Engaged Plenary Patricia McGee

Who are we?

ACTIVITY When it comes to online course design… I am most comfortable with… I am most concerned about… I know most about.. As a group, where is your expertise? Write expertise on nametag. 1:50 to 2 PM

Course (re) Design Higher Education Existing Course Design & Delivery Time Infrastructure Available Tools Re-design People & Situation Syllabus Materials

Instructional design as process… Learner centered Goal oriented Focused on meaningful performance Focused on measureable outcomes in a valid and reliable way Empirical, iterative, & self-correcting Typically a team effort Model-driven: ADDIE

Analyze Design Develop Implement Evaluate

Backwards Design Learning Design Evidence Desired Results Beyond course Transfer Desired Results Performance Criterion Reference Informal/Unplanned Evidence Explain Interpret Apply Have perspective Empathize Have self-knowledge Learning Design Backwards design begins with the intended outcome of instructional experiences. Just outcomes should focus on what the learner will do with knowledge outside of the classroom in real world contexts. Should the learner be able to solve engineering design problems? Perform a sonata? Report news? Design a model? By starting with the larger outcomes, we can ensure that the evidence and learning design is aligned with meaningful achievement. Evidence - McTighe & Wiggins offer the following types of assessment – these have applications for both novice and intermediate learners. - Performance Task— Represents the essential and core learning. Should be a real world performance or analysis that allows the learner to authentically utilize what they have learned, in context. - Criteria Referenced Assessment (quizzes, test, prompts) - These provide both instructor and student with feedback the level of comprehension. - Unprompted Assessment and Self-Assessment (observations, dialogues, etc.). Learning Design – here we start what the learner can and should do to be able to acquire specific knowledge. IT is here that most instruction is designed, however when starting with the learning design, evidence and desired results can be distorted or overlooked.

Backwards Design Applied Write a news story Daily NP, news magazine, television, radio Desired Results Blog post (visits/posts?) Video (hits/downloads?) eZine Peer critique Expert Critique Evidence Investigate Interview Outline Draft Review Learning Design Evidence - McTighe & Wiggins offer the following types of assessment – these have applications for both novice and intermediate learners. - Performance Task— Represents the essential and core learning. Should be a real world performance or analysis that allows the learner to authentically utilize what they have learned, in context. - Criteria Referenced Assessment (quizzes, test, prompts) - These provide both instructor and student with feedback the level of comprehension. - Unprompted Assessment and Self-Assessment (observations, dialogues, etc.). Learning Design – here we start what the learner can and should do to be able to acquire specific knowledge. IT is here that most instruction is designed, however when starting with the learning design, evidence and desired results can be distorted or overlooked.

Personally I’m always ready to learn, although I do not always like being taught. - Winston Churchill.

Pedagogically relevant Adult online learning Pedagogically relevant Learner centered Culturally relevant Adult Online Learning

Fair Use in online courses is a thorny issue Fair Use in online courses is a thorny issue. Federal and institutional policies that apply in a traditional classroom may not apply in a closed learning management system, and liberties may be taken to expand student access to resources. Faculty, instructional designers, and students need to understand the implications of Fair Use. This module will include readily available online resources such as the  University of Minnesota’s Fair Use Analysis (FUA) Tool that guides faculty through the decision making process and the University of Texas Crash Course in Copyright. Our Case

If you are the learner… Consider Case Review Checklist As a learner, what is most critical for you?

Learning Teams General Our Work Short or long term For a specific purpose 2+ individuals Teams Construct module – or- work on materials you brought Step-by step design Periodic sharing

ACTIVITY: Making a team Must have at least one of following: Faculty member Instructional Designer Ed Tech Specialist NOTE: Consider expertise on name tags

ACTIVITY: Your Case: Module Each team selects one of the following: A module from a team member’s course materials A module from provided case ‘kits’ Discuss the nature of the course and learning outcomes.

Getting organized Session highlights Participation in sessions Wiki – http://online-course- design.pbwiki.com/ Other?