Developing a Learning Module

1. Developing a Learning Module John Stinson Ohio University Without Boundaries

2. Steps in the process • Identify the target audience • Who are the learners and why is this learning important • Identify learning outcomes • What should the learner be able to do as a result of the learning experience(Competency) • Identify the content domain • What must the learner know to be able to achieve learning outcomes (Knowledge competency)

3. Steps in the process • Design an activity, situation, problem, project to drive the learning. • Purpose is to engage the learner and…to create a “need to know” • Design the implementation plan • Introduce the project

4. Project Design Guidelines • Learning outcomes should be holistic rather than being divided by narrow disciplinary boundaries. • Projects should be ill-structured. • Projects should mirror professional practice.

5. Project Design Guidelines • Projects should require the learner to engage in and develop an effective inquiry process. • Projects should be authentic and contemporary • The educational process should be modeled as a pull process rather than a push process.

6. Implementation • Design Introduction • Set expectations regarding deliverable(s) • Set expectations regarding assessment • Set clear deadlines for deliverable(s) • Identify Resources that students can use and that you will provide

7. Implementation • Design deliverable evaluation - how and by whom will the deliverable be evaluated • Design learning assessment - how will content learning be evaluated • Design final reflection - process used to make learning explicit

8. Assessing the module • Are the desired learning outcomes clear? • Is the design consistent with the desired learning outcomes? • Is the project, problem, or activity clearly established? • Is the activity grounded in a realistic context?

9. Assessing the module • Is the role of learner clear and appropriate? • Is the expected product or deliverable clear and appropriate? • Will the learning experience be perceived as authentic?

10. Assessing the module • Is the design of the assessment consistent with the desired outcomes? • How will learners reflect upon action and make learning explicit?