SyllabusHelp

SyllabusHelp

Course DescriptionNot too long ago, it was believed that anyone who graduated from a doctoral program was capable of teaching. In recent years, however, it has become apparent that teaching is not an intuitive behavior. In addition to content, teaching also involves a complex intellectual process, and to develop the “art” of teaching, professors require guidance and support. As the roles and responsibilities of university-level educators have evolved and expanded in recent years, the preparation of emerging university faculty leaders must focus on the development of the knowledge, skills, and strategies for teaching and learning in higher education. This short course is designed to introduce the strategies and exemplars of university teaching skills necessary to meet these new professional demands for teaching at a university level.

Higher education professionals, new PhD graduates, newly hired university educators and research scientists, and others interested in enhancing their teaching techniques in a university setting will acquire in this six-week course the foundational knowledge of the science of teaching and learning and develop skills and strategies for teaching at the university level.

Learning Outcomes Discuss the science of teaching and learning as a foundational block in being an educator Describe the important principles of best practices in education that will enhance the

students' learning in a classroom, laboratory, or clinical setting Describe how to know your student audience when teaching Describe how to develop an effective instructional plan, including goals, objectives, a

course description, and a course syllabus Discuss key elements in planning and facilitating effective small group learning Discuss teaching and learning strategies and practices for facilitating online courses

SchedulePre-Course ContentVideo Lectures

Video 1: Course Introduction

Week 1: The Science of Teaching and Learning

March 17 – March 23Video Lectures

Video 1: Teaching with the Science of Learning Video 2: Neuro-Education: The Role of Neuroscience in Teaching and Learning Video 3: Understanding Learners and Responding to their Differences Video 4: Technology and Support for Next Generation Learning Video 5: The Science of Learning at Work in Practice

Learning Activities

Discussion 1 (not graded) Quiz 1: Deadline April 27, 2014 at 11:59 PM GMT -400 (EDT)

Week 2: Principles of Best Practices in Education

March 24 – March 30Video Lectures

Video 1: Week 2 Introduction Video 2: Evidence-Based Teaching Video 3: Strategies and Approaches to Integrate Principles of Best Practice Video 4: Application of Principles of Best Practices in Developing Your Course Video 5: Principles of Best Practice in Action

Learning Activities

Discussion 2 (not graded) Submission of Peer Assessment 1: Deadline March 30, 2014 at 11:59 PM GMT -400

(EDT)

Week 3: Knowing Your Audience

March 31 – April 6

Video Lectures

Video 1: Week 3 Introduction Video 2: Learning Needs Assessment Video 3: Motivation of Learners Video 4: Readiness to Learn Video 5: Learning Styles

Learning Activities

Discussion 3 (not graded) Evaluation of Peer Assessment 1: Deadline April 6, 2014 at 11:59 PM GMT -400 (EDT)

Week 4: Developing an Effective Instructional Plan

April 7 – April 13Video Lectures

Video 1: Week 4 Introduction Video 2: Needs Assessment and Goals & Objectives Video 3: Course Description and Objectives Video 4: Defining Your Teaching Methods and Content to be Learned Video 5: Constructing Your Learner-Centered Course Syllabus

Learning Activities

Submission of Peer Assessment 2: Deadline April 13, 2014 at 11:59 PM GMT -400 (EDT)

Week 5: Planning and Facilitating for Effective Small Group Learning


Video 1: Week 5 Introduction Video 2: Small Group Learning Video 3: Planning for Effective Small Group Learning Video 4: Facilitation Strategies for Effective Small Group Learning Video 5: Small Group Learning: Common Challenges in Facilitating Small Groups and

Strategies to Address Them Video 6: "Ask Us Anything" Question 1: Current Research in Teaching and Learning Video 7: "Ask Us Anything" Question 2: Student Engagement Video 8: "Ask Us Anything" Question 3: Leveling Student Experiences and Abilities Video 9: "Ask Us Anything" Question 4: Facilitating Discussions Video 10: "Ask Us Anything" Question 5: Implementing Teaching and Learning Strategies Video 11: "Ask Us Anything" Question 6: Failing Students in 21st Century Higher

Education Video 12: "Ask Us Anything" Question 7: Staying Motivated and Encouraging Student

Involvement Video 13: "Ask Us Anything" Question 8: Mapping Course Plan and Activities to Learning

Objectives Video 14: "Ask Us Anything" Question 9: Evaluations & the "Popularity Contest" Video 15: "Ask Us Anything" Question 10: Written Evaluations for Large Classes

Learning Activities

Discussion 5 (not graded) Evaluation of Peer Assessment 2: Deadline April 20, 2014 at 11:59 PM GMT -400 (EDT)

Week 6: Online Teaching and Learning


Video 1: Week 6 Introduction Video 2: Online Teaching and Learning: Introduction Video 3: Why Should You Support Distance Education? Video 4: Interaction in Online Learning Video 5: Multimedia for Online Learning Video 6: The ADDIE Model Video 7: Online Instructor Competencies: Part I Video 8: Online Instructor Competencies: Part II Video 9: Online Instructor Competencies: Part III

Video 10: Why Quality Matters Online

Learning Activities

Discussion 6 (not graded) Quiz 2 (Extra Credit): Deadline April 27, 2014 at 11:59 PM GMT -400 (EDT)

Grading PolicyGrades will be based on the following:

Quiz 1 = 20% Peer-Assessment 1 = 40% (Note: Question #5 of this assessment will be counted as Extra

Credit) Peer Assessment 2 = 40% Quiz 2 = Additional/Extra Credit up to 10 points

QuizzesQuiz attempts are not timed.

