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EDDL 5141 Week 6 Activity 3
EDDL 5141, Sarah Cook

EDDL 5141 Week 6 Activity 3

Draft Online Design Plan (Assignment 3)

Identify a specific educational context

Topic: Career Exploration.

  • Assess personal transferable skills, and identify strengths and those skills that require further refinement
  • Analyze internal and external factors to inform personal career-life choices for post-graduation planning
  • Explore possibilities for preferred personal and education/employment futures, using creative and innovative thinking
  • Engage in, reflect on, and evaluate career-life exploration

The taxonomy of significant learning (Fink 2003) can be applied here as the activity would address:

  • Learning how to learn- self-directed learners
  • Foundations knowledge- understanding information
  • Application- Critical thinking in evaluating suitability of the job
  • Integration- connecting ideas to their context
  • Human Dimension- learning about themselves and their skills with relation to job suitability
  • Caring- developing interests

level: Grade 11 in a blended course (Careers and Digital Communications). Can be face-to-face or online. Plus opportunity for synchronous and asynchronous.  All academic abilities as well as varied digital literacy. Students would have explored some ideas in Careers 10.

Designing a Course (Fink, 2003)

Technology: Lifesize, Blackboard/Zoom, Google Classroom, G-Sites, G-suite apps, YouTube/Skype/ OR alternative virtual field trip access (link to video or website)

Duration: 2-3 block (each block is approx 2.5 hours)

Review of Initial Design Phase (Fink, 2003)
  1. In-Depth Analysis of Situational Factors
  2. 2. Significant Learning Goals

These outcomes are student-centered, focused on specific cognitive processed and used action verbs (Carleton University, 2017)

By the end of the unit you will be able to:

  • Independently explore a career by using a range of digital tools
  • Evaluate the suitability of a career against your personal skills

3. Educative Feedback and Assessment

  • Authentic, challenging, coherent, engaging, respectful, responsive, rigorous and valid (Sewell, J., Frith, K.H., &Colvin, M.M (2010).
  • Formative- Instant feedback with the learner profile and skills and then self reflection/critical evaluation against skills checklist. Teacher/peer questioning after initial virtual field trip. Self reflections and possible one sentence summary. FIDL applied.
  • Summative- Grading rubric used to assess final critical evaluation.

4. Active Teaching/Learning Activities

  • Students complete a learner profile using the first section of the Endeavor Course in Everfi. This identifies their learning style as well as possible skills they have.
  • They can also use the Transferable skills checklist they completed in a previous lesson.
  • Once completed, they brainstorm possible jobs that could highlight these skills and learning profile. This aligns with the Learning Outcome ‘Evaluate the suitability of a career against your personal skills’ as it identifies what these skills are and gets them to initially consider careers that might support these.
  • Students then participate in a virtual field trip where they interact with the host (some are live streamed and some are asynchronous). This aligns with the Learning Outcome ‘Independently explore a career by using a range of digital tools’ as students have to individually identify their chosen career for case study and use the tools associated with that virtual field trip (VR, SKYPE etc) to explore it.
  • Afterwards they critically reflect on the experience and the suitability of the job/ research against their learner profile, interests and skills. This will be presented on the G-site using digital tools of their choice.

5. Integration/Alignment

Using the Final Check and Review of Initial Design Phase (Fink, 2003), the course design rates ‘High’. In order to ensure success, I will need to consider ways to engage and motivate students who are struggling to identify possible career paths as well as students who are taking the course asynchronously.

References

Carleton University. (2017). the role of learning outcomes [Video file]. Retrieved from https://mediaspace.carleton.ca/media/The+Role+of+Learning+Outcomes/0_2uxpre9y

Fink, L. (2003). A self-directed guide to designing courses for significant learning . Retrieved from “http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf”

Sewell, J., Frith, K. H., & Colvin, M. M. (2010). Online assessment strategies: A primer. Journal of Online Learning and Teaching, 6 (1), 297. Retrieved from “http://jolt.merlot.org/vol6no1/sewell_0310.pdf

61 Comments

  1. Erika Kirkpatrick

    Hi Sarah,

    I like the idea of having students going out on a virtual field trip – allows them to explore their area of interest on their own and decide how deep they want to go. I can see self reflection as they explore.

    It’s a nice design – easy to follow, clear objectives and is a course that is learner centered and focuses on their interests. Each step that you have leads to the next and allows the student to explore on their own.
    I guess my one question is how are you interacting with the students – not sure if I missed that part. Otherwise I think you’ve hit all the marks.

    Erika

  2. scook

    Thanks for the feedback. I am so used to jsut interacting with the students that I totally forgot to include that!!

    In a nutshell:

    After students have completed the learner profile/checklist we’ll discuss results. Depending on whether this is online or face-to-face it will be either in breakout rooms in Blackboard or ‘circle talk’ in smaller groups (5-6).
    Depending on the variance in learner profiles, I may group students based on skills identified and get them to brainstorm possible careers that may be a good match to these skills. This will be collaborative and probably on a google doc so that can access it for future reference.
    After this, I will engage students to narrow it down to their top 3 (in case a virtual field trip isn’t available for their first choice).
    We do lots of mentoring and conferencing so during this whole process there will be lots of personalized conversations and mentoring to guide students to make informed choices.
    After the fieldtrip, students will present this using a digital tool of their choice. They will be assessed via an informal presentation/conference where they talk through their process and critical reflection and summarize what they got out of this activity.

    Thanks for promoting me, it has helped the lots bits of the puzzle fall into place!

    1. scook

      Thanks.

      We have a bank of virtual field trips that students can use and different ‘Live’ ones that happen throughout the year. Upon reflection, it may be that the Virtual field trip aspect of the lesson is assessed as and when it happens so that students can participate in meaningful and relevant ones. The flexibility of the course allows students to work independently on mini projects and so this section can easily be mapped in at any stage in the course.

      Thanks for your feedback.

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