Corinne St. Clair’s Slides (PPT) (PDF)
Larry Cunningham Slides (PPT) (PDF)
LINKS MENTIONED
Maslow’s Hierarchy of Human Needs
https://www.simplypsychology.org/maslow.html
BOOK: Transcend: The New Science of Self-Actualization
https://smile.amazon.com/Transcend-Self-Actualization-Scott-Barry-Kaufman-ebook/dp/B07WZ9T5TM/
BOOK: Interactive Lecturing: A Handbook for College Faculty
https://smile.amazon.com/Interactive-Lecturing-Handbook-College-Faculty-ebook/dp/B07B1KGSLY/ref=sr_1_1
Definition of Blog
https://en.wikipedia.org/wiki/Blog
Definition of Wiki
https://en.wikipedia.org/wiki/Wiki
7 Things You Should Know About Hyflex
https://library.educause.edu/-/media/files/library/2010/11/eli7066-pdf.pdf
In this session, we continue to work on engaging students with learning and in the course materials. We’ll look back at Session 3 on assessments and work to build a rubric for use in our courses.
An excellent resource about creating rubrics is Stevens & Levi, Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning (2012).
Speakers
Corinne St. Claire currently serves as Director of Law School Technology services at LMU’s Loyola Law School. As an instructional designer with a background in distance learning, her focus was advancing the law school’s online and in-person pedagogical initiatives. In 2018, she completed a Master of Science in Legal Studies degree with a concentration in Cybersecurity and Data Privacy and currently holds a CIPM certification through the International Association of Privacy Professionals. With over a decade of experience in higher education, she has facilitated multiple enterprise systems transitions, led change management initiatives, served on multiple strategic planning committees, and built partnerships inside and outside the university.
When she’s not glued to a computer screen or running around campus, Corinne enjoys cycling, dancing, video games, yoga, skydiving, and occasionally jumping back into roller derby. She and her partner live in Los Angeles with their two black cats and multiple video game systems, a hazard of both being IT professionals.
Larry Cunningham is the Dean-Designate of Charleston School of Law. He currently serves as Associate Dean for Assessment and Institutional Effectiveness at St. John’s University School, where he has been on the faculty since 2008 and an administrator since 2010. Prior to joining St. John’s, he was a prosecutor. Dean Cunningham writes and speaks about assessment and other topics in legal education. He holds a J.D. from Georgetown and recently completed a fully online graduate certificate in Assessment and Institutional Research from Sam Houston State University.
Learning Outcomes
- Define the three presences of the Community of Inquiry model.
- Explain how you can create a social presence for students whether teaching asynchronously or synchronously.
Readings
“CoI Framework“ website – https://coi.athabascau.ca/coi-model/ includes graphs showing the relationship between different presences in the Community of Inquiry theoretical framework of learning. On this page, the link from “Concept map of Community of Inquiry (PDF) developed by Joop van Schie” provides some techniques to use to emphasize each presence. (5 minutes)
Video by Dr. Chawanna Chambers, “Summarizing the Community of Inquiry Model”
https://www.youtube.com/watch?v=U6BV23zF4Sg – (10 minutes). Assuming this subject area is unfamiliar to you, notice how often you pause or rewind the video while watching. What questions do you have as you watch the video? Now imagine this video was about a legal concept new to your students. What advice would you give to your students? Would you suggest they write their questions down to share in a discussion forum, to discuss with you during online office hours, to raise in synchronous class?
Bernstein, Arla G. and Isaac, Carol (2018) “Critical Thinking Criteria for Evaluating Online Discussion,” International Journal for the Scholarship of Teaching and Learning: Vol. 12: No. 2, Article 11. (30 minutes) (This article is not set in law school. However, it contains several charts listing categories of critical thinking useful in creating a rubric.)
Additional Reading
Swift, Kenneth R. (2018) “The Seven Principles for Good Practice in [Asynchronous Online] Legal Education,” Mitchell Hamline Law Review: Vol. 44 : Iss. 1 , Article 4. Available at: https://open.mitchellhamline.edu/mhlr/vol44/iss1/4 (As this is a long article, consider skimming the parts that look most useful to you.)
Sample Rubric
Will Monroe, Assistant Director for Instructional Technology at the Paul M. Hebert Law Center, Louisiana State University shared this rubric he used for discussion in a graduate LIS course.
Assessment
We’re going to reflect on Session 3 on assessments and the material on rubrics. For your courses in fall, if you plan to include discussion posts as part of your students’ grades, create a rubric or find one that will work for you. Make the categories broad enough to work across the semester. Consider what your objectives for the course are. Share your rubric with members of your study group or colleagues at your school. If your law school has an LMS, find its rubric tool. This assessment is not going to be collected. You may share with your colleagues or study group members.
(Note, CALI is still working with Kris Franklin’s publisher so we can share Kris’ rubric.)
Discussion Forum Questions
- State one challenge you anticipate in engaging students in your course if half the class is seated in front of you, and the other half is participating in the class remotely? How can you resolve this challenge? Have you seen a tool that can help you resolve this challenge? Add your comments here and read others’ posts to get ideas for your courses. Respond here.
- What technology tool have you seen in a presentation or heard of that you’d like to learn more about? Respond here.
Q&A from Sessions 1, 2, and 3 are now posted to their respective course pages.
