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 * 1.** ** Identify the Problem **

Possible problem #1: The problem that we chose to investigate is that students in an online course do not feel they are part of a larger class, but instead feel they are working as individuals.

Possible problem #2: The problem that we chose to investigate is that students in an online course do not feel the content is any better or different from that of a traditional course.

Possible problem #3: The problem that we chose to investigate is that students in an online course do not feel there is enough variety in the content delivered, such as video, screencasts, etc).

Brainstorm continued (1/20)...added below I expect (continued):
 * What are the expectations and preferences students have for an online master's program that are different from those expectations of a classroom-based experience?**
 * 1) …higher order thinking skills rather than drill and practice-type lessons
 * 2) …the material to be easily accessible
 * 3) …to be able to be creative and innovative just like a classroom experience
 * 4) …the material to be manageable, and not overwhelming. No face-to-face meeting should not mean an increase in workload
 * 5) …to be able to communicate with students and the professor as easily as I would if I saw them on a weekly basis.
 * 6) …to feel as if I am part of a larger community, part of the class
 * 7) …regular constructive feedback from the instructor

Main Point #1: I expect the **__quality__** of education to be the same Subordinate Point #1: Content Detail #1: higher order thinking skills Detail #2: creative and innovative Subordinate Point #2:Teacher Detail #1: regular constructive feedback Detail #2: methods he/she uses to deliver content (streaming/Camtasia/skype) Main Point #2: I expect the **__quantity__** amount of information (I’m not sure if this one will work) Subordinate Point #1: Enough to build a solid skill set Detail #1: for additional classes Detail #2: for the workplace Subordinate Point #2: Manageable Detail #1: Increased Detail #2: easily accessible Main Point #3: I expect to be able **__social experience__** of working and collaborating with other students Subordinate Point #1: students Detail #1: feel as if I am part of a community Detail #2: ability to react/learn from others other than instructor Subordinate Point #2: teacher Detail #1: approachable Detail #2: guidance/mentor role
 * Expectations of a college class online**

Two maps (Due 1/25) Your map should have: Save your file as an Inspiration file type (.isf).
 * At least **10 idea symbols**, arranged in a**t least 3 levels** (for example; main idea, subordinate ideas, details)
 * At least one **note** attached to a symbol (this is not just any symbol with text attached; it is a special feature...be sure you know how to do this).
 * Three or more **different shapes** of symbols

1. Use Inspiration to create the maps to show what you already know about this problem (outline above) Thoughts/notes

2. and what additional kinds of information you would need in order to solve the problem. Thoughts/notes

__Questions (Due 1/26) PBL Complete Responses to the Surveys (1/27)__ Use your Google account and generate a set of questions that you might ask in your study to uncover technology use patterns. These questions will be presented with Strongly Agree/Agree/Neutral/Disagree/Strongly Disagree mmcvey@emich.edu ; marden@emich.edu ; abogedai@emich.edu ; jlock6@emich.edu ; ldeyampe@emich.edu ; thollowa@emich.edu ; sjablons@emich.edu ; mlusby@emich.edu ; smason3@emich.edu ; hmcfarla@emich.edu ; mmill110@emich.edu ; jpatte19@emich.edu ; krober35@emich.edu ; rroe2@emich.edu ; lschulz3@emich.edu ; rsimon1@emich.edu ; ssoules@emich.edu ; wvanloo@emich.edu ; kwingate@emich.edu ; lyuan1@emich.edu
 * 1) I have taken an online class for college credit
 * 2) I felt that the content presented in an online class is superior to that in a face-to-face setting
 * 3) A majority of my online class allowed for higher order thinking skills
 * 4) I felt that a majority of my online classes allowed for me to be innovative and creative
 * 5) A majority of my online instructors gave me regular, constructive feedback
 * 6) A majority of my online instructors presented material in a variety of different formats (i.e. streaming video, podcasts, using screenshot video)
 * 7) After a majority of my online classes I felt comfortable with the amount of information that was presented
 * 8) I have used information from an online class in other online classes
 * 9) I have used information from an online class in the workplace
 * 10) Students are expected devote more time to an online class than face-to-face instruction
 * 11) I have rarely had issues with “broken” course links, missing files, disabled videos in an online class.
 * 12) When I take an online class I truly feel as if I am part of the class; I feel part of a whole rather than just a separate student
 * 13) When I take an online class I learn as much from the instructor as I do from other students
 * 14) When I take an online class the teacher is just as approachable as he or she is in a face-to-face setting
 * 15) Toward the end of a majority of the online classes that I have taken, I feel as if I could contact my online instructor with questions that arise in different areas of online learning

At the end of a problem-based activity in a classroom, groups share their process and outcomes with others who worked on the project in separate groups. You could ask students to use PowerPoint (or the Open Office equivalent presentation software) to create a slide presentation of their work on this project: title, process, recommendations, and credits. Instead, since you have been maintaining a report since the first step of the project, submit your report to the **Unit 3 Problem-based Learning** dropbox. Thoughts/notes