community organization). The translated language will be the language that the students are studying. Students can use the Duolingo app for assistance.

Deliverables (What learners will “turn in” for feedback and grading?)

The translated section, page, or entire website.

Assessment (The grading criteria the instructor will use. Add link to grading rubric)

The translation materials will be graded based on: • The accuracy of the translation • Adherence to writing mechanics, per the foreign language

Completion Time (Estimated amount of time the activity will take to complete)

4–6 hours depending on how much content is being translated

Required Tech Tools (Technology tools required to carry out and complete learning activity)

Duolingo

Now, take a moment to reflect on an online course that you are currently teaching or will be teaching in the future. Use the provided blank planning template below as an organizational tool to use as you plan how to include fieldbased experiences, civic engagement opportunities, simulations, and virtual field trips in your online courses. This template is also available for download on the book’s resources webpage. We encourage you to include some of the technology and online resources mentioned throughout this chapter, as well as the discipline-specific examples mentioned earlier.

32 • Real-World Connections Chapter 2 Planning Template (Blank) Type of Active and Experiential Learning Activity

Topic (A few words description) Learning Objective(s) (What learners should be able to do/ understand after participating in the learning activities?) Description of Activity (What learners will be “doing”) Deliverables (What learners will “turn in” for feedback and grading?) Assessment (The grading criteria the instructor will use. Add a link to the grading rubric where available) Completion Time (Estimated amount of time the activity will take to complete) Required Tech Tools (Technology tools required to carry out and complete learning activity)

Civic Engagement/ Service-Learning Opportunities Academic Discipline:

Field-Based Experiences (Co-ops, student teaching, internships, practicums, study abroad) Academic Discipline:

Simulations/ Virtual Field Trips Academic Discipline:

3

Project-Based and Scenario-Based Learning Virtual Labs, Artificial Intelligence, and Virtual and Augmented Reality KEY TERMS • • • • • • • •

Artificial Intelligence Augmented Reality Extrinsic Motivation Intrinsic Motivation Project-Based Learning Scenario-Based Learning Virtual Labs Virtual Reality

Introduction When we think of project-based and scenario-based learning, learners have the opportunity to interact with course content and help each other solve problems. One of the strongest historical proponents of this strategy was Lev Vygotsky, who pioneered the sociocultural view of learning and development. Vygotsky’s (1979) sociocultural theory explained that that learners can develop through the influence of culture or social interaction and interpersonal communication refers to a person’s knowledge for how to do something based on the social context. This learning environment provides the basis for which a learner’s culturally or socially shaped cognitive development is applied to real-world situations. Furthermore, the way the world appears to learners through projectbased and scenario-based learning influences their culture’s understanding of the world and how learners can use the appropriate techniques to practice or demonstrate their learning. Multiple identities are formed by group participation in the culture and use of the tools. Project-based and scenario-based learning in the online classroom helps to shape the influence of social context among the learners within the learning environment. Particularly, Vygotsky (1979) indicates that the role of the teacher, facilitator, peer, or another teaching device such as a computer, tablet, and mobile phone is critical to how learners learn. When learners are engaged 33

34 • Project-Based and Scenario-Based Learning in these types of activities, learning takes place. We realize that digital technology provides an effective platform for instructors to maximize learning online. The “teaching devices” that Vygotsky (1979) mentions can be many forms of technology and plays a significant role in shaping a learner’s identity by affecting the way they learn. Project-Based Learning The Buck Institute for Education (BIE) states that project-based learning is a dynamic classroom approach in which learners actively explore real-world problems and challenges, and learners are inspired to obtain a deeper knowledge of the subjects they are studying (Buck Institute for Education, 2015). More specifically, through project-based learning, the learner investigates significant questions that require them to gather information and think critically. The core learning approach of project-based learning also allows the learner to learn through motivation, interest, and apply new knowledge in a problemsolving context. Figure 3.1 illustrates the core learning goals of project-based learning as related to its teaching practices.

Figure 3.1  The seven project-based teaching practices Source: Buck Institute for Education, Creative Commons

Project-Based and Scenario-Based Learning • 35 According to Barron and Darling-Hammond (2008), a project-based learning curriculum includes: • students gaining knowledge to tackle realistic problems as they would solve them in the real-world • increased learner control over their learning • instructors serving as coaches and facilitators of inquiry and reflection • learners (usually, but not always) working in pairs or groups When engaging students in project-based learning, the instructor is the facilitator who interacts with learners to help guide them to frame meaningful questions, organize tasks, facilitate the conversation of knowledge development, and provide ongoing feedback on what learners have learned from their project-based learning design experiences. There are many ways to embed curricula into project-based learning. Figure 3.2 provides project-based design elements that instructors can include in project-based learning activities and outcomes.

Figure 3.2  The seven project-based design elements Source: Buck Institute for Education, Creative Commons

36 • Project-Based and Scenario-Based Learning Buckingham (2006) mentions the differences between the types of technologies that can shape project-based learning experiences. The two categories are social technologies and cultural technologies. Social technologies are tools that organize social activities within the learning environment. The primary focus of social technologies is on the group members. In online learning environments, examples would include participation in social media such as Instagram, Facebook, Twitter, or group areas built in the LMS. Cultural technologies, on the other hand, are tools that organize processes for group communication and collaboration. Google Docs, YouTube, and virtual labs are examples of cultural technologies in which learners can be involved when collaborating on documents in real-time or capturing information to build on their learning. When learners are engaged in these activities, the learning is mediated by the social positions and community contexts that organize participation, which forms an identity in that particular environment. Since project-based learning can afford creative expression, role play, and mentorship, they have become well known spaces for innovation and learning. This sounds ideal because every online course can incorporate a project-based learning assignment—where learners believe their contributions matter and they feel socially connected. However, instructors cannot just change lesson plans to create such an environment; there must be entire shifts in the way they teach. Project-based learning is a unique learning approach because it creates an engulfing learning environment, that old-school traditional classroom methods could not do. There needs to be some vehicle, which transports a classroom from the traditional lecture to a more interactive and richer environment. That vehicle is project-based learning within the sociocultural context, of which Vygotsky was a huge proponent. One of the benefits of project-based learning is that learners will have equal opportunity to access the course material whether they are novices or experts of the information. In a way, this is an acting apprenticeship, where instructors take on the role of the facilitator in the learning environment and serve as a resource of knowledge for those learners not as familiar with the subject matter. In the online classroom, project-based learning can happen virtually, bringing together learners that may have never met. These connections open a whole new world to hands-on, collaborative learning and experiences. Learners are acquiring valuable skills through project-based learning in these types of learning environments. In addition, this can help learners use their problem-solving skills to facilitate learning and assess learning outcomes, alternative methods for communication, and abilities in the classroom. The impact of project-based learning on learning is vast and will continue to expand over the years. Active learning and continuous engagement are crucial to understanding the evolving relationship between project-based learning and learner mastery.

Project-Based and Scenario-Based Learning • 37 Scenario-Based Learning Evans and Taylor (2005) define scenario-based learning as “stories focused on a user or group of users, which would provide information on the nature of the users, the goals they want to achieve and the context in which the activities will take place” (p. 8). Scenario-based learning has a significant advantage in the online course environment over the traditional learning methods. Scenario-based learning involves using interactive components that present course concepts in various formats where learners are prompted to make choices to address an issue or complex problem. Sorin, Errington, Ireland, Nickson, and Caltabiano (2012) outlined six types of scenarios that can be implemented in the classroom. Note that each type of scenario is suited for teaching a particular type of skill and that instructors would have to decide which type of scenario would be the most effective based on the course materials. The six major types of scenarios are: 1. Branching Scenario: Using branching scenarios allows learners to examine more about a particular issue or problem and practice making informed decisions for various situations. 2. Gaming Scenario: This type of scenario involves the use of games as learning tools. 3. Issue-Based Scenario: In this type of scenario, learners take a stand on issues, usually with humanitarian perspectives, and explore these to understand how this affects decision-making in professional settings. 4. Problem-Based Scenario: This type of scenario is ideal for situations where learners have to integrate their theoretical and practical knowledge to investigate a problem. Decision-making, logical reasoning, and critical analyses are integral components of these scenarios. 5. Skill-Based Scenario: In this scenario, learners demonstrate skills and knowledge they have already acquired. 6. Speculative Scenario: In this scenario, learners have to predict an event’s outcome in the future. Scenario-based learning is a great teaching tool for an active learner. It presents learners with the opportunity to learn through direct experience by playing a role and infusing themselves into a virtual situation. Scenario-based learning can have a myriad of playful activities and essential exchanges that relay skills, knowledge and information viewed, and tools by which the learner can select and determine the affiliation or method best suited for them. A benefit of scenario-based learning is that it allows learners to apply their content knowledge and problem-solving skills to explore new or complex situations that support learning outcomes. It also provides learners with the

38 • Project-Based and Scenario-Based Learning opportunity to reinforce learning concepts in a way that learners can always go back and practice their skills using motivation as a guide to make the appropriate decisions to get to the correct answer as seen in Figure 3.3. Finally, creating scenario-based learning for the classroom environment can add value to the learning experience. In online learning environments, learners can share and apply their understandings of the subject matter. This form of scenario-based learning enhances the learners’ abilities and ensures that they are being challenged appropriately when finding solutions. One limitation to using the scenario-based learning approach is that it involves a huge amount of time from both the instructor and designer. The instructor must be intentional about the content and provide narrative feedback at every level to scaffold (Vygotsky, 1979) the learning. In this respect, scenario-based learning’s plethora of options for interaction and information sharing is reshaping the landscape for online learning and its learners. Thus, scenario-based learning must be balanced with the scenario’s challenges, skills that you expect the learners to gain, and with the problem

Figure 3.3  Articulate 360 contains tools that allow instructors to create webbased scenarios Source: Articulate Global, Inc.

Project-Based and Scenario-Based Learning • 39 activities that need solving to determine learner mastery or comprehension. Project-based and scenario-based learning tend to focus on specific topics and information for learning and encourage learners to be active learners. These learning experiences give learners the freedom to participate in areas that interest them. Learners can try things without fear of being wrong, promoting innovation, and have the capability of adopting different perspectives and discovering new things. Scenario-based resources have been provided in Table 3.1. Table 3.1  Scenario-based resources Name

Description

Adobe Spark

A platform that allows you to create free web stories, graphics, and short videos.

Articulate 360

A suite of tools that can be used to create online scenarios and engaging content layouts.

Cognitive Informatics Scenario-based Simulations

Hands-on simulations for learning and skill development.

Mindmoto

A collaboration tool for mind and concept mapping tasks and ideas.

SBL Interactive

Contains a variety of scenario resources to incorporate in the online classroom.

Student Motivation in Project- and Scenario-Based Learning Psychology has made significant contributions in helping people to understand how an individual learns. Based on psychological research, motivation or interest can be classified in the Self Determination learning theory (Ryan & Deci, 2000). As an instructional approach, the Self Determination Theory (SDT) supports the learning environment in a way that helps to differentiate between the various types of motivation that can lead to a particular action or response (Ryan & Deci, 2000). This is essential for learning because educators can understand the importance of fostering an environment that promotes active participation from learners and allows them to take responsibility for their learning. According to Ryan and Deci (2000), motivation involves energy, direction, and persistence—all aspects of activation and intention. Motivation invokes a particular response to a certain task where learners are stimulated to act by different factors. For example, they can be motivated because they value an activity or particular task. A major focus of SDT has been to understand motivation as being exhibited at any given time. SDT has been able to identify distinct types of motivation, such as intrinsic and extrinsic, both of which have played a key role in learning and performance.

40 • Project-Based and Scenario-Based Learning Intrinsic Motivation Ryan and Deci (2000) define intrinsic motivation as the doing of an activity for inherent satisfaction rather than for some separable consequence. Learners that are intrinsically motivated are moved to act for the enjoyment or pleasure that it entails. In other words, intrinsic motivation naturally exists within individuals. People tend to be motivated to participate in some activities and not others. This is a crucial element in the learning environment because it is through this type of motivation that learners will act on their interests to develop knowledge and skills for the subject matter. One example that instructors can use to promote intrinsic motivation in the classroom using project-based and scenario-based learning is to involve learners in choosing their role in the learning activities. Project-based and scenariobased learning can facilitate choices in learning and have the ability to offer feedback about the effectiveness of the choice being made. For example, learners can choose what to do (role, approach, tasks, etc.) for scenario-based learning assignments. This learner choice increases feelings of self-determination, interest, and engagement. Allowing learners to choose learning activities which they are familiar with encourages active participation, creativity and improves problem-solving skills. Furthermore, choice in scenario-based learning gives learners a greater sense of responsibility which in turn increases the motivation to learn. Extrinsic Motivation The second type of motivation is extrinsic motivation. Extrinsic motivation happens whenever the activity is done in order to attain some separable outcome or for instrumental value, rather than that one may find it interesting (Ryan  & Deci, 2000). A  typical example of extrinsic motivation can be seen in project-based learning where learners are working together to achieve a particular goal or task. The most useful thing is that learners get to see how the decisions they make affect others by using real-life situations. This form of extrinsic motivation plays an imperative role in the learning process, as it focuses on decision-making skills and communication skills that can lead to greater persistence to internalize, apply, and understand the content material. Motivation, whether intrinsic or extrinsic, can increase learning and engagement through the use of project-based and scenario-based learning activities. For example, teachers can refer to what Nakamura and Csikszentimihalyi (2002) describe as Flow theory in which motivation occurs when there is a balance between the learner’s skills and the challenges they face with the content or activity. In order for the learner to stay motivated, the challenge or the learning activity has to increase as the learner’s skills increase. The area of perfect balance between skills and challenge is called the “flow channel” is illustrated in Figure 3.4 and is known as the state of maximal motivation in which the learner is truly engaged and highly motivated to solve a problem.

Project-Based and Scenario-Based Learning • 41

Figure 3.4  The flow channel Source: Csikszentmihalyi’s Flow Channel courtesy of Jesse Schell

Virtual Labs There has been an increase demand for colleges and universities that offer courses in the science, technology, engineering, and mathematics (STEM) disciplines to expand their academic technology toolkits to include virtual labs. Learners can engage with course content through interactive virtual experiences that mimic real hands-on experiments and creates an affirming learning experience (Rowe, Koban, Davidoff,  & Thompson, 2018). Virtual labs allow learners to interact with diverse learning methods such as exercises, practice quizzes, activities, and simulations to reach the learners’ goals, such as mastery of specific skills and understanding of relationships among concepts anytime and anywhere (Ahmed & Hasegawa, 2014). Many faculty have adopted virtual labs into their courses to not only facilitate an interactive learning experience but to also provide students with the essential technical skills to plan and perform a range of scientific experiments needed to interpret the data generated and communicate the findings (Coleman & Smith, 2019). Advantages and Challenges of Virtual Labs Virtual laboratories are increasingly used in various educational settings since they support faculty in expanding the educational process’s scope by stimulating students’ interest (Zervas, Fiskilis, & Sampson, 2014). Also, they allow online students to work with discipline-specific equipment and supplies. One of the key benefits of using virtual labs is to reduce costs, as physical laboratories need expensive equipment and personnel to maintain. As virtual

42 • Project-Based and Scenario-Based Learning laboratories can be accessed from any place at any time, the availability to use virtual labs is essential and there is no need to worry about having the appropriate space requirements. Laboratory activities help inspire students to further their education and prepare them for high-technology careers by fostering skills sought by potential employers (Hernández-de-Menéndez, Vallejo Guevara, & Morales-Menendez, 2019). For example, students watch short lab presentations, then answer a set of questions. Based on how they perform, they are presented with additional information and focus on areas the student needs help with while going through the virtual lab as seen in Figure  3.5. For courses that have a lab component, some online resources provide homework exercises, activities, and additional videos for students to get hands-on practice. With the support of virtual labs, students actively participate in the learning process, have real or almost vivid experiences, work in groups or independently, and their attention can also be increased, which improves their engagement (Senthamarai, 2018). More specifically, students are allowed to review and understand the experiments in an active mode of learning that improves their performance. Virtual labs may provide ways to share skills and resources, thereby improving the educational experience. Students can even take part in virtual lab activities by uploading their results or give a brief statement that can be submitted describing what they learned and what they would have done differently (Senthamarai, 2018).

