7 Strategies to Make Your Online Teaching Better

Student interest in online learning isn't waning anytime soon.  Some students need the flexibility in time and travel commitment and some students just learn better online.  If you will be teaching online in spring, consider these seven strategies summarized in Inside Higher Ed.

1. Let the technology help you, not hinder you.
   Embed as many tutorials as possible. Start them with an Orientation page, a screencast video (screencast-o-matic.com), or a screenshot with arrows and highlights (use Snipping Tool).
2. Anticipate the difficulties.
   Students will be challenged by the amount of reading and writing in any online course.  They will be distracted by the Internet and lack of accountability from the lack of physical structure.  Build in organized structure (e.g. weekly lessons) and accountability (firm deadlines, group projects, forum discussions, scaffolded lessons, etc.).  Be patient.
3. Incorporate synchronous opportunities.
   Hold Skype office hours, use Google Hangouts, or use Laulima Chat.
4. Give extra feedback.  Then give more.
   Give them detailed and prompt feedback.  Don't forget the "Sandwich Principle" - start with a positive, add helpful comments, and end with a positive.
5. Prove you are not a dog.
   Add your personality and humor in communication, letting them know that you are human, approachable, and ready to help.
6. Provide support for self-regulation.
   Set up a Google Calendar with all due dates and teach them how to receive reminders.  Or send regular announcements through Laulima.
7. Encourage play.
   Don't forget to include fun.  Think about how an exam might be replaced by a service learning project or a field trip.  Use fun tech tools such as Voki or Quizlet.  If you are game, try integrating gamification concepts.

Please contact CELTT if you need assistance with your online teaching or with Laulima.

Happy Holidays!

Those Devices in the Classroom...

Are you frustrated by students looking at their phone, laptop, or into space -- anywhere but at you and your lecture? Although my current focus is largely on online learning, this article in Teaching in Higher Ed brought back memories of being in a classroom of 25 digital natives with 5-inch screens glued to their fingertips.

The author says to use "the invitation" method: Invite your students to take out their devices to participate in online polling or collaboration.  Then on other days you can tell your students that "We aren’t going to be needing laptops or phones today, so you can put them away and get ready for today’s case."  That's clever!

Hope you find The Invitation an interesting, if not useful, read.

Stachowiak, B. (2016). The invitation - Teaching in Higher Ed. Retrieved December 06, 2016, from http://teachinginhighered.com/2016/12/01/the-invitation/

Gamification, Part I

Helen's Note:  This is the first of a two-part summary on Gamification workshops recently held at CELTT.  Gamification is an innovative learning design, defined as “the use of game design elements in a non-game context."  Today's guest blogger Kawehi Sellers is a leader on our campus in implementing gamification strategies to engage students and improve learning, in her online and face-to-face (F2F) courses. Kawehi's F2F students also play games in almost every class. Asked how the attendance rate was, Kawehi said "very high," i.e. almost perfect. 😃

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Get your Game on!

By Kawehi Sellers, Assistant Professor, Hospitality & Tourism Education Program

Remember those games you used to play when you were a kid? You know . . . Operation, Monopoly, PacMan, Clue, Apples to Apples, Chinese Checkers, Trivial Pursuit or Uno? Perhaps I’m dating myself and maybe you’re more of a Minecraft, Clash Royale, Mario Kart or Game of Thrones player. Can we all agree games are fun? Games are rewarding, and I will argue that games have a way of connecting people to someone or something.

So in Summer 2015 when I was asked to research and implement gamification into our HOST 101 (Introduction to Hospitality and Tourism), I was game (pun intended). I used the summer to research the definition of gamification, which I found to refer to the use of game design elements in a non-game context. I embarked on a one-year journey to gamify my class. Full gamification implementation in all of the HOST 101 courses was Fall 2017.

It took awhile to figure out what type of game elements I wanted to use for class considering course content, rigor, student population, classroom configuration and features, and availability of technology. So, in the end I chose to focus on these elements:

• Changed my classroom vocabulary from drab to fab: Gone are tests, quizzes, homework and projects. Hello to missions, brain crushers, brain busters, quests and challenges. 
• I used a leaderboard with student avatars so students could see how they measured up to others (of course, no actual scores or student identities are revealed). 
• Developed in-class games to excite students about the content. A little bit of competition in the class seemed to keep their attention and motivate them. Games included matching games, guessing games, puzzles, crosswords and more.

