Best Practices in Learning Design
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Presentation for Northeastern CPS Faculty Development Conference 27 September 2019 in Boston MA - Alignment of learning objectives, teaching strategies, and assessments
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Lesson planning original
This document outlines the objectives and agenda for a workshop on designing a successful workshop. The workshop will cover setting goals and objectives using Bloom's taxonomy, creating a lesson plan template, and providing a systematic approach to planning a workshop. Participants will learn how to rewrite objectives using Bloom's taxonomy, create a workshop lesson plan using a provided template, and describe the systematic method for planning a workshop. The agenda includes icebreakers, setting ground rules, objectives and activities, breaks, the workshop planning template, and closing feedback.
Lesson planning original
This document outlines the objectives and agenda for a workshop on designing successful workshops. The workshop will cover setting goals and objectives using Bloom's Taxonomy, creating a lesson plan template, and providing a closing activity and feedback. Participants will learn a systematic approach to planning workshops, including describing the goals and rewriting objectives, and will create a workshop lesson plan using the provided template. The document models the planning process and provides resources for further developing workshop design skills.
Workshop Output Template
This document provides a template for recording outputs from a workshop session. It includes spaces to record the workshop objective, any principles or example ideas selected during the session, and any additional ideas or recommendations. Participants can use this template to document information discussed on their timeline worksheet and photograph that worksheet after the session.
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This document outlines goals and performance areas for a teacher's professional growth plan. It suggests choosing two areas of focus from a list of five: planning and preparation, lesson implementation and instruction, classroom environment, professional responsibilities, and student progress. The goals are to tie the community of practice work to professional goals and to "grow in the middle" of one's career. Specific performance expectations are described for planning and preparation, lesson implementation, and classroom environment.
Six reasons to write learning objectives
The document outlines 6 main reasons why writing learning objectives is important: 1) To inform learners of what the course will cover, 2) To help instructional designers include only essential content, 3) To allow stakeholders to ensure important topics are addressed, 4) To assist instructional designers in structuring the course content and sequence, 5) To enable instructional designers to create assessments for evaluating trainees, and 6) To help instructional designers evaluate whether the overall course goals were achieved.
The process of designing the curriculum
Curriculum design is a multi-level process that begins with establishing goals for what students should learn over multiple years. These goals inform the creation of yearly, unit, and lesson plans that organize the content and skills taught at each level. An effective curriculum guide includes a philosophy statement, specific learning goals, a scope and sequence of objectives by grade, an outline of content by unit, a yearly schedule, and an assessment plan. The guide should align all parts and ensure content matches standards in a developmentally appropriate progression.
Lesson 4 Tools of the trade
The document discusses tools and resources for teaching a lesson on circles, chords, arcs, and central angles. It recommends using books, a projector, laptop, blackboard, compass, protractor, and colored paper cutouts to engage visual and hands-on learners. A PowerPoint presentation showing 3D objects would help students understand properties and functions. Students would make their own cutouts to apply the concepts through activities. The teacher requires technological, pedagogical, and content knowledge to effectively deliver the lesson using different strategies, activities, and assignments catering to diverse learners.
Unit4
This document outlines steps for designing an e-activity to add to a mathematics project between schools in different countries. It discusses using online tools like Google, Geogebra, and Microsoft Excel to create interactive resources for teaching the six strands of mathematics: arithmetic, algebra, geometry, analysis, probability, and statistics. Students will work collaboratively online in teams to research and develop activities for each strand. They will blog about their findings and work. The final activities and project will be published on the schools' e-twinning platform.
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Lesson planning original
This document outlines the objectives and agenda for a workshop on designing a successful workshop. The workshop will cover setting goals and objectives using Bloom's taxonomy, creating a lesson plan template, and providing a systematic approach to planning a workshop. Participants will learn how to rewrite objectives using Bloom's taxonomy, create a workshop lesson plan using a provided template, and describe the systematic method for planning a workshop. The agenda includes icebreakers, setting ground rules, objectives and activities, breaks, the workshop planning template, and closing feedback.
