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Seven Steps in Designing the eWriting Learning Objects (LOs)

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Seven Steps in Designing the eWriting Learning Objects (LOs). eWriting : ESL Writing Success September 2002 – August 2005 ESL/Foreign Languages Department Presented by: Michaela Tomova, FIPSE Grant Manager. Project Overview. Goals Content and scope

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seven steps in designing the ewriting learning objects los

Seven Steps in Designing the eWriting Learning Objects (LOs)

eWriting: ESL Writing Success

September 2002 – August 2005

ESL/Foreign Languages Department

Presented by: Michaela Tomova,

FIPSE Grant Manager

project overview
Project Overview
  • Goals
  • Content and scope
  • Collaborators
  • Dissemination and publications
step 1 defining an lo
Step 1 :Defining an LO

What is an LO?

Definition of the eWriting LO:

The LO is a one hour, self-contained, reusable unit of online instruction. It neither links out, nor does it depend on other LOs for pre or post instruction. It pre-tests students’ knowledge of the target concept, and measures learning through a post-test. It incorporates a variety of technology tools for online instruction and addresses all learning styles.

defining an lo first steps
Defining an LO: First Steps

The “Learning Clock”,

FIPSE Focus Group,

April 17, 2003,

Group Work

step 1 defining an lo components of the ewriting lo
Step 1: Defining an LOComponents of the eWriting LO:
  • Learning objective
  • Time on task
  • Pre-test
  • Warm-up/Introduction
  • Lectures (teacher talk with examples)
  • Activities
  • Post-test
  • Survey (paper and on-line version)
  • Answer key
  • Feedback to wrong answers
  • Links to additional online references to reinforce learning
defining an lo webct online seminar
LEARNING

Pedagogical expectations:

Learning objectives

Range in scope and size

Purpose and goals

Teaching strategies

Activities, content, assessment

Learner focused

Interactive, adaptable.

NEW! Various learning styles addressed, LO themes introduced

OBJECT

Practical expectations:

Easy to use

Accessible

Searchable

Identifiable

Customizable

Integrate-able

Improvable

Sellable, etc, etc.

Defining an LO: WebCT Online Seminar:
step 2 team selection and writing the curriculum we re almost there
Step 2 :Team Selection and Writing the Curriculum(we’re almost there!)
  • Team selection
  • Training
  • Course design:
    • The college writing and grammar competencies
    • Developing a Table of Contents for the six levels
    • Outlining the writers’ instructions and format
    • Determining the pre and post test requirements
    • Providing a checklist of LO components
    • Setting the eWriting schedule
step 3 classroom test piloting work in progress
The “First steps” in piloting tested:

The content in terms of appropriateness of level, length of the LO, students’ understanding, clarity of instructions, usefulness of activities, interest and positive response.

Initially, classroom piloting facilitated:

The evaluation process

Revision and editing of LOs

Evolution of piloting strategies and results:

Revised piloting instructions

Extended time for LO classroom delivery

Error analysis and feedback for all activities in the LO

Better feedback and evaluation data

Step 3 : Classroom Test Piloting(work in progress)
step 4 evaluation purposes and tools dr barry greenberg
Step 4 :Evaluation: Purposes and Tools (Dr. Barry Greenberg)
  • Classroom interviews
  • Measuring learning
step 5 programming work in progress
Step 5: Programming(work in progress)
  • Hire and train programmers
  • Develop online tutorials
  • Design online templates
  • Select tools to develop online LOs
    • Hot Potatoes
    • Lectora
step 6 online piloting third year project
Step 6: Online Piloting(third year project)
  • Facilities: the ESL lab
  • Students’ surveys
  • Collection of final evaluation data
step 7 evaluation and final product
Step 7 :Evaluation and Final Product
  • Samples of online LO activities:

Level 2

Level 6

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