Autumn: A Time for Renewal

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By Dale Hale

Last weekend, my wife and I did what we do to relax – we went for a jeep ride, top down, cares in the wind. Sometimes you need those kinds of drives. It’s the equivalent of a few minutes you may take to get away from your desk and take a saunter around, just to clear the cobwebs. For me, I can feel the tension ease from my chest and perspective comes back.

As we were driving, I was thinking about what comes next, sort of like what I wrote in the last newsletter. I landed immediately on the most important thing – football! I grew up in Oklahoma where the main sport is football. Other sports abound, but football is the king of the state. I enjoy it. I’ll watch teams that I have no interest in just for the pleasure of watching football. That’s the first thought I had.

The next thought was about the season. I love the fall. I love the briskness, the beauty of the trees, the warmth of being inside, knowing that the outside is getting cold. I love the fall because it leads me into the celebratory time of the calendar – Thanksgiving, Christmas, and New Year’s Eve. I love the fall. It’s a time of expectations.

Fall is also the time when there are new beginnings. Try as hard as we might, we know that the calendar begins in August/September with the start of the school year. Institutions have tried to spread the “start” times out, but even the students instinctively recognize fall as the time to start fresh. There is an air of excitement over the start of an academic year. Around the CBU campus, the parking lots are full and students are everywhere. Just a few weeks ago, it was quiet and there was no problem finding a parking spot. Now, you have to look for a spot. It’s a great time of the year!

This year, we’re starting the fall with the move to our new LMS, Canvas. I hope you’re all discovering that it’s an accessible, yet powerful tool. It offers options that we never had before. Obviously, it’s a little (or a lot) different than what you’ve experienced before. It may even throw you for a loop. Don’t worry, that’s normal. Change is difficult but can be easily managed by giving yourself a break and realizing there is help readily available.

While we can’t stop the trees from shedding their leaves, the OLET team can help eliminate your frustrations from growing. Just call or email us. We are here on this campus to assist you with Canvas and other educational technology that can improve your online or classroom experience.

I also want to challenge you to find out what Canvas can do. Explore a little. Try something new. This is the time. If you have an idea and can’t seem to find a way to do it, grab one of the OLET team members and let us know. We’ll be happy to hear from you and work with you to get to where you’re dreaming.

So, with the excitement of the cheers of the crowds in the stadiums, the crisp feel of the air, the beauty of the changing trees, and the opportunity to learn and to teach, there’s every reason to love the fall. Of course, as we approach every season, I’ll probably say the same thing about it.

Welcome back to CBU. We look forward to partnering with you in this time of renewal and change.

Dale Hale is the Director of Online Learning & Educational Technology

‘Small Teaching Online’: Small Changes, Big Impact

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By Tyler Isbell

‘Small teaching’ is an approach to improving instruction based on the belief that “minor modifications to our teaching can have a major impact on student learning” (Lederman, 2019).  Essentially, effective improvement is made when faculty make small changes to their teaching based on research.  This small change approach allows instructors to avoid the overwhelming pressure of complete overhauls or time-consuming restarts.

Based on James Lang’s approach from Small Teaching: Everyday Lessons from the Science of Learning, Flower Darby presents the micro-actions you can take to design, facilitate, and motivate so that your online class is a huge success.  The name of her recently released book is Small Teaching Online: Applying Learning Science in Online Classes.  Her book is divided into three sections: Designing for Learning, Teaching Humans, and Motivating Online Students (and Instructors).

Today’s Small Teaching Online Tip: “Online Classes are Not Slow-Cookers.” 