You are allowed to attempt each quiz three times, and your best score will be taken as your effective score.

Peer AssessmentsThe peer assessments in this course are an opportunity for you to (1) demonstrate your knowledge, (2) learn by reading the work of your peers, (3) provide constructive feedback to your peers, and (4) learn from the feedback provided by the peers who have evaluated your work.

For each of the assignments, you will be given a one-week window to submit your answer to the assigned questions. The day after the submission window closes, the one-week evaluation window opens and those of you who have submitted the assignment will be able to begin evaluating your classmates' work. You are expected to evaluate the work of at least four of your classmates, and you will be provided with a detailed rubric to guide your evaluations. Evaluations must be completed by the time the one-week evaluation window closes.

The goal of the assignments is for all of you to learn how to apply what you have learned from the lectures and the discussion forums. It is intended to be a learning activity that complements the lecture portion of the course. Please keep these intentions in mind while evaluating the work of your peers. Provide constructive feedback, and remember to always exercise civility

and show respect for your fellow students. You are expected to be fair and not excessively punitive. Although all work must be submitted in English, please also remember that English is not necessarily everyone's primary language.

Discussion ForumsAll students are encouraged to participate in the Discussion Forums by asking and answering questions and providing feedback.

Questions and comments for Drs. Andrews and Jeffries should be posted in the Professor's Forum. This is the forum that Drs. Andrews and Jeffries will check most frequently for questions and conversation related to the material covered within the lectures. It is reserved for questions about course subject matter only.

All students are expected to be civil when participating in the Discussion Forums.

Be friendly and considerate when talking to your fellow students. Use up-votes to bring attention to thoughtful, helpful posts. Search before you post. Post in the appropriate sub-forum. Use the flag icon to report inappropriate content or highlight posts related to platform

issues.

Statement of AccomplishmentStudents who earn 70% or more will be considered successful and will receive a printable statement of accomplishment (free enrollment) or verified certificate (Signature Track enrollment) signed by the Instructors.

Readings and ResourcesHelp

University Teaching 101 Readings and Resources

Week 1: The Science of Teaching and LearningRequired

Calkins, A., & Vogt, K. (2013). Next generation learning: The pathway to possibility [White paper]. EDUCAUSE: Next Generation Learning Challenges. Retrieved from http://net.educause.edu/ir/library/pdf/NGW1301.pdf

Slavin, R. E. (2008). What works? Issues in synthesizing educational program evaluations. Educational Researcher, 37(1), 5-14. Retrieved fromhttp://edr.sagepub.com/content/37/1/5.full.pdf+html?ijkey=MivwSxePMhDkk&keytype=ref&siteid=spedr

Note: If the above link does not work, please go to: http://www.bestevidence.org/methods/what_works_2008_er.pdf

Week 2: Principles of Best Practices in EducationRequired

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles of good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7. Retrieved fromhttp://www.aahea.org/aahea/articles/sevenprinciples1987.htm

Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3-6. Retrieved fromhttp://www.aahea.org/aahea/articles/sevenprinciples.htm

Codde, J. R. (2006). Applying the seven principles for good practice in undergraduate education. Retrieved fromhttps://www.msu.edu/user/coddejos/seven.htm

Optional

Ehrman, S. (1995). Asking the right questions: What does research tell us about technology and higher learning? Change, 27(2), 20-27.

Peer Assessment Rubric

Peer Assessment 1 Rubric

Week 3: Knowing Your AudienceRequired

Felder, R. M., & Soloman, B. A. (n.d.). Learning styles and strategies. Retrieved January 20. 2014, fromhttp://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

Grant, J. (2002). Learning needs assessment: Assessing the need. British Medical Journal, 324(7330), 156-159. Retrieved fromhttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC64520/

Learning Styles Inventories

Please take one of the following two learning styles inventories. This is a requirement for this week’s discussion and will inform your discussion post.

Fleming, N. (n.d.). The VARK questionnaire: How do I learn best? Retrieved March 10, 2014, from http://www.vark-learn.com/english/page.asp?p=questionnaire

Soloman, B. A., & Felder, R. M. (n.d.). Index of learning styles questionnaire. Retrieved March 10, 2014, fromhttp://www.engr.ncsu.edu/learningstyles/ilsweb.html

Week 4: Developing an Effective Instructional PlanRequired

Guhlin, M. Nussbaum-Beach, S., Knightbridge, A., Cattell, S., Casey, R., McLeod, M., DeKock, D., et al. (n.d.). Bloom’s digital taxonomy. Retrieved March 10, 2014, from http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

Lane, J. L. (2007). The two-purpose syllabus: A blueprint for faculty and students. Retrieved fromhttp://www.schreyerinstitute.psu.edu/pdf/TwoPurposeSyllabus.pdf

The University of North Carolina at Charlotte The Center for Teaching and Learning. (2004). Writing objectives using Bloom’s taxonomy. Retrieved fromhttp://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/writing-objectives

University of Washington. (n.d.). How to write learning objectives. Retrieved March 10, 2014, from http://depts.washington.edu/eproject/objectives.htm

Peer Assessment Rubric

Peer Assessment 2 Rubric

Example Syllabi

Example Syllabus 1 Example Syllabus 2 Example Syllabus 3 Example Syllabus 4 Example Syllabus 5

Week 5: Planning and Facilitating for Effective Small Group LearningRequired

Small Group Learning

London Deanery Faculty Development. (n.d.). Small group teaching [Online module]. Retrieved March 3, 2014, fromhttp://www.faculty.londondeanery.ac.uk/e-learning/small-group-teaching

Note: You can access each page of the module by using the “Next” and “Previous” buttons at the bottom of the page.

