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Transcript of Development of an Integrated Online Program Using Sakai Anne Gwozdek, Program Director, University...
Development of an Integrated Online Program Using Sakai
Anne Gwozdek, Program Director, University of MichiganEmily Springfield, Instr. Designer, University of Michigan
Session mechanics
• One hour• We’ll stop
periodically for questions
Background
• Dedicated, clinically experienced students
• Asynchronous, active learning
• Competency-based curriculum
Program Overview
Courses
Reflection
Portfolio
18 months planning and research
Program highlights - interactivity
Peer and facultyfeedback
Presentations
Field experiences
Extensive onlinediscussions
Program highlights - curricular cohesion
Competencies
Future of Dental Hygiene
Course 1 Course 2 Course 3 Course 4
Program highlights - curricular cohesion
• Example: Community Project
481: Identify community-related resources in their
county
482 – Study the relationship of oral health to systemic
health AND the impact it has on the
population
483 – Learn to do a literature review
and analyze sources
485 – Create comprehensive
community program plan, including
community profile and needs assessment
487 – Identify community agency and make contacts
for doing project
484 – Advocacy for target populations
(Many students saw advocacy as
part of their community projs.)
486– Implement the plan, evaluate it, and present it to peers in a poster presentation
Cognition
Program highlights - Metacognition
Learn – review – contextualize Course content (x11)
Field exp.
(x2-3)
Metacognition
Portfolio reflections
(x10)
Reflection assignments
(x18)
Class Discussions
(x35)
Meta-meta-cognition
Final Portfolio
(x1)
Portfolio Discussions
(x10)
Course Development
Metacognition
Portfolio reflections
(x10)
Reflection assignments
(x18)
Class Discussions
(x35)
Meta-meta-cognition
Final Portfolio
(x1)
Portfolio Discussions
(x10)
Cognition
Course content
(x11)
Field exp.
(x2-3)
Team approach
Instructor
Instructional designer
Programdirector(s)
Linear plan, circular reality
• Plan• Course outline --> create assignments -->
write discussion questions --> finalize readings --> rubrics --> pfolio question
• Reality• Many, many iterations• People get stuck on content delivery• “Aha” moments when elements fall into place
5. Faculty review6. Final revisions7. “Open house”8. Course begins
Timeline is critical!
Month 1
Month 2
Month 3
Month 4
Month 5
Month 6
1
2
1. Instructor outlines course2. Meet with instructional
designer3. Meetings with full team4. Build course online
78
5
4
3 3
3 3
6
Rushing is not an option
Design principles
• Competency-based• Build on knowledge and skills
• Course content• Research/professional skills (lit search before
research paper before project)• Technology – e.g., PPT
• Consistency in function and look• Active learning techniques• Rubrics and feedback
Learning activities
No tests No fact-level
assessments (definitions, dates, etc.)
Focus on application and synthesis
Group work Discussion Peer evaluation
Writing – many types
Project development, implementation, evaluation
Field experience
Presentations
Course templates
• Consistent through every course
• No cognitive load wasted on finding information
• Uses tools and web links
Left Navigation Panel
Modules
•Orientation•One screen of content per topic•Don’t rehash readings•Embedded reading links •Activities overview
Forums
Assignments•All associated resources linked here•Submitted as “attach only”•Feedback provided on rubrics and attached•Discussion feedback rubric also housed here
Quirks and workarounds
• Students never click on “Resources”
• Our forum feedback is too complex for the Sakai Forums grading mechanism
• Many clicks to get links into Modules, and they break on course duplication or export/import
Rubrics
• Nearly 50 total• Discussion*• Portfolio*• Peer evaluation*
• Large, multi-part paper/project
• Small paper• Critical analysis journal• Poster• PowerPoint presentation• Reflection assignment
*used verbatim in multiple courses
Questions?
Cognition
Course content (x11)
Field exp.
(x2-3)
Meta-meta-cognition
Final Portfolio
(x1)
Portfolio Discussions
(x10)
Portfolio and Reflection
Metacognition
Portfolio reflections
(x10)
Reflection assignments
(x18)
Class Discussions
(x35)
Portfolio activities• End of this course:
• Self-assessment on program competencies
• Reflect on this course
• Beginning of next course: • Discuss those reflections• Discuss how last course
pertains to next course
Competency matrix
Competency reflection form
Final reflection
Final reflection form
Portfolio reflection example
1. Take a “big picture” look back at what you learned.
Portfolio reflection example
2. Apply it to a context outside of class
Portfolio reflection example
3. Discuss these applications with your classmates
Portfolio reflection example
4. How does that fit with the next course?
Portfolio reflection example
1. Take a “big picture” look back at what you learned.
2. Apply it to a context outside of class
3. Discuss these applications with your classmates
4. How does that fit with the next course?
Things to notice
Reflection ≠ therapy Critical analysis
Graded very seriously
Questions?
Final portfolio
Cognition
Course content (x11)
Field exp.
(x2-3)
Metacognition
Portfolio reflections
(x10)
Reflection assignments
(x18)
Class Discussions
(x35)
Meta-meta-cognition
Final Portfolio
(x1)
Portfolio Discussions
(x10)
A whole new portfolio
1. Review
2. Write
3. Publish
Final self-presentation portfolio
Benefits of CTools ePortfolio “tool”
• Better reflection guidance than old spreadsheet
• Tab within CTools keeps portfolio activities academically related
• Student familiarity with CTools• Customization and CTools support• Pilot project initiative and follow up
reporting/sharing within UM community
Questions?
Results
Student and program outcomes
Benefits to faculty and admins
• Formative program evaluation• Are students learning what I expected them
to learn?• Is there lingering misinformation?• Are students prepared for upcoming
projects?
• Summative program evaluation via competencies
Benefits to students
• Consistency (keeps focus on learning, not course mechanics)
• Content (relevant, applied)• Metacognition (repeated opportunities to
self-assess how material fits into their personal and professional worlds)
• Students graduate as leaders in the profession
Quantitative results
• We’ve retained all but 1 student in 2 cohorts
• Almost no questions about Sakai functionality after first class
0123456789
10
481 482 483 487 485 484 486 488 Ave.Course number
Average forum posts per student per thread
Cohort 1 Cohort 2
Faculty survey results
• n=7; surveyed after teaching to compare online to face-to-face• 100% of faculty believe students learned
more and more active learning took place online, compared to face-to-face courses
• 71.5% believe the same or more interaction happened online
• It’s more work, but faculty enjoyed it• Full list
Any Final Questions?
Thank you!University of Michigan Dental Hygiene Program
Program Director: Anne Gwozdek [email protected] Instructional Designer: Emily Springfield [email protected]