Essential Component 5:

Transcription

1 Essential Component 5: Build Course Modules

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3 EC 5: Build Course Module After the Start Here, modules are sections in the course that hold content based on the course objectives. The modules start with a representative graphic and often include a scenario, which engages and retains the learner. This essential component helps create the learning environment that the student lives in for that module. Element 1: Include Visual Representation for the Module Each course module has a section of the course that contains content related to specific objectives. Start each module with a graphic that reflects the information in it. 1: Use Graphics that Relate to the Module Example of a Module Graphic To upload a representative graphic: 1. Find a graphic that relates to the module and does not distract from the information given. 2. Create a label at the top of the module. 3. Upload the graphic. 4. Size the image to fit the space. Note: Too small an image will be difficult to see, while a large image will force the student to scroll down to find the information in the module. A good size image for this area may be around 300 X 300 pixels. Adjust as needed, and be sure to adhere to copyright and ADA compliance. 5. Select Save and return to course. Element 2: Add Module Objectives Module objectives are selected from the course learning objectives to describe the module content. The module objectives are added using a label. They act as an advanced organizer describing the content within the module and what the student should learn when they have completed that particular module. 1: Include Module Objectives To include module objectives: & Create a label What will I learn in this module? 2. In the text editor, type in the following heading (or something similar): What will I learn in this module? 29

4 3. List the objectives for that module starting on the next line At the end of this module you will be able to: Describe one architectural style used in the building of a location with historical significance Compare and contrast architectural style from two different periods in history Describe why the architectural style is considered art 4. Select the objectives At the end of this module you will be able to: Describe one architectural style used in the building of a location with historical significance Compare and contract contrast architectural style from two different periods in history Describe why the architectural architctureal style is considered art 5. Bullet the objectives using the bullet icon from the text editor What will I learn in this module? At the end of this module you will be able to: Describe one architectural style used in the building of a location with historical significance Compare and contrast architectural style from two different periods in history Describe why the architectural style is considered art 6. Select Save and return to course Save and return to course Cancel Example of Objectives in a Course What will I learn in this module? At the end of this module you will be able to: Describe one architectural style used in the building of a location with historical significance Compare and contrast architectural style from two different periods in history Describe why the architectural style is considered art About the Applied Arts 30

5 Element 3: Create and Provide Rubrics Assignment rubrics generally offer objective criteria based on the learning objectives in order to assess student work against a standard. A scale may also be provided. Instructors can create and customize rubrics for specific assignment requirements. 1: Explore the Rubric Tool. To create an assignment with a rubric: 1. From the Add Resources drop down menu at the top of the course, select Assignment to create a new assignment Give the assignment a name and description, then complete the general settings for the assignment Architect Assignment Choose a place of historical significance and examine the architecture. Write a page essay describing the architecture. Use descritpions and cite your research sources. 3. In the Grade setting, select Rubric from the Grading Method drop down menu Select Save and display. Note: The Advanced Grading menu page will appear Save and return to course Save and display Cancel 5. Select Define new grading from scratch Advanced grading: Architect Assignment (Submissions) Change active grading method to Define new grading form from scratch Choose new grading form from a template Please note: the advanced grading form is not ready at the moment. Simple grading method will be used until the form has valid status. 31

6 6. Give the rubric a name and description Architecture Rubric for the architecture assignment. 7. Select the Click to edit criterion section and add the first criterion Click to edit criterion Adjust the levels to include the appropriate points and number of levels. Note: Levels and criterion can be added and deleted as follows: Adding levels and criterion: Levels can be added by selecting Add level ; additional criterion can be added by selecting Add criterion. Example of adding a level and criterion Add criterion Click to edit level Click to edit level Click to edit level 0 points 1 point 2 points Add level Deleting levels and criterion: Levels and criterion can be deleted by selecting the red X. 9. Adjust the rubric options as desired : Update Rubric 10. Select Save rubric and make it ready. Note: Examples of rubrics can be found in the appendix of Section Two in the guide. Rubrics should be updated if the assignment is updated. To access a rubric to update or make a change: Save rubric and make it ready Save as draft Cancel 1. Select the Edit drop down menu for the assignment to which the rubric is attached. 2. Select Edit settings Edit settings 32

7 3. In the Administration block on the right side of the page, select the drop down arrow next to Advanced grading Advanced grading 4. Select Define rubric to access the rubric for that assignment Define rubric Element 4: Use Active and Collaborative Learning Methods Research shows that active and collaborative learning experiences promote student success, and that adult learners need to apply, practice and reflect on learning content that is grounded in relevant, real-world scenarios, or contextual learning. Students today expect the use of appropriate, related multimedia to enrich the context and engage the learner. 1: Encourage Active and Collaborative Learning in the Classroom One way to encourage active and collaborative learning in the classroom is to incorporate group discussions in EO Advanced Forums. Forums foster studentto-student and student-to-instructor communication that promotes critical thinking and membership in a learning community. Activities in the forum can include: 33

