Unit Design is exciting. No, seriously! You get to take some important ideas, break them down to the essence, and think of fun ways to engage students in learning about them. Ideally, you engage them so fully that the lessons take off, and the students become motivated to participate in a rich and meaningful learning experience. Kind of like happened in one of my favourite bad movies of all time. in 1989, MGM released an unsung hero of educational design theories - Bill and Ted's Excellent Adventure. What does a movie about a couple of stoner near-dropouts have to do with educational unit design? A lot, surprisingly. And, terrifyingly, this movie actually corresponds most excellently with my teaching credo. So let's jump in our phone booth time machine and explore elements of instructional design, and my own Week 4 and 5 learning experiences. Bill and Ted start their educational experience with a strong motivation; they need to pass history with an amazing final report, otherwise Ted is going to be sent away to military school in Alaska, keeping the duo from achieving their dreams of forming a band. Like Backwards Design, they are starting with the end in mind, and working backwards from there. Emily and I started our design process the same way, We both saw a need to invigorate our online Social Studies 9 courses with a unit examining the lasting impact of colonialism on Indigenous peoples in Canada. We knew where we wanted our learners to end up, now we had to gather our resources and structure a unit. Like Bill and Ted, I felt a little lost as to where to start. Was our topic too big? Too broad? Too sensitive for online study, where it's difficult to gauge the readiness and maturity of your students? I also struggled with "teaching what you're not" - as in, how do I create a unit that is sensitive and respectful to the experiences of indigenous peoples when I am not an indigenous Canadian? Luckily I knew about the First Nations Education Steering Committee (FNESC), and that they had resources available for teachers online. A short email later to clarify permissions, we were off and designing. For Bill and Ted, their direction comes from Rufus, who has traveled back in time to assist the boys in meeting their goal (and saving the world at the same time, which is kind of what teachers are doing every day, right?). He is a great teacher, providing support and resources, and even direction, but leaving the boys to guide their own learning and take it in the direction they choose. This fits my teaching credo, in which I want to empower my students through choice and flexibility for how they demonstrate learning outcomes. Bill and Ted's actual task (learn enough to successfully keep the band together) has real life consequences and authentic meaning for the duo, and I strive to align my learning goals with similar intention. Open and free resources have an amazing benefit to teachers and students alike. If we were all "reinventing the wheel" each time we taught, educational design would still be in the dark ages. Personally, having a framework to adapt for my own purposes makes the task achievable within a reasonable timeline, and quite frankly means that my students are more likely to have exposure to creative and engaging units. I can be creative and fun, but not all the time, and not on demand, so using other resources makes the creativity and expertise of others available to my learners. Following proper copyright and creative commons law also ensures that those people who created the excellent ideas in the first place get credit where credit is due. The design process was challenging, in that I felt intimidated by the topic and its monumental scope and importance. I was able to approach it comfortably not only due to the online resources, but also due to the collaborative presence of Emily. Collaborative learning is crucially important, as Bill and Ted also demonstrate. Being able to bounce ideas off each other, split up tasks, share the cognitive load, and view a topic with multiple eyes means the learning for everyone is enhanced. The past two weeks were an immersive learning environment. Like the boys in the time machine, we were put right in the thick of our task, and that made it real and meaningful. If this had been a purely theoretical unit design, I wouldn't have spent the same amount of time thinking about the needs of my learners, or how the lessons would actually come across. It also wasn't easy. Time management as a full-time teacher and full-time parent to two small people is difficult at the best of times, but for some reason this time of year means the culmination of a million commitments, requiring more time and allowing less focus. Collaboration allowed for us to problem-solve these roadblocks, and create, what I would consider to be a most triumphant unit. Was it rewarding? Absolutely! I am going to build this unit into my Moodle course for September, and I'm proud that we took a topic that had scared me a bit in its import and sensitive nature (Residential Schools) and created lessons that not only can be actually used, but that I think are quite engaging and informative. From goal setting, backwards design, teamwork, flexibility in the face of adversity, out-of-the-box solutions to problems, and above all, respect for everyone ("Be excellent to each other"), I learned a lot from Bill and Ted's Excellent Adventure as an 8 year old. 28 years later I've been able to apply those lessons to this assignment. Party on, dudes!
