Online Discussions and Jigsaw Learning  Vinod Sasidharan Recreation and Tourism Management RTM 404:  Cross-Cultural Perspe...
RTM 404:  Cross-Cultural Perspectives of Tourism <ul><li>Upper-Level General Education Course </li></ul><ul><ul><li>Helps ...
My First Design Cycle:  Course Goals <ul><li>RTM 404 utilizes tourism- and travel- related perspectives to examine cross-c...
My First Design Cycle:  Identifying Student Learning Outcomes (SLOs) <ul><li>In RTM 404, reading, writing, classroom activ...
My First Design Cycle:  Identifying Student Learning Outcomes (SLOs) <ul><ul><li>Additionally, upon completion of RTM 404,...
Course Needs:  Gaps in the Instructional Delivery of Cross-Cultural Perspectives <ul><ul><li>Instructor expertise </li></u...
Course Needs:  Issues and Shortcomings <ul><li>The focus area of the course is best understood by learners (students) thro...
Changes and Improvements:  Instructional Design for Cross-Cultural Interactions <ul><li>Group Discussion Board within the ...
Student Experiences: Assessment  <ul><ul><li>Utilized SALG (Student Assessment of Learning Gains) online survey </li></ul>...
Student Experiences: Summary of Analyses <ul><ul><li>How much did the way in which the material was approached help your l...
Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? Ho...
Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? Th...
Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? Th...
Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? Th...
Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? Op...
Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? Te...
Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? Re...
Student Experiences: Open-Ended Responses <ul><ul><li>The Good: </li></ul></ul><ul><ul><li>The materials in the class were...
Student Experiences: Open-Ended Responses <ul><ul><li>The Bad: </li></ul></ul><ul><ul><li>There should have been more conn...
Student Experiences: Open-Ended Responses <ul><ul><li>The Ugh-ly: </li></ul></ul><ul><ul><li>I felt parts of the assignmen...
Instructor Experiences: Inferences <ul><ul><li>Students found RTM 404 Blackboard site to be valuable </li></ul></ul><ul><u...
Planning for Future Design Cycles: Strengths and Weaknesses <ul><li>Strengths of current design </li></ul><ul><ul><li>Blac...
Planning for Future Design Cycles:  Future Changes <ul><li>Priority 1 (2 nd  cycle) </li></ul><ul><ul><li>CREATE interacti...
Planning for Future Design Cycles:  Future Changes <ul><li>Priority 2 (3 rd  cycle) </li></ul><ul><ul><li>MODIFY course to...
Planning for Future Design Cycles:  Future Changes <ul><li>Priority 3 (beyond) </li></ul><ul><ul><li>OFFER an online versi...
Planning for Future Design Cycles:  Future Needs <ul><li>Need for continued consultation and expert support   </li></ul><u...
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Vinod First Iteration of Course Design

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Vinod has been redesigning his course since 2006. In a sense this is more like a 3rd iteration for him. In this one he focuses on online discussion and jigsaw learning

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  • Your title should tell your audience something about what your poster’s going to talk about. In a sense, this poster is a chapter in the story of your design process.
