EDCI 565 EXPERIENTIAL LEARNING DESIGN PROJECT 

Each pair or pod will be responsible for approximately one outcome per person to support teachers, learners, and parents in pivoting to online, multi-access, or blended designs for teaching and learning. Collectively, our cohort will edit a blog of pivot outcomes and both curate and create evidence-informed resources to be posted on the blog. These resources must be posted with consideration of licensing of intellectual property (e.g., attribution, copyright considered, etc.). This project will be evaluated based on the following 3 assignments. These assignments will be evaluated according to the Departmental Grading Scale and the following: 

  • communication of thinking: clear, succinct, focused and organized
  • identification, examination, and articulation of how certain ideas/approaches have informed who you are, your ways of thinking, and what you know as teacher-researcher
  • your understanding of the relationship between learning design, the needs of the learner vs. the system, plus the rights, responsibilities, and opportunities when engaging in digital, networked, and open learning.

 

Assignment 1) Curation of Resources: 30%

Professional Writing and/or Speech  – DUE JULY 21

In pairs or trios, you will be responsible for curating resources to support your assigned learning outcomes. These resources should be of high quality with an evaluation of each against a critical evaluation framework or rubric (e.g., organization, accessibility, grammar, clarity, credible source, currency, etc.). The resources should be posted on the appropriate section of the collective blog. The evaluation/rationale can be provided in a Hypothes.is annotation situated on the blog page/post for the resource on the collective blog OR it can be posted on a learner’s own blog with a link to that evaluation blog post shared in a Hypothes.is annotation on the resource’s section of the collective blog.

 

Assignment 2) Creation of Resource(s): 30% 

Professional Writing and/or Speech – DUE JULY 28

In pairs or trios, you will be responsible for creating resources to support your assigned learning outcomes. These may be videos, text, animation, screen recording, podcasts, etc., to support the target learner gaining a better understanding of the corresponding outcome. The design of the resource(s) should be of high quality and justified against a critical evaluation framework or rubric (e.g., organization, accessibility, grammar, clarity, credible source, currency, etc.). The resources should be posted on the appropriate section of the collective blog. The evaluation/rationale can be provided in a Hypothes.is annotation situated on the blog page/post for the resource on the collective blog OR it can be posted on a learner’s own blog with a link to that evaluation blog post shared in a Hypothes.is annotation on the resource’s section of the collective blog.

 

Assignment 3) Evidence-Informed Design and Content – Review & Summary: 40%

Academic Writing with APA Referencing – DUE JULY 28

3a) Review (500-750 words): Separate from the critical evaluation of resources in assignment 1 and 2, learners in pairs or pods (as assigned) will have to take a holistic review of their learning design and content to support the outcomes they are addressing. The evaluation can be cooperatively authored (and post repeated on each group member’s blog) or they may cooperatively collect the evidence and write up their findings separately in their own voice on their own blogs. Beyond critical evaluation of resources perspective completed in Assignments 1 and 2, this review of the design and of the content conveyed to support the outcome should be supported by research evidence (e.g., journal articles, chapters, proceedings, books). Please provide a link to your review post via in situ annotation on your outcome resource page using Hypothes.is. 

3b) Summary (approx. 250 words excluding references): Pairs or pods must compose a very concise summary of the research evidence to support the content provided on the resource page. For example, if the outcome is about using asynchronous tools to support a learning community, then the paragraph should provide a very concise summary of the research findings on this topic and include linked references in APA format. This summary should be posted on the collective blog either at the bottom or linked off of their resource page. 

Note that any reference list of journal articles, books, and/or chapters must be presented in APA format. Depending on the resource, be separate from a list of resources (e.g., blogs, Twitter list, videos, etc.). All works referred to in the body of a blog post can simply be hyperlinked to the source.

 

Required participation activities: 

  • Review and feedback on collective blog (continuous, but especially near the launch)
    You are expected to peer-review the collective blog and provide your constructive input via hypothes.is comments. This feedback may range from pointing out typos, grammar, and technical layout to comments about how resources could be improved to recommendations or resources or readings to consider for adding or replacing curated resources.
  • Reflective blogging on the process, guests, and/or readings (at least 1 post per week)
    You will take up ideas presented in the courses, integrate them into your thinking and the contexts in which you work, and create new meaning. This involves continuously reflecting on key readings, videos, activities, working samples, blog posts, discussions, and guests throughout EDCI 565 by (re)examining them in depth and asking questions about how the approach(es) influence your beliefs, practices, and conceptualization of learning, both for yourself professionally and personally, and the impact of learning design and curriculum studies on the education system, its practices, and its stakeholders. The final post should contain a reflective summary of the whole-group design process and project development. Posts should provide links to sources referred to in the post.
  • Participation in Decentralized Synchronous Pairs or Pods (at least twice per week)
    You will meet synchronously with your partner or pod having prepared yourself in advance of each meeting by having read the blog posts of your pod member as well as any course readings/resources. Discourse should connect to both courses and include reflection and inquiry regarding the whole group class activities, the readings, and progress on your assignments.