Using Cloud Technologies for Multi-Program Courses
Design Pattern Tags : Course, Learning engagement/activities, Online learning, First year cohort, Google Sites, Online learning
Using Cloud Technologies for Multi-Program Courses Dr Mervyn Jackson, Pauline Porcaro, Neil Goudge
December 2015
Abstract/Snapshot:
The problem is this project addressed was the emerging need to deliver online School based common courses that are high quality and highly inter-active. Previously the course was run online but the only suitable text was not engaging, had a high readability index, poorly described difficult concepts and had no student support or relevant interactivities.
Learning Context Common courses for large undergraduate cohort from: multiprograms, multi-disciplinary, multi-locations/campus, and across four semesters (summer, semester 1; semester 2; spring).
Rationale The project provided the opportunity:
to allow a large (N = 300) first year cohort (five different programs) to be connected globally (on-campus or offcampus in clinic settings etc) for an online presentation with an emphasis on the practical use of modern technology, this online course facilitates learning by multi-program, multi-discipline students from all locations
to develop Google sites and an e-book that allows for the innovative use of modern technologies that can be adopted by others well into the future to develop a step by step guide in creating this material will allow other RMIT staff to develop future resources
to develop Google sites and an e-book that allows for the innovative use of modern technologies that can be adopted by others well into the future
to develop a step by step guide in creating this material will allow other RMIT staff to develop future resources.
Learning Design This pattern has been created to enhance the existing (traditional) learning resources. While students continue to have the original choice of reading the prescribed text and completing traditional assessments, this pattern has created innovative options in student accessing materials, in their mode of presentation, in the range and types of assessments and in their level of engagement (work alone versus in groups, with industry, etc).
Conditions/Critical Success Factors Critical success indicators/factors that influence use/implementation of the solution (e.g. needed roles, type of resources), resources needed to solve the problem.
Resources/Technology Designing a Google Site for Learning
Google Site development - Quick Steps
The Google Site Template/Exemplar
Assessment ideas
Case Studies/Implementation Overall philosophy
Inclusive teaching practices
Maximum flexibility in terms of course delivery and all aspects of assessment
Maximize student choice in terms of:
How they learn
How they demonstrate their knowledge
How they achieve feedback on their progress to achieve their learning goals.
Step 1.
Step 2.
Step 3.
Step 4.
Create written content—no more than 300 words per learning objective, use conversational style, use minimal references and link to online reference material.
Use illustrative material—these should include but not be restricted to podcasts, audio explanations (especially difficult concepts), videos, practical demonstrations and exercises, simple quizzes, images and graphs/tables.
Pose questions that expand on content, challenge the inquiring mind, use interactives, place/emphasize on the application to the theory/content.
Ensure flexibility of delivery (or medium)—traditional lecture material, google docs, e.book, LMS, Echo 360 etc.
Ensure flexibility in terms of progress—should ensure that students engage in the material early in the teaching period, but then allow students to work through the material at their own pace.
Ensure basic/foundational (compulsory) material is at the beginning and then allows choice and flexibility in later (selective) material.
Flexibility in terms of assessment types—from traditional (writing responses to learning objective and completing exams) to a choice of innovative (but equivalent) approaches—Consider some of these assessment ideas and& examples.
Step 5.
Designing the site - see the template exemplar The Google Site Template/Exemplar
Use our template and instructions Designing a Google Site for Learning or the RMIT link for Getting started with sites, http://learn.googleapps.com/sites create your first site using the template we have created here for you, The Google Site Template/Exemplar. Once you become familiar you may design your own. Follow the instructions here, Google Site development - Quick Steps.
Start by laying out your key headings. To make this easier in our version we simply used the Week number; this provided the students with a weekly guide to their readings and assessments.
Provide clear and succinct instructions on the homepage on how students should be using the site.
Provide a weekly or topic overview, once again key dot points are helpful. Ensure students know the objectives for the week so they know exactly what they need to take away each week.
Provide a short video introduction to each week. About 5 minutes maximum is a good guideline. Introduce yourself, the topic, what they need to know, and any hints they need to be successful in their weekly learning; let them know what will be assessed.
Place links through to each topic for the week on the front page, create a table of contents.
In our example we have used Google presentations to cover the topic content. This gives students an uncluttered view of the content that is easily clicked through in bite size pieces of knowledge. The presentation format is helpful for them when reviewing for any tests that may be scheduled.
Finish with a weekly hint on what they should do next.
Placing a link back to their Blackboard is also helpful so they can simply click through for information.
Use the building of the site to review assessments; here are some ideas that could be adapted.
Outcomes This pattern allows staff to create diverse learning opportunities and to utilize creative, innovative student centred learning experiences.
Students can access and complete the course utilizing their preferred learning technology e.g. LMS, Google sites or eBook, in their own time, from their preferred learning space (on or offcampus), can choose from various assessment modes and can submit all work online (assignments, projects, tests, etc).
The teaching environment allow flexible delivery, flexible learning and ensures student specific, timely feedback on all aspects of the learning process.