Lesson planning original
This document outlines the objectives and agenda for a workshop on designing successful workshops. The workshop will cover setting goals and objectives using Bloom's Taxonomy, creating a lesson plan template, and providing a closing activity and feedback. Participants will learn a systematic approach to planning workshops, including describing the goals and rewriting objectives, and will create a workshop lesson plan using the provided template. The document models the planning process and provides resources for further developing workshop design skills.
Workshop Output Template
This document provides a template for recording outputs from a workshop session. It includes spaces to record the workshop objective, any principles or example ideas selected during the session, and any additional ideas or recommendations. Participants can use this template to document information discussed on their timeline worksheet and photograph that worksheet after the session.
Pgp Co P826
This document outlines goals and performance areas for a teacher's professional growth plan. It suggests choosing two areas of focus from a list of five: planning and preparation, lesson implementation and instruction, classroom environment, professional responsibilities, and student progress. The goals are to tie the community of practice work to professional goals and to "grow in the middle" of one's career. Specific performance expectations are described for planning and preparation, lesson implementation, and classroom environment.
Six reasons to write learning objectives
The document outlines 6 main reasons why writing learning objectives is important: 1) To inform learners of what the course will cover, 2) To help instructional designers include only essential content, 3) To allow stakeholders to ensure important topics are addressed, 4) To assist instructional designers in structuring the course content and sequence, 5) To enable instructional designers to create assessments for evaluating trainees, and 6) To help instructional designers evaluate whether the overall course goals were achieved.
The process of designing the curriculum
Curriculum design is a multi-level process that begins with establishing goals for what students should learn over multiple years. These goals inform the creation of yearly, unit, and lesson plans that organize the content and skills taught at each level. An effective curriculum guide includes a philosophy statement, specific learning goals, a scope and sequence of objectives by grade, an outline of content by unit, a yearly schedule, and an assessment plan. The guide should align all parts and ensure content matches standards in a developmentally appropriate progression.
Lesson 4 Tools of the trade
The document discusses tools and resources for teaching a lesson on circles, chords, arcs, and central angles. It recommends using books, a projector, laptop, blackboard, compass, protractor, and colored paper cutouts to engage visual and hands-on learners. A PowerPoint presentation showing 3D objects would help students understand properties and functions. Students would make their own cutouts to apply the concepts through activities. The teacher requires technological, pedagogical, and content knowledge to effectively deliver the lesson using different strategies, activities, and assignments catering to diverse learners.
Unit4
This document outlines steps for designing an e-activity to add to a mathematics project between schools in different countries. It discusses using online tools like Google, Geogebra, and Microsoft Excel to create interactive resources for teaching the six strands of mathematics: arithmetic, algebra, geometry, analysis, probability, and statistics. Students will work collaboratively online in teams to research and develop activities for each strand. They will blog about their findings and work. The final activities and project will be published on the schools' e-twinning platform.
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Workshop Facilitation Plan
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The training presentation introduces its subject and states how the audience will benefit. It outlines three lessons on various topics, each with objectives, content, and a wrap-up section. Lesson content will include text, pictures, and charts. The training concludes with a summary of key points, additional resources, and an assessment to evaluate how much was learned.
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Case Studies On Customised Games In Education
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The document provides guidance for student teachers on planning a lesson to be evaluated based on the TAP rubric indicators of Presenting Instructional Content and Thinking. It reviews the descriptors for each indicator and discusses key elements like modeling, using visuals, internal summaries, and teaching different types of thinking. The document emphasizes modeling expectations, engaging students in generating ideas and multiple perspectives, and using research. It stresses including these elements in the lesson plan to meet the requirements of the evaluation assignment.
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Teams will develop a science lesson for elementary students on a single topic. They must prepare a lesson outline, hands-on activities, worksheets, and assessments. Teams will choose a topic, write learning objectives, plan hands-on activities for students to complete, develop an assessment to evaluate learning, and create a worksheet. The lesson must be age-appropriate, fun for students, and fit within the time limit. Teams will be graded based on preparation, topic knowledge, quality of activities and worksheet, assessment, teamwork, and appeal to students.
