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Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
Course design for learning
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Course design for learning

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This presentation provides an overview of the course design process--iterative steps to consider when designing a course.

This presentation provides an overview of the course design process--iterative steps to consider when designing a course.

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  1. Course Design For Learning<br />Gayla S. Keesee, Ph.D. <br />
  2. Iterative Steps<br />Articulate Goals & Objectives<br />Create Learning Environment<br />Know Your Learners<br />Identify Teaching & Learning Strategies<br />Identify Materials & Resources<br />Develop Assessments<br />
  3. Goals & Objectives<br />State standards, accrediting bodies, NETS*Students<br />How can the course objectives be broken down into units, modules, lessons?<br />Varied levels of Bloom’s Taxonomy<br />Outcomes/performances expected upon completion<br />Criteria for success to ensure mastery<br />
  4. Acquiring 21st century skills such as higher level thinking, <br />stronger communication abilities, and collaborative learning<br />will encourage student engagement and increase academic achievement (Department of Education, 2002)<br />
  5. Learning Environment<br />Andragogical considerations<br />How can learning be made active?<br />How can the environment promote peer interaction?<br />How can students develop responsibility for their own learning?<br />
  6. Learning Environment<br />
  7. 1st Year College Student<br />Knowledge = gradual accumulation of right answers acquired through effort and obedience to the instructor <br />Role of the instructor is to TEACH them<br />Right answers for everything exist<br />Focused on passing the next test<br /><ul><li>Turned off to school
  8. Discouraged from following their own interests
  9. No application to life after school</li></ul>Where did this thinking come from?<br />
  10. Traditional Classroom<br />Prescribed Curriculum<br />Chalkboards<br />Desks in rows<br />Books and worksheets<br />Paper & pencil<br />Focus on the front (teacher)<br />Read, take notes<br />Study as an individual<br />Take tests to measure learning<br />
  11. 21st Century Classroom<br />Constant, ubiquitous connectivity <br />Moving beyond 4-walls <br />Flexible, blended learning <br />Collaborative environments <br />Allowing global connections <br />Studio-based learning <br />Connections to communities and access to tools <br />Space for reflection and creativity <br />Bringing the real world into the classroom, and the classroom into the real world<br />
  12. Know Your Learners<br />Personal demographics (ethnicity, socio-economic level, cultural background) that might impact learning<br />Developmental stage of the student relative to the content<br />Cognitive/Learning style of each student<br />Generational learning styles<br />Student’s entry skills with reference to the content and technology<br />
  13. Digital Immigrant or Digital Native<br />Do you turn to the Internet first or second for information?<br />Do you use a manual to learn a program, or is it intuitive?<br />Do you print out your E-mail or have your secretary print it out for you?<br />Do you need to print out a document in order to edit it?<br />Do you call people into your office to see an interesting website rather than sending the link via E-mail?<br />Do you make the “Did you get my E-mail?” phone call?<br />
  14. Digital Natives<br />Ctrl + Alt + Del is as basic as ABC<br />They have never been able to find the “return” key<br />Computers have always fit in their backpacks<br />They have always had a personal identification number<br />Photographs have always been processed in an hour or less<br />Bert and Ernie are old enough to be their parents<br />Gas has always been unleaded<br />Rogaine has always been available for the follicularly challenged<br /> --Beloit College, 2003, 2004<br />
  15. Net Gen Learners<br />Digital <br />Connected<br />Experiential<br />Visual & Kinesthetic<br />Immediate<br />Social<br />
  16. Adaptation<br />It is not about whether you are a digital native but whether you can adapt to those whose style does not match your own. – Dede, 2005<br />
  17. Teaching & Learning Strategies<br />Connect to prior knowledge<br />Scaffold learning<br />Motivation<br />Engagement<br />Relevance<br />Rigor<br />Relationships<br />Student-Centered vs. Teacher-centered<br />
  18. What can you do?<br />Make learning interactive & experiential <br />Consider peer-to-peer approaches<br />Utilize real-world applications<br />Emphasize information literacy in courses<br />Encourage reflection<br />Incorporate collaborative learning <br />Use informal learning opportunities<br />Create opportunities for synthesis <br />
  19. Decide what’s important <br />Technology does not drive choices<br />Learning outcomes drive choices<br />Knowledge construction<br />Interactivity<br />Relevance<br />Authentic contexts<br />
  20. Materials & Resources<br />
  21. Horizon Report 2007<br />Key trends affecting higher education—next 5 years<br />One year or less<br />Social Networking <br />User-Created Content <br />Two-Three Years<br />Mobile Phones <br />Virtual Worlds <br />Four-Five Years<br />New Scholarship and Emerging Forms of Publication <br />Massively Multiplayer Educational Gaming <br />
  22. Choose the Right Tool<br /><ul><li>Collaboration
  23. Communications
  24. Knowledge Gathering
  25. Demonstration of Knowledge</li></li></ul><li>Find the Right Balance<br />
  26. Assessment<br />Formative Assessments<br />Classroom Assessment Techniques (CATs)<br />Surveys<br />Classroom Response Systems<br />Summative Assessments<br />Authentic <br />Real-world applications<br />

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