Learning in a digital age/LiDA Course specification - Microcourse 5

Note: Course specification is based on Kanban board for micro-course 5.

Work in progress, expect frequent changes. Help and feedback is welcome. See discussion page.

1. Working micro-course title: Independent self-directed learning
   
2. Notional learning hours: 40 notional learning hours
3. Format: To be offered as cohort based open online learning course comprising approximately 25 hours and 15 hours for preparing the assessment. Course will be designed to support the open boundary delivery model where OERu learners can participate in parallel with full-fee registered students on campus.

Course aims

The aims of this course are to

1. Evaluate self-directed degree pathways, their benefits, and potential obstacles.
2. Identify and defend a focus area, relevant to their degree plan, to begin building an open study guide.
3. Explain the concept of measurable outcomes in relation to Bloom’s taxonomy
4. Compose measurable outcomes to their own study area.
5. Review the portfolio assessment process.
6. Articulate self-study experience in language that emphasizes application and synthesis.

Micro course topics

• Self-directed degree pathways
• Untethered learning
• Course objectives/Learning outcomes
• Bloom’s taxonomy and measurable objectives
• Thinking in competencies
• Self-assessment
• Rubrics
• Peer assessment
• Goal Setting
• Motivation
• Note-taking
• Portfolio Assessment

Learning pathways

What is Self-Directed Learning?

Learning outcomes

• Evaluate self-directed degree pathways, their benefits, and potential obstacles.

Suggested resources

• PLA-300 Module 1 - https://docs.google.com/document/d/1B16M7t6eKDKUqOZkG14ZzRXcPQmnpBYmvz3lgpdg1os/edit
• Malcolm Knowles - https://en.wikipedia.org/wiki/Malcolm_Knowles
• Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory - http://umsl.edu/~wilmarthp/modla-links-2011/Merriam_pillars%20of%20anrdagogy.pdf

What Makes a Good Learning Objective?

Learning outcomes

• Compose measurable outcomes to their own study area.

Suggested resources

• Bloom’s Taxonomy - (http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy)
• Revised Bloom’s Taxonomy Model - (http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/)

Building a Self-Study Guide

Learning outcomes

• Align educational resources toward specific educational goals and/or learning outcomes

Suggested resources

• Saylor Course Guides - (http://www.saylor.org/open/resourceguides/)
• Additional resources still in development

Self-Study Strategies

Suggested resources

• Success in College Chapter 4 – Listening, Taking Notes, and Remembering (http://2012books.lardbucket.org/books/success-in-college/s07-listening-taking-notes-and-rem.html)
• Success in College Chapter 5 – Reading to Learn (http://2012books.lardbucket.org/books/success-in-college/s08-reading-to-learn.html)

Self & Peer Assessment

Learning outcomes

• Develop an assessment plan in study guide.
• Demonstrate effective self-assessment practices.
• Create and/or leverage existing rubrics in a self and peer assessment capacity.
• Describe the applicability of openly available assessments and peer assessment to their study guide

Suggested resources

• Additional resources to be developed

What is Portfolio Assessment?

Suggested resources

• PLA200 Lesson 7 – Reviewing the Portfolio Process (https://docs.google.com/a/tesc.edu/document/d/1FBecxSc2jMNKmVF06B2wqo1tSizFc8G-vqtUMAAXzw4/edit)
• How to write about your self-directed learning experience – (to be developed)
• Participating in Open Pedagogy – (to be developed)