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Paper available at: https://www.dropbox.com/s/w67bzn6awdkfkds/2021_Wolfordetal_LxD_CritiqueAssemblages.pdf?dl=0
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Formative assessment sell your element
Students will spend 2-3 days researching an element of their choice in the library and online. They will then spend a day in the computer lab planning a presentation on their element in the form of a PowerPoint, pamphlet, or video. The teacher will provide guidance and ensure students understand the scoring rubric. Students are encouraged to make their presentations interesting with animations and graphics to convince classmates to value their element.
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A2 march 3 2014
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Webinar 1 teacher training skills
This document provides an overview of topics to be covered in a teacher training workshop, including:
1. Familiarizing participants with the online platform being used and warming up activities.
2. Presenting inputs on different models of teacher training, including the craft model, applied science model, and reflective model.
3. Explaining the activity cycle as a framework for planning and running activities in workshops, including introducing topics, giving instructions, monitoring activities, concluding activities, and providing feedback.
4. Asking participants to reflect on what they found most useful from the workshop and how they will apply ideas in their own teaching.
Ir lesson 2 [guidelines and expectations]
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View the video,
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, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
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This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design courses with the end in mind by focusing on what students should be able to do. The document reviews principles of adult learning, the components of effective teaching, and why curriculum design is important. It outlines assignments for students to develop goals and objectives, needs assessments, instructional strategies, and assessment strategies for a course.
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This facilitator's plan outlines a 1.5 hour workshop to help educational teams design or revise curriculum using the Viewpoints Curriculum Design Toolkit. The workshop consists of 8 activities where participants: 1) Agree on an objective for their curriculum challenge, 2) Choose a curriculum design theme to focus on, 3) Select principles from theme cards that address their objective, 4) Map the principles to a timeline, 5) Review examples on the cards that could support their objective, 6) Discuss how the ideas could be applied, 7) Agree on action points, and 8) Share their plans with the whole group. The facilitator introduces the session and provides an overview before splitting participants into groups to work through the activities.
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The training presentation introduces its subject and states how the audience will benefit. It outlines three lessons on various topics, each with objectives, content, and a wrap-up section. Lesson content will include text, pictures, and charts. The training concludes with a summary of key points, additional resources, and an assessment to evaluate how much was learned.
VT PCSD
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The document discusses using customized multiplayer games to teach science concepts in the classroom. It describes a situation where a teacher worked with consultants to design games, but found that briefing students on the rules and getting them familiar with the games took too long, leaving little time for actual gameplay. To address this, the teacher designed a game that could fit into a double period by briefing students on the rules in a separate period prior and evaluating the game in another period after, using 4 periods total instead of the intended 2. The results were increased student engagement and motivation, though it sacrificed time from another topic and created anxiety for teachers around completing the syllabus.
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The document provides guidance for student teachers on planning a lesson to be evaluated based on the TAP rubric indicators of Presenting Instructional Content and Thinking. It reviews the descriptors for each indicator and discusses key elements like modeling, using visuals, internal summaries, and teaching different types of thinking. The document emphasizes modeling expectations, engaging students in generating ideas and multiple perspectives, and using research. It stresses including these elements in the lesson plan to meet the requirements of the evaluation assignment.
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This document outlines a final project for students aged 14-16 that involves using mathematics in real life situations. The goals are for students to understand how math applies everyday and to develop ICT and collaboration skills. Students will be divided into 6 teams, with each focusing on a different math strand. They will search for real world activities within their strand and share results online. Assessment will include formative quizzes and a summative e-portfolio. The project aims to make math more relevant and improve teaching methodologies through international collaboration.