  • Transcript of "Vinod First Iteration of Course Design"

    1. 1. Online Discussions and Jigsaw Learning Vinod Sasidharan Recreation and Tourism Management RTM 404: Cross-Cultural Perspectives of Tourism
    2. 2. RTM 404: Cross-Cultural Perspectives of Tourism <ul><li>Upper-Level General Education Course </li></ul><ul><ul><li>Helps fulfill ‘Cultural Diversity’ requirement </li></ul></ul><ul><li>Number of students: 95 (Spring ‘08) -130 (Fall ‘08) </li></ul><ul><li>Meeting Times: Tuesdays and Thursdays, 12:30 to 1:45 PM </li></ul><ul><li>Classroom Type: Auditorium/theatre/presentation </li></ul><ul><li>Student demographics: Junior- and Senior- level students </li></ul><ul><ul><li>Varied age-range </li></ul></ul><ul><ul><li>Diverse personal cultural experiences and </li></ul></ul><ul><ul><li>backgrounds </li></ul></ul><ul><ul><li>Wide-variety of disciplines (from all Colleges) </li></ul></ul>
    3. 3. My First Design Cycle: Course Goals <ul><li>RTM 404 utilizes tourism- and travel- related perspectives to examine cross-cultural behavior. Course goals include, enabling students to: </li></ul><ul><ul><ul><li>CONTEXTUALIZE concepts, definitions and measures of the essential cultural components of tourism </li></ul></ul></ul><ul><ul><ul><li>INTEGRATE views of interrelated complex, socio-cultural tourism issues </li></ul></ul></ul><ul><ul><ul><li>EVOKE an understanding and </li></ul></ul></ul><ul><ul><ul><li>appreciation of diverse cultures, through </li></ul></ul></ul><ul><ul><ul><li>travel- and tourism- cases and examples </li></ul></ul></ul>
    4. 4. My First Design Cycle: Identifying Student Learning Outcomes (SLOs) <ul><li>In RTM 404, reading, writing, classroom activities, online activities, guest speakers, case-studies, and videos are employed to enable students in the accomplishment of the following three main outcomes: </li></ul><ul><ul><li>SYNTHESIZE the concepts related to cross-cultural behavior in tourism </li></ul></ul><ul><ul><li>EXPLICATE the major differences between national cultures and their influence </li></ul></ul><ul><ul><li>on tourist and host social behavior </li></ul></ul><ul><ul><li>DETERMINE how cultural differences </li></ul></ul><ul><ul><li>influence tourist perceptions and </li></ul></ul><ul><ul><li>satisfaction </li></ul></ul>
    5. 5. My First Design Cycle: Identifying Student Learning Outcomes (SLOs) <ul><ul><li>Additionally, upon completion of RTM 404, it is expected that students will be able to: </li></ul></ul><ul><ul><ul><li>STRATEGIZE collaborations among diverse tourism stakeholders representing government, business, environment, and culture </li></ul></ul></ul><ul><ul><ul><li>COMMUNICATE and MEDIATE clearly and with a style that supports the purposes of the intended tourism audience </li></ul></ul></ul>
    6. 6. Course Needs: Gaps in the Instructional Delivery of Cross-Cultural Perspectives <ul><ul><li>Instructor expertise </li></ul></ul><ul><ul><ul><li>experience and knowledge, i.e., academic, professional, and personal background – specifically in the area of cross-cultural study, NOT related-area </li></ul></ul></ul><ul><ul><ul><ul><li>Evident before course re-design </li></ul></ul></ul></ul><ul><ul><li>Student learning </li></ul></ul><ul><ul><ul><li>Experience, personal background and some academic knowledge </li></ul></ul></ul><ul><ul><ul><ul><li>Evident before course re-design </li></ul></ul></ul></ul><ul><ul><ul><li>In-depth academic, professional, and </li></ul></ul></ul><ul><ul><ul><li>inter-personal application of cross-cultural </li></ul></ul></ul><ul><ul><ul><li>perspectives in “interest-areas” </li></ul></ul></ul><ul><ul><ul><ul><li>Not evident before course re-design </li></ul></ul></ul></ul>
    7. 7. Course Needs: Issues and Shortcomings <ul><li>The focus area of the course is best understood by learners (students) through inter-personal interactions </li></ul><ul><li>Classroom format as well as large class-size prevents meaningful in-class interactions </li></ul><ul><li>Effectiveness of out-of-class group exercises impeded by time- and travel- constraints among participants </li></ul><ul><li>Large class-size intimidates potential participants, resulting in low participation rates in class discussions and debates </li></ul>
