Difference between revisions of "Documentation:Learning Design/Presentation Outline"
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Revision as of 13:03, 7 May 2014
The Quest for Engaging Learning Activities
Introduction to the Design Process (use diagram)
Online Paced Cohort Model
Shift in recent years to Online Paced Cohort model. content/faculty/learner conceptual outline insert Terry Anderson diagram
Evaluation
Project arose from desire to incorporate evaluation into design process (refer back to diagram); optimize online learning.
Applied for funding from Open Learning Research Fund, successful and acknowledge support of OL.
Reasons for research:
- Optimize learning opportunities
- OLFM workload considerations
- Most ID takes places in discussion between ID + OLFM/SME
- decisions based on experience and feedback from learners, faculty, other IDs
- Courses are complex - hard to pin down what is working for a particular audiance
- What can we learn from these experiences in a more systematic fashion (analytical AR project)
Goals:
Collect and interpret feedback from the learners, OLFMs and other IDs - that leads us to do two things
- Refine questions
- Evolve our design practices
- Rules of Thumb for effective learning
- Gaining and interpreting feedback
- Developing Flexible activity templates and course sequencing (and supporting documents, reusable rubrics)
Two Focus Areas of Research:
- Collecting feedback
- Integrating into practice (collaborative work on developing activity templates)
Cataloguing Activities
- First Step Attempt to Catalogue Activities
- scaffolding, culminating (examples)
- interactive - have them look at discussions? design of discussion questions alone -
- authentic tasks (more meaningful) - going from cooperative to collaborative
- provide examples of range or ask participants to categorize?
- highilght the use of rubrics (for F2f, blended)
- make it an effective use of the learner's time
- authentic tasks (more meaningful) - going from cooperative to collaborative
- Conclusions:
- Better to set up flexible templates (they are too complex, evolutionary)
- Rules of cognitive psychology - ways that you can mix/match these is more evolutionary
Data Collection First Steps
- ===Formative stage===
- what kind of questions should we be asking?
- how to do a mixed-method approach?
- measure of goodness and explanation
- try to identify best and worst practices
- ===Survey===
- draft questions; seek input from OLFMs teaching paced course
- surveys sent to 189 students; 52 responses
- ===Data Analysis===
- overview of results using Tableau Reader
- ===Departmental Benefits of Process===
- dialogue about design and design practices
- sharing documents
- systematically sharing and reflecting on practice within time constraints
Interpreting Data
- Group Discussion: Based on your experience and data so far:
- When a discussion forum works why does it work? When it doesn't, why not? More structure, less structure, better structure?
Next steps:
- Build catalogue of activity templates
- Examine successful courses for overall structure; perhaps catalogue successful course sequences
- Identify specific activities to target in specific courses; build survey links into courses themselves to get immediate feedback when learners complete an activity
- Ongoing data collection; incorporate data into process for revising new courses after their initial offering
Do we have basic rules of thumb (heuristics)