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Vinod First Iteration of Course Design
 

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

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.

Vinod First Iteration of Course Design Vinod First Iteration of Course Design Presentation Transcript

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