Make it Student Centered

Susan Roig, Director Academic Computing Claremont Graduate University

Presented at: 9th Sakai Conference    Universite Pierre et Marie Curie,

Paris, France    2 July 2008

• The more we design the core of our instruction around the needs of the LEARNER;

• The more likely we are to design a course where our students are successful.

When Designing

Look At

• Pedagogy - Making online courses student-centered, not technology centered

• Learning Theory - Create learning environment that are student needs satisfying

• Research Available Resources

Web Provides an Entirely New Context for Teaching and Learning

• Removes physical and time constraints for instructors as well as learners

• Provides a perfect opportunity to return to core principles of teaching and learning to create a new pedagogical model

Moving Course to the Web

• Design Purposes - Approach it from the perspective of student time or student competency

• Time Perspective– Time – 135 hours of student time – 3 hours a week for 15 weeks/45 hours contact

time – 2 hours outside of class for every hour in class/90

hour study time

Example of On-Campus Course Components:  Student Time-Based View

HOURS ACTIVITY

30 Time for reading and study; assignments in books, journals, and other resources

30 Primary focus is the faculty-to-student dialogue, often described as "lecturing" or faculty-led dialogue

30 Primary focus is an individual (or group) paper or project assignment

30 Time devoted to testing and assessment and studying for testing

15 Time required for general administrative and management tasks

135 Total number of hours for three-credit course

Example of Web Course Components: Student Time-Based View

HOURS ACTIVITY

40 Reading and study assignments in books, journals, and other digital resources on the Web

20 Primary strategy is the faculty-to-student dialogue, often described as "lecturing" or faculty-led dialogue.  The tools that can be used are a mix of asynchronous online seminars with faculty, computer-enhanced presentations, faculty interaction 

30 Primary strategy is an individual (or group) paper or project assignment

30 Time devoted to testing, assessment, and studying for testing.  This is done via self-check tests and participation in online seminars and conference.  Final evaluation can be via projects or proctored testing

15 Time required for general administrative and management task

135 Total number of hours for a three-credit course

Designing From Time Perspective• Point of constancy and assurance –

little change • While time for learning is necessary,

time alone is not sufficient to ensure success – We need to design instruction by specifying a body of knowledge, skills and beliefs that students are to learn in the specified period of time

CONTENT DESIGN

Core Concepts and

Principles

Applying Core Concepts

Problem Analysis and Solutions

Applying Core Concepts Novice stage of knowing.

Knowledge begins to be applied in simulated scenarios.

Students actively build and create their own networks of knowledge,

linking concepts and principles to existing knowledge.

Problem Analysis and Solution Student’s active use of the core concepts

and principles to solve problems of increasing depth and complexity

in a selected area. At this level students can and

should pursue their own paths of inquiry using the materials of their own choice.

Core ConceptsStudents need to think actively,

manipulate, or use these concepts.

It is here students memorize,

repeat, rehearse, and process deeply.

Example of a Web Course: Content View

Hours Activity

45 Core concepts and principles. Stable predictable content focus.

45 Structured practice and manipulation of core concepts and principles in discussions, exercises. Initial problem solving. Check tests, weekly summaries. Content in this area can be dynamic and unpredictable as students attempt to integrate it into existing knowledge base.

30 High level problem solving or projects; content can be customized to students interest. Application to current problem.

15 General Administration

135 Total number of hours for a three-credit course

Web-course

Web-Centric

Faculty Work Type of Content

60 hours

60 hours

Review and identify materials to be distributed to students and prepare assignments

Course materials that a student is to purchase or have access to through a license or subscription

30 hours

30 hours

Prepare directed activities for students

Course materials that student is to search, depending on customization and personal choicer

30 hours

15 hours

Prepare materials for the Web that direct students experience and content learning

Course material that a faculty member will “lecture, teach, direct, or prepare” as custom materials for the course.

0 hours 15 hours

Prepare material for meetings and lectures

Course material that a faculty member will “lecture, teach, direct, or prepare”

15 hours

15 hours

Prepare testing and grading requirements

General administration and testing

135 135 Total for three-credit course

Who are my students?

What do I want my students to know, to feel,

or to do as a result of this experience?

