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Wednesday, 14 July 2004: 9:30 AM-10:30 AM | |||
Oceanic 1 (Walt Disney World Dolphin Hotel) | |||
F-2: Designing Group Activities for Online Instruction | |||
| Detailed Description: | Group activities in the classroom support the success of the class, even though each student is assessed individually. Designing methods for social interaction and team building provides the foundation for an online class, which uses teacher-centered, learner-centered, and content-centered approaches. The key to a successful online course is to evaluate and select the types of group activities that fit the instructor's pedagogy, the needs of the learner, and the objectives of the course. | ||
| Presentation Format: | Paper | ||
| Topic: | Enabling learning: Effective instructional practices and flexible design models | ||
| Target Audience: | Course Designers, Faculty and Other Instructors, E-learning Managers, K-12 Educational Staff | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | Group activities in the classroom support the success of the class, even though each student is assessed individually. Designing methods for social interaction and team building provides the foundation for an online class, which uses teacher-centered, learner-centered, and content-centered approaches. The key to a successful online course is to evaluate and select the types of group activities that fit the instructor's pedagogy, the needs of the learner, and the objectives of the course. The method for designing group activities can be divided into teacher-centered, learner-centered, and content-centered approaches. The teacher-centered approach focuses on the instructor's preferences regarding the types of group activities that shape the way they teach. The learner-centered approach focuses on the student's preferences regarding the types of group activities that shape the way they want to engage in the course. The content-centered approach focuses on the content that accomplishes the course objectives. Combining all three approaches encourages sound instructional design, and improves the variety of approaches for web-based group activities. This design approach for group activities supports various WebCT tools. The communication tools connect the student with the other learners and provide the instructor with a link. Contextual information is formed from the objectives to help drive the content-centered approach delivered in the WebCT assessment and content tools. The activities are determined from a form filled out by the instructor that lists approaches based on the learning outcomes. The evaluation is based on the types of approaches for determining a group activity. As you design the activity, a formative evaluation instrument is developed based on the teacher-centered, learner-centered, and content-centered approaches collected in the instructor's activity form. The evaluation instrument or rubric provides the instructor with clear guidelines for improving and implementing the group activity. | ||
| Session Leader: | Randy Lee Stamm Idaho State University | ||
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