Stanford University Center for Teaching and Learning. (1999). Cooperative learning: Students working in small groups. Speaking of Teaching, 10(2), 1-4. Retrieved from http://www.stanford.edu/dept/CTL/Newsletter/cooperative.pdf

Small Group Learning Educational Activities

London Deanery Faculty Development. (n.d.). Teachers’ toolbox: Small group activities. Retrieved March 3, 2014, fromhttp://www.faculty.londondeanery.ac.uk/e-learning/small-group-teaching/Toolkit_small_group_activities.pdf

Effective Small Group Facilitation

At-a-Glance Reference: Effective Small Group Facilitation (PDF)

Reflective Activities (Optional Before Viewing Videos 2 and 3)

Reflective Activity for Video 2: Small Group Learning (Rationale and Benefits)

Note: Complete this reflective activity before watching Video 2: Small Group Learning.

Please consider any current small group teaching activities that you are involved in and reflect on the following questions:

How does small group learning differ from other teaching methods such as traditional lectures or independent study?

What are some of the potential benefits of small group learning? What learning opportunities are available in the small group setting that are not as easily

accomplished in other learning settings?

Reflective Activity for Video 3: Planning for Effective Small Group Learning

Note: Complete this reflective activity before watching Video 3: Planning for Effective Small Group Learning.

In Video 3, the following questions will be explored:

What is it I want to teach? Who are my learners? How will I teach the material? How will I know that my learners have mastered the material?

Consider the following questions and prompts related to effective small group learning:

What are some ways to address the different learning styles of small group participants? How might group size effect small group learning? Consider the composition of the group in terms of gender, experience level,

communication/participation style, and majority status. How might these factors influence learning in the group?

What options might you have for the physical setting and how might these impact the effectiveness of small group learning? Why?

What are some ways to assess learners’ knowledge and skills in the small group setting?

Week 6: Online Teaching and LearningRequired

Anderson, T. (2004). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 33-46). Athabasca, AB, Canada: Athabasca University. Retrieved from http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf

Note: You are only required to read pages 33-46.

Computer Mediated Communications & Training. (n.d.). Transactional distance theory. Retrieved March 10, 2014, fromhttp://cde.athabascau.ca/cmc/transactional.html

Moore, M. G. (1991). Distance education theory. DEOSNEWS, 1(25). Retrieved from http://learningdesign.psu.edu/deos/deosnews1_25.pdf

Shearer, R. L. (2010). Transactional distance and dialogue in online learning. 28th Annual Conference on Distance Teaching & Learning. Madison, WI: Board of Regents of the

University of Wisconsin System. Retrieved from http://www.uwex.edu/disted/conference/Resource_library/proceedings/29897_10.pdf

Preparedness for Online Teaching Survey

Please take the following survey which is a self-assessment on your preparedness for online teaching.

Penn State University. (n.d.). Faculty self-assessment: Preparing for online teaching. Retrieved March 10, 2014 fromhttps://weblearning.psu.edu/FacultySelfAssessment/

Transactional Distance Theory

What is Transactional Distance Theory?

The concept of Transactional Distance Theory (TDT) was developed by Michael G. Moore. Prior to the development of this concept, definitions of distance education revolved around the physical separation of the teacher and the learner. Moore, however, postulates that TDT is concerned more with pedagogy than with geography.

According to Martindale (2002), "'transactional distance' requires a learner, teacher, and a communication channel" (p.4). Teaching situations involving different transactional distances require different or specialized instructional techniques.

There are three key variables to consider regarding transactional distance: structure, dialogue, and learner autonomy. Structure is determined by the actual design of the course, the organization of the instruction, and the use of various media of communications. There are also different forms of dialogue: two-way, real-time communication versus dialogue internalized within the student. Finally, learner autonomy depends upon the individual learner's sense of personal responsibility and self-directedness. Depending on the individuals involved, the interaction of these elements can be very different and vary greatly along the continuum. For example, high levels of learner autonomy would neccessitate lower levels of teacher control. An instructional situation is considered more distant if there are lesser amounts of dialogue among the participants and less structure. For less distant situations, the converse is true.

In essence this theory deals with the cognitive process of idea transmission including concepts of encoding, decoding, reception, perception, transmission and noise.... Transactional distance is positively related to the size of the learning group, familiarity of language and dialects, the qualities of the medium through which the signal is transmitted. These include issues of noise, speed, and lag. This theory includes internal didactic conversations as proposed by Holmberg. In this case the learning material becomes the stimulus for dialog that occurs within the learner and this produces learning.... A textbook and study guide with only internal dialogue would be considered to have a high transactional distance. A synchronous discussion done through audio conferencing would be lower.