Figure 3.5  Labster virtual lab, Antibodies: Why are some blood types incompatible? www.labster.com/simulations/antibodies/ Source: Labster

Project-Based and Scenario-Based Learning • 43 Aligning Virtual Labs to Learning Outcomes The use of virtual laboratories helps students develop critical thinking skills and can motivate them (Potkonjak et al., 2016). Potkonjak et al. (2016) provide learning outcomes that can measure virtual labs in the following areas: knowledge and understanding, inquiry skills, practical skills, and analytical skills. Virtual labs have become increasingly common as a form of teaching aid in different learning situations (Stahre Wastberg et al., 2019) where learners can use the same virtual equipment at the same time. They allow and encourage learners to make mistakes since they are easy to replicate situations that arise in the real-world. Finally, Ahmed and Hasegawa (2014) mentions three critical advantages of virtual labs to help the learners improve their performance in terms of experiments, equipment, and tools in the real labs including: • Motivation: Virtual labs create excitement in learning through interactive simulation about reality and theoretical ideas, which encourage learners to continue their learning process. • Knowledge: Virtual labs facilitate the process in helping learners to reach a high level of knowledge, especially in practical experiments, concepts, laws, rules, relationships, processes, and ideas in various courses, which leads to improving learning. • Creation: Virtual labs offer the possibility of original experiments by testing new variables on the virtual representation about some theoretical ideas, which conduce to creativity in learning. Table 3.2 provides several virtual laboratory resources that can be used to add a virtual lab component to your online courses. Table 3.2  Virtual lab resources Name

Description

JoVE

The Journal of Visualized Experiments (JoVE) is a peer-reviewed scientific journal that publishes experimental methods in video format. It contains a collection of over 9,500 videos demonstrating experiments from laboratories at top research institutions. Students have access to understanding key concepts and fundamental techniques. The lab video demonstrations include subjects in biology, chemistry, environmental science, psychology, medicine, and engineering.

Labster Gives students access to a realistic lab experience that will let them perform experiments and practice their skills in a fun and risk-free learning environment. They include labs related to these disciplines: biology, chemistry, engineering, medicine, physics, food science, and nutrition. (Continued)

44 • Project-Based and Scenario-Based Learning Name

Description

Merlot

The Merlot Project (Multimedia Education Resource for Learning and Online Teaching) has a variety of virtual labs and online resources that can be used for many different science subjects such as biology, chemistry, physics, earth science, environmental science, engineering, and math.

PhET

PhET is known for physics, education, and technology, however, they have branched into providing free, research-based, and open-source virtual labs and simulations in disciplines such as chemistry, biology, math, and earth science.

Artificial Intelligence Artificial intelligence (AI) is a fast-growing field and its applications to online learning is beginning to change what the future might look like in education. It is expected that artificial intelligence in the United States will grow by 47.5  percent from 2018–2021 (TechNavio, 2018). Even though most experts believe the critical presence of instructors is irreplaceable, there will be many changes to the faculty’s role as technology emerges. Principles of adaptive learning have been used to build algorithms to support predictive models for students (Marr, 2019). AI allows a continuous and burden-free remote monitoring of the student’s progress for improvement and overall success. To build these learning activities, artificial intelligence has developed a variety of metrics that in turn provide a new basis for analyzing cognitive processes. These metrics are used to express structural and procedural mechanisms and theories about human problem-solving and planning, representing knowledge and understanding text by computers (Marr, 2019). A curriculum might teach the knowledge and strategies in a content-independent form, and then show how they apply to different content areas. Either approach would help the student to acquire more readily an understanding of a particular domain of knowledge. Transferring these skills would also have a significant effect on students’ ability to acquire other quite separate domains of knowledge (Marr, 2019). Shaping the Online Learner Experience With AI To improve the current online teaching model in which the instructor is the source of knowledge and the student is the recipient, we need to fundamentally reimagine the role of an instructor in the university. Advances in automated assignment grading and remote monitoring services (e.g. Turnitin, etc.) allow instructors to forgo repetitive, time-intensive tasks and instead dedicate their time to teaching. For students that don’t thrive in a traditional classroom setting, AI-enabled LMSs can deploy surveys to categorize individuals into distinct learning categories such as visual and auditory which can

Project-Based and Scenario-Based Learning • 45 provide effective and targeted content that fits with each preferred learning style (TechNavio, 2018). These categories can also help chunk long lectures and reading assignments into smaller, bite-size components that are easily understood. AI has many uses, which are constantly emerging. AI can be used to assist international students whose language barrier may complicate progress, but cutting-edge research in text translation and AI aims to create deep-learning systems that can translate English lectures into the student’s native tongue (Marr, 2019). Similar technologies in voice recognition and text summarization can transcribe an entire lecture with stunning accuracy (Marr, 2019) and reduce paragraphs of text into just the relevant bullet points for review. AI algorithms can similarly be deployed over a course curriculum to flag areas of bias, complexity, and ambiguity for review by the instructor. The implementation of AI techniques may seem time-consuming, but students, teachers, and administrations will appreciate the benefits of AI as it evolves. Some Practical Uses of Artificial Intelligence Artificial Intelligence is about designing learning experiences that can analyze the student’s environment and help them make intellectual choices (Marr, 2019). Here are some practical uses of AI that instructors can consider according to Marr (2019): • To automate the grading system. This can be assessed based on how the learning process can be improved. • To help students understand the native language and respond to the questions asked. • To assist students in scheduling appointments for virtual office hours or web conference meetings. • To automate the repetitive tasks performed by faculty to connect with students. • To assist faculty with understanding the learning analytics to gather information on student progress on course topics. These practical uses of AI, while impressive, are still mostly limited by their application. Instructors should keep in mind that even though you can use an AI tool to accomplish specific tasks, you cannot teach an AI tool to do all the tasks faculty can do. Moreover, there are also potential issues, irregularities, and inequalities that instructors should be aware of when using AI, particularly for grading, when relying on flawed algorithms to make decisions about student performance. These technologies cannot, and should not replace the role of the instructor (Wagner, 2020), and great care should be taken to ensure the accuracy and reliability when using AI for teaching and learning.

46 • Project-Based and Scenario-Based Learning AI Improves Student Access and Support Artificial intelligence tools can help make the online classroom accessible to all types of learners including those who speak different languages or who might have visual or hearing impairments. This also opens up possibilities for students who require learning at a different level or on a particular subject that is not available (Woolf, Lane, Chaudhri, & Kolodner, 2013). Tutoring and studying programs are becoming more advanced thanks to artificial intelligence and are able to respond to a range of learning styles. There are many AI applications that are being developed including AI mentors for learners, adaptive learning content and they are useful in virtual class meetings that are web-based, and even more techniques will continue to be developed (Woolf, Lane, Chaudhri, & Kolodner, 2013). Table 3.3 shows a few AI based resources that your students may find helpful. Table 3.3  Artificial intelligence resources Name

Description

Google Translator

Online language translation for text (words and phrases) and web pages.

Grammarly

A digital writing tool used for writing and language processing.

Presentation Translator PowerPoint plugin that creates subtitles in real time for what the teacher is speaking or presenting course content.

Virtual and Augmented Reality Virtual and augmented reality has evolved over the years, and these technologies have also reshaped how we interact with content. Sciforce (2018) defines virtual reality as “an immersive experience in an environment generated by the computer and is presented to our senses to experience it as if we were really there; whereas augmented reality combines digital information with the existing physical, real-world environment whose elements are augmented or supplemented by computer-generated sensory input including sound, video, graphics or Global Positioning System (GPS) data,” (para. 4). Bringing virtual and augmented reality applications into the online classroom can be costly, requiring specific resources to develop and design learning material that allows active student participation. However, the educational features are beneficial to using virtual and augmented reality to stimulate the online learning experience by facilitating interactions that immerse students into environments that use 3D visualizations and videos to understand the course content. According to Sciforce (2018), “students want to enjoy being educated and engaged, these technologies are poised to become prevalent in the future” (para 15).

Project-Based and Scenario-Based Learning • 47 Instructors can integrate augmented and virtual reality experiences into their online courses using the resources outlined in Table 3.4 as well as assessing student learning, actions and decisions in the following ways: Table 3.4  VR and AR Resources Name

Description

Access Mars

3D experience that allows users to visit several locations on Mars based on the discoveries made by NASA’s Curiosity rover.

BioDigital Human Free 3D visualizations for human anatomy that show interactive models of structures and health conditions. ClassVR

Provides an engaging, immersive experience for students and allows them to view and understand subjects and topics through personal experience.

Google Earth

Create maps, share images and videos, and immerse users into virtual guided tours of different locations and cultures around the world.

• Students can practice defining vocabulary words using an augmented reality mobile application for a foreign language course, giving them the ability to interact with the content by virtually touching objects to reveal their English translation. • Require students to use Flowcode to create and embed QR codes in their final presentations to describe diagrams, images, resources, and other essential information. • Have students design an interactive timeline or virtual museum based on a historical event using clickable 3D artifacts to highlight milestones, significant contributions, behaviors, and selected deliverables. • Require students to work in small teams to develop a building facility model using augmented reality technology to visualize and manipulate real-life components, characteristics, and conditions. • Students can discover virtual scenes, locations, and adventures using Google Cardboard viewer to immerse themselves in 360-degree video experiences to help retain course content and provide a deeper understanding of learning concepts. Summary In conclusion, project-based learning and scenario-based learning can help with supporting the learner, provide helpful activities that are designed to enhance their learning, and assist them in understanding what is relevant to

48 • Project-Based and Scenario-Based Learning the learning activity before having to complete the assignment. Project-based learning and scenario-based learning tend to focus on certain topics and information for learning, as well as encouraging learners to be active learners. These types of learning experiences give learners the freedom to participate in areas that interest them. Learners can put their learning into practice without fear of being wrong, promoting innovation, and confidence in their capability of adopting different perspectives and discovering new things. Finally, other valuable attributes that were mentioned in this chapter specifically were the benefits of incorporating virtual labs, artificial intelligence, and AR/VR learning opportunities that allow students to acquire an understanding of the course material in more diverse ways by immersing themselves into a highly engaging learning environment. Students are able to not only interpret and share knowledge, but also practice and see the impacts of their own actions and decisions when constructing real-word concepts. In the next chapter we will focus on how tools for gamification and social media can be implemented in the online learning environment in engaging and meaningful ways. Chapter 3 Technology and Online Resources The following list includes all of the technology and online resources with corresponding links mentioned throughout Chapter 3, in alphabetical order. Name of Tool

URL

Access Mars

https://accessmars.withgoogle.com/

Adobe Aero

https://www.adobe.com/products/aero.html

Adobe Spark

https://spark.adobe.com/

Animoto

https://animoto.com/education/classroom

Articulate 360

https://360.articulate.com/

BioDigital Human

www.biodigital.com/

Canva

www.canva.com/

ClassVR

www.classvr.com/virtual-reality-downloads/

Cognitive Informatics www.pnnl.gov/cogInformatics/showcase_objects_ Scenario-based Simulations environments.stm e-Skeletons

http://eskeletons.org/

Facebook

www.facebook.com/

Fligrid

https://info.flipgrid.com/

Flowcode

www.flowcode.com/

Google Docs

https://docs.google.com

Google Earth

www.google.com/earth/

Google Translator

https://translate.google.com/ (Continued)

Project-Based and Scenario-Based Learning • 49 Name of Tool

URL

Grammarly

https://grammarly.com/

Instagram

www.instagram.com/

JoVE

www.jove.com/

Labster

www.labster.com

Merlot

www.merlot.org/merlot/materials. htm?keywords=virtual+labs&sort.property=relevance

Mindmoto

www.mindomo.com/mind-maps-for-education

PhET

https://phet.colorado.edu/

Presentation Translator

https://tinyurl.com/y4hno8gk

SBL Interactive

www.sblinteractive.org/

Synth

https://gosynth.com/

Twitter

https://twitter.com/

YouTube

www.youtube.com/

Discipline-Specific Examples To better help you situate an idea from this chapter into your discipline, we provide a wide range of discipline-specific examples in the following table that you can easily reference. Discipline

Description of what students will be required to do

Construction

Have students participate in a virtual construction site or online visit of a location or facility to gather information and collect data based on their inspection using Flipgrid as the learning tool to share their observations online.

Earth Science Have students create and share augmented reality models using Adobe Aero to make decisions and access their knowledge on key concepts. Law and Policy

Students will participate in an online debate (oral presentation) by discussing court cases or research topics of interests which would have them choose a “side/stance”. They can use Synth, to record and post short audio recordings (no longer than 4-minutes) of their rationale and explanations to support their arguments.

Business Management

Students are assigned a specific project management role to review and provide feedback on the company that the entire class is studying. Students can work either individually or in groups to record a shared video presentation using Animoto to provide recommendations and a list of improvements based on their assigned role.

Public Health Using Mindmoto, students can post their key points for current events and/or articles to learn more about a particular issue and present solutions to the class to share their insights on these trending topics throughout the semester.

50 • Project-Based and Scenario-Based Learning Planning Template For this chapter, we have developed a planning template that includes an example of a kinesiology instructor using a virtual lab simulation in an online course. In this example, the instructor will allow each student to choose a region of the human body to examine using the eSkeletons simulation. Students are assigned to create a visual presentation based on the anatomy and function of their selected region of the body. The first column in the following table is filled out completely as a model for your course planning.

Chapter 3 Planning Template Type of Active and Experiential Learning Activity

Virtual Labs Academic Discipline: Kinesiology/Biology

Topic (A few words description)

Compare and contrast the human skeletal anatomy

Learning Objective(s) (What learners should be able to do/understand after participating in the learning activities?)

Students will be able to: • Identify the major bones in the human body • Compare and contrast different human bones

Description of Activity (What learners will be “doing”)

Students will use the eSkeletons simulation to explore and examine the different parts of the human body. Next, students will select one body section and create a visual representation of the human bones located in that section of the body.

Deliverables (What learners will “turn in” for feedback and grading?)

Students will also use Canva to create a digital infographic labeling the different parts of the human bone structure and show that they are placed in the correct anatomical position.

Assessment (The grading criteria the instructor will use. Add a link to grading rubric where available)

Canva infographic and presentation criteria: • Organization of Information • Visual Appeal and Design • Delivery of Presentation

Completion Time (Estimated amount of time the activity will take to complete)

2–3 hours Note: Students can use the entire online week to complete this activity. The final presentations can be scheduled at a later date if students need more time.

