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Module 4 overview
- 3. Module Learning Outcomes – You will Identify engaging learning activities. Develop and describe learning activities aligned to your course outcomes and assessments so that the connection between teaching, learning, and evaluation are clear.
- 4. 3 BIG IDEAS FOR MODULE 4 Changing brainsChanging Creating impactful “sticky” learning experiencesCreating Exploring strategies and methods for learner’s individual differencesExploring
- 5. What do you know about brain building? • Complete the neuromyths T/F exercise at https://docs.google.com/forms/d/e/1FAIpQLSd0DRQOjBleuYCR f_9itrEMsWOvjieQExEiphl4xVhHthtruA/viewform) • I got an 8/10 on the quiz - I can learn more!
- 7. Using Module 2 & 3 •Does the cognitive task level of your learning activity align or match or outcome and assessment?
- 8. CREATING EFFECTIVE STRATEGIES FOR CONTENT DELIVERY THAT PROMOTE WAYS OF THINKING
- 9. What strategies are engaging? •Reflect an understanding of the learner •Relevant, appealing, interesting, visual & interactive •Easy to use
- 10. Examples • Online lectures • Assigned readings • Interactions between you and the learners • Polls • Online Office Hours • Interactions among learners, and assignments • Discussions • Group Assignments
- 11. Digital tools for content delivery • Blackboard discussions • Facebook Group Site or Yammer Group Site . • Use Pinterest as a collaborative sharing resource. • Use SoundCloud to post audio recordings, • Use Twitter to create a hashtag for your course. • Use BSU's Office 365 suite of tools. • You and your students can use Hypothes.is to collaboratively annotate course readings • Use Screencast-o-matic to record on-screen activity for short tutorials, visual presentations, and to communicate while you demonstrate.
- 12. As you select - • What do I want to achieve with this activity? • How does it accomplish the learning outcomes for the course? • Digital Citizenship (privacy and ethical use)
- 13. EXPLORING Strategies and methods for learner’s individual differences
- 14. Fostering choice and differentiation • How and when do learner differences matter?
- 15. Strategies • Outline chunks of knowledge that are most important • Make content fun, engaging, and interactive • Use adaptive and responsive design • Personalize learning content • Use multiple modalities • Provide opportunities to reflect on learning content using journals, online portfolios and discussion forums
- 16. Resources • Understanding by Design • UDL • Blooms and/or Anderson & Krathwohl taxonomies
- 17. Assignment Develop at least 3 learning activities for your class.Develop Post the ideas to the module discussion forum to share with others. Explain how the activities are aligned to outcomes and assessment and promote active learning. Post Within the discussion forum, provide and receive peer appraisal of the learning activities. The appraisal will comment on alignment, learner engagement and active learning. Provide and receive
Editor's Notes
- In modules 2 and 3 you developed learning competencies and assessments for your BSU course. Now you are ready to consider the types of learning activities and instruction that will guide students toward those competencies. During Module 4, you will design instruction that create the conditions for learning.
- To get started thinking about your work in Module 4, I invite you to go to Padlet and add your responses to the questions: How do people learn? How does teaching impact learning? What is your strength in creating impactful learning experiences?
- Research has shown that in fact the brain never stops changing through learning. Plasticity is the capacity of the brain to change with learning. Changes associated with learning occur mostly at the level of connections between neurons: New connections form and the internal structure of the existing synapses change. Embed this Infographic What Happens to Our Brain When Learning Occurs Infographic Posted on April 28, 2014 <a href="https://elearninginfographics.com/what-happens-to-our-brain-when-learning-occurs-infographic/" title="What Happens to Our Brain When Learning Occurs Infographic"><img src="https://cdn-infographic.pressidium.com/wp-content/uploads/What-Happens-to-Our-Brain-When-Learning-Occurs-Infographic.jpg" alt="What Happens to Our Brain When Learning Occurs Infographic"></a>
- Explore pedagogical approaches for sticky (deep, enduring, and memorable) learning Know your audience Valuable enough to attract and hold a person’s attention (relevant) appealing and interesting A-Attention, I-Interest, D-Desire, A-Action Make it visual and interactive Easy to use Read the article from The Chronicle of Higher Education at https://www.chronicle.com/interactives/advice-teaching
- Learning activities can stimulate experiential learning, conceptual thinking, or prompt analytical discussions. Effective learning activities motivate a learner to actively participate. Examples of learning activities are online lectures, assigned readings, interactions between you and the students, interactions among students, and assignments. Using the objectives developed in Module 2 you should be able to answer: What do I want to achieve with this activity? How does it accomplish the learning objective or outcomes for the course
- In this module there are several OPTIONAL folders to explore depending on the types of activities you are considering. Do you want to add discussions, collaborative projects, storytelling, gamification, virtual learning, or augmented reality to promote learning? Selecting the right activity for your expected learning is important. For example, developing a game for compliance training would perhaps be less effective than an interactive infographic or quiz that is more contextually relevant. You could use learning activities to create comparative case studies, group collaborations via the social network, or feature-rich eLearning games. Identifying what media and technology you want to use to create an effective learning activity is an important contributor to the tool's effectiveness. There are numerous free and low-cost third-party tools available on the web and as smart phone apps that could further engage your students and help you design learning activities that align with Module objectives or competencies amd your course outcomes and learning competencies as well as help you create a greater sense of course community. Here are some third party tools to consider: Use a Facebook Group Site or Yammer Group Site as your course discussion board. The Facebook Group site can be private