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“Equity is at the heart. It involves starting at a place of clear expectations of where students need to be at graduation and the experiences to get there. The main goal is to get ALL students there.” (Tom Skjervheim)
As I discussed in my last post, I have chosen to use the Understanding by Design (UbD) framework as a starting place for my 512 Design Project. Stage one of this process is where we determine the desired results, and for me this necessarily means looking at how I will use assessment as, for, and of learning. This week I had the opportunity to read “Assessing Deeper Learning: a Survey of Performance Assessment and Mastery-Tracking Tools” by Carri Schneider and Tom Vander Ark (2014). This report has given me tremendous insight into how I can start to align my teaching credo with what I envision for my ideal online classroom, which is not possible without the design element. In order to fit with my credo, which emphasizes both authenticity, student choice, and meaningful learning, my design project needs to incorporate well-constructed, open-ended, inquiry-based projects. The six key competencies defined by the William and Flora Hewlett Foundation are as follows (Schneider and Vander Ark, 2014):
However, if we want to help our students achieve deeper learning, we need to be able to assess it too. One of the biggest challenges I face as an online teacher is the marking load, and being able to provide accurate, meaningful, and detailed feedback requires a massive amount of effort and energy. This is where I think the theory/practice divide originates. Teachers don’t always have the time, the technology and the training to make the kinds of assessments that we need to assess deeper learning effectively. To further complicate matters, the support tools that teachers could use to ease the marking load while clarifying things for students are not yet very robust. “The tools for creating and managing performance assessments and tracking student progress are still inadequate for teams creating next-generation learning environments” (Schneider and Vander Ark, 2014). This lack of depth and functionality is likely due to lack of investor interest. Schneider and Vander Ark further explain that “Big companies as well as startups continue to build products for yesterday’s school because they don’t see a viable market for next-generation tools” (2014). If this is, in fact, true, how do we attract attention and investment? How do we build a school system with enough “next-gen” teachers to warrant significant investment? I would like to use elements of the assessment strategies that Schneider and Vander Ark (2014) discuss in my Design Project (and later in more of my practice). A standards based grade book with some sort of data analysis and way to visualize the data could help my students see how they are doing in terms of meeting the learning goals for the unit (mastery tracking). Badges, which I could use in Moodle, are another method to visualize and clarify data for the student, helping to verify and celebrate achievement. Finally, a portfolio will help my students collect and reflect upon their artifacts of learning. I will strive to combine the five criteria for UbD performance tasks with clear, criterion referenced assessment. All of these elements can be used as part of the Moodle Learning Management System that I use with my students. This is not to say that there aren’t better (paid) resources out there, but the reality of my teaching practice requires that I largely stick with Open or Free Educational Resources. Because I haven’t discovered the one perfect system that would meet all of my school needs, I have to combine a number of educational resources for my students. If I were using paid resources, this could quickly become prohibitively expensive. Have I solved the "Assessment Challenge"? Absolutely not. Teaching is a practice, and I will continue refining it for the duration of my career. However, I can move forward into the design stage for this project with some clear ideas of methods for assessment. References: Schneider, C. and Vander Ark, T., (2014) "Assessing Deeper Learning: a Survey of Performance Assessment and Mastery-Tracking Tools." Getting Smart. Photo credit: A. Christopher (link) In preparation for our OLTD 512 Design Project, we have reviewed and learned about different design models that we might choose to employ. Finding a design template to follow is a personal choice that should be informed by a number of different aspects, as there are pros and cons for each model,
