Students with Innovative Instructional Design
High Expectations: Enhancing Learning Experience and Motivation for Digital Native Students with Innovative Instructional Design May 25th – Manon Gadbois
Program Development and Instructional Design
Presentation Overview • • • • • • • •
The Theory The Context The Program The Delivery Model Practice 1 – You are the student The Process Practice 2 – You are the administrator The Post Mortem
High Expectations / Manon Gadbois 3
The Theory What is Blended Learning ? Question & Answer
Lecture
Mobile Technology
Group Discussions
Communication Software Learning Management System
Independent Work
Practice Tests
Wiki Pages
Classroom
Online
High Expectations / Manon Gadbois 4
The Theory What is Blended Learning? Seat time is replaced with online activities that involve students in meeting course objectives. (Kezar, 2011)
A mix of delivery methods selected and fashioned to accommodate diverse learning needs. (McSporran & King, 2005)
There is a convergence of interest, need and opportunity with regard to blended learning. (Garrison & Vaughan, 2008)
High Expectations / Manon Gadbois 5
The Theory What Do You Mean by Millennial Learners ? Communityoriented
Connected
Digital Natives
Computerized
Net Generation (Net Gen) Generation Y - Age: 25-35
ContentCentric
Continually clicking
Generation Z (or C) Age: 18-25
Digital Natives (them) vs Digital Immigrants (us) High Expectations / Manon Gadbois 6
The Theory What Do You Mean by Millenial Learners ?
Confident, connected and agile (Morreale, 2016)
They do not concentrate on one activity at the time and accept multi tasking as the “norm” (Bloemsma, 2013)
They are informal learners preferring “any time, any place” learning (…) Class time is most effective when it involves interaction demonstration and social networking (Matulich, Papp & Haytko, 2008)
High Expectations / Manon Gadbois
7
The Context: Currents of Change Communities are responding to new socio-cultural contexts, and language courses can no longer focus solely on linguistic aspects; the culture in which learners are immersed needs to be shared and taught. Learners—professionals in transition—are demanding learning outcomes that help advance their careers, of which language skills are a part. Programs in continuing education need to adapt to take into account available technologies and new pedagogies. Educators are behooved to engage in self-reflection regarding their roles but also what they wish to bring to their teaching in the future.
High Expectations / Manon Gadbois 8
The Context In the bilingual context of Quebec, employees need to be able to communicate in the workplace both in English and in French to answer every day needs. As McAll (2003) points out, professional success might often depend on their ability to use both languages fluently.
High Expectations / Manon Gadbois 9
The Program French for Professional Communication – Certificate of Proficiency • 30 credits • 10 courses of three credits each – 39 hours per course – evenings/Saturdays • 3 sessions per year: Fall and Winter (13 weeks), Spring (8 weeks) • 5 levels (3 intermediate, 2 advanced) • 2 courses per level • Preparatory Module (3 levels – 1 beginner and 2 elementary) • Age average: 35
High Expectations / Manon Gadbois 10
Why enhancing the program ? Rational: Various criticisms were leveled, both from students and instructors, about their learning/teaching experience while using the University’s Learning Management System (Desire2Learn®). A new customized way of delivery for our courses was needed along with a subsequent revision of content using innovative practices.
