The idea that students learn best when they have the opportunity to apply what they are learning to real-world contexts is the basis of Experiential Learning Theory (ELT). Learning by doing is at its core, and as a high-impact practice, there is increasingly more emphasis on experiential learning in higher education. There is plenty of evidence that supports the benefits of this type of learning. It affords students an opportunity to connect knowledge to authentic situations and increases learner autonomy, motivation, and overall satisfaction (Kolb and Kolb, 2018). Many OSU Ecampus Courses feature such experiences. In fact, OSU’s Honor College requires all courses to include experiential learning components, and this is increasingly the case across disciplines at OSU.
Many of us may think of community engagement, project-based learning, or practicums when we consider what constitutes an experiential learning experience. While these are solid examples of ELT in practice, experiential learning can take many forms across learning environments. David Kolb describes experiential learning as a four-stage process in his cycle of learning (Kolb and Kolb, 2018). According to Kolb, learning is a process where knowledge is created through the transformation of experience. Students can engage with the cycle at any point in the experience as long as they engage with all four stages. The flexibility of hybrid and online learning presents rich possibilities for incorporating this process. The four stages of Kolb’s experiential learning process include:
Concrete learning: engage in a new experience or critically interpret a past experience.
Reflective observation: use experience and background knowledge to understand the relevance or meaning of the experience.
Abstract conceptualization: gain a new understanding of the experience by adjusting thinking based on reflection.
Active experimentation: engage experimentally by applying new insights to the situation in a practical way.
Kolb’s theory is not without limitations in that it does not provide clear answers about how collaboration between learners affects reflection, and it doesn’t account for learning that occurs without reflection (Psychology, 2022). While his model isn’t the final word on all of the ways learners make sense of the world, it does provide a good starting point for understanding and designing effective real-world learning opportunities.
What makes a good experiential learning experience?
Regardless of the activity, both the experience and the learning are fundamental in experiential learning scenarios, and the ongoing engagement of both the instructor and the student is critical. In experiential environments, students take ownership of their learning process by taking a more active role such as in posing questions, experimenting, and constructing meaning through their persistent participation in the experience. The role of the instructor, on the other hand, is to ensure that the experience is of high quality and in alignment with the stated learning outcomes while also supporting the learner to develop autonomy in using the principles of experiential learning as defined by The National Society of Experiential Education (NSEE).
Eight Principles of Good Practice for All Experiential Learning Activities
Intention: the activity is structured around a formal process and the purpose and rationale for why the activity was chosen is transparent and clear to students.
Preparedness and planning: students understand expectations for engaging in the learning experience and have the necessary background knowledge and preparation to participate in the planned learning with support throughout the process.
Authenticity: the learning experience is relevant and designed in response to an authentic context or situation in collaboration with those affected by it.
Reflection: the experience is transformative and allows for knowledge discovery through a process of making and testing decisions around expected or observed outcomes and through consideration of assumptions and implications related to prior and present learning.
Orientation and training: learner support and guidance include sufficient background preparation needed for successful achievement of learning outcomes.
Monitoring and continuous improvement: students receive continuous feedback and support to enhance the learning experience and ensure achievement of learning outcomes.
Assessment and evaluation: students receive helpful and timely feedback from the instructor and any external facilitators, and monitoring and adjustments to process are made as appropriate to ensure achievement of outcomes.
Acknowledgement: All students and external stakeholders or facilitators are recognized for their work, progress, and contribution to the experience.
Experiential Learning in OSU Ecampus Courses
The following examples illustrate a small selection of the many creative experiential learning opportunities OSU faculty developers have incorporated into their online and hybrid courses in collaboration with Ecampus instructional designers.
Build a community of writers online. Students read, critique, write, edit, revise, and share original pieces of creative writing. An activity modeled after the Iowa Writer’s Workshop and implemented in a creative writing course.
Discover and Promote well-being in an Online Community. Students in a philosophy class engage in activities in their local community and online to talk about topics around well-being. They then reflect on those experiences and dialogue before compiling a “happiness toolkit” and sharing it with peers.
Explore health and fitness assessment techniques used to measure cardiovascular health. Through a series of hands-on labs, students monitor volunteers’ exercise regimes and calculate cardiovascular fitness values to make recommendations based on the data collected.
Collaborate in a team to study and analyze management case studies. Students work through complex and ambiguous problems to solve a workplace challenge and find solutions before participating in an authentic human resources simulation.
Write and perform music. Students in a performance-based music course write and perform original pieces of music.
Examine poverty and its effect on students’ local communities. Students complete a public health scavenger hunt guided by specific questions, reflection, and peer collaboration. They then create a guide describing public health issues and potential solutions.
Investigate the necessary conditions for designing effective teams and work groups, including best practices and processes needed for maximum productivity, strategies to resolve common issues in teams, and methods to evaluate team performance. Students then apply their learning by leading a team in real life.
Analyze and conduct research on a local public health issue. Students partner with community organizations in their area to identify needs and apply principles of public health to authentic contexts.
The list is far from exhaustive. New courses featuring experiential learning are currently in development across disciplines. Faculty interested in learning more about how to get started learning by doing in hybrid and online courses can learn more by checking out the Ecampus experiential learning resources page.
Learning outcomes (LOs) are used in instructional design to describe the skills and knowledge that students should have at the end of a course or learning unit, and to design assessments and activities that support these goals. It is widely agreed that specific, measurable outcomes are essential for planning instruction; however, some educators question the benefits of explicitly presenting them to students. I have been asked (and wondered myself): “What is the point of listing learning outcomes in the course?” “How do they help learning? “Do students even read them?”
So, I went on a quest for research that attempted to answer such questions. I was particularly interested in unit/module-level outcomes, as those are the ones that directly steer the content, and students see them throughout the course. Here’s a brief summary of what I found.
Note: the studies use the terms “learning outcome”, “learning objective”, or “learning goal” – they all refer to the same concept: a specific and measurable description of the skills and knowledge that students are expected to have at the end of a learning unit/period of study. At OSU we use the term “outcomes”.
What Does the Research Say?
Armbruster et al. (2009) redesigned an Introductory Biology course at Georgetown University, Washington, DC, using active learning and student-centered pedagogies, leading to increased student performance and satisfaction. One of the strategies used was to include explicit learning goals in the lecture slides, and labeling exam and quiz questions with the related goals. Students’ attitudes towards the course were assessed via a questionnaire and comparison of university-administered student evaluations. Students were asked to rank lecture components in terms of helpfulness to learning, and the authors found that one of the highest-ranking elements was the inclusion of explicit learning goals.
Simon and Taylor (2009) surveyed 597 students from computer science and microbiology and immunology courses at the University of British Columbia, where instructors presented learning goals at the beginning of each lecture or topic area. The questions were open and the answers coded into a number of categories, which helped them identify several values of goals. The main value was “knowing what I need to know”: students reported that the goals showed them how to focus their efforts and felt that the goals “allowed them to organize the information more effectively and be more expertlike in their approach to the class” (Simon & Taylor, 2009, p.55). The authors did not find any difference between presenting the goals before each lecture versus at the beginning of the unit/topic area.
Brooks et al. (2014) examined students’ views of learning outcomes at the University of Leicester, UK. First, they surveyed 918 students taking Biological Sciences, English and Medicine courses. They found that 81% of participants agreed or strongly agreed that learning outcomes are useful learning aids. Additionally, 46% found LOs more useful as their courses progressed, and 49% reported that they engaged more with the LOs as the course progressed. The authors also investigated when LOs are most useful, and found that the most common answer (46%) was when reviewing the material. Moreover, 49% of students reported that LOs can only be fully understood at the end of a module. The researchers followed up on these results with a focus group, which confirmed that students use LOs in various ways and at various points during the course.
Osueke et al. (2018) looked into students’ use and perceptions of learning objectives at University of Georgia. 185 students in an undergraduate Introduction to Biochemistry and Molecular Biology course took part in the study. The instructors included instructions in the syllabus, which they also stated on the first day of class: “Focus on the learning objectives. The exams will assess your accomplishment of the learning objectives. Use the learning objectives as a guide for what to focus on when you are completing assignments and studying for exams.” Students completed two assignments requiring them to explain their use of the LOs. The researchers found that many students (33.8%) reported they had been instructed on how to use LOs to study – these instructions ranged from passively “look over” to using them as a study guide. The ways students used the LOs were: as questions to answer (47.4%), as a resource for studying (24.1%), as a self-assessment tool (14.3%), and passive use (13.5%). When asked why they find the LOs helpful, students said that they help them: narrow down the information (57.1%); organize their studying (23.3%); communicate information (5.3%); monitor their understanding (4.5%); forced them to study (1.5%).
