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In this page, we will keep track of our design ideas regarding various components of the MOOC (Intro survey, Discussion forum design, Wiki design, Weekly communication emails, and Exit survey). Once the draft is ready, I will organize the table of contents chronologically as much as possible. Each component may have its own page for brainstorming and finalizing the design of that component. The bulk of work happens in "Weeks" where we fine tune and customize each component, as relevant, within a week.

Table of contents:

 

 

Weeks

Sample weekly activities

https://docs.google.com/document/d/1UuKm2GGZUQxxq9Tphcd7-BsEeAF4IRTviNWVLJ6t8V0/edit

  • Resources
    • Video lecture of Professor Slotta (10-15 minutes)
    • video of teacher practice, set at UTS, and including interview segments of teachers.
    • Video commentary from Rosemary Evans, school principal (the practitioner perspective)
  • Activities and assignemnts
    • An inquiry activity, where participants contribute resources to a wiki, tag and vote on the resulting collection.
    • Cohort-based discussions
    • An interactive quiz (How can we do more with in-video quizzes?)
  • Extras:
    • “cutting edge technologies and approaches
    • online community for teachers
    • “Participatory design community (for those who want to engage more deeply)

 

 

Assignment/Assessment/surveys

Resources to be added to each week

Syllabus document

Hi-Low Participation: Scripting Activities

  • What is the workspace/context for high participation (HP)
  • Moving between HP and LP
  • What language do we use for HP vs LP, to make it not seem any onus
    • Lesson Design strand (HP)
    • Mainstream (LP)
  • How to differentiate HP activities ?
    • age level students
    • topic?
    • language?
  • How can we automate it?
    • example:  If theme is collaboration and peer exchange, then either:
      • 1 - We all work tirelessly to put together activities and materials for LP and HP that differentiate between math, science, humanities, religion, language, physical education, marketing, etc.
      •  2 - we use the input from the LP to channel into the HP.  And only really differentiate the HP.
      • 3 - somewhere in between.
    • probably pulling stuff out of the wiki, and pushing stuff in.  We can seed the wiki with a few things initially

Lesson Design: Community and scripting

High level goal:  work on, review, promote, test out, differentiate and refine a library of technology-enhanced lesson plans.

Participants will engage with the review, planning and development of technology enhanced inquiry lessons.  These lessons are organized in a wiki that will be accessible to all participants on completion of the MOOC.  All lesson designs are licensed as "open resources" under Creative Commons, authored as named or anonymous contributions from the community. Lessons will integrate a variety of technologies including (1) interactive visualizations, simulations or other resources, (2) mobile and handheld devices, (3) Smart boards and other tangible interfaces.  They will address a variety of topics and age levels, and will emphasize important dimensions of inquiry, including (1) student-centred design, mind-tools and creativity, (2) collaboration and peer-exchange, (3) supporting equity and diversity in the classroom.  They will also address new roles for the teacher and new forms of formative and summative assessment. 

Each week, teachers will have the option of joining the lesson design strand, where they will:

(1) inherit a new trove of treasures ("resources") from the LP group, as a result of their "inquiry activity"

  • visualizations
  • Collaborations
  • Smart board stuff
  • Each HP member gets two or three of those, or picks fmor the bucket until they are gone

(2) get to work on a selected subset of the lessons, editing existing ones, (adding yourself as author - anonymous or named) - voting, improving, or peer reviewing

(3) add things to their personal space

End result is an improved, better indexed library of lesson designs

Possible sequence

Week 1: brainstorm challenging topics and possible approaches

Week 2: add lesson design ideas, peer review others, comment and contribute

Week 3: revise and peer review (vote), add technology details  (filter to best 75% of projects?)

Week 4: Commit to a design group - add yourself as an author, or volunteer to be a roving reviewer.  Start adding details to your design

Week 5: Add more detail, assessments and role of teacher, peer reviews determine rankings.

Week 6: Finalize designs, add comments, and make personal space

Weekly email to Learners

UTS Teachers

About Course (promo)

Communication design

edX cohort functionality

how learners can move/be moved among cohorts?

can have common forum in addition to cohorts

Prototyping

Here is the template for slides

  • it still has some of the Madison slides in there, just a a way of example.  Can take them all out - I assume this has the slide styles Michelle defined.
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