Hi Jim,
About 20% of the faculty using www.intedashboard.com teach with TBL in
online environments since we digitized the IRAT, TRAT, Clarifications,
Applications and Electronic Gallery Walks.
Two posts describe how:
For the online asynchronous TBL blog post: https://bit.ly/2KcRKN7
For the online synchronous TBL blog post: https://bit.ly/2yM1kRC
We are also developing a workshop about Online TBL that will be delivered
using online synchronous TBL with our platform. An interest survey is
available here: https://goo.gl/forms/6Dl9LkrudOsU0Ox22
In addition, three other observations:
1. Many things take longer in online than face-to-face
2. Team sizes are generally smaller (typically 3-4 in online versus 5-7 in
face-to-face) for greater accountability and easier coordination
3. More frequent peer evaluation for more accountability and shorter
feedback cycles
Kind regards,
Brian
Kind Regards,
*Brian O'Dwyer*
Founder and Executive Chairman
*InteDashboard: Empowering Team-Based Learning with Technology*
www.intedashboard.com
Book an InteDashboard demo here <https://intedashboard-long.youcanbook.me/>
On Thu, Jun 28, 2018 at 3:00 PM, TEAMLEARNING-L automatic digest system <
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> There is 1 message totaling 1608 lines in this issue.
>
> Topics of the day:
>
> 1. TBL online?
>
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>
> Date: Wed, 27 Jun 2018 18:01:14 +0000
> From: "Sibley, James Edward" <[log in to unmask]>
> Subject: TBL online?
>
> Hi
>
> I am working with a teacher from Georgia…trying to imagine TBL online
>
> Here is what we have come up with…
>
> If you have experience or words of wisdom, I would love to hear it
>
> Jim
>
> #########################
>
>
> Team-Based Learning Online – A proposal
>
> Team-Based Learning is a flipped classroom model that has been
> traditionally applied to F2F courses. There has been growing interest in
> applying some of the unique TBL pedagogical to the online environment. This
> document will attempt to map the F2F components to the online environment.
>
> TBL moves initial acquisition of basic knowledge outside of the classroom
> (typically with targeted readings), then checks and builds on that initial
> knowledge using a process known as the Readiness Assurance Process.
> Finally, having established a shared level of basic understanding, teams
> move to an application phase where they are asked to make decisions in
> applying what they abstractly learned to concrete situations. This
> application of the abstract to concrete situations naturally highlights
> important contextual factor, and analysis issues.
>
> Reviewing 2 Major Processes in Face-2-Face TBL
>
> Readiness Assurance Process (RAP)
>
> One of the most interesting things about the Readiness Assurance Process
> is that students interact with the course concepts up to 5 times and
> interact with troublesome concepts more than easy concepts. The first
> interaction is in the readings, then the individual test, the team test,
> the Appeals process (which forces students back into readings right where
> they had trouble) and finally the instructor clarification/mini-lecture on
> the troublesome topics. What the RAP process establishes is a shared level
> of understanding so all team members can more equally contribute.
>
> Readings: Time on task, knowledge acquisition.
>
> Individual Test: Individual accountability for knowledge acquisition.
> Team Test: Social construction of knowledge, accountability to peers,
> consensus building, negotiation, team decision-making and immediate
> feedback.
>
> Appeals Construction Process: Pushes students back into reading right
> where they had the most difficulty.
>
> Instructor Clarification/ Mini-Lecture: a short, focused discussion on
> remaining troublesome topics.
>
> Application Activities (4S)
>
> Activities built using TBL’s unique 4S structure. Students use course
> concepts to solve problems, social construction of knowledge, taking a
> public position, articulating one’s thinking and ideas, probing and
> analyzing other team’s thinking and decision. The 4 required components for
> this application activity are: significant problem, same problem, specific
> choice and simultaneous report.
>
> Mapping TBL Processes to the online environment
>
> RAP Process (Day 1 to 4)
>
> Day 0-1
>
> Reading/Preparation Materials – online delivery is a good fit – print or
> video
>
> Individual Readiness Assurance – existing quiz tools will work well. If
> video content is used can embed questions in flow of video. Just want to
> ensure students have given honest effort in reading and trying to
> understand material. It’s important (according to Palsole and Awalt) to not
> provide students instant grade, the individual grade is provided after the
> team grade is provided.
>
> Day 2-3
> Team Readiness Assurance – uses model described to Palsole and Awalt (NDTL
> no. 116). Two or Three higher-level RAP (bordering on easy 4S) questions
> are asked. Here is a deviation from traditional TBL, these questions are
> not the same as iRAT questions. You want questions that are a little more
> difficult and higher level to spark discussion. Team discuss in private
> discussion area and at end of two days the designated team leader (rotating
> role – see table 1) compiles discussion and posts gist on whole common
> course discussion board. Points are given to team leader for compilation
> and given to each individual for making “substantive” posts (set a minimum
> – see table 2). At end of this process individual understanding has
> improved through team processing.
