3+Pedagogies+to+consider

Pedagogies are closely related to course models; however, when designing particular resources, activities, assignments, and assessments, consideration of various pedagogical strategies and instructional design approaches may provide important awareness-raising and guidance.

Big Picture: Faculty as Designers of Learning Environments
“Learning itself cannot be //designed//. It can only be //designed for// through the design of learning environments … If technologies were simply for providing and structuring information, they wouldn’t be all that learner centered. Information in the form of facts and ideas isn’t what we seek as learners; we look for meaning and understanding by making connections. … This is why we bother with technologies: they have the potential to expand choices about how we teach and learn.” - [|Haughey, 2003]

“It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments.” - former University of Michigan president James Duderstadt, in //Higher education in the digital age: Technology issues and strategies for American colleges and universities//.

[|http://critical.tamucc.edu/~blalock/readings/tch2learn.htm] In this 1995 article from //Change// magazine, Robert Barr and John Tagg call for a fundamental shift in the way that institutions of higher education think about their core mission. They call for a paradigm shift -- from the college as an institution that exists //to provide instruction// to an institution that exists //to produce learning//. The challenge to faculty members is to become "designers of learning environments."
 * From Teaching to Learning: A New Paradigm for Undergraduate Education**

http://www.nap.edu/openbook.php?record_id=6160&page=119 This chapter from the seminal **//How People Learn//** specifies four ways of thinking about the design of learning environments:
 * The Design of Learning Environments**
 * Learner-centered environments: Designers attend to learners’ knowledge, skills, attitudes, and beliefs
 * Knowledge-centered environments: Designers help students to go beyond rote learning to enduring understandings transferable to novel situations
 * Assessment-centered environments: Designers provide opportunities for feedback and revision congruent with explicit learning outcomes
 * Community-centered environments: Designers establish norms for people learning from one another and continually attempting to improve

Instructional Design
Note, these are intended to be used in a sequence that continues with the selection of appropriate technologies and planning for their use via the documents which are found in section 4 of this wiki.
 * Documents used with SFSU faculty**
 * The process begins with determining what learning objectives students should achieve and at what level of thinking students should work to prepare them for subsequent classes or the workforce experience. This document provides an overview of learning objectives, including reasons for writing them and how to construct them. WritingObjectives_AT.doc
 * The next step is to map the three fundamental aspects of a class--content sharing, interactivity, and assessment--to the learning objectives. This worksheet provides mapping examples at three different levels of student thinking and a grid for instructors to start planning resources, activities, and assessment strategies. 2_MapObjectives.doc

[|Revised Bloom.doc] - provides a grid with levels of Bloom's taxonomy (as revised by Krathwohl and Anderson) along one dimension, and different types of knowledge along the other. Learning outcomes, activities, and assessments can be considered as to where they "fit" on the chart, helping faculty to structure their courses appropriately given their expectations of student learning, both in terms of the spectrum of activities and in terms of alignment of activities, content, and assessment.
 * Worksheets from SDSU for design of course activities and assessment**

[|ubdtemplate.doc] - provides a curriculum planning document based on Wiggins and McTighe's //Understanding by Design//, which emphasizes "beginning with the end in mind." > Stage 1 – Identify desired results (i.e. student learning outcomes). > Stage 2 – Determine acceptable evidence (i.e. the assessment measures you will use). > Stage 3 – Plan learning experiences and instruction (that will enable students to succeed on the assessment measures). In course redesign, stage 1 is critical. Clarifying content priorities means distinguishing between content worth being familiar with, important to know and do, and big ideas and core tasks. At the heart of an effective course you will find 3-5 clearly identified big ideas/core tasks.

