Documentation:Learning Design/Gail's Page

Please choose two activities that you use or have used in your designs and answer the following questions:

· How would you characterize this design and why do you think it is successful?

· What is the role of the facilitator/instructor, what is the learners' role?

· Under what conditions does this activity work and under what conditions does it not (i.e facilitation, learning environment)

· What are the barriers you see to the success of this design (i.e.constraints/costs/org/time factors)?

· How can we share these practices as a department and then with others?

1) I've chosen some peer assessment activities that build on one another in a mini-course on making effective presentations. Each student is working on his/her own presentation but refining it as feedback is obtained from peers during creating process. Since the peer review works in a two-way fashion, everyone will benefit since they will become aware of the criteria used for presentation evaluation. The chunking of each stage of development is also helpful to/manageable for students, since refinements can be made along the way before the whole project is complete and final assessment takes place. Students can get satisfaction helping each other to do well as they function cooperatively as a community of learners.

2) The OLFM can give formative feedback along the way and facilitate, if needed eg The OLFM can answer questions, make suggestions for improvement or give positive feedback to encourage learner. The OLFM is using the same checklist as everyone else, so becomes a member of the class, in a sense. The learner should use feedback to refine final presentation, as well as give feedback to peers (give and take model).

3) Learners need to be willing to use feedback to improve and not take critiques in a negative fashion. Feedback also must be given in a helpful, positive manner, based on the criteria given. Things could go badly if peers are too harsh in their criticisms. The environment has to be a positive, safe one where peers trust and appreciate each others' advice.

4) Learners/OLFM must be able to communicate effectively with each other (technology important). Learners must trust each other. Feedback must be timely or can lead to frustration if late or non-existent. Even if a student does well in this supportive environment, he/she could do poor presentations in front larger, more intimidating audiences because of anxiety etc

5) Wiki, blog, department show and tell, TPC, lunch and learn

Making Effective Presentations 

Activity 1: Content and Organization 

Follow all the steps and strategies given in Chapter 10 of your text, as well as the tips in the You Tube videos, and develop and organize the content of an authentic 10-minute presentation you might have to make in your line of work. Use a mind map tool such as found at https://bubbl.us/ to help you with your brainstorming and planning of your presentation. Once you are finished, go through the self-assessment checklist on page 340 of your text and critique your own work. This is the checklist that will be used by your Open Learning Faculty Member to comment on your presentation.

You are encouraged to use a wiki or Google Docs to share your presentation with a peer, who will use the same assessment checklist from the text and give you feedback on your presentation content and organization. Use the feedback you receive to finalize the content and organization of your presentation.