Your new online course should NOT resemble your favorite slow-cooker recipe (Darby & Lang, 2019).  Students need more than a quick set up and then a few days to cook the material by themselves.  Most students will not thrive in such an environment – They did not sign up to take an electronic correspondence course.  Students need to feel a connection with their instructors (and with their peers) in order to feel supported in their learning and avoid being discouraged from finishing the online course.  Here are some ways to build your teacher presence in the online classroom:

  • Show Up for Class – Schedule time several times each week to visit your course as if you were attending in person.  Make announcements (this can even be scheduled to help you be present when you cannot be present), answer questions, respond to discussion boards, and give feedback.  With Canvas, your responses may be text, audio, and/or video – more on students hearing and seeing you in the next point.
  • Reveal Your Personality – Students want YOU.  They want to know that you are there and that you are a real person.  Use the ‘About Your Instructor’ page in the template to share more about you, including a picture and a welcome video.  With Canvas Studio within the LMS, you do not need any third-party software to shoot, edit, and share a webcam or screencast video.  CBU faculty members who participated in the Online Faculty Training (OFT) course this summer had the opportunity to create their own welcome videos within Canvas.
  • Design and Teach for Cultural Inclusion – Create a safe learning environment for ALL students.  Make your expectations known and demonstrate how students should interact with you and with other students in the online classroom.  Consider how ethnic or cultural contexts might shape your students’ experiences in your course.
  • Convey Caring and Support – In the same way you want your student to know you are a real person, remember that your students are real people, too.  There are many obligations and commitments that each student must meet.  Consider offering every student an opportunity to receive a deadline extension or an opportunity to revise an assignment if something unexpected occurs.  Think of ways you can “checkup” on each of your students individually.  One faculty member requires her students to meet with her individually at least once during the term.  She prefers a face to face meeting, but offers a web conferencing option for students that cannot meet in the same physical space.

References 

Darby, F. (2019, April 17). How to Be a Better Online Teacher. Retrieved August 19, 2019, from: https://www.chronicle.com/interactives/advice-online-teaching

Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes. San Francisco, CA: Jossey-Bass.

Lederman, D. (2019, June 26). Small Teaching Online. Retrieved August 19, 2019, from https://www.insidehighered.com/digital-learning/article/2019/06/26/bringing-small-teaching-online-classroom

Tyler Isbell is an Instructional Designer & Trainer for OLET

Appreciative Advising

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By Lurene Kelley

The red pen.

Aside from the apple, it’s the object most emblematic of teaching. The red pen that relentlessly sniffs out errors and makes snarky comments in bright, scarlet ink! But that is our job, right? How else can students improve if we don’t point out what they are doing wrong?

What if the key to improved student outcomes, though, isn’t about identifying problems and trying to help solve them? Perhaps there is equal or even greater value in focusing on what students are already doing right.

That’s what’s behind Appreciative Inquiry, a model that positions transformational change as possible when we help people develop a positive mindset through the inquiry process. According to the model, this is accomplished with “powerful questioning” to locate a person’s hidden strengths, help envision a successful outcome, create a plan to get there and shepherd the student along the way.

You may already do much of this in your interactions with students, but what makes Appreciative Inquiry a unique approach is its grounding in you, the advisor. It is dependent on you maintaining an appreciative mindset with every student, no matter how hopeless their situation seems or frustrating their personality or lack of progress. Your sincere acceptance of the person before you and your unyielding belief in their potential… is at the core.

“Appreciative Inquiry seeks out the best of what is to help ignite the collective imagination of what might be.” (Cooper Rider & Whitney, 2000).

Appreciative Inquiry is an organizational management change model developed in the 1980s (Cooperrider & Srivastva, 1987). It is largely associated with the corporate world but has since been adopted as an approach for academic advising (Bloom & Martin, 2002).

As a CBU advisor, you may think that helping a student develop a “new mindset” sounds like quite a bit to expect out of 30-minute advising sessions, especially when many of you have dozens of students to advise each semester!

But first, take a moment to apply Appreciative Inquiry to yourself – have you ever advised a student who later told you that you changed the course of his life or helped him through a difficult time?

If that question brings a student or even dozens of students to mind, then you know you are already capable of bringing important, positive change through advising. This one powerful question allowed you to identify times you were successful. Now we can develop a strategy based on your strengths to enhance your advising with Appreciative Inquiry!