When, where, and with what

resources will my

students be learning?

Who Are My Students?

• Howard Gardner describes nine intelligences and suggests there are many more yet to be identified.

• The defining question when asking about intelligences is not “how smart are you, but rather, how are you smart?”

Intelligences

• Linguistic • Logical/Mathematical • Spatial • Body-Kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalist • Existentialist

Multiple Intelligences and Online Design

• Provide a variety of ways students can access information, interact with the information and demonstrate mastery of the course outcomes– Worksheet, newspaper, magazine, word

processing, electronic mail, desktop publishing, web based publishing, keyboard, speech recognition devices, text bridges/linguistic

– Spreadsheet, search engine, directory, webquests, problem solving tasks, programming languages/mathematical

Online Design in Sakai

• Slide shows, charting,and graphing, monitor, digital camera/camcorder, scanner graphics editor, html, editor, digital animation/movies/Spatial

• Tape player/recorder, digital sounds, online pattern games, multimedia presentations, speakers, CD ROM disks,CD ROM player/Musical

• Class debate, real time, projects, online surveys, online forms, digital portfolios with self-assessments/Intrapersonal

• Class discussions, board games, costumes, collaborative projects, chat, message, boards, instant messenger/Interpersonal

• Database, laserdisc, floppy drive, file manager, semantic mapping tools/Naturalist

• Art replica, planetarium, stage drama, classic literature, classic philosophy, symbols of world religions, virtual communities, virtual art exhibits, virtual field trips, MUDs, virtual reality, simulations/Existentialist

• manipulative materials, mouse, joystick, simulations that require eye-hand coordination, assistive technologies/Kinesthetic

What Do I Want My Students To Know?

• DESIGN DOWN or ‘design back from the end process'. Often one hears design down from where you want to end up.”

• Start at the end point-with your intentional outcomes-and define, derive, develop, and organize all your curriculum designing and instructional planning, teaching and assessment on those desired demonstrations.

» William Spady

• “is this outcome significant’? • or “does this outcome

contribute to the student being able to face the future challenges and opportunities in a meaningful and significant way?”

Ask Yourself:

Organize the Learner

• Identify what it is you expect the student to demonstrate, not what is to be taught,

• Then write the expectations in terms of student demonstrations.

• You are organizing the Learner, not the Teacher – – Watch verbiage

• List is the simple task of memorizing and listing on exam.

• Explain/Describe the standards are immediately raised.

Instead of Asking

“How am I going to teach this topic”

ask, “What are my students going to

learn…?”

Designing Online Assessment

• When planning assessment for an online course it is important to think creatively – PowerPoint presentations – Animation projects – Letter writing – Video taped demonstration – CAD project demonstration

Designing On-Line Resources

• Provide a wide variety of opportunities for learners to explore individual talents– Articles– Links – Guests – Textbooks – Images – CD-ROMS – Music

Make Available - Resources– Rationale & Recommendations

Integrating Technology into Higher Education:  Dangerous Discussions, New Conditions, Old Truths About Faculty/Professional Development

– Sample Suggested Schedule/AgendaOverview & details for academic-year "hybrid" faculty/professional development program and for introductory session.

– Course Improvement Planning/Description TemplateHelps faculty members select options, plan, describe, analyze, compare, and share important improvements in

teaching and learning with technology.– Exploration Guides

Include direct links & recommendations to guide Web work with colleagues in a computer lab or on your own - within faculty/professional development program. 

Make Available - Resources

– Feedback Form Results help revise workshops and plan next steps.– Technical Requirements

What leaders, presenters, participants need.– Sample of Leaders, Guests, & Their Presentations

Slidesets, readings, digital recordings - reflect diverse options for including experts who cannot be present.

– Supplementary Resources Includes printable versions of optional handouts, one-page descriptive flyers - suitable for printing, duplication, distribution - and links to other resources available

– Links to Institutions Involved Sample of institutions using with guidelines and resources

• http://users.rcn.com/zang.interport//personality.html

• Contact information:– Susan.Roig@cgu.edu– Claremont Graduate University– Claremont CA 91711– 909-607-8412

Personality test just for Fun