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Abstract: Studio education focuses on active learning and assessment that is embedded in students’ explora- tion of ill-structured problems. Critique is a central component of this experience, providing a means of sensemaking, assessment, and socialization. These critique sessions encompass multiple types of interactions among students and instructors at multiple levels of formality. In most design programs, these practices have been situated in a physical studio environment—until they were disrupted by the COVID-19 pandemic. As a group of educators and design students, we used this disruption as an opportunity to reimagine means of critique engagement. In this paper, we document the creation, piloting, and evaluation of new critique assemblages—each of which bring together a group of tech- nology tools, means and norms of engagement, and channels of participation. We report both on the extension of existing critique types such as desk crits, group crits, and formal presentation crits, describing both the instructional goals of the new critique assemblages and the students’ experience of these assemblages. Building on these outcomes, we reflect upon opportunities to engage with new hybrid critique approaches once residential instruction can resume and identify patterns of socialization and wellbeing that have emerged through these assemblages that foster critical reflection on studio practices.
Formative assessment sell your element
Students will spend 2-3 days researching an element of their choice in the library and online. They will then spend a day in the computer lab planning a presentation on their element in the form of a PowerPoint, pamphlet, or video. The teacher will provide guidance and ensure students understand the scoring rubric. Students are encouraged to make their presentations interesting with animations and graphics to convince classmates to value their element.
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This document outlines a template for planning quality instructional design. It includes 4 stages: 1) Desired results which identifies learning targets, essential questions, and knowledge/skills students will develop. 2) Assessment evidence which includes formative and summative assessments. 3) Learning plan which details learning activities and strategies. 4) Accommodations and differentiation for students. The document emphasizes the importance of beginning instructional planning with the end in mind by determining learning goals and appropriate assessments of student understanding.
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Webinar 1 teacher training skills
This document provides an overview of topics to be covered in a teacher training workshop, including:
1. Familiarizing participants with the online platform being used and warming up activities.
2. Presenting inputs on different models of teacher training, including the craft model, applied science model, and reflective model.
3. Explaining the activity cycle as a framework for planning and running activities in workshops, including introducing topics, giving instructions, monitoring activities, concluding activities, and providing feedback.
4. Asking participants to reflect on what they found most useful from the workshop and how they will apply ideas in their own teaching.
Ir lesson 2 [guidelines and expectations]
Students will learn about the guidelines and expectations for independent reading (IR) this year. They will discuss what they enjoyed and disliked about IR last year, as well as their hopes for this year. The teacher will explain that students will log their reading digitally once a week using Google Classroom. Students will then complete literacy and technology surveys independently to assess their reading interests and familiarity with technology. They will end with a 3-2-1 reflection exercise where they write down 3 things they now know about IR, 2 things they are excited for, and 1 remaining question. The lesson aims to help students understand and prepare for the digital logging component of IR this year using Google Forms and Classroom.
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This document provides an overview of content that will be covered on days one and two of an information literacy and curriculum development workshop. Day one will focus on defining information literacy, writing learning outcomes, models for integrating information literacy into courses, types of assessment, and relevant standards. Participants will also identify threshold concepts and develop learning outcomes for an art center curriculum. Day two will discuss strategies for being an effective teacher, lesson planning, significant learning experiences, student engagement, and a toolkit for course activities.
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For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
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Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
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Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
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This document provides guidance for teachers on getting started with teaching the Common Core State Standards. It discusses aligning pacing guides to the CCSS, understanding the structure and components of the CCSS document, using standards and crosswalks to identify what content is staying the same and what is changing, the emphasis on mathematical practices, examples of performance tasks and sample test items, and strategies for teaching like proof drawings and math talks. It also addresses assessment design and ensuring lessons and pacing allow sufficient time for students to master the depth and rigor of the new standards.
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This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design instruction with the desired outcomes in mind. The document describes the types of learners in the class and their roles. It also outlines key principles of adult learning, the components of effective teaching, and why curriculum design is important. The assignments for the course are also introduced, including creating goals and objectives, needs assessments, and exploring instructional and assessment strategies.
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This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design courses with the end in mind by focusing on what students should be able to do. The document reviews principles of adult learning, the components of effective teaching, and why curriculum design is important. It outlines assignments for students to develop goals and objectives, needs assessments, instructional strategies, and assessment strategies for a course.