(Martindale, 2002, p. 5)

Theories such as TDT are "invaluable in guiding the complex practice of a rational process such as teaching and learning at a distance" (Garrison, 2000, p.3). For more information, refer to the resources below.

Some Resources:

Chen, Yau-Jane,Willits, Fern K. (1998). "A Path Analysis of the Concepts in Moore's Theory of Transactional Distance in a Videoconferencing Learning Environment." Journal of Distance Education. 13 (2) pp.51-65, 1998.

Cookson, P. S., and Chang, Y. (1995). "The multidimensional audioconferencingclassification system (MACS)." The American Journal of Distance Education. 9(3), 18-36.

Garrison, Randy. (2000). "Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues." International Review of Research in Open and Distance Learning. 1 (1) June, 2000.

Gayol, Yolanda. (1999). Exploring the quality of the educational design of international virtual graduate programs: a new model of evaluation. ThePennsylvania State University.

Keegan, Desmond, Ed.(1993). "Theoretical Principles of Distance Education."Routledge, New York.

Martindale, Neil. (2002). The Cycle of Oppression and Distance Education. Athabasca University. February, 2002.

Moore, M & Kearsly, G. (1996). Distance education a system view. Belmont:Wadsworth.

Mueller, Chris. (1997). "Transactional Distance." The Ultimate Instant Online Encyclopedia.

Peters, O. (1998). Learning and teaching in distance education: Analysis andinterpretation from an international perspective. London: Kogan Page.

If you would like to contribute more resources or information, please contact us.

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MiguelGatica • hace un añoHola, tome lo expuesto y confeccione un Curso para Profesores , para aplicar la taxonomia en forma concreta en el aula, en base a palaformas digitales.

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Ligia Rodríguez • hace un añoMuy interesante y fácil de comprender, me pregunto ¿de qué manera podría usar algun elemento de estos para el aprendizaje de la expresión dramática?

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Octavia Rosalina Pérez Simbrón • hace un añoFelicidades por este interesante artículo!!Es muy ilustrativo hasta para una neófita como yo que soy migrante digital.No había encontrado información tan relevante, clara y comrpensible en materia digital!.Gracias por publicar esta actualización.

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Victor Hugo Manzanares Peña • hace un añoInteresante trabajo, recien me inicio en éste tipo de estudio y he logrado comprender parte de lo vertido en el artículo, seguire estudiando. Me ha motivado la introducción de los verbos acorde con las TIC.

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BasParra • hace un añoMuy buena re-revisión de la mítica taxonomía


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oscar • hace 2 añosInteresante información para los docentes de las escuelas primarias de Perú,Encontré una herramienta más para servir mejor.


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Gabriel • hace 2 añosmuy bueno, lo andaba buscando


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Vivian Anaya • hace 2 añosFelicidades! Me apoya en la labor educativa que desempeño!


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Julio García Jerezano • hace 2 añosIncreible encontrar una síntesis tan bien elaborada y de fácil asimilación para una lego como yo en técnicas educativasDr. Julio Garcia Jerezano

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Heriberto Cerón López • hace 2 añosFelicidades, el esquema de explicación son sencillos y muy entendibles. Gracias


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Marisa Peláez • hace 2 añosIgual de indispensables todos y cada uno de los pasos circulo de amigos


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Don Jorgiwi Cisterna • hace 2 añosMaravilloso ! :D


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roberto_pinduisaca • hace 2 añosQuiero felicitarle por esta presentación ya que me sirvió de gran ayuda para comprender de mejor manera la Taxonomia de Bloom. Gracias.

LUIS ROBERTO PINDUISACA TIXI ESTUDIANTE DE LA UNIVERSIDAD NACIONAL DE CHIMBORAZO RIOBAMBA - ECUADOR


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Milagros Gutiérrez de Herrera • hace 2 añosExcelente presentación de la actualización de la Taxonomía de Benjamín Bloom.Una gran herramienta para docentes de esta era.Gracias por este aporte.Milagros Gutiérrez de Herrera desde Venezuela.


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Patricio Rojas Leal • hace 2 añosIncreíble resumen actualizado para los informáticos. Felicitaciones al autor. Para no creerlo, además está en español.


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Isabella De La Cruz • hace 2 años

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excelente, ilustrativo y con buen grado de complejidad para facil asimilacion, me sirvio mucho para entender de que se trata y como se ha ido adecuando a la nuevas necesidades


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Gonzalo Vera • hace 2 añosExcelente material, para ser discutido por educadores y familia. Importante es una reflexión en cada institución para crear y delinear aspectos educativos integrados a las TIC. Gracias por este tremendo aporte. Un abrazo desde Chile.


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Gerardo Chunga Chinguel • hace 2 añosInteresante lectura y habilidades que debemos desarrollar a nuestros estudiantes. Sería genial elaborar un instrumento que permita conocer las

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habilidades presentadas y su estado actual. Para sobre ello implementar actividades de mejora.


