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Make it Student Centered

Make it Student Centered. Susan Roig, Director Academic Computing Claremont Graduate University Presented at 8th Sakai Conference, Newport Beach, CA, USA 4 Dec 2007. When Designing. The more we design the core of our instruction around the needs of the LEARNER;

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Make it Student Centered

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  1. Make it Student Centered Susan Roig, Director Academic Computing Claremont Graduate University Presented at 8th Sakai Conference, Newport Beach, CA, USA 4 Dec 2007

  2. When Designing • The more we design the core of our instruction around the needs of the LEARNER; • The more likely we are to design a course where our students are successful.

  3. Look At • Pedagogy - Making online courses student-centered, not technology centered • Learning Theory - Create learning environment that are student needs satisfying • Research Available Resources

  4. Web Provides an Entirely New Context for Teaching and Learning • Removes physical and time constraints for instructors as well as learners • Provides a perfect opportunity to return to core principles of teaching and learning to create a new pedagogical model

  5. Moving Course to the Web • Design Purposes - Approach it from the perspective of student time or student competency • Time Perspective • Time – 135 hours of student time • 3 hours a week for 15 weeks/45 hours contact time • 2 hours outside of class for every hour in class/90 hour study time

  6. Example of On-Campus Course Components:  Student Time-Based View

  7. Example of Web Course Components: Student Time-Based View

  8. Designing From Time Perspective • Point of constancy and assurance – little change • While time for learning is necessary, time alone is not sufficient to ensure success – We need to design instruction by specifying a body of knowledge, skills and beliefs that students are to learn in the specified period of time

  9. CONTENT DESIGN Core Concepts and Principles Applying Core Concepts Problem Analysis and Solutions

  10. Problem Analysis and Solution Student’s active use of the core concepts and principles to solve problems of increasing depth and complexity in a selected area. At this level students can and should pursue their own paths of inquiry using the materials of their own choice. Applying Core Concepts Novice stage of knowing. Knowledge begins to be applied in simulated scenarios. Students actively build and create their own networks of knowledge, linking concepts and principles to existing knowledge. Core Concepts Students need to think actively, manipulate, or use these concepts. It is here students memorize, repeat, rehearse, and process deeply.

  11. Example of a Web Course: Content View

  12. Who are my students? What do I want my students to know, to feel, or to do as a result of this experience? When, where, and with what resources will my students be learning?

  13. Who Are My Students? • Howard Gardner describes nine intelligences and suggests there are many more yet to be identified. • The defining question when asking about intelligences is not “how smart are you, but rather, how are you smart?”

  14. Intelligences • Linguistic • Logical/Mathematical • Spatial • Body-Kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalist • Existentialist

  15. Multiple Intelligences and Online Design • Provide a variety of ways students can access information, interact with the information and demonstrate mastery of the course outcomes • Worksheet, newspaper, magazine, word processing, electronic mail, desktop publishing, web based publishing, keyboard, speech recognition devices, text bridges/linguistic • Spreadsheet, search engine, directory, webquests, problem solving tasks, programming languages/mathematical

  16. Online Design in Sakai • Slide shows, charting,and graphing, monitor, digital camera/camcorder, scanner graphics editor, html, editor, digital animation/movies/Spatial • Tape player/recorder, digital sounds, online pattern games, multimedia presentations, speakers, CD ROM disks,CD ROM player/Musical • Class debate, real time, projects, online surveys, online forms, digital portfolios with self-assessments/Intrapersonal • Class discussions, board games, costumes, collaborative projects, chat, message, boards, instant messenger/Interpersonal

  17. Database, laserdisc, floppy drive, file manager, semantic mapping tools/Naturalist • Art replica, planetarium, stage drama, classic literature, classic philosophy, symbols of world religions, virtual communities, virtual art exhibits, virtual field trips, MUDs, virtual reality, simulations/Existentialist • manipulative materials, mouse, joystick, simulations that require eye-hand coordination, assistive technologies/Kinesthetic

  18. What Do I Want My Students To Know? • DESIGN DOWN or ‘design back from the end process'. Often one hears design down from where you want to end up.” • Start at the end point-with your intentional outcomes-and define, derive, develop, and organize all your curriculum designing and instructional planning, teaching and assessment on those desired demonstrations. • William Spady

  19. Ask Yourself: • “is this outcome significant’? • or “does this outcome contribute to the student being able to face the future challenges and opportunities in a meaningful and significant way?”

  20. Organize the Learner • Identify what it is you expect the student to demonstrate, not what is to be taught, • Then write the expectations in terms of student demonstrations. • You are organizing the Learner, not the Teacher – • Watch verbiage • List is the simple task of memorizing and listing on exam. • Explain/Describe the standards are immediately raised.

  21. Instead of Asking “How am I going to teach this topic” ask, “What are my students going to learn…?”

  22. Designing Online Assessment • When planning assessment for an online course it is important to think creatively • PowerPoint presentations • Animation projects • Letter writing • Video taped demonstration • CAD project demonstration

  23. Designing On-Line Resources • Provide a wide variety of opportunities for learners to explore individual talents • Articles • Links • Guests • Textbooks • Images • CD-ROMS • Music

  24. Rationale & RecommendationsIntegrating Technology into Higher Education:  Dangerous Discussions, New Conditions, Old Truths About Faculty/Professional Development Sample Suggested Schedule/AgendaOverview & details for academic-year "hybrid" faculty/professional development program and for introductory session. Course Improvement Planning/Description TemplateHelps faculty members select options, plan, describe, analyze, compare, and share important improvements in teaching and learning with technology. Exploration Guides Include direct links & recommendations to guide Web work with colleagues in a computer lab or on your own - within faculty/professional development program.  Make Available - Resources

  25. Make Available - Resources • Feedback Form Results help revise workshops and plan next steps. • Technical Requirements What leaders, presenters, participants need. • Sample of Leaders, Guests, & Their PresentationsSlidesets, readings, digital recordings - reflect diverse options for including experts who cannot be present. • Supplementary ResourcesIncludes printable versions of optional handouts, one-page descriptive flyers - suitable for printing, duplication, distribution - and links to other resources available • Links to Institutions Involved Sample of institutions using with guidelines and resources

  26. Personality test just for Fun • http://users.rcn.com/zang.interport//personality.html • Contact information: • Susan.Roig@cgu.edu • Claremont Graduate University • Claremont CA 91711 • 909-607-8412

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