Discussion 2Professional Learning Communities One co.docx
This document discusses professional learning communities and their role in 21st century professional development. It presents an assignment where students are asked to redesign a prior coursework assignment to incorporate components of 21st century professional development, including integrating 21st century skills into teaching practices, using project-based learning methods, enhancing critical thinking, and illustrating how content knowledge can improve problem-solving abilities. Students are to summarize the changes made to their redesign assignment and reflect on challenges in meeting the new expectations related to mastery of program learning outcomes.
Presentation on writing outcomes
This document provides guidance on developing learning outcomes. It begins by outlining the intended learning outcomes of the workshop, which are to develop outcomes adhering to the SMART principles, critique existing outcomes, and demonstrate constructive alignment. It then defines curriculum and outlines the topics to be covered, including learning outcomes, constructive alignment, and consolidation. The document provides details on writing outcomes focusing on what students can do, guidelines for effective outcomes using Bloom's taxonomy and level descriptors, and the importance of alignment between outcomes, teaching strategies, and assessment. It includes examples and activities for writing and evaluating outcomes to ensure they are specific, measurable, attainable, relevant, and targeted.
MODULE 3A & 3B.pptx
This document provides guidance on designing lessons and assessments for distance learning. It discusses four key distance learning modalities and defines each. It also outlines several activities for teachers, including ranking different distance learning types based on ease of implementation, considering how to include special learner groups, and adapting assessment methods for distance learning. The document emphasizes lesson planning, selecting teaching activities, reflecting on lessons, and using tools like weekly home learning plans to guide students in independent study.
Backwards design
This document compares and contrasts the traditional lesson planning model with the backwards design model. The traditional model focuses on identifying learning objectives and standards, then planning activities, and finally assessment. The backwards design model starts with identifying learning outcomes, then planning assessments to measure those outcomes, and finally developing learning activities. The document provides an example of applying backwards design to plan a lesson on identifying characters, plot, setting, and theme in stories. Key steps include identifying the learning goal aligned to standards, planning assessments like performance tasks and short responses, and developing learning activities like using rubrics and interactive online games.
Learning Objectives
This document discusses learning objectives and how to write effective ones. It begins by defining learning objectives as statements of what students should be able to do after instruction. Objectives must be specific and measurable. The document then reviews Bloom's Taxonomy and its cognitive processes as a framework for writing objectives at different levels. It provides guidelines for constructing objectives and reasons for using them in course and lesson design. It also discusses potential issues with overusing objectives and how to align them with criteria like ABET outcomes. Finally, it instructs students to write objectives for their own lesson to use in a microteaching assignment.
According to the Tuckman and Jensen Model for group processes, the f.docx
The document discusses the final course in an online MATLT program. It provides instructions for students to create a reflective media-rich presentation summarizing their learning experiences in the course and program. Students are asked to reflect on challenges with their final capstone project and suggest improvements. They should also reflect on their journey through the program and acknowledge people who supported them.
Large Scale Learning Design
The document describes the process of redesigning the Provincial Instructor Diploma Program (PIDP) using an outcomes-based curriculum mapping approach. In February 2009, program faculty participated in a mapping exercise to define program outcomes and determine how existing courses aligned with these outcomes. However, the limited time for the exercise prevented completing the full mapping. In subsequent revisions, the faculty focused on aligning topics and content to outcomes, facing challenges in moving away from the original mapping. Lessons indicated that while outcomes mapping was useful, the process required more time and training for faculty accustomed to traditional curriculum development.
dimensions of instructional objectives
The document discusses instructional objectives and how to write them effectively. It defines instructional objectives as intended learning outcomes that describe what students will be able to do after instruction. There are four key components: an action verb, conditions, standards, and audience. Objectives should be specific, measurable, achievable, relevant and time-bound. They guide lesson planning and assessment. The document provides examples of verbs for different learning domains and criteria for writing clear, effective instructional objectives.
505 lesson plan j walker
This multi-day lesson teaches high school students with learning disabilities budgeting and career exploration skills. Students will complete a monthly budget, research three careers that align with their budget, and create an informational brochure. The lesson incorporates individual, small group, and whole group instruction. Students' understanding will be assessed through evaluation of their completed brochures using a rubric. The lesson aims to help students better understand the real-world costs of independent living and potential careers.
