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Course Planning is the Key to Success in Every Digital Modality (DEAC)

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Course Planning is the Key to Success in Every Digital Modality (DEAC)

During a most unusual and challenging year, instructors have had to adapt to ever changing circumstances for teaching and learning. Digital learning materials and assessment adaptations require more time and careful planning, that is, they require careful course architecture. In this webinar, CourseTune CEO Dr. Maria Andersen will describe strategies for careful planning and up-front investment in the course architecture and explain how a system of instructional design created specifically for stakeholder buy-in acts as a feedback loop for fine-tuning courses over time—all toward improving student learning.

During a most unusual and challenging year, instructors have had to adapt to ever changing circumstances for teaching and learning. Digital learning materials and assessment adaptations require more time and careful planning, that is, they require careful course architecture. In this webinar, CourseTune CEO Dr. Maria Andersen will describe strategies for careful planning and up-front investment in the course architecture and explain how a system of instructional design created specifically for stakeholder buy-in acts as a feedback loop for fine-tuning courses over time—all toward improving student learning.

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Course Planning is the Key to Success in Every Digital Modality (DEAC)

  1. 1. Course Planning is the Key to Success in Every Digital Modality Dr. Maria Andersen, CEO, Coursetune Core Adjunct Faculty, Westminster College @busynessgirl, maria@coursetune.com
  2. 2. Why is it that teaching an online course requires more planning and care than planning for a F2F course? (honest answers please) Write an answer in the chat box but WAIT to press enter until I say 3-2-1-GO!
  3. 3. 1. Control over the environment
  4. 4. 2. You’re not wasting other people’s time when you “wing it” without a plan (but this is wrong of course)
  5. 5. 3. Creating online resources is time-intensive and detail-intensive
  6. 6. 4. What happens in a F2F classroom doesn’t feel as “permanent”
  7. 7. F2F courses should have been designed with the same care as the others. We’ve just let them get away without proper pedagogy and planning for a looooooong time.
  8. 8. What do online, remote, hybrid, and F2F courses have in common? Write an answer in the chat box but WAIT to press enter until I say 3-2-1-GO!
  9. 9. nucleus (noun): controls and regulates the activities of the cell and carries the genes, structures that contain the hereditary information. Nucleoli are small bodies often seen within the nucleus.
  10. 10. course nucleus: controls and dictates what skills should be accomplished through the course, providing the hereditary information (competencies or CLOs) for all sections of the course regardless of modality or instructor. Learning objectives are small learning statements often seen within the course nucleus.
  11. 11. What should absolutely be different between modalities like online, remote, hybrid, and F2F? Write an answer in the chat box but WAIT to press enter until I say 3-2-1-GO!
  12. 12. Around the cell nucleus In particular, the ER is a transport network for molecules going to specific places. Its general function is to produce proteins for the rest of the cell to function and is studded with ribosomes (which make those proteins).
  13. 13. Around the course nucleus In particular, the activities layer tells us how to deliver and assess the learning objectives, which allow different sections and modalities to express themselves in different ways. The general function of these activities is to turn curriculum design information into a practical experience for learning.
  14. 14. To design good courses (of any modality), you must know what is in the course nucleus of each course in your curriculum.
  15. 15. You just cheated on an assessment in your remote or online course. Why did you do it? Write an answer in the chat box but WAIT to press enter until I say 3-2-1-GO!
  16. 16. Factors that lead to Academic Dishonesty Peer pressure Performance anxiety Excuse making Inability to manage the demands of student life Situations that encourage academic dishonesty Self-justification habits Unfamiliarity with what constitutes academic dishonesty Lack of understanding about consequences https://www.niu.edu/academic- integrity/students/causes/index.shtml
  17. 17. Which of these become more pronounced when you can’t control the environment where learning or assessment take place? 1. Peer pressure 2. Performance anxiety 3. Excuse making 4. Inability to manage the demands of student life 5. Situations that encourage academic dishonesty 6. Self-justification habits 7. Unfamiliarity with what constitutes academic dishonesty 8. Lack of understanding about consequences
  18. 18. Most assessment is inauthentic
  19. 19. Actual Workplaces do not require you to work by yourself with no computer and no resources.
  20. 20. We can impact and lower every one of these academic integrity factors through our own learning and assessment practices.
  21. 21. These are the factors we control in assessment. Alignment Transparency Authenticity Agency Creativity Variety
  22. 22. Courses need solid internal alignment of learning and assessment to learning objectives.
  23. 23. Courses need solid alignment of organization of delivery to course objectives.
  24. 24. When designing assessments and learning activities, instructors and IDs need to remember what should be in the activities so that the alignment is correct.
  25. 25. Students need transparency about what they will learn, how they will learn it, and how they will be assessed.
  26. 26. To move away from ”one size fits all” assessment and towards a variety of assessment, the designer has to see how it all fits together easily.
  27. 27. Good planning and design can improve the outcomes of all the modalities.
  28. 28. What stops faculty from modernizing curriculum and incorporating new topics and innovations? Write an answer in the chat box but WAIT to press enter until I say 3-2-1-GO!
  29. 29. Curriculum Drift New skills and fields emerge that need to be learned for a discipline.
  30. 30. Curriculum Bloat New knowledge, research, and desires from other schools bloat the curriculum from within.
  31. 31. Curriculum Reality Most curriculum contains both drift and bloat.
  32. 32. Curriculum needs continual tuning If there is no space to do innovative things, innovative things don’t happen.
  33. 33. Declutter. Ask yourself “Is this learning objective relevant to the objectives of this course?
  34. 34. The bookshelves of your curriculum need to have empty space on them.
  35. 35. Some ”housecleaning” is necessary to make space for curriculum to grow and flourish.
  36. 36. Questions? Dr. Maria Andersen, CEO, Coursetune Core Adjunct Faculty, Westminster College @busynessgirl, maria@coursetune.com

Editor's Notes

  • and you won’t want to just “try again next year”

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