Seven Steps in Designing the eWriting Learning Objects (LOs) eWriting: ESL Writing Success September 2002 – August 2005 ESL/Foreign Languages Department Presented by: Michaela Tomova, FIPSE Grant Manager FIPSE Grant Manager

Project Overview  Goals Goals  Content and scope Content and scope Content and scope  Collaborators Collaborators  Dissemination and publications Dissemination and publications Dissemination and publications

Step 1 : Defining an LO What is an LO? Definition of the eWriting LO: The LO is a one hour, self-contained, reusable unit of online instruction. It neither links out, nor does it depend on other LOs for pre or post instruction. It pre-tests students’ knowledge of the target concept, and measures learning through a post-test. It incorporates a variety of technology tools for online instruction and addresses all learning styles. The LO is a one hour, self-contained, reusable unit of online instruction. It neither links out, nor does it depend on other LOs for pre or post instruction. It pre-tests students’ knowledge of the target concept, and measures learning through a post-test. It incorporates a variety of technology tools for online instruction and addresses all learning styles.

Defining an LO: First Steps The “Learning Clock”, FIPSE Focus Group, April 17, 2003, Group Work

Defining an LO: First Steps FIPSE Focus Group

Step 1: Defining an LO Components of the eWriting LO: the eWriting LOthe eWriting LO Learning objectiveLearning objective Time on taskTime on task Pre-testPre-test Warm-up/IntroductionWarm-up/Introduction Lectures (teacher talk with examples)Lectures (teacher talk with examples) ActivitiesActivities Post-testPost-test Survey (paper and on-line version)Survey (paper and on-line version)on-line versionon-line version Answer keyAnswer key Feedback to wrong answersFeedback to wrong answers Links to additional online references to reinforce learningLinks to additional online references to reinforce learning

Defining an LO: WebCT Online Seminar: WebCT Online Seminar: WebCT Online Seminar:LEARNING Pedagogical expectations: Learning objectives Learning objectives Range in scope and size Purpose and goals Teaching strategies Teaching strategies Activities, content, assessment Learner focused Learner focused Interactive, adaptable. NEW! Various learning styles addressed, LO themes introduced OBJECT Practical expectations: Easy to use Accessible Searchable Identifiable Customizable Integrate-able Improvable Sellable, etc, etc.

Step 2 : Team Selection and Writing the Curriculum (we’re almost there!)  Team selection  Training  Course design: 1.The college writing and grammar competencies 2.Developing a Table of Contents for the six levels Table of Contents Table of Contents 3.Outlining the writers’ instructions and format 4.Determining the pre and post test requirements pre and post test requirementspre and post test requirements 5.Providing a checklist of LO components 6.Setting the eWriting schedule

Step 3 : Classroom Test Piloting (work in progress)  The “First steps” in piloting tested: The content in terms of appropriateness of level, length of the LO, students’ understanding, clarity of instructions, usefulness of activities, interest and positive response. The content in terms of appropriateness of level, length of the LO, students’ understanding, clarity of instructions, usefulness of activities, interest and positive response. Initially, classroom piloting facilitated: The evaluation process The evaluation process Revision and editing of LOs Revision and editing of LOs  Evolution of piloting strategies and results: Revised piloting instructions Revised piloting instructions Extended time for LO classroom delivery Extended time for LO classroom delivery Error analysis and feedback for all activities in the LO Error analysis and feedback for all activities in the LO Better feedback and evaluation data Better feedback and evaluation data

Step 4 : Evaluation: Purposes and Tools (Dr. Barry Greenberg)  Classroom interviews  Measuring learning

Step 5: Programming (work in progress)  Hire and train programmers  Develop online tutorials online tutorialsonline tutorials  Design online templates  Select tools to develop online LOs Hot Potatoes Hot Potatoes Hot Potatoes Hot Potatoes Lectora Lectora Lectora

Step 6: Online Piloting (third year project)  Facilities: the ESL lab  Students’ surveys Students’ surveys Students’ surveys  Collection of final evaluation data

Step 7 : Evaluation and Final Product Samples of online LO activities: Samples of online LO activities: Level 2 Level 6

Seven Steps in Designing the eWriting Learning Objects (LOs) THANK YOU!