Phy. Ed District PD January 23, 2012
The document provides information about an upcoming professional development meeting, including signals to transition discussions, how meeting documents will be distributed, and how to sign in to earn continuing education credits. Teachers are asked to collaboratively discuss and record their analysis of essential learning outcomes from a previous meeting using the provided template.
Using Exit Slips to Assess Student Understanding
This paper intends to use exit slip as an assessment tool in the classroom. Since students have been taught English as a second language, all students in the classroom cannot get full information according to their background knowledge. So teachers need to check their understanding of the materials. By using exit slip that is assessment tool, teachers can know their needs and weakness. Mya Thandar "Using Exit Slips to Assess Student Understanding" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27953.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/27953/using-exit-slips-to-assess-student-understanding/mya-thandar
Lesson plan instructional strategies module 2
This document provides guidance and examples for developing the central focus of a lesson plan. It emphasizes that the central focus should go beyond facts and skills, align with standards and objectives, and address subject-specific components. Examples of central focuses for social studies lessons include questions about just societies and the need for government. Determining the central focus involves reviewing content, standards, and students' prior knowledge and skills. The document also provides examples of learning tasks, such as simulations and partner work, and emphasizes the importance of the anticipatory set, instructional strategies, closure, and assessing learning.
Content Area or Developmental Focus Math- Geometry AgeGrad
This document provides guidance for a 7th grade math lesson on geometry. The goal is for students to create a city plan using geometry. Key objectives include identifying angle types and relationships between lines. Students will work collaboratively in groups to design a city blueprint applying geometry concepts. They will present their design and self-assess their work. The lesson aligns with 7th grade geometry standards and incorporates differentiation, technology, and assessment of student understanding.
NCLA Learning Outcomes Assessment Workshop
The document provides an overview of learning outcomes assessment for information literacy instruction in libraries. It discusses the higher education climate driving assessment, standards from accrediting bodies, and examples of assessment at different levels from institutional to individual sessions. Key aspects of learning outcomes assessment covered include writing measurable outcomes, choosing appropriate assessment methods like knowledge tests or bibliographies, and using results to improve instruction. The workshop aims to help participants understand and apply the learning outcomes assessment process in their libraries.
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This document discusses the potential uses and concerns of using Facebook for educational purposes. It begins with describing how Facebook could be used for class discussions, forums, and student organizations. However, concerns are raised around privacy and data usage after the Cambridge Analytica scandal where private user data was harvested without consent. The document considers alternatives to Facebook like Mastodon and provides suggestions for guidelines and policies if educational institutions decide to use Facebook.
Social Media in Classrooms
This document discusses the impact of social media in the classroom. It begins by outlining how the landscape of learning has changed with new technologies and the rise of social media platforms. These platforms allow for participation, publishing, communication, resource sharing, social networking, and building collective knowledge. The document then examines principles from learning science, such as how prior knowledge and organizing knowledge can influence learning. It suggests ways social media could be used to surface prior knowledge and help students organize it. Finally, it proposes the idea that goal-directed practice with targeted feedback enhances learning and discusses how social media may enhance practice, feedback, and mastery of subject matter.
Assessments
This document discusses online testing tools and considerations. It introduces Respondus, a tool for creating online tests that can import questions from Word and publish tests to Blackboard. It also mentions StudyMate for turning tests into educational games and polling tools like Poll Daddy and Poll Everywhere. Key aspects of online tests covered include proctoring, open/closed book, timing, formatting, and question randomization.
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The document discusses a faculty development initiative at Virginia Commonwealth University to prepare faculty to teach online. Faculty participated in a one week face-to-face institute on online pedagogy, then took a two week online course as students. The goals were to experience online learning from a student perspective and receive support for developing their own online courses. Faculty found the online course experience too short and wanted more preparation. Key aspects of a successful online course identified were interaction between students and content, students and instructor, and preparation for learning through clear expectations and tutorials.
