Overview of 16 September session: Module 4

PDSA cycle

Lesson planning was the topic of the session today. I had prepared a lesson plan for the session as an example. I gave a quick overview of Module 4, and then we worked on an experiential learning activity.  The activity was to design and prepare a lesson plan to teach a group of students how to milk a goat. This was a good subject for getting the class to think about how to design active, deep and experiential learning activities.We did the activity in pairs, and each group came up with a different lesson plan. For example, Namarta and I decided to teach polytechnic staff, and bring in a real goat and a goat farmer to explain how to handle the goat and how to do the milking. I thought it was important to teach the students some terms for understanding the external anatomy of the goat. I also wanted them to understand the physiology of milk production though this would probably be something that could be done in another lesson. Others talked about showing a video, and learning the milking technique using a simulator and then doing a field trip later on. 

We had some good discussion about the different approaches and gave each group feedback. I showed the class a video resource that I had found on milking a goat - How to Hand- milk a Goat - so we could have some discussion about its effectiveness and how a resource like this can be used in a lesson like the one we planned.  This particular video was good because it showed the milking technique close up and the process and rationale was explained well. I also showed an example of other resources that could be used in a lesson plan.  Milk a goat by hand - pictures and instructions. People thought these would be useful for students as they can be studied more slowly than a video. I also suggested using web resources.

Effectiveness of using video resources
We discussed that it is best to pause video if it is used and have discussion part way through. It is also good to provide questions for students to think about prior to watching the video, and probably questions to reflect on afterwards. I  talked about the video resource as useful for providing a concrete experience if using Kolb's experiential learning cycle - it is not always possible or necessary to see a 'live demo' or have an actual experience until the skill has been demonstrated using some form of media. So concrete experience can be about feeling, viewing or doing.

http://academic.regis.edu/ed202/subsequent/kolb2.htm

One point made was that video resources are good for learning. We assume that they are but are they? So I went looking for some evidence that using video resources does actually help learning. Effectiveness seems to depend on the design of the video and the way it is used in class. So looking back at the milking video that we viewed. Was this really an effective resource for learning, and if so why? What could be done to improve it?

See what you think of these resources and what else you can find.

• Using Video in Teaching and Learning - this article gives some good pointers about using video resources. Although considered effective, video can cause challenges as it depends on how it is used. It can become a passive medium unless activities are included. What do they suggest?
• Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness - article on Moodle. The authors found that video is only effective for learning when it is interactive.  Why? It to do with how video encourages constructivist learning or cognitive processing of information. So how can a video resource be made interactive?
• It is not television anymore: Designing digital video for learning and assessment by Daniel Schwartz and Kevin Hartman from Stanford University. They discuss the concept of 'designed video' and "provide a simple framework for mapping uses of video into desired and observable
  learning outcomes". From their perspective the use of and design of video needs to be planned if it is to be effective for learning. See what you think.

Overview of Monday 2 September session - Critical thinking and overview of Module 3.

Aria is one of the design models we discussed today in class. Two participants have been asked to use the Aria model to design a one day lesson on how to milk a goat. This may sound frivolous but it is not as easy as you might first think. One participant has practical experience in this area, like myself so I know how tricky it can be.

So what else did we cover today in class?
1. Critical thinking - In the first part of the session, we looked at critical thinking, and brainstormed what it means. Why - is a word that featured strongly. We went over the Emilia case study exercise in the module on Critical thinking - Practical models and frameworks.

2. Module 3 - an overview of two of the topics in Module 3: Educational design, and Quality assurance by Paul Left via Adobe Connect web conferencing. Please listen to the recording of the session (approx 30 mins) - Learning and Teaching in Practice_2sept2013_Ed design - even if you were in class it is a good idea so you can review what was said.

3. Discussion - after the session with Paul, we discussed the Aria model. More detail and other models can be found on the course website - Methods and Approaches.  We also talked about how quality assurance broadly works at Otago Polytechnic.  This is shown in the image below and includes: 

• Course or programme approval, 
• course evaluations, and
• annual programme review where information about enrolment and completions and other aspects of the programme, e.g., student evaluations, innovations and issues, are shared with Leadership Team.

More detail about the steps for developing a new course or programme at this institution are listed below the image.

Steps in quality assurance at Otago Polytechnic

Steps for quality assurance at Otago Polytechnic - new course or programme


Step 1: This might be a request from industry for a new course or programme, or teachers may perceive the need for this based on their experience and feedback from colleagues in the field.  
Step 2: discuss the idea with immediate managers - decide if this idea is viable, and undertake a functional analysis - talk to industry, potential students, colleagues etc., and prepare a short report.

Step 3: prepare and put forward a proposal to Academic Board. Approval needs to be granted to take the idea further and develop a curriculum document. 
Step 4: work with an educational designer to plan the programme, and someone from the Quality Enhancement Centre to prepare a formal curriculum document. 
Step 5: programme manager takes the curriculum document to Quality and Approval committee and amend as necessary.
Step 6: the curriculum document  is submitted to Academic Board for approval. 
Step 7: once the new programme is moderated and approved internally, it is submitted to NZQA (New Zealand Quality Assurance) for external approval.

Some of the steps we discussed are shown in the image below which was taken from the whiteboard. 

Portfolio activity for the Critical Thinking topic 

• Record your views about the concepts of critical thinking, on your blog.
• Why do you believe critical thinking is important for student learning?
• Share your views on the Moodle discussion forum for Module 2.

For Module 3: work through the material on Educational Design and  Quality Assurance, to make sure you have a good understanding. Then complete the portfolio activities. 

Module 3: Teaching context and learning design

Welcome to Module 3: if you have completed working through Module 2 and are well under way with the portfolio activities, congratulations!

This module deals with three main topics:

1. Educational design

Educational design can refer to the planning and development of courses as well as of smaller chunks of learning such as a classroom session or an online learning activity.

In this topic we introduce two tertiary teachers, Emilia and Brett, and use them to illustrate some of the key principles of educational design:

2. Quality assurance

Quality assurance is crucial to the success of any educational organisation. But what does this term mean and how should we go about it?

In this topic we'll look at some of the main approaches to quality assurance and what they mean for us as tertiary teachers.

3. Reflective practice

Reflective practice can be a complex topic, but it has the potential to transform our teaching practice for the better.

In this topic we'll consider what we mean by reflection and reflective practice, and consider some key tools and approaches to making it happen.

Get started with Module 3...