Sana et al. (2020) conducted three experiments aiming to find to what extent presenting the LOs improve retention of information. Participants were asked to read five passages on a neuroscience topic, and then they were tested on comprehension and retention. The experiments took place at McMaster University, Ontario and employed different participants, methods, materials, and procedures. They found that: interpolating LOs throughout the lesson (as opposed to all LOs presented at the beginning) improved learning compared to not including LOs, especially when students’ attention was explicitly directed to them; converting LOs into pretest questions (that students attempted to answer) further enhanced performance; multiple-choice and short answer questions were equally effective; and withholding feedback on pretests was more effective than providing feedback – the explanation proposed by the authors for this last finding was that students may be more motivated to seek the correct answers themselves, which causes further processing of the material.
Barnard et al. (2021) investigated students’ and academics’ perspectives on the purpose of learning objectives and approaches to assessment preparation. They conducted focus groups with participants from an undergraduate Psychology course at the University of Nottingham, UK. The students reported that LOs are useful for guidance, as they “use them to create direction for some of the learning and revision strategies” (Barnard et al., 2021, p. 679).
Conclusions and Recommendations
Good news! The findings of these studies suggest that many students do appreciate clear LOs and use them to guide their learning. The LOs help them understand what they are expected to know – thus, students use them to focus their study, to review for an exam, and to self-check their knowledge.
As instructors and instructional designers, what can we do to help students take full advantage of LOs? Apart from having specific and measurable LOs, make sure that the LOs are well aligned with the activities, and make this alignment explicit. It may also be helpful to offer some guidance on how to use the LOs, for instance by prompting students to recap their learning at the end of a unit based on the LOs. Finally, we could turn the LOs into questions and use them as a pretest.
For more on creating and using LOs, check out the CBE—Life Sciences Education website, which has an informative guide, including a section on student use.
Do you have any other ideas or resources on how to use learning outcomes to improve students’ experience and study habits? If so, we’d love to hear from you!
References
Armbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). Active learning and student-centered pedagogy improve student attitudes and performance in Introductory Biology. CBE Life Sciences Education, 8(3), 203–213. https://doi.org/10.1187/cbe.09-03-0025
Barnard, M., Whitt, E., & McDonald, S. (2021). Learning objectives and their effects on learning and assessment preparation: Insights from an undergraduate psychology course. Assessment and Evaluation in Higher Education, 46(5), 673–684. https://doi.org/10.1080/02602938.2020.1822281
Brooks, S., Dobbins, K., Scott, J. J. A., Rawlinson, M., & Norman, R. I. (2014). Learning about learning outcomes: The student perspective. Teaching in Higher Education, 19(6), 721–733. https://doi.org/10.1080/13562517.2014.901964
Osueke, B., Mekonnen, B., & Stanton, J. D. (2018). How undergraduate science students use learning objectives to study. Journal of Microbiology & Biology Education, 19(2). https://doi.org/10.1128/jmbe.v19i2.1510
Sana, F., Forrin, N. D., Sharma, M., Dubljevic, T., Ho, P., Jalil, E., & Kim, J. A. (2020). Optimizing the efficacy of learning objectives through pretests. CBE Life Sciences Education, 19(3), ar43–ar43. https://doi.org/10.1187/cbe.19-11-0257
The following is a guest blog post from Aimee L. Lomeli Garcia, MLA. Aimee completed an Instructional Design internship with OSU Ecampus during the Fall of 2022.
Have you ever found yourself reading the same paragraph over and over again only to not retain any information? Or been so overwhelmed with the content you’re trying to read that you’re unable to absorb any of it? Odds are that it may not just be the content you’re trying to read; it may be the way the information is laid out. One way to help read and retain information is to make the text more readable.
Making information readable in your online course can seem overwhelming, but there are a few steps that you can take to make the content more digestible for students.
What is Readability?
First off – what is readability? Readability is defined as “the ease in which a reader can comprehend text” (Calonia, 2020). Readability is a vital aspect to keep in mind as you design online courses. It not only makes the content of the class easier to read but increases the likelihood that students will understand the faculty’s content through lectures and discussions. Better readability also decreases the risk of students misunderstanding the content, experiencing frustration, and increases the risk of students becoming disinterested in interacting with the course. Though there are multiple options to make content more readable, there are five ways that you can adapt the content in your course: chunking content, using whitespace, avoiding wordiness, creating infographics, and utilizing color.
Chunking Content
What does “chunking content” mean? Chunking means breaking content into smaller chunks to make it easier to understand. This strategy originates from the field of cognitive psychology, which has proven that the human brain can “process, understand, and remember information better when broken into smaller pieces” (Moran, 2016).
Let’s demonstrate!
Below are the first two paragraphs of Harry Potter and the Sorcerer’s Stone by J.K. Rowling:
Chapter One The Boy Who Lived Mr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much. They were the last people you’d expect to be involved in anything strange or mysterious because they just didn’t hold with such nonsense.
When reading through this excerpt, it’s easy for your eyes to scan through the information without comprehending it. There are a few common methods that will help with chunking your material: make your paragraphs shorter, add space between your paragraphs, and develop clear hierarchies of text.
Utilizing these methods, let’s make this paragraph more readable:
Chapter One
The Boy Who Lived
Mr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much. They were the last people you’d expect to be involved in anything strange or mysterious, because they just didn’t hold with such nonsense.
Using Whitespace
Whitespace is defined as “empty space between and around elements of a page” (Babich, 2017). Whitespace creates a backdrop or frame to make your content easier to read. Like chunking information, whitespace allows the eye to find information easily. Take these slides for example:
“Plastic Coffee Cup on Book” by Anna Shvets from Pexels
Do you notice how much easier it is to read the different types of coffee drinks on the slide that has more white space? In a study done by Wichita State University, research confirmed that increasing the amount of whitespace actually improves reading comprehension!
Avoiding Wordiness
We’ve all experienced reading material that has excessive wordiness. In a manner of speaking, “wordiness means using more words than necessary within a sentence, especially short, vague words that do not add much meaning” (Eliminating Wordiness, 2022). Unfortunately, the overuse of unnecessary words can muddle ideas and cause confusion for students.
To decrease wordiness, focus on the key points you want to convey and use an active voice instead of a passive voice. Consider the following example:
“All of the students who are new to this university are required ot attend an orientatin that has been scheduled for December 1st.”
When reading this sentence, it’s difficult to decipher what the necessary information is for the reader to understand. Instead, let’s focus on the key points and use an active voice in this sentence:
“New students are required to attend orientation on December 1st.”
Here, we eliminated the unnecessary wording, allowing readers to understand the message the sentence is trying to convey.
Use Visuals
Pictures speak louder than words! Using visual media, such as infographics, pictures, videos, animations, and films, make content easier for students to understand and could decrease the amount of writing you have to do for the class! You can obtain visual media through free online resources such as Pexels, Pixabay, or Openverse or created on your own (Canva is a favorite for me).
So, instead of using this:
Cells are the building blocks of life. A cell is composed of cytoplasm, a nucleus, ribosomes, and mitochondria. Cytoplasm is made up of a jell-like structure that contains the contents of the cell. The nucleus serves as the command center and is typically the largest part of the inside of the cell. Ribosomes are tiny parts of the cell that make proteins and mitochondria are jelly-bean shaped and create energy from the food we eat.
Color makes a significant impact on the readability of your page. This can be easy to overlook, as we typically use the standard black font/white background combination. However, adding color to words or backgrounds can bring attention to a message you’re trying to convey. There are ways to do this successfully and ways to add color poorly.
Looking at the red text on the first example can be challenging for someone with no vision issues. Imagine the difficulty students who have a visual impairment can have – in particular, red/green color blindness.
On the second example, having a text color that is nearly the same shade as the background can make reading the text nearly impossible. It takes effort to read the quote in the example – can you imagine reading a scholarly journal with the same formatting?