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The document provides tips for effective PowerPoint presentations, including keeping them simple, clear, and brief. It recommends focusing on core points, leaving 5% of each slide as empty space, and including no more than 5 bullet points per slide. Web links are also included pointing to additional resources on creating word clouds and the text of a Obama speech on reducing the federal deficit.
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This study investigated faculty and students' perceptions of and openness to 21st century digital literacy skills. Surveys found a "digital disconnect" between how faculty and students use technology personally. For example, over half of students text daily while only 15% of faculty do. Students were also more likely to use instant messaging. Both groups saw searching for and validating online information as important skills, but faculty were more concerned about students' ability to do so. The research raises questions about the appropriate roles of technologies like PowerPoint and social media in education.
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Elon Univ Presentation
This document discusses personal learning networks (PLNs) for faculty development. It introduces PLNs and their potential for connecting faculty through open and social tools online. Key topics covered include a brief history of faculty development; limitations of traditional models; how PLNs focus on place, people, practice; examples of microblogging, social bookmarking and networking tools; and making learning visible and sharing information through enhanced PLNs. The document poses questions about how PLNs may shape faculty development and what skills/challenges they present.
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This document discusses setting up and using a Google account. It explains that a Google account is needed to access Google services like Google Reader and the class Google Site where blog posts will be located. It provides instructions to sign in if an account already exists or to create a new account which only requires an email and password. Additional details on using Google Reader can be found in a video tutorial.
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The document discusses Quality Matters (QM), a peer review process for online course design based on a rubric and research-backed standards. The QM rubric has 8 general standards addressing course overview, objectives, assessment, resources, interaction, technology, and accessibility. Reviewers initially score each standard individually then reach a team score. For a course to meet QM expectations it must achieve "yes" on essential standards and score a minimum of 72 out of 85 points. The goal of QM is to evaluate courses and ensure critical elements like objectives, interactions, and assessments are properly aligned to support learning outcomes.
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This document discusses how online collaboration has evolved from early static websites to today's social web. It outlines the progression from destination websites that were only for consuming content to today where anyone can publish online through blogs, social media, and services like Google Docs that enable real-time collaboration. Examples provided include learning management systems like Blackboard evolving to incorporate social elements, as well as Google services like Docs, Calendar, and Reader that facilitate sharing and collaborating on documents, schedules, and bookmarks online. The document poses questions about how these changes impact the reader and their online activities.
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Monday Delicious(2009)
This document discusses how the social bookmarking site Delicious can be used for instructional purposes. It explains how tags allow users to organize websites and how tags can be searched. Users can see what terms are popular and find related sites through browsing tags. The document provides instructions for setting up an account and tagging websites. It also describes how one instructor integrated Delicious into an online course, having students collaboratively tag resources. Student use of tagging persisted beyond the course for personal organization.
Tuesday Blogs(2009)
This document discusses the opportunities that blogging presents for academic publishing and scholarly communication. It explores how blogs allow academics to function as public intellectuals and participate in an open community of practice for critically reflective discourse. It raises questions about whether blogs fit within existing forms of academic publishing and tenure requirements, and how blogs can be validated. The document also provides examples of blog platforms and suggests that blogging may be a part of the future of academic publishing.
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The document discusses Really Simple Syndication (RSS) and how it can be used for news aggregation and education. RSS allows content from various websites and news sources to be compiled into a single feed that can be accessed through readers like Google Reader. The document suggests educators and students set up personal Google Reader accounts to subscribe to relevant blogs and websites in order to build customized feeds and stay up-to-date with aggregated news and information from multiple sources.
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The document discusses how new web technologies can be leveraged for teaching and learning. It notes that today's students spend significant time using electronic devices and the internet, especially for activities like social networking, emailing, and creating presentations. The document then provides examples of free web 2.0 tools like social bookmarking sites, blogs, wikis, and microblogging that could be used instructionally by engaging students in activities like tagging, commenting, and pulling information from RSS feeds.
