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Proposal for The OLIT 593 project

Judith Tomasson. Proposal for The OLIT 593 project. The use of blogs in an essay-writing class has the promise of improving students’ writing by: 1. Creating a sense of audience and purpose which is more meaningful to adult learners than simply submitting assignments to the instructor.

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Proposal for The OLIT 593 project

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  1. Judith Tomasson Proposal for The OLIT 593 project

  2. The use of blogs in an essay-writing class has the promise of improving students’ writing by: 1. Creating a sense of audience and purpose which is more meaningful to adult learners than simply submitting assignments to the instructor. Proposal

  3. 2. Creating a community of learners, where the students are actively engaged in discussing ideas through writing and are able to learn from each other via online discussions i.e. blog postings. proposal

  4. Students will create individual blogs and will post to the blog their reflections, comments, and reactions to the weekly readings. The blog postings will serve as notes and drafts that will be crafted into well-organized academic essays by the end of the course. proposal

  5. This instructional design project is developed based on the following two theoretical approaches to adult learning: • The Principles of Adult Learning as described by Malcolm Knowles http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm Underlying Theoretical perspectives

  6. 2. Creating learning communities or communities of practice as described by Wenger. • http://www.ewenger.com/theory/ Underlying Theoretical perspectives

  7. Demonstrate effective use of the writing process in out-of-class essays and in timed, in-class situations. • Demonstrate the ability to understand readings and to use ideas or information from these readings within the student’s own writing. Objectives

  8. Write an essay that • has a clear main idea that focuses the essay and is meaningful to the readers; • develops the main idea with adequate, specific, and logical support that makes an impact on the reader; • reflects choices based on the audience’s knowledge level, experience, opinion, and interests; • takes the reader from one idea to another and organizes the ideas both within and between paragraphs; • communicates--with reasonable correctness--in standard written English. Objectives

  9. 1. Analysis phase Learner analysis Pedagogical considerations Delivery options Theoretical perspectives Project timeline Project phases

  10. 2. Design phase Specify learning objectives Organize content Identify technology/media Design rubrics for evaluating essays and weekly blog postings Project phases

  11. 3. Development phase Specify content Create weekly learning modules Develop evaluation tools Project phases

  12. 4. Implementation phase Teach the class (deliver the course) Monitor progress Collect student feedback Formative evaluation Project phases

  13. 5. Evaluation phase Summative evaluation: Did the learners like the course? Were the course objectives achieved? Did the students submit passing portfolios? Project phases

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