    8. 8. Changes and Improvements: Instructional Design for Cross-Cultural Interactions <ul><li>Group Discussion Board within the Blackboard Learning Platform </li></ul><ul><ul><li>Opportunity for individual students to contribute grounded-perspectives; forum to facilitate peer-reviews, critiques, debates, and inter-personal jigsaw learning in an online setting </li></ul></ul><ul><ul><li>Eliminating time- and travel- constraints to group participation and interaction </li></ul></ul><ul><li>Visual Imagery in Class Presentations/Lectures </li></ul><ul><ul><li>Class presentations utilizing “no-text” PowerPoint slides with images and visual media cues (photos, videos, etc.) </li></ul></ul><ul><ul><li>Applying Universal Design principles to allow varied </li></ul></ul><ul><ul><li>learning styles and techniques, and multiple </li></ul></ul><ul><ul><li>cultural interpretations of similar context </li></ul></ul>
    9. 9. Student Experiences: Assessment <ul><ul><li>Utilized SALG (Student Assessment of Learning Gains) online survey </li></ul></ul><ul><ul><li>Modified SALG to address course-redesign aspects (47 questions) </li></ul></ul><ul><ul><ul><li>Responses, both Likert-type scale and open-ended </li></ul></ul></ul><ul><ul><li>Deployed SALG via Blackboard </li></ul></ul><ul><ul><li>Downloaded, coded and analyzed </li></ul></ul><ul><ul><li>SALG data </li></ul></ul>
    10. 10. Student Experiences: Summary of Analyses <ul><ul><li>How much did the way in which the material was approached help your learning? </li></ul></ul>no help little help moderate help much help very much help 4.04
    11. 11. Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? How the class activities, videos, lectures, and assignments fit together? </li></ul></ul>no help little help moderate help much help very much help 4.32
    12. 12. Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? The pace at which we worked. </li></ul></ul>no help little help moderate help much help very much help 4.08
    13. 13. Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? The class activities: Class presentations (including lectures). </li></ul></ul>no help little help moderate help much help very much help 4.33
    14. 14. Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? The class activities: Blackboard Group Discussion Board Assignment </li></ul></ul>no help little help moderate help much help very much help 4.32
    15. 15. Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? Opportunities for on-line review (Digital Drop-Box) </li></ul></ul>no help little help moderate help much help very much help 4.04
    16. 16. Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? Tests, graded activities and assignments: The mental stretch demanded of us </li></ul></ul>no help little help moderate help much help very much help 3.97
    17. 17. Student Experiences: Summary of Analyses <ul><ul><li>How much did the following aspect of the class help your learning? Resources: The course web page (Blackboard) </li></ul></ul>no help little help moderate help much help very much help 4.38
    18. 18. Student Experiences: Open-Ended Responses <ul><ul><li>The Good: </li></ul></ul><ul><ul><li>The materials in the class were very helpful </li></ul></ul><ul><ul><li>I appreciated the feedback from the instructor in Digital Dropbox </li></ul></ul><ul><ul><li>I enjoyed the Group Discussion assignment </li></ul></ul><ul><ul><li>This was an enjoyable class overall </li></ul></ul>
    19. 19. Student Experiences: Open-Ended Responses <ul><ul><li>The Bad: </li></ul></ul><ul><ul><li>There should have been more connectivity between the presentations in class and the notes posted on Blackboard </li></ul></ul><ul><ul><li>I think that the test was sort of complex </li></ul></ul><ul><ul><li>The class lectures could be a little </li></ul></ul><ul><ul><li>bit clearer </li></ul></ul>
