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DESIGNING ACTIVITIES AND ASSESSMENTS TO MEET YOUR COURSE OBJECTIVES
DR. VANESSA DENNEN
PIE BOOTCAMP: 2-DAY WORKSHOP
DAY 1: DESIGNING ACTIVITIES (7/21)
DAY 2: DESIGNING ASSESSMENTS (7/23)
Follow/Contact Me:
[email protected]
@vdennen
http://vanessadennen.com
LinkedIn: vanessadennen
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WORKSHOP STRUCTURE
• Hour 1
• Presentation on activity design
• Hour 2
• Work on your course
• I’ll stay here on zoom to chat and consult
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PRESENTATION INTERACTION
• Please keep microphone on mute unless invited to speak.
• Feel free to interact in chat.
• Ask questions
• Comment
• Share resources
• Activities
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DAY 1: DESIGNING LEARNING ACTIVITIES
Focus
• Remote/online learning activities
Objectives
• Apply the cognitive apprenticeship and community of practice models during the activity
design process
• Design a learning activity that is aligned with course objectives
• Design a learning activity that comprehensively accounts for all necessary elements
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GUESS WHAT? YOU’RE ALREADY AN EXPERT (SORT OF)
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WHAT KINDS OF ACTIVITIES DO YOU TYPICALLY DO IN YOUR FACE-TO-FACE CLASSES?
• Take 60 seconds to think about this
and share your answer in the chat.
• If you have not previously taught in
a face-to-face setting, draw upon
your experiences as a student.
I ask my
students to …
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ADVANTAGES OF REMOTE/ONLINE CLASSES
• Wealth of information and resources at your fingertips
• Ability to reflect before participating (asynchronous)
• Ability to document contributions and collaborations
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DESIGN OR CONVERTDETERMINES STARTING POINT
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WHAT ARE YOU DOING THIS FALL?
A. Designing activities for a campus course
B. Designing new activities for a remote or online course
C. Converting existing activities for a remote or online course
D. I’m not sure
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COURSE CONVERSION ANALOGY
Attendance : Classroom :: _________ : Online Classroom
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COURSE CONVERSION ANALOGY
Attendance : Classroom :: Participation : Online Classroom
Learners who do not participate are not visible attendees
Attendance points become participation points
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ACTIVITY DESIGN PROCESS
Identify Course Learning
Objective(s)
Identify Enabling
Objective(s)
Determine Activity
Parameters
Design Activity
Elements
Develop Activity
Materials
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ACTIVITY DESIGN PROCESS
Identify Course Learning
Objective(s)
Identify Enabling
Objective(s)
Determine Activity
Parameters
Design Activity
Elements
Develop Activity
Materials
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BLOOM’S TAXONOMY & ACTIVITIES
YOU HAVE TO WALK
BEFORE YOU CAN RUN.
This Photo by Unknown Author is licensed under CC BY-SA
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LEVELS OF OBJECTIVES
Course level objectives
Enabling objectives
Pre-requisites
Taught in course
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ALIGNMENT: OBJECTIVES AND ACTIVITIES
Weekly
Discussion
Design
Concept
Mobile/
Environment
Installation
Interactive
Mobile
Content
Application
Design
Implementation
and Evaluation
Plan
Reflection
Paper
Discuss concepts related to
mobile learning
Design and prototype a
simple mLearning app or
mobile- based learning
experience
Create an implementationplan for mLearning
Create an evaluation plan
for mLearning
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ACTIVITY DESIGN PROCESS
Identify Course Learning
Objective(s)
Identify Enabling
Objective(s)
Determine Activity
Parameters
Design Activity
Elements
Develop Activity
Materials
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TRANSLATING OBJECTIVES INTO ACTIVITIES
What is the
verb?Objective
How can
students practice?
Activity
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ACTIVITIES AND THEIR RELATIONSHIP TO ASSESSMENT
INDIRECT
• Practice
• Exploration
DIRECT
• Drafts
• Critiques
• Debriefs
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TYPES OF LEARNING ACTIVITIES
Individual SynchronousWhole class
Small group
AsynchronousWhole class
Small group
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RATIONALE FOR ACTIVITIES: COGNITIVE APPRENTICESHIP MODEL
Modeling
• Expert demo
Coaching
• Expert guidance
Scaffolding
• Support
Articulation
• Explain knowledge
Reflection
• Analyze knowledge
Exploration
• Own and extend
Reception Learning
Metacognition
Transfer
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ACTIVITY DESIGN PROCESS
Identify Course Learning
Objective(s)
Identify Enabling
Objective(s)
Determine Activity
Parameters
Design Activity
Elements
Develop Activity
Materials
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ELEMENTS OF ACTIVITIES
• Directions
• Partners
• Time
• Facilitation
• Outcomes
• Feedback
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DIRECTIONS
Clear, detailed description of what to do.
• Outlines all parts of task.
• Often incorporates information about partners and
time.
• May include example(s).
• Needs to be visible/accessible during activity.
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PARTNERS
Information about who to work with and how to work
with them.