Don’t let these examples dissuade you from trying text colors and backgrounds! To verify if a color combination is readable, visit the Contrast Checker page, enter the RGB or RYB codes and the website will notify you if the color combinations are reader-friendly.
Conclusion
Drafting your site can be overwhelming when considering readability, but there are several steps you can take to make the course content easier to understand.
Chunking content helps break text into smaller pieces so content is easier for students to digest.
Whitespace provides empty space for your content to pop
Avoiding wordiness can make your content and message clearer
Using visuals allows you to utilize pictures, videos, infographics, and other media to convey content
Strategic use of color on your page can make reading the material more comfortable and less straining for all students, including those with vision impairments.
Below are links to resources and tools if you’d like to dive into more information about readability and the impact it has on the success of students of online students. Thanks for reading!
The following is a guest blog post from Michelle Coxey. Michelle completed an Instructional Design internship with OSU Ecampus during the Fall of 2022.
Ian Wilkins is a high school language arts teacher, but besides the students, his passion is social justice. He shares a powerful metaphor that education is like a heavily gated castle. Those inside the castle are comfortable and safe and do not realize that the people outside are hungry (Chardin & Novak, 2021). If someone opens the gate and admits a person from the outside, would that person feel comfortable and safe inside like everyone already there? Would they know the rules of the castle? Would they feel like they fit in and deserved to be there? Would the food inside reflect their own tastes, needs, and preferences? Would they stay, or would they want to return to their own comfort zone outside with their family?
If higher education is the castle, who belongs inside the castle?
Because of financial aid and diversity efforts in admissions, first-generation and low-income (FLI) students usually have access to higher education. But 90% of FLI students do not graduate from college within six years (Zinshteyn, 2016). The gates to the castle are open, but why don’t FLI students stay?
Inclusion goes beyond admissions. A student’s experience and motivation to stay is heavily influenced by the inclusiveness of the design in online courses. As a result, instructional designers are in an ideal position to design courses that are more aligned with life for FLI students outside of the virtual classroom.
Imposter Syndrome
If you are reading this, you have experienced it at some point in your career, no doubt. Imposter syndrome is that uncomfortable feeling that you are incompetent and have fooled everyone into thinking that you belong. Imposter syndrome is a nearly universal experience and has been studied since the 1970’s. However, in the last few years, researchers and social justice activists have suggested that imposter syndrome is actually the result of systemic bias. As white people, especially men, advance in their education and careers, they develop more confidence, and the feelings of imposter syndrome usually go away. However, because of systemic bias, people with marginalized identities feel more like a fraud the further they advance in their education and careers (Tulshyan & Burey, 2021).
College is a breeding ground for imposter syndrome. Most new college students have a steep learning curve and feel insecure, but the struggles are amplified for FLI students. The structure and culture of higher education is very different from the circumstances and environments they grew up in. Many FLI students blame themselves, assuming they aren’t working hard enough. Yet, cultural and social differences are to blame for their imposter feelings.
Instructional Designers Can Help
Former U.S. President Barack Obama (2010) said, “The best anti-poverty program is a world-class education.” If he is correct, instructional designers hold a lot of power because we are working to provide a world-class education for others (U.S. News, n.d.). Plus, we have managed to successfully navigate higher education ourselves and have constant access to learning in our jobs. Additionally, instructional designers are on the front lines of dismantling imposter syndrome by guiding and training instructors and designing courses and learning activities with FLI students in mind.
In addition to the research-based best practices for engagement, inclusion, and assignment transparency when designing online courses, instructional designers should consider the income demographics of online students. Online students are often FLI students. Fifty percent of online students’ family income is below $39,000 a year (Classes and Careers, 2018). Online students are likely to be working and juggling family responsibilities in addition to taking classes (OSU, 2020). They may not be taking classes online because it is the ideal learning environment for them, but because they need to fit education into their other responsibilities. Additionally, some online students pursue disciplines and majors they don’t love because of scheduling convenience or because a particular degree will bring financial security.
Instructional designers can relieve some of the pressure and insecurity for FLI students by intentionally creating an inclusive space in every course. Here are twelve research-based suggestions for how instructional designers can be inclusive of FLI students when designing courses and collaborating with instructors.
Find out who the FLI students are in each course. In addition to helping instructors understand the demographics of Ecampus students, designers could encourage instructors to learn which students are FLI students. Instructors could have an informal conversation or could give an assignment where students share how their background and culture relate to the class subject. Andragogy emphasizes the importance of student experience in learning. When instructors help students see that their social class affects their college experience, the student’s life experiences can be an anchor to attach what they learn in class (Checkoway, 2018).
Help students embrace their identity. Find opportunities for students to embrace their identity, regularly share about their lives, and solve problems in their own families and communities. Give students plenty of choice, provide examples using a variety of cultures, and consider topics and stories that people with a low-income can relate to. Students should analyze case studies involving situations and organizations they are familiar with. If material is real to the student, they can grasp it quicker. For example, students could learn velocity using the model of car they drive, or write an essay on a policy issue they care about (Checkoway, 2018).
Encourage Small group work. Higher education in the U.S. caters to an individualistic, independent, and merit-based culture. This is even more true in online courses where everyone works asynchronously. However, FLI students often come from interdependent cultures (Canning et al., 2019; Stephens et al., 2012; Townsend et al., 2021). Group activities help students collaborate and connect with each other, supporting students that struggle with imposter syndrome or that feel more comfortable working with others.
Eliminate competition between students. Competition in STEM classes increase feelings of imposter syndrome for all students, especially FLI students (Canning et al., 2019). Encourage instructors to eliminate competitive activities, such as requiring students to promote themselves in online discussions. Also, grading on a curve creates a hierarchy that causes anxiety and self-doubt in a lot of students. And last, encourage instructors to include opportunities for collaboration and cooperation and be clear that all students can succeed.
Double down on inclusion in STEM classes. Extra care should be taken to support FLI students when designing and teaching STEM classes. In STEM programs, the number of FLI students is only 20 percent (Peña et al., 2022). This is especially problematic because the stakes are high for FLI students in STEM classes because students who pursue STEM careers earn significantly higher salaries. Instructional designers should design activities that help students see themselves as scientists.
Design low-stakes formative assessments. Design several low-stakes formative assessments early in the course to address learning gaps in students with less confidence or experience. These assignments help FLI students learn the “hidden curriculum” of higher education, which includes expectations about assignments that are often “unspoken” or implied (Tyson, 2014). FLI students may not know to ask questions, so these assignments should be designed to provide early feedback, identify students needing more support resources, and clarify misunderstandings about policies and expectations.
Use Inclusive language. Encourage instructors to use supportive and inclusive language and avoid jargon in syllabi, assignment instructions, and informal videos. This helps students without experience feel like they belong in the course.
Apply course concepts to the real world. Help instructors become transparent with how assignments and course outcomes develop skills that are useful in the real-world. This effort benefits all students but especially helps students that are in danger of dropping the course see the long-term value of sticking with it.
Design social annotation activities. With social annotation, students collaborate to annotate an open educational resource (OER). This learning activity promotes interdependence and shared meaning-making among classmates. Hypothesis, NowComment, Perusal, and Diigo are a few popular tools for social annotation (Farber, 2019).
Identify career paths. FLI students may not have access to insights about careers, education, research, or internships. Encourage instructors to share details about their own career path and professional development as well as how to navigate different careers within the discipline. Instructional designers could create a discussion board for students to ask and answer questions with their peers about future careers.
Encourage financial sensitivity. Consider using low or no-cost learning resources. Use OER, older editions of textbooks, and if a high-cost text is necessary, justify it. Also, work with the campus library to see if required textbooks can be made available online. And last, encourage instructors to teach students how to access, read, bookmark, highlight, and annotate digital resources so they can get the most out of their study sessions.
Explicitly explain office hours. Explicitly state that students are encouraged to contact the instructor with questions. Explain what office hours are, that they are useful for creating supportive bonds between instructors and students, and that students are invited to go anytime. Many FLI students feel intimidated by going or do not even realize how speaking with the professor would be useful (Tyson, 2014).