    20. 20. Student Experiences: Open-Ended Responses <ul><ul><li>The Ugh-ly: </li></ul></ul><ul><ul><li>I felt parts of the assignments were difficult to understand </li></ul></ul><ul><ul><li>We did not have a text book which made it very difficult for us to have something to reference back to when we were confused in class </li></ul></ul><ul><ul><li>I just feel as if too much work was crammed in. It was too overwhelming! </li></ul></ul>
    21. 21. Instructor Experiences: Inferences <ul><ul><li>Students found RTM 404 Blackboard site to be valuable </li></ul></ul><ul><ul><ul><ul><li>One-stop-shop for course needs </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Faculty information, syllabus, course documents, assignments, digital dropbox, announcements, gradebook, etc. </li></ul></ul></ul></ul><ul><ul><li>Students enjoy online Group Discussions </li></ul></ul><ul><ul><ul><ul><li>Most students are used to ‘discussion boards,’ but some are not familiar with the Blackboard ‘structure’ of ‘discussion boards’ </li></ul></ul></ul></ul><ul><ul><li>Visual Imagery strikes a “chord” </li></ul></ul><ul><ul><ul><ul><li>requires ‘participant-connectivity’ </li></ul></ul></ul></ul><ul><ul><ul><ul><li>students want bullet-points: “what do we </li></ul></ul></ul></ul><ul><ul><ul><ul><li>need to know from these slides?” </li></ul></ul></ul></ul>
    22. 22. Planning for Future Design Cycles: Strengths and Weaknesses <ul><li>Strengths of current design </li></ul><ul><ul><li>Blackboard site serves as a robust learning and course-delivery platform </li></ul></ul><ul><ul><li>Online group discussions allow students to share work and faciliate peer-review and debates and jigsaw learning </li></ul></ul><ul><ul><li>Visual imagery prompts heightened class participation </li></ul></ul><ul><li>Weaknesses of your current design </li></ul><ul><ul><li>Lack of student familiarity with the use of online threaded discussions for graded assignments </li></ul></ul><ul><ul><li>Digital dropbox can be “clunky” </li></ul></ul><ul><ul><ul><li>downloading documents can take a long time </li></ul></ul></ul><ul><ul><ul><li>documents with certain file names and extensions are not downloadable </li></ul></ul></ul>
    23. 23. Planning for Future Design Cycles: Future Changes <ul><li>Priority 1 (2 nd cycle) </li></ul><ul><ul><li>CREATE interactive online exercises to engage students </li></ul></ul><ul><ul><li>ADDRESS universal design deficiency in visual images </li></ul></ul><ul><ul><li>IMPLEMENT Horizon Wimba live-classroom sessions to facilitate out-of-classroom interactions with instructor </li></ul></ul>
    24. 24. Planning for Future Design Cycles: Future Changes <ul><li>Priority 2 (3 rd cycle) </li></ul><ul><ul><li>MODIFY course to make all course materials and student deliverables “paper-free” </li></ul></ul><ul><ul><li>MAXIMIZE use of Blackboard by using tools such as Course Calendar, Voice Announcements, Assignments, and Surveys, in order to offer students varied learning opportunities </li></ul></ul><ul><ul><li>EXPERIMENT with clicker technology </li></ul></ul><ul><ul><li>to facilitate student participation in </li></ul></ul><ul><ul><li>large-class setting </li></ul></ul>
    25. 25. Planning for Future Design Cycles: Future Changes <ul><li>Priority 3 (beyond) </li></ul><ul><ul><li>OFFER an online version of the course </li></ul></ul><ul><ul><li>EXPLORE the utilization of SL (Second Life) to meet Student Learning Outcomes </li></ul></ul><ul><ul><li>CONTINUE working on integrating/revamping all components of the course </li></ul></ul>
    26. 26. Planning for Future Design Cycles: Future Needs <ul><li>Need for continued consultation and expert support </li></ul><ul><ul><li>Instructional Technology Services </li></ul></ul><ul><ul><li>pICT </li></ul></ul><ul><ul><li>Interwork Institute </li></ul></ul><ul><li>Need for continued support from administration </li></ul><ul><ul><li>University-level </li></ul></ul><ul><ul><li>College-level </li></ul></ul><ul><ul><li>Program-level </li></ul></ul><ul><ul><li>Colleagues </li></ul></ul>

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