This is exactly how Appreciative Inquiry works in an advising session – powerful questions allow you and your student to unearth past successes and then develop strategies around those strengths to produce positive outcomes.

The Phases of Appreciative Inquiry 

An advising session guided by Appreciative Theory would follow its five phases: Define/Disarm, Discovery, Dream, Design and Deliver/Destiny.

appreciative-inquiry-5-d-cycle

Source: Coaching Psychology Manual, 2012, www.wellcoaches.com

Bloom and Martin (2002) provide specific suggestions for improving academic advising through four of the phases of Appreciative Inquiry:

  1. Believe in the goodness of each student who walks through your door. Treat him or her like you would want your son/daughter/best friend to be treated.
  1. Utilize positive open-ended questions to draw out what students enjoy doing, their strengths, and their passions. Listen to each answer carefully before asking the next positive question (Discovery phase).
  1. Help students formulate a vision of what they might become and then assist them in developing their life and career goals (Dream phase).
  1. Give students a clear idea of what they will need to do by devising concrete, incremental, and achievable goals to make these dreams come true (Design Phase).
  1. Be there for them when they stumble, believe in them every step of the way, and help them continue to update and refine their dreams as they go (Destiny phase) (Bloom & Martin, 2002).

Bloom, Hutson & He (2008) have since expanded the model to six phases and refined the Appreciative Theory model for advising. Bloom developed this guide with specific actions and questions for each. The Bloom Appreciative Advising Guide

Appreciative Advising Online 

All of this can be adapted to advising online learners. Even more than your on-campus advisees, students learning entirely or primarily online can feel disconnected from CBU. As an academic advisor, you can often provide that critical connection that increases engagement and allows a student to feel a sense of belonging.

Just like their campus counterparts, online advisees need your expertise to guide them through majors and to opportunities to improve their chances for success after graduation. But applying the lens and phases of Appreciative Inquiry can help academic advisors truly get to know online advisees – particularly through phone or via webcam sessions. It’s these interpersonal moments with a student that can make follow up email contact more meaningful to both you and the advisee. (This link will take you to the CBU WebEx web version. You just log in with your CBU email and contact a student to get started!)

It would be an unexpected and, likely, welcome moment for an online student, if an advisor asked the student to share an accomplishment that made the advisee feel most proud. Most online students simply expect advisors to tell them which classes to take and how to stay on schedule for graduation.

Asking powerful questions produces answers that inform the advisor about an online student’s strengths. Those questions also allow the advisor to get to know an online student on a more personal level and give the student the sense that the advisor wants to know him as a whole person, not just a name on an academic record.

Obviously, note taking is a critical aspect of Appreciative Advising for both online and on campus students. This allows the advisor to add to and follow up on stories the student has told about herself at each advising session, as well as track the progress of the plans the advisor and advisee have developed together.

Want to Get Started?  

As part of a course at the University of South Carolina on academic advising, Dr. Jennifer Bloom, one of the authors who first applied Appreciative Inquiry to advising, had graduate students submit articles to an academic advising journal. This piece provides academic advisors with a reflection exercise based on the phases of Appreciative Inquiry, while also demonstrating how this approach to advising works with students. Genius! Truschel (2007) also provides examples of “powerful questions” here that can help you identify your advisee’s strengths and past accomplishments.

Backup Provided

We know that as professors, academic advisors, scholars and colleagues – you are already wearing many hats. It may feel that a more intensive advising approach only adds to that weight. But know that as the Online Student Success Specialist, I’m also here to help with online students who might need more assistance than you can offer or with whom you’re having difficulty connecting.

So, please, feel free to refer students facing difficulties with their online experience to me. And, of course, for those students facing challenges on campus, CBU’s Academic Services and the Student Success Center are always there to help and they value your student referrals.

Online Student Success Specialist 

Lurene Kelley, PhD

(901) 321-4456

References: 

Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes.