High Expectations / Manon Gadbois 11
Why enhancing the program ? Our objectives: • • • • • •
A more culturally oriented offering A task-based approach beyond usual purely-linguistic objectives A better uniformity and complementarity as a whole A new interactive & user-friendly interface A faster anytime/anywhere access to content with mobile responsive options A zero photocopy environment
High Expectations / Manon Gadbois 12
The Delivery Model - Before
High Expectations / Manon Gadbois 13
The New Delivery Model – Home Page
High Expectations / Manon Gadbois 14
The New Delivery Model – Click 1
High Expectations / Manon Gadbois 15
A Quick Tour
High Expectations / Manon Gadbois 16
Practice 1 – Your are the student Niveau Intermédiaire – séquence pédagogique (20m): • Survol rapide de la matière • Champ lexical à remplir • Activité orale – Parler de votre profession
High Expectations / Manon Gadbois 17
The Process - Instructional Design Methodology Course evaluation results Enrollment statistics
Define end objective
Analysis
Evaluation Design
What technologies? Changes to program Use-ability test
Implementation Technology training (instructor/students) Pilot Course delivery
Development Develop activities Produce teaching/learning materials
The Process – Year 1: Analysis Define Cultural Dimension CEFN 102 Thème modulaire Thèmes/cours
Culture d’ici
Boite à outils* – lexique culturel
CEFN 104
CEFN 106
CEFN 107
Intégration pratique
CEFN 211
CEFN 212
CEFN 221
CEFN 222
Médias, culture et monde du travail
Premiers contacts Salutations Identité Famille Nourriture Sports et loisirs Calendrier, heure Gestes quotidiens Supermarché Richelieu
L’invitation L'orientation Le menu La ville, le quartier Le logement au Québec La santé
Alimentation et gastronomie Activités culturelles Vêtements accessoires Travail, études Transactions bancaires
Tourisme au Québec
L'environnement de travail -Les stages -Les relations avec l'employeur
-La consommation et les habitudes de vie au Québec -Les conditions générales de travail -La structure hiérarchique et les codes d'ici
Registre de langue à l'écrit au Québec -Les médias -Intégration en milieu de travail
-Registre de langue à l'oral au Québec -La personnalité en milieu de travail -Accomplissement professionnel -Conciliation travail/famille
Petites annonces d’ici
Ricardo.com
Bonjour Québec Québec original
Médias écrits 1 Découvrir Le journal Metro
Radio-Canada L’Épicerie http://ici.radiocanada.ca/tele/lepicerie/20152016/
Medias écrits 2 Analyser le contenu La presse +
Radio-Canada – Dans l'œil du dragon http://dragon.radi o-canada.ca/
Kit de survie 1
Kit de survie 2
Manger et cuisiner
Voyager et découvrir
Comment utiliser Travailler au les outils Québec terminologiques 1
Comment utiliser Gérer les les outils anglicismes au terminologiques Québec 2
High Expectations / Manon Gadbois 19
The Process – Year 1: Analysis Define Cultural Dimension CEFN 331 Thème modulaire Thème/cours
Institutions, valeurs
Culture d’ici
Médias écrits 3 Argumenter Le Devoir
Boite à outils* – lexique culturel
CEFN 332
CEFN 411
CEFN 421
CEFN 422
CEFN 401
CEFN 402
Société et représentations culturelles (analyse et argumentation) Politique, science et religion
Lexique 3
CEFN 412
Radio-Canada – Découverte http://ici.radiocanada.ca/tele/Deco uverte/2015-2016/
Expressions idiomatiques 3
Choix de société analyse Chroniques, éditoriaux et blogues 1
Théâtre d’ici ou médias sociaux
Lexique propre Joual 1 au conditionnel, subjonctif...
Choix de société – mise en pratique Chroniques, éditoriaux et blogues 2
Oralité du discours écrit 2
Les référents culturels : sentir l'air du temps Les émissions et séries québécoises
Joual 2 : particularités orales et lexicales et expressions idiomatiques québécoises
La culture à travers les mots / le La publicité électorale conte Légendes canadiennes sur TV5 Monde
RC - Les slogans en politique ou quand l'histoire se répète
http://www.tv5monde.com/cm s/chaine-francophone/lf/Tousles-dossiers-et-les-publicationsLF/Legendes-canadiennes/p18520-Legendescanadiennes.htm
http://ici.radiocanada.ca/premiere/premie replus/politique/64856/lesslogans-en-politique-ouquand-lhistoire-se-repete
Locutions et expressions idiomatiques Structures syntaxiques Cooccurrences
Joual 2
High Expectations / Manon Gadbois 20
The Process – Design and Development A Collaborative Effort • School of Continuing Studies • Language and Intercultural Communication • Educational Technologies • High level management • The course designers • The course lecturers • The learners • IT Services
High Expectations / Manon Gadbois 21
The Process
- Implementation Phases
Phases
Terms
New Course(s) – pilot mode
Total of sections with new design
Phase 1
Fall 2016
1
3 / 30
Phase 2
Winter 2017
2
6 / 31
Phase 3
Spring 2017
3
6 / 14
Phase 4
Fall 2017
4
22 / 30 TBD
Phase 5
Winter 2018
3
27/ 30 TBD
Phase 6
Spring 2018
4
14 /14 TBD
*survey
100%
Evaluation - Some Results Did you print documents during the course? 5% 9% 18% 55%
Always
14%
Often
Sometimes
Never
n/a
High Expectations / Manon Gadbois 23
