Difference between revisions of "Documentation:Learning Design/Gail's template page"
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2) Students have used the scaffolding activities to reflect and improve their final presentation | 2) Students have used the scaffolding activities to reflect and improve their final presentation | ||
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<span style="font-family: Arial; font-size: 14px; line-height: 21px;">'''Learning Environment requirements:''' Asynchronous and synchronous communication space</span> | <span style="font-family: Arial; font-size: 14px; line-height: 21px;">'''Learning Environment requirements:''' Asynchronous and synchronous communication space</span> | ||
| − | '''<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Tools Support: </span>'''<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Tool for giving presentation and for communication between peers/OLFM as they give/receive feedback</span> | + | '''<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Tools Support: </span>''' |
| + | <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Tool for giving presentation and for communication between peers/OLFM as they give/receive feedback</span> | ||
[[Category:Instructional Design]] | [[Category:Instructional Design]] | ||
Latest revision as of 10:24, 7 May 2014
1) Title: Making Effective Presentations: 1) Content and Organization 2) Supporting Materials 3) Delivery Practice (all three activities involve peer reviews using checklists from a text)
Activity Type: Scaffolding (constant refining of presentation based on feedback from/to peers, and personal reflection. Working towards a final presentation at end of mini-course)
Linked Activities: Assimilative (read chapters in text, get familiar with checklists, view YouTube videos, ask questions, complete postings on discussion board)
Interaction Types: Paired (learner to learner as students give and receive feedback)
Facilitation requirements: Management, Monitoring, Technical Support if needed
Activity Patterns: Comprehend, Apply, Create, Evaluate, Reflect
Activity tasks:
1) Students comprehend what they read, view
2) Students are able to apply what they have learned from text and videos
3) Students can come up with content and use tools to organize it into a new creative presentation
4) Students are willing to evaluate other presentations
5) Students are being reflexive as they get/give feedback
Learning Environment requirements: Asynchronous and synchronous communication space
Tools Support:
Tool for communication between peers as they give/receive feedback
4) Title: Peer Review (and OLFM review) of Final Presentation
Activity Type: Culminating (final presentation at end of mini-course)
Linked Activities: Assimilative (read chapters in text, get familiar with checklists, view YouTube videos, ask questions, complete postings on discussion board, refine presentation based on feedback received, practice giving presentation, get familiar with Elluminate) Interaction Types: learner to learner as students give and receive feedback, instructor to learner Facilitation requirements: Management, Monitoring, Technical Support if needed Activity Patterns: Evaluate, Reflect
Activity tasks:
1) Students are able to use Elluminate to evaluate final presentation, using rubric and checklists
2) Students have used the scaffolding activities to reflect and improve their final presentation
Learning Environment requirements: Asynchronous and synchronous communication space
Tools Support: Tool for giving presentation and for communication between peers/OLFM as they give/receive feedback