Required Tech Tools (Technology tools required to carry out and complete learning activity)

eSkeletons simulation and Canva

Project-Based and Scenario-Based Learning • 51 Now, take a moment to reflect on your course. We have provided a blank planning template as an organizational tool as you start to plan how to include project-based learning and scenario-based learning, artificial intelligence, virtual and augmented reality in your online courses. This template is also available for download on the book’s resources webpage. We encourage you to include some of the technology and online resources mentioned throughout this chapter, as well as the discipline-specific examples mentioned earlier. Chapter 3 Planning Template (Blank) Type of Active and Experiential Learning Activity

Virtual Labs Academic Discipline:

Project- and Scenario- Artificial Intelligence/ Based Learning Virtual and Augmented Academic Discipline: Reality Academic Discipline:

Topic (A few words description) Learning Objective(s) (What learners should be able to do/understand after participating in the learning activities?) Description of Activity (What learners will be “doing”) Deliverables (What learners will “turn in” for feedback and grading?) Assessment (The grading criteria the instructor will use. Add link to grading rubric) Completion Time (Estimated amount of time the activity will take to complete) (Continued)

52 • Project-Based and Scenario-Based Learning Chapter 3 Planning Template (Blank) Type of Active and Experiential Learning Activity Required Tech Tools (Technology tools required to carry out and complete learning activity)

Virtual Labs Academic Discipline:

Project- and Scenario- Artificial Intelligence/ Based Learning Virtual and Augmented Academic Discipline: Reality Academic Discipline:

4

Staying Connected Gamification and Social Media

KEY TERMS • • • • • • • • •

Digital Games Game-Based Learning Game Design Game Play Gamification Instructional Design Player Types Privacy Social Media

Introduction Klopfer (2008) defines games as “purposeful, goal-orientated, rule-based activity that the players perceive as fun” (p. 11). Games are great tools for learning content because they create authentic opportunities for 21st-century learners to build on previous knowledge and develop in-depth knowledge and skills. Games are highly engaging, interactive, and in order for a game to be effective in the learning environment it must be used effectively. Today’s online learners desire interactive learning experiences and it is vital that through research, educators explore the possibilities of using emerging digital media technologies like games in the learning environment. Game-based learning and social media technologies have the potential to actively engage online learners. Educators cannot just change lesson plans to create such an environment as there must be entire shifts in the way educators teach. Gamification and social media are unique because they create an immersive learning environment; something that traditional classroom methods do not do. There needs to be some vehicle, which transports an online classroom from the recorded lecture to a more interactive and richer environment. Gaming and play are considered great teaching tools for an active learner. Digital gaming presents the opportunity for students to learn 53

54 • Staying Connected through the direct experience of playing a role or becoming a character and infusing oneself into a virtual situation. This affords the learner an increased understanding for using new knowledge within the gaming context in which individuals play games in different ways, using different gaming strategies and decision-making skills. Game-based learning not only cultivates learner development, but also enhances skills needed in education; such as trouble-shooting, trial and error, team building skills, problem solving, lateral thinking, concentration, memorization, information gathering, analysis, developing and testing solutions (Gros, 2007). Game-based learning is most prevalent in the K-12 environment where the value of teaching learners in a risk-free environment provides an interactive atmosphere that incorporates all of the design elements in which learners can interact with games in a meaningful way (Hew & Brush, 2007). We are now seeing the potential benefits for game-based learning as a way to actively engage learners in post-secondary course content and higher education institutions are starting to engage in quality game-based learning for undergraduate and professional learners’ online learning programs. Learning Through Game Play The concept of play, particularly in the context of learning, is complex and multifaceted, but a commonly accepted definition is “free movement” (Vygotsky, 1979, para. IV) which relates directly to learning in different ways based on students’ intellect, developmental level, and past experiences. However, the learning process is constrained by rigid structures such as the “correct” answers and processes for the subject. Play has always been considered a source of learning and can be used as a vehicle to communicate how new knowledge and ideas can be transferred in the classroom. Early philosophers, like Plato, believed that “play in childhood is preparation for future career” (Huang & Plass, 2009, p. 53). Therefore, seeing that play is an already accepted mechanism for learning and recognizing that play exists in many forms of participatory culture gives rise to the notion that participatory culture is shaping the development of learning. Yet, the real learning challenge lies in connecting knowledge with decisions in the context of our everyday situations. As depicted in Figure 4.1, game-based learning provides opportunities for students to improve course outcomes by engaging in digital game-based content that automatically addresses whether students can apply what they have learned. According to Snow (2016), game-based learning is more effective when designed to supplement with other instructional content. In addition, game-based learning allows learners to develop a growth mindset when introduced to new concept areas and skills that they can practice in a non-traditional learning environment that could also meet online learners’ needs.

Staying Connected • 55

Figure 4.1  Benefits of game-based learning for non-traditional students Source: From The Potential for Game-based Learning to Improve Outcomes for Nontraditional Students, Bert Snow, Muzzy Lane, 2016

Play as a learning tool can be implemented in the learning environment. In game play, rules can be established to govern the learning content, but learners are free to experience the content in their own unique ways. Through playful activities, learners are motivated by the end-goal of the learning task, although the exact rules for achieving the learning goal are not known or shared with learners. In this example, we see that play can be transformative. In fact, transformative play, in the context of learning, is optimal for maximizing the zone of proximal development, as outlined by Vygotsky (1979). This is because changing the rigid structure of play in response to the participants’ progress would effectively change the potential for effective interaction with the environment and instructors. A fitting example of this would be a computer adaptive learning tool that alters the learning framework based on the learners’ previous answers. Maximizing learning for the learner would require the tool to recognize a pattern of answering and to develop an assistance module to effectively aid the user when answering subsequent questions. Using games within simulated virtual worlds to explore is yet another way that transformative play is shaping the evolution of a new learning landscape.

56 • Staying Connected Game Play Styles and Player Types Game researchers believe that player styles can be viewed as fluid. Players tend to move from one play style to another and engage in a wide variety of play styles at various times, and in different contexts. Let’s review the five player types of learning games classified by the studies of Richard Bartle (2004) and Nick Yee (2004) which include: • Achievers: Achievers play games quickly and naturally focus on doing well or finding ways to achieve mastery. They require strict goals and increasing challenges and would strive on playing games that offer specific point goals and performance measurements, which in turn, offers them some sort of in-game reward. • Explorers: Explorers are slow players that tend to enjoy game mechanics rather than following game guidelines. They do not necessarily need challenges during game play but tend to enjoy testing hypotheses and studying the game-world through customization and free access to more content. • Self-validators: Self-validators are players that do not like failing. They desire easy game play with levels that are not challenging, easy to navigate and have the ability to quickly receive high scores. Self-validators also need games that offer them game play hints and clues, provide practice sessions, avoid negative feedback, and allow them to hide bad performances. • Careless: Careless players play games quickly. They tend to be very spontaneous, lack motivation to progress to the next level and make mistakes while doing so. • Lost: Lost players, like explorers, play games slowly; however, they make many errors and tend not to enjoy the gaming-based learning experience. They like easy challenges where the game adapts to their skills along the way. Play styles coupled with motivation are what ultimately drive players to choose their game strategy. Intrinsic and extrinsic motivations in games have implications for play styles and learning. Thus, Achievers are motivated by extrinsic achievement goals like winning and approval. Explorers are motivated by intrinsic goals, taking an interest in the content of games. They also enjoy exploring ideas, role-playing, and game mechanics more than earning top scores (Heeter, 2009). Self-validators appear to be motivated by rewards, such as achieving the highest score, and desire easy game successes. Role of Motivation in Game Play Motivation, whether intrinsic or extrinsic, can increase learning and engagement through the use of games. Games can facilitate choices in learning and have the ability to offer feedback about the effectiveness of the choice being

Staying Connected • 57 made. Some games can present the learner with different scenarios where they have to make decisions about what to do. The most useful thing is that players get to see how the decisions they make affect others in the game by using real-life situations. Secondly, games can help with supporting the learner, providing helpful cues to enhance self-directed learning. Games can be used to help learners understand what is relevant to the learning activity before having to complete the assignment. Games tend to focus on certain topics and information for learning. They can encourage learners to be active learners. Games can be used to increase motivation and active participation is through the use of virtual environments. In virtual environments, educators can allow learners to meet virtually, and create learning activities that allow the learners to explore the virtual world in real time (Dede, 2007). It is through this virtual environment that instructors can promote a different learning perspective that evaluates learner performance, monitors the interaction between classmates (peer learning), and fosters intellectual discussions or reflections online. Implications for Game Design and Curriculum Design Instructional design and game design deal with motivation, challenges, individual differences, and social interaction. Learning outcomes and goals set by teachers are closely related to the goals presented in digital games. Game designers must consider the player types and learning styles they want to accommodate and encourage in their game and design games accordingly. The game designer will try to focus on pleasing a certain player type and learning style, rather than trying to please them all. Educators create instructional strategies based on learner needs and interests. Learner motivation also plays a huge role in education. Teachers utilize learner motivation, both extrinsic and intrinsic, in the online classroom. When using educational games in the online classroom, teachers must consider not only the content and orientation of a game, but also, the individual characteristics like motivation of the learners, or in this case the player types. Characteristics like motivation, competition, social interaction and learning styles must be evaluated prior to introducing games in the classroom. Motivational principles for empowering learners include the “ability to grant power, autonomy, and challenge at a player’s level and implications for learners’ identity” (Foster & Mishra, 2011, p. 37). Learning styles detail learners’ strengths and weaknesses, which must be understood when incorporating not only games in the curriculum, but also any instructional approach. According to Heeter (2009), “because educational games have learning as well as entertainment goals, learning game player types need to incorporate player-learner characteristics such as learning styles, abilities, and achievement orientation” (p. 3). Digital games not only cultivate learner development, but also enhance skills needed in education, like troubleshooting, trial and error, team building skills,

58 • Staying Connected problem solving, lateral thinking, concentration, memorization, information gathering, analysis, developing and testing solutions. Characteristics of digital games, like competition, challenge, exploration, fantasy, goals, interaction, outcomes, people, rules, and safety, relate to the educational process. Learners can develop a deeper comprehension of content by using trouble-shooting and problem-solving skills while playing games (Wagner, 2012). Motivation, whether intrinsic or extrinsic, can increase learning and engagement through the use of games in the classroom. Thus, when games are closely tied to desired learning outcomes, learners are able to transform practical experiences into the online classroom environment. Implementing Games in the Online Learning Environment Game-based learning applications, coupled with e-learning platforms, have created many possibilities for sharing and transferring knowledge and information to learners. This provides a potentially large cohort with games and simulation technologies that can be used more for engaging and supporting practices, as well as moving learning into informal domains, including knowledge management and performance support. Gaming applications that integrate learning and technology foster communication, problem-solving, and critical thinking skills, and can be used especially in the online environment to meet the required learning performance goals and standards. Game-based research is used to study learning environments, which are designed and systematically changed by the researcher (Squire, 2006). We believe that utilizing game-based learning to analyze and understand a particular learning concept is beneficial not only to obtain results but also because it provides the ability to modify the curriculum and to understand how game-based learning can enhance the learning environment. Here are several ideas of how to implement game-based elements in the online classroom using progress indicators, leaderboards, and polls. Progress Indicators Progress indicators are used as a learning metric that can motivate students to complete course activities and assignments. They are typically not only used to reward students for the successful accomplishment of specific learning activities but to also provide continuous and immediate feedback on the student’s progress (Werbach  & Hunter, 2015). Instructors can determine whether this tracking is automatic by using the LMS to grade the activity as complete once the student participates or manually allowing students to indicate completion by tracking themselves. Helping clarify student progress can serve as both a reminder and a motivator keeping students connected not only to the online classroom environment but also to the course material.

Staying Connected • 59 Leaderboards Another way of gamifying the classroom is to introduce leaderboards. Leaderboards rank players according to their relative success, measuring them against a certain success criterion (Costa, Wehbe, Robb, & Nacke, 2013) and are indicators of progress that allow students to see how they are performing relative to others in the same course. Leaderboards can be used to motivate learners, to reach the next level or milestone. This also allows instructors to quickly review the status of their students at any given time (Costa, Wehne, Robb, & Nacke, 2013) and is especially helpful for identifying students who may be at risk of falling behind. Polls Polls provide visual representations of student accomplishments of learning outcomes or objectives (Hamari, 2013). Polling students during the online course is very engaging and can be used as a quick checkpoint to get a pulse on how students are understanding the course material and achieving the student learning outcomes. For example, instructors can use Slido to create polls to gather student feedback and see the results in real time. All polls can also receive submissions through different devices. Students can text message or submit their responses online with a smartphone, tablet, laptop, or computer (Hamari, 2013). Games are great tools for learning content because they create authentic opportunities for 21st-century learners to build on previous content and develop in-depth knowledge and skills. It is through gamification that the motivational power of games can be applied to real-world problems such as, in this case, engaging online learners. Understanding the role of gamification in education, therefore, means understanding under what circumstances game elements can drive learning behavior. Making use of the game-based learning framework, we can better break down the impact of gamification. Gamification can change the rules, but it also affects learners’ emotional experiences, their sense of identity and their social positioning. This game-based approach to learning is supported by Leblanc’s (2004) intrinsic motivation theory in which learners can change their identities as learners based on how motivated they are to learn the content. You may decide to use gamification tools and strategies to actively engage learners in your online course. Table 4.1 provides some examples of games that can be implemented.

60 • Staying Connected Table 4.1  Examples of games that have been implemented in the learning environment Game

Description

Digital Breakout/Escape Learners complete missions or mini activities testing their Rooms knowledge (created by the instructor) to allow them to break out once they reach a certain performance level. Foldit

Learners problem-solve through playing protein-folding games to help researchers under their functions in diseases like AIDS, cancer, and COVID-19.

IEEE: Try Engineering

Learners are provided with the specific requirements and data in order to design or test their prototype.

Innov8

Learners participate in a business process management mission and work with a virtual team to optimize the company’s business processes.

Minecraft

Learners can practice vital skills related to the subject-area and produce a final product that can be used to assess their mastery.

United Nations Challenges

Learners have the opportunity to prevent global disasters and contribute to ending hunger and climate concerns.

The Role of Social Media in Learning Learning in the 21st century now requires classrooms to be more participatory and collaborative, allowing learners to use social media technologies to network and to transfer material. Social media has allowed learners of differing perspectives to enter into a platform where every learner has a voice, and access to a learning community where: • They believe that their contributions to the content matter. • They feel more socially connected with one another and the instructor. • They appreciate the feedback and responses they receive that shapes their learning perspectives. Cognitive development through participatory culture has a great advantage over traditional learning methods. Social media is becoming more widely accepted by educators. These tools are effectively incorporated into the learning environment to engage learners through social positions and highlight community contexts. Today, most social media tools or applications are being used to build a stronger connection between the instructor and learners, especially having increased access to course materials outside of the classroom. A growing number of schools and instructors are utilizing social media in the remote classroom to further engage students in the learning process. Figure 4.2 provides a graphical representation of four types of social media applications.

Staying Connected • 61

Figure 4.2  A graphical representation of the types of social media applications used for learning Source: Image used with permission of Shutterstock, Inc.

Social media is a tool that instructors can use to make their classroom more engaging, relevant, and culturally diverse. There are two key benefits of using social media in an online classroom: the sense of community it fosters among students, and the ability for students and instructors to share information with each other. Examples of Use: • Students can use social media tools to critique and comment on each other’s assignments, collaborate in teams to create content and can easily connect with each other and the instructor with questions when needed. • Many colleges and universities use social media tools like Twitter and Instagram to communicate with students, and students use social media to promote events for their clubs or organizations to the campus community. • Social media can also connect students to other courses promoting creativity, collaboration, and practicing communication skills.

62 • Staying Connected • Instructors can ask students to use their mobile devices or computers to respond to polls and quizzes created by social media technologies. For example, students taking an online math course can post problems to a digital and interactive whiteboard, where a struggling student could work with classmates to solve it. Building Community and Inclusivity With Social Media Social media platforms provide a collaborative learning environment in which students are able to share information with each other but also connect and communicate with others globally. • Example: When it comes to building community, LinkedIn is a great social media tool. Colleges and universities typically maintain a presence on LinkedIn, and there are numerous LinkedIn groups geared towards smaller groups within the larger community. LinkedIn groups are devoted to building community among alumni, veterans, colleges, departments, and student led organizations throughout the college or university. Instructors can use LinkedIn Learning as an active learning technique to provide students with content-specific resources developed by experts in the field to meet learning outcomes. Wages (2021) states, “the collaborative environment and open forum that social media encourages, along with the rapid pace of information sharing that it facilitates, means that students can accelerate the development of their creative, critical thinking, and communication processes in certain ways when they use it” (p. ix). In online classrooms, social media can help instructors present relevant course materials that promote deeper learner engagement through active discussions that lead to a high level of student awareness, reflection, and success. Using social media tools such as Edmodo and Piazza appropriately can also foster inclusive online communities to enhance student learning. Thus, social media allows students more freedom to connect and collaborate beyond the traditional classroom; all students, no matter their geographical location, can start to experience the globally connected world long before they enter the workforce (Wages, 2021). Table 4.2  Types of social media tools and uses in the online classroom Tool

Description

Edmodo

Allows instructors to build a community where they can share their content, distribute quizzes, assignments, and manage communication.