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Elizenda Diego García • hace 2 añosInteresante lectura e ilustrativas imágenes, me sirvieron de apoyo para comprender en que consiste la Taxonomía de Bloom


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Adan Garcia D • hace 3 añosProbando ver si puedo dejar comentario como usuario invitado, GRACIAS¡¡¡

O ya revise que tengo que enlazar una cuenta de google.Muy bien, pues... a empezar¡¡¡¡

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juan carlos hidalgo • hace 3 añosHola...soy juaca...exceelente artículo. Esto nos debe hacer reflexionar en torno a cambiar de una vez por todas nuestras prácticas pedagógicas, pero también debe existir un cambio desde los organismos estatales que constantemente están proponiendo cambios, sin embargo, a la hora de evaluarlo hacen de la manera tradicional (SIMCE, PSU).


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Roxana juan carlos hidalgo • hace 11 mesesMuy interesante este artículo. LLegué hasta aquí porque miré un video enyoutube, sobre el TPACK y allí mencionaba Bloom digital. Sería interesante que todos los docentes lleguen a esta página y procesen sus enseñanza- aprendizaje en cualquier contexto educativo con la aplicación, adecuada a sus alumnos, de varios elementos que se

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explican aquí.

How to Write Learning ObjectivesUW Distance Learning courses have several important features in common: clear learning objectives; a comprehensive introduction to the course; materials and resources that provide the course content; a series of individual lessons, each containing an assignment or exercise; and at least one final assessment.

There are three essential steps in the preliminary course development process that lead to creation of these features: determining learning objectives for the course, choosing the course materials, and dividing the course content into lessons. This section focuses on learning objectives.

Determining Learning Objectives

One of the first things a person taking a course wants to know is "What am I going to learn in this course?" which is not the same as "What will this course cover?" Learning objectives are brief descriptions of specific things a learner completing the course will know or be able to do. They should be succinctly expressed using clear action verbs. A narrative statement of the scope of the course or the principal themes to be treated is still appropriate, but it is not a substitute for a clear list of learning objectives.

Think about what a successful student in your course should be able to do:

What concepts should they be using? What kinds of analysis should they be able to perform? What kind of writing should they be able to do? What types of problems should they be solving?

Clearly describing these things for learners is the first vital step to creating an educational experience that will be meaningful, and will motivate them to complete the course. Begin by brainstorming a list of things you wish learners to know or be able to do. You will subsequently design measures for determining whether or not learners have accomplished these objectives (assessments), so thinks in terms of knowledge and skills that can be directly observed and measured. For example, Bill Mannone distinguishes between OVERT vs. COVERT descriptions:

"Remember that your performance must be observable or OVERT. Can you see a student determine? Can you see a student understand? These performances are called COVERT or hidden. Covert refers to performance that cannot be observed directly. There is an easy way to handle these in a performance statement. First you identify the covert skill (i.e., determine, select, understand), and add a word or two to that performance to tell your student what directly visible behavior is an acceptable indicator of the performance."Examples:

COVERT OVERT

Understand Ohm's Law

Define Ohm's Law in writing

Determine the bad circuit

Verbally identify the bad circuit

Select between... Sort into groups ...

Writing Learning Objectives

Once you have a general idea of what you wish learners to know and be able to do, the next step is drafting the text that will clearly and specifically tell them what they can expect to learn. Experience indicates that the text of effective instructional objectives includes three parts. These parts are best described in the work of training and human performance expert Robert Mager:

description of a performance - what the learner is to be able to do. Example: be able to write a news article. The performance must be observable. Question to ask when writing this part: What do I want students to be able to do?

conditions - important conditions under which the performance is expected to occur Examples: Given a list of... (sort into stacks); when provided with standard tools... (construct a table); without using references... (know the state capitols) Questions to ask when writing this part: What are the important conditions or constraints under which I want them to perform? What the learner will be provided? What will the learner be denied? Are there special conditions which occur on the job or when performing?

criterion or standard - (the quality or level of performance that will be considered acceptable) .Examples: include measures of speed (in less than 30 minutes...), direction (according to manufacturers specifications...), accuracy (without error...) , quality (all cuts must be smooth to the touch). Question to ask when

writing this part: How well must learners perform for me to be satisfied they've accomplished the objective?

Samples

Curriculum Development tutorial developed by Leslie Owen Wilson, School of Education, University of Wisconsin-Stevens Point.

Writing Behavioral Objectives , tutorial prepared by Teaching and Learning Center, Elementary General Music.

How to Write Behavioral Objectives , Dr. Bob Kizlik, Adprima tutorial. Includes examples of objectives written for English language arts, mathematics, science, and social studies.

Learning Skills Program. Blooms' Taxonomy. Samples of verbs to use that capture various levels and kinds of skills.

Summary

In addition to indicating to learners what they will know and be able to do at the successful completion of a course, well-crafted learning objectives are also the touchstones guiding the rest of the course development process. The choice of course materials, assignments or activities, and assessments should all reflect the learning objectives.

The question to consider when building a course from learning objectives is: How does this element of the course relate back to one or more of the learning objectives? For example, learners should not be asked to read or review material that is not relevant to one of the objectives. Nor should they be assessed on skills or knowledge which is not specifically outlined as important in one or more of the objectives.

Additional Resources

Mager, Robert F. (1997). Preparing Instructional Objectives, Third Edition, Atlanta, Georgia: The Center for Effective Performance, Inc.

