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 < [log in to unmask]> wrote: > There is 1 message totaling 1608 lines in this issue. > > Topics of the day: > > 1. TBL online? > > ######################################################################## > > To unsubscribe from the TEAMLEARNING-L list, please click the following > link: > https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 > > Further information about the UBC Mailing Lists service can be found on > the UBC IT website. > > ---------------------------------------------------------------------- > > 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 > contained in this e-mail message and any attachments (collectively > "message") is intended only for the personal and confidential use of the > recipient (or recipients) named above. If the reader of this message is not > the intended recipient, you are hereby notified that you have received this > message in error and that any review, use, distribution, or copying of this > message is strictly prohibited. If you have received this in error, please > notify the sender immediately by e-mail, and delete the message. > > ######################################################################## > > To unsubscribe from the TEAMLEARNING-L list, please click the following > link: > https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 > > Further information about the UBC Mailing Lists service c > > ------------------------------ > > End of TEAMLEARNING-L Digest - 26 May 2018 to 27 Jun 2018 (#2018-16) > ******************************************************************** > -- 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/> ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website.