Instagram

An image capturing tool that learners can use to showcase their projects/ sample work as well as post images from a city or local exploration. (Continued)

Staying Connected • 63 Tool

Description

Piazza

An online discussion area where learners can post questions and answers in real time. Mostly computer science and engineering learners like this tool because it includes LaTeX editor to allow coding and computations.

Pinterest

A bookmarking tool that allows learners to create and document their ideas visually using images.

Snapchat

Allows learners to engage with each other and the instructor on classrelated topics. It can be used to humanize the course for instructors to host virtual office hours and Q&A sessions with students.

Twitter

Allows learners to interact and share ideas, post images, and communicate with each other in real time.

Strategies to Protect Student Privacy When Using Social Media in the Classroom One benefit of social media is that it is free and accessible to everyone. The challenge with social media is that not all students are careful about what they post. Since students can choose to make their settings private or public there is a good chance that other students may be featured in a video or image without their permission. Given that social media content can go viral very quickly, this becomes a huge privacy concern for everyone, including the instructor, students, and perhaps the institution. We’ve already explored some of the possibilities of including social media within the online classroom to promote collaboration and engagement among students however, instructors should be careful not to require students to use social media in order to participate in the learning experience. We recommend that instructors should always have an alternative way that students can contribute to the learning activity. Some students may not be comfortable with creating a social media account or sharing information about their learning on these public platforms. One example is to have students work in pairs or small groups where some students are comfortable with sharing while the other students can still contribute to the learning without being required to post. In an online classroom environment, it is important to establish netiquette expectations, protect students’ personal identifiable information, and follow student data privacy guidelines for how to incorporate social media into the learning experience. Please review these helpful strategies: • Review your institution’s acceptable use policy. This would include social media guidelines that your school has in place. You and the students may want to consider creating separate accounts for educational needs and professional use.

64 • Staying Connected • Consider having student consent/opt-out forms. If you plan to share any activities in your online classroom, make sure to get students’ consent. • Review privacy settings on your social media accounts. For example, you can set your Instagram account to “Private” so only those who follow you can view your stories or images. • Explain to students the purpose of using a social media platform for learning. Let students know ahead of time what, when, and how they will be using social media, and review both the benefits and the risks. Encourage your students to talk to you privately if they have concerns about their pictures, videos, or personal information being shared. • Use the LMS. Consider using your institution’s LMS to create a course site where students can access course materials, including videos, documents, and web resources, in a protected digital environment. Students can upload files, share documents, and use built-in social tools such as notifications, discussion forums, and audio/video features to connect and communicate with you and their peers. • Make sure to review any photo or video before posting to a social media platform. It is good netiquette to take a moment to review all images or videos closely prior to uploading online. You and your students may be unaware of privacy implications or data security risks when revealing information such as location, ID numbers, and profile details. Consider cropping or blurring your background, documents that may contain sensitive material, and people’s faces, especially if you did not ask for their permission. • Review data collection and user analytics guidelines. It is important to understand how your information will be collected, stored, and used on social media platforms. Instructors should research and be aware how student information will be used. Most social media tools provide this information per request and it’s helpful for instructors to always provide students clear guidelines of how their engagement will be tracked and monitored to evaluate their overall learning performance. Summary Implementing gamification and social media in higher education is changing how courses are being designed and developed, especially with the rise in the use of mobile technologies. Learners more than ever have the opportunity to engage not only with the course material (within the online classroom environment), but they are also able to create, collaborate, and articulate their practical

Staying Connected • 65 experiences (outside the online classroom environment). In this form of active learning, the roles of the instructor and student can be defined as either learning designers or players in which they are tasked to use game-based elements and social media to make decisions on how to use the course materials to demonstrate their learning in meaningful ways. In the next chapter, we will focus on strategies on how to build and establish social presence through participatory and peer-learning opportunities in online courses. Chapter 4 Technology and Online Resources The following list includes all of the technology and online resources with corresponding links mentioned throughout Chapter  4, in alphabetical order. Name of Tool

URL

Digital Breakout/Escape Room

https://sites.google.com/site/digitalbreakoutjb/ sandbox

Edmodo

https://new.edmodo.com/

Foldit

http://fold.it/portal/info/science

Genially

www.genial.ly/

IEEE: Try Engineering

http://tryengineering.org/play-games

Innov8

www.ibm.com/developerworks/library/ws-bpminnov8/

Instagram

www.instagram.com/

Minecraft

https://minecraft.net

Piazza

https://piazza.com/

Pinterest

www.pinterest.com/

Slido

www.sli.do/

Snapchat

www.snapchat.com/

Twitter

https://twitter.com/

United Nations Games

https://unric.org/en/category/united-nationsdigital-engagement-hub/united-nations-videogames/

YouTube

www.youtube.com/

Discipline-Specific Examples To better help you situate an idea from this chapter into your discipline, we provide a wide range of discipline-specific examples in the following table that you can easily reference.

66 • Staying Connected Discipline

Description of what students will be required to do

Cultural Anthropology

Have students search for cultural images and digital artifacts using Pinterest for their final project presentations.

Foreign Affairs

After learning that world hunger is a global issue, students can participate in the United Nations World Hunger virtual game challenge to gain skills on how to advocate for this cause.

Interior Design

Challenge students to create an infographic or interactive image of their design assignments using Genially. Students can also post updates and reply to peers on their progress on their design plans.

Physical Therapy

Students can use Snapchat to demonstrate movements and create instructional video postings for potential clients.

All Disciplines

To successfully complete the digital escape classroom, students complete short activities to answer or provide solutions based on the weekly topics covered. If they get the correct answer, they receive a code/clue to “unlock” the next level and so on until the last level is unlocked where they “break out” and escape the digital classroom showing mastery of key concepts.

Planning Template For this chapter, we have developed a planning template that includes an example of an English as a Second Language (ESL) instructor using a social media application to improve writing and vocabulary skills in an online course. In particular, the instructor will create a discussion prompt which will allow students to practice using a vocabulary list to respond to one another through the class Twitter channel. The first column in the following table is filled out completely as a model for your course planning. Chapter 4 Planning Template Type of Experiential and Active Learning Strategy

Social Media Academic Discipline: ESL/Language

Topic (A few words description)

Develop writing skills and learn new vocabulary terms.

Learning Objective(s) (What learners should be able to do/ understand after participating in the learning activities?)

Students will be able to: • Write correct form of vocabulary terms when posting to social media. • Summarize and respond to social media comments. (Continued)

Staying Connected • 67 Chapter 4 Planning Template Type of Experiential and Active Learning Strategy

Social Media Academic Discipline: ESL/Language

Description of Activity (What learners will be “doing”)

Using the class Twitter channel (hashtag) created by the instructor, students will use Twitter to tweet and respond to each other using English and different languages to practice conversations and sharing ideas. • Resources may include a vocabulary list, assigning students a prompt or interesting topic (e.g. current events, personal experiences, etc.). • Also, if you want the students to practice longer phases and paragraphs, Instagram would be a better option.

Deliverables (What learners will “turn in” for feedback and grading?)

Students can show evidence of their tweets in the following ways: • Add the class hashtag. • Include individual names (@twitternames). • Upload a screenshot/image of tweet.

Assessment (The grading criteria the instructor will use. Add a link to grading rubric where available)

Written posts will be based on: • Vocabulary and word choice. • Contribution to responses. • Grammar and spelling. • Relevance to topic.

Completion Time (Estimated amount of time the activity will take to complete)

30–40 minutes Note: Instructors may need additional time to set-up and adjust Twitter settings.

Required Tech Tools (Technology tools required to carry out and complete learning activity)

Twitter or Instagram Note: Instructors and students will need to create an account and make sure to follow each other for this activity.

Now, take a moment to reflect on your course. We have provided a blank planning template as an organizational tool as you start to plan how to include gamification and social media in your online courses. This template is also available for download on the book’s resources webpage. We encourage you to include some of the technology and online resources mentioned throughout this chapter, as well as the discipline-specific examples mentioned earlier.

68 • Staying Connected Chapter 4 Planning Template (Blank) Type of Experiential and Active Learning Strategy Topic (A few words description) Learning Objective(s) (What learners should be able to do/understand after participating in the learning activities?) Description of Activity (What learners will be “doing”) Deliverables (What learners will “turn in” for feedback and grading?) Assessment (The grading criteria the instructor will use. Add a link to grading rubric) Completion Time (Estimated amount of time the activity will take to complete) Required Tech Tools (Technology tools required to carry out and complete learning activity)

Social Media Academic Discipline:

Digital Games/ Apps for Learning Academic Discipline:

Polling/Progress Indicators Academic Discipline:

5

Building Social Presence Participatory and Peer-Learning Opportunities

KEY TERMS • • • • • • • • • • •

Accountability Teams Case Studies Curation of Content Jigsaw Projects Peer Learning Peer Reviews Robust Creative Works Social Presence Team Conferencing Team Projects Virtual Team Spaces

Peer and Cooperative Learning in Online Courses While some people may think of online courses as the last place where team projects would be, the online learning environment actually presents a unique opportunity to engage students in learning experiences with their peers. With the prominence of asynchronous and self-directed learning activities within online environments, having a dedicated time and opportunity to work with others in the class is often welcomed by online learners. Benefits There are many benefits for both learners and instructors when engagement in team projects is a requirement of the course. The opportunity to work with peers closely on an assignment provides the chance to learn a great deal from others, while actively engaging with online course content. Team projects inherently bring a social aspect to the forefront. There will be opportunities for team meetings, sharing, and time to contribute to the overall project which will make learners feel more connected to the online course. For instructors, 69

70 • Building Social Presence having to grade five team projects versus twenty individual projects also has its advantages. The instructor can spend the same amount of time that they would be grading individual assignments; however, more detailed feedback can be given since the instructor would have more time and energy. Another benefit of team projects in online courses is that larger projects become more manageable since the workload is shared. This is particularly true for online courses that are accelerated, running in less weeks than traditional semester brick-and-mortar courses. Challenges While there are many benefits to peer learning, there are also potential challenges. Some of these challenges are particularly inherent in online courses including making the initial connection with classmates, knowing students’ individual work styles, and helping students navigate needed technology tools that they may be unfamiliar with. It is important in online courses for the instructor to design and facilitate team projects in a way that minimizes potential challenges that come with online teamwork and address team conflicts and grading equity. In this chapter, we provide suggestions for building peer and participatory learning opportunities within online courses. Social Presence In order to actively engage learners in online courses, there must be opportunities for interactions with others. While there is something special about connecting with course content and with the instructor, opportunities to reflect on learning and share the process with other individuals taking the course are invaluable. The idea of social presence is part of the community of inquiry framework developed by Rourke, Anderson, Garrison, and Archer (2001). In the research done on social presence, three categories are focused on: affective, interactive, and cohesive, which relate to emotions and immediacy, being present and extending learning, inclusivity and connectedness of the class as a whole, respectively. There are many ways to include social presence into the fabric of online courses and doing so, can positively impact the overall learning experience. Building social presence in online courses should be at the forefront and serve as a catalyst to creating targeted opportunities for learners to address course content through active engagement. The following list includes seven simple solutions that instructors can pull from to start building social presence in their online courses: 1. Bring a sense of self into the online courses. It can be difficult in online courses for students to get a sense of their instructor’s personality.

Building Social Presence • 71 Using bitmojis and avatars in announcements and communications can help add a bit of spirit to the online course. Similarly, the use of emojis can also bring some affective emotions to the online course environment. 2. Require students to build their LMS profiles. When reviewing discussion board postings, it is helpful to be able to see the face of the student whose posting you are reading and responding to. Simply by requiring students to post a picture of themselves within the LMS profile, instructors can put a face with the students’ name and narrative posted. Also, having students introduce themselves at the beginning of the course and sharing an introductory video can add to getting to know the student and bring their presence into the online course. 3. Use students’ names. When responding to discussion posts and other correspondences, address students by their names. For example, instead of saying “great ideas that you shared here”, say “Kennedy, these are great ideas that you share here”. Model this for students and they will also use the names of their classmates when responding to postings. 4. Send out non-grade related announcements. When sending out announcements to the class each week, balance reminders of assignments with general messages not directly related to due dates. This could be anything from an article you found that connects to the week’s topic or an inspiring video to share. 5. Integrate students’ ideas into the content. Dedicate a section of the LMS for students to share ideas, related content, and other materials that they have found that connects to the course. Use some of what is posted as prompts to engage discussions or in recorded and live lectures. Students will have a sense of pride and accomplishment after seeing that they are making a contribution to the course. 6. Provide students with opportunities to share. Students need the chance to share their learning beyond the discussion board. Have students lead live lectures and online class sessions or serve as facilitators. 7. Have fun and use appropriate humor. Memes can be effective in bringing in humor to the course while making a specified point. Using humor in the online course will help show students that you are human too and not a robot in the computer simply spewing out content. Students in online courses must have opportunities to connect with course content, with the instructor, and with their peers. Keeping these seven simple solutions that instructors can pull from to start building social presence in their online courses is a great starting point.

72 • Building Social Presence Designing Peer-Learning Projects in Online Courses Participating in team projects offers learners the chance to develop interpersonal communication skills (Figueira & Leal, 2013), build relationships with classmates, and increase the level of collective competencies as each group member brings something different to the team. However, in the online environment where the majority of the work may occur asynchronously, learners may resist having to work with others (Smith et al., 2011) on graded assignments. Learners often say that they do not like team assignments because they expect that they will have to contribute more than their teammates or that they will have difficulty scheduling times to meet with team members. They also may be uneasy about being assigned a grade based on the work of the team. Regardless, it is important for instructors to provide online learners with different learning activities where they can work collaboratively with peers while engaging with the academic content in the online classroom. Examples of Peer-Learning Assignments in Online Courses Regardless of the academic discipline, there are specific types of assignments that lend themselves to peer learning, while other types of assignments may be better suited for individual assignments. Accountability teams, case studies, jigsaws, peer reviews, and robust creative works are assignments that are complex, comprehensive and can be broken down into parts that teams can work on together. These types of assignments can be part of any online course as a means to engage learners with one another, while deepening their understanding of the course content. Accountability Teams An accountability team can be useful for learners to help each other complete individual assignments. For example, in a research class or a course with a research project requirement, every learner will have their own individual research projects that they will carry out. However, the class can be split into accountability teams where they will provide peer-feedback and support to each other during each step of the research process. To ensure that the teams take the accountability piece of the assignment seriously, the role of the accountability team should be laid out by the instructor and contributions made should be part of each student’s overall assignment grade. • When to Use: For assignments where students will turn in an individual project, but rely on a team to secure resources, discuss ideas, and stay on track.

