instructional design: best practices for e-learning in a changing world panelists: dr. cheikh ould...

UNIVERSITY OF MANITOBA

Instructional Design: Best Practices for e-learning in a changing world

Panelists: Dr. Cheikh Ould Moulaye, Dr. Robert Lawson, Kathy Snow, Sophia Palahicky, Lynette Phyfe

Presented May 4, 2012

MADLaT

Welcome and Introductions

Sophia Palahicky, MDE

Cheikh Ould Moulaye, PhD

 Lynette Phyfe, MEd

Kathy Enid Snow, MA

Robert Lawson, PhD 

Session Overview

Segment A Sophia Palahicky – Introduction of the panel and

overview of presentation (5 minutes) Video (6 minutes) Panelists speak – Cheikh Ould Moulaye, Kathy Snow

(10 minutes) Questions and or comments from participants (10- 14

minutes) Segment B Panelists speak – Robert Lawson, Sophia Palahicky,

Lynette Phyfe (10 minutes) Questions and or comments from participants (10-15

minutes)

Dr. Cheikh Ould Moulaye

Course Alignment

Design learning experiences that help learners to meet their needs or goals

Our role

Our tasks

Know learners needs/goals Help learners meet their

goals Ensure they are met

Learning Objectiv

es

Assessment Tools

Instructional

Activities

Ensure “consistency among all of the core parts of the course, that is, the objectives, the teaching and learning activities, and the assessment exercises » Biggs (1999, as cited in Blumberg, 2009, p 93)

Our tool

Learning objectives

General enough to capture important learning; specific enough to be measurable Huba & Freed (2000, as cited in Barkley, 2010);

Stated as student learning outcomes;

Mapped to a taxonomy of learning (Bloom).

“Focus on the learning resulting from an activity rather than on the activity itself” (Barkley, 2010);

Instructional Activities

Have the same cognitive process level required for the objectives.

Support, encourage, and motivate student learning. (Amundsen et al. 2004)

Assessment Activities

Assess learning at the cognitive level required for the objectives

Content-focused questions (lower level of Bloom’s taxonomy: Remember, Understand)

Open-ended questions and problems (middle and upper levels of Bloom’s Taxonomy: Apply, Analyze, Evaluate)

More authentic and performance-based tools (tasks that approximate practice)

the cognitive level required for the objectives

(Streveler et al, 2011)

Always have the end in mind!

What skills, knowledge, abilities or attitudes learners should possess or demonstrate after they complete the course?

“As evaluators of instructor-designed university courses we have frequently found substantial mismatches between learning and assessment activities, most notably instances where students were tested on concepts and procedures that were only distantly related to the course’s learning activities and presentations.” Leacock and Nebsit (2007, p46)

Obvious?

Knowledge

Comprehension

Application

Analysis

Synthesis Evaluation

Learning Outcomes

Describe three key distributions

Combine to explain the relationship between the three distributions

Learning Activities

PowerPoint presentation;Reading assigned chapter.

Students will calculate sample means and construct a sampling distribution. Homework will reinforce lesson.

Assessment Activities

Content-focused questions

Open-ended questions and problems

Example of aligned course (Adapted from University of Michigan, 2006)

Remember Understand

Apply

Analyze

Evaluation Create

Learning Outcomes

Evaluate person who has ≥ 1 pathologies

Develop both diagnosis and prognosis

Learning Activities

Lecture on pathologies.Lecture on tests to perform to determine these pathologies, how to interpret them.

Lab practice interpreting results

Assessment Activities

Multiple choice tests asking questions about the pathologies, when and how the tests should be used

M. choices tests asking interpretation of test results

Example of misaligned course (Adapted from Blumberg, 2009)

References

Streveler, R.A., Smith, K.A. and Pilotte, M. (2011). Aligning Course Content, Assessment, and Delivery: Creating a Context for Outcome-Based Education . http://www.ce.umn.edu/~smith/links.html

Blumberg, P. (2009).  Maximizing learning through course alignment and experience with different types of knowledge.  Innovative Higher Education 34:93-103.

Leacock, T. L., & Nesbit, J. C. (2007). A Framework for Evaluating the Quality of Multimedia Learning Resources. Educational Technology & Society, 10 (2), 44-59.

Barkley, E. F. (2009). Student Engagement Techniques: A Handbook for College Faculty. Wiley Publishers.

Amundsen, C., Winer, L., & Gandell, T. (2004). Designing teaching for student learning. In A. Saroyan, & C. Amundsen (Eds.), Rethinking teaching in higher education: From a course design workshop to a faculty development framework (pp. 71-94). Sterling, Virginia: Stylus Publishing.

Sophia Palahicky

My two cents

Talk, talk, talk

Engaging learners

What does engagement mean?

Engagement

“Student-faculty interaction, peer-to-peer collaboration and active learning...” (Chen, Gonyea, & Kuh, 2008, para. 2)

Collaboration = EngagementEngagement = Active learning

Create opportunities for collaboration

Online courses offer the opportunity to create a highly social learning environment, characterized by participation and interactivity for both students and instructors. According to Kearsley (2000), online learning is as much a social activity as an individual one.