Creating Distance Learning CoursesLesson OneThe Dynamics of Teaching and Learning at a DistanceOverview

In this introduction to distance learning you'll be discovering more about the unique dynamics of teaching and learning at a distance, reviewing the characteristics of distance learning students at the UW and elsewhere, and considering some national standards for the creation of effective coursework. You'll also be using an electronic discussion forum to post information about yourself and your preliminary reactions to what you've reviewed.

Objectives

When you complete this lesson you will be able to:

describe critical differences between classroom and distance learning environments;

detail the characteristics of distance learners; and outline the structure and features of an effective distance learning course.

What is Distance Learning?

"What is Distance Education? Distance Education is instructional delivery that does not constrain the student to be physically present in the same location as the instructor. Historically, Distance Education meant correspondence study. Today, audio, video, and computer technologies are more common delivery modes."--defined by Virginia Steiner.The Distance Learning Resource Network (DLRN)

This definition of distance learning, like most others, emphasizes the gap in time and space between educators and their students, and focuses on the use of technology to bridge that gap.

Although they may be separated geographically, students and teachers in distance learning are not isolated from one another, but maintain regular interaction through telephone, e-mail, or similar means. More than just delivering content, teachers in distance learning provide an ongoing tutorial relationship to students, assist with

Required Reading

Read through the following lesson, keeping in mind your particular topic area and potential learner population. After your lesson, we will have an online discussion on this topic

questions, challenge students to stretch their imaginations and critical faculties, and provide regular feedback on students' submitted work.

Unique Dynamics

At its core, distance education in any format is still a transaction between teacher and learner. But it does change the relationship between them. An educator in a traditional classroom is most concerned with delivering the course content. The majority of the teacher's time and energy during the course is simply devoted to presenting the content through lectures and demonstrations. In distance learning, much (if not all) of the content is prepared in advance and embodied in printed materials, audio or videotapes, World Wide Web (WWW) pages, or other media.

When learners enroll in a distance learning course, they assume a high degree of individual responsibility for their learning, working with these prepared materials to learn the terms, concepts, and skills presented there. The faculty member, no longer occupied with preparing and presenting content, now focuses on working with the student to master the content by answering questions, stimulating critical reflection, and, most importantly, giving the student high-quality feedback and assessment of his or her performance on assignments and examinations. This focus on feedback emphasizes what is most valuable to the student in their educational experience: the guidance and expert judgment of a faculty member who alone can judge whether and to what extent the student is mastering the information, concepts, and skills the course seeks to impart.

However, where interaction among students is important to the success of a particular learning experience, for example when students must complete group projects or where they are expected to learn from one another through discussion and the sharing of ideas, grouped learning is both appropriate and possible. Many successful distance learning courses combine both group

and individual learning by requiring a limited commitment to scheduled group activities with substantial independent learning. This approach effectively provides the benefits of group interaction without sacrificing the convenience and flexibility that are the preeminent benefits of distance education.

Throughout the distance education process, faculty retain control over the content of instruction as well as the evaluation of students' progress. Through regular graded assignments and proctored examinations, faculty assess students' mastery of course material and provide appropriate feedback to students.

Additional Resources

Distance Education: An Introduction Farhad Saba, PhD. Professor of Educational Technology. San Diego State University [email protected]

mailto:[email protected]

Creating Distance Learning CoursesLesson TwoPart 1: The Instructional Design ProcessIntroduction

In this lesson you will learn about two different approaches to the organization of instruction—behaviorism and constructivism - and the effects of adopting one of these approaches on the content and structure of a distance learning course. You will also explore how the instructional design process for developing distance learning courses differs from the process of developing instruction for the classroom. And you will experience a short, online multimedia lecture.

Objectives

At the end of this lesson, you will be able to:

name the main features of the two main approaches to instructional design;

enumerate the advantages and disadvantages of each approach;

describe how the approach adopted affects course content and structure; list the four ways the instructional design process for a distance learning course

differs from the design process for classroom-based courses; and use a media player to access an online lecture.

The Rationale for Instructional Design

"Good instructional design is at the core of any quality distance education course. It is virtually impossible to create a distance education course without knowing and understanding instructional design…Higher education faculty in the US and elsewhere rarely take classes in graduate school that teach them how to design instruction. Their focus has been and will continue to be on the content they teach and research that supports it. Although this is what higher education has dictated to be the central theme of university teaching, and faculty often do quite well in the traditional classroom, the move to distance delivery presents a new set of issues that require some knowledge of instructional design. And, although faculty may be resistant to change in designing instruction, most will admit they are better classroom teachers as a result of the design processes they learn in developing a distance learning course." Distance Education: A Primer, Instructional Issues, University of Texas

Two Main Approaches

Required Reading

Read through the following lesson, keeping in mind your particular topic area and potential learner population. Your understanding of these concepts will be assessed as part of the examination in Lesson Five.

There are at least two main approaches to designing distance learning curriculum. Each has developed from a major school of thought on how people learn—behaviorism and constructivism. Although these approaches are sometimes presented as mutually exclusive, each has its value for particular times and places, and each has specific application in particular distance learning environments. In both cases there is a common interest in outcomes - what will learners be able to do or think at the end of a unit of instruction that is different from what they were able to do at the start?(narrative and examples are adapted from UWEO course DLDD 100, Teaching and Learning at a Distance, authored by Dr. Stephen Kerr, University of Washington College of Education)

The Behavioral Approach

The Constructivist Approach

Effect of the Design Approach on Course Structure

Deciding which of these instructional design approaches to take depends on the needs and inclinations of your learners, the content to be communicated, and your preference as an instructor. The kind of approach you adopt will affect how the course is structured, including the relationship between instructor and learners, the range and type of activities, and the assessment methods. These differences can be briefly summarized in a table.