Circling back to the castle metaphor, the castle is comfortable if you already are used to the structure and culture of higher education. But to help FLI students feel confident and successful, instructional designers can design courses more in line with life for FLI students outside the gates. Instead of molding FLI students to fit in at college, instructional designers can adapt to them, designing courses with a focus on interdependent and collaborative learning activities.
References
Canning, E., LaCrosse, J., Kroeper, K., & Murphy, M. (2019, November 19). Feeling like an imposter: The effect of perceived classroom competition on the daily psychological experiences of first-generation college students. Social Psychological and Personality Science, 11(5), 647-657. https://doi.org/10.1177%2F1948550619882032
Chardin, M. & Novak, K. (2021). Equity by design: Delivering on the power and promise of UDL. Corwin.
Checkoway, B. (2018, August 20). Inside the gates: First-generation students finding their way. Higher Education Studies, 8(3). https://doi.org/10.5539/hes.v8n3p72
Peña C., Ruedas-Gracia N., Cohen J.R., Tran N., & Stratton M.B. (2022, October 6). Ten simple rules for successfully supporting first-generation/low-income (FLI) students in STEM. PLOS Computational Biology, 18(10). https://doi.org/10.1371/journal.pcbi.1010499
Stephens, N., Fryberg, S., Markus, H., Johnson, C., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178–1197. https://doi-org.ezproxy.proxy.library.oregonstate.edu/10.1037/a0027143
Townsend, S., Stephens, N., & Hamedani, M. (2021, February 9). Difference-education improves first-generation students’ grades throughout college and increases comfort with social group difference. Personality and Social Psychology Bulletin, 47(10), 1510-1519. https://doi-org.ezproxy.proxy.library.oregonstate.edu/10.1177%2F0146167220982909
If you design or teach online courses, and the term Regular and Substantive Interaction (RSI) is unfamiliar to you, not to worry. It’s likely that you’ve already implemented some degree of RSI in your online courses. RSI is the US Department of Education (DoE) requirement for institutions receiving federal funds to “ensure that there is regular and substantive interaction between students and instructors” in their online courses. It was intended as a quality assurance and consumer protection measure, but it is also a key component of high-quality online learning. Simply put, student-teacher interactions must be consistent and meaningful throughout the delivery of an online course. There is a mountain of research supporting this idea by now, and we have long known that this type of interaction is an essential component of learning and has a deep impact on student experience and satisfaction with online learning.
Word cloud created via WordItOut.com
Characteristics of RSI
You may be thinking that you already have plenty of quality interaction in your course. If you’re familiar with the Ecampus Essentials standards for course development (based on the Quality Matters course design rubric) or the Ecampus Online Teaching Principles, you know that teacher-student interaction is a basic component of effective online course design and delivery. You may also be thinking that “interaction” is a vague term. After all, interactions can occur synchronously or asynchronously via many different platforms. They can occur in response to student progress in a particular course or be an intentional aspect of the instructor’s course delivery plan. So, what exactly does quality interaction in the context of RSI entail? The DOE guidelines outline the main characteristics of regular and substantive interaction as follows:
Instructor-initiated
Instructor-student interaction should be an intentional component of the course design and delivery. While students should also be encouraged to reach out to the instructor as needed, interactions should be required and initiated by the instructor to be considered RSI. For example, ad hoc office hours and auto-graded objective quizzes would not be considered RSI, but requested office visits, individualized feedback on assignments or open-ended quizzes, and instructor-facilitated online discussion forums would qualify as regular and sustained interactions. Likewise, announcements tailored to the course content during the term of the delivery would also meet the guidelines for RSI.
Frequent and consistent
Simply put, frequent and consistent interaction means that you are present in your course in an intentional manner regularly throughout the term. Instructor presence in online courses deeply impacts student learning, satisfaction, and motivation, so this is probably not a new idea for those who have taught online. Many online instructors maintain instructor presence through regular announcements or videos providing updates on student progress or feedback, adding to ideas presented in student discussions or other submissions, offering clarifications to questions regarding content or assignments, etc. There are many ways for instructors to be present in a course so that students feel that they are part of a community of learners. To meet the standards for RSI, the instructor presence should also be planned and occur regularly throughout the term.
Focused on the course subject
Interactions should be related to the academic content and help students to achieve the course outcomes. Assignments should provide a space for instructors to assess student learning through substantive feedback. Non-specific feedback (Good job!) or a grade entered without comments related to work on the assignment at hand would not count as RSI. However, communications providing reading guidance, posting examples with explanations, sending an announcement clarifying concepts students may have missed in a discussion are all good examples of interactions focused on the course subject. That’s not to say that sending a message of encouragement or celebration to students (Go Beavs!) would not be an important component of social presence in a course.
Faculty member meets accreditation standards
This requirement presents a little bit of a murky area, and each institution will need to decide who would be considered a qualified subject matter expert based on their accrediting body standards. For example, Teaching Assistants (TAs) may or may not be considered qualified subject matter experts depending on where they are in their postgraduate journey. However, regardless of the level of expertise, the role of any TA or other course mentor can never be in lieu of the instructor interaction in a course.
Increasing RSI in your course
Meaningful interaction may already be an integral part of your course design and delivery, or you may have some work to do in that area. Whatever your current level of RSI, there are many ways to increase or vary the interaction in your course. Some practitioners note that what constitutes “meaningful interaction” for the purposes of RSI compliance can be difficult to measure. In response, the DoE updated their definition of Regular and Substantive Interaction (RSI) in 2021 to further clarify the issue for practitioners. To be considered regular and substantive, interaction, “…must engage students in teaching, learning, and assessment, as well as two of these five actions:
providing direct instruction;
assessing or providing feedback on a student’s course work;
providing information or responding to questions about the content of a course or competency;
facilitating a group discussion regarding the content of a course or competency;
or other instructional activities approved by the institution’s or program’s accrediting agency.”
The good news is that the DoE definition is broad enough to include a huge range of activities giving course developers and instructors many options for choosing how and when interaction occurs in a course. While not an exhaustive list, a few recommendations to boost RSI in your course include:
Set expectations
Make your plan for interaction clear to students, and include them in setting expectations for both the instructor and the students. Your communication policy stating the response time students can expect from you on emails and assignment feedback should be stated in the syllabus and posted in the course. You should also tell learners how to communicate with you. Make participation expectations clear through discussion guidelines and rubrics for participation. You might also create an introductory activity in which students and the instructor make their expectations explicit through a negotiated process.
Provide timely and individualized feedback
There are many methods for delivering feedback (written, video, audio, conferences, etc). In fact, using a combination of methods is good practice for incorporating elements of Universal Design for Learning (UDL). Regardless of how you deliver feedback, it should add to or extend students’ understanding, make concrete suggestions for improvement, highlight what they are doing well, or provide models.
Send regular announcements
Announcements are handy for sending reminders about due dates and other housekeeping items. As an RSI strategy, announcements present a useful vehicle for digging into course content and helping students to synthesize important information. You might use announcements to extend concepts from the previous week’s activities, contextualize content students will see in the coming week, or to identify sticky points or patterns seen in student work. While announcements can be used for on the fly reminders or clarifications, it is a good idea to establish a pattern for sending substantive announcements whether that be on Sunday evenings or at other intervals so that students know when to expect them.
Incorporate tools for meaningful interaction
VoiceThread, Padlet, and Perusall are just a few examples of platforms that instructors can use to facilitate interaction. While it may be tempting to incorporate several tools to boost engagement, a more effective approach would be to avoid using technology for the sake of using technology. Instead, try incorporating one or two tools and create meaningful tasks around them. Use each two or more times during the term so that students spend their time engaging with each other and the content via the tool rather than learning how to use it.
Conduct surveys and evaluations
Midterm surveys on students’ experience in the course are helpful for second-half tweaks to stay on track toward the goals you set out to accomplish. They can also be useful for making adjustments for the next time you deliver the course. Ask students how they feel about the interactions with other students and the instructor. Ask how they could be improved, and encourage them to reflect on their own contributions. If there is group work involved, solicit opinions about how it is going and how you can support their collaborations. In doing so, you give learners the opportunity to ask for help where they need it, and you gain information to give you ideas for how to structure interactions for the next iteration of the course. A trusted colleague or an instructor designer can also be helpful in evaluating the level of RSI in your course. When you feel you have reached your goals around interaction and other markers of high-quality course design, consider asking for a formal review of your course to become Quality Matters certified.
