Reimagining the Classroom: Transforming HON 1000 into a blended-learning environment Andrew Moser Design Problem The Irvin D. Reid Honors College is running out of space in order to serve the increasing amount of students in its Honors 1000 course. The lecture hall (Deroy Auditorium) currently serving as main lecture area is not an adequate space to provide back and forth question sessions during lectures, and the discussion sections are running out of adequate space in the fourth floor classrooms of State Hall. The College is looking into redesigning the course
in order to adequately further blend-in the use of technology in the lecture and more online components in the discussion sections. Solution (15 minutes) Dean Jerry Herron, along with Dr. Deegan-Krause, will announce that there will now only be one Monday lecture in the afternoon, which the senior lecturers will be required to attend, with students signing up to attend one in-person lecture a month (the other students will watch a recorded video of the live lecture). He will also explain that the discussion sections will be moved to biweekly with senior lecturers communicating with groups of students via video conferencing at designated times. They will present research as to the effectiveness of blended classroom.
The End Users Dr. Issac Hamilton Age: 35 3rd year senior lecturer He studied political theoryfocusing on political provocationat Wayne State University, where in 2014 he received his PhD. As founder and director of the former nonprofit corp., TLC Charitable City Garden, He also has begun researching in the field of local food politics. He ultimately would like to gain a full tenure track position at a university that is not so research-heavy because he enjoys spending time in the classroom more than doing and writing about research. Dr. Hamilton has been with the Honors College for three years now. While born into a
generation that embraces technology, he is not one to embrace it fully. He does not do social media, and barely uses the technology in the classroom other than the computer and projector. However, he is a student favorite and one of the most requested lecturers because what he lacks for technology in the classroom, he makes up for with his engaging and lively discussions. He is worried that a shift away from a classroom setting to a more blended learning environment will have a dramatic affect on his teaching ability and the dynamics in the classroom. Dr. Rashida Everett Age: 34 1st year senior lecturer
She received her PhD in African American and African Studies at Michigan State University in 2016. Her dissertation entitled, Nollywood Goes to Brazil: Counter-hegemonic Media Flows in the African Diaspora, examines the correlations between intra-ethnic identity and citizenship under recent Brazilian affirmative action legislation. Prior, she received her MA from MSU where she examined North American pre-election civic engagement, social capital, and online media during the Obama campaign. As an interdisciplinary social science and humanities researcher her interests include: popular culture, African diaspora, cultural production, representation, citizenship, globalization, democracy, media studies, government social policy, and film studies. Currently, she is working on three book chapters based on pre-dissertation and dissertation research. One of the reasons Dr. Everett was hired as a senior lecturer was due to the way she plans on incorporating technology into her classroom. She is an avid user of Google Hangouts, Google documents, and has shown success blending in online components at her previous teaching stop at Henry Ford College. Even though she is in her first year at Wayne State, the other
senior lecturers are already looking towards her for ways to help incorporate an online classroom experience into the current lecture/discussion format. She is looking forward to the format change and has big plans for the student she teaches. Her biggest fear is that the more seasoned lecturers will not respect her as much because she is trying to help lead the way for blended/hybrid learning. Dr. John Gilmore Age: 57 st year senior lecturer He spent a career as a journalist and author, writing for national, regional, and local publications on subjects that range from sailing to the automotive industry. He has worked as a staff reporter on a daily newspaper and, more extensively, as a freelance writer.