> Day 4
>
> Mini-lecture – teacher provides summary observations from posting and
> reviews major takeaways. Liberally quote student words in summary to honour
> their contributions.
>
> 4S Process (Day 5 to 10)
> 4S Problem or case is posted on common course discussion board. Provide
> the specific choices that each team must select from.
>
> Day 5-8
>
> For 3 days, Student teams analyze, discuss problem, and come to a
> consensus decision in private team discussion forum. Points are awarded to
> individuals for “substantive” discussion posts (set a minimum see table 2).
> Forums we have used are private but include instructor. Peer evaluation
> could work here – I would add peer evaluation questions like – contributed
> at least 2 substantive post at each stage, contributed at least 1
> substantive post at each stage, contributed NO substantive post.
>
> At end of period - the designated team leader (rotating role – see table 3
> for grading criteria) compiles discussion and sends decision and support
> rationales to instructor (word limits/worksheet) by 5 pm on designated day.
> I like how you have us send to discussion board and instructor, so we can
> view everyone’s ideas.
>
> End of Day 8
>
> Instructor then compiles and posts in common course discussion board
> (simultaneous report). Or You could have teams post themselves at a
> specific time to save instructor effort. A little less simultaneous, but
> workable.
>
> Day 8-10
>
> Once posted, individual review all team submissions and must post two
> “substantive” comments – one challenge comment and one supportive comment
> (see table 2). I like the simple 2 part components, challenge and
> supportive.
>
> Module Summary (Day 11)
>
> Instructor then compiles discussion – extracts lesson learned and shares a
> summary of problem solution. Liberally quote student words in summary to
> honour their contribution.
>
> Table 1: tRAT team leader (marks for assigned rotating role individual)
>
> 0
>
> 1
>
> 2
>
> 4
>
> Does not post
>
> Poor quality
>
> Average Quality
>
> Excellent
>
>
> poorly organized and difficult to understand
>
> adequately organized and mostly understandable
>
> well organized, understandable and insightful
>
>
> Table 2: Individual Posting* (marks for individuals)
>
> 0
>
> 1
>
> Not Substantive
> (or does not post)
>
> Substantive
>
>
> More than 50 words. Adds substantially to conversation.
> See list.
>
>
> *used three times, first in tRAT, then in 4S team analysis discussion, and
> finally in the 4S simultaneous report follow-up discussion (if we set
> minimum to 2 posts per step – 6 total points are available to individuals).
>
> A Few Important Substantive Discussion Contribution Behaviours
>
>
> * • Support/Verify – cite new evidence (literature
> reference) or quote readings (page numbers)
> * • Build – add the statement of previous speaker
> * • Link/Combine – incorporate multiple sources and ideas
> into one big idea
> * • Uncover Assumptions – what is believed to be true
> without proof
> * • Articulate limits of applicability – how context
> affects applicability
> * • Paraphrase/Summarize – concise restatement of
> aggregate ideas
> * • Unpack – explain in detail how team arrived at
> decision
> * • Devil’s Advocate – examine alternate choices or
> understandings
>
>
> Table 3: 4S team compilation and submission (marks for assigned rotating
> role individual)
>
> 0
>
> 1
>
> 2
>
> 4
>
> Does not send
>
> Poor quality
>
> Average Quality
>
> Excellent
>
>
> poorly organized and difficult to understand
>
> adequately organized and includes decision and some supporting rationales
>
> well organized, clear decision, well-articulated rationales, acknowledges
> limits of applicability and effects of context
>
>
>
>
>
>
> [id:[log in to unmask]]
>
> Jim Sibley
>
> Director
> [id:[log in to unmask]]
> http://cis.apsc.ubc.ca/
> Faculty of Applied Science
> University of British Columbia
>
> CEME 1214-6250 Applied Science Lane
> Vancouver, BC Canada
> V6T 1Z4
> Phone 604.822.9241
> Email: [log in to unmask]<applewebdata://04B85D08-96B5-
> [log in to unmask]>
>
>
> Check out my book Getting Started with Team–Based Learning<
> http://www.learntbl.ca/>
> Check out my TBL website at www.learntbl.ca<http://www.learntbl.ca/>
>
>
> © Copyright 2018, Jim Sibley, All rights reserved The information
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> End of TEAMLEARNING-L Digest - 26 May 2018 to 27 Jun 2018 (#2018-16)
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--
Kind Regards,
*Brian O'Dwyer*
Founder and Executive Chairman
*InteDashboard: Empowering Team-Based Learning with Technology*
www.intedashboard.com
Book an InteDashboard demo here <https://intedashboard-long.youcanbook.me/>
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