Retrieved April 23, 2012 from http://www.irrodl.org/index.php/irrodl/article/view/675/1271

Quality learning environments include opportunities for students to engage in interactive and collaborative activities

with their peers; such environments have been shown to contribute to better

learning outcomes, including development of higher order thinking

skills.

Retrieved April 23, 2012 from http://www.irrodl.org/index.php/irrodl/article/view/675/1271

The Power of Collaboration

Please post to the discussion forum

Collaboration?

Asynchronous or synchronous Course discussion forums, external

discussion forums, wikis, blogs, web conferences, group work, peer reviews

However, the quality and quantity of interactivity can vary dramatically from course to course. Swan (2001), citing a number of authors, identifies course design as a critical factor in determining the quantity, quality, and type of interactivity (learner interaction with content, instructors, or peers) in a course.

Retrieved April 23, 2012 from http://www.irrodl.org/index.php/irrodl/article/view/675/1271

I want to be a part of a community of

learners.

Community of learners

Online learners should not be impoverished in terms of social learning because they cannot or choose not to come to a campus. Access to education should not mean merely access to content (which is readily available without formal enrollment with an educational provider); rather, it should mean access to a rich learning environment that provides opportunity for interaction and connectedness.

Retrieved April 23, 2012 from http://www.irrodl.org/index.php/irrodl/article/view/675/1271

Robert Lawson

Course Organization

Typical Layout

Introduction Learning Objectives How to Proceed Assignment Material Course Activities Summary

Strategies

Chunking

Signposting

Retention

Sample: HIST 2284

The Indian Act of 1876, and later amendments, consolidated earlier legislation relating to the First Nations. It established a blatantly paternalistic federal authority, defining who was an Indian and establishing the legal status of Aboriginal people as wards or minors. They were British subjects but not citizens; they could not vote, nor join the legal profession, nor participate in politics. The Act imposed an elected band council system of governance controlled by Indian Affairs officials. Aboriginals were barred from acquiring homesteads under the Dominion Lands Act, and their freedom to move or travel off their reserves was restricted by a pass system in 1885. The government sought to facilitate the process of assimilation by prohibiting distinct cultural practices like the Potlatch ceremony or the Sun Dance, and federal policy provided for the enfranchisement of males who were “free of debt, literate, and of good moral character.” Enfranchised persons would be granted a portion of their reserve lands as private property and attain the full rights of citizenship. But because they also would be required to surrender any claims to treaty rights, relatively few opted to accept the franchise.

  The government’s goal of assimilation was threatened by poor attendance at schools on reserves. Residential schools were seen as a better way to foster assimilation through education in European ways because they removed children from parental influence that would keep their own traditions alive. Boarding and “industrial” schools had been created in eastern Canada before Confederation, but a more comprehensive system of church-run residential schools was established in 1880. The residential school system aimed to “kill the Indian in the child” by erasing the Aboriginal identity. The schools forbade use of native languages, practice of native traditions, and sought to replace native spiritualism by converting the children to Christianity. Attendance was made compulsory in 1894, though there is debate among historians about the effectiveness of this policy given the lack of resources for retrieving truants, parents’ resistance, and an uneven scattering of residential schools which saw many more schools in western Canada than in the rest of the country. There is no doubt that many students suffered from physical and sexual abuse in the schools. Moreover, the lack of adequate funding produced numerous run-down schools with poor sanitation and poor food. A partial remedy was found by using students to work in school kitchens, barns, or fields to assist with the maintenance of facilities. Widespread ill health among students was a common result of such conditions, producing an alarming rate of death due to tuberculosis and other diseases.

Carter, “Canada’s Colony and the Colonized,” 27.

The Indian Act of 1876, and later amendments, consolidated earlier legislation relating to the First Nations. It established a blatantly paternalistic federal authority, defining who was an Indian and establishing the legal status of Aboriginal people as wards or minors. They were British subjects but not citizens; they could not vote, nor join the legal profession, nor participate in politics. The Act imposed an elected band council system of governance controlled by Indian Affairs officials. Aboriginals were barred from acquiring homesteads under the Dominion Lands Act, and their freedom to move or travel off their reserves was restricted by a pass system in 1885. The government sought to facilitate the process of assimilation by prohibiting distinct cultural practices like the Potlatch ceremony or the Sun Dance, and federal policy provided for the enfranchisement of males who were “free of debt, literate, and of good moral character.” Enfranchised persons would be granted a portion of their reserve lands as private property and attain the full rights of citizenship. But because they also would be required to surrender any claims to treaty rights, relatively few opted to accept the franchise.

