When I was in college, my Anatomy and Physiology professor, Dr. Mason, was both the course lecturer and the author of our textbook. As such, he lectured from the book. Verbatim. You either got it or you spent hours in the library (this was, after all, pre-Internet Dark Ages) trying to find a source that could explain things in a different way. Or you found a friend who could explain the sodium/potassium exchange in layman’s terms. Failing this, you hoped there wasn’t much about that on the test.
I have to wonder how much things have really changed. Over the years we’ve fallen into a blended learning model that sometimes looks like a digital file cabinet from our classroom. I’m not faulting teachers here- they have responded to a request for transparency and that’s what we have. Students can go online and access most of the materials they have from classrooms. These are available at any time from any place with internet access. It’s all good, right?
Sometimes. If students understand content from class and need a review, placing our course materials online makes sense. These students can easily retrieve them and pick up where they left off.
This leaves out the population that doesn’t really understand what’s been presented in class. They make THINK they do- but when they get home and try to do things on their own, the wheels fall off the bus. Giving them the same resources you used in class may increase their frustration to the point where they give up.
Materials designed for face to face teaching and those that are appropriate for online learning can be very different. Each is valuable, but they are not always interchangeable. Materials for online consumption need to follow different guidelines. Here are five tips to get started:
- Make sure your students know what they are supposed to do. This might sound like a blinding flash of the obvious but bear with me. In class, you might provide a list of all the steps to complete a project in one document. Online you would do well to provide this in small discrete steps. Readers online tend to skim and may skip steps when a long list is provided. Make each step (or group of small steps) into its own task.
- Chunk your online content. Then chunk it again. Do they really need a whole Keynote slideshow with your notes? Or would they be better off with smaller, more targeted explanations of key concepts? Think “SparkNotes” for your content. Make sure your content is digestible and students know what they should know as a result of viewing it.
- Use tools that scaffold learning. If you are asking students to read online articles, use a tool like InsertLearning to provide reading guides. These help students with comprehension and provide you with formative assessment information about their progress. For videos, you can use tools like Edpuzzle to help students check their understanding of content.
- Provide ways for students to know if they are on the right track. Nothing is more demoralizing than thinking you are finished, only to find you need to start over. Build in small assessments via tools like Edulastic, Quizlet, or google forms to provide feedback along the way.
- Build in ways for students to let you know they are stuck. This might be time in class or digitally based. You know what works best for your population.
Finally, take a critical look at your assignments. Use your student data to see what is and isn’t working in your material. Is there an assignment or assessment that seems to be stopping a large number of students in their tracks? Sometimes a lesson redesign is what is needed to help move students forward.