The students are back. UNCW admitted 2100 freshmen – Wow that’s a lot. It’s a very exciting time for these students. I don’t usually teach undergraduates and when I do they are juniors/seniors so I never get to see when they are still figuring things out. But for those that new to college and not sure what you want to do my advice is this…
Take a bunch of classes in different subjects to see what you want to do
Figure out which type of jobs each major leads to
Figure out what kind of salaries each major leads to
Figure out what students in the majors are actually doing when they graduate
Talk to faculty about your future goals and steps to get there
Then ask yourself what would you enjoy doing for the rest of your life. Keep in mind that you aren’t getting your dream job out of college (well maybe you will buy many will not) and figure out the path to get there. Meet with faculty and take advantage of what the college has to offer. Too many students pick a major they might not like just because they think it might lead to a good career. A good career comes out of passion and hard work. So choose wisely…you can only change careers so many times…sometimes you can’t.
The following graphic is a high level overview of a basic principle in instructional design – choosing your instructional model to guide you through the process. It begins with coming to the conclusion that training is needed. Once it’s been determined that training is needed one must choose the instructional model they are going to use. I call this choosing which version of ADDIE they are going to use. There are many versions of ADDIE. Dick and Carey and Rapid Design are two very popular models. The key is that there are many versions. There is no one way to do ADDIE. In fact, each company I have consulted with usually has their own version – one that is usually modified for each project based on client needs. Sometimes that means using AGILE methods for design/development, working in a linear fashion, or developing in pieces. Again, this will change based on client needs. However, you will always need to do some form of analysis, design, development, implementation, or evaluation regardless of the process selected.
Here is a video the UNCW MIT program with WECT:
Here is a link to my 2016 pete&c presentation.
I am reading through a number of peer reviewed studies and noticing that there are pieces missing from each. So if you are conducting an experimental study where learning is a dependent variable you must do the the following (note these are the things I keep seeing that are missing):
- Pre test. This is to ensure that differences found in your study are due to the condition and not prior knowledge. Be aware that if you give the same pre test as post test, its a violation of validity but it can still be done (its better than no pre test). Thus I recommend giving a different pre test.
- Content Validity. Is the content you are using correct? And is the assessment measuring the objectives from the content? How do you know this? Explain this. Has an expert reviewed it? Have you piloted it?
- What is the reliability of the test? Please provide us this information.
- Provide the M, SD, and Effect.
I know all of this seems like common sense but I am seeing top tier journals publishing articles that do not contain this basic information.
If your online courses involve online discussion (and they should!), I urge you to consider the types of discussions your students are having. Before I get into that, lets discuss the advantages of online discussion. Online discussion is what separates online courses from traditional distance learning correspondence courses. It gives us that ‘feel’ i.e., social presence, that a face to face course has. So if you want your learners to be happy there needs to be an element of discussion and student/teacher presence in the course. However, what I find is that many online instructors have boring discussions causing a slight decrease in satisfaction when comparing their online vs face to face student satisfaction scores. In fact at the end of my online courses I get many comments from students stating that they were happy they didn’t have boring discussions like other online courses they have taken. Many say they were nervous to take my course due to bad experiences in other online courses.
Why does this happen?
We know the students need to do the discussions as part of the learning process however the students usually see most discussions as busy work – something they are required to do, that is not fun, that they feel they do not get a lot out of. As a result, I have been experimenting with a discussion strategy that I believe works very well in online courses, which promotes learning and makes each discussion very beneficial for the student.
What do I do?
Instead of posing a discussion question that I hope sparks students interest I have students do a project. While we all love discussion questions the issue is that in a 5, 8 or 15 week course where students need to participate each week, there is no way you are going to come up with 1-3 discussion questions each week that students generally care about and thus they lose motivation doing the same thing over and over again. In addition, many discussion questions don’t even spark discussion and students are posting simply to meet the requirements in the course. This is boring! So I create a project for each week of the course that students post to the discussion forum and then discuss. I love this idea because students will get to see how another student viewed the assignment and learn from what they did. What are some example projects/activities that I have students do instead of a weekly discussion question? Some examples include presentations, videos, screencasts, critique articles/videos, charts, collages, short fictional stories, and many others. I try to make each week a different activity that relates to the content covered for the week. This way before my week starts students have done a small project on the topic and they have started discussing it. What I find is that many students go in and look at each students project because they are curious to see what their classmates did. This creates a great learning environment and makes students very comfortable with each other. I find that doing this has increased my end of course review scores, end of course comments, and increased the amount of compliments I get for my online courses. Give it a try and see how it works out for you. And I find this works for both undergraduate and graduate courses!