development of an integrated online program using sakai

Development of an Integrated Online Program Using Sakai

Anne Gwozdek, Program Director, University of MichiganEmily Springfield, Instr. Designer, University of Michigan

Session mechanics

• One hour• We’ll stop

periodically for questions

Background

• Dedicated, clinically experienced students

• Asynchronous, active learning

• Competency-based curriculum

Program Overview

Courses

Reflection

Portfolio

18 months planning and research

Program highlights - interactivity

Peer and facultyfeedback

Presentations

Field experiences

Extensive onlinediscussions

Program highlights - curricular cohesion

Competencies

Future of Dental Hygiene

Course 1 Course 2 Course 3 Course 4

Program highlights - curricular cohesion

• Example: Community Project

481: Identify community-related resources in their

county

482 – Study the relationship of oral health to systemic

health AND the impact it has on the

population

483 – Learn to do a literature review

and analyze sources

485 – Create comprehensive

community program plan, including

community profile and needs assessment

487 – Identify community agency and make contacts

for doing project

484 – Advocacy for target populations

(Many students saw advocacy as

part of their community projs.)

486– Implement the plan, evaluate it, and present it to peers in a poster presentation

Cognition

Program highlights - Metacognition

Learn – review – contextualize Course content (x11)

Field exp.

(x2-3)

Metacognition

Portfolio reflections

(x10)

Reflection assignments

(x18)

Class Discussions

(x35)

Meta-meta-cognition

Final Portfolio

(x1)

Portfolio Discussions

(x10)

Course Development

Metacognition

Portfolio reflections

(x10)

Reflection assignments

(x18)

Class Discussions

(x35)

Meta-meta-cognition

Final Portfolio

(x1)

Portfolio Discussions

(x10)

Cognition

Course content

(x11)

Field exp.

(x2-3)

Team approach

Instructor

Instructional designer

Programdirector(s)

Linear plan, circular reality

• Plan• Course outline --> create assignments -->

write discussion questions --> finalize readings --> rubrics --> pfolio question

• Reality• Many, many iterations• People get stuck on content delivery• “Aha” moments when elements fall into place

5. Faculty review6. Final revisions7. “Open house”8. Course begins

Timeline is critical!

Month 1

Month 2

Month 3

Month 4

Month 5

Month 6

1

2

1. Instructor outlines course2. Meet with instructional

designer3. Meetings with full team4. Build course online

78

5

4

3 3

3 3

6

Rushing is not an option

Design principles

• Competency-based• Build on knowledge and skills

• Course content• Research/professional skills (lit search before

research paper before project)• Technology – e.g., PPT

• Consistency in function and look• Active learning techniques• Rubrics and feedback

Learning activities

No tests No fact-level

assessments (definitions, dates, etc.)

Focus on application and synthesis

Group work Discussion Peer evaluation

Writing – many types

Project development, implementation, evaluation

Field experience

Presentations

Course templates

• Consistent through every course

• No cognitive load wasted on finding information

• Uses tools and web links

Left Navigation Panel

Modules

•Orientation•One screen of content per topic•Don’t rehash readings•Embedded reading links •Activities overview

Forums

Assignments•All associated resources linked here•Submitted as “attach only”•Feedback provided on rubrics and attached•Discussion feedback rubric also housed here

Quirks and workarounds

• Students never click on “Resources”

• Our forum feedback is too complex for the Sakai Forums grading mechanism

• Many clicks to get links into Modules, and they break on course duplication or export/import

Rubrics

• Nearly 50 total• Discussion*• Portfolio*• Peer evaluation*

• Large, multi-part paper/project

• Small paper• Critical analysis journal• Poster• PowerPoint presentation• Reflection assignment

*used verbatim in multiple courses

Questions?

Cognition

Course content (x11)

Field exp.

(x2-3)

Meta-meta-cognition

Final Portfolio

(x1)

Portfolio Discussions

(x10)

Portfolio and Reflection

Metacognition

Portfolio reflections

(x10)

Reflection assignments

(x18)

Class Discussions

(x35)

Portfolio activities• End of this course:

• Self-assessment on program competencies

• Reflect on this course

• Beginning of next course: • Discuss those reflections• Discuss how last course

pertains to next course

Competency matrix

Competency reflection form

Final reflection

Final reflection form

Portfolio reflection example

1. Take a “big picture” look back at what you learned.

Portfolio reflection example

2. Apply it to a context outside of class

Portfolio reflection example

3. Discuss these applications with your classmates

Portfolio reflection example

4. How does that fit with the next course?

Portfolio reflection example

1. Take a “big picture” look back at what you learned.

2. Apply it to a context outside of class

3. Discuss these applications with your classmates

4. How does that fit with the next course?

Things to notice

Reflection ≠ therapy Critical analysis

Graded very seriously

Questions?

Final portfolio

Cognition

Course content (x11)

Field exp.

(x2-3)

Metacognition

Portfolio reflections

(x10)

Reflection assignments

(x18)

Class Discussions

(x35)

Meta-meta-cognition

Final Portfolio

(x1)

Portfolio Discussions

(x10)

A whole new portfolio

1. Review

2. Write

3. Publish

Final self-presentation portfolio

Benefits of CTools ePortfolio “tool”

• Better reflection guidance than old spreadsheet

• Tab within CTools keeps portfolio activities academically related

• Student familiarity with CTools• Customization and CTools support• Pilot project initiative and follow up

reporting/sharing within UM community

Questions?

Results

Student and program outcomes

Benefits to faculty and admins

• Formative program evaluation• Are students learning what I expected them

to learn?• Is there lingering misinformation?• Are students prepared for upcoming

projects?

• Summative program evaluation via competencies

Benefits to students

• Consistency (keeps focus on learning, not course mechanics)

• Content (relevant, applied)• Metacognition (repeated opportunities to

self-assess how material fits into their personal and professional worlds)

• Students graduate as leaders in the profession

Quantitative results

• We’ve retained all but 1 student in 2 cohorts

• Almost no questions about Sakai functionality after first class

0123456789

10

481 482 483 487 485 484 486 488 Ave.Course number

Average forum posts per student per thread

Cohort 1 Cohort 2

Faculty survey results

• n=7; surveyed after teaching to compare online to face-to-face• 100% of faculty believe students learned

more and more active learning took place online, compared to face-to-face courses

• 71.5% believe the same or more interaction happened online

• It’s more work, but faculty enjoyed it• Full list

Any Final Questions?

Thank you!University of Michigan Dental Hygiene Program

Program Director: Anne Gwozdek agwozdek@umich.edu Instructional Designer: Emily Springfield espring@umich.edu