User:Vtaylor/Learning literacies/Course development notes

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Digital Learning Literacies is a new online course.

Students will have the opportunity to practice many study skills while working through the assignments and participating in discussions. Activities include digital literacy - research, communication, presentation, discussion; learning literacies - self-directed learning, inquiry-based learning, collaboration; and reinforcing basic skills - reading, writing, math.



DARE - forms - proposal submitted 6nov2013


Discussion topics - see getting started


feedback

  • Yea definitely different. ... So far this is an amazing course. I really like the idea of learning to learn. ..SG 14s


  • Common Core for College - essential learning outcomes cover civic engagement, ethical reasoning, creative thinking, global learning, information literacy, intercultural knowledge and other skills. Titled LEAP, for Liberal Education and America’s Promise


Topics

  • goals, actions
  • progress - goals, steps, evidence, revision
  • resource management - money
  • prioritization, trade-offs
  • attitude, social competence and coping with stress and disappointment
  • study skills - ?? general - preparation, expectations, self-directed, guidance, mentor, study group
  • vocabulary
  • feedback - self-check, peer review, assessment, rubrics


Overview / assessment

digital literacy - research, communication, presentation, discussion

  • For research assignments, I use a variety of search sites and keywords to find reliable online resources that add to my understanding of the subject.
  • I express my ideas and opinions in online class discussions, and provide appropriate feedback to others.
  • I have used several online presentation tools and have prepared a presentation for others to review.

learning literacies - self-directed learning, inquiry-based learning, collaboration

  • I can work at my own pace, and complete all the assignments for an online course.
  • I have areas of interest that I can incorporate into course activities that require independent research and presentation.
  • I can review the work of others and provide constructive criticism to help them improve their work.
  • I appreciate the suggestions from others, and use this information to improve my work.

reinforcing basic skills - reading, writing, math

  • Learning to be a lifelong learner is important to me.
  • I need good basic skills - reading, writing and math, and I am working to improve these skills.


Pre- and Post- Survey

DeAnza College Digital Learning Literacies

This survey will be used for research purposes only. All responses will remain anonymous and any data that is reported will be at the aggregate level (no individual data will be given out). You may choose not to answer any question.

This survey will help the Digital Learning Literacies program serve students better. The results will be given to the research staff, not your instructor. This survey is voluntary and completing it shows your willingness to participate.

Please answer all questions in relation to this learning community this quarter.

We greatly appreciate your participation!


Please rate your experiences using the following scale: 1 = Never 2 = Rarely / Hardly ever 3 = Sometimes 4 = Often 5 = Very often

  1. Work with other students during a course.
  2. Use a digital technology to deliver a course assignment. For example, interactive presentation, cartoon, podcast, social bookmarks
  3. Consider the possible consequences of providing personal information to a web site I don't know - full name, picture, phone number
  4. Use advanced search options to find information sources other than the first page of a basic Google search.
  5. Participate in an online discussion.
  6. Take responsibility for my own learning and preparing for class, rather than just doing assigned homework.
  7. Request help or additional information about class topics and assignments from other students or the instructor.
  8. Know what my grade is during the semester so I can ensure that I have turned in all required assignments, and know what I need to improve to increase my grade.
  9. Complete any / all extra credit assignments for my courses.
  10. Proactive - read up on a topic before class, to be ready to learn about this topic.
  11. Organized, understand requirements, meet deadlines.
  12. Communicate with instructor, and/or work group about problems, inability to meet deadlines.
  13. Use Catalyst functions and settings.

Please use the following scale: 1 = Not at all 2 = Very little 3 = Some 4 = Much 5 = Very much

  1. My writing is more effective and clear.
  2. I organize my time better, so I can get more done in the time available>
  3. Problem-solving is easier using strategies to break down the problem into pieces.
  4. Web-based applications have helped me organize assignments better.
  5. Assignments get turned in on time.
  6. Tracking assignments in Catalyst helps me focus on the course.
  7. My personal information is more secure from identity theft and email scams.
  8. The online resources that I find and reference are more appropriate to assignment requirements.
  9. I use technology appropriately to prepare presentations.


resources

COUN 200: Orientation to College Follow Your True Colors to the Work You Love www.truecolorscareer.com Personality Type (MBTI) www.personalitytype.com Self-Directed Search www.self-directed-search.com (Assessment site) The Keirsey Temperament Sorter www.keirsey.com (Assessment site




  • IDEO - Take Ownership. Talk Less, Do More. Make Others Successful. Be Optimistic. Collaborate.

