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Developing a Learning Module. John Stinson Ohio University Without Boundaries. Steps in the process. Identify the target audience Who are the learners and why is this learning important Identify learning outcomes

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Developing a Learning Module

John Stinson

Ohio University

Without Boundaries


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Steps in the process

  • Identify the target audience

    • Who are the learners and why is this learning important

  • Identify learning outcomes

    • What should the learner be able to do as a result of the learning experience(Competency)

  • Identify the content domain

    • What must the learner know to be able to achieve learning outcomes (Knowledge competency)


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Steps in the process

  • Design an activity, situation, problem, project to drive the learning.

    • Purpose is to engage the learner and…to create a “need to know”

  • Design the implementation plan

  • Introduce the project


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Project Design Guidelines

  • Learning outcomes should be holistic rather than being divided by narrow disciplinary boundaries.

  • Projects should be ill-structured.

  • Projects should mirror professional practice.


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Project Design Guidelines

  • Projects should require the learner to engage in and develop an effective inquiry process.

  • Projects should be authentic and contemporary

  • The educational process should be modeled as a pull process rather than a push process.


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Implementation

  • Design Introduction

    • Set expectations regarding deliverable(s)

    • Set expectations regarding assessment

    • Set clear deadlines for deliverable(s)

  • Identify Resources that students can use and that you will provide


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Implementation

  • Design deliverable evaluation - how and by whom will the deliverable be evaluated

  • Design learning assessment - how will content learning be evaluated

  • Design final reflection - process used to make learning explicit


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Assessing the module

  • Are the desired learning outcomes clear?

  • Is the design consistent with the desired learning outcomes?

  • Is the project, problem, or activity clearly established?

  • Is the activity grounded in a realistic context?


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Assessing the module

  • Is the role of learner clear and appropriate?

  • Is the expected product or deliverable clear and appropriate?

  • Will the learning experience be perceived as authentic?


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Assessing the module

  • Is the design of the assessment consistent with the desired outcomes?

  • How will learners reflect upon action and make learning explicit?