Assignment 2 Tips - How to Get the Most from the Assignment

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From the course by UNSW Sydney (The University of New South Wales)

Learning to Teach Online

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UNSW Sydney (The University of New South Wales)

Learning to Teach Online

210 ratings

Are you an educator? Have you ever wanted to understand more about how to design your class to make better use of educational technology – whether fully online or in blended contexts? Would you like to learn from those who have extensive practical experience with online technologies? The Learning to Teach Online (LTTO) MOOC will help you develop a working understanding of successful online teaching strategies that you can apply in your own practice. The course is based upon the multi award winning open educational resource developed by Dr Simon McIntyre and Karin Watson. Integrating online technologies into your teaching can be a challenging prospect, and it can be difficult to know how to approach it effectively for the benefit of both students and yourself. No one knows your own content and teaching strengths better than you, and the “one size fits all” formula doesn’t always suit everyone. No matter what type of technology you are interested in exploring or your level of experience, this course will help you draw on your teaching strengths and find the approach that is right for you, your students and your educational context. This course will guide you through your journey of understanding how online technologies can enhance your course design. You will have the opportunity to develop your understanding of effective online teaching practices and their relationship to the use of different technologies. You will also be encouraged to progressively design and reflect upon your own online learning activity, assessment or resource for use in your own class if you choose to undertake the course assignments.

From the lesson

Engaging and Motivating Students + Evaluation Strategies

'Module 7: Engaging and Motivating Students' explores various strategies for engaging and motivating your students in a range of different online learning scenarios. It discusses the important roles that curriculum design, activity structure, the relevance of the chosen technology, and effective time management play in creating an enthusiasm for learning in your students. 'Module 8: Evaluation Strategies' examines the importance of evaluating your online teaching practice to ensure that it is effective, and to give you an opportunity to constantly improve. This is especially important when you are first developing an online teaching practice, or when you are trying something new for the first time. We will explore an evaluation strategy based upon four reflective angles: self reflection, peer observations, student feedback, and theory. The module also introduces the concept of learning analytics as an informative tool to enable up to the minute evaluation of your online class.

Assignment 2 Tips - How to Get the Most from the Assignment4:36

Assignment 2 Tips - How to Assess Criterion 13:17

Assignment 2 Tips - How to Assess Criterion 23:21

Assignment 2 Tips - How to Assess Criterion 34:42

Assignment 2 Tips - How to Assess Criterion 43:29

Assignment 2 Tips - How to Assess Criterion 53:15

Meet the Instructors

Associate Professor Simon McIntyre
Associate Dean Education
UNSW Sydney | Art & Design
Dr Negin Mirriahi
Academic Developer, Learning and Teaching Unit (formerly)
Adjunct Lecturer, School of Education

So we're very briefly going to go over the second assignment in the MOOC,

designing a learning component.

So, Simon, what are some tips around doing well on this assignment?

>> Well, the assignment's about taking the ideas of how

you've chosen your technology.

And now it's about fleshing out the learning design around that.

So looking at the specifics of how this will actually work in terms of

how you're applying the technology, how you're engaging students,

how you as a teacher will interact with the students through that technology.

And so it's really about understanding the whole educational experience and

how it fits in to the bigger curriculum in your class if you're doing one part.

>> So some things to consider might be what the students would actually do with

the technology regardless of whether it's an assessment, an activity or a resource.

And then what they're doing, but also what the teacher does with it as well.

>> Yeah, and also if it's about delivering content or getting students to submit

ideas, what parts of the technology do they do that in?

How does the technology function and how does that relate to the educational

experience from the student's perspective and also from the teacher's perspective.

>> So, like the first assignment, if you did the first assignment and if you did,

you really encourage you to go back, look at that, and

look back at some of the comments you received from your peers regarding that.

Because it's really meant to help you build on that first assignment as you move

into the second one where you're really now designing that learning component,

like Simon said.

So again, we have some guiding questions that you should be looking at,

that you'll be assessed on for this assignment.

So the first one that Simon said, do the design.

And you can use different ways of showing that design.

They can write it but can they- >> Yeah, although that's really important

because we don't want to limit how you're presenting the idea.

It's not about presenting in one format.

It's about being clear in communicating.

So if you want to actually use a piece of open tech and design it for real, and

make it and let people follow a link and interact with it, that's great.

If you want to do a video demonstrating it, if you want to do Photoshop stills of

what the designs might look like, flowcharts, written text, it's up to you.

But just make sure that you answer those questions and

answer them quite clearly for me.

>> So once you've explained what your learning component is and

how it works, then we're asking you to just very briefly describe

how it aligns with the rest of the curriculum in your class.

So, for example, if you've chosen to design an assessment, you're getting your

students to do an activity on a Wiki perhaps and it's going to be assessed.

How does that align back to the learning outcomes?

So what learning outcome is that actually assessing?

What sort of activities are going to support that?

What sort of resources will support it?

So just very briefly, not too extensively, just describe how your

particular learning component is aligned with the rest of the class.

And if you don't remember curriculum alignment, or constructive alignment,

we suggest you go back and look at module three which discusses that.

>> And the other thing is, how are you going to evaluate this and

see if it's really working or not?

So we've got a question in there about planning an evaluation strategy for

yourself and obviously how you're going to gather data.

Is it coming from the tech, is it coming from the students, and

your own reflections.

We've got, actually, a module all about evaluations, so

it would be handy to look at that one as well.

That's module eight, and there's various types of evaluation strategies.

You only need to pick one that will really work for you.

But it's really important that if you are trying something new that you then sit

back, evaluate it, so you know what you want to change or improve for next time.

You also need to talk,

think about how you're going to engage your students with the learning component.

So it's one thing to actually design it and hand it over for

them to do, whatever it is, an activity, an assessment, or a resource.

But what are you actually going to do to make sure that they're engaging with it?

So if it's a resource, what's your role in ensuring the students are actually going

to be looking at it, or reading it, or viewing it?

If it's an activity, how are you going to encourage your students to actually

engage with it, or engage with one another with it?

So we have a module on engagement, module seven.

So we suggest that you look at some of the strategies mentioned in that.

And also think about other strategies that you've heard from your colleagues, or

you've read about that would help really engage your

students in your learning component.

>> So we're really excited to see some of the ideas that you guys come up with.

So, good luck.

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