and what works for one instructor might not be suitable for another. "ADDIE" is an acronym that stands for Analyze, Design, Develop, Implement, and Evaluate, and was initially developed decades ago (Epigogy, 2013). It is one of the most common design models, and has a number of benefits. Each of the five phases of "ADDIE" can be further broken into manageable chunks. This model gives instruction and framework for creating clear learning goals and objectives in terms of what the student will be able to do at the end of the lesson or unit (Epigogy, 2013). The biggest pro from my point of view is the Evaluate phase, where teachers use ongoing assessment methods to loop back and change design for future lessons. One of the biggest design traps that teachers can fall into is the stubborn persistence to push on through a unit that is not working, simply because the lesson plans are in place. Having revision built into the main design helps many of us avoid this pitfall. The biggest downfall of "ADDIE" from my perspective is that it assumes that the teacher already knows at least some of the needs and competencies of the learner. Because the model is completely interdependent, any changes that you need to make according to the results of lesson evaluation means that you need to rework your whole design. In this way, one of the biggest pros of the "ADDIE" model is also its downfall, because it makes it time consuming. "ASSURE" is another common design model, standing for analyze student characteristics, state objectives, select methods, media and materials, use materials and media, require learner participation, and evaluate and revise (Assure The Instructional Model 2017). Like "ADDIE", evaluation and revision are huge benefits of this template. However, "ASSURE" starts with analysis of student characteristics, which fits nicely into my credo of learner-centered learning and design (Assure The Instructional Model 2017). Furthermore, this template instructs us to design our lessons for student participation, which I think is crucial for deep and meaningful learning to occur. A downside of "ASSURE" is that the process for defining and choosing outcomes and lessons is not as clearly outlined as in other models. I also feel like there is a lot of focus on the materials and media, which are great, but this does not necessarily allow for as much student choice in how learning is presented. My personal choice for Design Model is Wiggins and McTighe’s Understanding by Design (UbD) or Backwards Design template. This format, above all others, best fits my credo, while also helping catch all of the possible mistakes that I might otherwise overlook. My only criticism of UbD is that it fails to explicitly design for students with different learning needs the way, for example, the Universal Design model does. However, for my purposes as a DL teacher who believes firmly in student choice and inquiry, UbD is a fantastic fit. Like "ADDIE" and "ASSURE", UbD starts with identifying the learning goals, but is more specific in terms of what makes a goal acceptable or not. Wiggins and McTighe (2011) provide four filters for determining the value of a learning goal.
UbD is very specific and guides the designer clearly through the creation of student understandings as well. Not only are there rubrics available for the six different facets of understanding (explanation, interpretation, application, perspective, empathy, and self-knowledge) but we are also prompted to anticipate what misunderstandings learners might encounter as well. I find this to be one of the strongest elements of UbD, as we all know how difficult unlearning something can be, and avoiding potential misunderstandings can increase engagement and avoid frustration. Clear assessment criteria, but with freedom to choose how one executes performance tasks, in combination with discussions of both what quantity and quality of evidence of learning to collect and numerous clear suggestions of what to include in your learning activities (WHERETO) make UbD one of the strongest design models I have seen, and the one that I have chosen to use when creating my 512 Design Project. The design project I am envisioning is suited to the needs of my students. We have only just begun using a new curriculum for BC Social Studies 9, and I have much to do to bring my older courses (which I use from the BC Learning Network) up to my standards of choice and authenticity. I live in Northern BC, on the un-ceded territory of the Wet'suwet’en peoples. Many of my students are of First Nations ancestry, and the impacts of colonialism are something that is important for all of us to understand. For these reasons, I have chosen to begin a Design Project of a Moodle unit around the following critical question: What are the continuing effects of colonialism on indigenous peoples in Canada and around the world? Curriculum design really excites me. The creativity and challenge appeal to me on many levels, and I look forward to the opportunity to turn my learning towards something that I can use in my online classroom as early as September. The framework of Understanding by Design should further engage me as a learner, and my students will hopefully benefit as well. References Assure The Instructional Model (2017). Retrieved from http://www.instructionaldesign.org Epigogy (2013). Instructional Design: Episode 3 The Models. Video File. Retrieved from https://youtu.be/RwBUsAJLiqY. Wiggins, G., McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD. Photo: Leslie McCurrach @Lesliejmcc (Instagram) What does it take to design a strong online learning environment? As a DL teacher and member of the OLTD program, this has been at the forefront of my mind for a number of years. My learning journey started with a desire to decrease the Transactional Distance physically within my DL classroom. Now that I'm more comfortable with building classroom culture in a distance classroom, and the workload entailed with teaching online, I can begin to turn my mind to course design and decreasing Transactional Distance psychologically through a variety of different methods.