8 Topic Discussion Monitors: Students pick out topics to discuss each week and monitor one discussion forum. Use a Standard forum type to allow students freedom to post his/ her own topic posting. Example of a Discussion Forum Research Opinions: Students post researched opinions (pro or con) as an online group discussion. Use EO Q and A forum (found in Advanced forum Forum type menu) to prevent students from seeing the answers of other students. To create an engaging and relevant activity in the forum, use visual representation with graphics and set the assignment in the context of a realworld setting. Chunk the text, using bullets to clarify and organize instructions. Compare this with a dense all-text requirement to present information for a grade. Student 1 Student 2 Student 3 Student 4 Student 1 Student 2 Student 1 Student 4 Element 5: Utilize Contextual Learning/Real-World Scenarios Contextual learning, or learning that occurs within real-world scenarios, is part of active learning. Learning that uses realworld scenarios help students connect what they are learning to their own experiences, and to real applications on the job. Real-world scenarios provide opportunities to practice, question, discuss, and reflect on what they learn. This promotes deep learning that is retained after the class is over and can be transferred to the job. 1: Design a Real-World Scenario In Eagle Online, real-world scenarios can be designed to support an activity, a full topic, or even the entire course. For example, in the HUMA 1301 course: Students spend the entire course as teams of curators for famous museums. The teams collect objects from each topic they cover in the course to build a new virtual world museum. This gives another reason to learn the content, other than earning the grade. Example of HUMA 1301 Scenario The Virtual Museum of the Humanities Your Role to Build a Virtual Museum of the Humanities This course investigates connections between individual human lives and a broad range of culture, aesthetics, and philosophy. Just as science analyzes the world around us, the humanities uses a process to discuss, judge and determine the value of human endeavors in context. We have created a scenario that involves you and your fellow students in an interactive team effort You will play the role of a curator on a team of curators. Each team will be represented by a museum icon. Throughout the semester, each team will create a Virtual Museum of the Humanities. Each Museum will hold artifacts from each genre to create a unified museum based on an aesthetic criteria. The museum will hold representative objects/museum cultures and times. 34 Multiple Eagle Online tools can be used to build scenarios, depending on what students need to do. Examples of EO tools that can be used: Advanced forums tool: A discussion forum tool can represent a location by using graphics such as a break room, a coffee shop, or a clinic. Quiz tool: A quiz allows graphics and text that can be used to present a scenario that

9 asks students application questions in different settings while still using multiple-choice questions. This allows assessment at a higher level of thinking than recognition. Example of Tools Available in Add Resources Label tool: Labels can house an online graphic character that presents a case study or problem to solve. The character, a graphic or animation, can be placed above links to documents or websites students may need to solve the problem. This helps to set the scene and engage some learners. Note: All of these tools can be found in the Add Resources drop down menu at the top of the course. 2: Apply the Scenario to an Existing Problem An effective method to create real-world scenarios is to use an existing issue within the industry of study. Base scenarios on the learning objective to identify the type of scenario to use. For example, in a petrolum and gas industry course: An avatar calls in for an inspection and evaluation of a piping system or system control panel. The learner reviews pictures and videos to make an assessment of the problem and creates a recommendation to fix or replace the system based on the content learned in the course module. An Example of Using Real-World Resources for Scenarios Choose Your Team and Your Team Museum Choose your team, then choose your museum icon by exploring the museum links below. After you select your museum, choose one person to post a notice in the discussion below identifying your team members and the museum you represent. No duplicate museums -- first come, first choice. This approach is real world and engaging, which keeps the learner s attention and helps them remember and transfer learning. To create a scenario similar to the petrolum and gas industry course, follow these simple steps: 1. Find a real-world case study or an existing problem out in the field that supports the module s learning objectives. The Louvre Museum The Metropolitan Museum of Art 2. Students create a solution to the issue in collaborative teams. 3. Students respond in a forum that mimics a work meeting to offer solutions to the issue. 4. Use text, photos and videos to make the meeting realistic. 35