Building Social Presence • 73 • Example: You assign a literature review paper with a topic based on the academic discipline of the course. Students will need to secure at least 20 references for the literature review. Accountability team members can post articles in a shared virtual space such as Notion, where they can organize the different articles, write notes to one another, and meet to discuss progress. • Related Technology Tool: • Notion: An online collaborative space that has the capability to share text, notes, documents, and schedule meetings. Case Studies Case studies are a team project option that requires the use of higher level and critical thinking skills. Case studies are ideal if your online course includes comprehensive cases that need to be analyzed. For example in a law course or a counseling psychology course that rely on the use of case studies to help learners master the content. Teams can go through the cases and related facts, make arguments for and against, and ask questions. Case studies are often complex and require breaking down information to develop potential solutions. Having a team work on them can make the experience more invigorating for online learners, as well as help to challenge each other’s thought processes. • When to Use: For assignments where the information to be reviewed and analyzed can benefit from working in teams. • Example: For a law, business, counseling, or education course where you are covering topics of ethics and professional standards. Provide students with a case study of the issue at hand, and in teams, they have to work through the case study and provide a solution. Case study teams can use Microsoft Teams to review the documents, chat, meet live, and record and present their case study analysis • Related Technology Tool: • Microsoft Teams: To use as a space for each case study team to exchange documents, meet live, record presentation, chat, and schedule meetings. Jigsaws Jigsaw assignments are those that are broken into “pieces” or sections, but when the sections are put together, they create a whole project. Jigsaws are ideal for team projects because each team member will have the responsibility for completing a defined section. However, they will have to work with the other team

74 • Building Social Presence members to ensure that the projects are cohesive and filled with continuity. The team will also have to come together if there is a presentation component to the assignment. • When to Use: For assignments that have large components that could be broken up into sections that different teams can work on. • Example: In a history course, you are covering a unit on the American Revolution, Civil War, or Renaissance era. The class can be broken up into equal Jigsaw teams who will each cover a section of the topic. Each group can create one shared Google Slides presentation to create the slides. Once the slides are created, VoiceThread can be used for each jigsaw group to voice record their presentation over their slides. In the end, there is one collective presentation on the entire unit. • Related Technology Tools: • Google Slides: To create a shared presentation with slides from each jigsaw team. • VoiceThread: To record over the individual slides for the presentation part of the assignment. The capabilities of VoiceThread will allow for the recording to be done at different times, but on the same presentation. Peer Reviews Peer reviews provide a wonderful opportunity for online students to engage in participatory and peer learning. Consistent with its name, a peer review happens when a student in a course reviews the academic work of another student. Peer reviews can be used for almost any assignment, in any discipline. What is special about including peer reviews in online courses is that it provides a dedicated and guaranteed time where online learners know they will be able to connect with another student in the class and make a meaningful contribution to the overall learning community. • When to Use: For assignments that you want students to get a second opinion or different perspective from someone other than the instructor. • Example: Using a writing assignment in any academic discipline, place students in peers (or trios if the numbers are not even), and have students review their peer’s writing assignment. Create a rubric specific to the writing assignment that each peer can follow in order to provide valuable feedback. • Related Technology Tools: • Google Forms: For the rubric that each student will complete to provide feedback to their peer/partner.

Building Social Presence • 75 • Trello: For a shared space that each peer review team can use to upload their writing assignment for their peers to see. The link to the Google Form and results can be posted on the Trello as well so students can easily receive feedback from their peers. Robust Creative Works Often there are assignments that instructors would like learners to work on, but there may not be enough time in the course to complete them with fidelity. This is particularly true in certain online courses of accelerated length. These types of assignments would work well in a team capacity where there are flexible guidelines, and each final project is expected to be distinct from one another. Robust creative works are different from jigsaws, which have clearly defined sections. Also, with assignments that rely on innovation and creativity, it is often more effective to combine the thoughts and ideas of multiple parties. • When to Use: For creative projects that require innovation and invention. • Example: Requiring students to build code to keep hackers out of private accounts for computer science and data analytics majors or a prototype for engineering majors. • Related Technology Tool: • Milanote: A creative space that serves as a shared online canvas to doodle, upload images, video, and type text with a team. Online Instructor’s Role in Designing Team Projects Provide a Virtual Team Space All LMSs have tools and applications that serve teamwork well. Instructors should create a private virtual space for each team where team members can connect with one another and share ideas. At a minimum, the shared virtual team space should include a discussion board, a file sharing area, and a space for live, real-time sessions or chat. Instructors should provide an overview of each feature of the virtual shared space and make suggestions for how it should be used. While this may seem intuitive for instructors, some learners may not know how to best leverage the space or use the individual features. This can lead to underutilization of the shared virtual space and a less efficient process during the team project. Be sure that all learners know how to access and use the virtual team space to support the team’s work. Alternatives to the LMS include online spaces where students can co-create content and share. Wakelet, Figure 5.1, is one example and has the ability to leave messages, connect to social media, add text, video, and images.

76 • Building Social Presence

Figure 5.1  A graphical representation of the features of a Wakelet Source: Image from wakelet.com: Wakelet is a web-based platform and mobile app providing an easy and visual way for educators and learners to save, curate and collaborate on digital content

Create Teams Diverse teams, where each member has unique attributes, beliefs, and perspectives, will make for well-rounded team experiences. Teams should have a combination of personality types and learning styles, while also having a few commonalities. Get to know your online learners and their preferences before creating teams. One way to ensure that learners are paired with peers who they would work best with is to use preference inventories. For example, the MyersBriggs personality inventory can be used to determine which learners would be more prone to lead the group versus those who may prefer to take a non-leading role. An online instructor can also create their own preference inventories and

Building Social Presence • 77 give it to learners at the beginning of the course term. This would help online instructors to get to know their learners from the start of the course. Some of the questions on the preference inventory could be: 1. What city/country do you live in? 2. What time zone are you in? 3. Do you prefer to get class work completed in the mornings/evenings? Weekends/weekdays? 4. What type of roles do you feel comfortable taking in team projects? 5. What type of device(s) do you use to access the online course? Remember, you will not have the benefit of seeing students in person as you would in a traditional course. You cannot see who students typically engage with and other non-verbal cues. You can however pay attention to whether there are certain people who always respond to each other’s discussion board postings. Or if some of the students work in the same field, or even for the same organization. Try your best to get to know your online students and use that information to create well rounded teams. If you prefer to have random teams, within most LMSs, there is a feature to create random groups. If the LMS you are using does not have this feature, a free random group selector such as RandomList can be used to randomly create teams. Set Transparent Expectations Team members must be fully aware of what their individual contribution to the team is, and how that will translate into their final grade. Depending on the type of team project, instructors may want to provide an individual grade, a team group, or both. You may want learners to be assessed on the individual contributions they made as well as how well they worked in concert with their team. Assigning individual grades may increase each team members’ personal accountability and can make for a more positive collaborative experience because everyone is involved in contributing to the assignment. Regardless of what type of grade(s) will be assigned, include a full assignment description, clearly list the deliverables, and provide a rubric so teams are aware of how they will be graded. Facilitate Team Dynamics Instructors play an integral role in team projects. We need to anticipate that teams may have challenges and be a consistent presence within the shared online space. Instead of stepping in at the request of students, make students aware that you will be present throughout the assignment as a support and

78 • Building Social Presence resource. Note that it is important to be present, but not too intrusive. Your role will serve as a guide for teams through the process as needed. Being transparent with your role will be helpful for teams who may need assistance with navigating the team space and communicating with their team members. By monitoring the online team space, you are also building instructor presence within the online course and creating an additional opportunity to connect with your students. Develop Feedback System While feedback can be uncomfortable to give and difficult to receive, it is important for each team member to receive constructive feedback from their fellow team members. Knowing that you will be evaluated by team members can serve as motivation for students to do their best work. To assist students with giving feedback and to ensure that the feedback is valuable, develop a template that each team member can use to provide feedback. The template will be specific to the team assignment, your course, and the attributes of each team member’s contributions that you want focused on. Peer evaluations benefit learners who make contributions (Dingel & Wei, 2014) to the team project, and for learners who did not make a full contribution, the peer feedback may help them reflect on how they can improve for the next team project. Digital Tools for Collaboration There are many tools that online instructors can encourage learners to leverage during collaborative projects. Many of these tools can be used to communicate with one another about the course projects, sharing and creating files and documents, and jointly present the final project online. Communicating Collaborative work with peers requires effective communication. There are many ways to communicate with each other in an online course including text and audio. Text communication in online courses typically occurs on a discussion board. If the LMS your school is using does not have a conferencing tool for team projects, there are many options to use. In Chapter  2, several conferencing tools were mentioned that can be used to communicate during collaborative work. In Table 5.1, additional conferencing tools specific to team projects are listed. Regardless of the option you choose, we recommend using a conferencing tool that allows for team members to share their screens with each other and use an interactive whiteboard. Some of the other features that may be helpful include sending invitations to join the meeting, the ability to record the session and having private discussions within the larger team.

Building Social Presence • 79 Here are some ways to encourage teams to use virtual conferencing tools for collaboration: • Require teams to have a planning meeting. • Incorporate a team meeting in the grading process and have them submit a recording of a session. • Require teams to have a post-assignment meeting and acknowledge what went well and areas of improvements. • Meet the teams to discuss their progress on the assignment. • Meet individual team members to give them a voice in the process. • Have the team meet and use the screensharing features to show examples of other projects. In addition to communicating during scheduled meetings, it is important to provide each team with other suggestions for keeping the lines of communication open. Have learners determine which time zones everyone lives in, as well as which times generally work for each person to have live discussions. Ask learners to post some sort of schedule within the LMS and encourage them to use email to send asynchronous messages that do not require the coordination of schedules. Table 5.1 includes a list of conferencing tools and their unique features that can be used for collaborating on team assignments. Table 5.1  Conferencing tools for teamwork Name

Unique Features for Collaboration

Bluejeans Meetings One-click breakout room feature to split teams into small groups. Has a closed caption feature for teams for teams with members who have diverse communication needs. Google Meet

Free tool that works on any device and web browsers. Integrates with Google’s speech recognition technology.

Join.Me

Teams can use a customized meeting link URL and one click screen sharing tool.

Ring Central

Free tool which allows conferencing through messaging, video, and phone. Allows for recording of meetings as well as starting on one device and ending a meeting on another device.

Creating, Sharing, and Storing Materials One of the most important aspects of truly working together on the same project is the ability to be able to share ideas and thoughts. We recommend that learners use Google Docs or a similar tool, where one document can be viewed and edited by multiple people at the same time. The documents created on Google Docs can also be downloaded as PDFs and Microsoft Word documents,

80 • Building Social Presence and shared with the instructor. To ensure that teams fully utilize collaborative documents, online instructors should provide clear and direct instructions on using the features of Google Docs. To share and store materials outside of the Google Drive system, most LMSs such as Blackboard, have a file exchange feature. With the file exchange placed in a group space, teams will have easy access to it, the assignment description and other related materials. Table 5.2 list a few curation tools for teamwork. Table 5.2  Curation Tools for Teamwork Name

Unique Features for Collaboration

Dropbox Paper

Provides a shared collaborative space where team members can create checklists, due dates, agendas for all team members to edit in real time. Can add shared documents, video, and images to shared space.

Google Drive Team members create, house, and edit a variety of media types Suite including documents, presentation, slides, surveys, and spreadsheets. Milanote

Online canvas where teams can creatively curate audio, picture, and text resources.

Padlet

Blank canvas that teams can use to store notes, images, video, and link to documents and outside resources.

Wakelet

Can be used as a shared resource space using a link or QR code to access collaborative files, images, and videos.

Presenting Depending on the type of team project your online learners are actively engaged with, there may be a requirement to record a shared presentation that can be viewed by the other classmates and the instructor. There are many different presentation tools available that have features that can support team projects. Knovio has the ability to record one slide at a time, at different times. For example, perhaps two team members can only record in the morning and one can record in the evening—Knovio allows for such a recording pattern. Knovio also allows learners to create notes that they can read from, for the benefit of learners who are not as confident in their presentation and recording abilities. Slides within Knovio can be deleted and recorded over until the team is satisfied. Once completed, the presentation can be shared via a link that can be embedded within the online course shell. With Prezi, team members can have access to dynamic slides that they can edit and contribute to the content of each slide. Microsoft Teams provides an option for live presentations. During the presentation, team members can send instant chat messages to one another as well as upload files and share their screen. VoiceThread is another option online learners can use to present materials they have collaboratively worked on. Similarly to Knovio, teams will be able to upload slides they have already created into VoiceThread. In addition to slides,

Building Social Presence • 81

Figure 5.2  A graphical representation of the features of a Milanote Source: Image used with permission from Michael Tronouce

images and video can also be uploaded into VoiceThread. Once the presentation materials have been uploaded into VoiceThread, each team member can record their voices on the different slides. Team members have the choice to record their voice only using the audio record feature, their voice and face using the video recorder feature, or just text by typing what they would like to say. In addition to recording through a computer or tablet, team members can call in using a telephone to record over the slides. While presenting, if team members would like to highlight something, there is a doodling feature that allows them to collaboratively work together. Table 5.3 summarizes the unique features of the four presentation tools mentioned in this section. Table 5.3  Presentation tools for teamwork Name

Unique Features for Collaboration

Knovio

Team members can record over presentation slides at different times.

Prezi

Option to include all presentations in a group space with shareable and editable templates.

Microsoft Teams

Live presentations with peers with the ability to share files and chat during the presentation.

VoiceThread

Presentation recordings can be done by different team members on the same or different slides.

82 • Building Social Presence Summary As educators, we often hear about common misconceptions about the online course experience regarding working on team projects and perceived lack of social presence. However, online courses provide an ideal environment to collaborate on learning activities with peers which adds to social presence and community. In order to create an effective collaborative and socially influenced online learning environment, the instructor must intentionally design, develop, and implement opportunities for peer and participatory learning in their online courses. This ensures that learners are equipped with the tools needed to be successful when participating in team-based tasks. It is also important that the instructor is mindful in how to organize teams effectively and facilitate participatory and peer learning activities, we hope that the strategies provided in this chapter are helpful in doing so. In the next chapter, we will highlight essential techniques to assess active and experiential learning opportunities. Chapter 5 Technology and Online Resources The following list includes all of the technology and online resources with corresponding links mentioned throughout Chapter 5, in alphabetical order. Name of Tool

URL

BlueJeans Meetings

www.bluejeans.com/

Canva

www.canva.com/

Dropbox Paper

www.dropbox.com/paper

Google Drive Suite

https://drive.google.com/

Google Forms

www.google.com/forms/about/

Google Meet

https://meet.google.com/

Google Slides

www.google.com/slides/about/

Join.Me

www.join.me/

Knovio

https://knovio.com/

Lino

https://en.linoit.com/

Microsoft Teams

www.microsoft.com/en-us/ microsoft-365/microsoft-teams

Milanote

https://milanote.com/

Notion

www.notion.so/

Padlet

https://padlet.com/

Prezi

https://prezi.com/

RandomList

www.randomlists.com

Ring Central

www.ringcentral.com/ (Continued)

Building Social Presence • 83 Name of Tool

URL

Trello

https://trello.com/en-US

VoiceThread

https://voicethread.com/

Wakelet

https://wakelet.com/

Discipline-Specific Examples To better help you situate an idea from this chapter into your discipline, we provide a wide range of discipline-specific examples in the following table that you can easily reference. Discipline

Description of what students will be required to do

Accounting

Accounting students can work in teams to prepare a mock tax return using online software. Students will electronically send their sample tax return to a peer by posting to a Lino, and the peer will provide feedback.

Education

Require students to work with their peers on designing a collaborative lesson plan unit based on the teaching certifications that students are in school for. The teams can use Dropbox Paper to document their robust creative works.

Engineering

Students will be assigned to an accountability team by their instructor. Each student will have to design a complex mechanical structure or other related assignment. The accountability teams will be required to meet virtually weekly to check in, share ideas, and for general support. A team grade will not be assigned for the finished individual projects, however, participation points for contributing to the accountability team will be awarded.

Kinesiology

In Jigsaw teams, each student can contribute to a project on identifying and illustrating parts of the body. A shared Canva document can be used for Jigsaw team members to add to their section of the body. The final product will be an online infographic with hyperlinks to different resources.