• Selection assistance or criteria
• Cooperation or collaboration
• Level(s) of intersubjectivity
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INTERSUBJECTIVITY
• A form of mutual dependence based on common understanding and shared execution
of a task
• Working together to achieve a goal rather than alone or in parallel
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LEARNERS AS COMMUNITY OF PRACTICE
Community of Practice
Mutual engagement
Joint enterprise Shared repertoire
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TIME
• Calendar time
• When the activity should be started
• When the activity should be completed
• Effort
• Total time it should take to complete
• Rhythm
• How many work sessions are needed
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FACILITATION
INSTRUCTOR PEER NO ONE
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OUTCOMES
Process
Product
Reflection
Extension
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FEEDBACK
• None
• Individual
• Group
• Completion
• Rubric
• Comments
• Grade
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EXAMPLE
Course-Level Objectives:
• Communicate using a variety of Web 2.0 tools.
• We try a lot of tools
• Design educational experiences using Web 2.0 technologies.
• We explore a lot of activity frameworks
• We consider cultural differences across implementation contexts
Purpose:
• Practice
• Exploration
Elements:
• Asynchronous (1 week)
• Individual
• Instructor facilitation
• Informal feedback
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AND BECAUSE NO ONE LIKES A BLANK PAGE
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DISCUSSION ACTIVITIES
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WHO’S AFRAID OF ONLINE DISCUSSION?
Take 60 seconds to share your greatest fear(s) in the chat.
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DISCUSSION IS NOT A SINGLE ACTIVITY
DiscussionBrainstorm
Share
Explore Debate
Critique
Debrief
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DISCUSSION DOES NOT OCCUR THROUGH A SINGLE MEDIUM
DiscussionIn person
Live video
Text chat/SMS
Recorded video
Discussion board
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ACTIVITY DESIGN PROCESS
Identify Course Learning
Objective(s)
Identify Enabling
Objective(s)
Determine Activity
Parameters
Design Activity
Elements
Develop Activity
Materials
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ANATOMY OF A GOOD DISCUSSION ACTIVITY
• Infinite possible responses
• Discussion, not message posting
• Orients learners toward each other
• Offers opportunity to practice
terms and concepts related to
course content
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FRAMING DISCUSSION: STUDENT PERSPECTIVE
Course
Why am I here?
Why are these other
people here?
Discussion
What is required?
What is the outcome?
ExchangeTo whom am I
speaking?What am I saying?
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FRAMING DISCUSSION: COP PERSPECTIVE
Joint Enterprise
What is our common purpose?
Shared Repertoire
What history, knowledge
and resources do
we share?
Mutual Engagement
What are our patterns of interaction?
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IMAGINE THIS DISCUSSION PROMPT
Discuss Chapter 2.
•What’s wrong with it?
•How do we make it better?
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IMAGINE THIS DISCUSSION PROMPT
What were the three main points of Chapter 2?
•What’s wrong with it?
•How do we make it better?
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IMAGINE THIS DISCUSSION PROMPTS
Chapter 2 discusses XYZ theory.
Find an example related to the theory from everyday life and
share it here without further comment.
Then look at the example someone else shared. Work with each
other to discuss how the example fits the theory. Are there
ways in which it doesn’t fit the theory? If so, comment on those
as well.
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HOW DOES THE LAST EXAMPLE SUPPORT COP?
Joint Enterprise
Practice the Chapter 2 content
(articulate, reflect)
Shared Repertoire
The theory we are
learning / other course
concepts
Mutual Engagement
Share an example, dissect examples together
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REUSING ACTIVITY FRAMES
• Activity frames = templates for learning activities
• Familiar structures and directions reduce cognitive load throughout a term
• Activity frames will vary based on content, level of objectives, interdependence of
learners and dimension of cognitive apprenticeship
Activity Frame Examples
Explore-Explain-Debrief
Find-Describe-Critique
Share-Synthesize-Evaluate
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REVIEW: RATIONALE FOR ACTIVITIES: COGNITIVE APPRENTICESHIP MODEL
Modeling
• Expert demo
Coaching
• Expert guidance
Scaffolding
• Support
Articulation
• Explain knowledge
Reflection
• Analyze knowledge
Exploration
• Own and extend
Reception Learning
Metacognition
Transfer
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REVIEW: ACTIVITY DESIGN PROCESS
Identify Course Learning
Objective(s)
Identify Enabling
Objective(s)
Determine Activity
Parameters
Design Activity
Elements
Develop Activity
Materials
Develop Assessment
Thursday’s Session
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IF YOU PLAN TO RETURN ON THURSDAY, WHAT ARE YOUR BIGGEST QUESTIONS OR CONCERNS ABOUT DESIGNING ASSESSMENTS?
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PEOPLE FIRST.
CONTENT SECOND.
TECHNOLOGY THIRD. Follow/Contact Me:
• [email protected]
• @vdennen
• http://vanessadennen.com/blog
• LinkedIn: vanessadennen
A HELPFUL TEACHING PHILOSOPHY
AS WE WRAP UP HOUR 1, DO YOU HAVE QUESTIONS?
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PRACTICE ACTIVITY
Directions:
• Choose a learning objective for the class you plan to teach.
• Sketch out a discussion activity to address that learning objective.
• Choose: synchronous or asynchronous
• Consider the elements we’ve discussed today (directions, partners, time, facilitation, outcomes,
feedback)
• Use the Activity Planning Sheet to guide your process: https://bit.ly/activity_planning_sheet
• Work together in a breakout group if you like.
• Return here to share if you want feedback or have questions
I’ll hang out here for the next hour to answer questions and provide feedback.