10 Element 6: Consider Publisher Content Some publisher content can be uploaded into EO. Your publisher sales representative or discipline chair can provide the necessary information to get the correct version of publisher content for HCC s learning management system (LMS). 1: Link to Online Publisher Content For publisher content that is online, faculty members can link to the publisher textbook site from within the EO course. This maintains a learning environment that provides what the publisher might not -- faculty presence, collaboration, real-world applications, quizzes, and personal preferences for teaching and learning. Element 7: Link to Open Educational Resources To engage learners in the subject matter and encourage collaboration, faculty members may link Open Educational Resources (OER). This can consist of files and electronic material that align with the learning objectives. However, these items should not be presented as simply a list of links for students to work through. 1: To present material in a relevant manner in Eagle Online, the following resources can be used: Best Practice Tip! Eagle Online is presently hosted by Moodle. When using publisher content, remember that any publisher e-packs must be created for Moodle 2. Create labels: Use this tool to provide a brief explanation of links to files within the course, and websites outside of the course, to provide clarity and organization. Use as many labels as needed between links for clarity, and to state the purpose of a link. Remember that adult learners need to know why they are doing a task. Note: Be sure to refer to white space and chunking tips when creating labels. Organize content using file folders: Several resources may need to be displayed in one place, and the file folder provides an organized way to present the resources. Various types of files may be uploaded at once or individually, and can include lectures presented in word processing, audio, video, or slide show formats and journal articles. Note: The file tool can for single files, and are uploaded individually. Best Practice Tip! A complete listing of tools that can help present material in a relevant manner in EO can be found in the Add resources link at the top of the course. 36 Create a book: The book tool creates multipage resources with a book-like format. Create a Page: The page tool offers a way to create a web page to display specific content. Utilize Kaltura: Kaltura inside EO allows faculty members to upload videos and link

11 to them in the course. There are three Kaltura tools in EO: Kaltura Video Assignment: For students to use when uploading video for an assignment Kaltura Video Presentation: For faculty to create presentations that syncrhoize with a powerpoint or PDF. Kaltura Video Resource: For accessing videos uploaded to the Kaltura website. Best Practice Tip! All faculty automatically have an account with Kaltura. Faculty can access thier Kaltura account by using their HCC and password at: Element 8: Create URL Links Note: Kaltura is also called Edutube. URLs take students to an online file or website on the internet. Faculty members can use the URL tool to provide students with links for research to save students time and effort in typing out the address. 1: Add a Weblink to a Course 1. Select Add Resource at the top of the course. 2. Select URL & Give the URL a name that will display. For example, if the link is to a video, enter the name of the video Museum Video 4. Enter the entire URL of the video. For example: Select Save and return to course Save and return to course Save and display Cancel Element 9: Utilize Activities Using Multimedia Resources An integral part of creating an interactive online learning environment is the integration of rich multimedia items such as videos, images, animation, audio, and avatars. Including multimedia is necessary for student engagement. 1: Select Engaging Multimedia Selection of videos and images should be 37

12 based upon educational instructional design criteria and best practices for incorporating multimedia into an online course. The content and delivery of the information in any media should be appropriate for the course and participants. Overall: Learning objectives should be met. Diversity should be a consideration in all multimedia selections Content should be short,or chunked. For Video: Longer videos should be sectioned into shorter segments in a series. Segments should be no longer than 10 minutes, and preferrably shorter than 5. The video camera should be placed at the correct distance from a speaker so that breathing is not picked up on the recording. Avoid extraneous noises, such as people talking in the background, dogs barking, cars passing by, or the air conditioner humming. Avoid harsh, direct lighting, and make sure there is no light shining behind that would block out the speaker Best Practice Tip! For high quality recordings, visit the CTLE studio. Make an appointment with the full-time videographer at Select Technology & Media Support Services Avoid wearing solid white colors, tightpatterned clothing, and any clothing with saturated reds. Avoid camera angles below the face; instead, record from slightly above and tilted down towards the face. For Audio: 2: Utilize Avatars Longer audio clips should be sectioned into shorter audio segments in a series. When recording an audio, voice levels should stay within a steady range. The microphone should be placed at a the correct distance from a speaker so that breathing is not picked up on the recording. Avoid extraneous noises, such as people talking in the background, dogs barking, cars passing by, or the air conditioner humming. 38 The use of online characters (avatars) as a guide