He received his Ph.D. in Early American History from Wayne State in 2015 and has taught European History and American History both in the classroom and online. His thesis, Our News is Sent by Lightning, studied the creation of the earliest electric networks in American and how they affected news coverage from 1840 to the 1890s. Tims research interests include the Civil War, the Press, communication theory, and medieval history. Before he began his doctoral degree, Dr. Gilmore was not a fan of technology. He Worked as a journalist for the Detroit Free Press for 25 years before the age of technology forced the paper to make cuts, thus eliminating his position in 2006. He blamed technology for it, and used that fuel to transition his career into teaching and education. It was during this time that he began to appreciate how the changing technology could be used for good. While he is still wary of full-blown modern technology (he still uses flip phones for example), he understands why the Honors College is heading in the direction they are heading. His biggest fear is that he has never taught a section of a course that required online components,
and he isnt sure if he will be able to understand how to make everything work. Dr. Karen Johnson Age: 41 2nd year senior lecturer (2nd stint with Honors) She earned her PhD at the University of Michigan's Center for the Study of Higher and Postsecondary Education. While there, she collaborated with partners in Detroit to build a neighborhood educational access coalition, and the relationship development process in this partnership became the topic of her dissertation. She transitions back to the Irvin D. Reid Honors College, where she taught from 2008-2010 from a research position at the Charles F. Kettering Foundation in Dayton, Ohio where she studied deliberative problem solving in communities and cultivating civic mindedness in
college students. Dr. Johnson previously worked for the Honors College from 2008 - 2010, where she was voted the best senior lecturer for those three years. After returning from the Charles F. Kennedy Foundation in 2015, she again was voted on by students as one of the best senior lecturers based on reviews and end-of-the-year assessments. She likes to get to know her students on a one-to-one level by meeting them for coffee before and after class (she has a slight caffeine addiction). Her classroom is a free-for-all discussion group where she weaves in that weeks topic, which students seem to like. She absolutely hates the direction the teaching methods are going and is already applying for new positions outside of the Honors College. She doesnt understand why she should have to change her teaching styles in order to incorporate the use of online components. Her biggest fear is that she will get bad reviews from her students. Module Outline
Introduction Module #1 Module #2 Understanding the Problem: HON 1000 Videochat Module #3 Google Documents Module #4 Module #5
Video chat exercise Group Project Conclusion Introduction (5 minutes) This event is to take place over the summer in a training session. The senior lecturers will gather in the large Honors College classroom with the projector screen pulled down and computer set up to receive a video call. When each senior instructor comes into the room, they will be given a brand new laptop that they will use for the upcoming year. The laptops were purchased from Wayne State. Since 2013, the number of the students enrolling into Honors as freshmen has consistently been between 520-540 students , If that trend continues, the Honors College needs to begin looking at alternative avenues of teaching the lecture and sections because it is becoming increasingly difficult to teach discussion sections due to space capacity (room capacity 25 students) and in the Deroy Auditorium, which
has sound issues and is not conducive for back and forth question sessions with the Dean The training leader, Dr. Kevin Deegan-Krause, will then call in from a separate conference room within the Honors College via Google Hangouts in order to grab their attention. Module #1: Understanding the size problems in HON 1000 (10 minutes) Learning outcome: The senior lectures will understand the classroom size problem Honors College Activities: Dr. Deegan-Krause will lead a group discussion with the senior lecturers on the classroom size issues in the HON 1000 discussion course and Monday lecture. The senior lecturers will provide feedback to what they have observed over the past years, mainly running out of space in the 4th floor classroom because the class sizes have begun to get to big and the inadequate discussion space the Deroy Auditorium is for the HON 1000 lecture.
Assessment: Senior lecturer responses to questions asked and feedback about the size problem Content Discovery - Discover the problem 1. Define It: Understand size problems with HON 1000 2. Elements: Computer, Web Camera 3. Example: Instructors go around room discussing the weaknesses of having too many students in each Honors 1000 discussion section and how it impacts the classroom dynamic (running out of seats in classrooms). Get them to identify the problems with the current conditions 4. Non-example: Handing out survey before meeting and me talking about results. Module #2: Video chat (15 minutes) Learning outcome: Lecturers master the use of video chat using Google Hangouts
Activities: Lecturers will create Google accounts (if they do not have one already). It will be demonstrated to the senior lecturers, through voice prompts, where to find Google Hangouts, how to sign on, and how to invite others to join in a group conversation. It will also be demonstrated, through voice prompts, the process of recording a video and uploading it to Youtube. Assessment: Senior lecturers will demonstrate all steps needed to successfully sign on and invite others to videochat. Content Discovery - Teach video chat 1. Define It: .Instruct via Video Chat 2. Elements: Computer, Web-camera 3. Example: Instructor will sit in the other conference room and video call the senior lecturers via Google Hangouts and begin the meeting in order to demonstrate how easy videoconferencing will be with students and their peer group members. This
also serves as a useful example for how students will be watching the Honors 1000 Monday lecture when they are not scheduled to attend the lecture because it will be recorded for students to watch and posted to blackboard for weekly viewing. 4. Non-Example: Having senior lecturers write out problems they have noticed on paper Video Chat expanded After seeing and learning how effective the use of video chat will be, the instructor will teach and demonstrate how to log into Google Hangout and start a video chat and then record it. Video chat
expanded 1. Go to google.com 2. Click google apps, then more, then Hangouts Video chat explained Video Chat expanded Select add Contacts and enter email addresses Once email addresses are entered, select the video
call option Type in contact names and push green invite button Video chat expanded - recording conversation Select add contacts icon (not pictured), which can be found at the top of the screen. To begin recording, select green Start Broadcast button. To end recording, select the red phone icon (not pictured).
