When designing this module, I adhered to the vision outlined in my previous reflection. I focused on the characteristics of my audience to inform my design. Below are some of the design decisions from my previous reflection and how they are reflected in my design of Module 5.
Simple, clean, coherent design
- The module was structured in the same way that the previous introduction module was. Posts were organized and numbered. All of the attachments were labelled to correspond with the naming and numbering conventions of the posts.
Limited external technology
- A deliberate effort was made to use tools within the Google Suite of applications. The reason for this was to avoid busy learners from having to setup and register new accounts and learn unfamiliar technology. The one exception was an optional webinar recording in the module notes.
- I explored the use of Pear Deck while developing the module notes. Pear Deck can be incorporated into Google Classroom through a plug-in for the Google Slides. The service seemed promising but ultimately, I had too many concerns about the level of permissions and access to my Google Account that the service wanted. I also was trying to be conscious of the urge to add additional flashy bells and whistles that I find interesting but might ultimately confuse my learners.
- I considered using Padlet as a collaborative space to brainstorm and discuss ideas. I eventually opted to use the collaboration features within Google Docs to ensure limited unnecessary external technology.
Assigned deadlines
- Deadlines were added to all of the activities.
Applied and authentic assessments
- Learners are asked to work with materials from their own classrooms in the activities. For example in Activity 5.4 learners are asked to complete the exercise using a learning objective from their own course.
- The final product of the group work activity will be used in the summative assignment in the next module. Importantly by the end of this activity learners will have a tool that they can immediately take and use in their own professional practice.
Group Discussion and Collaboration in Formative Activities
- Opportunities for discussion and collaboration are found throughout the module.
Aysnchronous Learning
- The activities can be completed at the learner’s own pace. There is built in flexibility, although students are still bound by the week deadline to complete the module.
Mobile Friendly
- I tested out the Google Classroom page and the attachments from within a mobile browser. Everything worked as intended.
Iterative Design
- While creating my project for this course I was given the opportunity at work to deliver a workshop and pilot the content in a face to face session streamed for off-campus learners. I included the recording of this session in the module notes. The session went well, and learners were engaged with the activities. The anonymous feedback on the session was overwhelmingly positive. One of the criticisms was that one of the activities was too complicated. I simplified activity 5.5 to be a more straight forward activity with detailed instructions.