13 through a course can be beneficial for student success by enhancing the faculty member s online presence, offering brief explanations, and encouraging the students. Introduce the avatar at the beginning of the course and then at the introduction of a new topic and/or to explain an activity. A still picture with text can also be an online character. Example of a Static Avatar 3: Record 3-D 360 Learning Objects Some courses have objects that students must examine, from gears to gowns. The CTLE video studio has the capability to create 3-D 360 learning objects. Students can manipulate the object online as if they were physically touching, rotating and magnifying it. This tool can be used for courses in most areas, such as fashion design, culinary arts, auto mechanics, technology, cosmetology, geology, dance, and many more. For questions and to schedule an appointment, HCC faculty can contact CTLE. Example of a 3-D 360 Learning Object Note: There is a 200 lb limit for 3-D 360 learning objects. Element 10: Generate Formative Assessments Formative assessments indicate if the learning experience is effective. Feedback given during assessments helps students get and stay on track. Online feedback has the benefit of providing consistent and timely information for all students. As expected, the Quiz tool offers multiple ways to provide useful feedback. Formative assessments are more than quizzes. Examples include assignment rubrics, performance demonstration by video using the Kaltura Video Assignment tool, peer review using the Advanced Forum tool, and self-evaluation using the Assignment tool. All of these tools provide modes for faculty to offer students timely feedback and are found in the Add Resources drop down menu at the top of the course. 1: Use the Quiz Tool for Feedback to Students Specific Feedback When creating a quiz, provide specific feedback immediately. This feedback is generated when a student takes the quiz and either submits an answer or the entire quiz. General Feedback General feedback, an option selected within the question editor, is given after the question is answered. This would provide the same feedbackfor all students based on a predetermined setting. 39

14 Overall Feedback Overall feedback, an option selected within the quiz setting editor view, provides feedback after the quiz is attempted and completed. This type of feedback offers congratulations for a job well done, or encouragement and advice to improve low grades. Note: Review options in the quiz setting editor view for choices to apply when the feedback will be seen by students. Feedback can be provided during an attempt at a quiz, immediately after the attempt, anytime while the quiz is still available and open, or even after the quiz is closed. To create a simple quiz: 1. Select Quiz from the Add Resources menu Give the quiz a name and description Quiz 1 Complete the quiz. 3. Set the general options desired. Note: Most instructors use the following settings regularly: Timing: Allows the instructor to set the open and close date and time of the quiz, as well as the time limit and grace period for taking the quiz Grade: Allows the instructor to organize the quiz in a gradebook category that is already created, select the number of attempts allowed, and how the test will be graded. Layout: Allows the instructor to select how the quiz will appear to students Question behavior: Allows the instructor to determine what order the questions will appear to the students. Review options: Allows the instructor to determine if the student can review the attempt, including correct and incorrect answers, and feedback. 4. Select Save and display to save the quiz Save and return to course Save and display Cancel 40

15 5. Select Edit Quiz to add questions Quiz 1 Grading method: highest grade No questions have been added yet Edit quiz Back to the course 6. Select Create a new question Create a new question 7. Select the type of question to add to the test by clicking the radial dial next to the question type. Note: A description of the question type will appear in the white space on the right. 8. Select Next & Complete the question name, text and answer choices (as required by the question type), including feedback as necessary. 10. Select Save changes. Note: The questions will appear within the question bank contents Next Cancel Save Changes Cancel To add a question to a quiz: & Select the checkbox next to the question that was just created. 12. Select Add to quiz. 13. Repeat these steps until all of the questions have been added. < Add to quiz 41

16 To preview the quiz: 14. Select Preview from the Administration block to preview the quiz Return to the course by selecting the course short name from the breadcrumbs across the top of the page Preview HUMA : Use Joule Grader for Feedback to Students Joule Grader allows the faculty member to type a grade and give feedback for an assignment. Activity Comments Activity Comments appear for assignments by default. Both students and faculty can add comments here, which create an avenue for conversation about the assignment. Comments can be made prior to grading and after grading. Overall Feedback Overall feedback is an optional box that appears in Joule grader when creating or editing an assignment. Best Practice Tip! Learn more about grading options within EO at the CTLE Virtual Faculty Lounge Select Teaching & Learning Program Note: Learn more about Joule Grader by visiting the Additional Resources section of the Eagle Online official training: 3: Use an Advanced Forum Private Reply for Feedback to Students The Advanced Forum tool allows instructors to reply to a posting by a student privately. The private reply selection allows the faculty member to comment privately on a specific student post, protecting student privacy. This feature should be selected when setting up the forum. To respond privately to a student posting: 1. Select the name of the discussion in the module Discussion Forum: Get to Know Your Team Members 2. Select the student s posting by clicking the title of the posting. 42 Aesthetics Student 1 Student 2 Student 3 Student 4 Student 1 Student 2 Student 1 Student 4

17 3. Select Reply on the right below the posting Edit Delete Reply & Enter the message in the text editor. 5. Select the checkbox next to Private reply. Good work! Private reply Post to forum 6. Select Post to forum Element 11: Provide Ongoing Feedback Students need regular feedback to know how they are doing in the course. 1: Create a Label to Encourage Students to Ask for Help A student-centered course will include a label at the end of every module with a note to encourage students to ask for help. This is a gentle reminder for students to contact their instructor for help or academic advising, such as with study skills and tutoring. Example of an End of Module Encouraging Note If you have questions or received a grade of D or below, the instructor for academic advising. For example, an encouraging note might read: If you have questions or received a grade of D or below, the instructor for academic advising. 43

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