Implementing OODA Loop in online teaching
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The document discusses implementing the OODA (Observe, Orient, Decide, Act) loop model in online teaching using technology. It describes a two stage process - course development and course delivery. In course development, the instructor observes objectives and needs, orients by analyzing how to meet them, decides on the best solutions, and acts to create the course content and setup. In course delivery, the instructor and learning management system observe student learning styles and performance, orient by analyzing the data, decide how to best address needs, and act to personalize learning. The goal is to continuously refine the course through this OODA loop process to improve learning outcomes.
Implementing OODA Loop in online teaching
- 1. Implementation of OODA Loop in online teaching using technology MMVC2020
- 2. Online Teaching • Different from brick room teaching • Shift in paradigm – Course Development – Course Delivery • Extensive use of technology
- 3. Course Development Process • Purpose – Goals – Objectives • Course Design – Blueprint of the course • Content Creation – Creation of activities and resources – Synchronous or Asynchronous • Review
- 4. Role Of LMS • Learning Management System • Module wise break up • Clearly laid out plan • Activities • Resources • Feedback • Analysis of students' learning style • Performance analysis
- 5. OODA Loop • Observe->Orient->Decide->Act • Developed by military strategist and United States Air Force Colonel John Boyd • Boyd applied the concept to the combat operations process, often at operational level • Wikipedia • Conducted under Implicit guidance and control of situation
- 6. 2 Stages • Course Development • Course Delivery
- 7. STAGE 1- COURSE DEVELOPMENT
- 8. Observe • Observe – Objectives – Learning outcome – Assessments – Evaluation – Needs (Learner's and Instructor's)
- 9. Orient • Analyse • How to cater to – Objectives – Learning outcome – Assessments – Evaluation – Needs (Learner's and Instructor's)
- 10. Decide • Input from orientation • Decide which would be the best possible solution to address – Objectives – Learning outcome – Assessments – Evaluation – Needs (Learner's and Instructor's)
- 11. Act • Input from Decision • Act upon what has been decided – Best possible solution to address – Objectives – Learning outcome – Assessments – Evaluation – Needs (Learner's and Instructor's)
- 12. OODA LoopInstructor Course Aims, Goals and Objectives Address various requirement Analyse Designed and Created Content Decide And Act Setup Learning outcome
- 13. Loop • Analyze- Sets back to Observing again • Direct and Act – As per the analysis made in previous module • Reflect the modifications/improvements • Go through the loop again • Check the Learning Outcomes – Challenging yet achievable
- 14. Constraints • Time to – Review – Analyze – Re-do
- 15. STAGE 2- COURSE DELIVERY
- 16. Observe • Observe – Learning style – Performance – Comfort with • Course- Subject Matter • Environment • Assessment
- 17. LMS • Capture learner's data • Learning Style – Which activity the learner finishes first – Learner's autonomy • Performance – How many attempts the learner gives to a specific activity – Successful completion of activities • Environment – Ease of use with the platform and other digital tools
- 18. Orient • Input is taken as Feedback form observations • Analyse • How to cater to – Learning style – Performance – Comfort
- 19. LMS • Analyse the data captures • Learning style – Reason for activity completion • Performance – Why does one activity require more number of attempts than the others – Activity or the topic • Use the same activity on different topics • Use different activities on same topic • Environment – Does the learner devote enough time on platform
- 20. Decide • Input from orientation • Decide which would be the best possible solution to address – Learning style – Performance – Comfort
- 21. LMS • Flexibility • Course is divided into sections • First couple of sections – Decide for the rest – Keeping it aligned with simple to complex learning • Amalgamate similar set of activities • Remove those which are – Difficult to comprehend – Less interesting
- 22. Act • Input from Decision • Act upon what has been decided – Best possible solution to address – Learning style – Performance – Comfort
- 23. LMS • Act upon the decisions regarding activities and resources
- 24. Personalized LearningStudent Course Setup Learning outcome Address learning requirement Analyse Check progress per activity Decide AND Act Learn at your own pace and comfort
- 25. Loop • Analyze • Average student • Sets back to Observing again • Loop continues till the course has been refined to achieve personalization in learning
- 26. Constraints • Time to – Review – Analyze – Re-do
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Editor's Notes
- #18: Variety of activities, which is preferred. Learner's autonomy in online learning defines learning style.