Evaluation - Some Results What kind of device did you use to access content? 120% 100% 80% 60% 40% 20% 0% Tablet
Smart Phone
Computer
High Expectations / Manon Gadbois 24
Evaluation - Some Results How satisfied are you with the new format? 60% 50% 40% 30% 20% 10% 0%
Excellent
Very Good
Good
Dissatisfied
n/a
High Expectations / Manon Gadbois 25
Evaluation - Some Results How satisfied are you with the content? 45% 40% 35% 30% 25% 20% 15% 10% 5% 0%
Excellent
Very Good
Good
Dissatisfied
n/a
High Expectations / Manon Gadbois 26
Practice 2 - You are the administrator Step 1 - In groups of 3-4 people, identify in order of importance the main challenges you might encounter in your institution implementing a new innovative course/program. Brain storm some potential solutions (10m) Challenges
Solutions
No 1No 2No 3No 4No 5Step 2 - With the rest of the group, share your no1 challenge and one solution to succeed in implementing change (10m)
High Expectations / Manon Gadbois 27
Our Challenges Challenges
Solutions/Recommendations
No1- Engage educators in self-reflection
• Take the time to explain objectives • Involve them in every step on the way and offer training • Reflect with the group after pilot to create cohesion and collaboration
*the most challenging but the most rewarding No 2- Obtain budget institution is ready to give for change ($)
• Take the time to explain objectives and outcomes • Show what is there for the institution • Show case project is aligned with CE mission
No 3- Work with numerous stakeholders with different priorities
• Plan time and respect established schedule but allow flexibility • Do not expect it will take the expected time and go along with it • Identify priorities and roles from the start and accept to redo when needed
No 4- Face a new “union” reality”
• Open discussion and identity roles/work from different parties • Clarify mandates (as a lecturer vs with additional development contract)
High Expectations / Manon Gadbois 28
Conclusion • •
SCS Mission •
Responds to educational needs of our learners Helps them realize personal and professional goals Promotes transformative learning through innovative programming
• •
•
Answers the new needs of our learners Helps individuals perform better and seek better opportunities in their field Enhances our use of technologies in teaching
High Expectations / Manon Gadbois
French PTP program
Discussion
High Expectations / Manon Gadbois 30
Bibliography Bloemsa, M. S. (2013). Student engagement, 21st century skills, and how the iPad is transforming learning in the classroom. University of California, Irvine, ProQuest Dissertations Publishing. Garrison, D. R., & Vaughan, N., D. (2008). Blended learning in Higher Education: Framework, principles, and guidelines. San Francisco, CA: John Wiley. Kezar, A. J. (2011). New Pedagogies and Practices for Teaching in Higher Education : Blended Learning : Across the Disciplines, Across the Academy. Sterling, VA, USA, Stylus Publishing. Matulich, E., Papp R. & Haytko D.L. (2008) Continuous Improvement through Teaching Innovations: a Requirement for Today’s Learners. Marketing Education Review, 18:1, 1-7. McSporran, M. & King, C. (2005). Blended Is Better: Choosing Educational Delivery Methods. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 4932-4939). Chesapeake, VA: AACE. McAll, C. (2003). Language dynamics in the bi- and multilingual workplace. In Language socialization in bilingual and multilingual societies. Bayley, R. & Schecter S. R., eds. Buffalo: Multilingual Matters, 235-50. Morreale, S. P. (2016). Millennials, teaching and learning, and the elephant in the college classroom. Communication Education, 65:3, 356-376.
High Expectations / Manon Gadbois 31
Merci ! [email protected]
32
Welcome to this presentation Step 1 - Let’s determine your level of competency in French for our practice 1 activity
ÿ Beginner ÿ Elementary ÿ Intermediate ÿ Advanced
ÿ French speaker High Expectations / Manon Gadbois 33
Program Development and Instructional Design
Presentation Overview • • • • • • • •
The Theory The Context The Program The Delivery Model Practice 1 – You are the student The Process Practice 2 – You are the administrator The Post Mortem
High Expectations / Manon Gadbois 3
The Theory What is Blended Learning ? Question & Answer
Lecture
Mobile Technology
Group Discussions
Communication Software Learning Management System
Independent Work
Practice Tests
Wiki Pages
Classroom
Online
High Expectations / Manon Gadbois 4
The Theory What is Blended Learning? Seat time is replaced with online activities that involve students in meeting course objectives. (Kezar, 2011)
A mix of delivery methods selected and fashioned to accommodate diverse learning needs. (McSporran & King, 2005)
There is a convergence of interest, need and opportunity with regard to blended learning. (Garrison & Vaughan, 2008)
High Expectations / Manon Gadbois 5
The Theory What Do You Mean by Millennial Learners ? Communityoriented
Connected
Digital Natives
Computerized
Net Generation (Net Gen) Generation Y - Age: 25-35
ContentCentric
Continually clicking
Generation Z (or C) