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Re-Design Step-by-Step OLTD 502
Introduction
The intent of this template is to support educators to examine existing adult learning activities and lessons, break them down into their core components, critique, and then redesign for online or blended learning environments. This template is meant to be a succinct, practical activity that can be accomplished with a minimum of time and energy by individuals with limited training and expertise in course development. Although the focus is adult learning this template may be adapted for use with younger learners.
This guide is not intended to be a comprehensive course design guide, but rather one that educators can use to upgrade the effectiveness of their courses to raise student engagement, learning, integration and accessibility.
There are links in the steps below providing information, examples from a real learning activity and additional resources.
Re-Design Steps
- Assess Student Demographics.
- Describe the Original Learning Activity
- Breakdown of Original Learning Activity
- Survey and Assess Resources
- Re-Design for Online or Hybrid Learning
- Continuous Improvement
1) Assess Student Demographics (example)
It's important to understand your students.
2) Describe the Original Learning Activity (example)
Break down the original activity in terms of:
3) Breakdown of Original Learning Activity
- (U) Understandings
- (Q) Essential Questions
- (K) Students will know...
- (S) Students will be able to...
- (T) Performance Tasks
- (OE) Other Evidence
- (L) Learning Activities (WHERETO)
4) Survey and Assess Technological and Physical Resources
You can design the most fantastic learning activities AND unless you have the resources to support the activity it simply won't work. Also technology is NOT the reason to create an activity. Technology is there to support a range of activities to assist students to engage AND learn what the activity is designed to accomplish. A pencil is a type of technology. Technology is not only about digital tools such as computers and tablets.
Survey and Assessment Guideline
(example)
5) Re-Design for Online or Hybrid Learning (example)
Using your generated data from step 3, start to redesign for an online or hybrid learning environment. Follow the Understanding by Design Template (Wiggins, 2005) while also incorporating the information collected through the other sources in step 3. You may also want to access the following materials to gain a greater understanding.
6) Continuous Improvement
Use tools such as the COI survey (Arbaugh et al., 2013) and informal surveys to assess what you want to improve on. Also use your formative and summative assessments as guides to program improvement also. Enlist your students and give them responsibility to assist in this process! You may also want to get some coaching in this area to let go of any natural reluctance you may have. This can be a challenging shift to understand that great educational activities are constantly improving. There is no best! What you develop is simply the next best variation of a constantly evolving vehicle to help students learn and grow...
It's important to understand your students.
- Level of language comprehension?
- Lecture components How do they learn- learning styles? Assuming a blend of learning styles, are there any exceptional dynamics to be accommodated?
- Level of Education and experience in terms of the subject being taught.
- Level of education and expertise- focus on delivery methods, vocabulary.
- Technical ability level to use tools such as internet, mobile devices, computers.
- Accessibility to resources such as internet, mobile devices, computers.
- Special needs?
2) Describe the Original Learning Activity (example)
Break down the original activity in terms of:
- Lecture components
- Demonstration components
- Task or Activity components
- Assessment components, both during the activity (Formative) and after the activity is finished (Summative)
- Bridging: how the activity is led into from the prior learning activity, and how does it lead to the next topic or learning activity
3) Breakdown of Original Learning Activity
- In what Learning Domain (University of Guelph) and at which level is this activity intended to be focused? (example)
- How well does the activity address the assumptions and principles of Knowles Andragogy (Pappas, 2014)?
- Using the amended Community of Inquiry Survey Instrument (draft v14) (Arbaugh et al., 2013), how does the learning activity break down? This may be done by teacher, also students if available. (example) (learn more about)
- Use the Understanding by Design template (Wiggins, 2005) to break down the activity and generate awareness for the re-design. (example) (Resources) (Authentic Design)
Specifically focus on:
- (U) Understandings
- (Q) Essential Questions
- (K) Students will know...
- (S) Students will be able to...
- (T) Performance Tasks
- (OE) Other Evidence
- (L) Learning Activities (WHERETO)
4) Survey and Assess Technological and Physical Resources
You can design the most fantastic learning activities AND unless you have the resources to support the activity it simply won't work. Also technology is NOT the reason to create an activity. Technology is there to support a range of activities to assist students to engage AND learn what the activity is designed to accomplish. A pencil is a type of technology. Technology is not only about digital tools such as computers and tablets.
Survey and Assessment Guideline
(example)
5) Re-Design for Online or Hybrid Learning (example)
Using your generated data from step 3, start to redesign for an online or hybrid learning environment. Follow the Understanding by Design Template (Wiggins, 2005) while also incorporating the information collected through the other sources in step 3. You may also want to access the following materials to gain a greater understanding.
- What Is Technological Pedagogical Content Knowledge? (Koehler & Mishra, 2009).
- Five Common Pitfalls of Online Course Design (Germain, 2011)
- Instructional Strategies for Online Courses (Illinois Online Network)
- Ten Best Practices for Teaching Online (Boettcher, 2013)
6) Continuous Improvement
Use tools such as the COI survey (Arbaugh et al., 2013) and informal surveys to assess what you want to improve on. Also use your formative and summative assessments as guides to program improvement also. Enlist your students and give them responsibility to assist in this process! You may also want to get some coaching in this area to let go of any natural reluctance you may have. This can be a challenging shift to understand that great educational activities are constantly improving. There is no best! What you develop is simply the next best variation of a constantly evolving vehicle to help students learn and grow...