Bloom, J. and Martin, N.A. (2002, August 29). Incorporating appreciative inquiry into academic advising. The Mentor: An Academic Advising Journal, 4 (3). http://www.psu.edu/dus/mentor/020829jb.htm

Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. In Woodman, R.W. & Pasmore, W.A. (eds). Research in Organizational Change and Development (Vol. 1, pp. 129–169). Stamford, CT: JAI Press.

Olson, N. S. (2009, July 10). Appreciative advisers: Be advised. The Mentor: An academic advising journal. Retrieved from https://dus.psu.edu/mentor/old/articles/090710no.htm

Truschel, J.H. (2007, July 6). Using Appreciative Inquiry in Advising At-Risk Students: Moving from Challenge to Success. The Mentor: An academic advising journal. Retrieved from https://dus.psu.edu/mentor/old/articles/070706jt.htm

Lurene Kelley is the Online Student Success Specialist for OLET.

How Do We Decide What to Believe?

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By Anne Guetschow

“What is the relationship between information and knowledge? How do we decide what to believe? How do we go from being presented with a claim like, ‘Using instructional design skills and educational technology will improve student learning’ to evaluating and deciding to take that on as part of our knowledge? As you know, even the best theories are subject to revision in light of new information.

So, even though you’re being presented here with the best knowledge [OLET] has available, it might turn out that some of it is false, it’s very likely to turn out that it’s at least INCOMPLETE. When presented with a claim, how do we decide whether or not to believe it and, more generally, how do we maximize our chances of coming to have knowledge and of believing those things that will give us the best understanding of the way things are?” (Source: Bob Bain).

Is There a Way to Get to the Truth? 

With information coming at us from so many directions these days, it’s difficult to know what to believe. We need tools to help us deal with information so we can be discerning and selective. How do we develop skills to become better believers? How do we achieve balance between accepting too much on the one hand and not accepting enough on the other?

There are such tools. To illustrate what they are, we are borrowing from a free Massive, Open, Online Course [MOOC] called, Big History. They call these tools, “Claims Testers.”  Let’s take a look at how expert Bob Bain explains what Claims Testers are and how to use them.

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Claims Testers

Critical thinking involves testing claims using all the tools at our disposal.

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These are the four ways that humans test claims (according to Bob Bain):

  1. We use our intuition, which helps us determine which claims we want to investigate.
  1. We rely on authority because none of us can master all disciplines, and as modern humans, we’ve come to rely more and more on collective learning to share both information and the burden of collecting that information. Of course, the source should be reliable and credible.
  1. We use logic, which is our mental capacity to reason, infer, and synthesize information; it allows us to sift through claims to determine what, if anything follows from our initial beliefs.
  1. We use evidence to test claims against verifiable information that allows us to gain knowledge. We look for what evidence is available and weigh how strong it is to support or refute a claim.

Help your students hone their critical thinking skills by testing claims using their intuition, authority, logic, and evidence. 

For information on the Big History MOOC, visit: https://www.coursera.org/learn/big-histor

Anne Guetschow is an Instructional Designer & Trainer with OLET.

Finding Success Online

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By Lurene Kelley

When a CBU student is having trouble in statistics, she can walk into the Cooper-Wilson building and find tutors at the Math Center. If she is nervous about telling her academic advisor she wants to change majors, she can enter the on-campus Student Success Center and receive advice from a familiar face.

But what about the student who lives in Millington, works full-time and has been taking most classes online? He could obviously search the website and hope to find what he needs. But locating the right contact for a specific problem can be a frustrating process, especially if you don’t have someone to turn to for guidance.

Now imagine if this same online student already knew exactly who to contact on campus to help resolve just about any issue that might be standing in his way.

That’s happening at universities across the country, as higher education looks for ways to increase student satisfaction, completion and retention rates, especially for online students who often feel isolated from the college experience. At many institutions, these difference makers are called Online Student Success specialists or coaches. They work with online students to solve the problems that might be slowing or even preventing completion of their degree.