and closed to the public so that only you and your students have access. Students can easily participate in discussions from their smartphones or other mobile devices and receive notifications when someone has posted to the group site. Yammer requires no new account creation; users log in with their BSU credentials. Use Pinterest as a collaborative sharing resource. Ask students to research a topic, share a link to an article, video, or other web resource on that topic, provide an overview, and discuss their topic with classmates in discussion board-fashion. Use SoundCloud to post audio recordings, adding a personal touch to your course site. Use Twitter to create a hashtag for your course. With Twitter you can share news items and upcoming due dates for assignments, and have students share ideas and comments via the hashtag with the class. Use BSU's Office 365 suite of tools, for example, Stream, Skype, OneNote, Word Online, PowerPoint Online, and Excel Online. Use these tools for course communications and group collaborations. Word Online functions just like Google Docs. If you use Office 365 there is no need to worry about FERPA violations. You and your students can use Hypothes.is to collaboratively annotate course readings and other internet resources. You can create private groups for just your course. My students used Hypothes.is to annotate the course text. Sign up for a free account, add Hypothesis to your browser, and start annotating. You can watch the video below as an optional activity during this module. Use Screencast-o-matic to record on-screen activity for short tutorials, visual presentations, and to communicate while you demonstrate. To get started try including video announcements, explanation of assignments, and to provide course content. The video above was created using screencast-o-matic.
- Most “free” sites require that users trade their personal information for use of the site. Any social media use in a course may require students to give up their information privacy to an outside third party. Before requiring social media use in a course, consider: a) Finding and reading the privacy policy of the specific website. b) Determining the potential for FERPA violations. c) Providing alternatives that minimize students’ exposure to data collection. Alternatives could be Blackboard communication and collaboration tools for creating learning activities for your students that you will explore fully in Module 5. d) Encouraging students to read the privacy policy. Eric LePage provides links to privacy policies for any tools he uses in his course syllabi, and asks students to review them (see Module 6). Sometimes he includes these reviews in course assignments where he asks students to locate and discuss points in a privacy policy that concern them
- How to create and use sticky learning content Developing content that will stick isn’t just about the materials you’re presenting, but also how you’re presenting them. Here are some key considerations you should keep in mind: Make learning content fun and engaging: Find learning content that will appeal to your students and present it in an engaging and entertaining way. Good design: Today’s students expect learning content to be available on different platforms and devices. Enabling mobile learning should be a key consideration. Make sure to include adaptive and responsive web design. Personalize learning content where possible: Adding personal relevance to learning content is where deeper processing can really come into play. If a student sees that content has an immediate connection to their life, they deepen their engagement. Get them to think about how the concepts presented affect them personally, and empower them to investigate on their own how that content applies to their lives. Use multiple modalities: Engage learners in multiple ways by leveraging multimedia whenever you can. You want to attack learning from different angles to address different learning styles. Make content interactive: Let learners engage with your learning content. Interactive content can include things like quiz questions, different learning activities, and discussion forums. Inspire yourself: Learn what other teachers in their specific disciplines are doing when it comes to learning content by going to conferences, attending workshops, and looking around online. Let students take learning further: Present students with additional opportunities to reflect on learning content using journals, online portfolios and discussion forums. Learn how to create journals and reflective activities in Brightspace “By making learning content relevant, engaging, and interactive, students will have a more positive attitude towards the learning process and that’s going to go a long way to motivating them to actually learn the content,” says Godwin-Jones. How technology can help teachers make learning content sticky For teachers, it can often be a challenge to present learning content in a variety of different ways. Technology is becoming an increasingly advantageous tool for making learning content stick. Thanks to technology, it’s easier than ever for teachers to incorporate interactivity and multimedia into the learning experience. Take virtual and augmented reality for example, they represent a new frontier for teachers when it comes to learning content, offering exciting ways for them to create interactive learning experiences. Both technologies are gaining ground when it comes to classroom content. A recent survey said that 55% of schools expect or plan to use VR in the future and 68% saying that the major benefit is it excites students to learn. Content authoring software is another tech-enabled tool that can help teachers create sticky learning content. They offer intuitive interfaces and guides for creating content like learning games, activities, ebooks, and quiz questions, as well as make it easy for teachers to incorporate other media and widgets. Integrating content authoring tools into LMS platforms can be especially effective when it comes to creating and optimizing sticky content. A LMS not only provides a powerful learning environment in which to deploy content, it can let teachers see how students are interacting with the content, how well they’re learning from it, and any potential problem areas. Of course, it’s the teacher who’s really the most important component of sticky learning content. A talented and inspiring teacher can make all the difference with reaching and connecting with students. Check out how you can use Brightspace to create course content students won’t want to put down: