Developing an Outcomes -based Course Unit in Flexible Learning Modes
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The document discusses developing outcomes-based courses in flexible learning modes. It defines flexible learning as learning that provides substantial control over logistics like location and timing to the learner. Key components of flexible courses include well-structured knowledge, learning activities, communication, learner support, and assessments. Dimensions of flexibility include goals, methods, assessments, resources, communication, and technology used. The document provides strategies for designing interactive learning sequences and engaging students with content through varied resources, support, assessments, and activities.
Developing an Outcomes -based Course Unit in Flexible Learning Modes
- 1. 1 LEARNING OUTCOMES Discussions DEVELOPING OUTCOMES-BASED COURSES IN FLEXIBLE LEARNING MODES Enriqueta D. Reston, PhD School of Education University of San Carlos Cebu City, Philippines
- 2. 2Flexible Learning Modes in 21st Century Education Source: Commonwealth of Learning ( 2014). www.col.org/videos Flexible learning refers to learning situations that are less constrained by time, space, and the organizational requirements of educational providers. Consequently, the learner has substantial control over the logistics of learning, notably the location and timing of the learner’s learning activity. Goodyear, P. (2008). Flexible Learning and the Architecture of Learning Places
- 3. 3 ESSENTIAL COMPONENTS OF COURSES INFLEXIBLE LEARNINGMODES In Flexible learning modes, learners actively engage with course content in many ways via multiple platforms to enable them to develop knowledge and capacities to demonstrate the desired learning outcomes . LEARNING ACTIVITIES COMMUNICATION AND ANNOUNCEMENTS WELL-STRUCTURED KNOWLEDGE BASE ASSESSMENTS LEARNING RESOURCES . STUDENT LEARNING OUTCOMES Coherence: Parts and aspects must all fit together to produce a cohesive and coherent whole. LEARNER SUPPORT (includes study guide, scaffolding support, feedback, coaching, peer tutoring) Assessment for/as/of learning , rubrics and other tools, grading system Include motivational contexts; intertwined with assessment as learning Multimedia resources, digital tools, Open Educational Resources
- 4. 4 Learning Resources May be print or electronic, digital materials, multimedia resources, or we allow students to search for some materials themselves. Temporal and spatial flexibility Flexible use of time and space. Learners decide their best time to learn. . Flexibilityin Modes of Communication betweenteacher and learner,andamong learners Interactions and collaborations may be synchronous offline/online or asynchronous . Technology Flexibility A wide range of tools to choose from or gadgets to use. DIMENSIONS OF FLEXIBLE LEARNING Provides options and adjustments in the different course elements to accommodate various circumstances and needs of learners: Flexibility overGoals, Methods and Assessments Lessons in multimediaformat; learningoutcomes may be demonstrated in multiple pathways based on clear standards andcriteriafor success.
- 5. 5 CREATING AN OUTCOMES-BASED LEARNING SEQUENCE LEARNINGRESOURCESCOMMUNICATION & INTERACTIONS Use available and open access resources for students to seek information, solve problems, evaluate and make decisions or create new forms of knowledge. . LEARNINGACTIVITIES Provide individual and collaborative learning activities to promote learners’ active engagement with course content, learning resources and other learners. ASSESSMENT Intersperse questions and assessment tasks into the content and resources to enable learners to apply the knowledge gained before proceeding to other material. Communicate to introduce the lesson, facilitate discussion, collaboration and interactions, provide guidance and to reach mutual understanding. “Match your content to outcomesand not the other way around.” Butcher, Davis & Highton (2006). Designing Learning: From Module Outline to Effective Teaching BACKWARDS DESIGN (Spady’s 4th Power Principle)of OBE UNIT OUTCOME/Int endedLearning Outcome (ILO)
- 6. 6CONTENT BUILDING BLOCKS FOR ONLINE TEACHING AND LEARNING The most basic and most versatile. You can add rich text, images, graphics, links and many more. . HTML They may be teacher- learner or learner-learner interactions that allow learners to engage in exchange of ideas through a forums that are embedded in the natural flow of the course. . DISCUSSION They may be questions and tasks are used to check understanding, provide applications of what the learner just viewed, and challenges to extend understanding or see alternative perspectives. PROBLEMS They are used for lectures and demonstrations. Downloadable versions of videos are recommended so learners with intermittent internet connection and for accessibility purposes. . VIDEOS
- 7. 7TYPES OF DIGITAL RESOURCES FOR LEARNING AND ASSESSMENT TASKS Learning Task Supported Examples Webpages and websites, eBooks, Images (Flicker), Video Files (TED Talk, YouTube), Powerpoint Presentations (Slideshare) and Animations Narrative Presenting the subject matter and tasks where learners assimilate information. . Interactive For exploratory or investigative learning tasks; returns information based on user input Hypermedia, Search Engines (Google Scholar), Gateways and Portals Adaptive Tasks involving experimentation and practice for acquisition of sklls; the medium continously adapts to user input Virtual World (Second Life), Simulations, Models, Interactive Tutorials. Communicative Tasks involving communication between individuals and groups Chat(Google Chat) Video Conferencing (Skype, Zoom, Google Meet), Instant Messaging (FB Messenger, chikka.com) Productive Tasks where students articulate or express their understanding of the lesson by generating their own representations or knowledge product. Web and multimedia authoring tools, Impage processing tools (Photoshop) . Audio and video capture and editing tools (Audacity), Bloggs (Blogger, Wordpress,), Wikis (Wikispaces, Wiki Editor, Shared Write and Draw Systems (Google docs). Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd ed.). London: Routledge Falmer. Media Type
- 8. 8SOME STRATEGIES TO PROMOTEACTIVE ENGAGEMENT OF STUDENTS WITH COURSE CONTENT Let students use varied learning resources and technology tools to accommodate their varied interests, experiences, learning style, needs and ability levels to create knowledge products or critique existing ones. ProvideAppropriate Learner Support This may include pre-assessment of learner readiness, and setting mechanisms for continuous self-assessments, scaffolding, feedback and coaching by teacher or co-learners. Use VariedAssessments FOR/ AS/ OF Learning Leverage on the various forms and purposes of assessments to elicit students’ learning and active engagement. Design Interactive Learning Sequences Design each learning sequence as a dynamic set of interwoven learning resources, activities, interactions and assessments on specific topics/ content areas. Let students explorethe benefits ofResource-based Learning
- 9. 9DESIGNING THE LEARNING SEQUENCE FOR A MODULE: 8 Factors for Successful Student Learning PROVIDE links to RESOURCES necessary for the tasks. GUIDEstudent on what is to be learned. Clear learning outcomes are linked to detailed assessment criteria and grade descriptors. DESIGN application activities Let students apply their learning, and extend and enhance understanding by being challenged. . FEEDBACKon learning. Provide timely information on how successful, or not, learning has been. STRUCTURE pathways through concepts PROCESS activities. Provide opportunities for students to discuss ideas and insights from the activities. BUILD ON foundations. New ideas and knowledge are linked to existing frameworks. Butcher, Davis & Highton (2006). Designing Learning: From Module Outline to Effective Teaching BUILD in support structure for students
- 10. 10 OnlineGames Online games offer exciting assessment opportunities. They can provide a safe, creative environment in which students can learn to experiment, collaborate and solve problems Assignments May be individual or collaborative performance tasks to demonstrate processes or create knowledge products using multimedia and digital resources; may be projects or authentic performance tasks. Discussions , . TECHNIQUES OF ONLINE ASSESSMENTS Tests/Quizzes Student journaling,blogging and wikibuilding Multiple choice, true-false, matching exercises, multiple response types, short answer tests, essays Self- and peer-assessment tasks Promotes students’ reflection, individual and collaborative writing Promotes student responsibility and autonomy for learning Students reply to questions with explanations and illustrations to demonstrate knowledge of the topic. Digital or e-portfolios A portfolio is a collection of student work that is organized, reflected upon and presented to show learning growth over time.
- 11. 11 Let TEACHING-LEARNING AND ASSESSMENTACTIVITIES INTERTWINE! Learners collaboratively produce a WebQuest that will provide some resource-based solutions on how flexible learning may be implemented in their disciple in this time of a pandemic. Learners design a course by creating a layout or “blueprint” to guide the development of an outcomes-based course they have taught before, with additional FL options. Based on the learning resources of this unit, create a graphic organizer that shows the relationships of the different forms of flexible teaching and learning. Based on the course design in (3), learners will develop a course that may be uploaded in an LMS with flexible learning options. 2 Produce a Webquest for resourceson FL 1 Create a graphicorganizer onFL. 4 Develop an outcomes- based coursewith FL options. LEARNING OUTCOMES 3 Design an outcomes-based coursewith FL options
- 12. 12 Take the Next Steps towards Flexible Alternative Assessments A Teacher’s Guide to Alternative Assessment: Taking the First Steps in the Assessment Ladder (Corcoran, Dershimer & Titchenor, 2004) Teacher allows flexibility in summative assessment; students can choose any medium to demonstrate their learning outcome. LEVEL 3 Teacher uses variety of alternative assessments as summative measure but with formative assessment strategies LEVEL 2 Teacher uses 1 or 2 alternative assessment as a summative measure LEVEL 1 Teacher uses written tests only and no alternative assessments as basis for grading in a term. (summative assessment) LEVEL 0 (Ground Level)
- 13. 13 SUMMARY OUR ROLEAS TEACHERS Transitioning from traditional F2F to online teaching for greater flexibility is similar to change from stage to film. Our main role as teachers have shifted heavily as being the course designer, producer and director before “ the actual show.” COURSE CONTENT Course content includes a variety of materials from your syllabus and schedule to varied learning resources including readings, videos, readings, discussions, exercises, teaching-learning and assessment activities that are intertwined in various format to promote student engagement and learning towards demonstration of pre-specified outcomes. ORGANIZATION OF COURSE CONTENT Learners engage with content as they move through the units in the learning sequence. The learning sequence is designed to engage the learner by creating a modular experience that provides some structure and coherence while maintaining levels of flexibility. A module may consists of 1 or several learning sequences. A course may consists of two or more modules.