Designing+Modes

// ** Designing Modes ** Objective: Match modes of learning and assessment to the objectives, activities, and outcomes //

In the previous chapters, educational philosophies (Behaviorism, Constructivism) and tools for assessing learner outcomes were introduced. In this chapter, we will discuss how a designer may shape the learning environment and view examples of tools used to evaluate learning.

Aligning outcomes, assessment, and activities
When aligning outcomes, assessments, and activities the designer should consider two aspects in the process: T his consideration ensures that the system is consistent. The chart below demonstrates the activity-assessment-outcomes relationship:
 * 1) Students construct meaning from what they do learn.
 * 2) The instructor aligns the planned learning activities with the learning outcomes (Engineering Subject Centre, 2010, para. 1).



**Take action and monitor progress. **
The next step for the designer is to take action (implement the activity) and monitor progress (evaluation). Activities and evaluation can take place in two different instruction environments: Formal and informal instruction. Traditionally, face-to-face learning that takes place in the classroom has been considered to be a more formal instructional environment than distance learning. But an online delivery of a course provides three types of learning environments that makes elearning very attractive: asynchronous, blended and synchronous learning.

Describe the learning environment and delivery of context for instructional activities.
When a designer contemplates the learning environment for distance learning, the characteristics of the learner should be considered. Asynchronous environments are better suited for learners who are self-motivated. Learners who procrastinate are probably not suited for this learning environment. It may be more appropriate for adult-learners (they NEVER procrastinate !). Synchronous learning is a more contained learning environment with the instructor facilitating the course. “This type of class means that usually the entire class meets online in a predetermined online web site during a predetermined time period.” (Smith, 2009, para. 5) A blended environment combines asynchronous and synchronous. This type environment will keep the procrastinators motivated and the self-starters satisfied. There are some pitfalls such as learners not being clear on deadlines of when activities are due. But usually these matters may be cleared up through communication with the instructor.

 Delivery Modes
There are a number of delivery methods that utilize both traditional and non-traditional media. The chart below explains the modes that may be used in delivery. Also see links to university websites for an example of each:
 * Modes of Delivery || Explanation || Example ||
 * CD-ROMS || Interactive multimedia recorded on a CD. || http://www.apta.org/AM/Template.cfm? Section=CD_ROM&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=325&ContentID=41055 ||
 * Print materials || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">e-text, textbooks, ezines || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">http://www.photocourse.com/title-photocourse.htm ||
 * <span style="background: yellow; font-family: 'Arial','sans-serif'; font-size: 10pt;">Telecourses || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Chat, synchronous communication, Teleconferences, usually delivered through education access TV || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">http://www.ccsf.edu/Departments/Telecourses/ ||
 * <span style="background: yellow; font-family: 'Arial','sans-serif'; font-size: 10pt;">Video || <span style="background: yellow; font-family: 'Arial','sans-serif'; font-size: 10pt;">Live web <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">, Streaming, videotape, satellite transmission, cable || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">http://www.registrar.arizona.edu/schedules/mode.htm ||

= **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Synthesize and evaluate learning. ** = ​In the Outcomes and Assessments chapter, assessment tools to evaluate the effectiveness of design were discussed. How does a designer and the instructor utilize the feedback from their students to evaluate learning? In the video below, teachers' evaluate their students' learning within a Structure of Observed Learning Outcome (SOLO) curriculum design. media type="youtube" key="VtyhkZyzwck" height="385" width="480"

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Extend and transfer knowledge. **
Also discussed in the Outcomes and Assessment chapter were examples of performance tasks. Performance tasks can be used to measure a learner's knowledge: the extent and the transfer of new knowledge. An example of what a learner may submit as a performance task is the following video of junior high school science students explaining the characteristics of a chemical ingredient found in a popular hair shampoo. media type="youtube" key="_iZ7dxWhDfI" height="385" width="480"

<span style="color: #333333; font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">References

Biggs, J. (1999). Teaching for quality learning at university: What the student does. Higher Education, 40(3), 374-376.

Retrieved from [|http://www.springerlink.com/content/m4p5408117187366/] Chokearti. (2010, March 4). Solo taxonomy: An experienced teacher, registered teacher and beginning teacher [Video file]. Retrieved from [] <span style="color: #333333; font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Engineering Subject Centre. (2010, March 4). Constructive alignment- and why it is important to the learning process. Retrieved from The Higher Education Academy: [] Irlolcats. (2010, March 4). Science performance task- sodium chloride [Video file]. Retrieved from http://www.youtube.com/watch? v=_iZ7dxWhDfI

<span style="color: #333333; font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">Smith, D. (2009, November 19). Synchronous learning, will you be where you need to be. Retrieved March 4, 2010, from Bright Hub: []

== Designing Content <span style="font-family: Verdana,Geneva,sans-serif; font-size: 108%;">| Designing Delivery  | <span style="font-family: Verdana,Geneva,sans-serif; font-size: 88%;">Designing Materials  == zsm top