Learning Activities
To Begin: Site Architecture
Modular Structures
Hybrid course is usually divided into multiple units. Each unit contains course materials, learning activities, assignments, and assessments for that unit.
| My course is loosely structured and students are directed to the topic when necessary. | My course is divided into modules and units. Students work steadily through this structure. | My course is modular and students are active doing tasks as they work through different topics. |
A modular structure offers the course designer and students advantages. Riggs & Linder(2016) see the following advantages in such an arrangement of smaller parts:
· Pacing the learning experience to prioritise information and activities and to help prevent students from feeling overwhelmed;
- Allowing students to monitor progress regularly;
· Discouraging procrastination by providing regular milestones and deliverables;
· Visually providing a high-level overview of the course topics, which can increase understanding of how course topics relate to one another; and
· Providing space to scaffold active learning experiences and to provide sufficient opportunity for guidance and feedback on reflection activities.
These units, modules or parts are necessary not because students have short attention spans or are unmotivated, but because the absence of a physical and face to face social architecture necessitates an alternative virtual architecture.
Where are you
· My students have no or limited opportunities to engage in regular effective contact with other students (e.g. limited to a single Q&A discussion forum only).
· Students are offered limited opportunities to engage in regular and ongoing contact with other students (e.g. limited to a single Q&A discussion forum).
Structure of a unit
This checklist offers ten tips for structuring a unit or module.
1. Number: Within a sequence of in-class and online activities, a student needs to know where it fits within the overall course
2. Heading: A catchy, attention grabbing title
3. Period: The total amount of time required to complete the activity
4. Outcomes: A clear statement of what students will get out of the learning activity
5. Task Summary: Introduction about “what you’re going to do”
6. Spark: A trigger, whether it be a little video, example, case study or picture, but keep it short.
7. Details: More explicit instructions for the students with links to further resources if necessary
8. Call to action: Expected tools to use for students’ work and their response to another student’s work with links to further resources if necessary
9. Feedback: Anticipated feedback, perhaps a summary, perhaps a weave that pulls together all the various contributions
10. Next steps: A link to the next activity
Modular tips and prompts
Introduction
ð Does the introduction draw the student in by relating to the student’s interests, putting the students inside a scenario, describing a problem, or by asking a compelling question?
ð Does the introduction build upon prior knowledge and introduce or foreshadow future work?
Task or activity
ð Is it very clear to the student what they will have accomplished after completing the task?
ð Is the task that has been set do-able and engaging? Does it require the activation of the six behaviours?
ð Does the task encourage higher order thinking?
Process
ð Is every step in the process section clearly stated so that students will understand what they are to do?
ð Are checks for understanding built into the process?
ð Are the activities within the process clearly related and are they designed to evolve students’ thinking?
Relevance, quality and quantity of the resources
ð Are the resources of instructional value to the students?
ð Do the resources hyperlink to the correct websites?
ð Is the layout and design appropriate for the students?
ð Are there appropriate, thematic graphic elements throughout the activity that help students understand the concepts and relationships presented?
Clarity of assessment criteria
ð Does the assessment rubric clearly communicate to the students what is going to be assessed?
ð Does it provide a list of criteria for appropriate levels of performance?
ð Does the rubric match the learning outcomes?
Does the conclusion summarise what the students have accomplished and learned?