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
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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)
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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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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 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
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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