Hi all
My experience with asynchronous TBL is described in the attached ppt. I
developed short answer RAP questions to avoid the use of MCQs online. And
I did a lot of team development in the first course of the sequence.
I was very pleased with the results, and have started using the same
approach in f2f classes.
Cheers
Mark
On Wed, Apr 11, 2012 at 5:13 PM, Ronald Giachetti <[log in to unmask]> wrote:
> Mike, I'm going to review your suggestions for the team quiz and see if
> it would work in my case. I wish there was a technology solution to allow
> team quizzes -- the method you mention seems cumbersome. Maybe one team
> member is online answering for the team as a whole? Is this an opportunity
> for somebody to make a Java or other web program for team quizzes?
>
>
>
> For Gary, about asychronous, in my experience asynchronous teams do NOT
> work well. I have seen this as an instructor, and from my wife who is
> taking online courses and is often required to do teamwork. My wife's
> experience is probably typical, in which many students just do not
> contribute to the team. They cannot meet, wait until the last minute,
> etc. All the team problems that TBL seeks to address.
>
>
>
> Ron.
>
>
>
> ------------------------------
>
> *From:* Team-Based Learning [[log in to unmask]] on behalf
> of Sibley, James Edward [[log in to unmask]]
> *Sent:* Wednesday, April 11, 2012 4:33 PM
> *To:* [log in to unmask]
>
> *Subject:* Re: TBL for fully online, synchronous course
>
> Hi
>
> Michelle Clark at UNLV
>
> Sunay Pasole at UT El Paso
>
> Do fully online
>
> Jim Sibley
>
> Sorry for brief message -sent from my iPad
>
> On 2012-04-11, at 1:11 PM, "Gary D Lynne" <[log in to unmask]> wrote:
>
> Ronald, Michael and all:
>
> Encouraging results: Has anyone also managed to find a way to use TBL in
> Distance Ed with asynchronous... i.e. students not all there at the same
> hour... learning? In my experience, most distance students do not wish to
> "be there" all at the same time.. and, is a main reason they take distance
> courses.
>
> In my hybrid course, which is also "live" on Adobe Connect, in the
> on-campus classroom (with in-residence students being present), typically
> only 3-4 of the 30-35 distance students (10% or so) choose to also "be
> there" at the designated hour (clearly preferring to tune-in to the Adobe
> Connect recording and Podcast recording, plus posted pdf file of the ppt,
> at a later time).
>
> Anyone managing to do TBL with the asynchronous learner/environment? Seems
> it could be done.. just let the Teams choose their own meeting time... or,
> even do it over several meeting times, like on an asynchronous discussion
> board (which we have tried with success, to make a discussion board work
> for class sizes over 40.. the teams posting the essence of their team
> discussions to the larger board). I see problems with RATs, though... the
> tRAT in particular... if done over time (the open book problem... but,
> then, does it matter, as long as they find the answer??).
>
> Any experiences here?
>
> Thanks.
>
> Gary D. Lynne, Professor
> Department of Agricultural Economics and
> School of Natural Resources
> 103B Filley
> University of Nebraska-Lincoln
> Lincoln, NE 68583-0922 USA
> Website: <http://agecon.unl.edu/lynne>http://agecon.unl.edu/lynne
> Phone: 1-402-472-8281 Cell: 1-402-430-3100
> This message and any attachments are confidential, may contain privileged
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>
> "We are always only one failed generational transfer of knowledge away
> from darkest ignorance" (Herman Daly)
> "We do not just have our own interests. We share interests with others.
> Empathy ... exemplifies the implicit solidarity of human nature" (Robert
> Solomon)
> "Whoever frames the debate tends to win the debate" (George Lakoff)
>
> <graycol.gif>"Michael J. Welker" ---04/11/2012 02:03:19 PM---Ronald, I
> too have utilized Elluminate for a synchronous TBL setup.
>
> From: "Michael J. Welker" <[log in to unmask]>
> To: [log in to unmask]
> Date: 04/11/2012 02:03 PM
> Subject: Re: TBL for fully online, synchronous course
> Sent by: Team-Based Learning <[log in to unmask]>
> ------------------------------
>
>
>
> Ronald,
> I too have utilized Elluminate for a synchronous TBL setup.
>
> I have attempted Team quizzes in 2 ways -
> 1- eliminate them and just do the individual round before class via
> Blackboard.
> 2- Have a narrow window for the individual round (~1 hour - 30 mins before
> live class start) in Blackboard and then send teams into their breakout
> rooms for the team round. I would setup a powerpoint slide with the quiz
> questions and instruct the teams to use the whiteboard to highlight the
> team answer. When a team completed a quiz slide they raise their hands and
> I come check their work. If all correct, I advance them to the next set of
> quiz qs.
>
> Approach #1 I feel worked but took away the Team RAT bonding process
> slowing team cohesiveness.
>
> Approach #2 while a bit kludgey, I feel truly helped the team formation
> and functioning curve tremendously. Obviously massive "open book" security
> issues but not insurmountable depending on the quiz Qs.
>
> Otherwise, the midterm "dry run" teammate evals tended to be an excellent
> catalyst for improving teammate satisfaction and engagement for the 2nd
> half.