Hold regular office hours
In order to qualify as RSI, office hours must be predictable, scheduled, and required rather than an optional feature of the course. While synchronous sessions should be kept to a minimum to allow for student flexibility, you can also facilitate meaningful interaction via a virtual meetings. If you give mini-lectures or provide models for specific lessons, for example, you might consider recording your explanations so all students, including those who cannot attend a particular session, benefit from the extra guidance.
Resources
Poulin, R. (2016) Interpreting what is Required for “Regular and Substantive Interaction”. WCET Frontiers. Retrieved from https://wcet.wiche.edu/frontiers/2016/09/30/interpreting-regular-and-substantive-interaction/
Regular & Substantive Interaction (RSI) in Online Learning. Chemeketa Center for Academic Innovation. Retrieved from https://facultyhub.chemeketa.edu/instruction/rsi/
How to Increase Regular and Substantive Interaction (RSI) in Online and Distance Learning. OLC Webinar 2021. Retrieved from https://onlinelearningconsortium.org/webinar/how-to-increase-regular-and-substantive-interaction-rsi-in-online-and-distance-learning/
Quality Online Practices: Regular and Substantive Interaction (RSI). University of Tennessee Knoxville. Retrieved from https://onlinelearning.utk.edu/online-teaching-learning-resources/quality-online-practices/rsi/
In Dr. Freeman Hrabowski’s TED Talk “4 Pillars of College Success in Science”, he told the story of Nobel laureate Isidor Isaac Rabi’s mother’s famous question: Did you ask a good question today? Let’s pause for a minute and reflect: What is a good question? What questions do you ask most frequently? What questions do your students or children ask most?
Question
Types of Questions
Teachers usually encourage students to ask questions. Dr. Peter Liljedahl, author of “Building Thinking Classrooms in Mathematics” and professor of Mathematics Education at Simon Fraser University in Canada, however, points out that not all questions need and should be answered directly. According to Liljedahl, there are three types of questions and only one type of questions requires direct answers. Liljedahl categorizes questions in K-12 mathematics classrooms into the following three types:
Proximity Questions
Stop Thinking Questions
Keep Thinking Questions (Liljedahl, 2020)
Building Thinking Classrooms Book Cover
Proximity questions refer to questions students ask when the teacher is close by, as the name suggests. Liljedahl’s research showed that the information gained from such proximity questions was not being used at all. Stop-Thinking Questions are questions students ask just to get the teacher to do the thinking for them, with the hope that the teacher will answer it and they can stop thinking, such as “Is this right?”, “Do we have to learn this?”, or “Is this going to be on the test?” Unlike the first two types of questions, keep-thinking questions are often clarification questions or about extensions the students want to pursue. According to to Liljedahl, if you have an authentic and level-appropriate task for students to work on, 90% of the questions being asked are proximity questions or stop-thinking questions and only 10% of questions students ask are keep-thinking questions. Liljedahl pointed out that answering proximity questions and stop-thinking questions are harmful to learning because it stops students from thinking.
Next, how could teachers differentiate the types of questions being asked? Liljedahl offers a simple solution to separate keep-thinking questions from the other two types of questions: Are they asking for more activity or less, more work or less, more thinking or less?
After differentiating the types of questions, what should teachers do with these proximity questions and stop-thinking question? Ignore them? No, not at all! Liljedahl emphasizes that there is a big difference between having students’ questions heard and not answered, and having their questions not heard. How should teachers answers these proximity questions and stop-thinking questions then?
Ten Things to Say to Proximity And Stop-Thinking Questions
Liljedahl provides the following list of ten responses to a proximity or stop-thinking question so that you are not giving away the answer and taking the thinking opportunity away from students. Basically, you turn the questions back to your students!
Isn’t that interesting?
Can you find something else?
Can you show me how you did that?
Is that always true?
Why do you think that is?
Are you sure?
Does that make sense?
Why don’t you try something else?
Why don’t you try another one?
Are you asking me or telling me? (Liljedahl, 2021, p. 90)
Cross-Discipline Nature of Good Questions
“Building Thinking Classrooms“ is recommended to me by some college biology teachers in the US. Biology teachers recommending math teaching book, isn’t that interesting? The reasoning behind this recommendation is that the techniques being taught in this book could be easily applied to any other teaching context to get your students engaged in thinking, whether it is K12 education or college education, math teaching or teaching of another subject.
Asking Good Questions for Management and Education Administration
If you are not directly involved in teaching and learning, but in administrative or management role in an organization, Dr. Amy Edmondson has some practical suggestions for asking good questions to keep organization growing healthily. Dr. Amy Edmondson, author of “The Fearless Organization”, Novartis professor of Leadership and Management at the Harvard Business School, states that good questions focus on what matters, invite careful thought, and give people room to respond. Edmondson also suggests three strategies for framing good questions:
To broaden the discussion. For example: What do others think?
What are we missing? For example: What other options could we consider?
How would XXX (such as our role model, our mentor, or our competitor) approach this? For example: Who has a different perspective?
With the above tips for asking questions, are you ready to ask a good question today?
References
Edmondson, A. (2018). The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation and Growth. Hoboken, NJ: John Wiley & Sons, Inc.
This post is the second installment in the series that describe the main characteristics, major benefits, design considerations, and practices and challenges of implementing an ungrading approach. This second blog presents the types of ungrading practices, challenges to implementation, and main takeaways derived from the book chapters and discussion with my colleagues in the Ungrading book club.
Types of Ungrading Practices
To begin, it is important to recap that the underlying concept supporting ungrading is deep, extensive, and formative feedback. This means that instructors are expected to design low-stakes formative assessments and devote substantial time and effort to craft feedback that students can use to revise their work. This section summarizes several contributions the book chapters authors made in regards to pedagogical practices, strategies, tips, and resources to adopt ungrading. Instructors can combine the ungrading practices or use them as stand-alone activities.
Approaches to Assignments
Portfolios: Students can build their portfolios with different digital tools that allow them to create personal or professional materials that are useful beyond the class (e.g., website, content curation). The critical element in a portfolio assignment is that there needs to be space for critical thinking and metacognitive work that can be shared with others. An additional element can include portfolio conferences. For these conferences, students meet with their instructors to review their course work and make annotations about their learning journey (they can also discuss their final grade).
Project-based Learning, Problem-based Learning, Inquiry-based Learning: Students work on activities that relate to their own experiences, real-life applications, and ill-structured scenarios. These activities encourage students to work with others, find solutions, investigate deeper, and apply concepts studied in the course to realistic situations.
Staged Assignments: Students work on reviewing/redoing assignments to allow them to learn from the feedback they received from their peers and/or instructor.
Minimal Grading: Use of a holistic or simplified grading schema (e.g., pass/fail, strong/satisfactory/weak).
Process Letters: An activity where students describe their learning process and how they evolve in their work in the class. This can be multimodal (e.g., presentations, reflections that combine audio, video, and text) and/or accompany major assignments.
Student-made Rubrics: Students can develop their own rubrics, which can become a learning activity in itself.
Participatory Voices: Students can contribute to course content by creating content, adding items to the syllabus, selecting the type/format of feedback they want to receive, evaluating peers, and developing an intellectual voice. Through self-evaluation and peer evaluation, students can reflect on their learning, understand the process of evaluating others, and focus on excellence and building confidence. Students are given a set of guiding questions to engage in self-and peer evaluation. At the end of the project or term, they recommend a grade for themselves and their peers.
Declaration Quiz: A quiz that asks students to select a checklist of the assignment requirements that they have completed. This can be a low-stakes assignment that helps students reflect on how they accomplished the task. Instructors can create declaration quizzes for each assignment and associate the number of points to the letter-based system.
Interaction
Peer Assessment: When students work in groups, they can evaluate each other. Students can write about their contributions to the group projects as well as their experiences with the team. This can give instructors a view of the team dynamics and activities that are not usually visible.
Grade-Free Zones: This involves reviewing major assignments and/or providing a sandbox space for students to experiment before they engage in completing formal assignments. Students can submit early assignments or portions of them for peer comments or the instructor’s early feedback.