Learn From Failure. Embrace Ambiguity. http://designthinking.ideo.com/?p=1282 http://vimeopro.com/ideo/value-videos/video/69910054


2013.12

topic learning technologies academic process life skills basic skills
1. Getting Started - introductions, Catalyst tour Consume, Create, Collaborate watch, listen, read, learning styles, help time management life skills math IXL
2. Search - keywords, stepwise refinement search - keyword academic integrity, plagiarism problem-solving, questions goal setting educational games, TryEngineering, NASA
3. Evaluate - sources, citation search - personal interest, Tarheel book citation search scientific method, design process personal - self confidence Prezi
5. Personal Information - privacy, settings account, pictures assignments math problems competence, aptitude social media
6. Global Connection - broader audience pictures, video, publishing, copyright, Creative Commons discussions vocabulary decision making wiki
7. Remix - aggregate, curate quizzes notetaking, tracking, record keeping self aware programming - Scratch
4. Personal Learning Network RSS feeds, follow notetaking, research academic prioritization, trade-offs
8. Peer to Peer peer review, pair & share - constructive criticism, rubric assessment, credit message, writing, communication personal plan portfolio
9. Working Together divide work, milestone, deadline online / open MOOC visual, verbal goals, actions bucket list
10. Collaborate - Do It combine, finalize, evaluate
11. Project - individual / group problem, inquiry, design
12. Peer Review review, evaluation, feedback reflection improvement inquiry design process other cognitive


2014.01.23

SLO

  • learning management system basics, course information, messages, notification, discussion forum, quizzes, assignment submission, grades, account/profile/settings
  • consume - search, evaluate, * personal - accounts, information, security, privacy, passwords
  • create - citing, plagiarism, copyright, writing, tracking/recording, documentation, * technology/digital - communication, presentation
  • self-directed, self-regulated learning - focus, motivation, time management, reflection * responsibility - assignments, due dates, grades, participation, preparation (only learn what you almost know), flipped classroom - why, * 7 habits * consume, create, collaborate * use it,... * personal learning network - RSS, twitter * school / life - community service, money
  • individual projects of personal interest - document in discussion thread ? all student posts in single project thread - * Ask * Imagine * Plan, Create * Improve
  • collaborate - discussion participation, feedback, peer review, group work - with partner pair/share, small group 3-4 * MOOC, future of education
  • scoring - required, pick from list, mix & match, min/max points in each category, rubrics * extra credit * A, B, C activities - must do some at each level ?


Discussions - must participate actively

  1. Introductions, Goals, Expectations
  2. Learning Preferences
  3. Time Management, Motivation
  4. Copyright, Plagiarism, Ethics
  5. Personal Learning Environment
  6. Academic Success,
  7. Curiosity, Innovation
  8. Learn, Life, Legacy


Technology

  • presentation - money management
  • personalized practice - math skills
  • collaboration ? pair / share


  • Ask * Imagine * Plan, Create * Improve
  • research, presentation - text, media, citations
  •  ? fll rubric
  • problem-solving and research skills, application of knowledge in context, communication and effective teamwork.


topic template

  • intro
  • learning objectives
  • media - articles, videos, images
  • I need...
  • consume - get
  • create - make, give
  • collaborate -
  • learning / life skills - time, tasks, resources, motivation, 43 things
  • literacies, academic, process, cognitive, basic skills
  • poll, survey - similarities, differences, self-aware
  • reflect - Now I know, ... - What did you learn? How will you use the knowledge and skills?


breadth

access, curate, communicate, collaborate with and create

learning skills

  • Catalyst environment
  • study skills - ?? general - preparation, expectations, self-directed, guidance, mentor, study group
  • test taking - facts Quizlet, strategies, essarys
  • reading, media
  • listening - evaluate
  • writing, research, citations, note-taking, bookmarking
  • discussion - participation, facilitation
  • feedback - self-check, peer review, assessment, rubrics
  • learning styles, preference
  • group work - roles, responsibilities, milestones, commitment
  • deadlines - calendar, due dates, consequences
  • reflection - successes, could be better
  • 7 principles - expect, be pro-active

