scholarly journals From Synchronous Face-to-Face Group Work to Asynchronous Individual Work: Pivoting an Enterprise Modelling Course for Teaching during a COVID-19 Lockdown

2020 ◽  
Author(s):  
Andreas Drechsler
Keyword(s):  
Group Work ◽  
Course Design ◽  
Design Principles ◽  
Design Features ◽  
Specific Design ◽  
General Design ◽  
Course Content ◽  
Face To Face ◽  
Enterprise Modelling ◽  
Asynchronous Interactions

This paper outlines the challenges faced in a particular instance of an enterprise modelling (EM) course that lost the ability to have face-to-face interactions and describes a solution that proved to be at least equally effective and appreciated when moved online. The revised course design is primarily driven by exercise and assignment work, provides course content in a ‘piecemeal’ fashion, and relies almost exclusively on asynchronous interactions. This paper distils the solution into specific design features of the revised course as well as more general design principles that can be applied to other EM courses (and potentially beyond).

scholarly journals From Synchronous Face-to-Face Group Work to Asynchronous Individual Work: Pivoting an Enterprise Modelling Course for Teaching during a COVID-19 Lockdown

2020 ◽  
Author(s):  
Andreas Drechsler
Keyword(s):  
Group Work ◽  
Course Design ◽  
Design Principles ◽  
Design Features ◽  
Specific Design ◽  
General Design ◽  
Course Content ◽  
Face To Face ◽  
Enterprise Modelling ◽  
Asynchronous Interactions

This paper outlines the challenges faced in a particular instance of an enterprise modelling (EM) course that lost the ability to have face-to-face interactions and describes a solution that proved to be at least equally effective and appreciated when moved online. The revised course design is primarily driven by exercise and assignment work, provides course content in a ‘piecemeal’ fashion, and relies almost exclusively on asynchronous interactions. This paper distils the solution into specific design features of the revised course as well as more general design principles that can be applied to other EM courses (and potentially beyond).

Expanding Learning Opportunities for Graduate Students with HyFlex Course Design

2016 ◽  
Vol 6 (4) ◽  
pp. 19-37 ◽  
Author(s):  
Mariam Mouse Matta Abdelmalak ◽  
Julia Lynn Parra
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Adult Students ◽  
Course Design ◽  
Learning Opportunities ◽  
Student Attendance ◽  
Course Content ◽  
Face To Face ◽  
Course Work ◽  
Class Meetings

The purpose of this study was to explore students' perspectives regarding HyFlex course design. The main feature of HyFlex is blending synchronous online student attendance and face-to-face student attendance (hybrid) in a single course and allowing students to choose when and how they attend (flexible). The course in this study implemented HyFlex principles to expand learning opportunities of adult graduate students in a higher education setting. The data collection sources included interviews of six graduate students, class observations, recordings of class meetings, students' course work, and relevant online course artifacts. Results indicated that participants perceived HyFlex to be a good way to accommodate student needs and their life circumstances, increase student access to course content and instruction, differentiate instruction to meet adult students' different learning styles and strategies, and give students a sense of control over their learning.

Methods and Strategies

2019 ◽  
pp. 97-112
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Group Work ◽  
Course Design ◽  
Learning Activities ◽  
Music Appreciation ◽  
Online Classes ◽  
Skill Sets ◽  
Design Elements ◽  
Face To Face ◽  
Asynchronous Discussions ◽  
Online Music

This chapter presents methods and strategies that can be considered when developing an online music appreciation class. When compared to a live, face-to-face course, online classes have more structure and must be fully developed prior to the first day of class. For these reasons, some methods and strategies are specific elements of the course design rather than educator skill sets used only when teaching the course. Readers will find several strategies introduced that can be considered early for course design elements, such as asynchronous discussions and group work. A variety of formative and summative learning activities are conceptually introduced to facilitate planning and development. The chapter ends with a brief summary of important points and an infographic designed to visually highlight five types of methods and strategies that can be included when designing an online music appreciation course.

scholarly journals Teaching Public Speaking Online–Not a Problem but an Opportunity!

2019 ◽  
Vol 2 ◽  
pp. 76-82 ◽  
Author(s):  
Sherwyn Morreale ◽  
Janice Thorpe ◽  
Susan Ward
Keyword(s):  
Public Speaking ◽  
Course Design ◽  
Design Model ◽  
Design Stage ◽  
Design Strategies ◽  
Course Content ◽  
Face To Face ◽  
Initial Design ◽  
Online Public Speaking ◽  
Integrated Course Design

This reflection essay focuses on the problems inherent in the design and development of an online public speaking course, which in part result from presuming the course must mirror its face-to-face counterpart. Based on our own experiences and background in designing an online public speaking course, we recommend that instructors and administrators of this course solve such problems by employing design strategies that effectively adapt the course content and pedagogy to a digital context. The essay begins with a description of an integrated course design model (Fink, 2005) that proved useful to us for accomplishing this task. Then we discuss how we used the four components of the initial design stage of this model to take advantage of opportunities for teaching public speaking online.