Mastery Orientation
Mastery Learning Artifacts: Students collect learning artifacts that they have developed to demonstrate their mastery of the learning concepts based on the exemplary work and expectations provided by the instructor. Students submit these artifacts at the end of the term. In addition, students describe the areas of growth based on the instructor’s feedback (e.g., revisions).
Single-point Rubrics: This type of rubric includes criteria and fixed binary points (done = 1; not done =0). Comments can be added to either point to note the improvements to be made (in case it is not done) and to highlight the aspects that go beyond expectations. A benefit of this type of rubric is that it encourages mastery of content and keeps students’ focus away from the grade itself.
Feedback Logs: Students collect feedback and identify the areas in which they received more feedback, work out strategies to improve those areas, and reflect on the ways they are learning.
Feedback and Revisions: Students work on a series of drafts, and the instructor provides comments that students are expected to incorporate in the next revised draft. A grade can be added to the final draft.
Self-Assessment: Consider metacognitive activities that engage students in their own evaluation of learning and in dialogue with the instructor. Encourage students to develop their own standards and self-scrutiny practices.
Student Individual Plan: Students articulate goals and values for themselves about a class or a project. The instructor can help students by providing reflection guidelines and templates for developing their own goals.
Challenges to Implementation
While ungrading encourages a shift from a focus on grades to a focus on feedback and metacognitive activities for student learning and success, its implementation is not without challenges. The challenges range from local critiques to structural and how-tos.
A second challenge is the structural system of grades that prioritizes performance over learning. If the focus continues to be on how students perform in a class rather than on their learning, Kohn and Stommel argue that using an ungrading system that gets rid of grades will not be sufficient to push toward a system that creates learning spaces for critical thinking, reflection, and metacognition.
A third challenge involves the redefinition of the curriculum, innovative pedagogy, and how to assess learning. If the idea of content coverage and memorization of facts prevails, learning is treated more as information transfer –from the instructor or textbook to the students. In this transfer, students may not necessarily own their learning. Along with this is the way assessments are designed to emphasize judgment of students’ performance. If the teaching method does not allow room for real learning, ungrading will not make a difference. Thus, the convergence of changes to the curriculum, pedagogy, and assessment methods is of utmost importance.
A fourth challenge is more systemic and structural. Kohn argues that control, in many educational cases, prevents students’ choice and voice in their learning journeys. If ungrading is to have a way in educational contexts, instructors, and even administrators, will be invited to relinquish some of the control they exert over students’ performance to welcome students’ decisions related to their learning needs and interests.
A fifth challenge is a deep and widespread belief that grades reflect learning and action. There is a great concern that if grades are to be eliminated, students will not complete their assignments, need to do more work, or even skip classes. Also, instructors will have to “grade” more and be overburdened.
A final challenge is the over-reliance on rubrics that, according to Khon (foreword, p.xvii), is a system for “judging students…They offer umpteen different axes along which to make students think about their performance— often at the cost of becoming less immersed in what they’re doing.” It is not that ungrading does not provide guidance but it is important to avoid overcontrol evaluation practices. Instructors will need to analyze when and how rubrics help students focus on the learning process (and not solely on the points they get).
Takeaways
The book offered clear rationales, experiences, and strategies that instructors could consider if they feel they want to move away from the grade-focused system. In addition, as a designer, I have a better understanding and collection of resources to use during my consultations with faculty who might be looking into authentic and alternative means for assessment and grading.
Ungrading requires a reconceptualization of the curriculum, pedagogical, and assessment practices. If an alternative means of assessing student learning is to be implemented, the content, activities, and assignments need to open opportunities for students to engage in their own process of learning, reflection, and feedback. If we don’t level the playing field for students, no grading (or ungrading) system would be worth trying.
Grades are considered to be problematic because they contribute to widening the educational equity gaps. Ungrading, as a student-centered approach, can help mitigate some of the inequalities that students experience for access to successful learning. Since not all students come with the same knowledge and skills, ungrading, as a system that personalizes learning and assessments, will orient each student to focus on the feedback that they need.
Ungrading does not mean that instructors do not grade or that students have a free pass. Ungrading requires a deeper understanding of what learning means and how to design learning activities and contexts in which it can be evidenced. There is no universal magic approach to do it. If you are seriously considering moving to ungrading practices, start small, one step at a time.
Have you ventured into ungrading? If so, how did it go? What works and what does not? If not, what are your thoughts about ungrading? I’d like to invite you to share comments or experiences.
Getting students to read the syllabus is often a challenge in online courses. It is not uncommon for students to ask faculty questions that have answers easily found in the document. Even if students do read the syllabus, they may only skim through it. Ways to encourage a thorough reading include strategies like “easter egg” hunts where students find particular items to pass a syllabus quiz. This article will explore another method that uses a software application called Perusall, which is designed to encourage close reading.
Perusall is used at the Oregon State University Ecampus as a learning technology integration with Canvas, the learning management system. Using Perusall, students can highlight, make comments, and ask questions on a document. There is a grading interface with Canvas and a variety of settings, including reminders for students to complete the assignment. It offers a useful way for students to engage with the syllabus together, which can lead to closer reading than if they had done so individually.
Results
To test this idea, a professor used this approach with a 400/500 class that involved multiple assignments in Perusall throughout the term. If the syllabus assignment proved useful in Perusall, then it would also serve as an introduction to the platform for students. Here are some examples of student engagement that resulted from this activity:
Requests for additional background material to check for prerequisite knowledge.
Interest in the website of the professor (linked to in the syllabus).
Shoutouts to the course teaching assistant.
Concerns about the prerequisites for the class, which were addressed by the professor specifically.
Questions about technology used in the course based on students’ previous experiences in other courses.
Gratitude for ending the course week on Mondays instead of Sundays.
Confirmation by a student that the textbook is available as an electronic copy at the library.
Inquiries into the length and other logistics of Zoom office hours.
Excitement expressed by a student about a focus paper requirement.
Queries about how grade numbers are rounded and types of quiz questions.
Exchanges between a TA and a student looking forward to further discussions in Perusall.
Clarifications about the different work expected for undergraduates and graduates.
Ideas about how to communicate as a class.
Questions about the details of major assignments.
Appreciation of opportunities to participate in frequent knowledge checks.
Thanks for the late assignment policy and statements about flexibility.
Advice about how to check assignment due dates.
Conclusions
Students’ comments and conversations helped to initiate a feeling of community in the course. Many logistical issues were clarified for students by providing and encouraging a forum for discussion. There were highlights and comments by students on seven of ten pages of the syllabus. The three pages that were not discussed were university required policies. There were no negative comments about using Perusall as a syllabus activity. So this seems like a good method to engage students at the beginning of a course to prepare them for success. It may be especially helpful for classes using Perusall in other assignments because it provides a way to practice using the application.
References
Johnson. (2006). Best practices in syllabus writing: contents of a learner-centered syllabus. The Journal of Chiropractic Education, 20(2), 139–144. https://doi.org/10.7899/1042-5055-20.2.139
Sager, Azzopardi, W., & Cross, H. (2008). Syllabus selection: innovative learning activity. The Journal of Nursing Education, 47(12), 576–576.
Stein, & Barton, M. H. (2019). The “Easter egg” syllabus: Using hidden content to engage online and blended classroom learners. Communication Teacher, 33(4), 249–255. https://doi.org/10.1080/17404622.2019.1575440
Wagner, Smith, K. J., Johnson, C., Hilaire, M. L., & Medina, M. S. (2022). Best Practices in Syllabus Design. American Journal of Pharmaceutical Education, 8995–8995. https://doi.org/10.5688/ajpe8995
One of the principles upheld by the open pedagogy movement is that the role of the learner must be active and the tasks that they engage in must be meaningful. These are not new ideas by any stretch, but as we move toward a more open pedagogical environment, it becomes necessary to examine the types of assignments that we create and assign. How do these tasks contribute to efforts to democratize education and increase learner autonomy, engagement, and freedom? What makes an assignment open? To answer these questions, this post will explore the relationship between open pedagogy and open assignments.