And finally!

• Prizes and bonus points! These incentives for achievement had little to no bearing on their grade, but they add to the competition and recognize students who come prepared, can communicate in the classroom setting and do well in a game. Prizes ranged from school supplies, to snacks, to bonus points added to their next challenge.

Gamification has been a game-changer for me. Not only have I had a wonderful time teaching my courses, I feel like the students now walk away with a real emotional connection to the class. They spend time in class laughing, connecting with one another, trying to out-do or beat their peers and genuinely have fun, and that’s not a bad thing at all.

To learn more about my gamification journey and techniques for implementation, here is a recent presentation I did for a CELTT workshop.

Distance Education Faculty Survey

Did you receive it yet?  If you are teaching online or have taught online in the last three years, we would like to hear from you!

The Faculty Senate DE Committee and CELTT, with OFIE's help, are surveying all DE faculty at KCC.  Your responses will help us develop the vision, policies, programs, and services that will meet the needs of DE faculty and students.

Please respond to this anonymous survey by December 15th.  Mahalo!

Laulima 10.7 Information & Migration Guidance Workshops

We have dates and times for Laulima 10.7 Information & Migration Guidance workshops!

• Tuesday, 11/29, 2pm - 3:30 pm 

• Wednesday, 11/30, 2pm - 3:30pm 

• Friday, 12/9, 9:30am - 11am; 2:30pm - 4 pm  

• Tuesday, Jan 3, 2017, 9:30am - 11am; 2:30pm - 4 pm

During each session, we will preview the new features in Laulima 10.7 and walk you through the migration of your course to the Spring 2017 site.  In November and December, before ITS completes the upgrade, you will get access to the "Sandbox" version of Laulima 10.7.  Sign up for a session at https://ohana.kapiolani.hawaii.edu/training/

A frequently asked question is "Can I import my course into the Spring 2017 site now?  How will it be affected when Laulima is upgraded?"  A short answer: Yes, you can import it now and most of your course should stay the same.  After the winter break, review your site carefully to ensure that everything is in order.  If you use Lessons tool, please follow the Guidelines.

We are in the process of documenting the new features of Laulima 10.7.  The standout features seem to be

• drag-and-drop file upload to Resources
• redesigned Syllabus tool 
• the bug fixes. 

But the teacher in me thinks Extra credit option in the Gradebook and the Assignment comments being pushed to the Gradebook are pretty significant too.  Please email or call CELTT if you have questions!

We hope you can join us at one of the scheduled workshops.  If not, please submit a request for a one-on-one session.

Coming Soon: A New and Improved Laulima 10.7

Change is coming.

Laulima is getting an upgrade during the winter break, and we will all return in January 2017 to a nice  holiday gift -- an improved Laulima.  ITS gave some of us early keys to the sandbox (version 10.7) and so far I like what I see.  A quick review of the sandbox version includes:

• Bug fixes and user interface redesign
• Drag and drop files into Resources:  This is really nice -- I dragged a dozen files and a folder at the same time into Resources and it worked!  Amazing.
• Gradebook has extra credit feature
• Assignment's instructor comments are sent to the Gradebook, along with the grades
• You can send a file to multiple students' Dropboxes
• Forums will display a profile photo of the poster
• Lessons pages can be printed and a URL can be generated
• There's a lot more, and you will find a good list at Sakai 10 Detailed List of Features
• All indications are that the migration should be painless, so let's hope that there will be minimal issues.

Also, ITS will be shifting "Request for Assistance" support to the Help Desk.  In other words, when you send a request, the first response will not be from Yves, Sandra, or Matt.  This flow has been their original intended structure for some time and only now it's being implemented.

If you haven't heard, the UH System Academic Technologies group has formed an LMS Review Committee to review and recommend a new LMS, possibly to replace Laulima.  It has been 10 years since UH adopted Laulima (Sakai), and the group is seriously looking at all options.  The projected date of implementation is Fall 2018, so I'm glad that ITS is still upgrading and supporting Laulima until we get there.

CELTT will be scheduling hands-on training and migration sessions for Laulima 10.7 in November, December, and January.  Stay tuned!