Narrative Learning in the Virtual Landscape: A Model From a Baccalaureate Program

2014 ◽  
Vol 20 (3) ◽  
pp. 159-163
Author(s):  
Meghan E. MacNamara
Keyword(s):  
Medical Humanities ◽  
Course Design ◽  
Ethical Dilemmas ◽  
Online Course ◽  
Practical Skills ◽  
Online Course Design ◽  
Course Content ◽  
Face To Face ◽  
Narrative Constructions ◽  
Humanities Curriculum

This article explores the implications of presenting a medical humanities curriculum in a virtual format, using as a model a fully online humanities course taught in both traditional 15-week and accelerated 5-week formats. The course explores narrative competency and allows baccalaureate students to deepen their practical skills with increased awareness of narrative constructions. The online course design fosters growth in many areas of communication that have otherwise been absent in face-to-face courses taught by this educator. In the virtual format, students showed increased investment in the course content and an openness to communicating their experience as well as to critically challenging their colleagues on narrative-based dilemmas, such as those centered around building empathy, remaining nonjudgmental when challenged with ethical dilemmas, and awareness of signs within themselves of disengagement and burnout.

A Method for Classifying Products Designed for the Developing World

2016 ◽  
Author(s):  
Paden M. Troxell ◽  
Charles Kim
Keyword(s):  
Developing World ◽  
Design Principles ◽  
Product Class ◽  
Specific Design ◽  
Step Method ◽  
Specific Product ◽  
Potential Value ◽  
Design Characteristics ◽  
Design Guidance

Researchers in the area of design for the developing world have synthesized knowledge from location-specific product case studies in the form of design guidance, which includes pitfalls, principles, and methods. Much of the design guidance relates to specific product classes and regions, while recent work is directed towards generalized principles. The aim of this paper is to fill gaps in product class-specific design guidance by creating larger groups of similar products, which share design characteristics. In this paper, we present a method for classifying products into such groups utilizing cluster analysis. We present a five-step method, which includes optional synthesis of design principles. The potential value of the method is demonstrated in a case study. The result included two distinct product groups, titled Products for Relief and Products for Development, and corresponding design principles for each group.

scholarly journals Development, Implementation, and Initial Participant Feedback of an Online Anatomy and Radiology Contouring Bootcamp in Radiation Oncology

2021 ◽  
Vol 8 ◽  
pp. 238212052110377
Author(s):  
Paige Eansor ◽  
Madeleine E. Norris ◽  
Leah A. D’Souza ◽  
Glenn S. Bauman ◽  
Zahra Kassam ◽  
...  
Keyword(s):  
Learning Environment ◽  
Radiation Oncology ◽  
Medical Physics ◽  
Course Completion ◽  
Online Course ◽  
Design Development ◽  
Subject Knowledge ◽  
Course Content ◽  
Face To Face ◽  
The Creation

BACKGROUND The Anatomy and Radiology Contouring (ARC) Bootcamp was a face-to-face (F2F) course designed to ensure radiation oncology residents were equipped with the knowledge and skillset to use radiation therapy techniques properly. The ARC Bootcamp was proven to be a useful educational intervention for improving learners’ knowledge of anatomy and radiology and contouring ability. An online version of the course was created to increase accessibility to the ARC Bootcamp and provide a flexible, self-paced learning environment. This study aimed to describe the instructional design model used to create the online offering and report participants’ motivation to enroll in the course and the online ARC Bootcamp's strengths and improvement areas. METHODS The creation of the online course followed the analysis, design, development, implementation, and evaluation (ADDIE) framework. The course was structured in a linear progression of locked modules consisting of radiology and contouring lectures, anatomy labs, and integrated evaluations. RESULTS The online course launched on the platform Teachable in November 2019, and by January 2021, 140 participants had enrolled in the course, with 27 participants completing all course components. The course had broad geographic participation with learners from 19 different countries. Of the participants enrolled, 34% were female, and most were radiation oncology residents (56%), followed by other programs (24%), such as medical physics residents or medical students. The primary motivator for participants to enroll was to improve their subject knowledge/skill (44%). The most common strength identified by participants was the course's quality (41%), and the most common improvement area was to incorporate more course content (41%). CONCLUSIONS The creation of the online ARC Bootcamp using the ADDIE framework was feasible. The course is accessible to diverse geographic regions and programs and provides a flexible learning environment; however, the course completion rate was low. Participants’ feedback regarding their experiences will inform future offerings of the online course.

scholarly journals Increasing Student Engagement by Flipping the Course

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Debra Sprague
Keyword(s):  
Student Engagement ◽  
Flipped Learning ◽  
Student Work ◽  
Course Content ◽  
Face To Face ◽  
Online Technologies ◽  
The Face ◽  
Online Lecture ◽  
Education Courses

Flipping the classroom has gained much attention over the past couple of years. It involves using video and online technologies to provide the lecture portion of a lesson. Students view the online lecture for homework, while class time is spent engaged in applying what is learned from the lecture. By doing this, it is believed students become active learners and take more responsibility for their learning.Although a skeptic of the flipped learning model (after all, a lecture is a lecture no matter what format it takes) the presenter decided to give it a try and flip one of her teacher education courses. The result was more student engagement, better quality of student work, and increase in student evaluations.This presentation will focus on strategies for flipping a course through the creation of a hybrid (combination of online and face-to-face) course. The presenter will share with the audience how she provided meaningful online activities and how she engaged the students during the face-to-face classes. Although the course content derives from the education discipline, the strategies presented can fit any content area.

Sign in / Sign up

Export Citation Format

Share Document