Ex – I want them to appreciate theater. I want to become informed voters. I want them to become reflective practitioners Alignment (integration) occurs when the all of the elements are in alignment and bring students to achieve each successive higher level. To ENSURE THE TIME AND ENERGY ARE WELL INVESTED! Design with the end in mind… Work backwards from the highest level. The curriculum goals – in a course on chemistry, don’t teach sociology or women’s issues The instructor’s goals – you’re the professor, you don’t take a course, you take a professor… Pause, Think of the people who have influenced you most in your life. It’s likely one of those people was teacher or professor. What passion do you have for your subject? What is the single most important thing you want students to get out of your course? Team Building I want them to think like team building consultants Ilene V. I want them to think like group dynamics consultants D. Cox I want them to develop cogent points of view on health issues Rachel Burks I want them to become informed voters on scientific issues Richard Gist I want them to become informed consumers of advertising Tom C. I want them to appreciate theater
What happens of the pieces are not in alignment? Well, remember the purpose of SP&DNT to justify the effort involved. If the web components SP or DNT they enhance T & L enough to justify the effort. What if you create an online discussion that lasts one week or longer – or create a series of OD’s – that have no relevance to the course objectives? You’ve just created an assignment that involves a lot of work for you and your students that has little payoff. The aim here is to ensure the time and effort are well invested. The purpose of TETL isn’t to add more assignments and online components to your course. The purpose is to find alternate ways to accomplish your objectives that enable you to SP & DNT. = a different way to teach the course and when it works it should be a way that you find more effective.
1. Design for active and effective learning. Principle: Distance learning designs consider: specific context needs, learning goals, and other characteristics of the learners nature of the content appropriate instructional strategies and technologies desired learning outcomes local learning environment
Basic Assumptions The principles that lend themselves to quality face-to-face learning environments are often similar to those found in web-based learning environments. With all forms of media converging to a digital platform, advanced educational technology may include a variety of learning environments and information appliances. While rapidly emerging technologies offer unlimited potential for virtual learning environments for both face-to-face as well as distance learners, practical application of existing technologies may often prove highly effective for various audiences and objectives.
Web-based learning designs must consider the nature of content, specific context, desired learning outcomes and characteristics of the learner. Learner-centered strategies include modular, stand-alone units that are compatible with short bursts of learning. Learning modules may also be open, flexible and self-directing.
Active, hands-on, concrete experiences are highly effective. Learning by doing, analogy and assimilation are increasingly important pedagogical forms. Where possible, learning outcomes should relate to real-life experiences through simulation and application.
Various learning styles are best engaged by using a variety of media to achieve learning outcomes. Selection of media may also depend on nature of content, learning goals, access to technology, and the local learning environment. Local learning environment can be home, office, library, dorm, classroom
Problem-based learning involves higher order thinking skills such as analysis, synthesis, and evaluation while knowledge-based learning involves recall, comprehension and application.
Learning is social and sensitive to context. Learning experiences based on interaction and collaboration support learning communities while building a support network to enhance learning outcomes. Multiple interactions, group collaboration and cooperative learning may provide increased levels of interaction and simulation.
Changing mental models and constructing new knowledge empowers learners and encourages critical thinking. "Knowledge becomes a function of how the individual creates meaning from his or her experiences; it is not a function of what someone else says is true." (Jonassen, 1995)
Changing mental models and constructing new knowledge empowers learners and encourages critical thinking. "Knowledge becomes a function of how the individual creates meaning from his or her experiences; it is not a function of what someone else says is true." (Jonassen, 1995)
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