While interest in the topic of open pedagogy has steadily gained steam in the roughly 50 years since its inception, definitions of and familiarity with the concept of today’s open pedagogy vary among educational practitioners. Some discussions focus on the expansion of the use of these resources. You might be hard-pressed to find an instructor who hasn’t at least reused open content (See 5R framework of Open Content) or encountered such materials as a student. Other conversations emphasize the remix and revise aspect of open content and pedagogical practices, and the number of faculty-created Open Educational Resources (OERs) intended to replace the traditional textbook is ever increasing. Still others have turned their attention to implementation of open pedagogical practices that put students in the role of content creators rather than passive beneficiaries of innovations in open content. In our efforts to create tasks that accomplish this shift in the role of the learner, we must first ask what the value of the task is for the student, peers, and the larger community, and what life will such a task have after its completion. To answer these questions, we can look to the non-disposable assignment (NDA).
Non-Disposable Assignments (NDAs)
To define the characteristics of this type of assignment, it is helpful to first define what we mean by “disposable” assignment. It is safe to say that we are all familiar with these types of assignments: typically they include one-off or busy work tasks designed to be filed away and forgotten as soon as completed and graded. In his article What is Open Pedagogy (2013), David Wiley described the disposable assignment in this way:
These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away. Not only do these assignments add no value to the world, they actually suck value out of the world.
Online learning within the confines of a learning management system (LMS) is particularly ripe for these types of assignments. In fact, one could argue they are designed for this type of task. In an online course, instructors create and post the assignment, students complete it, instructors grade it, the course ends, student work is deleted, the course is rolled over, and the next crop of students begins the cycle again. The work is designed to be contained within the LMS for the duration of a course, not to be shared with a broader audience of students or colleagues.
As an alternative to the disposable assignment in favor of more meaningful tasks, Wiley coined the term Non-Disposable Assignment. The NDA (also referred to as a renewable assignment), in contrast to its binworthy counterpart, is an assignment that “adds value to the world.” Later definitions, no doubt influenced by the growing open pedagogy movement and the promotion of the use of OER materials, go further and hold that an NDA ought to produce a resource that is openly published so that “others can find, use, and if desired, repurpose or update the work,” (Jhangiani, 2015; Wiley, 2013; Wiley et al., 2017; Wiley & Hilton, 2018). Such assignments put the learner in the role of creator and impact or benefit an audience beyond the instructor and student. Because the premise of the NDA is that it can not only be shared widely, but also revised and reused without permission by both instructors and students, the content should be openly licensed. Considering the role of learners as authors of the content, they should have a say in determining the type of open license appropriate for their work.
In the article A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research, Seraphine et al (2019)provide a set of principles NDAs must adhere to. The Five Principles are summarized as follows:
NDAs fundamentally involve information collaboration and exchange.
As forms of responsive and responsible pedagogy, NDAs involve communication throughout and opportunities for revision, creativity, modifying key terms and objectives, etc.
While NDAs might not necessarily involve communal assembly, the resulting product or practice must always be shared outside the teacher-student dyad, creating opportunities for communal access of the NDA as an information resource
NDAs produce learning through cooperative critique.
Because they are not exams or isolated writing assignments, NDAs involve innovation as a fundamental concept.
Benefits and Value of NDAs
Apart from their ability to reach a broad audience, NDAs increase student motivation, engagement and autonomy resulting in improved achievement of learning outcomes. (Ariely, Kamenica, & Prelec, 2008; Chalofsky & Krishna, 2009; Pink, 2011). While this claim may be at least in part anecdotal, it follows that when students know that their work may be used by peers, faculty, and colleagues across their field in the future, investment in the quality of their work increases. Non-disposable assignments and authentic assessments have the potential to add value in other areas by:
promoting community engagement.
fostering innovation.
interrogating and dismantling systems of oppression by centering experiences of historically marginalized groups.
providing opportunities for culturally rich content (inject identity, student influence over content).
cultivating information literacy skills.
increasing accessibility to educational resources.
helping students communicate in writing to a general audience.
offering opportunities to collaborate with peers around the world.
increasing self-regulated learning and autonomy.
Despite their numerous benefits, NDAs are not without challenges and risks. For example, some students may be resistant to the exposure and the vulnerability inherent in creating open content for broad use. In such cases, instructors must provide alternative assignments or options not to share. Because student-generated content requires substantial metacognitive skills, instructors must ensure that NDAs involve significant scaffolding at multiples stages in the learning process (Zimmerman, 1990; Zimmerman, 2002). Furthermore, the open nature of student-generated content presents a quality control challenge that instructors must anticipate and address by providing multiple opportunities for revision and peer review.
NDA Design and Students as Producers
Implementing assignments that have the potential for broad impact beyond the typical instructor-student dyad can seem daunting. After all, conceptualizing and creating tasks that effectively revise the role of student from a passive one to actual content creators is no small feat. However, it is important to remember that the scope can vary widely. Indeed a well-crafted discussion between two students might form the basis for a renewable assignment. Other examples may include experiential connections such as student-generated podcasts; the production of flyers, guidelines, or materials for local community organizations; or even collaboratively created and maintained global resources such as wikis like the Chemistry Library. Whatever the scope, NDAs can—and arguably should—be iterative allowing for innovation and adaptation to various contexts.
With the role of the student as producer in mind and an understanding of the potential pitfalls that an open assignment might present, faculty can then turn to the conventional principles of backward design to develop meaningful student learning experiences that add value for learners and their peers while also promoting community engagement.
Instructors should consider the role of students as they develop non-disposable assignments to put students in the role of content creators. Source: The Non-Disposable Assignment: Enhancing Personalised Learning – Session 1 Slideshare, CC Attribution-ShareAlike
Over the last couple of terms, I joined a series of reading sessions with instructional design colleagues to read Alfie Khon and Susan Blum’s book Ungrading. Why Rating Students Undermines Learning (and What to Do Instead) and discuss the practices and implications of this approach to reconceptualize assessment design and the place of grading. This two-part blog aims to capture the takeaways from those discussions including the main concepts, approaches, types of activities, implications, and challenges of adopting ungrading practices. This first part of the blog covers a brief overview of the concept of ungrading, its major benefits, and design considerations; and the second blog will include a summary of the types of ungrading practices and challenges to implementation ––all derived from the authors’ extensive arguments and examples. For a detailed review and summary of the book chapters, you can also check the blog Assessment Design: Ideas from Ungrading Book.
Overview of Ungrading
The concept of ungrading is sparking widespread interest only recently even though educators have been studying and using ungrading approaches for quite some time. The foundational premise of ungrading is to move away from a focus on grades that judge, rank, sort, and quantify student learning to adopting an approach that focuses on using alternative and authentic means to assess learning such as self-evaluation, reflection, student-generated questions, peer feedback, to name a few. Along with that premise is the questionable ranking that comes with grading which makes students compete with one another in an artificial way. Sorensen-Unruh (chapter 9) sees ungrading as a conversational method that facilitates the communication between instructors and students about how students perform in the class. If, as underscored by the authors, grading and the fact of assigning point values to students’ performance makes more harm than good, then, why use grading? Considering that grading is rooted in our educational systems, many of these authors conclude that it becomes inevitable to grade student learning as it is currently done today.
Several scholars and instructors consider grading to be problematic. First, grades are not good indicators of learning. Blum (chapter 3) argues that grading assumes all students are the same, does not provide accurate information about student learning gains, is consequential, adds fear and avoidance of negative consequences, and is arbitrary and instructor-led. Second, the overemphasis on grades can lead to a decrease in intrinsic motivation, students’ excessive anxiety, and the complexity of quantifying how learning happens (Stommel, chapter 1). Third, it can also decrease interest in learning, students may feel inclined for easier tasks, and critical thinking is lacking (Alfie Khon, foreword). Fourth, grading makes students be fixated more on their grades than on the process of learning, leading them to believe that grades are all that matters in school (Khon & Blum; Talbert, 2020). And finally, too much focus on grades can be detrimental to students’ mental health (Eyler, 2022). However, ungrading does not mean dismissing grades altogether. Instead, Stommel proposes creating a learning space that fosters critical thinking, reflection, and metacognition– all skills that are valuable for 21st-century education. Likewise, Alfie Khon contends that grading can be participatory since it does not require a unilateral decision, and thus, students can also propose their own grades (with the instructor’s reservation to accept them).
“Ultimately ungrading— eliminating the control-based function of grades, with all its attendant harms— means that, as long as the noxious institutional requirement to submit a final grade remains in place, whatever grade each student decides on is the grade we turn in, period.”
