Open Educational Practices/Final Project
This lesson applies open educational practices in a final project.
Objectives and Skills
[edit | edit source]Objectives and skills for this lesson include:
- Plan student engagement and assessment
- Evaluate options for open educational practices
- Develop a lesson based on open educational practices
Readings
[edit | edit source]Multimedia
[edit | edit source]- YouTube: 8 Essential Components of an Effective Lesson Plan
- YouTube: The 5 Minute Lesson Plan
- YouTube: 4 Things You Need to Know About Instructional Design for eLearning
Activities
[edit | edit source]- Apply instructional design concepts.
- Start with the outcomes. What should learners be able to do?
- Consider assessment. How will you, or they, assess learning outcomes?
- What prerequisites or other assumptions will be made regarding current knowledge and/or skills?
- Design the lesson plan.
- Select a template for the lesson plan.
- Create an outline for the desired lesson structure and approach.
- Develop the lesson plan.
- Consider information sources. What new information will learners need? Are open sources available or will students create open content as part of the lesson?
- Consider engagement. What activities will students complete to engage with this new information? How will they interact with each other? What role(s) will the instructor play?
- Consider applications. How will learners apply this new information in or to their world?
- Consider accessibility and UDL. Is the lesson accessible and approachable?
- Publish the developed lesson on Wikiversity or MERLOT.
- Seek feedback on open content.
- Access the Piazza web service at Piazza: Open Educational Practices to join the course discussion forums and review existing posts.
- Share a link to your lesson and seek feedback on your efforts. This may be within your own institution or with others in your discipline discussion group. Create a new post or respond to existing posts to address one or more of the following questions:
- What course and topic is your lesson designed to address? How will you assess learning outcomes?
- What information sources are available and how will students engage with that content? How will they apply what they learn?
- How were accessibility and UDL concepts addressed? Is the lesson accessible and approachable?
- Review other posted lesson plans for your discipline. Which ideas can you adopt or adapt for your own courses?
- Edit this page.
- Review Wikiversity:Be bold. Wikis only work if people are bold.
- Review your notes of new concepts or key terms from this lesson and compare them to the Lesson Summary and Key Terms listed below.
- Be bold by improving this course wiki page using the Edit tab. For the Lesson Summary and Key Terms, include references for any content you add. If the Lesson Summary and Key Terms sections seem complete to you, review the Readings and Multimedia links for opportunities for improvement. But note, improving a wiki does not always mean adding to the wiki. Consider how much content you, yourself, are willing to view. Add, edit, update, delete, replace with links to better resources, etc. Your guide should always be to leave the wiki better than you found it.
- Reflect on open educational practices.
- Reflect on what you learned in this application of instructional design and open educational practices. What surprised you? What have you learned in this course that you can apply to your own learning environment(s)? Post your reflection in the Piazza discussion forum, sharing it with either the entire class or one or more of the available discussion groups.
- Review other reflection posts and respond to at least two that interest you. Post any questions you have that you would like others to address.
Lesson Summary
[edit | edit source]Additional items will be contributed by course participants
- The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against a standard or benchmark. Summative assessments may be distributed throughout a course, after a particular unit (or collection of topics) have been taught, and there are advantages to doing so.[1]
- Annotations provide the reader with a summary and an evaluation of each source. Each summary should be a concise exposition of the source's central idea(s) and give the reader a general idea of the source's content.[2]
- Traditional lesson planning is often based on the Madeline Hunter Approach, especially when teaching school age children. This approach follows a sequential, teacher-established flow. Meagan Rodgers offers a more transparent approach suited for higher education. Her method allows for the flexible needs of each particular group.[3]
Key Terms
[edit | edit source]Additional items will be contributed by course participants
- assessment
- The systematic process of documenting and using empirical data on the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning.[4]
- backward design
- A method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment. Then one works "backward" from the goals and outcomes to the activities/assessment.[5]
- formative assessment
- Involves qualitative feedback (rather than scores) for both student and teacher that focuses on the details of content and performance.[6]
- summative assessment
- Used as an evaluation technique in instructional design. Summative evaluation judges the worth, or value, of an intervention at its conclusion.[7]