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March 31 through April 2, 2008
This institute is for educators who are designing and creating
courses for an on-line environment. While there is great
excitement about the possibilities for increased access and
enhanced learning, it is critical that quality standards be
established for both design and implementation in this new
environment. Lessons learned about good curriculum design and
practices refined for traditional courses must be incorporated
into the design process to assure that the courses are
student-centered and use the active learning approaches
desired to enhance student ownership of their learning. This
institute is intended to help teachers design quality courses
while using technology as the vehicle for interacting with
students.
Designer:
Clearly defines desired
results; creates precise dimensional learning outcomes;
defines the activities and processes used to produce the
results; identifies ways to embed assessment in order to
increase quality; produces an evaluation system to assure
desired results.
Technologist:
Constantly monitors state-of-the-art technologies; learns
quickly, selects appropriate tools; increases performance by
creatively applying technology in innovative ways.
Life-long Learner:
Constantly seeks additional knowledge by systematically
using professional development plans; leverages experts and
resources; assesses own learning performance; and validates
own learning.
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Learning
Outcomes |
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By
participating in this event you will:
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Learn to structure and write quality process-oriented materials for use in
an on-line course.
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Identify and assess key
learning skills that students must develop when using technology in course
work.
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Provide a stimulating on-line
environment for educators interested in crafting quality curriculum for
learning using computer technologies.
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Practice integrating a learning
methodology and learning theory into the course design.
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Work as part of a team of
educators to discover new ways to approach the teaching and learning of
skills, concepts, and processes.
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Set criteria for assessing the
quality of curricula.
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Improve the curriculum review
process by examining short and long-term goals, course objectives,
professional standards, retention issues, and strategic plans.
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Develop and link assessment
strategies to specific learning activity types in creative, interactive
learning activities.
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Learn to write quality critical
thinking questions.
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Explore ways to integrate
learning journals and portfolios into the design of curriculum.
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Receive real-time feedback and
coaching as one works through the design process.
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Day 1
Overview of the curriculum design process;
determine goals and institute outcomes; identify long-term behaviors
desired from a course; identify course intentions; develop learning
outcomes; construct a knowledge table for a course; describe projects
and goals; inventory potential institute activities; and explore
potential software options for design of activities.
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Practice team building; use the learning
process methodology; build a knowledge map; choose themes for a course;
create methodologies for key processes; produce key performance criteria;
select activity types appropriate for on-line learning; identify specific
learning skills; build performance measures; learn to use the assessment
methodology; assess the quality of an activity. |
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Create methodologies, design an activity for:
a concept, a process, a tool, and way of being, draw a concept map;
allocate time across themes, choose sequencing activities across a
term/semester, design a guided-discovery activity, write critical thinking
questions; assess and peer review an activity.
Create a course assessment system; create
quality performance measures; build a glossary; design a course evaluation
system; design a course syllabus; develop implementation plans; and assess
the institute. |
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