life skills

  • time management - planning, prioritization
  • resource management - money
  • decision-making
  • motivation
  • self-direction - interests, outcomes
  • expectations, requirements, suggestions
  • progress - goals, steps, evidence, revision
  • 2014.01.20 - attitude, social competence and coping with stress and dissapointment

technologies

  • consume - view, browser options, preferences, windows, zoom
  • consume - search, RSS, Twitter
  • create - presentation, share, publish - blog, Prezi, Pinterest, Flickr
  • create - learning - problem solving Scratch, test prep Quizlet
  • collaborate - Wikia, Wikispaces ? Scratch

differentiation - build your own adventure - placement/assessment - self, quiz

  • new here - basic concepts, functionality - required
  • some experience - beyond current level - select one or more areas of interest/focus
  • challenge - depth, breadth, extension

Digital literacies - checklist, certificate

  • Make it - Creativity and Innovation - photo, draw, paint, write
  • Share it - Communication and Collaboration - publish, work together
  • Find it - Research and Information Fluency - browsers, search
  • Solve it - Critical Thinking, Problem Solving and Decision Making - crossword, flashcards
  • Protect it - Digital Citizenship - privacy, copyright
  • Use it - Technology Operations and Concepts - write, edit, copy, paste, save, transfer


Assess learning outcomes - proposal elaboration

4. How will you assess your student learning outcomes and/or program level outcomes? Explain your methods for evaluation, baseline, and data collection. Please specify what surveys or other quantitative data you will collect to measure these outcomes.


The course work for the class will include using the technologies to do the assignments. The online course format requires students to read, hear and view information about using technologies for learning. Many of the "assignments" are submitted as discussion posts, requiring students to write in a class forum and respond to the work of others. Students will explore and use technologies - search, citation, blogs, open textbooks, collaborative writing, project management. Assignments encourage students to select topics of interest to demonstrate presentation technologies.

In addition to extensive in course assessments, students will be asked to provide information about their experience with online learning, their study skills, and their academic goals. This information will be used in conjunction with DeAnza student records and relevant student population data to determine the effectiveness of the Digital Learning Literaces course interventions.

Mallory Newell, DeAnza College Researcher, will help with the comparative evaluation and has confirmed that data about specific students and the entire population of distance learning students can be made available for this analysis.

Representative samples of baseline established pre-course and in first sessions - polls, quizzes

  • Online learning and course management systems - are these new to you or are you familiar with these? * This is my first online class * Catalyst / Moodle * Other * More than one
  • Have you helped out in the community by volunteering? * No community volunteer experience * Middle school / High school community projects * Community organizations * Faith-based organizations * Online volunteering
  • Self-directed and personalized learning can be offered in online courses. What would you choose, if these options were available? * Take the course as it is - same sequence, 1 topic each week * Same sequence, at my own pace, no deadlines * Same topics, I decide order, distribution of work on each * Some of these topics, and I choose some others * Totally self-directed with instructor approval


Regular assessment - assignments, graded discussions, self-reporting, quizzes throughout course

  • graded discussion posts - Post a link to a web article relevant to the weekly topic, briefly describe the key points and ask a question to start a discussion. Reply to 3 other posts and add your own question.
  • graded reflection - What would you like to know more about related to this topic? This should be one or two paragraphs. Submit your response in the I wonder... assignment.
  • multiple-choice with no "right" answer - Pick one and explain your selection.

Post-course evaluation and comparison will be used along with DeAnza-wide data to assess the effectiveness of the Digital Learning Literacies course.


DARE proposal

Name of Program or Department:

  • Computer Information Systems (CIS)


Name of Project:

  • Digital Learning Literacies


Submission Date:


Expected Project Completion Date:

  • first offering as Current Topics - Winter 2014
  • becomes regular CIS course


Primary Contact: (name, e-mail and phone #)

  • Valerie


Secondary Contact: (name, e-mail and phone #)

  • Mary


Basic Skills Initiative Funding Category: Circle one of the categories to the right

  • >>A. Program, Curriculum Planning, and Development

B. Student Assessment C. Advisement and Counseling Services D. Supplemental Instruction and Tutoring E. Course Articulation/curriculum alignment F. Instructional Materials and Equipment G1. Coordination G2. Research G3. Professional Development


1. Briefly describe the project/activity for which funds will be used and identify the targeted student population. Explain why you selected this student population and course levels if applicable.

