This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Engaging Mainstream Faculty in Designs for Online Learning Tasks Presenter: Dr. Tom Carey Associate Vice-President - Learning Resources & Innovation University of Waterloo Copyright Dr. Tom Carey 2003

This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Engaging Mainstream Faculty in Designs for Online Learning Tasks Requires task-oriented design models for online resources, learning resources for faculty communities, new paradigms for the software infrastructure. + a plan for return on investment

This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Goals for a new design model Assume/embed re-use of learning objects Focus on learning activities, supported by subject content Model on-campus [classroom] and online courses Encourage rethinking of learning process & roles increase ROI through learning productivity emphasize performance support, not info system Maintain faculty ‘ownership’ of learning design Scaffold transition from concept to design

This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Components of the T5 Model Objectives Assessment Learning Tasks Deliverables Feedback Topics Tools Learning objects = task environments, topics, tools, frameworks

This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Resources for learning task design (work in progress) Task menus: AcquisitionMotivation/induction ConceptualizationReflection ApplicationExtension IntegrationPrerequisite/review articulation elicit/confront/resolve Art Explorer [exemplar] Elicitation Engine [framework] ( Educational modeling languages for task metadata (eml.ou.nl)

This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Resources for learning task design (work barely in progress) Task defn.: Topics: Subtasks: critique a assumptions,… walkthrough research paper step1, step2 practice/feedback complete/submit Tools: task scaffolds 1st year course 2nd year: Present alternate paths [default design template] 3rd year: Present resources, student constructs path 4th year: Present resources, student selects style to create path What about 4th year students taking 1st year courses?

This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Learning Resources for Faculty Communities for the Design of Online Learning Tasks In addition to shareable topics and tools, we need Discipline community task exemplars Cohort learning events using the model illustrating the space/time sequencing tradeoffs [E.g. Notre Dame workshops, Just-in-time Physics book] Instructional design + tech support for 1st timers Demo: UWaterloo faculty workshop [9 contact hours]

This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. UW ONE Online Learning System Architecture Content management systems Learning task design tools Units of study [model + links] Learning task management tool Curriculum [objectives, assessment] Repositories [topics, tools] Learner profiles, dossiers, etc. Learning support system Task repositories [models, exemplars, frameworks, etc.]

This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. ?? How could we reduce learning effort by 10-20% without loss of quality [and maybe gains] ?? Just-in-time learning resources scaffold learning tasks customize learning paths ‘supply side’ tutoring reduce conceptual bottlenecks support learning task management enable knowledge management by student cohorts measures for faculty/student effort & satisfaction? e.g. 9 student hours ->7.5 Return on Investment: increase quality or decrease resources?

This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. ?? If we could reduce learning effort by 10-20%, how could we accelerate student learning ?? Return on Investment: [pure speculation] UWaterloo Psychology Co-op now FallWinterSpring Year 15 courses5 coursesoff 25 courses5 courses work 35 courseswork5 courses 4work5 courseswork 55 courses Psychology Co-op with accelerated 20% FallWinterSpring Year 15 courses5 coursesoff 26 courseswork 6 courses 3work 6 courseswork 46 courses 6 courses

This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. ?? Who would benefit from an accelerated program ?? Return on Investment: [pure speculation] Students: + pay same fee, get use of laptop + graduate earlier in recruiting cycle, one less dorm fee - one less work term but better cash flow University: + student laptops + opportunity for increased Fall intake = additional $ Government: + increased throughput without capital investment no change in policy 10% acceleration 5.5 courses per school term +.5 on work term integrate graduate courses into final school terms

This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Related Web Sites avp-lri.uwaterloo.ca [Tom’s personal site] lt3.uwaterloo.ca/faculty [workshop info] [learning frameworks] eml.ou.nl [educational modellng language]