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 > information, and are intended solely for the recipient(s) named above. If > you are not the intended recipient, or a person responsible for delivery to > the named recipient, any review, distribution, dissemination or copying by > you is prohibited. If you have received this message in error, you should > notify the sender by return e-mail and delete the message from your > computer system and destroy any copies in any form. > > "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) > Campus Mail: B-11 > > 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]> > > >