Social Work

Case study teams can analyze a case on families and children who are experiencing trauma in the home and determine collectively how social services should get involved. Case study teams will use a virtual conferencing tool to discuss the case and record their responses to the questions posed.

Planning Template For this chapter, we have developed a planning template that includes an example of an English instructor using peer reviews for a writing assignment in an online composition course. For instance, the instructor will pair students

84 • Building Social Presence together to provide feedback (e.g. text, audio, or video) on how to improve grammatical and structural errors in their peer’s paper. The first column in the following table is filled out completely as a model for your course planning. Chapter 5 Planning Template Type of Active and Experiential Learning Activity

Peer Reviews Academic Discipline: English/Composition

Topic (A few words description)

Revising and editing writing drafts.

Learning Objective(s) (What learners should be able to do/understand after participating in the learning activities?)

Students will be able to: • Identify grammatical and structural errors in writing. • Review the writing of a peer. • Provide feedback and suggestions for writing improvement.

Description of Activity (What learners will be “doing”)

Part 1: Working with a peer (or trio), each student will review the Writing Assignment #1 of one of their peers, identify grammatical and structural errors in writing, and provide feedback and suggestions for writing improvement. Using a Padlet, students will either upload a Word document or a picture of the writing assignment, copy and paste the content directly into the Padlet, or post the link to the writing assignment within Google Docs. The peer reviewer (the other student), will then provide feedback to their peer on any grammar issues that they see or make suggestions for structural changes. Feedback can be provided in a variety of formats including text, audio, and video. Part 2: Have a different peer respond to more targeted questions (from the professor) based on one of their classmates’ writing assignments by completing a Google Form. Sample Questions: 1) What was the main idea of the essay? 2) How could the conclusion of the essay be strengthened?

Deliverables (What learners will “turn in” for feedback and grading?)

1) A link to the Padlet with feedback 2) The completed Google Form (Continued)

Building Social Presence • 85 Chapter 5 Planning Template Type of Active and Experiential Learning Activity

Peer Reviews Academic Discipline: English/Composition

Assessment (The grading criteria the instructor will use. Add a link to grading rubric where available)

1) Padlet review will be graded based on: • Posting the writing assignment #1 to the Padlet • Providing peer with feedback on the Padlet 2) Google Forms: • Responding to all of the questions on the Google Doc

Completion Time (Estimated amount of time the activity will take to complete)

1–1.5 hours (but will vary depending on how long the writing assignment is)

Required Tech Tools (Technology tools required to carry out and complete learning activity)

Padlet Google Forms

Now, take a moment to reflect on your course. We have provided a blank planning template as an organizational tool as you start to plan how to include participatory and peer-learning opportunities in your online courses. This template is also available for download on the book’s resources webpage. We encourage you to include some of the technology and online resources mentioned throughout this chapter, as well as the discipline-specific examples mentioned earlier. Chapter 5 Planning Template (Blank) Type of Active and Experiential Learning Activity

Peer Reviews Academic Discipline:

Jigsaws Academic Discipline:

Case Study Academic Discipline:

Topic (A few words description) Learning Objective(s) (What learners should be able to do/ understand after participating in the learning activities?) (Continued)

86 • Building Social Presence Chapter 5 Planning Template (Blank) Type of Active and Experiential Learning Activity Description of Activity (What learners will be “doing”) Deliverables (What learners will “turn in” for feedback and grading?) Assessment (The grading criteria the instructor will use. Add link to grading rubric) Completion Time (Estimated amount of time the activity will take to complete) Required Tech Tools (Technology tools required to carry out and complete learning activity)

Peer Reviews Academic Discipline:

Jigsaws Academic Discipline:

Case Study Academic Discipline:

6

Assessment Practices Evaluating Active and Experiential Learning

KEY TERMS • • • • • • • • • •

Academic Integrity Competency-Based Learning Digital Citizenship Feedback Formative Assessment Learning Outcomes Micro-Credentialing Plagiarism Rubrics Summative Assessment

Overview As we enter the final chapter of the book, it is important to address how to evaluate active and experiential learning. Throughout the book, we shared a myriad of ways that active and experiential learning strategies such as field-based and clinical experiences, simulations, project-based learning, scenario-based learning, virtual field trips, and peer and participatory learning can be incorporated into online courses to engage learners. As you think about which of those you could potentially include in your online courses, also consider how you will assess that students have met the learning objectives for the specific active and experiential learning activities. The teaching and learning experience can be especially affected by the use of assessments in an online environment as it provides instructors with crucial information on the impacts of the overall learning experience. Understanding the role of assessments in active and experiential learning means knowing what circumstances and elements can drive learning behavior and what affects learners’ learning experiences. Instructors can create active and experiential learning strategies based on learner needs and interests, and use assessments to measure their understanding of the material through online assessment tools. Activities 87

88 • Assessment Practices such as diagnostic quizzes, discussions, or polls, when carefully designed and focused on learning objectives, can allow instructors to reveal learners’ prior knowledge and monitor comprehension while facilitating learning (Bloom, Hastings, & Madaus, 1971). There are other types of assessments that can be created specifically to evaluate experiential learning experiences such as digital portfolios, infographics, concept mapping, video presentations, vlogs, competency-based learning, and micro-credentials. Online learning provides learners with the opportunity to adapt their education to their lifestyle. Many educators believe that online learning through active and experiential learning opportunities allows learners to collaborate and reach a broader and larger audience. Greater diversity of online assessments will allow the online classroom to extend its reach globally as well as into local communities. Learners from around the world can connect with one another which enriches the learning experience by providing meaningful discussions and multiple perspectives on topics. Active and experiential learning techniques have emerged as strategies for instructors to promote engagement among multiple disciplines and cater to a variety of learning styles. Formative and Summative Assessments Once you have created engaging and authentic active and experiential learning activities for your online learners, how do you know that they are learning? It is important to have different types of formative and summative assessments in any online course. Formative assessments are used during the course to ensure that learners are meeting weekly learning objectives (Kulasegaram  & Rangachari, 2018). In a traditional course, instructors sometimes use informal observation during class time to check that learners are following along or have learners complete small learning activities in class. In an online class, learning can be observed by responses on the discussion board, online journals, and vlog posts. Also, smaller assignments and papers can be required throughout the course which would give learners more opportunities to demonstrate where they are in the learning process, providing instructors with formative assessment data. Summative assessments are more formal and typically are given towards the end of the course as a final assignment. In a traditional course, summative assessments are the final projects, presentations, and portfolios. These are the assignments that tell you if the learner has met the course or unit’s overarching learning goals. In an online course, instructors can design summative assessments that align well with both the available learning technologies within the LMS and outside technology tools. For example, using the portfolio feature within an LMS, online learners can create a digital portfolio that documents their learning throughout the course while highlighting various learning artifacts and key assignments. Another option outside of the LMS would be using

Assessment Practices • 89 a free website builder such as Google Sites to house a digital portfolio. The key to creating summative assessments is that they are due at the end of a larger unit or the course with the primary purpose of evaluating whether learners have met the overall course learning outcomes. It is important to have both formative and summative assignments in online courses so that the instructor is aware of how their learners are managing and receiving the course content, and how beneficial the experiential learning activities are. Formative assessments are also a practical way to receive immediate feedback and make necessary changes prior to the end of the course. Since formative assessments are administered throughout the course, it provides instructors with opportunities to modify learning activities and provide additional support to learners who may require it. Summative assessment data can be used by online instructors to determine if any content should be changed during the next iteration of the course. The Role of Assessments in Active Learning Assessments play a major role in the active learning process. They provide a basis for learners and instructors to reflect and convey that learning has taken place and can immediately show areas of improvements. Aligning the assessment with active learning assignments allows for a “reflective process that ensures continued growth long after specific learning opportunities have been completed” (Bassett  & Jackson, 1994, p.  73). For instance, Hu and Wolniak (2010) used items measuring academic engagement that assessed working and discussing with other learners, discussing work with instructors, and working harder than expected to meet expectations. Social engagement was measured by assessing learner involvement in extracurricular and enrichment activities (Hu & Wolniak, 2010). The use of active learning techniques to assess learners can be organized in the following ways for the online classroom: Observations: A type of assessment based on a performance task that can be observed by the instructor or as a peer review assignment. This type of assessment tool informs the learner about their learning growth and/or progression as well as easily identifies learning challenges. Instructors can use a tool called Kaizena to embed voice, video, and text-based feedback for students to learn how to improve and refine their work. Checklists or Self-assessments: A  type of assessment that instructors can use to allow learners to complete self-reflective assignments such as essays, article reviews, blogs, and discussions. Requiring learners to complete a checklist in the form of a questionnaire or providing them the opportunity to reflect on course materials informs the teacher about individual achievement and identifies learning gaps. Trello, is

90 • Assessment Practices an interactive tool that can be a resource to students to create checklists, collaborate, and share their progress on assessment or assignment related tasks. Sample work/digital portfolios: A  type of assessment where learners either compile a collection of their best work that reflects on course understanding or acquired skills. Can also be used as a final evaluation of learners’ work for a particular program progression serving as a capstone assessment. Students can use a tool like FolioSpaces to create free digital portfolios to showcase and share their work. Tests/Quizzes: A  type of assessment that informs the instructor about the effectiveness of their teaching strategies or how the course material is structured. For example, in the online environment instructors can create knowledge checks to assess learners at any point throughout the course. Online tests and quizzes allow for immediate feedback from the instructor by providing a quick snapshot of the learner’s comprehensive learning profile (e.g. abilities, needs, interests or preferences). Online tools like Quizlet and EdPuzzle allow instructors to embed assessments in their online classroom experiences that check students’ understanding and offer automatic feedback. The Role of Assessments in Experiential Learning While learner engagement has a well-established role in learning, comprehension, and academic performance (Kuh, 2008), experiential learning has also been shown to be closely related to career or occupational outcomes. There are several ways to assess experiential learning activities in the online classroom. Similar to active learning, most of these assessment methods are based on individual and group reflections as well as reflective writing assignments that allow learners to focus their learning on particular events or scenarios while also presenting a final deliverable at the end of the course. Oral presentations may prove to be a valuable assessment to inform instructors of the key learning points that were either achieved or were a challenge among learners. Again, since learners are working on various assignments at different times, the instructor cannot assume that every learning experience will be valued in the same way. According to Wurdinger (2005), with the “appropriate assessment tool, such as a self-assessment, the educator might not ever realize that significant learning occurred. Therefore, educators should search for assessment techniques that measure more than just the ability to remember information” (p. 69). The use of experiential techniques to assess learning can be organized in the following ways: Oral presentation/oral exam: A  type of assessment that informs the instructor about the comprehensiveness of learning experiences. This assessment tool is usually administered at the end of the course as a

Assessment Practices • 91 reflective presentation of the learning journey and assesses how learners were able to clearly articulate their learning. A tool such as Flipgrid can be used to present content and foster meaningful discussion responses from the instructor and other classmates. On-the job internship: A type of assessment that informs the instructor about the work-related environment and any skills acquired at the internship. For example, learners can participate in on-the-job learning experience where they apply course content to their work environment. Learners may be asked to track and share their learning using an online vlog tool and respond to content centered around specific questions outlined by the instructor. Using YouTube, students can create a YouTube channel for the course and create weekly vlog entries that correlate with the experiential learning experience they are involved in. Instructors can provide prompts and assess learning by watching the videos and evaluating students’ responses to the questions posed. Role playing exercises: A type of assessment that allows the learner to assume a role of another individual and provide a particular content scenario, issue, or simulation. The instructor would be able to assess the learner’s ability to transfer knowledge learned and ability to compile and synthesize a perspective based on the course content. Hosting a live session in the online course using a feature within your institution’s LMS or a tool such as Skype Meet Now would be useful. Skype Meet Now has the ability to blur backgrounds for increased privacy, record the meeting for students who may not be able to attend live, and add live subtitles. Workplace recommendations for improvement: A  type of assessment that informs the instructor that the learner is able to identify and investigate a problem that the learner may be experiencing in their current or future workplace. This assessment tool allows the learner to be able to map out the process or steps to recommend areas of improvement. In other words, the learners have to take on the perspective that they are change agents who want to apply their expertise of the situation by connecting ideas and knowledge based on the course content that is being presented. Using a collaborative tool such as MindMeister, learners can work independently and with each other to plan out ideas, create mind and concept maps, comment, add notes, links, and videos. The mind and concept maps can also be turned into slides for presentations. Implementing Competency-Based Learning Strategies for Online Assessments Competency-based learning is measured by demonstrating a competency or mastery of knowledge and skills required for meeting specific learning outcomes (Van

92 • Assessment Practices Os, 2017). Competency-based education is becoming a common model for most online classrooms by allowing students to prove mastery of skills or tasks while not worrying about the set time prerequisites in traditional classrooms. Online competency-based assessments can empower instructors to identify and understand learning gaps within the course topics. These assessments also allow instructors to provide individualized feedback for their students based on skills achieved or competencies mastered within a specified timeframe. Given the unique and individualized nature of experiential learning activities, competency-based learning can allow online learners to demonstrate their knowledge and move on to new material at their own pace. This level of flexibility in assessments will enable students to experience multiple learning pathways to achieve greater efficiency towards the desired course results. Competencybased assessments tend to be authentic, hands-on, and engaging. Some types of assessments would include but are not limited to creating a digital portfolio, conducting an experiment, observation of a task/performance, building models, programming (coding) activities, interactive quizzes, or obtaining digital badges. Therefore, knowing that competency-based learning assessments provide students with immediate feedback, instructors can use this information to track skill development and create personalized supplemental material as needed. When thinking about online assessment techniques using competency-based learning, it is helpful for instructors to know that there can be multiple assessments designed to continuously check understanding, measure mastery, ensure knowledge retention, and predict preparedness for their learners (McLeod, 2017, p. 19). Here are some ideas on aligning formative assessments with competency-based learning activities mentioned by McLeod (2017): • Mastery tests measure whether students have mastered lesson objectives and are prepared to move on to the next learning objective in the instructional sequence. • Module or unit pre-tests measure the learner’s knowledge of the learning objectives before beginning instruction and allow students to test out of lessons by demonstrating mastery. • Module or unit post-tests measure the learner’s understanding of both the basic knowledge and the higher-level skills within each unit. They help ensure that students are building and retaining knowledge from topic to topic throughout the semester. • End-of-semester exams measure all students’ mastery and retention of the instruction in every module or unit covered in the course. Micro-Credentials and Digital Badges Micro-credentials are known as small, competency-based achievements that allow students to demonstrate mastery in a particular area or through providing

Assessment Practices • 93 evidence created via classroom experience (National Education Association, 2021). All micro-credentials offer a specific learning pathway that enables students to improve, grow, and document their skills related to the goals of the course and pedagogical outcomes. In addition, micro-credentials are known to be an effective way to implement a competency-based learning model and can add value to the active learning nature of online courses. Instructors can have learners select micro-credentials to pursue as part of an online course assignment to complete a personal leadership development plan based on a focus area of their interests. Students must provide specific examples of their experiences, knowledge, and skills to demonstrate mastery. Examples of this evidence may include videos, job-related documentation, observation reports, and certification for a training or workshop. The instructor would review and weigh each piece of submitted evidence to determine if the student has met the micro-credential successfully. Digital badges are web-based micro-credentials containing stored information and used to recognize achievements on specific learning knowledge and competencies. Keep in mind that micro-credentials provide educators a way to categorize competencies that should be demonstrated by having learners submit evidence-based course assessments. In contrast, digital badges illustrate competencies that have been validated, indicating student mastery. Instructors can use badges to incentivize and motivate online students to advance their learning with micro-credentials. One example of digital badging is Open Badges, a platform that issues, collects, and displays badges. Open Badges can be integrated with most LMSs for online course sites or used to showcase professional skills on social media sites like LinkedIn and Twitter. Table 6.1 shows several examples of micro-credentialing and digital badging platforms that can be used to assess the mastery of skills.

