Designing modules for deeper learning


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  • Welcome to this presentation about designing modules for deeper learning.
  • Instructors no longer consider themselves to be the “sage on the stage” but the “guide on the side”. Deeper learning comes from more than passive observance and memorization. It comes from active engagement. So, the instructors focus is no longer just on teaching as a practice but on providing students with opportunities for learning. However, we all know that most of these opportunities don’t just happen – they often require extensive planning. That is where the need for well-designed Learning Modules comes in. Learning modules start as a theoretical framework on which an instructor is able to build a course which leads to increased student participation and deeper learning.
  • What is a Learning Module?In the process of devising a module, the key is to forge educationally sound and logical links between learner needs, aims, learning outcomes, resources, learning and teaching strategies, assessment criteria and evaluation. It is also equally important to link together the learning opportunities that take place in the classroom with those that occur in the online environment.
  • Let’s look at some of the opportunities we can describe that can take place online before the class meets face-t-face: for example, I might want my students to look over the syllabus before the first meeting so that they will have time to formulate any questions they have for discussion during the class.Question:Can you think of any other things that you might want students to do before meeting the first time?I also want to alert students to what they can expect during the class meeting so that they arrive prepared.Question:Can you think of some things that you could have told students so that they were more ready to learn on arrival?Then, we should consider what occurs after the class. What are some activities that the students can do that would help to reinforce what they did during the class?
  • Worksheet: Comparative Advantage by Activity
  • Here is an example of an instructor’s plan for providing opportunities for learning – both in class and in the online environment. As you can see, the plan includes activities that will be done together in class, as well as activities that will be done by the students after or before the class meeting that will either reinforce the classroom learning opportunities or prepare the students for future classroom meetings.
  • This slide illustrates what it would look like when the instructor creates a learning module that provides a framework for these learning opportunities in Blackboard Learn. Demonstration: Open Learn and demo Learning Module.
  • Your course design should, by its very nature, consider objectives and assessments together, as they are concepts intimately bound up with each other. When designing, you will want to know that course objectives will be met by the end of the class, so you need to choose assessments which provide an accurate and complete picture of student learning (often, the answer involves more than just chapter tests). You will want to verify that you've provided enough assessments to adequately decide that course objectives are met, and alternately, you'll want to be sure that each assessment is offered in the service of at least one course objective (if it's not related to the course objectives, you may not need that assessment).
  • Incorporating the following elements in your modules will offer a greater likelihood of fostering deep learning:
  • Designing modules for deeper learning

    1. 1. Designing Modulesfor DeeperLearning
    2. 2. In recent years there has been a paradigm shift taking place, moving the emphasis from teaching to learning and a more student-centered curriculum.The is on providing opportunities for learning
    3. 3. What is a Learning ModuleOnline learning modulesprovide students witha structured learningexperience with a coherentand explicit set of learningoutcomes, activities andassessments that integratethe face-to-face and onlinecomponents of a hybridcourse.
    4. 4. Opportunities for Learning• Create opportunities for students to learn Before class starts – Preparation• Create opportunities for students to learn During class – Face-to-face• Create opportunities for students to learn After class – Reflection
    5. 5. Activity This activity will help you gauge your feelings about which learning opportunities you’ll most likely include in the classroom and which you’ll include online. Please mark your opinions on the formprovided and then we will discuss your choices.
    6. 6. How a student sees the Learning Module in Blackboard Learn
    7. 7. Alignment and Coherence• Defining the learning outcomes;• Choosing the learning (and teaching) methods that can lead to attainment of outcomes;• Assessing student learning outcomes.
    8. 8. Fostering Deep Learning• Sustained interaction with content and others;• Explicit explanations and a clear knowledge base for students;• Structuring in a reasonable student workload;• Providing opportunities for students to pursue topics in depth so that they can understand the material for themselves;• Ensuring an appropriate formative and summative assessment strategy.
    9. 9. ActivityEvery course needs an introductory module. Let’s create one together.