MBA Instructional Methodology
- 1. Instructional Methodology New Course Template Resources & Guidelines 2009-2010 Davenport University MBA
- 2. Why the Changes? Key Objectives Instructional Methodology that supports MBA level course work. Inquiry, Research, Higher-Order Thinking. Different look and feel from Undergrad. More emphasis on student-centered, student-responsible learning environments.
- 3. Instructional Methodology Previous Primarily Assignment Based DQ used to support concepts Assignments as differentiation points Faculty Directed Typical Grading Breakdown DQ 20% Weekly Assignments 60% Final Assessment 20% New Primarily Topic Based Forums used for Research-based interaction Assignments as Application Student Directed Typical Grading Breakdown Forums 40% Weekly Assignments 40% Final Assessment 10% Reflection 10%
- 4. Forum Description Students construct a deeper understanding of content for all by bringing research, analysis and examples on broader topics that go beyond text. Learning from each other through research and inquiry. Example – Previous: What is the best medium for sending a highly sensitive message to a subordinate in the same city as the manager? Explain your answer. New: Research communication strategies for highly sensitive messages. Using your research, provide examples of recommended strategies from current newsworthy events. New: Read the Vanrex, Inc case in the text. As Communications Director for Vanrex, develop a communication strategy for improving the company image in the community and with the media. Be sure to research and reference strategies that support your decisions. Cite your sources in APA style.
- 5. Forum Expectations 2 Assigned Topics per Week Expectations of Students: Contribution = Research/respond to topic Contribution to Topic 1 will be due by Day 2 Contribution to Topic 2 will be due by Day 4 . All postings should meet professional standards in content, punctuation/writing style and APA guidelines for citation of sources and should run approximately 400 – 500 words (4-5 paragraphs). Minimum of 3 sources outside of textbook.
- 6. Forum Expectations Discussion, Interaction and Response to Peers You are expected to provide additional insights, explore differing opinions and present soundly supported, well reasoned comments that build upon ideas presented by others in the class. Read the actual sources cited by your peers and present additional insights from those sources. Your interaction grade is evaluated more on the substance of your comments, than on the quantity of your postings. Use the following as guidelines of Interaction expectations. A minimum of three substantial (150-250 words) interactive contributions are expected each week to meet the minimum requirements of the class.
- 7. Forum Summary Focus on the “Learning Forum” process, away from “Discussion Questions” – away from “answer” to “contribution”. Focus on quality of posts, not quantity. Don’t play the number game, as a way of forcing engagement. Value the work – 35-40% of their grade. Provide meaningful feedback. Positives, not just negative and distinction between students.
- 8. Assignments & Final Assessments Keep the depth and detail bring points in-line to support the new distribution of points. 100 to 80 etc. Quantitative Courses need to balance “problem-solving” with written analysis. Students must demonstrate “skill” and ability to apply.
- 9. The Learning Process “ Activities” themselves do not create “learning” Learning is a 4 step process. Exploration of concept – read text, summaries, notes, videos Participation with concept – research it, practice it, explore meaning. Application of concept – extend it to another situation, evaluate, create. Reflection on experience – what was the learning process, what did you learn, what is still unclear. All steps must be planned and implemented for the possibility of learning.
- 10. Reflection Weekly student reflection as a required part of each course – 10% of grade. Possible Options Separate Thread in each Week Forum Assign small groups – Group Forums or Group Chats Partners Evaluate on timeliness and appropriateness Ask meaningful questions, expect meaningful answers.
- 11. Template Focus Groups Consistency – learners can always find what they need. Don’t want to relearn with each class. Fewer “clicks” to get to materials. Keep it clean and uncluttered. Remove what is not needed.
- 21. Template “non-negotiables” Color Left Navigation Bar – do not add or subtract Syllabus page – keep order of first 3 items. Keep your contact “above the fold”. Weekly Materials – Learning objectives and a “Making Connection” section Weekly Materials – Keep all 4 areas each week based on content. Font Sizes – you might need to purchase a bigger screen!
- 22. Notes & Resources Course Activity ends Day 5 of Week 7 A LinC representative is available to do a Live Classroom or Discussion Thread to help your students with Library/Research questions. Send me an email. APA is important – balance it in your rubric. Turnitin – a teaching tool, not just a catching tool. http://www.kevinschoepp.ca/APAtutorial/contents.htm - Interactive APA tool.