Table 6.1  Types of micro-credentialing platforms Name

Overview of Platform

Acclaim

Digital credential platform that allows instructors to create, assign, and track how learners use their badges they earn.

Bloomboard

This platform provides online learning experiences by offering competencies that learners can earn certification through microcredentials in various disciplines.

Coursera

An accredited platform where learners can earn online credentials and professional certificates from top universities and companies in the world. (Continued)

94 • Assessment Practices Name

Overview of Platform

Digital Promise

A micro-credential ecosystem that gives learners the opportunity to master their skills through the competency-based learning framework.

edX

This platform offers a diverse portfolio of educational pathways for learners to gain new skills and explore career specific certificates.

Assessing the Discussion Board The traditional discussion board is typically used in an online course to engage online learners as well as to assess knowledge transfer of readings from instructor to learner or learner-to-learner. Draper, Smith, Hall, and Siebert (2005) described this relationship between content-area instruction and literacy instruction as a “dualism”, and their contention was that teachers must teach learners about how the texts in their disciplines are created and used. As we move towards providing online learners more opportunities to experience active and experiential learning, the ways in which the discussion board is used must be changed too. In the online setting, the discussion board is a unilateral teaching approach where the instructor’s presence and role must stimulate learners to be engaged in meaningful discourse. Most of the discussion questions should be framed in a way that encourages an effective dialogue around the specific course content. Making learner or instructor presence known in the discussion boards must be structured in a way that learners are not only overwhelmed by the frequency of the posting or lack of engagement from classmates, but also feel the presence of the class community. Posting either too frequently or less frequently tends to lead to shorter discussions or lack of instructor presence/disconnect to push the conversation forward (Mazzolini & Maddison, 2003). Since online discussion boards are traditionally text-based, they may lack a sense of community and interaction because there is no facial expression or body language to convey engagement with one another—only the content and the perception of what a learner is willing to share. In Chapter 1 we shared several examples of making the discussion board more engaging for students, across content areas, beyond a typed text response. To assess the interaction and knowledge transfer that goes on in the online discussions, utilizing a rubric would be an effective tool. For example, the rubric tool allows the instructor to provide specific guidelines and expectations regarding learners’ participation on the discussion board. Instructors need to identify which strategies do and do not have merit and to develop their own knowledge of the roles discussion boards play in the disciplinary subject areas in their online classrooms. Some basic techniques on how online discussion boards are assessed are outlined in Table 6.2.

Assessment Practices • 95 Table 6.2  Techniques to assess online discussion boards Assessment criteria

Brief description

Participation Individual postings also known as the initial post should have (Frequency of post clear and standard guidelines for the online discussion board. and establishing the For example, ground rules) “Learners must post their initial post by Thursday night by 11 p.m. ET and also post a follow-up as well as response to at least two other classmate’s post by Sunday night by 11 p.m. ET”. It would be also helpful for instructors to include guidelines about format and length of a discussion board. For example, this can be mentioned in a general sense in the prompt as “your responses should be no more than two paragraphs” or “3 minutes recording length” or as concise as “your responses should be at least 250 words in length and in narrative form”. Note: Instructors should also be encouraged to create group discussion boards to facilitate course discussions. Group discussion contains a subset of learners to interact and contribute their thoughts in a smaller cohort. Point Allocation (How much is this assignment worth?)

Instructors should provide very specific guidelines for evaluating learners and associating a grade for discussion contributions and participation. It would be helpful for the instructor to provide information on the following: • Points based on number of postings. • Posts should be submitted in a timely fashion. • Length of posts. • Well informed response posts to other classmates (not just the typical, “I agree”, “Nice post”).

Connection Concepts

Instructors should create discussion questions that help assess learners’ comprehension of the course topics. This may require learners to include references or citations from readings, lecture materials, or other external resources that may have influenced their rationale or enriched their application of real-world experience.

Stimulating or Clarifying course questions

Instructor presence and facilitation is very important in the online discussion board. It is the instructor’s role to stimulate the dialogue and keep learners engaged throughout the duration or length of the discussion board. For example, it would be helpful for instructors to: • Create 2–3 guiding discussion questions to continue discussions among learners. • Provide learner feedback to ensure that their perspective of learning is aligned with understanding the course content.

96 • Assessment Practices In this book, we have recognized the role of the discussion board in online courses, identified ways to maximize the discussion board to facilitate active learning, and introduced how to go beyond the traditional discussion board by including active and experiential learning strategies in online courses. We do agree that the benefits of the discussion board allow learners to communicate around processes, brainstorm, share ideas about the content, and even reflect on their experiences. Deep knowledge of a discipline is best acquired by engaging in the things used by experts in that discipline (Shanahan  & Shanahan, 2012). Through online assessment coupled with active learning opportunities, learners deepen their knowledge and understanding of the topics within the discipline that pertains to their online coursework. Developing Learning Outcomes for Experiential Learning Activities in Online Courses Even though activities related to experiential and active learning are seen as informal learning opportunities by some, the benefits of experiencing content through active engagement is tremendous and requires the development of specific learning objectives that align with course learning outcomes and that connect to each experiential learning activity. Bloom’s (1956) taxonomy can be used to develop learning objectives based on the level of mastery. As you can see from Figure 6.1, Bloom’s Taxonomy was designed to move learners from basic understanding to a high level of complexity where new knowledge is being formulated and created by the learner.

Figure 6.1  Bloom’s taxonomy Source: The graphic is released under a Creative Commons Attribution license through the Vanderbilt University Center for Teaching

Assessment Practices • 97 To ensure that there is an alignment between learning outcomes, course content and assessments, structured learning objectives must be created. Moreover, by having assessments connected to overall learning outcomes, the purpose of the assignment will make more sense to learners. This is particularly true for learners in an online course when developing learning objectives based on specific experiential and active learning activities. Some examples are included in Table 6.3.

Table 6.3  Sample learning outcomes and assessments for experiential/active learning Experiential Learning Activity

Learning Outcome

Assessment

Clinical Experiences Learners will be able to perform basic medical tasks as related to their academic discipline (i.e. nursing, physical therapy, and athletic training)

Students complete specific online simulation scenarios to demonstrate their knowledge of related concepts. A host of nursing and allied health simulation scenarios are provided online through the Kansas State Board of Nursing.

Internship

Learners will be able to interpret basic tax documents

Case study analysis where learners are given a tax situation of a fictional person and must interpret the tax document. The Internal Revenue Service (IRS) has a website with a variety of tax simulations that students can use.

Service-Learning

Learners will be able to identify housing options for low income families

A knowledge check where learners must answer questions correctly related to the affordable housing programs they learned about at their service site. A tool such as Vevox can be used to poll, survey, and engage students in a Q&A session.

Student Teaching

Learners will be able to design unit plans

Give learners a grade level and subject-area and have them create a unit plan within an LMS.

Virtual Field Trips

Learners will be able to document a time period, historical artifacts, or ecological structures

Using a tool such as Diigo, students can bookmark, tag, highlight, create sticky notes, and archive web pages during a virtual tour.

98 • Assessment Practices Aligning Intellectual Competencies With Online Assessments According to Gardner (2011), intelligence can be measured based on the skills that a person is able to use to gain new knowledge and solve problems. Gardner believes that there are nine different types of intelligences also known as intellectual competencies as shown in Figure 6.2. A common misconception about the theory of multiple intelligences is that it is synonymous with learning styles. Gardner (2006) distinguishes between learning styles, which refer to the way an individual is most comfortable approaching a range of tasks and materials, and the theory of multiple intelligences, which states that everyone has all nine intelligences at varying degrees of proficiency as outlined in Table 6.4 and an individual’s learning style is unrelated to the areas in which they are the most intelligent. Therefore, presenting a variety of activities and approaches to learning helps encourage students to be able to think about the subjects from various perspectives, deepening their knowledge of that topic (Gardner, 2011).

Figure 6.2  Gardner’s types of multiple intelligence Source: EDUBUK (Shivani Mehrotra)

Assessment Practices • 99 Table 6.4  Description of the nine intelligences developed by Gardner Type of Intelligence Category

Description

Auditory-Musical

Music Smart Learners in this learning category tend to learn best by incorporating audio aids, such as music in the form of hearing or singing of the course content.

Bodily-Kinesthetic

Body Smart

Learners in this learning category tend to learn best through touch or by moving around. Hands-on lab demonstrations, gaming, or site visits allow these learners to gather and process information of the course content.

Existential

Wonder Smart

Learners in this learning category tend to learn best by asking meaningful questions about human existence. Reflection experiences and research-based assignments allow these learners to view the big picture of how the world works and seek answers to difficult questions on how everything fits together.

Interpersonal

People Smart Learners in this learning category tend to learn best from others by working in teams or groups that allow them to collaborate, discuss, and share knowledge that they learn.

Intrapersonal

Self Smart

Learners in this learning category tend to learn best by having self-directed goals or activities that allow them to organize and process their knowledge internally.

LogicalMathematical

Logic Smart

Learners in this learning category tend to learn best by engaging in activities that allow them to connect relationships, identify patterns or themes, etc.

Naturalistic

Nature Smart

Learners in this learning category tend to learn best by working in the external environment (outside the classroom experiences). In some online courses, instructors can encourage learners to participate in city walks or field experiences that get them “outside” and interact with various artifacts or tools.

Verbal-Linguistic

Word Smart

Learners in this learning category tend to grasp the content by engaging in readings, discussions, written assignment, and oral/verbal presentations.

Visual-Spatial

Picture Smart

Learners in this learning category tend to learn best through visual demonstrations as well as from diagrams, images, and other visual aids.

100 • Assessment Practices Instructors can use a variety of online active and experiential activities to measure student learning and assess the multiple intelligences developed by Gardner. Some common examples of learning assessments that align with multiple intelligences include oral presentations, designing models, virtual walking tours, recording a podcast, creating an infographic, conducting interviews, and reflecting on experiences. Keep in mind that no matter which type of assessment you decide to assign to students, it is crucial to provide clear instructions and assignment descriptions. Also, consider using a grading rubric to help students understand expectations for achieving mastery of the course outcomes. Promoting Academic Integrity There may be some concern about how independently, without the assistance of resources and other people, online learners are completing course assignments. While completely eliminating cheating may be a monumental task, instructors can reduce the likelihood of cheating by preparing students for assessments, making sure that assessments are aligned with the active and experiential learning activities that students are engaged in, and preparing students for success. When students understand expectations and feel prepared, they will not need to compromise their academic integrity or submit someone else’s work as their own. Video Expectations of Assignments Sometimes it is difficult for learners to understand what the instructor is attempting to communicate through written text. In a traditional brick-andmortar class, learners are able to ask the instructor clarification questions during live classes. In an online course, this cannot always be done in the same way. However, through the use of video explanations of assignment guidelines, instructors have the ability to thoroughly explain assignment guidelines with audio, video, images, and text. Learners will also have the ability to watch and listen to the recording multiple times, as they work on the assignment. We suggest recording assignment video explanations on a tool such as VoiceThread so students can leave questions and comments directly on the video explanation. This would reduce the number of emails that an instructor receives asking identical or similar questions. As an alternative to using VoiceThread, the video assignment explanation can be posted to a general discussion board area within the course LMS.

Assessment Practices • 101 The Power of Rubrics Even though you have created a video recording explaining what the assignment entails, the use of a rubric is recommended. For students, having a rubric can serve as a checking tool to ensure that they have included all of the required elements of the assessment. This is particularly true in online courses where students will not regularly see you in class to check in. As you have seen with the provided examples throughout the book, active and experiential learning activities are dynamic with multiple parts. Having a rubric provides structure to the assignment expectations and leaves little room for surprises. For instructors, the rubric is critical when providing a grade for students’ work. Many of the different active and experiential activities such as project-based learning, scenario-based learning, simulations, field-based experiences, and team projects will not have the ability to be graded by a computer. Rubrics may seem complicated to create, but tools such as Rubric Maker makes the process seamless. Utilizing Online Plagiarism Detection Tools In online courses, special attention must be paid to ensuring that learners are adhering to academic integrity standards within the course. It is very difficult to monitor learners when completing summative and formative assessments. There are some tools that can assist online instructors with protecting the fidelity of learner completion of assessments. Grammarly: Using ProQuest databases that house over 16 billion web pages, Grammarly is an online plagiarism checking tool that can detect if a student has included written content that is credited to another source. Content can either be copy and pasted into the Grammarly system or uploaded as a file. Grammarly also has features to help students check writing issues including punctuation, grammar, sentence structure, and vocabulary. Prior to turning in a paper documenting their experiential learning experience, instructors can have students check their work on the Grammarly website or instructors can check after the assignment is turned in. Plagiarism Checker X: Through robust online plagiarism detection software, Plagiarism Checker X offers a side-by-side comparison (see Figure 6.3) with highlighting to see the original and alternative content that a student may be submitting. In addition to being able to check papers, Plagiarism Checker X also scans blogs and web pages. Comprehensive reports are available which tease out the level of similarity found. Plagiarism Checker X is available in several languages including English, Spanish, French, German, Italian, Dutch, and Portuguese.

102 • Assessment Practices

Figure 6.3  An example of the Plagiarism Checker X showing a student’s paper to see how similar it is to an already published paper Source: Image used with permission of Plagiarism Checker X

Turnitin: is a very useful tool for online instructors who have learners who complete written work. This can include formal papers related to their experiential learning experiences, research papers created for their project-based and scenario-based learning assignments, or team papers. Turnitin can be embedded into many LMSs, and learners can submit their papers directly into Turnitin. One of the most useful features of engaging learners in the writing process is the comments that can be left directly on the learner’s paper. Additionally, Turnitin shows you how original the learner’s work is, and alerts the instructor to where similar work has been published. Summary In this final chapter, we outlined assessment practices that can be used to monitor and evaluate student performance that involve active and experiential learning opportunities. These diverse assessment methods will continue to evolve over time, especially in online learning environments where timely and constructive feedback is key. Nevertheless, it is important for online instructors to be able to align every assessment and assignment to the course learning outcomes and provide students with the opportunity to demonstrate what they have learned

Assessment Practices • 103 through active and experiential learning activities. As this book comes to a conclusion, we hope that you have found a plethora of practical, valuable, and useful ideas to include or expand active and experiential learning activities in your online, hybrid, and blended courses. We are confident that through the use of some or all of the strategies we explored in this book including field-based experiences, simulations, project-based learning, scenario-based learning, augmented and virtual reality, service-learning, gaming, social media, peer and participatory learning, and 21st century assessment practices, your learners will be engaged, inspired, and comprehensively connected with the course content that will drive overall student success and a create a meaningful and engaging educational experience. Chapter 6 Technology and Online Resources The following list includes all of the technology and online resources with corresponding links mentioned throughout Chapter 6, in alphabetical order. Name of Tool

URL

Acclaim

www.youracclaim.com/

Bloomboard

https://bloomboard.com/

Coursera

www.coursera.org/

Digital Promise

https://digitalpromise.org/

Diigo

www.diigo.com/

Easelly

www.easel.ly/

EdPuzzle

https://edpuzzle.com/

edX

www.edx.org/

Flipgrid

https://info.flipgrid.com/

FolioSpaces

www.foliospaces.org/

Google Sites

https://sites.google.com/

Grammarly

www.grammarly.com/

IRS Tax Simulations

https://apps.irs.gov/app/understandingTaxes/ student/simulations.jsp

Kaizena

www.kaizena.com/

MindMeister

www.mindmeister.com/

Nursing Simulation Scenarios Library (through the Kansas State Board of Nursing)

https://ksbn.kansas.gov/administratorresources/simulation-scenarios/

Open Badges

https://openbadges.org/

Pramp

www.pramp.com (Continued)

104 • Assessment Practices Name of Tool

URL

Piktochart

http://piktochart.com/

Plagiarism Checker X

https://plagiarismcheckerx.com/

Quizlet

https://quizlet.com/

Rubric Maker

https://rubric-maker.com/

Slack

https://slack.com/

Skype Meet Now

www.skype.com/en/free-conference-call/

Trello

https://trello.com/en-US

Turnitin

www.turnitin.com/

Vevox

www.vevox.com/

Visualize.me

http://vizualize.me/

VoiceThread

https://voicethread.com/

YouTube

www.youtube.com/

Zoom

https://zoom.us/

Discipline-Specific Examples To better help you situate an idea from this chapter into your discipline, we provide a wide range of discipline-specific examples in the following table that you can easily reference. For this final chapter, the following assessment activities can be used across any discipline as a chance for students to demonstrate what they know after participating in active and experiential learning activities. As a reminder, active and experiential learning activities should align with the course learning objectives for your students. Discipline

Description of what students will be required to do

All Disciplines

Infographics: Infographics can help students retain course topics and understand complex concepts. Have students create an infographic as a final project deliverable to display their product development and design features. Infographics can help students deliver a compelling presentation using visuals to summarize information and highlight important diagrams and figures. Some digital tools that can be used online include Easelly, Piktochart, and Visualize.me where learners can create and share engaging infographics to show mastery or completion of their assessments. (Continued)

Assessment Practices • 105 Discipline

Description of what students will be required to do

All Disciplines

Mock Interviews: Interview skills are critical for student success and can add value to experiential learning assessments, especially in disciplines where demonstrating proficiency is an integral course requirement. Mock interviews allow students to identify their strengths and get immediate feedback on areas of improvement in a low-stress environment. Assign students to complete a brief mock interview (5 minutes) to explain their individual experience and contributions to a career-related or job opportunity (e.g., co-op, internship, work-study, etc.). Students can share a video recording of their mock interview with their peers for feedback. Students can also use the tool, Pramp to practice and receive support from a mentor on their interview performance.

