Talk:Interactive and Collaborative Learning Environments

From KNILT

Objectives -- Jianwei Zhang 09:26, 25 April 2008 (EDT)

At the end of this lesson teachers will be able to ...
   * Demonstrate that they can design a lesson which includes learn and do activities for their students.
   * Demonstrate that they can design lesson which includes paired learning activities for their students.
   * Demonstrate that they can design a lesson which includes group learning activities for their students. 

It seems better to say "you," referring to the learner/participant of this course. And you can make the objectives more precise: At the end of this lesson you will be able to design a lesson...


The first objective is not clear to me.


In addition to designing a lesson, I think an important need of the teachers would be to understand when/why to use these methods.


Hi Elizabeth, Just to give you an idea of where I am coming from… I manage the alumni portion of the college website where I work, and have a hand in lots of publications. As such, I create and edit lots of web content and I am naturally fixated on the written word. Editing is really an obsession in my office!

“Teachers need to understand interactive and collaborative instructional design and how they can be utilized effectively in learner-centered environments…” I might soften this language a bit so it’s less directive in that they “need” to understand and lean more on your bulleted points—the why’s of the need. Something like “it’s important for teachers to be aware of the strengths of interactive and collaborative instructional design” might suit this. Make it both inviting to take the mini-course and draw them into why it's important to learn these skills.

I also agree with Jianwei about the language in your learning objectives. Use “you will” instead of “teachers will.”

Looking forward to going through your first unit!

Best, Caelynn


Evaluation Criteria Comments
Learning outcomes (10%): Expected learning outcomes have been properly identified for the course focusing on “big ideas” related to the selected topic (i.e., ideas that can transform teachers’ understanding of and approaches to learning); and communicated using clear, performance-based terms (e.g., Gagne, p. 134) I think the learning goals both in understanding and performance seem appropriate for the length of this course and the outline appears to be in place to effectively reach the defined learning goals
Content-goal consistency (10%): The content and learning experience afforded by the course can help learners achieve the identified learning outcomes, sufficient and necessary. By looking at your course outline and your selection of resources, it appears that your course content is in line with your instructional goals.
Instructional sequencing (20%): Specific learning objectives have been sequenced in a way that can facilitate the learning of the content, addressing prerequisites before proceeding to major concepts, highlighting connections. Per Jianwei’s most recent announcement, I would like to see something along the lines of prerequisites—what do teachers already know about the benefits of collaboration that will make them want to learn more? Your instructional map and course outline are very well done and very informative!
Engagement and interaction (20%): Use effective strategies (e.g., prompts, headings, questions, scenarios, activities) to motivate learners, attract attentions, and promote reflection and interaction. I see that you’ve included a media and activities section in each lesson. Per your design outline, I’m sure your mini-course will be quite engaging and interactive.
Technical quality (10%): Text and pictures are informative and easy to read. Navigation links are properly designed and highlighted to facilitate easy browsing. You have great skills in this Wiki environment. Good use of pictures, dynamics (like the spinning stars) and good link structure throughout.
Extended resources (10%): External, useful resources are linked, recommended, and acknowledged. Your resources page looks great—very full and comprehensive! I would like to see more linked resources. I am guessing you will be incorporating some of these into your lesson.

Hi Elizabeth, Overall the beginnings of this course look GREAT. I am sure you are doing lots of work behind the scenes prepping. This was my first foray into a wiki table--this formatting is such a huge hurdle for me. You have the knack though! ~Caelynn


5/12/08 This is amazing!! Your class is so well thought out and put together, not to mention your super Wiki skills! Congrats. I feel this is a really well done class and you should be very proud. It all came together just great. ~Caelynn

Comments from Jianwei about your semi-final draft -- Jianwei Zhang 09:27, 12 May 2008 (EDT)

Overall this is a well-designed course, with a nice integration of readings, case studies, and design activities. One thing that you can refine is to create a better flow/connection across the contents in each unit. You listed several topics in each unit; it is often not so clear how they are connected. For example, you talked about cognitive apprenticeship and ongoing assessment for unit 1 and project-based learning and ... in unit 2. These are are themselves abstract topics and you should provide clues in the beginning of each unit regarding why these topics are important for this course, and how they are connected. You may ask yourself these questions too, for example, why project-based learning in unit 2 (paired collaboration)?

Re: Comments from Jianwei about your semi-final draft -- elizabeth 12:01, 14 May 2008 (EDT)

Jianwei,

I modified the units to reflect your recommendations. In fact, I increased the material in Unit 2 to include problem-solving and problem-based learning with the project-based learning. I realized that they really should have been a part of the unit.

Thanks for all your help. I've really enjoyed this class and learned a great deal.

Elizabeth