  The government’s goal of assimilation was threatened by poor attendance at schools on reserves. Residential schools were seen as a better way to foster assimilation through education in European ways because they removed children from parental influence that would keep their own traditions alive. Boarding and “industrial” schools had been created in eastern Canada before Confederation, but a more comprehensive system of church-run residential schools was established in 1880. The residential school system aimed to “kill the Indian in the child” by erasing the Aboriginal identity. The schools forbade use of native languages, practice of native traditions, and sought to replace native spiritualism by converting the children to Christianity. Attendance was made compulsory in 1894, though there is debate among historians about the effectiveness of this policy given the lack of resources for retrieving truants, parents’ resistance, and an uneven scattering of residential schools which saw many more schools in western Canada than in the rest of the country. There is no doubt that many students suffered from physical and sexual abuse in the schools. Moreover, the lack of adequate funding produced numerous run-down schools with poor sanitation and poor food. A partial remedy was found by using students to work in school kitchens, barns, or fields to assist with the maintenance of facilities. Widespread ill health among students was a common result of such conditions, producing an alarming rate of death due to tuberculosis and other diseases.

Carter, “Canada’s Colony and the Colonized,” 27.

The Indian Act

Residential Schools

Sample: HIST 2284

The Indian Act of 1876, and later amendments, consolidated earlier legislation relating to the First Nations. It established a blatantly paternalistic federal authority, defining who was an Indian and establishing the legal status of Aboriginal people as wards or minors. They were British subjects but not citizens; they could not vote, nor join the legal profession, nor participate in politics. The Act imposed an elected band council system of governance controlled by Indian Affairs officials. Aboriginals were barred from acquiring homesteads under the Dominion Lands Act, and their freedom to move or travel off their reserves was restricted by a pass system in 1885. The government sought to facilitate the process of assimilation by prohibiting distinct cultural practices like the Potlatch ceremony or the Sun Dance, and federal policy provided for the enfranchisement of males who were “free of debt, literate, and of good moral character.” Enfranchised persons would be granted a portion of their reserve lands as private property and attain the full rights of citizenship. But because they also would be required to surrender any claims to treaty rights, relatively few opted to accept the franchise.

Learning ActivityA. Read Sarah Carter, “Canada’s Colony and the Colonized,” in P.E Bryden et al., eds., Visions: The

Canadian History Modules Project, Post confederation (Toronto: Nelson, 2011), 25-34.

B. Study Question: Do you agree with Sarah Carter’s presentation of Canadian colonization?

The Indian Act

Where do we go from here?

Kathy Snow

Improvements in technology allow for…

This results in..

Expansive knowledge domain Death of expertise/everyone can be an expert

Hierarchy and control of content less meaningful

Multiple locations for content, student production of content

Increasingly complex digital landscape

Moving beyond the “virtual” new metaphors are needed

Power of the collective, collective intelligence

New definition of identity within the social collective and digital individualism

Open content & tools New definitions of ownership, values & business models

Table modified from Conole & Alevizou (2010) A literature review of the use of Web 2.0 tools in Higher education. Open University

Death of the expert = New role for the instructor

Amplifying Curating Way‐finding and socially‐driven sense

making Aggregating Filtering Modelling Persistent presence

Siemens, G, (2009) “Connectivism and the role of the teacher” [blog post] http://www.connectivism.ca/?p=220

Multiple locations = killing the LMS?

One size fits all filter system for content

The development of user-centric learning space: PLE Mixture of tools,

communities and services that constitute the individual educational platform

Diagram modified and reproduced under Creative Commons License – Alec Couros, Dec 2006

Facilitating communities of practice

Consists of 3 factors, domain, community & practice Problem solving Requesting information from others Seeking experience Re-using assets Coordination and synergy Discussing developments Documenting solutions

Wenger, E, (2009) Communities of Practice http://neillthew.typepad.com/files/communities-of-practice.pdf

New Metaphor

a “parallel learning universe” (Taylor, 2007)

Credit for formal and informal learning

Through partnerships among institutions

MacIntosh, W, McGreal, R. & Taylor, J. (2011) Open Education Resource for assessment and credit for students project: Towards a logical model and plan of action, AU Space, http://hdl.handle.net/2149/3039

Choosing the Technology

Objective to be accomplished Personal philosophy of learning Specific pedagogical strategies

The medium is not the method

Lynette Phyfe Image retrieved from http://mediaspecialistsguide.blogspot.ca/

Technology as a Delivery Truck

What does it deliver?

“No significant difference”

What effect does the truck have on

the nutritional content of the food

it delivers?

Attributes of technology allows different methods

Does the method matter?

Technological Pedagogical Knowledge

Technology

TPK

•Existence & capabilities of various tools as used in classroom

•Choosing the right tool based on:• its fitness for the task• the teaching strategy• the instructor’s teaching

philosophy

• TPACK model (Mishra & Kohler, 2006)

Pedagogy

1. Introductory Learning – • Learners have minimal prior knowledge about a skill or

content area.• Initial stages of schema assembly and integration. • Classical instructional design is most suitable because it is

predetermined, constrained, sequential and criterion-referenced.

2. Advanced Knowledge Acquisition• Follows introductory knowledge and precedes expert

knowledge. • Cognitive strategies work well here.• Constructivist approaches may be introduced.

3. Expertise• The final stage of knowledge acquisition. • Learner is able to make intelligent decisions within the

learning environment. A constructivist approach can work

Jonassen (2008) stresses that it is still important to consider the context before recommending any specific methodology.

Multiple Learning Theory Application to Instructional Design