LEARNING PATHS

PROVIDE SELF-DIRECTED LEARNING EXPERIENCE AND INDIVIDUALIZED LEARNING TRACKS

TRAVIS THURSTON - APRIL 21, 2016

Student-Centered Course DesiGN

photo by James Wheeler on Flickr

Learning Paths in Canvas LMS

CONTACT US

 @TRAVESTY328 @UTAHSTATECIDI

#OLCInnovate #USUETE

Travis Thurston

Sr. Instructional Designer

travis.thurston@usu.edu

@travesty328

  • Undergraduate Breadth Arts Course
  • Allow Topic Choice for Self-Direction
  • Flex Grading with Due Date Scaffold

CONSIDERATIONS

COURSE DESIGN

  • 2 Instructional Designers
  • 1 Instructional Developer/Programmer
  • 1 Instructor/ Subject Matter Expert
  • 1 Media Specialist
  • Canvas LMS - Grading Rules
  • USU Design Tools LTI
  • Custom LTI Tool - Learning Paths
  • Kaltura Media Integration

INTRODUCTION

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Resources

Evaluation Data

Canvalytics 

     (assignments, page views, etc.)

Learning Paths Data

     (accessing course content)

Unit Surveys (4)

     (qualitative student feedback)

 

 

Action Research

F2F to Online Course

     (transition course to online)

Self-Directed Learning Model

     (student choice in study topics)

Interactive approach to discussions

     (students connect to content)

 

 

 @TRAVESTY328 @UTAHSTATECIDI

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Current research shows self-directed learning optimizes the learning experience (Markant & Gurekis, 2013; 2012) and is more brain learning centered (Willis, 2008) and student centered (Barnes, 2013).

self-directed learning

brain learning centered

student centered

Willis, J. (2008) How Your Child Learns Best: Brain Friendly Strategies to Ignite Your Student's Learning and Increase School Success. Sourcebooks, Naperville, IL

Barnes, M (2013) ROLE Reversal: Achieving uncommonly excellent results in student centered classroom. ASCD, Alexandria, VA

Markant, D.B. and Gureckis, T.M. (2013, in press). Is it better to select or to receive? Learning via active and passive hypothesis testing. Journal of Experimental Psychology

Gureckis, T.M. and Markant, D.B. (2012). A cognitive and computational perspective on self-directed learning. Perspectives on Psychological Science, 7, 464-481

RESEARCH

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#SOTE16 #USUETE #LEARNINGPATHSTOOL

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Radenski, A. (2009, July). Freedom of choice as a motivational factor for active learning. In ACM SIGCSE Bulletin (Vol. 41, No. 3, pp. 21-25). ACM.  

RESEARCH

Radenski's "Assisted Freedom of Choice"

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Bonk, C.J., Miyoung Lee, M., Kou, X., Xu, S., & Feng-Ru S. (2015). Understanding the self-directed online learning preferences, goals, achievements,

research

Factors for Success

Obstacles or Challenges

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and challenges of MIT OpenCourse Ware Subscribers. Journal of Educational Technology & Society, 18(2), 349-368.

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course Design

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4 WEEKS

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course Design

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Intro

3 + 9 out of 18

Drop lowest 6 scores

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course Design

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course Design

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Q  A

 

 

&

DESIGN

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QUESTIONS

Using a Self-Directed Learning Model

1. Which are the most important factors when selecting a topic to study? 

2. What challenges/barriers do students encounter with assignments? 

?

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Survey

KAHOOT.IT

Join Game at

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Survey

Which of the following is the most important factor when selecting a unit to complete?

UNIT 1

UNIT 2

UNIT 3

UNIT 4

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TOPIC OF INTEREST

Accessing Topics

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Students Accessing Content

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TOPIC OF INTEREST

Accessing Topics & Assignment Submissions

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TOPIC OF INTEREST

Assignment Submissions

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TOPIC OF INTEREST

1037 

PARTICPATIONS

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Initial Findings

What are some of the challenges/barriers you have faced with completing the unit assignments?

1. Time Management/Procarastination

2. Assignment Difficulty/Length

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INITIAL FINDINGS

8K

>20K

>20K

>20K

19K

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INITIAL FINDINGS

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Future Directions

FUTURE DIRECTIONS

Provide additional due date structure

Dashboard for completed assignments and units

Reduce number of assignments and change format

Continue to iterate future course offerings to improve

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Learning Paths - OLC 2016

By Travis Thurston

Learning Paths - OLC 2016

Exploring the USU developed Learning Paths tool as a self-directed, learner-centered, online course delivery option.

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