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Aligning Outcomes, Assessment, and Activities

Learners will be empowered to navigate and apply digital learning tools independently, fostering self-directed learning and collaboration in a fully enriched virtual environment.

In order to create a significant learning environment that fosters student choice, ownership, and voice, it's crucial that learning outcomes, activities, and assessments are aligned. According to L. Dee Fink (n.d.), the three-column learning outcomes table is a powerful tool in this process, as it emphasizes the importance of considering environmental and situational factors when planning lessons or courses. Through backward design, content developers and teachers can ensure that these elements—outcomes, activities, and assessments—are aligned with Fink’s six categories of significant learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn (Fink, n.d.).

As highlighted in my innovation plan, my goal is to incorporate the Enriched Virtual Model for blended learning designed for large-scale implementation in mainstream classrooms. Since the plan is intended for widespread adoption, I must consider generalizations and assumptions about the environmental and situational factors that influence learning. These include class size, the physical environment of the classroom, available technology, network and access issues, as well as the characteristics of both teachers and learners.

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In light of these factors, I developed my three-column learning outcomes table based on the following assumptions:

  • Learning Goals: Broad objectives that articulate what learners will know or be able to do after the instructional unit. These goals should be specific and measurable.

  • Learning Activities: These are the activities that learners will engage in to achieve the learning goals. Make sure these activities are varied and cater to the virtual learning model, leveraging technology where possible.

  • Assessment Activities: These should be methods of evaluating whether learners have met the learning goals. Choose assessments that align with virtual learning tools and can gauge the outcomes effectively.

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A year after this course is over, I want and hope that students will retain and apply the knowledge, skills, and insights they gained through a flexible and interactive learning environment. I hope they will continue to engage with the interdisciplinary content learned and demonstrate the ability to connect ideas from various subjects in real-world contexts. More importantly, I want them to be lifelong learners who possess the adaptability, collaboration skills, and critical thinking abilities necessary to succeed in rapidly changing environments.

 

My Big Hairy Audacious Goal (BHAG):


My BHAG for this course is to cultivate a generation of students who can seamlessly integrate technology, creativity, and interdisciplinary thinking to tackle complex problems in innovative ways. By the end of the course, I want students to feel empowered to apply their learning not just in academic contexts, but in their professional and personal lives, pushing the boundaries of what they can accomplish with the digital tools at their disposal.

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Foundational Knowledge

What key information is/are important for students to understand and remember in the future?
In the enriched virtual model, foundational knowledge will encompass key concepts across multiple disciplines that students can draw upon as they navigate various challenges. Important areas include:

  • Core concepts in relevant subjects: These could be foundational principles in science, mathematics, literature, or history that tie into real-world applications. For example, understanding systems thinking, scientific methods, or historical context.

  • Digital literacy and tech tools: Knowledge of digital platforms, tools, and how to use technology to learn, collaborate, and create will be central.

  • Critical concepts in problem-solving and creativity: Understanding how to analyze problems, approach them from multiple angles, and creatively find solutions is critical for future success.

What key ideas (or perspectives) are important for students to understand in this course?

  • Interdisciplinary connections: Understanding that real-world problems require solutions that span across disciplines—technology, business, science, art, etc.—and being able to make these connections will be crucial.

  • Adaptability and lifelong learning: Encouraging students to view learning as an ongoing journey, and to embrace the continual evolution of skills, especially as technology and industries change.

  • Collaboration in digital environments: The idea that working effectively in both physical and virtual teams is essential for success in the 21st century.

Application Goals

What kinds of thinking are important for students to learn?

  • Critical Thinking: Students should be able to analyze complex situations, evaluate different perspectives, and assess the credibility and relevance of information. This is important for navigating digital content, virtual collaboration, and interdisciplinary learning.

  • Creative Thinking: Encouraging students to imagine new possibilities, develop innovative solutions to problems, and think outside the box will prepare them for challenges in both academic and professional environments.

  • Practical Thinking: Practical thinking involves solving problems, making decisions based on data, and applying learned concepts to real-world situations. This skill will help students succeed in both their academic and future career paths.

What important skills do students need to gain?

  • Digital literacy and tech fluency: Students need to be proficient in using digital tools for communication, collaboration, and creating content. They must be comfortable with online research, multimedia creation, and participating in virtual communities.

  • Time management and self-regulation: Since the virtual model can offer flexibility, students need to be able to manage their time effectively and be responsible for their own learning pace and progress.

  • Collaboration and communication: Online learning will emphasize the need for clear communication and collaborative skills in digital environments, including the ability to give and receive feedback, work on group projects, and engage in virtual discussions.

Do students need to learn how to manage complex projects?
Yes, students will need to gain skills in managing complex projects that involve multiple steps, collaboration with peers, and the integration of knowledge from various subjects. The enriched virtual model encourages students to work on projects that require both time management and interdisciplinary knowledge, helping them build skills for managing multifaceted projects in their professional futures.

Integration Goals

What connections (similarities and interactions) should students recognize and make...

Among ideas within this course?
Students should recognize how ideas from different disciplines (e.g., technology, science, history, art) are interwoven to solve real-world problems. For instance, a project involving climate change could require knowledge of science, economics, policy, and social behavior. The course should guide them to integrate concepts and tools from various areas to develop comprehensive solutions.

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Among the information, ideas, and perspectives in this course and those in other courses or areas?
Students should learn to draw connections between the material in this course and their other coursework. For example, knowledge of mathematical models from their math class could be applied to interpret data in science projects, or creative problem-solving strategies from art could inform a technology development process. This interdisciplinary approach mirrors the interconnected nature of knowledge in the real world.

 

Among material in this course and the students' own personal, social, and/or work life?
The course should encourage students to apply what they're learning to their own lives, whether it’s solving a problem in their community, creating a digital portfolio, or using technology to collaborate on a personal project. Recognizing the relevance of academic knowledge to their social, personal, and work lives will help make the learning more meaningful and practical.

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References

 

Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses.  Jossey-Bass.

 

​Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and

Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001

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Harapnuik, D. (2016). Mapping your learner’s journey. It’s About Learning. Retrieved from http://www.harapnuik.org/?p=6420

 

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Association Press.

 

Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and

Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_04/article01.htm

 

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

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