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Patrice Prusko

MOOC-y Lessons | Instructional Design @ ESU - 0 views

esuid.wordpress.com/mooc-y-lessons

MOOC course design

shared by Patrice Prusko on 30 Sep 13 - No Cached
  • Patrice Prusko on 30 Sep 13
     
    good analysis of issues with course design
Patrice Prusko

Five Common Pitfalls of Online Course Design - Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...tfalls-of-online-course-design

MOOC course design pitfalls

shared by Patrice Prusko on 04 Oct 13 - No Cached
  • Reading your course material on a computer screen does not make for a memorable learning experience
  • Start by thinking about the kinds of learning experiences you want to create rather than letting the CMS define a more limited view of putting your course online.
  • In the old model of education, the instructor stood on the podium and served as the students’ revered and primary access point to the desired knowledge. Today, your students may be Googling your lecture topic while you speak and finding three sources that update or improve upon your presentation.
  • ...5 more annotations...
  • content curato
  • . Your course should be a place where students come to participate in the connections that can be made between your subject and the outside world. Build these bridges into your online course materials, and become a facilitator of these important connections.
  • The interactivity and interconnectedness of computers provides increased opportunity for students to actively participate in their learning rather than passively consuming what you feed them.
  • peppering your online content with quick test-your-comprehension questions or developing exercises that ask students to generate data, capture and upload photos of evidence, research connections to real-world conditions, or create explanatory slideshows.
  • t. Consider creating wiki spaces in which groups of students can work together. Include assignments that require students to share ideas and resources, present topics to each other, and critique each other’s work. Use online communication tools and collaborative spaces to foster a class-wide web of supportive contact rather than settling into multiple parallel channels between you and each student.
Patrice Prusko

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 0 views

www.cjlt.ca/...177

course design community

shared by Patrice Prusko on 14 Oct 13 - Cached
  • the online world is a medium unto itself; sense of community and social presence are essential to online excellence; in the online world, content is a verb; great online courses are defined by teaching, not technology.
  • distinct pathways through the material, providing a clear route to those students
  • material that works well in a traditional environment does not necessarily work in the online environment
  • ...35 more annotations...
  • retooled, converted or redesigned
  • PowerPoint™ slides, course notes and handouts usually need to be adapted
  • entire onsite version videotaped
  • Even if they have been successful in class, lengthy lectures don’t tend to work online.
  • much shorter clips were created, using brief excerpts of important points along with the addition of visual material
  • faculty members who tend to think that their preparation for an online course will primarily consist of uploading lectures and creating quizzes are in for a few surprises
  • unique strengths and dynamics of the web in mind
  • content alone is not sufficient to result in or to guarantee excellence
  • Online instruction involves much more than posting a series of readings or a standard curriculum to a website
  • online instruction needs to purposefully and strategically engage learners in activities and interaction
  • content was not simply deposited for review. Rather, students were actively involved in it and thereby mastered it.
  • providing content with creating a learning environment or delivering a course?”
  • Quality learning experiences occur in online education when strategies are designed specifically to engage the learner
  • less dependent on information acquisition and is more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in
  • increase in technology does not necessarily mean an increase in learning, and can in fact, lead to an increase in problem
  • chosen according to how they help meet the learning objectives
  • quick turnaround time
  • frequent and engaged
  • goals and objectives that are clearly stated
  • all aspects of a course (including assignments, activities and approaches to assessment) should align with and stem from course objectives
  • The learning outcomes are developed first, and then the course is designed and delivered by determining what pedagogical tools will best facilitate student attainment of each goal
    • Patrice Prusko
      Patrice Prusko on 14 Oct 13
       
      This is a key point. Learning outcomes need to be developed first.
  • a good rule of thumb is to “keep the course objectives in mind, and omit any material that does not support them”
  • Creating a sense of community is one of the main objectives in any class
  • It is through sustained communication that participants construct meaning
  • a deeper rather than a surface approach to learning is encouraged
  • Without this connection to the instructor and the other students, the course is little more than a series of exercises to be completed.
  • hey need connection, contact and a sense of realness and immediacy
  • Teachers need to work to develop community
  • collaborative learning activities
  • enhanced communication
  • small group activities
  • Because students often feel somewhat disoriented at the beginning of classes, they tend to search for and depend on a central document, or syllabus, to explain the entire geography of the course; how to proceed and where everything is
  • brief guides and tutorials
  • Brief personal email messages
Patrice Prusko

A Manifesto for Active Learning - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...52705

course design engagement lecture video

shared by Patrice Prusko on 04 Oct 13 - No Cached
  • My classes, instead, are focused on developing intellectual curiosity and teaching students to learn how to learn
  • If I can spark their intellectual curiosity about a subject and teach them how to actively pursue knowledge about that subject
  • students are responding to the lecture in real time on Twitter, and they have agency in the way that the topic develops through various techniques like guiding questions discussed via Twitter or even coming up and writing topics
Patrice Prusko

Independent Educational Portfolios - Accredible - Degree of Freedom - 0 views

degreeoffreedom.org/cational-portfolios-accredible

MOOC course design e-portfolio evidence assessment

shared by Patrice Prusko on 04 Oct 13 - No Cached
  • including them in my Accredible portfolio provides additional (and non-typical) evidence demonstrating that I have taken and understood material in a course enough to reflect on what I’ve learned. 
  • So each of my slates includes material designed to demonstrate that I’ve completed a class successfully from start to finish.
  • With regard to structure and arrangement, a portfolio must fulfill a goal and tell a story – ideally in a consistent manner so that readers will know where to find things as they move from course to course
  • ...1 more annotation...
  • a portfolio should primarily focus on a student’s own work with generic course information just used to demonstrate the depth and robustness of a class.
rvanderlan

Athabasca University Press - Teaching Crowds: Learning and Social Media - 1 views

www.aupress.ca/...120235

MOOC course design Research tools

shared by rvanderlan on 24 Oct 14 - No Cached
  • rvanderlan on 24 Oct 14
     
    Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS).
rvanderlan

Science Magazine: Sign In - 1 views

www.sciencemag.org/...34.full

MOOC course design Research

shared by rvanderlan on 12 Jan 15 - No Cached
  • rvanderlan on 12 Jan 15
     
    Strong overview of the problems with current MOOC educational design and research, and recommendations for where the field should go.
Patrice Prusko

Handouts - 1 views

www.bcdworkbook.com/...handouts

blended course design faculty development

shared by Patrice Prusko on 19 Oct 16 - No Cached
  • Patrice Prusko on 19 Oct 16
     
    The following handouts are taken directly from The Blended Course Design Workbook: A Practical Guide and are meant to be used in conjunction with the book. If used for a faculty development event or program, please offer appropriate attribution.
Patrice Prusko

Cognition, Moving Images and Language - Science Films, Digital Education and VR - 0 views

www.audiovisualresearch.org

MOOC course design Research video

shared by Patrice Prusko on 03 Dec 16 - No Cached
  • Patrice Prusko on 03 Dec 16
     
    " Jeanine Reutemann" audiovisual research
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