  • students new to distance learning, Catalyst - DeAnza's course management system, using technology for learning
  • students that can benefit from introduction and reinforcement of study skills - problem solving, time management, self-assessment, peer reviews
  • applied basic skills - reading, writing, math - required for completing assignments


2. If your project requires collaboration with other programs and/or departments on or off campus, please explain by identifying the programs and/or departments and describing the nature of your collaboration. Collaboration is highly encouraged.


  • work with DeAnza Distance Learning on Catalyst-specific functions, training. The Distance Learning student orientation and online success tutorials will be include and/or augmented to meet the Digital Learning Literacies outcome objectives. April Qian and Dave Garrido have contributed to the content and delivery of these materials.
  • work with Mallory Newell, De Anza College Researcher to extract and analyze the student records data to assess the effectiveness of the Digital Learning Literacies course.


3. What are the student learning outcomes and/or program level outcomes for your project? Is this a short-term project? If there is potential for long term, what are your plans for sustaining the project? Include your timeline for achieving these outcomes.

  • Program Outcomes: provide an online for-credit course for students to develop and use skills for using technology, specifically, Catalyst course management system, and other cognitive skills to be successful learners and digital citizens.

Student Learning Outcomes:

  • learning / reinforcing basic skills - reading, writing, math
  • learning / reinforcing digital literacy - research, communication, presentation, discussion
  • learning / reinforcing learning literacies - self-directed learning, inquiry-based learning, collaboration

There will be ample opportunity for students to practice many of basic skills in while working through the assignments and participating in discussions

  • Writing - Responding to writing prompts, Organizing ideas clearly, Integrating sources into writing, Using correct grammar
  • Reading - Comprehending content, Identifying key themes, Analyzing content, Applying effective reading strategies (i.e. skimming, predicting and scanning)
  • Critical Thinking - Analyzing arguments, Exploring alternatives, Evaluating evidence, Valuing different perspectives
  • Quantitative Reasoning and Mathematics - Interpreting quantitative results and their limitations to address a specific question
  • Using Research and Data - Using internet resources to locate information, Accurately citing sources, Understanding what plagiarism is and how to avoid it, Evaluating the quality of research and sources
  • Academic Success Skills - Managing time, Developing motivation and confidence to achieve, Using out-of-class skills (textbook reading, text note-taking, study techniques, etc), Preventing procrastination in order to get work done

The course is structured to provide a number of research and discussion participation activities each week. Students will work independently and collaborate in small groups of 2-3 on inquiry-based projects, as well. Students receive feedback from peer-reviews, from structured automated responses to interactive learning modules and quizzes, grades and from instructor comments.

4. How will you assess your student learning outcomes and/or program level outcomes? Explain your methods for evaluation, baseline, and data collection. Please specify what surveys or other quantitative data you will collect to measure these outcomes. 

.....


5. How will you document and disseminate your results to the DARE Taskforce, your department and your division? (In particular, DARE is looking for re-usable documents or resources that can be shared on campus, such as best practices lists, professional development materials, guides or handbooks, etc.)

  • all course materials will be available in Catalyst
  • Master shell - all assignments, quizzes, resources
  • Live course with student tracking participation, submissions, recording assessments, performance

As requested by the D.A.R.E. Taskforce, data and analysis of the effectiveness of the Digital Learning Literacies course as determined from student records, pre- and post-course evaluations and surveys, and in-course assignment completion and discussion participation will be presented to the Taskforce as a presentation and a report.


6. Provide a budget breakdown of costs of the project and include the following categories: Staffing Needs, Materials and Supplies, Events/Workshops, Speakers, etc. (Please note that food is not something that DARE can fund.) Description, Amount

  • course development $2000
  • Instructor stipend - Winter 2014 - 3 units $3000


2013.11 outline

skills and strategies to be successful online learners. There is lots to cover - everything from time management to online research, strategies and practice for self-directed learning. It would include a range of media and assignments. Students would participate in online discussions to encourage reading and writing - the basic skills component.

