web.pdx.edu/~fipse/unl_workshop/index.htm

UNL Faculty Workshop

"Designing Instruction for Distance Learning"

Nancy Perrin & John Rueter

Portland State University

"The Impact of Educational Technology on Student Outcomes"

Nancy Perrin

Presentation by experts on the technology and facilities availalbe for distance education

Thursday Afternoon

Introduction (1 hr)

• Overview of FIPSE project (TLTR98)
• Examples of our findings (PowerPoint)
• Relationship of this project to the university (FGA98)
• What we plan to do in this workshop (this page)
• what are your goals for the workshop - short discussion

Go through the six steps of LLOTA (Linking Learning Objectives, Technology and Assessment) (FRR98)

• Diagram
• Step 1: Defining your course (15 min)
• Step 2: Specific learning objectives (15 min)
• Step 3: Cognitive and affective domains (30 min)
  • introduction to several different ways to categorize learning and affective domain goals
  • Example 1: Blooms taxonomy in Biology 101 (AAHE98)
  • Example 2: Student responsibility - Theory of planned behavior (perceived_control)

Activity 1 : Write specific learning objectives for your cours and classify each learning oobjecite in terms of cognitive levels, affective domains, or learning stages (30 min).

• Step 4: Selecting Teaching strategies ( 30 min)
  • technology learning loop
  • Example 3: Different teaching/learning strategies
    • more detail (AAHE98)
  • discuss several different technologies that could be applied to the learning objectives
  • discuss several different technologies that facilitate distance education

Activity 2: Select several technology strategies and descrive how they will help students meet the learning objectives of the course.

Homework

Example 4: Case study on volcanoes

Activity 3: Select one topic and one set of technology strategies, outline how the strategy will be used in class, and why (or how) this approach will help students meet the associated learning objectives

Friday morning

Review and discuss homework (1 hr)

• Report from individuals on their strategies and objectives

Continue going through the LLOTA steps

• Step 5: Assessment techniques (1 hr)
  • assessment learning loop
    • conditions that appear to help students
    • vocabulary of assessment
    • things you might want to assess
    • CATs
    • effective assessment
    • Angelo's seven guidelines for using CATs
  • discuss a range of assessment techniques
  • aimed at determining if you are meeting your learning objectives
  • Example 4: Continuous assessment model to examine multiple teaching/learning strategies
  • Example 5: Using technology to improve assessment

: Create some classroom assessment techniques that provide feedback to you and the students about their progress toward the learning objectives identified in Activity 3 (30 min)

• Step 6: Implementation: A guided discussion (30 min)
  • what technologies are available
  • how might you have to modify the course when it is offered
  • discuss possible problems that might arise
  • discuss how you will adjust to these problems

   

Friday afternoon

Individual work time and consultation to finish activities 1-4. (1 hr)

Classroom research (1 hr)

• getting started
• the importance of general theories of teaching and learning
  • Taxonomies of Learning
  • Blooms in previous examples
  • present some basic theories that might be useful
• different models for classroom research

Activity 5: Outline a classroom research question and design a classroom research study to examine the question, including measures of student learning. (30min)

• Report back and discuss classroom research questions (30 min)

Shared responsibility for curricular improvement (30 min)

• sustaining the improvement of the curriculum through scholarship of teaching
• we will discuss what "scholarship of teaching means to faculty and administrators
• how can faculty and administrators reach common ground?

Wrap up (15 min)

• continued support
• collaboration

Resources for this workshop

1/3/99