>
> Likewise, another trick that seemed to improve team functioning was having
> up a simple team members spreadsheet in a separate window during the live
> class and using it to record "tallies" for each time a separate team member
> speaks for explaining team answers in Application exercises. Particularly
> when I used this to "cold call" quiet team members.
>
> One other promising practice has been creating team-based role plays on
> the asynchronous discussion boards for chapter/unit capstones. An example:
> I assigned teams different allegiences as party newspaper editors in the
> Election of 1828. Each individual had to publish a slanted (but research
> supported) op ed on why they should vote FOR their man (Andrew Jackson or
> John Q. Adams) and why they should vote AGAINST the opponent. One team I
> assigned as the "electorate of 1828" who got to respond to the opening op
> eds with "letters to the editor" questioning the arguments. the editors got
> to respond either to the voters or the opposition for their 2nd round. the
> Electorate team got a 2nd round where they had to cast written ballots
> explaining who they were voting for and why. Anytime I have done any role
> play like this, it has greatly enhanced and speed up team functioning.
> (even got to where each side was trying to outdo each other sneaking
> "campaign ads" onto the Whiteboard screens during the whole class session).
>
>
> Glad to hear of your successes!! Keep at it :)
>
> Best,
> Mike Welker
>
> Mike Welker
> Distance Learning Coordinator
> & History/Humanities Adjunct Faculty
> North Central State College
> Mansfield, Ohio
> (419) 755-4706 - Ofc.
> (419) 545-0808 - After Hours Emergency Callback Svc. (Leave Msg.)*
> **[log in to unmask]* <[log in to unmask]>
> Room 132 Bromfield Information Commons (Library)
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>
> 24/7 Faculty Resources: *http://tinyurl.com/dlfaculty*<http://tinyurl.com/dlfaculty>
> 24/7 Student Resources: *http://dl.ncstatecollege.edu*<http://dl.ncstatecollege.edu/>
>
> "Remember, I'm pulling for you... we're all in this together. Keep your
> stick on the ice." -Red Green
>
>
> On Tue, Apr 10, 2012 at 7:17 PM, Ronald Giachetti <*[log in to unmask]*<[log in to unmask]>>
> wrote:
>
> Hi,
>
> I have interesting, but not necessarily scientific findings that show
> TBL can be translated to a fully online, synchronous course. When first
> arriving to NPS, I was asked to teach the introductory Systems Engineering
> course as a distance-learning course to support Navy commands around the
> country. All the materials were available, highly organized, and of high
> quality. The technology we use is Eluminate and Sakai. The course met
> once a week for three hours for 10 weeks. I resorted to a traditional
> approach of teaching the course via me mostly lecturing and presenting the
> material. If lectures are poor in person, imagine online via the computer
> :( I realized this and made changes during the semester, but essentially
> stuck to the lecture format. At NPS, all students are required to complete
> a course survey, and the results this first quarter were so-so.
>
> I had to teach the same course the next quarter, and this time I
> reorganized it according to TBL. In an online environment, this takes some
> adaptation. Here's what I did:
>
> 1. Instead of iRATs/TRATs, I made a multiple choice quiz that
> followed the lesson for that module via the website on Sakai. I gave each
> student 2 tries at the quiz with a due date before the class session. The
> students got immediate feedback on the quiz after their first attempt.
>
> 2. Students were organized into teams. I would lecture and discuss
> the material for 30-60 minutes. Then in Eluminate we can create break-out
> rooms, such that each team has their own room. The students were given a
> task, and they would work as a team on the task. I could virtually "drop
> in" on each room, see what they were doing and give some
> direction/feedback. Then after the time limit, we could all go back to the
> main room for the debriefing.
>
> 3. Student teams were asked to write up the final team exercises and
> submit. The write-up requirements were not very demanding, but I needed
> some document for records and assigning grades. I would say about 70% of
> the teamwork was completed during our Eluminate classes.
>
> In this second offering of the course using TBL, the student
> evaluations increased significantly (from 3.8 to 4.5/5). The written
> comments, were largely in favor of the approach. They like the quizzes and
> found it useful because of the immediate feedback and ability to retake the
> quiz. They also thought the team assignments were useful. Although, one
> student noted that "some team members didn't particpate as high". I think
> an "in person" team limits social loafing, but a "virtual team" still
> enables some to not participate/contribute as fully (e.g., checking email,
> facebook, etc. during the team exercise since nobody can see what they're
> doing).
>
> We are very standardized at NPS, so the assignments in the offerings
> are more or less the same, and the two cohorts had the same grade
> distribution. So the TBL section didn't learn anything less than the
> first.
>
> The technology has limitations, and I'm interested in anyone else's
> experience with distance-learning and TBL. Teams via Eluminate are less
> efficient, so it takes more time than what is necessary in a classroom.
> Also, I cannot figure out how to have "team quizzes" in an efficient
> manner.
>
> I'm very happy with the results. I say the improvements, while
> statistically significant, are not scientific because other reasons can be
> attributed to the improvement such as my second time teaching the course,
> ...
>
> Ronald Giachetti
> Professor
> Systems Engineering
> Naval Postgraduate School
> Monterey, CA 93943
> *http://web.eng.fiu.edu/ronald/* <http://web.eng.fiu.edu/ronald/>*
> **[log in to unmask]* <[log in to unmask]> or *[log in to unmask]*<[log in to unmask]>
>
>
>
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