As the Online Learning & Educational Technology (OLET) office works to launch CBU’s first fully-online degrees, this Student Success model is at the core of its development.

Laying the Groundwork  

At CBU, our Online Learning & Educational Technology team is working with administrators across the university to prepare our first fully-online degrees. And part of that preparation is considering how to meet the needs of students who don’t come to campus.

We’ve been working with Library Services, Career Services, Academic Services, the Student Success Center and others to determine which tools online students can already access and which will need to be enhanced with technology, such as video conferencing, to serve online students.

Inside Canvas, we’ve developed this Online Student Success Resource Guide that faculty is encouraged to share with online students. This is just one tool.

The work that should yield the most rewarding outcomes, however, is the personal attention given to students both when they reach out for help or when we reach out to them. These are the phone calls, the emails and text messages that will not only give a nudge and a helping hand to a student who is not logging into class but also reminders about important university deadlines. It will also mean that we contact our online students just to let them know that we are here, available and that being online with CBU means you are not just a number.

Learning Best Practices 

The University of Central Florida is the second largest higher education institution in the country serving more than 67,000 students. UCF has been providing online education for the past two decades and takes pride in setting the standard for online teaching. All faculty that teach online must go through two semesters of intensive training.

But in the competitive space of online education, UCF knew it had to do more. In 2015, UCF Connect was launched. This ambitious initiative matches every fully online student with a personal Success Coach.

IMG_0349The student and coach are paired from first term through graduation. Each online UCF student still has an academic advisor, but the Success Coach plays a different, yet complementary role.  This coach collaborates with students to develop strategies for homework and class attendance, directs students to university and community resources, and even provides support and ideas to alleviate some of the stressors in their busy, daily lives.

UCF Success Coaches are part mentor, part counselor, part advisor and the student’s biggest cheerleader on campus. They do not take the place of mentors, counselors or academic advisors, however, and will send students to these specialized professionals when the need is specific and requires more expertise.

IMG_0320This July, as CBU’s first Online Student Success Coach, I was invited to participate in UCF Connect’s inaugural “Introduction to Coaching Bootcamp.” Coaches and administrators from five colleges participated in the 3-day bootcamp. UCF Connect intends this course to be the foundation for a new Coaching Academy that is currently in development.

Dr. Jenny Sumner is the Executive Director of UCF Online Connect Center & Strategic Initiatives for UCF Connect. She was part of the initial group of academics and UCF staff who collaborated to develop their Online Connect Center that works one-on-one with students at the point they even show interest in online learning. The Connection Center then walks them through the admissions process and coaches them through the ups and downs of being a college student and the difficulties they encounter balancing academics and life outside the university.

“The coaches help you through ‘the how.’ How will you juggle school with working full time, having kids, sometimes sick kids! How will you be successful with all of that,” said Dr. Sumner in a podcast interview Higher Ed Marketing Lab. “The coaches give them the resources and support mechanism that they need with all the things going on in their lives. It’s very rewarding for the student we work with.”

IMG_0319In the three years since the Online Connect Center launched, enrollment and retention of online students have far exceeded expectations. Dr. Sumner believes one of the keys to their success (and that of their students!) is how well Success Coaches can help people feel connected to UCF – even when the only tangible connection is through a computer and a telephone line.

“We want students to engage with us in ways they might not otherwise be able to do online,” Dr. Sumner, “If we can’t make that connection, that’s how we lose a student.”

Finding Success at CBU 

Reality check: We are not a large, publicly funded university like UCF, and we already face challenges meeting student needs based on limited resources and infrastructure. The idea is not to take what is being done at UCF and plop it down here. Rather, it is about working with the resources, culture and talent we already have at CBU to do what we do so well — connect with students. What’s next is enhancing that connection with technology.