All Disciplines

Think-Pair-Share: Think-Pair-Share is an active learning strategy that involves students working individually and collectively to review information, discuss ideas, and present findings on a topic or specific question. Pose a scenario or problem to students that target key course concepts. Monitor student interactions as they complete these steps: • Think independently about the scenario or problem and list three recommended solutions. • Pair with a partner/work in small groups to consult and discuss ideas. Use collaboration tools like Zoom’s breakout rooms or Slack’s instant messaging feature to provide feedback and create a new list, highlighting all the possible solutions for the scenario or problem. • Share the top two recommended solutions with the entire class.

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Index

360 Cities 18, 27 abstract conceptualization 11 – 12 academic integrity 87, 100 – 101 Access Mars 47 – 48 Acclaim 93, 103 accountability teams 69, 72, 83 active citizenry 17 active learning 1, 4 – 5, 7 – 9, 12, 37, 62, 64, 66 – 68; definition 2 – 3; role of assessments 89 – 90, 93 – 94, 96 – 97 adaptive learning 43, 46; computer 55; principles 43 Adobe Aero 48, 49 Adobe Spark 39, 48 Allen, I.E. 6 American Association of Colleges of Pharmacy 26, 28 American Bar Association 26, 28 American Health Information Management Association 26, 28 American Museum of Natural History 18, 28 American Nurses Association 26, 28 Anderson, T. 70 Animoto 48, 49 apprenticeship 16, 36 Archer, W. 70 artificial intelligence 9, 10, 27, 51 – 52; practical uses 45; role in learning 33, 44; student access and support 46 Articulate 360 38 – 39, 48 assessments 87 – 89, 90 – 92, 98, 100 – 104; of discussion boards 94 – 95; formative 88 – 89; role in active learning 89, 90; role in competency-based learning 91 – 92; role in experiential learning 90 – 91, 96 – 97; role in microcredentialing 93; summative 88 – 89 assignment guidelines, video explanation 100 Association for Experiential Education 26, 28 Association of International Education Administrators 27 – 28 Association for Teacher Educators 27 – 28 asynchronous learning 1, 6 – 7

110

attrition 4 augmented reality (AR) 9, 33, 46–47, 49–52 avatars 71 badges 93 Barron, B. 35 BioDigital Human 47 – 48 bitmoji 71 Blackboard 80 blogs 21, 23, 27, 62, 89, 101; tools 23 Bloom, S. 96 Bloomboard 93, 103 Bloom’s taxonomy of higher order thinking 5, 96 BlueJeans Meetings 79, 82 Buckingham, D. 36 Buck Institute for Education 34 Calendly 25, 28 Campus Compact 27 – 28 Canva 48, 50, 75, 80, 82 – 83 case studies 8, 69, 72 – 73 checklists 18, 80, 89, 90 civic 9, 11, 14, 17, 26, 30 – 31; commitment 14; contribution 17; engagement 9, 26, 30 – 32 clinical experiences 11, 13, 27, 87, 97 ClassVR 47 – 48 Cognitive Informatics Scenario-based Simulations 39, 48 collaboration 1, 3, 6, 36, 61 – 62; digital tools for 39, 78, 80; presentation 73 – 74, 79, 80 – 81 communication 33 – 34, 37, 58, 62 – 63; skills 40, 61, 72; in team projects 78 – 79 communities of practice 7, 8, 16 community of inquiry framework 70 competency-based learning 10, 87 – 88, 91 – 93 concrete experience 3, 11 cooperative education (co-ops) 13, 16, 27, 32 Cooperative Education and Internship Association 13, 27 cooperative learning 12, 69; see also team projects

Index • 111 Council for the Accreditation of Educator Preparation 15 Coursera 93, 103 critical thinking skills 4, 43, 58, 73 Csikszentimihalyi, M. 40 cultural technologies 36 curation of content 69; creating, sharing, and storing materials 79 curriculum 35, 44 – 45, 57 – 58 Darling-Hammond, L. 35 decision-making skills 40, 54 Dewey, J. 3, 11 Dewey’s theory of experiential learning 5 digital games 2, 53, 57 – 58, 68 Digital Promise 94, 103 Diigo 97, 103 discipline-specific examples 8, 10, 30, 31, 49, 51, 65, 67, 83, 85, 104 Discovery Education 18, 28 discussion boards 1, 5, 6, 94 – 95 Doodle 25, 28 Draper, R.J. 94 Dropbox Paper 80, 82 – 83 Duolingo 28, 31 easel.ly 103 – 104 EdPuzzle 90, 103 EdWordle 15, 28 edX 94, 103 e-learning platforms 58 engagement 4, 5, 8, 9, 37, 40, 42, 56, 58, 62, 64, 69, 88, 94 Evans, D. 37 experiential learning 2 – 27; definition 2, 3; importance in online courses 4 – 6, 26; placements 26 – 27; reflection 21; types 13 – 15 Facebook 36, 48 feedback 6, 20, 24, 49, 49, 60, 70, 78, 92, 102; motivation 40, 56; peer 72, 78; on presentations 104 – 105; in projectbased learning 35; providing learners with 24; in scenario-based learning 39; on teaching 88 – 89, 90 field experiences 2, 99 file exchange 79 file sharing area 75 flexible learning environments 6 Flipgrid 48, 91, 103 Flowcode 47, 48 flow channel 40

flow theory 41 Foldit 2, 60, 65 FolioSpaces 90, 103 formative assessment 88 – 89, 101 Fuze 28 game-based learning 53 – 54, 58 – 59 game play 54 – 56; role in motivation 56; styles 56 games 37, 53 – 59; definition 53; design 57; elements 58 – 59, 64; implementing in online learning environment 58 gamification 2, 9, 48, 53, 59, 64, 67 Gardner, H. 98 Garrison, D.R. 70 Genially 65 – 66 Georgia Aquarium 18, 28 Google Docs 36, 48, 79 – 80, 84 Google Drive Suite 80, 82 Google Earth 47 – 48 Google Forms 26, 28, 74, 82, 84, 85 Google Meet 79, 82 Google Sites 89, 103 Google Slides 74, 82 Google Translator 46, 48 Grammarly 46, 49, 101, 103 Grist 28, 30 Guthrie, K.L. 17 hands-on experience 4, 16 Harper, S. 2 Heeter, C. 57 higher order thinking 5 History Simulations 20, 28 Hu, S. 89 identities 33, 59 IEEE: Try Engineering 60, 65 Innov8 60, 65 inquiry-based learning 2 InShot 23, 28 Instagram 36, 49, 61, 63 – 64, 65, 67 Institute of International Education 27 – 28 instructional design 4, 57 intellectual competencies 98 – 99; role in assessment 98; types 99 International Association for Research on Service-Learning and Community Engagement 27 – 28 internships 2, 13 – 14, 16 – 17, 21 – 22, 24, 27, 30, 91, 97 interviews 104, 105

112 • Index interpersonal communication 33, 72 IRS Tax Simulations 97, 103 Jacoby, B. 14 jigsaw projects 72 – 75, 83 Join Me 79, 82 Journalate 23, 28 Journal of Visualized Experiments (JoVE) 44, 49 Kaizena 89, 103 Klopfer, E. 53 Knovio 80 – 82 knowledge checks 6, 90, 97 Kolb, D. 3, 11 Kolb Experiential Learning Model 12 Labster 44, 49 LabXchange 20, 28 leaderboards 58 – 59 LettuceMeet 25, 28 learning management systems (LMS) 5 learning objectives 18, 87 – 88, 92, 96 – 97, 104 learning outcomes 4, 7, 19, 37 – 38, 43, 57 – 59, 62, 89, 91, 96 – 97, 102; for experiential learning activities 97; for virtual labs 43 learning styles 46, 57, 75, 88, 92, 98 Leblanc, G. 59 Lino 82, 83 LinkedIn 62 McCracken, H. 17 Milanote 75, 80, 82 Merlot Materials 20, 29 Merlot Project Labs and Resources 44, 49 Metropolitan Museum of Art (The Met) 18, 29 micro-credentialing 10, 93 Microsoft Teams 29, 73, 80 – 82 Minecraft 60, 65 Mindmoto 30, 49 MindMeister 91, 103 motivation 4, 34, 38 – 39, 40 – 41, 43, 56 – 59, 78; extrinsic 40 – 41; intrinsic 40; role in game play 56 – 59; role in project-based and scenario-based learning 34, 38 – 39; in virtual labs 43 multiple intelligence 98, 100 Myers-Briggs personality inventory 76 Nakamura, J. 40 National Association of Colleges and Employers 14, 27, 29

National Association of International Educators 27, 29 National Business Education Association 27, 29 Nature Conservancy Virtual Field Trips 18, 29 National Education Association 27, 29, 92 – 93 National Society for Experiential Education 27, 29 National Stock Market Stimulation 20, 29 networking 59, 62 Nursing Simulation Scenarios Library 103 notion 73, 82 observations 3, 11 – 12, 49, 88 – 89 online journals 21, 88; tools 90 online learners 3 – 4, 8 – 9, 10, 16 – 17, 21, 23, 44, 53 – 54, 59, 69, 72 – 74, 76, 79, 80, 88, 92, 94, 100; rationale for engaging 3 Open Badges 93, 103 Pacansky-Brock, M. 4 Padlet 80, 82, 84, 85 participation 7, 36, 83, 94; active 5, 39, 40, 57 participatory culture 54 – 55, 60 passive learning 4, 9 peer and cooperative learning 69 peer learning 9, 57, 65, 70, 72, 74, 82, 85 peer reviews 72, 74, 83 Penzu 23, 29 PhET 44, 49 Piazza 63, 65 Piktochart 104 Pinterest 63, 65 – 66 placements 22, 26; resources for learners 26 – 27 plagiarism 101 Plagiarism Checker X 101, 102, 104 planning templates 9, 10, 30 – 32, 50 – 52, 66 – 68, 83 – 86 Plato 54 player types 56 – 57; achievers 56; careless 56; explorers 56; lost 56; self-validators 56 podcasts 100 polls 25, 58 – 59, 62 portfolios 88 – 89, 90, 93; digital 88 – 89, 90 Pramp 103, 105 Presentation Translator 46, 49 practicums 2, 9, 14, 16, 21 – 22, 24, 27, 30 PraxiLabs 20, 29 preference inventories 77 Prezi 80 – 82

Index • 113 privacy 62, 63, 91 progress indicators 9, 58 problem-based learning 2 problem-solving skills 37 – 38, 40, 58 project-based learning (PBL) 2, 9, 27, 34 – 36, 40, 47, 51, 87, 101, 103; definition 34; examples 49; participation 33 – 34, 39, 40 Quaye, S. 2 Quizlet 90, 104 quizzes 3, 41, 62, 63, 88, 90 RandomList 77, 82 real-world connections making 16 Ring Central 79, 82 robust creative works 72, 75, 83 role play 3, 8, 36 Rourke, L. 70 rubrics 101 Rubric Maker 101, 104 Ryan, R.M. 39, 40 scenario-based learning (SBL) 9, 27, 33, 37 – 39, 40, 47 – 48, 51, 101; definition 37; types 37 Seaman, J. 6 Self Determination Theory (SDT) 39 self-assessments 89 service-learning 14, 17, 21, 23 – 24, 27, 30, 97, 103; reflecting on service experience 21 Simplenote 29, 30 simulations 2 – 3, 9 – 10, 19 – 20, 28, 30 – 31, 39, 41, 44, 50, 87, 97, 101, 103 site supervisors, meeting 24 Skype Meet Now 91, 104 Slack 29, 104, 105 Slido 59, 65 Smithsonian Learning Lab 20, 29 Smithsonian National Museum of Natural History 18, 29 Snapchat 63, 65 – 66 social media 9, 36, 48, 53, 60 – 64, 66 – 67, 75, 103 social presence 9, 16, 65, 71, 82 social technologies 36, 62 Sorin, R. 37 student teaching 9, 15, 27, 97 study abroad 2, 15 – 16, 22 – 24, 27 summative assessments 88 – 89 SurveyMonkey 26, 29

synchronous learning 6, 7 Synth 49 Taylor, J. 37 team dynamics, facilitating 77 – 78 team projects 69, 72 – 73, 75, 77 – 79, 80 – 81, 101; conferencing 78 – 79; creating teams 76 – 77; expectations 77; online instructor’s role in designing 75; presentations 73, 80, 81 teamwork 70, 75, 78 – 79, 80 – 81; conferencing tools 78; curation tools 80; presentation tools 81 theory of experiential learning 5 transformative play 55 Trello 75, 83, 89, 104 trouble-shooting skills 54, 58 Turnitin 44, 102, 104 Twitter 36, 49, 61, 63, 65 – 67 Vevox 97, 104 video conferencing 23 – 24, 27; scheduling in asynchronous online courses 24 virtual blogs 21, 27 virtual field trips 9 – 10, 17 – 18, 29, 31, 87, 97 virtual labs 3, 9 – 10, 27, 33, 41 – 44, 48, 50 – 51 virtual reality (VR) 10, 27, 46 – 47, 48, 103; examples 46 virtual scheduling 25, 45 virtual team space 75, 77 virtual worlds 55 Visualize.me 104 Vlogs 21 – 23, 27, 88, 91; tools 23, 91 VoiceThread 21 – 23, 29, 74, 80 – 83, 100, 104 Vygotsky, L. 33 – 34, 36, 55 WACE (Cooperative and WorkIntegrated Education) 27, 29 Wakelet 19, 29, 75, 80, 83 Wolniak, G.C. 89 WordPress 23, 39 workplace recommendations 91 Wurdinger, S.D. 90 Yee, N. 56 YouTube 36, 49, 65, 91 zone of proximal development 55 Zoom 29, 64, 104, 105