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ETAP 623 Fall 2008 Design Project Agenda

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Week 5 (9/21-27): The Design Project begins: Learn to create, format, and link Wiki-pages.

  • Register a username using your true name.
  • Learn to use this space: Go to Help:Contents, learn how to edit, format, create, and link wiki-pages. These are what we need to know to complete the Design Project.
  • Create a personal intro page

Go to the class homepage ETAP_623_Fall_2008, click "edit" right to the heading "ETAP 623 Fall 08 Class Members," add your name on the list of members followed with a brief self-intro, mark your name as a link to a new page (ie., put it in "[[ ]]"). Click "preview" at the bottom, if OK, click "save" to save the page. Then your name will be shown in red in the page. Click your name to start to create your page. In your page, please try using headings, bulletin lists, pictures. After you save your page, you'll have a personal page linked with the homepage.

  • Questions?

If you have any questions about this project and wiki use, please report in the Design Project view in KF or in this wiki space by editing the page: Questions and answers You should check if your questions have already been raised and answered.

Weeks 6-7 (9/28 -10/11) Project Topic and Needs Assessment

  • Project topic

Read Example topics, and decide on a topic for your wiki-course. Please email me your topic so that I can feedback. As soon as you've decided your topic, you need to find and read key references on that topic as early as possible. FINDING AND READING REFERENCES IS NOT SCHEDULED ON THIS AGENDA. YOU NEED TO SCHEDULE IT YOURSELF.

  • Needs assessment/learner analysis

Conduct needs assessment (if possible for your context, optional) and learner analysis focusing on the topic you’ve chosen, write a portfolio wiki-page to report your work and thoughts titled "X's portfolio page". Link this page to your personal intro page created in the previous week. For examples, please see: Anne Canale Stalnecker and Diane Hamilton. Anne's needs assessment was based on literature review and personal speculation. Diane did a survey among teachers for her needs assessment. These are both acceptable for this class.

Week 8 (10/12-18): performance objectives

The Design Project continues: identify and write performance objectives for your whole wiki-course (not the units yet), that is, what will the learners be able to get out of the course? what will they be able to do and understand? Put the objectives into your portfolio page.

  • The objectives of your course should focus on “big ideas” related to the selected topic (i.e., ideas that can transform teachers’ understanding of and approaches to learning)
  • should be communicated using clear, performance-based terms (e.g., Gagne, p. 134).
  • I'm sure you'll need to modify these objectives as you proceed; but writing them down as clear as you can will help you clarify where you are going.

Week 9 (10/19-25) task analysis, Sequencing

  • Edit this Main Page to add your name and the title of your course under "Index of courses." You can still change the title later if you need.
  • Based on the target learning objectives you've identified, in this week you need to conduct task analysis to identify prerequisites (enabling and supportive objectives) for each of the target objectives.
  • Sequence the learning objectives and their prerequisites (enabling and supportive objectives), organize corresponding contents into small units, represent the structure of your whole course using an instructional curriculum map (see Gagne: Fig 9-1), update your portfolio wiki-page to report the above work. I understand that many of you still need some time to read more and think more about your topics. You may continue this task into Weeks 10 and 11, but should have a finalized course-level map and get ready to design the materials of each unit by Week 11 (Nov 8).

Weeks 13-14 (11/16-29)

  • review what you’ve done in this project, particularly your instructional curriculum maps, and finalize your objectives for each unit, make sure they are properly sequenced and connected. Remember that your course should be as focused as possible. If there is anything belongs to the category of knowing it is great but not knowing it is fine (won't undermine your major focus), think about leaving it out.
  • draw on what you’ve learned in Weeks 9-12 to think about specific learning methods you'll use. Try to implement the ideas of problem-based learning and interactive learning wherever they are applicable. Briefly write down your thoughts about your choice of learning methods in your portfolio wiki-page;
  • produce one unit as a prototype, which will be tested by a peer in week 15 as developmental tryout.

Week 15 (11/30-12/6)

  • Developmental tryout: Each of us will partner with a peer to tryout each other's prototype unit (see suggested teams below). Please pretend to be a target learner/user, read the course-level and unit level learning objectives, and go through learning pathway embedded in the prototype unit. Please evaluate and provide feedback about the following:
    • Overall: Can this unit help me learn something meaningful and achieve the stated objectives?
    • Specific issues: see Evaluation criteria, the 80% part.

Please go to your partner's course, try it out, and write comments in the discussion areas of the wiki-pages you're reviewing. (To comment on the content in a page, click the "discussion" on its top.)

Here 's my suggestion of how we'll pair up to review and feedback on each other's course design:

    • Lisa and Xiyao;
    • Cheyenne and Tom

Please use the "discussion" space of each wikipage you're reivewing to report your comments and suggestions.

Cheynne will lead the developemntal tryout by going through the courses and comments to highlight common important issues and suggestions through a Knowledge Forum note in this week's view.

Finalize your project by 12/13

Improve your design based on the feedback you received, and finish your whole mini-course following the tested unit.

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