Module #3: Google docs (10 minutes) Learning outcome: Learners will understand the rationale for and successfully create Google documents and personal journals Activities: Using a walk-through method, Dr. Keegan-Krause will instruct the lecturers how to log into Google Drive, creating a document, and how to share it. The training created document will be the practice personal journal questions, which will talk about their experiences using technology in classrooms and their initial fears about moving in this direction. They will then practice by creating three new documents each for the training session: A personal journal document, a group project document, and an individual document. Assessment: Learners will successfully identify the correct google documents based on the instructional assignment.
Personal Journals (15 minutes) Learning outcome: Learners will understand the rationale for and successfully create Google documents and personal journals Activities: The reflection journal will be shared with the senior lecturers. They will be asked the following two questions: 1. 2. Tell me about the experiences you have had with technology when you were a student. How was the technology used? What would you have done differently with that technology? What are your fears and apprehensions about going forward in a blended learning environment? The lecturers will be given 10 minutes to write in their journals, which I will then read and place them into groups based on their responses.
Assessment: Learners will successfully identify the correct Google documents based on the instructional assignment. 1. Define It: Teach the senior lecturers the in-and-outs of using Google Drive for writing assignments, personal journals and group projects Content Discovery Teach Google docs 2. Elements: Google drive
documents, web-cam, computer, 3. Example: Lecturers creating Google Drive documents and learning how to share with each other 4. Non-Example: Handing out instructions on how to create a Google drive and not practicing Module #4: Video Chat exercise (15 minutes) Learning outcome: Senior lecturers demonstrate signing on and invite others to join them in their video chats. Activities: Each lecturer will go into a separate part of the library and begin inviting each other, and Dr. Keegan-Krause, into group chats. This will get them comfortable signing in
and out of Google drive and initiating and receiving group chat invitations. Assessment: Lecturers will correctly demonstrate the steps needed to successfully videochat. Old activity Module #4: Video Chat exercise (15 minutes) New activity Learning outcome: Senior lecturers demonstrate signing on and invite others to join them in their video chats. Activities: Each lecturer will take their laptop and instruct different staff members of the Honors College the process of logging on, creating, and saving videochats.
Assessment: Lecturers will correctly demonstrate the steps needed to successfully videochat and also feedback given by Honors staff members. Content Discovery Videochat exercise 1. Define It: Have each senior lecturer begin to experiment with Google Hangouts and make test video calls 2. Elements: Web-cam, computer 3. Example: Lecturer goes to a
different parts of the library and video-call using Google Hangouts 4. Non-example: Having senior lecturers leave and then call you at a later date Module #5: Group Project (45 minutes) Learning outcome: Using Google documents for group work collaboration Assessment: The group collaboration document with recorded videos of how well the group interacted with each other and collaborated on the document
Activities: While the Senior Lecturers get comfortable with using video chat, I will review the personal journals and place each senior lecturer into one of two groups. When the last lecturer finishes connecting with everyone, I will announce the group assignments. The lecturers will stay where they are in the library and work on one of the following assignments: 1. You are going on vacation with your group for a week. Plan an itinerary complete with daily activities. 2.
The Honors College has been gifted with a donation of $10 million dollars for a new space anywhere on campus. Design that space with the following items: offices, study area(s), kitchen, conference rooms, break room, bathrooms, etc. The senior lecturers will use a shared Google Document for collaboration and will record their session and post to youtube for viewing, which I will review. The groups will then come back to the meeting room and share their projects. Content Discovery Group Project
1. Define It: Group Project with technology 2. Elements: Web-cam, computer, google documents 3. Example: Lecturers goes to a different parts of the library and video-call using Google Hangouts, create a shared Google document, and work together to create a presentation 4. Non-example: Having senior lecturers work on a group project back in the classroom
Conclusion We conclude the meeting with final thoughts before getting a catered lunch.
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