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Development Of An Integrated Online Program Using Sakai

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University of Michigan Dental Hygiene: Online Program Development and Integrated OSP Portfolio (Sakai 2009 Conference, Thursday 9:45am session)

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Development Of An Integrated Online Program Using Sakai

  1. 1. Development of an Integrated Online Program Using Sakai Anne Gwozdek, Program Director, University of Michigan Emily Springfield, Instr. Designer, University of Michigan
  2. 2. Session mechanics • One hour • We’ll stop periodically for questions
  3. 3. Background • Dedicated, clinically experienced students • Asynchronous, active learning • Competency-based curriculum
  4. 4. Program Overview Courses Portfolio 18 months planning and research Reflection
  5. 5. Program highlights - interactivity Field experiences Extensive online discussions Peer and faculty feedback Presentations
  6. 6. Program highlights - curricular cohesion Future of Dental Hygiene Competencies Course 1 Course 2 Course 3 Course 4
  7. 7. Program highlights - curricular cohesion • Example: Community Project 482 – Study the 481: Identify relationship of oral 483 – Learn to do a 487 – Identify community-related health to systemic literature review community agency resources in their health AND the and analyze and make contacts county impact it has on the sources for doing project population 485 – Create 484 – Advocacy for comprehensive target populations 486– Implement the community program (Many students plan, evaluate it, and plan, including saw advocacy as present it to peers in community profile and part of their a poster presentation needs assessment community projs.)
  8. 8. Program highlights - Metacognition Learn – review – contextualize Course Field content exp. (x11) (x2-3) Cognition Portfolio Reflection reflections assignments (x10) (x18) Class Discussions (x35) Portfolio Final Metacognition Discussions Portfolio (x10) (x1) Meta-meta-cognition
  9. 9. Course Development Course Field content exp. (x11) (x2-3) Cognition Portfolio Reflection reflections assignments (x10) (x18) Class Discussions (x35) Portfolio Final Metacognition Discussions Portfolio (x10) (x1) Meta-meta-cognition
  10. 10. Team approach Instructor Program Instructional director(s) designer
  11. 11. Linear plan, circular reality • Plan • Course outline --> create assignments --> write discussion questions --> finalize readings --> rubrics --> pfolio question • Reality • Many, many iterations • People get stuck on content delivery • “Aha” moments when elements fall into place
  12. 12. Timeline is critical! Month 1 1. Instructor outlines course 1 2. Meet with instructional Month 2 designer 2 Month 3 3. Meetings with full team 4. Build course online 3 3 Month 4 3 Ru 3 is sh no ing 4 Month 5 op t a tio n Month 6 n 5. Faculty review 5 6. Final revisions 7. “Open house” 6 7 8. Course begins 8
  13. 13. Design principles • Competency-based • Build on knowledge and skills • Course content • Research/professional skills (lit search before research paper before project) • Technology – e.g., PPT • Consistency in function and look • Active learning techniques • Rubrics and feedback
  14. 14. Learning activities  No tests  No fact-level assessments  Writing – many (definitions, types dates, etc.)  Focus on application and synthesis  Group work  Project  Discussion development, implementation,  Peer evaluation evaluation  Field experience  Presentations
  15. 15. Course templates
  16. 16. Left Navigation Panel • Consistent through every course • No cognitive load wasted on finding information • Uses tools and web links
  17. 17. Modules •Orientation •One screen of content per topic •Don’t rehash readings •Embedded reading links •Activities overview
  18. 18. Forums
  19. 19. Assignments •All associated resources linked here •Submitted as “attach only” •Feedback provided on rubrics and attached •Discussion feedback rubric also housed here
  20. 20. Quirks and workarounds • Students never click on “Resources” • Our forum feedback is too complex for the Sakai Forums grading mechanism • Many clicks to get links into Modules, and they break on course duplication or export/import
  21. 21. Rubrics • Nearly 50 total • Large, multi-part paper/proj • Discussion* • Small paper • Critical analysis journal • Portfolio* • Poster • Peer evaluation* • PowerPoint presentation • Reflection assignment *used verbatim in multiple courses
  22. 22. Questions?
  23. 23. Portfolio and Reflection Course Field content exp. (x11) (x2-3) Cognition Portfolio Reflection reflections assignments (x10) (x18) Class Discussions (x35) Portfolio Final Metacognition Discussions Portfolio (x10) (x1) Meta-meta-cognition
  24. 24. Portfolio activities • End of this course: • Beginning of next • Self-assessment on course: program • Discuss those reflections competencies • Discuss how last course • Reflect on this pertains to next course course
  25. 25. Competency matrix
