A powerful feature of online instruction is the ability to embed assessment throughout and capture data on how students are learning. The TAACCCT program calls on institutions to use such data to “continuously assess the effectiveness of their strategies in order to improve their program… and build evidence about effective practice.” In this interactive session, we will share the OLI approach to data driven continuous improvement. Together we will discuss strategies for using learning data to refine course materials by examining examples from our project. We will also present an overview of the learning data and tools available to co-development and Platform+ participants.
2. Outcomes for Today
By the end of this session you will be able to…
• Explain the value of a data driven approach.
• Implement design strategies that facilitate
meaningful data capture and use.
• Avoid commonly pitfalls in the use of
learning data.
• Share strategies for data driven improvement
with your project team.
• Explain the data collected and analysis tools
available to co-development and platform+.
9. The problems of variety
• Quality is highly variable
• Much duplication of effort
• Difficult to choose appropriately
• Hard to evaluate
• Impossible to improve
• Hard to scale success up
13. The Course Design Triangle
Objectives
Descriptions of what students
should be able to do at the
end of the course
Assessments
Tasks that provide
feedback on students’
knowledge and skills
Instructional Activities
Contexts and activities that foster
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students’ active engagement in
learning
14. Why Focus on Objectives?
1. They communicate our intentions clearly to students
and to colleagues.
2. They provide a framework for selecting and
organizing course content.
3. They guide in decisions about assessment and
evaluation methods.
4. They provide a framework for selecting appropriate
teaching and learning activities.
5. They give students information for directing their
learning efforts and monitoring their own progress.
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Based on A.H. Miller (1987), Course Design for University Lecturers. New York: Nichols Publishing.
Also see, C.I. Davidson & S. A. Ambrose (1994), The New Professor’s Handbook: A Guide to Teaching and Research in Engineering and Sciences.
Bolton, MA: Anker Publishing Company Inc.
15. Why a “learner-centered”
approach?
Learning results from what the student does and
thinks and only from what the student does
and thinks. The teacher can advance learning
only by influencing what the student does to
learn (Herb Simon, 2001).
It’s not teaching that causes learning. Attempts
by the learner to perform cause learning,
dependent upon the quality of feedback and
opportunities to use it (Grant Wiggins, 1993).
17. Let’s Analyze Some Examples
Checklist: Is the objective…?
• Student centered (i.e., student should be able to…)
• Broken down into component skills (grain size)
• Phrased with an action verb
• Measurable
Here are some samples:
• Understand the U.S. stock market
• Recognize logical flaws in a written argument
• Appreciate the historical context of the 1940’s
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• Apply Newton’s Second Law appropriately
18. Scenario #1: Early Enrollment vs.
Performance
Success by Enrollment Date
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Days Before Semester Start