(Khon, 2020, p. xv)
While ungrading may be an innovative approach to assessments, it should be thought of carefully and adopted with a clear objective. Ungrading, as pointed out by Katopodis and Davison (chapter 7), needs a structure to be effective, allowing students to envision themselves as authoritative, creative, confident, and active, thus achieving a high impactful goal. As ungrading requires instructors to evolve in their approach to assessment, it does too for students who are expected to engage in a process of self-evaluation, self-assessment, and reflection. This requires engagement in metacognitive practices that many students might not be ready to embark on or don’t know how to do it. In addition, while ungrading is believed to be student-centered, it can deepen equity gaps if guideposts are entirely removed. Sorensen-Unruh (chapter 9) believes that ungrading is a matter of social justice –going beyond the expected student agency and aiming at having students exercise their voice and participate in assessment decisions.
As a whole, Blum (introduction chapter) provokes us all to rethink the nature of grading considering that students’ learning conditions vary, with many enduring inequities at many levels. Blum wants us to keep focused on how “varying assessment and feedback methods contribute to the real learning of real individual learners, rather than imposing an arbitrary method of sorting.” (p. xxii); all for the sake of healthy learning.
These are a few key points about the arguments for ungrading. While this assessment practice is taking force in higher education, there are also many critics and skeptics. The purpose of this blog is not to enter into the discussion and controversy of ungrading, but to share a few perspectives and takeaways after an intense and well-structured book club discussion. In the following section of this part-one blog, I will share considerations for designing for ungrading.
Assessment Design Considerations
The educational system requires all instructors to submit grades at the end of every term. There is dissatisfaction with the current grading practices among many instructors and students as explained at large in the book. Here is where the ungrading movement takes force to provide alternative ways to account for evidence of student learning. Riesbeck (chapter 8) argued that by implementing ungrading practices, students can focus more on the content and feedback than on the grades. The use of critique-driven learning allows for more easily quantifiable efforts, progress, and accomplishment. Each ungrading consideration is dependent on a myriad of factors that may or not apply to each instructor’s context. The bottom line in ungrading is re-envisioning the teaching and learning process, engaging students in active learning, and active self-assessment through feedback. The following are design considerations:
Decenter grading and communicate (un)grading practices
Instructors can encourage students to focus on the process of learning, instead of talking about grades, Blums says, we should talk about the purpose and goals of the activities with students. These conversations can help develop relationships with students to encourage them to own their learning and have a voice in that process. Decentering grades also involves having an ongoing conversation with students, colleagues, and administrators about assessment decisions. Although each instructor exercises their academic freedom, it is also essential to share assessment practices that work and possible changes to implement. In these conversations, it is also important to carefully use language that conveys a clear understanding of the concept and practice of ungrading to avoid confusion, anxiety, misunderstandings, and reactions that prevent its implementation. Having these kinds of conversations can help shift the mind from a grade-focused to a learning-focused approach. A key element in these conversations is to ensure that the pedagogical reason behind the adoption of ungrading practices is not only clear but well understood (and this may take time).
Set a structure for ungrading
As with other elements of exemplary course design considerations, the structure of assessment practices is necessary. Adding a structure for ungrading assignments gives students a clear objective, steps, and flow that allow them to be consistent and accountable to their own learning goals and strategies.
Reflect on pedagogical and assessment practices
Instructors are invited to examine more in-depth their grading policies, why they grade in the way they do, what they are grading, and how they grade. In many cases, the path to ungrading is a response to dissatisfaction with grading policies. Aaron Blackwelder (chapter 2) says that, over time, he turned into a gatekeeper; he lost focus and was more interested in meeting institutional and “rigor” requirements than building relationships with students. His students had turned into competitive grade seekers. He questioned what a grade really suggests and posits that grades fail to communicate learning. The fact that grading allocates a specific number or letter that can bring some negative feelings to students, can also negatively affect the potential for learning. Sackstein (chapter 4) calls for a change in mindset to identify the way in which learning can be communicated and understood beyond the traditional use of numbers and letters. While Blum also argues for assessing the entire learning experience (with portfolios, for example), Sacksatein suggests considering changes in the language of grading which can provide students with an opportunity to shift the way they feel and think about their own learning.
Teach students to view mistakes as a necessary step in the learning process
Instructors are invited to reflect on how traditional grading practices are punitive, dehumanizing, and demotivating. Gibbs (chapter 6) points out that a system that punishes students for making mistakes reinforces the notion that all learning is flawless and therefore mistakes need to be avoided. Ungrading, on the other hand, aims to implement and cement the idea that learning is a process that needs constant feedback for that learning to be consolidated. Therefore, students need to be given opportunities not only to learn from their mistakes but to act on them in an interactive way. This requires instructors to plan for assessments that include steps for review (e.g., self, peer) to help the student build their skills, and knowledge over time.
Care for students and their learning
Instructors are also invited to demonstrate more explicitly that they care and validate students’ work. Further, Gibbs (Chapter 6) argues that her teaching philosophy is better summarized by the word “freedom”, the freedom that learners have to learn and grow at their rhythm and the freedom to make mistakes and learn from them. The role of the instructor is then to be supportive in that process through feedback and empathy. Ungrading, as it is overall discussed throughout the book, does not mean that there are no assessments or grading at all. On the contrary, the assessments should focus on helping students build their knowledge and understanding in less stressful ways, allowing students to build learning habits, develop creativity, become better communicators, and connect to their lived experiences and contexts. Caring for students also involves valuing their identity as learners and what they bring into the learning environment.
Be aware that ungrading can increase student anxiety and uncertainty
It is critical that instructors who are considering ungrading be cognizant that it involves a high level of anxiety and uncertainty on the part of students. Let’s recognize that students are so used and “conditioned” to grades that they will find it confusing not to have a grade associated with each assignment in the course. Many students consider being successful if they score a perfect grade which can be overwhelming and obscure the value of learning. Instructors who adopt ungrading should explain why and how ungrading will be done in certain classes. This will add transparency to the expectations and assumptions that instructors have about students.
Implement student voice and choice supported with personalized feedback
Instructors can help students take ownership of their learning through hands-on, real-life activities that allow students to use the content they are learning in projects of their interest, conduct research, and solve problems. Students can choose their topics and projects and the instructors can guide them to narrow topics and ensure the projects are feasible within the course timeframe. Consider feedback as a formative assessment approach that enables students to make choices about their learning strategies and needs to improve their learning tasks. Sackstein (chapter 4 ) suggests teaching students to collect feedback and identify the strategies that work for different kinds of assignment revisions. This way, students can develop better strategies that move them from lower-thinking to higher-thinking processes.
Since ungrading promotes the use of student-self assessment and reflection practices, it implies that instructors will need to personalize and tailor feedback to meet students where they are. In addition, instructors can consider setting a culture of feedback (Gibbs, chapter 6) where instructors teach students to use feedback to improve their work, provide peer feedback effectively, and see the value of learning from their mistakes.
Promote peer support
Authors of several chapters in this book have posited that students are more likely to give each other better feedback in the absence of grades. This kind of feedback can allow students to help each other, learn from one another, expand their awareness of their own understanding, and develop skills for life. Peer support will also help students build their confidence and autonomy to learn from each other.
Trust students
One critical aspect of assessment is trust –trust that students do the work they are expected to do by themselves. Instructors have legitimate reasons to express their concerns and create course policies about academic integrity that lead them to adopt plagiarism systems and surveillance tools to monitor and proctor students’ work. In adopting ungrading, trust is fundamental to change the way learning and performances are assessed. It involves helping students think differently about what it means to learn. Instructors can help students evolve in their approach to learning to move away from grades to focus on their learning by including in assessments strategies for building capacity for metacognition, confidence in their skills, life-long learning goals, and owning their learning.
Ungrading does not mean instructors don’t grade and students don’t receive grades on their work. Ungrading, as posited by the authors in the Ungrading book, is a mindset to approach student learning differently. In the second part of this blog, I will share the types of ungrading practices, implications, and challenges as presented in the book.
References
Coghlan, S., Miller, T. & Paterson, J. (2021). Good Proctor or “Big Brother”? Ethics of Online Exam Supervision Technologies. Philos. Technol. 34, 1581–1606. https://doi.org/10.1007/s13347-021-00476-1
