Instructional Tools
This is usually the fun part, and unfortunately the part that too many people think about first. The key to using tools of any kind (hand, power, technology, etc.) is knowing what you are trying to accomplish, Consider this simple example; at your home you have something that needs fixed. Lets say a loose screw. In order to solve this problem, you would first need to know that the screw was loose. That could happen because of observation, or by conducting routine maintenance, Based on the size, location, and other factors, you would choose an appropriate tool. Obviously, you would choose an appropriate sized and tipped screwdriver to tighten the screw.
The same process is required when choosing tools for instructional use. You MUST know what you are trying to accomplish before you go searching in the "toolshed". Starting out saying "I'm going to do videos" is similar to saying "I'm going to fix something with this screwdriver". It may not be the best tool for the job.
After determining the type of tool you want to use, you must consider how accessible it is for students to use. Does it cost money? Is it compatible with everyone's hardware? Can it be used anywhere (firewall issues)? Be sure to investigate these questions before you choose a tool.
So, assuming you have a problem and a goal in mind, let's talk tools! Below is a list of different categories of tools. It is almost impossible to list the product names of each category, but I will provide a list and update it as I learn of new ones.
The same process is required when choosing tools for instructional use. You MUST know what you are trying to accomplish before you go searching in the "toolshed". Starting out saying "I'm going to do videos" is similar to saying "I'm going to fix something with this screwdriver". It may not be the best tool for the job.
After determining the type of tool you want to use, you must consider how accessible it is for students to use. Does it cost money? Is it compatible with everyone's hardware? Can it be used anywhere (firewall issues)? Be sure to investigate these questions before you choose a tool.
So, assuming you have a problem and a goal in mind, let's talk tools! Below is a list of different categories of tools. It is almost impossible to list the product names of each category, but I will provide a list and update it as I learn of new ones.
Asynchronous Interaction
Discussion Boards - These are ideal tools for encouraging asynchronous collaboration between students and with instructors in any classroom environment. Discussion boards allow users to think through questions and replies to questions, rather than an instant messaging/chat tool that is dependent on rapid posts that are intended to mimic a vocal conversation. When thoughtfully planned, discussion boards can spark debate and evolve throughout a course. In other words, discussion boards should be more than just a Q&A tool.
Here is an example of a question that will spark debate- "If you were a school administrator, would you enact a dress code? If so, what rules would you have, who would they pertain to, and how would you ensure that they were enforced equally for everyone?" This one could go on and on, and there may be no right or wrong answer.
Avoid true/false type of questions, or ones that only ask students to "regurgitate" facts. Obviously, these types of questions do not stimulate any discussion.
Recorded Lecture - Those with little to no background in distance learning often think that just recording "live" lectures (done during a face-to-face session), and posting them online are adequate for students. There are some cases where SOME of the recorded class may be useful, but more than likely these are not appropriate. Students benefit very little from watching class discussions for which they were not involved.
Recorded lectures should be on topic, and their length should be kept to a minimum. Creating recordings that are topic based and not dependent on other videos allow you the flexibility of changing the order of topics for a course, or for using them in other courses. Say what needs to be said in an engaging way through the use of a series powerful images that students will remember.
Synchronous Interaction - Having live meetings can be a powerful way for students and instructors to interact if well planned. Synchronous meetings require participants to meet at a specified time that must accommodate everyone, which can sometimes be difficult. Synchronous tools include group breakout rooms, screen sharing, voice and video interaction, chat capabilities and more. Synchronous meetings have an advantage over recorded lecture only if students are engaged and encouraged to contribute. If the instructor's purpose is to primarily lecture, they would be wise to consider doing recorded lectures that students can view at a time that is convenient for them.
Polling - Polling can be used in synchronous and asynchronous environments. Polling enables all students to provide input and feedback to the instructor in an anonymous setting. This is especially valuable for students who are uncomfortable sharing or speaking in class. Additionally, polling gives students time to think out their responses, rather than having to answer "off the cuff".