Innovations2009 Part Two
This document discusses using free web tools to engage students through collaboration and networking. It provides examples of tools like Google Reader and Docs for collaboration, wikis for class projects, and Audacity for recording audio that can be inserted into blog posts. It also explains how the free screencasting tool Jing can be used to easily create and share video tutorials with a 5 minute limit by saving to screencast.com or the user's computer. The document suggests considering how polling and various web tools could be applied instructionally.
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This document discusses how web technologies can be used to build community and foster connections. It highlights how tools like social networks, blogs, wikis, tagging, and sharing allow for two-way communication and help form connections between people with shared interests that can grow into online communities. Examples mentioned include using Facebook, Twitter, Yammer and other sites to engage in discussions, share content, and develop interconnections.
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The document discusses changing communication trends and digital literacy. It notes that email use is declining while texting, social media, and web tools for collaboration are increasingly popular. A survey finds that participants send fewer letters but more texts, emails, and social media updates. The web allows unprecedented access to information and opportunities for user-generated content, informal learning, and social interaction through blogs, communities of practice, bookmark sharing, and social networks.
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Best Practices in Learning Design
- 1. Best Practices in Learning Design: Aligning objectives, strategies & assessments to enhance the learning experience ELIZABETH MAHLER SHANNON ALPERT BRITT WATWOOD GRADUATE SCHOOL OF EDUCATION 2019 CPS Faculty Development Conference
- 2. Meet the team 2 Elizabeth Mahler, EdD Britt Watwood, EdD Shannon Alpert, EdD
- 3. Objectives 3 By the end of this workshop, you will have the opportunity to: Illustrate the alignment within your course between objectives, learning strategies and assessments; Organize your class flow to enhance learning; and Design an alignment matrix that maximizes active learning.
- 4. Think about your course or class design… What does it mean to have alignment? 4
- 5. Your answers… What does it mean to have alignment? 5
- 9. 9
- 10. TPACK 10
- 11. 11
- 13. The Alignment Matrix 13 Objective “formula”: Students will have the opportunity to [insert an active verb from Bloom's list] [then insert the knowledge or construct that should be learned]. Corresponding Week/Theme Course Objective Learning Strategies Assessment Strategies Week 2 - Building a network with social media Course Objective 2: Students will have the opportunity to build a personal learning network using social media. Note: This objective is one of six objectives for this course. Each "week" may align with one or more objectives. Students will seek out and follow educational professionals on Twitter. Students will articulate advantages and disadvantages of using socially networked tools for learning. Note: You may have one or more learning strategies. If the learning strategy does not support the objective, it should be revised. Be sure that you have at least one learning strategy for each objective to help students reach that objective. Students will summarize their experiences in seeking out educational professionals and considering the use of socially networked tools for learning through the discussion board. Individual feedback will be provided. Note: In this course, students will prepare an infographic based on this information in a subsequent week. This discussion board is the first assessment activity in the progression to a more formal assignment.
- 19. Now it is your turn…working in pairs 19
- 20. Application to Your Courses Take 1 minute to... Silently, consider one of your courses (or learning experiences) where you want to be sure that there is alignment across the course objectives, learning strategies, and assessment strategies. Find a partner or two to share the course you've been thinking about and how you might use the matrix. There are handouts at your table that include Bloom's taxonomy as well as a list of verbs that can be used in writing objectives and an alignment matrix. Write any questions you have for us on the notecards provided at your table. We will collect and address these. Think about your take aways from today. 20
- 21. Questions
- 22. Resources and Links Bloom’s Taxonomy Model (Teach Thought) https://www.teachthought.com/critical-thinking/3-dimensional-model-blooms-taxonomy/ Bloom’s Taxonomy Verb Chart (University of Arkansas) https://tips.uark.edu/blooms-taxonomy-verb-chart/ TPACK - http://www.tpack.org/ Northeastern University Center for Advancing Teaching and Learning through Research https://learning.northeastern.edu/ Professor’s Guide to Using Bloom’s Taxonomy (Phillip Preville) https://cvm.msu.edu/assets/documents/Professors-Guide-to-Using-Blooms.pdf Miller, M. (2014) Minds online: Teaching effectively with technology. Cambridge MA: Harvard University Press.