  26. 26. Competency reflection form
  27. 27. Final reflection
  28. 28. Final reflection form
  29. 29. Portfolio reflection example 1. Take a “big picture” look back at what you learned.
  30. 30. Portfolio reflection example 2. Apply it to a context outside of class
  31. 31. Portfolio reflection example 3. Discuss these applications with your classmates
  32. 32. Portfolio reflection example 4. How does that fit with the next course?
  33. 33. Portfolio reflection example 1. Take a “big picture” look back at what you learned. 2. Apply it to a context outside of class 3. Discuss these applications with your classmates 4. How does that fit with the next course?
  34. 34. Things to notice Reflection ≠ therapy Critical analysis Graded very seriously
  35. 35. Questions?
  36. 36. Final portfolio Course Field content exp. (x11) (x2-3) Cognition Portfolio Reflection reflections assignments (x10) (x18) Class Discussions (x35) Portfolio Final Metacognition Discussions Portfolio (x10) (x1) Meta-meta-cognition
  37. 37. A whole new portfolio 1. Review 2. Write 3. Publish
  38. 38. Final self-presentation portfolio
  39. 39. Benefits of CTools ePortfolio “tool” • Better reflection guidance than old spreadsheet • Tab within CTools keeps portfolio activities academically related • Student familiarity with CTools • Customization and CTools support • Pilot project initiative and follow up reporting/sharing within UM community
  40. 40. Questions?
  41. 41. Results Student and program outcomes
  42. 42. Benefits to faculty and admins • Formative program evaluation • Are students learning what I expected them to learn? • Is there lingering misinformation? • Are students prepared for upcoming projects? • Summative program evaluation via competencies
  43. 43. Benefits to students • Consistency (keeps focus on learning, not course mechanics) • Content (relevant, applied) • Metacognition (repeated opportunities to self-assess how material fits into their personal and professional worlds) • Students graduate as leaders in the profession
  44. 44. Quantitative results • We’ve retained all Average forum posts per student per thread but 1 student in 2 10 cohorts 9 8 • Almost no questions 7 6 about Sakai 5 4 functionality after 3 2 first class 1 0 481 482 483 487 485 484 486 488 Ave. Course number Cohort 1 Cohort 2
  45. 45. Faculty survey results • n=7; surveyed after teaching to compare online to face-to-face • 100% of faculty believe students learned more and more active learning took place online, compared to face-to-face courses • 71.5% believe the same or more interaction happened online • It’s more work, but faculty enjoyed it • Full list
  46. 46. Any Final Questions?
  47. 47. Thank you! University of Michigan Dental Hygiene Program Program Director: Anne Gwozdek agwozdek@umich.edu Instructional Designer: Emily Springfield espring@umich.edu
  48. 48. Application Worksheets
  49. 49. Model 1 – new project weekly • Portfolio discussion • Read and discuss content material each week • Write a paper, short report/presentation, or worksheets (solo or group) each week • Portfolio reflection question and competency self-assessment
  50. 50. Model 2 - one large project • Portfolio discussion • Readings and discussion about how to complete each section of the project each week • One section of project/paper due each week; faculty feedback • Week 6: revise all sections and produce final project/paper • Week 7: Peer review of project, plus portfolio reflection and self-assessment
  51. 51. Model 3 - practical course • Portfolio discussion • Student is on-site implementing an individualized project or “student teaching.” • Critical incident reflective journal required • Discussions (discuss content, and general check- in and sharing of experiences) • Portfolio reflection question and competency self-assessment
  52. 52. Other metacognition • Peer eval of groupmates and self • Discussions about course material • Peer review of final assignments • Critical incident journal (Community II and Practicum)
  53. 53. Other metacognition, con’t • Reflection assignments • In addition to portfolio reflections What leadership Having had the For the first two weeks of the style/approach have you opportunity to explore course you have been used during the group health resources in your keeping track of your project? What might you county, begin thinking progress toward your want to modify or ahead to your Special personal behavior change. change? Populations and Re-assess how successful Community II Field you were at this change by During the Peer Review Experiences. Respond to completing the Personal Process you were asked the following: Health Behavior Change to identify group Form - Part 3. Also use the members' attributes. * What field placement Personal Health Behavior How comfortable were possibilities might serve to Change-Part 3 Rubric to you evaluating someone benefit your community as guide you with the else? well as your educational development of this experience. assignment.

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