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CPTSC 2015
Building From Where Students Are At: Critical Digital Program Development
Ed NagelhoutElisa Cogbill-SeidersDenise TilleryUniversity of Nevada, Las Vegas
CPTSC 2015
Goals for Our Panel Today
Describe our collaborative efforts to 1. create and maintain flexible curricula2. gather, develop, and store relevant course-
specific and program-wide assets and open educational resources
3. more accurately collect, analyze, measure, and report the data of our learners in our various courses
• How can we best align course design, project design, student competencies, student outcomes, and program assessment?
PW Minor: Guiding Question
http://7-themes.com/data_images/out/58/6970065-finding-nemo-dory.jpg
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#1: A course is a conversation, not a static reservoir or receptacle for content.
#2: Education cannot be compulsory. The work of learning starts with agency.
#3: Best practices are snake oil.#4: Outcomes should give way to epiphanies.#5: Learning should not be structured to conform
to assessment mechanisms.#6: In education, we rise and fall together.
What Critical Digital Pedagogy Can Teach the MOOC: 6 Theses
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Sean Michael Morris and Jesse Stommel
http://www.hybridpedagogy.com/journal/freire-made-mooc-open-education-resistance/
CPTSC 2015Flexible Course and Project Design
http://smallbiztrends.com/wp-content/uploads/2011/06/flexible.jpg
• How can we best account for different students with different skill sets and different experiences when they enter the program, and, more importantly, when they enter each course?
Guiding Question
http://7-themes.com/data_images/out/58/6970065-finding-nemo-dory.jpg
CPTSC 2015
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Projects
Program Design
DeliverablesResources Software/Apps
Stud
ent D
esig
n
Project Process
Ed Nagelhout
CPTSC 2015Project Process
Ed Nagelhout
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Colla
bora
tive
For Learning & For Deliverables
On Learning & On Deliverables
Individual
Project Process
Planning
Drafting
Revising
Editing
Reflecting
Deliverables
Resources
Software/AppsEvaluation
Criteria
Individual
Deliverables are only items evaluated
Peer Review
Teacher Review
Ed Nagelhout
Evaluation
Flexible Course and Project Design
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Projects(Criteria)
Courses(Outcomes)
Program(Goals)
CPTSC 2015Developing Course and Program Assets
http://7-themes.com/data_images/out/58/6970065-finding-nemo-dory.jpg
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Guiding Question
• How can we develop open educational resources that are valid, accessible, span the program, and work in multiple courses?
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Developing Course and Program Assets
Summer Research Project
1. Determine what kinds of open access materials were available in professional, technical, and scientific writing
2. Create an initial catalog, organizing the materials in a way that would allow us to evaluate the materials as quickly and as efficiently as possible
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Developing Course and Program Assets
Books / Textbooks Open Textbook Library Wikibooks Google Books OpenStax College LibriVox Scholarpedia Project Gutenberg Open Research Online
opensource.com
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Developing Course and Program Assets
Images Flickr Multicolor Search Lab Getty Search Gateway Pixabay World Digital Library
Multimedia Jamendo Wikimedia Commons YouTube HippoCampus
opensource.com
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Developing Course and Program Assets
Coursework/Curricula The Saylor Academy OER Commons The Orange Grove iTunes U
Multi-purpose Digital Public Library of America Public Domain Review Merlot II Internet Archive
opensource.com
CPTSC 2015Interconnected Program and Course
Assessment Strategies
Yaph
http://7-themes.com/data_images/out/58/6970065-finding-nemo-dory.jpg
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Guiding Question
• What are common pathways to assessing specific skills program-wide when students start from multiple points of entry?
CPTSC 2015What do we look for when we want to evaluate?
Course and Program Assessment Strategies
Context
Artifact
Substance
Process
Habits of mind
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Course and Program Assessment Strategies
Context
Artifact
Substance
Process
Habits of mind
Student’s Written Reflection
Project
Planning
http://7-themes.com/data_images/out/58/6970065-finding-nemo-dory.jpg
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Developing Course and Program Assets
• How can we develop heuristics that we can use to guide assessment in the classroom as well as overall program assessment?
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Questions to Start the Conversation1. What happens when we assign a collaborative project
where one student has taken three required courses, one student has taken one required course and two electives, one student has taken one elective, and one student has taken no other courses in the minor?
2. How do we develop assets that are accessible for undergraduates at all skill levels? Can they improve student agency? teacher agency?
3. How can we negotiate the tension between achieving program goals for student-directed learning with some students’ desires to have courses follow traditional teacher-directed pedagogies?
If you have any questions / comments / concerns, please contact us by email:
[email protected]@unlv.edu
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