This "workshop" was actually an asynchronous activity week in the workshop series. I sent instructions in an email, as follows:
Dear colleagues,
I appreciate your participation on last week's forum discussion on Integrity in Hybrid Courses. It looks like we have a consensus that collaboration is essential in our disciplines and classes, and that collaboration and integrity are tightly intertwined. The specifics of how to simultaneously promote collaboration, integrity, and learning in particular classes, though, will look very different. You shared some good tips about making students accountable to themselves and their peers, creating rubrics, using both structure and discussion to discourage unethical behavior, and using tools like chat, POGIL, and discussion boards for the purposes for which they are best suited. I'll have to follow up with SJA to see if they would be interested in developing resources on integrity in online learning environments for their website.
Shifting roles for a bit, I'd like to comment here about how I would use the discussion board if I were teaching a class instead of a workshop series. I would provide a slightly expanded version of the summary paragraph above, bringing in connections to the readings and other resources, and highlighting controversies, well-articulated insights, and unanswered questions. I might also spend some time talking about the interaction and addressing any interactions of concern to keep the community positive and focused. I would then use the unanswered questions as springboards for the next face-to-face discussions. But with the limited time that we have, instead I'll move straight on into the next discussion topic. Just an editorial note about one way to use this tool...
We'll spend the next two weeks focusing on Quality Assurance in Hybrid Courses. You'll have individual work, pair work, and discussion board work, as follows.
The collaborative peer review process requires an investment from all parties, but as you tell your students, it has many benefits. Those of you who are preparing to submit a course for approval through ICMS in April will be better prepared for the ICMS requirements, and those of you who are just mulling over possibilities and not ready to dive into full course redesign will get ideas and suggestions from your peers. And all of us will be better prepared for the final workshop, in which we'll meet with a panel of the rest of the campus team involved in hybrid courses--librarians, administrators, course approval representatives, students, and so on. Look for more information about the dates and times for that discussion coming soon. I'm still working to schedule our panelists and may need to push it into the third week of the quarter, and I will let you know as soon as I can.
That's enough for now. Good luck with the peer review process, and please let me know if you have any questions.
Best,
Rosemary
The discussion board questions are here:
As we near the end of the course design phase, it helps to consider the standards our hybrid courses should meet. The readings and peer review process provided you with several examples. Please respond to one or more of the following questions, either on this thread or in a new post.