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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

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

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.
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