Creating Distance Learning CoursesLesson Three Using Technology to Encourage CommunicationAcademic Discussions: Utilizing the Best Format for Your Purposes

In this lesson you will learn about different types of academic discussions and their varying formats. You'll also begin thinking about the appropriateness of each for your subject and learners.

Objectives

At the end of this lesson, you will be able to:

Required Reading

Read through the following lesson, keeping in mind your particular topic area and potential learner population. After your lesson, we will have an online discussion on this topic.

name the four types of academic discussion formats; describe each format as synchronous/asynchronous and personal/text

interactions; list 2 advantages and disadvantages of each type of format; discuss which format is appropriate for your learners and topic; and discuss which format would be most inappropriate for your learners and topic.

Part 1: Introduction to Discussion Forums: Forum Types

Electronic discussion forums can be created to serve a variety of purposes. How many forums of what kind you decide to incorporate in any given course depends on the format of the course, its content, the type of assignments and evaluations, the nature of the interaction desired among learners, and the instructional timeline.

Here are the major types of forums and their purposes:

Student Biographies - Learners post a short biographical narrative as an introduction to themselves, sometimes including a photograph and personal information. Purposes: create a learning community; decrease sense of isolation

Student Lounge - Learners can post personal messages of a non-academic nature in this kind of forum, much as they would chat in a classroom before or after class. Purposes: create community; decrease sense of isolation; channel non-academic discourse into a separate communication area

Resource Collection - Learners post to this kind of forum to share resources they discover as they work through course materials and activities. Anything in digital format can be shared in an electronic forum, including word-processed documents, graphics, photos, Web addresses, and sound or video files. Purposes: disseminate information widely; facilitate conversation about course materials; provide chances to contribute

Project Archive - Students post project ideas, outlines, and/or completed projects for review and comment. Teacher may include one sample project as a model to follow. Purpose: provide chances to contribute

Academic Discussion - The main forum for posting course-related, academic discussion in response to course assignments and activities. Purposes: facilitate conversation about course materials; provide chances to contribute; encourage expression of diverse viewpoints

For this lesson, we will focus on this last function: academic discussions.

Part 2: Four types of Academic Discussion Formats

There are four primary formats used for academic discussion purposes. They are:

In-Class Discussion - This is the classroom discussion you are all familiar with. Email via a Listserv - This is a discussion conducted via email where the

messages are automatically sent out to all participants who are registered on the list. These messages appear throughout the day in each participant's regular email box.

Threaded Discussion on the Web - This is a discussion that appears to be similar to email, but the messages are posted on a specific web site. Participants must log in to that site to receive or post any messages.

Live Chat - This is a discussion that is done on-line, but all participants are logged in at the same time. The messages appear as a running commentary in text.

Creating Distance Learning CoursesLesson FourUsing Technology For Collaboration and FeedbackOverview

In this lesson you will be exploring electronic tools for collaboration and feedback. Frequent interaction and prompt and effective feedback are important to the continuing motivation of distance learners. They also assist learners in judging their accomplishment of course objectives.

Objectives

When you finish this lesson, you will be able to:

Access and use a few online tools for course communication and collaboration, including the Catalyst tools QuickPoll, VirtualCase, and Peer Review; and

Enumerate the advantages and disadvantages of these kinds of electronic interactions.

Collaboration at a Distance

Collaboration involves learners working together on a product. This is most often done in distance learning courses when there is a cohort of learners enrolled together who are progressing through the course at the same time and about the same pace. Just as in the classroom, collaboration helps learners constructively build from each other's unique knowledge, insights, and perspectives. When students work together they learn from one another and extend their interaction and learning. But not being physically present in the same space can make group work difficult to coordinate.

The ongoing work of collaboration requires significant communication among team members, so the communication capabilites of the distance learning media used become critical to success. Ideally there should be opportunities for both real-time synchronous communication such as chat, teleconferences, or electronic blackboards, and delayed, asynchronouscommunication such as email or threaded discussion.

Required Reading

Read through the following lesson, keeping in mind your particular topic area and potential learner population.

Access & review theCatalyst tool documentation.

When properly applied, technology can faciltate communication and eliminate barriers to collaboration. Electronic interaction offers these benefits to distance learners:

a comfortable setting for contribution by all group members; convenient collaboration without regard to time or place; archiving capability for meeting notes, materials, and communication

exchanges; experience and support in teamwork; and possibilities to learn from one another.

It's more challenging to collaborate in independent study courses where learners in the same class enroll at different times and move through the coursework at different paces. Collaborative work can be designed that asks learners to contribute their own unique part to a larger whole that is being built through time. For example, in Los Angeles County Office of Education TEAMS Distance Learning Classroom Projects such as The California Guided Tour and the Sensational Soil Sampling Project , learners add information about particular places and conditions to a map or database which is being built collectively. Each person adds individual information according to uniform parameters so that a comon product emerges.