The Theory of Transactional Distance, as defined by Moore, serves as a good filter for viewing my credo of education. I feel strongly that students should have autonomy, and that assignments need to allow for both student choice and authenticity. Transactional Distance Theory postulates that there is an interplay between structure, dialogue, and autonomy where is one is high, the others may be lower. I also feel strongly that assignments need to turn away from "what" and "how" and towards analysis and critical thinking. The reality of the 21st century classroom is that knowledge can exist outside of humans (Siemens, 2005). We no longer need to be able to remember massive amounts of information because our devices will do that for us. It’s much more important now to know how to choose reliable sources, how to use the information effectively, and how to adapt to constantly changing learning environments. These are all foundational beliefs of Connectivism, and my own philosophy of education as well. Much of my credo is based on Social Constructivist Theory (the notion that we create meaning through dialogue and interaction), which conflicts slightly with Connectivism. Pure Connectivists seem to believe that meaning already exists (therefore, we don’t create it), and that our job as learners is to identify the pattern in the chaos. I do think that chaos is part of the equation (what classroom teacher could deny it?), but I fundamentally believe that the experience and perspective of the individual informs their learning. Siemens (2005) refers to this as “sensitive dependence on initial conditions” and likens it to the Butterfly Effect on weather. A tiny stimulus (or learning experience) early on can have massive impacts on later learning. I think this means that we have a huge responsibility as teachers, particularly in the early years, to ensure that our students have belief in themselves and their capacity as a learner. The final bit of Connectivist Theory that is getting me excited is the clear elucidation of the increasing importance for students to be able to recognize connections and synthesize ideas. “The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our new knowledge economy” (Siemens, 2005). This fits into my credo perfectly, especially as I am primarily an English teacher, and much of our discipline is based on this idea of interpretation and explanation. I am giddy at the idea that this higher order thinking may expand into more traditionally “rote” disciplines. The potential downside to this kind of learning is that it is scary. As teachers we need to ensure that our classroom culture and dialogue work towards allowing our students to trust the process, and feel comfortable taking risks. The beauty of the OLTD Program so far is that we have been able to experience much of this theory put into practice. The Cohort Model has created a strong bond where our group works together to lift each other up. I don’t feel afraid to make a mistake, because I know that the faculty and my classmates will treat it as learning and help me move forward. It is highly collaborative, and has overcome many of the traditional barriers of online classrooms, where we are physically distanced from each other. Much of how I have experienced this is through the course design. Most of our work is collaborative, creating meaningful dialogue to help reduce feelings of isolation. Use of difference synchronous applications where we can physically see each other (Zoom, Google Hangouts, etc.) have also made a huge difference in how connected I feel to the coursework. Perhaps most importantly, the learning has been practical. I don’t have to complete assignments where I’m regurgitating massive amounts of rote learning. Instead the focus is on applying the knowledge to my own situation and practice, making it easier to engage with and highly authentic. Our cohort functions as a social network where we have arguably achieved the “Quantum Theory of Trust” (Siemens, 2005). We are increasing the cognitive capability of our group by being able to access the knowledge and experience that we each bring to the program. Siemens states that “the amplification of learning, knowledge, and understanding through the extension of a personal network is the epitome of connectivism” (2005), and I would argue that this is what is happening with OLTD Cohort 5. Learning here isn’t individualistic -- it’s collaborative, it’s inquisitive, and it’s external. “The pipe is more important that the content within the pipe” (Siemens, 2005), and I hope I can start to build such robust “pipes” within my own practice. Perhaps, like a butterfly, I will emerge from this program metamorphosed, with the skills and network to bring new vitality and depth to my classroom. References: Marthaler, J.. "Theory of Transactional Distance." 2011. https://sites.google.com/a/nau.edu/learning-theories-etc547-spring-2011/theory/theory-of-transactional-distance Siemens, G., "Connectivism: A Learning Theory for the Digital Age." Jan 2005. International Journal of Instructional Technology and Distance Learning. Retrieved from: http://www.itdl.org/journal/jan_05 |
Leslie McCurrachEnthusiastic Learner. Avid Gardener. DL Teacher. Archives
March 2018
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