Tips & Trix Workshop Presentation


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Tips & Trix Workshop Presentation

  2. 2. <ul><li>Introductions </li></ul><ul><li>Agenda </li></ul>Welcome
  3. 3. Introductions Where are we from?
  4. 4. Introductions <ul><li>What is your background? </li></ul><ul><li>K-12 Schools </li></ul><ul><li>Post-Secondary </li></ul><ul><li>Business </li></ul><ul><li>Not-for-profit </li></ul><ul><li>Other? </li></ul>
  5. 5. Introductions <ul><li>What do you want from me? </li></ul>
  6. 6. Agenda
  7. 7. Anxiety by Design?
  8. 8. Fishbone Instructional Design Resources Activities Goals Outcomes
  9. 9. Fishbone Instructional Design Resources Activities Goals Outcomes
  10. 10. Fishbone Instructional Design Resources Activities Goals Outcomes At the end of this workshop you will be able to: Identify instructional design deficiencies in an online course using an evaluation tool. Upon successful completion of this course, participants will have the knowledge and skills required to evaluate an online course and ensure it is based on sound pedagogical practices. <ul><li>E-learning Evaluation Guide (x2) </li></ul><ul><li>Powerpoint Presentation </li></ul><ul><li>Small group case analysis </li></ul><ul><li>Large group discussions </li></ul>
  11. 11. Fishbone Instructional Design Resources Activities Objectives Evaluation
  12. 12. Hot Sheet E-learning Activity Planning:
  13. 13. Evaluation Tool <ul><li>Course Start-up </li></ul><ul><li>Student Orientation </li></ul><ul><li>Learning Objectives </li></ul><ul><li>Assessment </li></ul><ul><li>Resources </li></ul><ul><li>Activities </li></ul><ul><li>Course Technology </li></ul><ul><li>Learner Support </li></ul><ul><li>Accessibility </li></ul>
  14. 14. Evaluation Tool <ul><li>Course Start-up </li></ul><ul><ul><li>Minimum student prep - prerequisite knowledge clearly stated </li></ul></ul><ul><ul><li>Minimum technical skills expected are clearly stated </li></ul></ul><ul><ul><li>Instructions for course access are clearly stated </li></ul></ul>
  15. 15. Evaluation Tool <ul><li>Student Orientation </li></ul><ul><ul><li>Clear instructions on how to get started - where to find various course components </li></ul></ul><ul><ul><li>A statement introduces the student to the purpose of the course and to its components - clarifies the relationship between the face‐to‐face and online components </li></ul></ul><ul><ul><li>The self‐introduction by the instructor is appropriate and available </li></ul></ul><ul><ul><li>Netiquette expectations are stated clearly </li></ul></ul><ul><ul><li>Students are asked to introduce themselves to the class </li></ul></ul><ul><ul><li>Students know where they are where to go next </li></ul></ul>
  16. 16. Evaluation Tool <ul><li>Learning Objectives </li></ul><ul><ul><li>Learning objectives describe outcomes that are measurable </li></ul></ul><ul><ul><li>Module/unit learning objectives describe outcomes that are measurable and consistent with the course‐level objectives </li></ul></ul><ul><ul><li>All learning objectives are stated clearly and written from the students’ perspective </li></ul></ul><ul><ul><li>Instructions to students on how to meet objectives are adequate and stated clearly </li></ul></ul><ul><ul><li>The learning objectives are appropriately designed for the level of the course </li></ul></ul>
  17. 17. Evaluation Tool <ul><li>Assessment </li></ul><ul><ul><li>Assessments measure stated learning objectives </li></ul></ul><ul><ul><li>Assessments consistent with course activities and resources </li></ul></ul><ul><ul><li>Scoring criteria stated clearly </li></ul></ul><ul><ul><li>Specific and descriptive criteria are provided for the evaluation of students’ work and participation </li></ul></ul><ul><ul><li>Assessment are sequenced, varied, and appropriate to the content being assessed </li></ul></ul><ul><ul><li>“ Self‐check” or practice assignments are provided, with timely feedback to students </li></ul></ul><ul><ul><li>Collaborative activities are appropriately assessed </li></ul></ul>
  18. 18. Evaluation Tool <ul><li>Resources </li></ul><ul><ul><li>Instructional materials contribute to achieving stated course and module/unit learning objectives. </li></ul></ul><ul><ul><li>The relationship between the instructional materials and the learning activities is clearly explained to the student (Narration) </li></ul></ul><ul><ul><li>Resources have sufficient breadth, depth, and currency </li></ul></ul><ul><ul><li>All resources and materials used in the course are appropriately cited </li></ul></ul>
  19. 19. Evaluation Tool <ul><li>Activities </li></ul><ul><ul><li>Activities promote the achievement of the learning objectives </li></ul></ul><ul><ul><li>Activities foster instructor‐student, content‐student, and if appropriate student‐student interaction </li></ul></ul><ul><ul><li>Clear standards set for instructor responsiveness and availability (turn‐around time for email, grade posting, etc.) </li></ul></ul><ul><ul><li>Instructions and requirements for student interaction are clearly articulated </li></ul></ul>
  20. 20. Evaluation Tool <ul><li>Course Technology </li></ul><ul><ul><li>Supports the learning objectives - appropriately chosen to deliver the content of the course </li></ul></ul><ul><ul><li>Supports student engagement - guide student to become an active learner </li></ul></ul><ul><ul><li>Logical navigation throughout - students know where they are and where to go </li></ul></ul><ul><ul><li>Students have ready access to technologies required in the course </li></ul></ul>
  21. 21. Evaluation Tool <ul><li>Course Technology (continued) </li></ul><ul><ul><li>Components are compatible with current standards for delivery modes </li></ul></ul><ul><ul><li>Instructions on how to access resources are sufficient and easy to understand </li></ul></ul><ul><ul><li>Takes advantage of available tools and media </li></ul></ul>
  22. 22. Evaluation Tool <ul><li>Learner Support </li></ul><ul><ul><li>Instructions clearly offer description of tech support offered </li></ul></ul><ul><ul><li>Instructions link to or explain academic support system </li></ul></ul><ul><ul><li>Instructions link to or explain student support system </li></ul></ul><ul><ul><li>Instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information. </li></ul></ul>
  23. 23. Evaluation Tool <ul><li>Accessibility </li></ul><ul><ul><li>In conformance with institutional policy </li></ul></ul><ul><ul><li>Resources provide equivalent alternatives to auditory and visual content </li></ul></ul><ul><ul><li>Links are self‐describing and meaningful </li></ul></ul><ul><ul><li>Ensures screen readability. </li></ul></ul>
  24. 24. Introduction to Case Studies <ul><li>Auto Plastics Repair Course (online) </li></ul><ul><li>Paralegal Course (online) </li></ul><ul><li>ESL Course (blended) </li></ul>
  25. 25. Evaluation Tools Demonstration
  26. 26. Coffee Break
  27. 27. Small Group Case Analysis <ul><li>Site Access: </li></ul><ul><li>Username: moot01, moot02, moot03, moot04 or moot05 </li></ul><ul><li>Password: ********* </li></ul><ul><li>Auto Plastics Repair Course </li></ul><ul><li>ESL Reading Course </li></ul><ul><li>Paralegal Course </li></ul>
  28. 28. Large Group Discussions
  29. 29. End <ul><li>Thank-you - enjoy the conference! </li></ul><ul><li>Hot Sheet Links: </li></ul><ul><li>Tips & Tricks Workshop Downloads: </li></ul><ul><li>BCIT: Writing Learning Outcomes </li></ul><ul><li>UBC: “Getting Started with APA Style </li></ul>