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Course Design Exemplars

Course Design Exemplars. Examples. Addressing student diversity Flipped classroom MOOC techniques Authentic learning Threshold concepts Graduate attributes Others. Common First Year Courses. School of Education Curtin University. Enrolment Options. Bachelor of Education (Primary).

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Course Design Exemplars

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  1. Course Design Exemplars

  2. Examples • Addressing student diversity • Flipped classroom • MOOC techniques • Authentic learning • Threshold concepts • Graduate attributes • Others

  3. Common First YearCourses School of Education Curtin University

  4. Enrolment Options Bachelor of Education (Primary) Bachelor of Education (Early Childhood) Common First Year 8 units On-campus 2013 Regional 2013 Open Universities Australia 2014 2000 200 100

  5. Starting Points • No exams • No lectures – only ‘workshops’

  6. Design Principles • Design an environment which will enable students who can’t attend classes to be successful • Stop thinking about face-to-face workshop practices! • Authentic learning approach • where appropriate • To make life easier for students • all students

  7. c- Tutor support is provided M O O C x- We don’t give a S#%@ Massive Course Open Online

  8. c- Tutor support is provided M O C Massive Course Online

  9. Design Principles • Guide to the Course – how you’ll become a teacher • Guide for Students – how to study this unit and why • Topic synopses – brief ‘advance organisers’ for each topic • ‘Vodcasts’ – recorded mini-lectures for each topic • More detailed descriptions of assessment and learning activities • Clear scaffolding of academic skills and modeling of good answers • A guide for tutors • A new Blackboard template to minimise mouse clicks

  10. Apply MOOC Approaches • Online module design • Topic synopsis • Key concepts vodcast • Learning task • Provide scaffolding of the skills needed to do the task • Vodcast explaining how to do task • Model a ‘good’ answer • Learning task… • Key concepts vodcast…

  11. Guide to the Course • How the course works as a whole (course level outcomes) and how it meets national standards • How the individual units contribute to the degree as a whole • Vodcasts about how the program will help you to become a good teacher

  12. How to study the unit and why • Details of the framework for the unit • How the unit fits in the degree • The teaching approach • Your expectations of your students • Inquiring About the World

  13. Topic Synopses • Advance organiser summarising the main points from each topic (half page) • The learning tasks and resources for each topic

  14. Example In this first teaching week we will explore the idea of the ‘digital world’. This term, and similar terms, are used commonly in popular language, but what do they mean? We’ll explore some definitions. We will also explore the different digital worlds you live in: your personal digital world; your learning personal world as a student; and your professional digital world when you graduate. This unit is organised around these three ideas. We will also help you to understand what ‘sense of place’ means, and why we need to change and adapt to the digital world. We will think about mobile technologies and how these are changing our lives. You’ll need to read chapter 1 of the textbook, and view some thought-provoking videos to give you some background to the discussion. We will also get you started on your first assessment (the video presentation about “why I want to be a teacher in a digital world”), by providing a tutorial on video editing software. Finally, we will help you to get started on scripting your video.

  15. Vodcasts • Mini-lectures for each topic or part of a topic • 5-10 mins • Interviews • Discussions • Explanations of how to do a learning task • Modelling a learning task • Example

  16. Learning Tasks • Learning tasks need to be explicit, relevant and engaging • There should be: • A clear description of the task • Scaffolding of the skills needed to do the task • Modelling or examples of a ‘good’ answer

  17. Examples • Addressing student diversity • Flipped classroom • MOOC techniques • Authentic learning • Threshold concepts • Graduate attributes • Others

  18. Authentic Learning Jan Herrington School of Education Murdoch University

  19. Living & Learning with Technology • First year teacher education unit • 360 students • 2/3 on campus, 1/3 external • No labs, used own computers

  20. A typical introductory teacher education course • How to make a Powerpoint presentation • How to create a simple web page • How to use a spreadsheet • How to evaluate software

  21. The effect of this approach? • Transitory learning • Lack of transfer • Or worse!

  22. Technology as cognitive tools “Teach carpentry not hammer” (Oppenheimer, 1997)

  23. The task – website and blog The developing website 

  24. Example Task: iTunes Imagine your family is preparing for a wedding with many guests flying in from interstate. Prepare iTunes playlists for several functions over the weekend, such as: • a family/friends barbecue the night before, • the ceremony, • the reception, • family breakfast, etc).

  25. Example Tasks • Create a newsletter for a sports team: Microsoft Word or Pages • Create a menu for a party or dinner: Taste.com.au - My Menu Planner. • Create a weekly family schedule template for the fridge door: Microsoft Word tables • Create a pregnancy diary: Use iCal (Mac) or Google Calendar • Create a family tree: MyHeritage • ‘To do’ list and timeline for a 21stbirthday party: ToDo or spreadsheet like Excel • Share your favourite novels: Use a free site like Shelfari

  26. Collaborative wiki • Created a teaching resource suitable for use with primary students • Created in and published on a wiki • Presentation in a 5 minute movie (PresentIt, ScreenFlow etc) • Link to the resource from students’ website

  27. The exam • Two hour exam 30% (required invigilated assessment) • Hand written • How to make it authentic?

  28. The exam? The reflective exam Give students eight questions 4 weeks ahead 3 would be chosen for exam 1 question unseen Discussion forums on each question on the LMS Panic, nerves, rage, generosity, support, sharing • Two hour exam (required 30% supervised assessment) • Hand written (in a technology unit?) • How to make it authentic? • Make it reflective!

  29. The exam • Describe a lesson, in a subject area of your choice, where you begin the lesson by asking students to take out their mobile phones and switch them on. • A community group has offered your school solar electricity panels, and the Principal has asked each class to create a project around the issue of sustainable resources. Describe an authentic learning project that your class could do using technology? • Describe five ways you could use technology (applications, hardware, software, web tools, etc.) to engender a sense of community at your school.

  30. The unseen question • Write the last entry of your blog (reflective journal)

  31. This is the worst unit I’ve ever done. I was taught nothing in this unit. Everything I learnt, I learnt myself, from the other students, and from the LMS and from the assignment that I did. Student Feedback

  32. Examples • Addressing student diversity • Flipped classroom • MOOC techniques • Authentic learning • Threshold concepts • Graduate attributes • Others

  33. Threshold Concepts School of Physics and Engineering Murdoch University

  34. Threshold Concepts • Threshold skills • Chris Creagh • www.workitoutts.com/ • http://www.youtube.com/watch?v=T0gVC_fg8bY

  35. Examples • Addressing student diversity • Flipped classroom • MOOC techniques • Authentic learning • Threshold concepts • Graduate attributes • Others

  36. Graduate Attributes School of Education Curtin University

  37. Graduate Attributes

  38. Assessment Mapping - Current

  39. Assessment Mapping - Current

  40. Mapping Assessment to Outcomes

  41. Examples • Addressing student diversity • Flipped classroom • MOOC techniques • Authentic learning • Threshold concepts • Graduate attributes • Others

  42. Animations • http://htwins.net/scale2/?bordercolor=white

  43. Open-Book Open-Web (OBOW) Exams • Jeremy Williams(2009) The efficacy of the final examination: a comparative study of closed-book, invigilated exams and open-book, open-web exams (with Amy Wong), British Journal of Educational Technology, 40 (2), 227-236. • Jeremy Williams(2007) E-xams: harnessing the power of ICTs to enhance authenticity, (with Wing Lam and Alton Chua), Educational Technology and Society, 10 (3), 209-221.

  44. An OBOW Exam….

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