Testing/Assessment Tools - There are numerous ways to determine student achievement of learning goals. While traditional tests/quizzes are available, distance learning often lends itself to alternative type assessments. Based on the learning goals and application of the knowledge, use of presentation's, projects, or other collaborative efforts may be more authentic and better determine student achievement. For example, if your course goals require students to be able to construct something (model/system/device), then your assessment should be more product based.
Presentation Tools - In a traditional classroom environment students and teachers can use pencil, paper, chalkboard, overhead projector, etc. But what can you use in the digital world? Depending on what your goals are, there is a tool for nearly anything you want to accomplish. Many of these tools are free and web-based, however some require purchase. The list of these is almost endless, and new ones are developed frequently.
Web Tools - There are thousands of different instructional tools on the web, and most of them offer a free version for instructors. Presentation sharing, content creation, collaboration, social media, virtual tours, drawing/graphics creators, web site creation (like Weebly, the one I am using), are just some of the functions these tools offer. It can not be overstated that you should first decide what you are trying to accomplish before you choose a web tool to use.
Discussion Boards - These are ideal tools for encouraging asynchronous collaboration between students and with instructors in any classroom environment. Discussion boards allow users to think through questions and replies to questions, rather than an instant messaging/chat tool that is dependent on rapid posts that are intended to mimic a vocal conversation. When thoughtfully planned, discussion boards can spark debate and evolve throughout a course. In other words, discussion boards should be more than just a Q&A tool.
Here is an example of a question that will spark debate- "If you were a school administrator, would you enact a dress code? If so, what rules would you have, who would they pertain to, and how would you ensure that they were enforced equally for everyone?" This one could go on and on, and there may be no right or wrong answer.
Avoid true/false type of questions, or ones that only ask students to "regurgitate" facts. Obviously, these types of questions do not stimulate any discussion.
Recorded Lecture - Those with little to no background in distance learning often think that just recording "live" lectures (done during a face-to-face session), and posting them online are adequate for students. There are some cases where SOME of the recorded class may be useful, but more than likely these are not appropriate. Students benefit very little from watching class discussions for which they were not involved.
Recorded lectures should be on topic, and their length should be kept to a minimum. Creating recordings that are topic based and not dependent on other videos allow you the flexibility of changing the order of topics for a course, or for using them in other courses. Say what needs to be said in an engaging way through the use of a series powerful images that students will remember.
Synchronous Interaction - Having live meetings can be a powerful way for students and instructors to interact if well planned. Synchronous meetings require participants to meet at a specified time that must accommodate everyone, which can sometimes be difficult. Synchronous tools include group breakout rooms, screen sharing, voice and video interaction, chat capabilities and more. Synchronous meetings have an advantage over recorded lecture only if students are engaged and encouraged to contribute. If the instructor's purpose is to primarily lecture, they would be wise to consider doing recorded lectures that students can view at a time that is convenient for them.
Polling - Polling can be used in synchronous and asynchronous environments. Polling enables all students to provide input and feedback to the instructor in an anonymous setting. This is especially valuable for students who are uncomfortable sharing or speaking in class. Additionally, polling gives students time to think out their responses, rather than having to answer "off the cuff".
Testing/Assessment Tools - There are numerous ways to determine student achievement of learning goals. While traditional tests/quizzes are available, distance learning often lends itself to alternative type assessments. Based on the learning goals and application of the knowledge, use of presentation's, projects, or other collaborative efforts may be more authentic and better determine student achievement. For example, if your course goals require students to be able to construct something (model/system/device), then your assessment should be more product based.
Presentation Tools - In a traditional classroom environment students and teachers can use pencil, paper, chalkboard, overhead projector, etc. But what can you use in the digital world? Depending on what your goals are, there is a tool for nearly anything you want to accomplish. Many of these tools are free and web-based, however some require purchase. The list of these is almost endless, and new ones are developed frequently.
Web Tools - There are thousands of different instructional tools on the web, and most of them offer a free version for instructors. Presentation sharing, content creation, collaboration, social media, virtual tours, drawing/graphics creators, web site creation (like Weebly, the one I am using), are just some of the functions these tools offer. It can not be overstated that you should first decide what you are trying to accomplish before you choose a web tool to use.