http://www.sloan-c.org/publications/books/pdf/interactions.pdf This brief but useful Sloan-C publications summarizes research findings emphasizing effective practices to improve learning through interactions among students, instructor, and content.
 * Relationships Between Interactions and Learning in Online Environments**

http://www.csuchico.edu/tlp/resources/rubric/instructionalDesignTips.pdf This CSU Chico document contains an exhaustive list of instructional design tips for online courses that map neatly onto to the CSU Chico Rubric for Online Instruction listed on the Course Models page of this wiki.
 * Instructional Design Tips for Online Learning**

http://www.washington.edu/doit/Brochures/PDF/equal_access_uddl.pdf This publication presents Universal Design for Learning (UDL) as an important component for the design of online courses. It highlights the implications of this approach for the following individuals: students, course designers, instructors, and program evaluators.
 * Equal Access: Universal Design of Distance Learning**

http://ctfd.sfsu.edu/udl-online-training.htm SFSU's "UDL Online Training Module is a self-directed learning resource and you can follow along at your own pace. This online course has been divided into three modules and each module is presented in multiple formats (PowerPoint with voice over, audio only, and text only). You can choose the format that suits you best."
 * Universal Design for Learning**

Assessment
http://www.educause.edu/ir/library/pdf/EQM0341.pdf This //Educause Quarterly// article highlights issues related to the assessment of student learning in online courses. The author muses about reasons why assessment in online courses has failed to keep up with technological advances. In short, "should technologically literate students who live and learn in a multimedia environment at home, in the workplace, and at the university continue to have their learning assessed and measured through traditional pencil-and-paper-based methods?"
 * E-Learning and Paper Testing: Why the Gap?**

http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm How-to website on creating authentic tasks, high-quality tests with well-constructed items, assessment rubrics and standards for measuring and improving student learning.
 * Authentic Assessment Toolbox**

http://www.authentictasks.uow.edu.au/index.html Includes a framework of 10 elements suggested for the design of authentic tasks in web-based learning environments, as well as a handful of example websites and links to related papers and articles.
 * Authentic Task Design**

http://escholarship.bc.edu/jtla/vol4/6/ "Technology today offers many new opportunities for innovation in educational assessment through rich new assessment tasks and potentially powerful scoring, reporting and real-time feedback mechanisms. One potential limitation for realizing the benefits of computer-based assessment in both instructional assessment and large scale testing comes in designing questions and tasks with which computers can effectively interface (i.e., for scoring and score reporting purposes) while still gathering meaningful measurement evidence. This paper introduces a taxonomy or categorization of 28 innovative item types that may be useful in computer-based assessment."
 * Computer-Based Assessment in E-Learning: A Framework for Constructing "Intermediate Constraint" Questions and Tasks for Technology Platforms**

http://sites.google.com/site/courseredesignassessment/ This site developed at SDSU contains a number of ideas and resources related to formative assessment of student learning.
 * Course Redesign Assessment**

Course Administration
http://www.educause.edu/ir/library/pdf/EQM0433.pdf The authors of this article explain how clear and consistent policies regarding e-mail, discussion boards, and intellectual property can benefit students in online courses.
 * The Importance of Policies in E-Learning Instruction**

Shared Educational/Instructional Resources
http://merlot.org/ "Putting Educational Innovations Into Practice. Find peer reviewed online teaching and learning materials. Share advice and expertise about education with expert colleagues. Be recognized for your contributions to quality education."
 * MERLOT**

http://www.oercommons.org/ "Free-to-Use teaching and learning content from around the world. Organize K-12 lessons, college courses, and more for your classroom."
 * Open Educational Resources Commons**

http://curriki.org/ "Curriki is more than your average website; we're a community of educators, learners and committed education experts who are working together to create quality materials that will benefit teachers and students around the world. Curriki is an online environment created to support the development and free distribution of world-class educational materials to anyone who needs them. Our name is a play on the combination of 'curriculum' and 'wiki' which is the technology we're using to make education universally accessible."
 * Curriki**

http://www.ion.uillinois.edu/resources/otai/index.asp "This index represents a compilation of ... activities to help instructors plan their online and hybrid courses. A complete description of each activity is given, along with examples when possible. Common educational uses of each activity are discussed as well as common educational objectives. Furthermore, teaching strategies for the given activity are provided."
 * Online Activity Index**