Planning Activity Workflow

E-COURSE DEVELOPMENT

PLANNING ACTIVITY WORKFLOW

PRESENTED BY:Mark A. VanHeckeScience Educator and Training ProfessionalEast China, [email protected]

mailto:[email protected]

http://www.vanheckescience.com/

OBJECTIVES:In this presentation, you will learn to develop a Unit Workflow for your e-course units.

You can find a Word Document of the Unit Workflow at www.vanheckescience.com


MAPPING ONLINE UNIT WORKFLOW

Begin by identifying the essential question(s) students will need to be able to answer upon completion of the Unit.


Next, identify Enduring questions that students should contemplate as they complete this Unit Workflow and the rest of the course.


Next, identify the appropriate content standards which comport with the Essential and Enduring questions


Identify topical questions and key understandings to further develop content


Create a Unit Workflow of sequential activities that students will engage in. In evaluating your course, you can add, delete or move activities


The Key below identifies Absorb/Do and Connect activities used to teach the Unit.

ABSORB ACTIVITIESAbsorb Activities are those which consist of content and the actions they take to extract and comprehend knowledge from that content.Examples of absorb activities include presentations, stories, readings and online field trips.

DO ACTIVITIESDo Activities are those that transform content into knowledge and skills.

Examples of Do Activities include drill-practice activities and games/simulations.

CONNECT ACTIVITIESConnect Activities integrate content with what students already know, tying together previously learned skills and knowledge.Examples of Connect Activities include questioning, pondering, research and original works activities.


Excursions are ‘side trips’ for those students wishing to delve further into the content.


Techniques are useful tools for those students that need to master skills needed to complete Unit activities.


List Key Concepts to the right. This is a summary of the content students need to understand and be able to apply at the end of the Unit.


Note the downward movement from Essential/Enduring Questions into the identification of content standards and development of content to be learned.


This movement continues in the Unit Workflow where activities are sequenced to teach the content.

TEMPLATE

You can find a Word document of this Unit Workflow at www.vanheckescience.com

I am grateful for the use of William Horton’s E-Learning by Design as a reference for the development of this document.


Planning Activity Workflow

Education

Transcript of Planning Activity Workflow