June 5, 1pm-2pm Recording.
Does your course offer access to a variety of engaging resources and activities that facilitate communication and collaboration, deliver content, and support learning and engagement?
OSCQR: Content and Activities Category
Upcoming options
LaneOnline OSCQR Top 15 https://docs.google.com/document/d/1Cvto7EL4oOvqzVZv1HBNKu0FTTN53SB716V9S6u_pmM/edit
OSCQR in focus:
29. [Variety] Course offers access to a variety of engaging resources that facilitate communication and collaboration, deliver content, and support learning and engagement.
Why it matters:
- Students learn more by doing than by listening/consuming content.
- All content and activities should be aligned with module, course, and program objectives.
- WHY do students need to do this? Do you tell them why?
What it looks like:
- Tell them WHY and HOW they should be engaging with course resources.
- Meet with a librarian to help find more engaging materials.
- Explore OERCommons
- Course share with other faculty – meet and show what you do and why. (teaching-pairs?)
- Don’t lecture. (50 alternatives to lecturing) – small chunks w/ interaction/assessment.
- Using the features within zoom to keep students engaged
- Google doc – reactions while learning – used as prompts for future discussion
- Breakout rooms in zoom for discussion
30. [Higher Order Thinking] Course provides activities for learners to develop higher-order thinking and problem-solving skills, such as critical reflection and analysis.
Why it matters:
- Individual and group reflections – sustained critical thinking and reflection allow the students to construct knowledge, inquiring, exploring, and thinking.
What it looks like:
- Reflection – what did you learn? Why is it important to you? How can you apply this today? Etc..
- Peer review groups – when assigning groups encourage (or assign?) students to meet via Google hangouts as a group.
- Use anonymous posts in a course forum.
- Assign students a role in live zoom sessions (moderator, class spokesperson (filters/proposes all student questions, etc.)
- Allow students to create course content.
31. [Authentic Activities] The course provides activities that emulate real-world applications of the discipline, such as experiential learning, case studies, and problem-based activities.
Why it matters:
- These activities engage learners by having them establish what they know and don’t know, work together to come up with real-world solutions, share those solutions, and review possible results.
According to Kolb (1984), experiential learning relies on four elements:
- Experience;
- Critical reflection;
- Abstract conceptualization; and
- Active experimentation in a new situation.
What it looks like:
- Explore MERLOT for case studies that you can integrated into your course.
- Create scenario-based discussion forums for learners to interact in. Establish and assign roles for learners within those scenarios.
- Use mini-cases as pre-lab work where learners can see what might go wrong before they are actually immersed in an online lab.
- Have learners create and facilitate course related scenarios.
- Have learners turn in reflective essays along with applied learning activities to measure critical thinking and reflection stages of the process.
- Assign “offline” activities to learners, and have the learners “debrief” in the online environment.
- Require foreign language learners to interact with native speakers (online) and summarize their experiences.
- Have learners document their real-world experiences through digital storytelling tools.