Guiding Questions: Aligning Online Course Experiences with Teaching and Learning Goals

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Transcript of Guiding Questions: Aligning Online Course Experiences with Teaching and Learning Goals

  • Guiding Questions: Aligning Vista with teaching and learning goals NERCOMP WebCT User Group December 6th, 2006

    Jason GormanGail Matthews-DeNataleSimmons College

  • First, some contextThis talk is about Vista, but in the context of:

    Instructors philosophy of learningGoals for student learning An expanding universe of technical options (Web 2.0)

  • Presentation introductionand overviewThis presentation provides:

    An overview of intellectual pre-work that preceded productionA sample learning sequence An explanation of how philosophy/goals affect designA discussion of challenges and lessons learned

  • A bit about Conscience and Consumption: the Tao of Shoe

  • Guiding questionsWhat is a learning community?How is it fostered through instructional design expertise and technical tools (e.g., Vista, wikis)?How can we know if students are achieving goals for learning and engagement (learning community)?What were the challenges for this project, and what have we learned?

  • Guiding question #1

    What is a learning community?

  • Learning COMMUNITYMost frequently we focus on community

    Mutually-held sense of responsibilityTrustSpontaneityComfort

    Without articulating

  • LEARNING community

    Are self-aware/explicit about the relationship between values and filters put on evidence Perceive their work as part of a larger effort for meaning-makingGround discussion/reasoning in evidence

    and the whole is greater than the sum of parts what the professors mean by learning, that participants:

  • Inquiry-based and student-centered learning Common criticisms:

    Inadequate instructor involvementLacks depthIs touchy-feely The blind leading the blindDifficult to assess

  • Learning (and community)by designThe devil is in the details of design, for example:

    Rubrics Assignment sequence and timing Discussion writing promptsFormative and embedded assessment

  • Pedagogical needs (in sum)Organization (keeping track) Cognitive mapping (you are here ) Scaffolding the inquiry process (cognitive apprenticeship) *Inquiry-based, student-centered learning (successful outcome)

    * Collins, Seely Brown, Holum, Cognitive Apprenticeship: Making Thinking Visible, 1991

  • Guiding question #2

    How is the learning community fostered through instructional design expertise and technical tools (e.g., Vista, wikis)?

  • Learning sequence: guiding questions

    Assignments unfold over two weeks, e.g.:

    Week 1: What is the impact of our general consumption on the environment?

    Week 2: How does green consumption lessen impact on the environment?

  • Learning sequenceInvestigation - Whats in your closet?Readings - Cleaning the closet - Bhopal Case StudyOverview Overview Page (OVP)Wiki Collaboration Collaborative writingWiki Sweeper One person responsible for clean-up/final editsDiscussion Vista in groups of 3sFaculty Feedback Vista journal group of 1ReviseReflect/Report MS WordGrade

  • LearningSequenceInvestigation Readings Overview Wiki CollaborationWiki Sweeper Discussion Faculty FeedbackReviseReflect/Report Grade

  • LearningSequenceInvestigation Readings Overview Wiki CollaborationWiki Sweeper Discussion Faculty FeedbackReviseReflect/Report Grade

  • LearningSequenceInvestigation Readings Overview Wiki CollaborationWiki Sweeper Discussion Faculty FeedbackReviseReflect/Report GradeRubrics, for example:

  • LearningSequenceInvestigation Readings Overview Wiki CollaborationWiki Sweeper Discussion Faculty FeedbackReviseReflect/Report Grade

  • LearningSequenceInvestigation Readings Overview Wiki CollaborationWiki Sweeper Discussion Faculty FeedbackReviseReflect/Report Grade

  • LearningSequenceInvestigation Readings Overview Wiki CollaborationWiki Sweeper Discussion Faculty FeedbackReviseReflect/Report Grade

  • LearningSequenceInvestigation Readings Overview Wiki CollaborationWiki Sweeper Discussion Faculty FeedbackReviseReflect/Report Grade

  • LearningSequenceInvestigation Readings Overview Wiki CollaborationWiki Sweeper Discussion Faculty FeedbackReviseReflect/Report Grade

  • LearningSequenceInvestigation Readings Overview Wiki CollaborationWiki Sweeper Discussion Faculty FeedbackReviseReflect/Report GradeSelf-assessment against a rubric, for example:

  • Guiding Question #3How can we know if students are achieving goals for learning and engagement (learning community)?

