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Maximizing Learning, Creativity, and Innovation...

John Muir
August 13, 2015

Maximizing Learning, Creativity, and Innovation for All #DTLwisc

Presentation at Distance Teaching & Learning 2015 conference

John Muir

August 13, 2015
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  1. Office of Distance Education and eLearning Find an image that

    represents cognitive bias in society. Assignment directions:
  2. The bottob line it thit it doet exitt, no bitter

    whit nibe teotle give it (i.e. ttecific leirning ditibility, etc). In fict, iccording to Tilly Thiywitz (2003) itt trevilence it ictuilly one in five children, which it twenty tercent.
  3. Office of Distance Education and eLearning How would you like

    to learn to operate a coffee maker? Real life:
  4. Office of Distance Education and eLearning How would you like

    to teach someone to operate a coffee maker? Real life:
  5. 1. Plan for differences How might student characteristics affect the

    design? Preparation Outcomes Assessment Activities Media
  6. 1. Plan for differences Which course goals, skills, concepts may

    be an obstacle for students? Preparation Outcomes Assessment Activities Media
  7. 1. Plan for differences Include those broad(er) questions as explicit

    checkpoints in your course planning document. Easy implementation:
  8. 2. Options & variety for assessments How can I take

    into account different preferences, abilities, strengths into assessments? Preparation Outcomes Assessment Activities Media
  9. Office of Distance Education and eLearning Find an image that

    represents cognitive bias in society. Assignment directions:
  10. Office of Distance Education and eLearning Find an artifact that

    represents cognitive bias in society. Assignment directions:
  11. 2. Options & variety for assessments Leave as much room

    in assignment instructions as learning objectives allow. Create “modular” rubrics that allow for multiple modes/formats. Easy implementation:
  12. 3. Information in multiple ways How can I provide students

    options for how they are presented with content? Preparation Outcomes Assessment Activities Media
  13. 3. Information in multiple ways Reuse reuse reuse! Use a

    workflow that lets you end up with multiple formats (text, audio, video, elearning, etc.) Easy implementation:
  14. 4. Make key points stand out How can I make

    sure students can take away key information and see how it fits into the big picture? Preparation Outcomes Assessment Activities Media
  15. 4. Make key points stand out Create a template (LMS

    webpage or e- learning) for instructional content; build in clear headers, progression, and key points. Easy implementation:
  16. 5. Give options/variety for interactions How can I create opportunities

    for students to interact in meaningful ways? Preparation Outcomes Assessment Activities Media
  17. PART 1: Share an artifact found in the media that

    makes a suggestion about how to eat nutritiously. Review the messages shared by your classmates. Select at least three and share your initial thoughts via text, video, audio recording, or other method of your choice on the potential impact of each message (good or bad).
  18. PART 2: Choose a media suggestion shared by a classmate

    and imagine that one of your patients has come to you with this bit of information and is requesting advice. Individually or with a small group of your classmates, develop a message to be delivered through a method of your choice in response that provides research-based advisement.
  19. 5. Give options/variety for interactions When appropriate (by learning objectives),

    allow students opportunities to work on their own or in groups of a size they choose. (Just like we do in real life.) Vary it, especially in a long course! Easy implementation:
  20. BONUS: Cover accessibility basics What accessibility challenges do the content/media

    pose? Preparation Outcomes Assessment Activities Media
  21. 1.  Plan for differences 2.  Options and variety for assessments

    3.  Information in multiple formats 4.  Make key points stand out 5.  Give options and variety for interactions 6.  Cover accessibility basics (Bonus)
  22. Office of Distance Education and eLearning References & resources • 

    Burgstahler, S. & Cory, R. (2008). Universal design in Higher Education: From principles to practice. Harvard Education Press: Cambridge, MA. •  CAST (www.cast.org) •  Kerriholferty. (2013, September 18). Accessibility [Video file]. Retrieved from https://youtu.be/MCm1Emtqo_Q •  ODEE site (http://odee.osu.edu/universal-design-and-accessibility) •  OSU Accessible Classroom Technologies ( https://carmenwiki.osu.edu/display/10292/Home) •  Resource Center (http://resourcecenter.odee.osu.edu/accessibility) •  U.osu.edu/universaldesign (http://u.osu.edu/universaldesign/) •  WebAim (www.webaim.org)