  • use Catalyst features for school work
  • use problem solving - process
  • required to be self-directed
  • work with small group - 1 and 2 others
  1. Getting started - introductions, tour of Catalyst, learning styles, discussions
  2. Consume - media, search, help
  3. Create - reuse, remix,
  4. Collaborate - pair/share, 3 parts = whole, ask-imagine-plan-create-improve
  5. Final Project
  • problem-solving * 20 Questions Inquiry-based Learning - nice graphic - questions associated with * pose real questions * find resources * interpret information * report findings
  • self-directed - [1]

technologies - email, message, discussion, quiz, assignment (text, attach), chat, video, audio, images, search (google, ),

  • tarheel book
  • blog post, photo share
  • weebly - student accounts, no email


notes

  • proposal form, flyer

I'd like to do an online course for students to experience online learning and develop some skills and strategies to be successful online learners. There is lots to cover - everything from time management to online research, strategies and practice for self-directed learning. It would include a range of media and assignments. Students would participate in online discussions to encourage reading and writing - the basic skills component.

With many higher ed institutions experimenting with Massively Open Online Courses (MOOCs), DeAnza students should have the opportunity to learn to be successful in these courses. Becoming a self-directed lifelong learner is a learnable set of skills. Offering an online course seems appropriate.

The DARE initiative could provide the funding. Looks like there needs to be a couple of people involved. I'd like to work on it. If you or someone else in your groups are interested, I would like to move forward. Deadline for proposals for Winter 2014 quarter projects: Friday November 15, 2013. That's not a lot of time, but it should be possible to come up with a reasonable proposal in that time.

Problem-solving

Self-directed Learning

  • personality traits are o · Self-confidence o · Inner directed o · Achievement motivated. * at least six kinds of cognitive skills appear to be particularly important in successful self-directed learning.

o · Goal setting skills o · Processing skills o · Other cognitive skills o · Some competence or aptitude in the topic or a closely related area o · Decision making skills o · Self-awareness [2]

  • enaged, self-directed, self-motivated learner, you never learn how to find resources and experts, how to weigh the relevance of research materials, how to set goals and break them down into tasks, how to build and use community, how to find places where you can get the skills you need to make your ideas happen. [3]
  • self-directed learning helps us optimize our educational experience, allowing us to focus effort on useful information that we don’t already possess and exposing us to information that we don’t have access to through passive observation. The active nature of self-directed learning also helps us in encoding information and retaining it over time. [4]
  • SDL Self-Directed Learning - learning strategies such as predicting, questioning, clarifying, and summarizing, so that students will develop the ability to use these strategies on their own. * prompts

1. Connected Learning 2. Personalization 3. Collaboration 4. Reflection 5. Implementation


Learning literacies - like web literacies - learning skills, study skills, self-directed learners

  • Web Literacies - Exploring, Building, Connecting - map of competencies and skills that are important when getting better at reading, writing and participating on the web. more...
  • exploring
  • building
  • connecting
  • MOOCs
  • Rethinking Learning: The 21st Century Learner - use laptops so they can be put away when they aren't in use / appropriate
  • three types of instruction that researchers Wiggins and McTighe (2005) found to be most effective when used interrelatedly: direct, facilitation, and coaching.

2013.12

  • digital literacies https://www.teachingenglish.org.uk/article/digital-literacies-what-are-they-why-should-we-care - digital literacies refer to our ability to effectively make use of the technologies at our disposal. We are not just talking about a checklist of technical skills, but also about the social practices that surround the use of new media. So not just knowing how to create a blog entry, but knowing how to use this to connect with a wider community of readers and writers, and what sort of online persona one projects though one's post. Not just knowing how to upload photos to Flickr ( a photo sharing site), but knowing whether to publish them under a Creative Commons license and what this implies in terms of digital rights and usage.
  • learning literacies
  • digital learning literacies


2013.11.25

  • Jen, Mary
  • attrition rates for online courses, measurements, compare success/completion forstudents who take / not
  • models, similar programs, provide info on similar programs - San Mateo - 1 unit, before start of semester, invite all students enrolled in online courses - email $ time to prepare and send ??vt - Distance Learning offering
  • collaborate - explicit ref April
  • $ for development - DARE has paid stipends
  • pay for first semester - low enrollment > go anyway as pilot to build interest
  • what's the need - specifically address
  • outcomes - measure, data required
  • marketing

Distance Learning has been working with instructors since before 2000 to provide orientation for students taking online course. Initially, on-campus orientations were provided for all Distance Learning classes. In 2001-2003, as the Faculty Coordinator in Distance Learning, I worked with instructors to develop an online orientation. As more fully online courses were added, there has been a shift towards online orientation. Today, some are online, some are still in-person. Some instructors require attendance/ participation, while others make it optional but recommended. Some instructors test on this material. Data for orientation completion may be available from Distance Learning.

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