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WED 503 Stud 1

WED 504 Group Project. WED 503 Stud 2. WED 503 Stud 1. WED 503 Stud3. WED 503 Stud1. WED 503 Stud 4. WED 503 Stud 2. WED 503 Stud 3. WED 503 Stud 4. WED 503 Stud 2. Course Design Specification. WED 503 and 504 September 6, 2005. Course Design Specification (CDS).

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WED 503 Stud 1

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  1. WED 504 Group Project WED 503 Stud 2 WED 503 Stud 1 WED 503 Stud3 WED 503 Stud1 WED 503 Stud 4 WED 503 Stud 2 WED 503 Stud 3 WED 503 Stud 4 WED 503 Stud 2

  2. Course Design Specification WED 503 and 504 September 6, 2005

  3. Course Design Specification (CDS) • Project Schedule • Project Team • Media Specifications • Lesson Structure

  4. Project Schedule • Description of project • Milestones and deliverables • Deliverable dates

  5. Project team • Roles and responsibilities of project team members • Project tasks • Project phase determines project role

  6. Media specs • Describes standards and design • Fonts, navigation, themes, animation, interface design • Learning modalities • Visual • Auditory • Olfactory—hard to do in a CBT course, huh?  • Kinesthetic

  7. Lesson Structure • Logical and consistent grouping of instruction • Lessons within your multimedia project should be organized with the same basic structure: Sections Modules (contains module activities) Learning Cycles (contains learning activities)

  8. Terminology • Section • Largest unit of instruction • ~ 4-6 sections in a course • Module • Subdivision of a section • Consists of an assignment and several learning cycles • ~ 2-4 modules per section • Module Assignment • Evaluate students' comprehension of the content addressed in a single module • Assignments are team- or individual-based and often graded

  9. Terminology • Learning Cycle • Course content’s smallest unit • Addresses a specific aspect of the module's learning objectives • ~ 3-6 learning cycles per module • Learning Activity • Measures the students' understanding of the learning cycle content • Designed to reinforce and apply content

  10. Group Project(minimum requirements) • One section • One module • 1 module assignment which contains an exam • 3-6 learning cycles • At least one learning activity for each learning cycle

  11. Role Plays(Silberman, 1998) • Experiential approach to learning • Help participants become aware of their feelings and reactions to certain issues • Help participants both experience certain feelings and practice certain skills

  12. Scripting(Silberman, 1998) • The development of roles and the situation in which the drama is placed • Improvisation • Given a general scenario and asked to fill in the details • Prescribed roles • Given a well-prepared set of instructions that state the facts about the roles they are portraying • Semi-prescribed roles • Given information about the situation and the characters to be portrayed but not told how to handle the situation

  13. Scripting(Silberman, 1998) • Replay of life • Portray themselves in situations they have actually faced • Participant-prepared skits • Develop role-playing vignette of their own • Dramatic reading • Given a prepared script to act out

  14. Group Activity • Develop a script for your multimedia project using one of the following scripting strategies: • Prescribed roles • International Teaching Assistants • Semi-prescribed roles • AIS 11 I-Upgrade • Replay of life • New Student Orientation

  15. Class Announcements • (NEW!!!) September 27: Personal website due • Oct 4: Role play script due • The “best” script(s) within each group can be integrated into the final multimedia project

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