  • Learning:Cognitive apprenticeshipInvestigation - Whats in your closet?Readings - Cleaning the closet - Bhopal Case StudyOverview Overview Page (OVP)Wiki Collaboration Collaborative writingWiki Sweeper One person responsible for clean-up/final editsDiscussion Vista in groups of 3sFaculty Feedback Vista journal group of 1ReviseReflect/Report MS WordGraderubricIn dialogue with rubricScaffolding

  • Community:Engagement and relationshipsInvestigation - Whats in your closet?Readings - Cleaning the closet - Bhopal Case StudyOverview Overview Page (OVP)Wiki Collaboration Collaborative writingWiki Sweeper One person responsible for clean-up/final editsDiscussion Vista in groups of 3sFaculty Feedback Vista journal group of 1ReviseReflect/Report MS WordGradeIndividual workMany to manyMany to oneSSSSOne to one

  • Guiding Question #4 What were the challenges for this project, and what have we learned?

  • What were the challenges?Creating a space in Vista that allows students and faculty to integrate learning across two courses and the seminarDeveloping a system for formative assessment that guides student learning, but is also manageable for the facultyDeciding when to use the wiki and when to use Vista

  • What were the challenges?The Great Vista / Wiki DebateAt one point, faculty wanted to only use wikiStep back and consider what each tool affords

  • Wiki / VistaWikiPro:Collaborative authoringEase of use / fluid / nonlinearLearners have a greater sense of control (learner-empowered)

    Con:NonlinearNavigation manually addedPublic and/or no way to scale enrollmentVistaPro:Modules helpful for guiding & scaffolding processDiscussions allow private dialogue

    Con:Cant connect across coursesTools for students not as robust as tools for designersDifficult for students to coauthor / share documents

  • Learning management OR learning community?Web 2.0 - type tools are being built into LMSs, but something gets lost in translationstudent-centered learning use scenarios How can we ensure that the next generation LMS can support learning that involvescollaborative work and co-created knowledge-making (many-to-many)?both public (world readable) and private presence?connected learning across courses?

    For 3rd point, add

    in which faculty deliberate the strengths/weaknesses of Vista as compared with another instructional technology: the wikipre-work that preceded production: the process of articulating pedagogical philosophy and learning goalslearning sequence developed for Conscience and Consumption, a learning community comprised of two courses and an integrative seminar students are enrolled in all three as a cohortAn overlay that explains how philosophy/goals affected use (and selection) of technology in this instanceA discussion of challenges and lessons learned

    Explanation of what the project is About this learning community

    Chemistry course paired with a Philosophy course, plus the integrative seminar.

    Content: For the chemistry, students investigate the science associated with green and non-green practices. For the philosophy, students investigate the complex ethical decisions associated with environmental practice (both on the individual level of life choice and in the broader context of politics and policy-making)

    Pedagogy: Chemistry professor advocates inquiry-based learning. Philosophy professor advocates a student- centered approach in which students grapple with issues and philosophical questions on their own before reading what philosophers have to say on a given topic.This presentation is divided into four parts. Each section addresses one of our four guiding questions.If havent mentioned already, note that LC = 2 courses, 1 integrative seminar, 1 cohort of students1. , perceive work as part of a larger effort (contributing to a professional record) which affects the way they document their work (so that it can be shared, replicated, tested, etc.)-- (whole greater than the sum of its parts) -- learning community is better than learning, community

    Inadequate instructor involvementLow in content because student exploration and discovery takes up too much timeInquiry work is touchy-feely The blind leading the blind misconceptions are reinforced during student-led discussionsImpossible to assess individual student achievement in a group exercise

    These are real possibilities when instructional design isnt carefully planned and implemented its not magic that just happens.For example:

    Rubrics (provide transparency of expectations)Assignment sequence and timing (e.g., do you have them look in their closets first, then read an article or vice versa?)Discussion writing promptsFormative assessmentInstructor commentsStudent reflection, revisions, self-assessment

    Need to make it easy for students to find information for both courses and the seminar (one-stop shopping for the learning community)Organization of materials within Vista mirrors the learning communitys flow of inquiry (topic/question-based as opposed to module/session #)Organization helps students traverse a bridge between novice and expert understanding (cognitive apprenticeship and guided inquiry)

    Go through each step and explain