Academic Services, the Student Success Center and several tutoring centers across campus have continuously worked on new and better ways to serve student needs and provide quality academic support. This commitment to improve student outcomes is at the center of the search led by Academic Services to identify, purchase and implement a robust advising and retention platform with a targeted launch in time for the 2020-2021 academic year. This will help CBU offices, faculty and staff collaborate electronically and provide a more seamless student experience and identify and address student issues in class or in their lives before they become overwhelming obstacles to success.

As the OLET Team builds toward a population of fully online learners at CBU, our plan is help these students feel connected to our campus, our culture, our faculty and staff. This role of an Online Student Success coach, along with a new advising platform, will allow our campus staff and faculty better know a CBU student who only learns online.

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The OLET team has another goal: That by working across departments to build the infrastructure and processes necessary to create, implement and evolve a technologically facilitated pedagogy that learning outcomes will improve, regardless of course modality. So, whether a student learns in a classroom, online or in a hybrid environment that utilizes both, an education at CBU will continue to mean an educational experience that considers the whole person.

At CBU, we already know that learning does not take place in a vacuum. Whether a student is learning in a classroom or from their own home, we realize that education often takes a back seat to the many and varied other commitments and concerns in their lives. Our Student Success Center and the counseling, mentoring and tutoring services CBU already provides are a testament to our sense of service to students.

By taking this responsibility online, we are saying that creating an online program is not about making more money or increasing our numbers. This initiative is about opening the doors of CBU to students who might otherwise not have access, because their lives are too full or complicated to commit to being on campus at specific times. With this population in mind, we are building online learning that works for people in ways that traditional classroom learning might not.

At its core – we must commit to designing a structure that sets all students up to succeed, even those who only enter Plough Library or speak to their professor via an electronic connection.

 Lurene Kelley is the Student Success Specialist for OLET

Teaching Problem Solving Skills To Novice Learners

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By Anne Guetschow

I have heard at least one CBU professor ask about ways to teach problem-solving skills to novice learners. Because of this wonderful question, I am sharing several guidelines I think will start to provide some answers.

These guidelines are practical tactics to improve student learning that have arisen out of research on Cognitive Load Theory.

 “Cognitive load theory has its modern origins in experiments conducted by Dr. John Sweller at the University of South Wales, Australia, in the early 1980’s. Today, cognitive load theory has grown into one of the most widely recognized sets of proven principles governing learning and instruction in the training profession” (Clark, Nguyen, & Sweller, p. 1-2).

If you have not heard of Cognitive Load Theory before and your instructional practice includes teaching problem-solving skills to novice learners, it might be time to sharpen your saw. This article is a good place to start doing that.

“Many training professionals will recall the recommendation to shape their instruction around the ‘magical number of 7 plus or minus 2’ in order to avoid overloading their learners. Cognitive load theory is the 21st Century update to that maxim. Cognitive load theory is a comprehensive and proven instructional theory that illustrates ways to reduce unproductive forms of cognitive load and at the same time maximize productive sources of cognitive load that lead to efficient learning environments” (Clark, Nguyen, & Sweller, p.xvi).

Click here to watch a brief (4:19) video that describes Cognitive Load Theory.

I have also curated a white paper entitled “Tactics to Improve Student Learning” developed for CBU professors wishing to learn new ways to help students learn more efficiently. You can download the entire white paper here: Tactics to Improve Student Learning

But if you want to just drill down to the most relevant aspect of this white paper to problem-solving tactics, there is one particular chapter from the white paper you may want to read.

The chapter, “Does Practice Make Perfect?” presents four research-based guidelines for improving students’ problem-solving abilities that take less time than the traditional method of immersing students immediately into doing practice problems. For novice learners who need to devote working memory capacity to building new schemas, working many practice problems slows learning by overloading working memory.

Guidelines 17 – 20 provide proven alternatives that may just lead to dramatic improvements in students’ problem-solving abilities.

Click here to read the Does Practice Make Perfect Chapter

Reference 

Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load (Pfeiffer essential resources for training and HR professionals). San Francisco, Calif.: Pfeiffer.

Anne Guetschow is an Instructional Designer & Trainer for OLET