Course+Design

=Course Design=


 * 1) Our goal is spelled out clearly in our proposal
 * 2) HS students, distance learning (as in our proposal), and as mentioned by Peggy below.
 * 3) We have a lot of these, perhaps we can shorten the list/finalize the list of learning objectives
 * 4) Next in line for decisions. My suggestion would be to include: summative online Quiz; formative online Quizzes as suggested by Peggy that give immediate feedback; AFL Learning Objectives as in our Moodle already; Projects: use rubrics along with peer assessments
 * 5) As per our Proposal: constructivism with PBL
 * 6) List of to-dos: Break the module into discrete units; Decide on materials for each unit; Define the "P" for PBL (any of the suggested seem okay, I will try to offer a better opinion today Jul 11); Define interactivies including a group project(s) such as the dialogue story
 * 7) I don't think we are doing formative evaluation of the the instruction....

Some general & specific Comments about the actual course design


 * High school students will require a much more structured course than post-secondary students, help with time management, and greater support from the teacher. These are things we should try to make sure to build in. For example, a fairly detailed weekly schedule - what activities, etc. should be completed by what day.
 * Doug, I like that self-test survey idea you have posted. We can add questions specifically related to our genetics unit. Can feedback be provided for correct & incorrect responses? That might be a good way to develop a learning pathway. This self-test is actually just tracking of learning objectives. Do the students think they are beginning, approaching or achieved their objective? It helps form what they should focus on as they study/learn.
 * Please have a look at his presentation: http://www.slideshare.net/BLestz/genetic-misconceptions-presentation One web2.0 constructivist idea we can have as an interactivity is to have students create an animation with dialogue. The purpose of the dialogue is to discuss, expose and remediate a misconception about genetics. This links to something that I've been focusing on for a while and was my wiki entry: @http://sites.wiki.ubc.ca/etec510/Conceptual_Change
 * Excellent Doug - both your wiki entry .(very well done!) and the slideshow presentation. I'm in full agreement that this is very important to include. I think your animation interactivity is an excellent idea; I would like to include as much activity as possible in our module. Have you any ideas for suitable software for this? The quiz in the slideshow presentation - that (perhaps with some modification) might make a good introductory quiz to our module, either just before or after the initial scenario presentation. Thoughts?
 * I like pre-tests (intro quiz). They can be used for peer instruction as well as other ideas I think. Let's think about it.
 * I'd give the students a choice of software they could use: xtranormal, flipbook, etc: @http://storyweb.edublogs.org/tools/
 * I've been posting several "notes" and links on our other new pages - nothing too organized yet, just trying to assemble thoughts with possible resources. I now feel like we are starting to make some real progress forward. I have to admit now that I'm digging more into things I'm enjoying both the return to course design & biology!
 * Provide clear guidelines for assessment
 * Automatically corrected quizzes might be a useful tool so students may self-asses/formative assessment of terms, ability to complete Punnett Squares, etc.
 * What requirements might we have for student participation - within their own groups? the whole group? Will there be any required discussions?
 * I don't think we assess on participation, but with group projects we can include peer assessment.

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