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.

Activity 2: Supporting Materials Follow all the steps and strategies given in Chapter 11 of your text, as well as the tips in the You Tube videos, and determine all of the verbal and visual aids you will use to support the points in your presentation. Once you are finished, go through the self-assessment checklist of page 371 of your text. You are encouraged to share your presentation supporting materials with a peer, who will use the same assessment checklist and give you feedback on your choices. You will also be encouraged to give feedback to a peer in return. Use the feedback you receive to finalize the supporting materials you will use for your final presentation in Week 4 of the unit. Activity 3: Delivery Practice Following all the steps and strategies given in Chapter 12 of your text, as well as the tips in the You Tube videos, practice your presentation several times and then videotape it once you think you are ready. Watch your video several times and use the self-assessment checklist of page 389 of your text to determine your strengths and weaknesses. You are then encouraged to use a free communication tool, such as Skype or Windows Live, to deliver your presentation to a peer, who will use the same assessment checklist from the text and give you feedback on your presentation. You are also encouraged to give feedback to a peer in return. Use the feedback you receive to finalize the delivery of your presentation. Activity 4: Final Presentation and Final Peer Review Based on the size of the class, your Open Learning Faculty Member will set up one or more Elluminate sessions for the final presentations during Week 4 at a time that’s convenient for the majority of class members. During your appointed synchronous Elluminate time, complete your presentation to your OLFM and peers. If you are unable to attend any of the scheduled Elluminate sessions, you are expected to videotape your presentation for submission to both your OLFM and reviewing peer for feedback. You are also required to view the Elluminate presentation recordings at your earliest convenience (by the end of Week 4) in order to do your own peer review of a classmate's presentation. ­­­­­­­­­­­­­­­­­­­­­­­­­­­ In order to critique your assigned peer's presentation, you will be required to use the checklists from Chapter 10, 11 and 12 of the text. Please submit the completed checklists and brief written feedback (about 150 words), both to your Open Learning Faculty Member and to the peer involved. This feedback will be based on the peer review rubric provided on the rubrics page. On the same page, you can also find information about how your OLFM will assess your presentation, using the checklists from the text that you are familiar with.