Effective Instructional Use

Many UW faculty members are making use of electronic means for collaboration, including Beth Kalikoff, Writing Center Director and Senior Lecturer at the University of Washington, Tacoma campus. Beth uses online discussion and peer review forums to facilitate communication among staff and within courses - promoting student collaboration and critical thinking.

Kimberlee Gillis-Bridges, lecturer in the English department, uses EPost message boards to help students think critically. In her Summer 2000 classRace in U.S. Cinema, she posted questions to her EPost message board before each film screening. Students were required to respond both to her question and to another student's response. This technique not only guaranteed an active EPost discussion, it also brought students to class ready to critically discuss the topic at hand; participation in the message board helped students to begin critical thinking.

Phillip Thurtle, lecturer in Communications, found that EPost helped his students discuss topics that they found uncomfortable bringing up in class. In his Spring 2000 class The Cultural Impact of Information Technology, he found that a non-directed EPost message board gave his students a space in which to discuss controversial topics.

Bill Talbott, instructor of PHIL 410 Social Philosophy-The Priority of Liberty, uses Peer Review to provide students with input on writing assignments from other students. Students evaluate their peers' work online prior to turning it in. This assignment has raised the quality of students' work, Talbott says, and provides students with greater feedback. In addition, online reviews free up valuable class time.

Creating Distance Learning CoursesLesson FiveUsing Technology to Assess LearningOverview

In this lesson you will be exploring the assessment of distance learners, including purposes, methods, and special considerations. You'll also be using the Catalyst tool WebQ for generating electronic tests and quizzes.

Objectives

When you finish this lesson, you will be able to:

Enumerate the unique considerations of assessing distance learners; Prepare a test preparation lesson; and Access and use the Catalyst online assessment tool WebQ.

Meauring Student Understanding

How will you determine whether your learning objectives have been met? You'll need to ask learners to demonstrate their knowledge and skills in some reasonable way. This performance process is known as assessment, which includes testing, evaluation, and grading.

"The act of administering a test (any type of event that requires that someone demonstrates some aspect of knowledge or skill) is assessment. The process of assessment occurs to determine the degree of specific knowledge or skill through measurement. So when we're talking about assessment, we're talking about the process of measuring knowledge or skill. When we're talking about evaluation, what we're talking about is how a particular measurement compares to some standard, which may or may not be clearly articulated... A grade is merely a label — which may or may not be accompanied by explanatory criteria — representing a given evaluation. A grade is intended to communicate how well a learner has performed, most typically in comparison to someone or something else."Linda Ross, Instructor, Distance Learning Assessment and Evaluation

Purposes of Assessment

Burn and Payment state in Assessments A to Z that you can assess learners before, during, or after an educational experience. Assessmentsbefore instruction help you determine what learners already know about a topic, gauge their incoming skills, measure their attitudes toward the subject, and discover what most needs to be learned. Pre-assessments can also pique learner interest in the subject. Assessments at the start of a course engage the attention and enthusiasm of learners, introduce them to the topic, and generate discussion. Assessments during the courseadd variety to course activities, provide transition between topics, measure

progress, provide opportunities to integrate new knowledge into daily life, and reinforce learning with practice. Assessments at the course end measure achievement of the learning objectives and reinforce learning. Assessment at any of these stages is appropriate in distance learning.

Challenges of Assessing at a Distance

People learning independently are often anxious about how they are doing, particularly if they are new to this kind of educational environment. They need frequent and thorough feedback on their progress to maintain their momentum and gauge their learning. You will need to include numerous assessments, both formal - such as exams, and informal - such as discussion assignments, to minimize this anxiety and assist learners in gauging their individual progress.

Credit or credentialing requirements in your field may dictate that the identity and skills of specific learners be confirmed in person. In this case, you may need to arrange for in-person demonstrations of learning such asproctored examinations. A proctored exam is a supervised exam in which either you or the learner identifies an appropriate person and place to administer the test. This place could be distant from you but local to the learner. Some organizations provide proctoring services for a fee.

The nature of your subject may make assessment at a distance challenging. Many instructors feel that human relations, or "soft skills", such as the ability to resolve problems, coach, sell, or present at meetings, are more effectively taught in person and assessed by direct observation. Some assessment activities are also more difficult with current technology, including laboratory exercises, simulations, and role plays.

Procedures

Go back to learning objectives for the course as stated in the course introduction. These objectives focus on what the learner will know or be able to do as a result of the course. They provide “milestones” to guide learners through the course materials. Learners need to know how assessments in your course relate to these goals. Every objective should be assessed in some way, and nothing outside the objectives.

Examinations and Quizzes

“First of all, what is a test? A test is any type of event that requires that someone (or something) demonstrates some aspect of knowledge or skill. A test can have one item or many items, but all tests require some form of demonstration. A test itself is a tool—more specifically, a measurement tool. Therefore, the purpose of a test is the measurement of knowledge or skill.”Linda Ross, Instructor, Distance Learning Assessment and Evaluation

As in the classroom, quizzes and exams prepared for distance learners are designed to allow them to demonstrate what they have learned in your course while giving them additional opportunities for learning. But you will need to provide distant learners with more support in preparing for these assessments, including exam preparation lessons.

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