Converting Face-to-Face TBL
to Online TBL
Annetta Dolowitz, MSW, MPH
Chris Eidson, MS, OTR/L​
Ken Gunnells, Ph.D.
Sheila Harry, MS-MIS
Team Formation
• If you were in the prior TBL
session, please sit with your team
• If you were not in the prior session,
please come to the front
Objectives
• Give you a quick introduction to the issues
related to translating a F2F TBL course
module to an online format.
• Give you answers to common problems
encountered in the translation of a F2F TBL
course to an online format.
• Give you resources and contacts with
experienced educators who have converted
their TBL courses from F2F to online format.
Four Elements of Face-to-Face Team-Based Learning
Strategically Formed Teams
• Diversity
• Spread assets
• Large (enough) teams
• Together long term
• Cohesive Membership
Readiness Assurance Process
• Prior Preparation
• Individual test
• Team Test
• Appeals process
• Clarify misunderstandings
Applying Course Concepts
(4S Framework)
• Significant Problem
• Same Problem
• Specific Choice
• Simultaneous Report
• Immediate Feedback
Holding Students Accountable
• iRAT & tRAT process design
• Design of Application exercises
• Peer Evaluation
Forming Online Teams (5 minutes)
What issues should you consider?
Strategically Formed Teams
• Diversity
• Spread assets
• Large (enough) teams
• Together long term
• Cohesive Membership
• What size teams will you form, and why?
• When assigning members to online
teams, what issues would you consider?
• Would you let teams self-select
membership?
• Will assignments require synchronous
communication, or can it be
asynchronous?
• What communication tools do you think
online teams will need?
Forming Online Teams
Recommendations
• Smaller teams (~4-5)
• Identify assets to be spread
• Work experience, Skill sets, Major, Etc.
Strategically Formed Teams
• Diversity
• Spread assets
• Large (enough) teams
• Together long term
• Cohesive Membership
• Identify meeting time availability
• Random assignment otherwise
• Teams need tools to synchronously and
asynchronously communicate
• Texting: WhatsApp, SMS, or Apple Messages. For
voice and video meeting: Skype, Apple FaceTime,
Google Hangouts, Conference tool in LMS,
Freeconferencecall.com, GroupMe, GoToMeeting.
Sample RAP: typically 5–20 questions @ TOC, not Index level
1.
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium
doloremque laudantium?
A. Nemo enim ipsam voluptatem
B. Quia voluptas sit aspernatur aut odit aut fugit
C. Sed quia consequuntur magni dolores eos
D. Qui ratione voluptatem sequi nesciunt
2.
Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet,
consectetur, adipisci velit, sed quia non numquam eius modi tempora?
A. Quis autem vel eum iure
B. Reprehenderit qui in ea voluptate velit esse
C. Quam nihil molestiae consequatur, vel illum
D. Qui dolorem eum fugiat quo voluptas nulla pariatur
Readiness Assurance Process
What iRAT issues should you consider?
• iRATs
• How would you get students to prepare?
• How would you administer/deliver the
quiz to students?
• How would you limit cheating, referencing
source materials?
Readiness Assurance Process
• Prior Preparation
• Individual test
• Team Test
• Appeals process
• Clarifying
misunderstandings
• How would you incentivize doing well on
the iRAT versus relying on tRAT grade?
Readiness Assurance Process
Recommendations
• iRAT
• Deliver iRAT through LMS
• Randomize question and answer stem
order
• iRAT deadline before tRAT opens
Readiness Assurance Process
• Prior Preparation
• Individual test
• Team Test
• Appeals process
• Clarifying
misunderstandings
• Set a time limit to reduce opportunity to
access resources (e.g. 50 sec/question)
• If student’s iRAT <60%, iRAT grade may be
used in place of tRAT grade
Readiness Assurance Process
What tRAT issues should you consider?
• tRATs
Readiness Assurance Process
• Prior Preparation
• Individual test
• Team Test
• Appeals process
• Clarifying
misunderstandings
• How would you administer/deliver the quiz
to the team?
• What online tools do teams need to
collaborate?
• Which team member takes it for the team?
• How would you ensure that all team
members contribute equitably?
• Do you limit or restrict access to resource
materials?
• If so, them how?
• Is the quiz timed?
Readiness Assurance Process
Recommendations
• tRAT
• Deliver tRAT through LMS
• One team member takes quiz in
consultation with team
• No practical way to set a time limit to
reduce opportunity to access resources
Readiness Assurance Process
• Prior Preparation
• Individual test
• Team Test
• Appeals process
• Clarifying
misunderstandings
• Teams may self-report who contributed
Readiness Assurance Process
• Do you clarifying misunderstandings?
• If so, is it individual or team
misunderstandings?
• How would you determine what
misunderstandings a team has?
• How would you deliver clarifications?
• Possibly Not…
Readiness Assurance Process
• Prior Preparation
• Individual test
• Team Test
• Appeals process
• Clarifying
misunderstandings
• Due to assumed referencing of resources,
team miss few tRAT questions
• Difficult or maybe unnecessary to clarify
misunderstandings
Example Application Exercise Question
Imagine you are an English teacher and you are working with students to
develop their understanding of active and passive voice. You are trying to
develop their next assignment. Which of the following assignments would
best promote higher level thinking and a rich reporting discussion?
A. List the mistakes writers frequently make that detract from their efforts
to write in active voice.
B. Read the following passage and identify a sentence that is a clear
example of a) active voice and b) passive voice.
C.
Read the follow passage and identify the sentence in which the passive
voice is used most appropriately
Application Activities
What issues should you consider?
• How would you deliver the application
exercise to students?
• How would you help ensure that individual
students were prepared to work with their
team? (outside reading, prior thought about
the application questions)
Applying Course Concepts
(4S Framework)
• Significant Problem
• Same Problem
• Specific Choice
• Simultaneous Report
• Immediate Feedback
• How would you collect team response(s) to
application questions?
• How would you help ensure that all team
members contribute equitably?
(Continued)
Application Activities
What issues should you consider?
• How would you give feedback (to improve
understanding) to initial team responses?
• How would you give teams opportunity to
show refinement of their thinking?
• How would you expose team members to
ideas from outside their team (in other
teams)?
Applying Course Concepts
(4S Framework)
• Significant Problem
• Same Problem
• Specific Choice
• Simultaneous Report
• Immediate Feedback
Application Activities
Recommendations
Applying Course Concepts
(4S Framework)
• Significant Problem
• Same Problem
• Specific Choice
• Simultaneous Report
• Immediate Feedback
• Use threaded discussion board to deliver
application exercise and collect answers
• Individual team members answer questions first
• Team then crafts initial answers to questions
• Instructor gives team feedback
• Team refines answers
• Team self-reports contributors
• Team answers submitted to cohort for gallery
walk competition
• Require student’s answers and support to be in
a structured format
How to Create Accountability to One’s Team
• Grade weights, with greater weight on team assignments
• Individual performance
• Team performance
• Measure of contribution to the team
• Design of individual and team activities to:
• Discourage “divide and conquer” teamwork
• Discourage freeloading
• Discourage students from poorly preparing and thus relying too much
on their team to carry them
• Have teams self-report team members who properly contribute to
team activities
• Formal Peer Evaluation, typically at mid-term and end of term
Debrief
• Strategically Formed Teams
• Readiness Assurance Process
• Applying Course Concepts
• Accountability
Questions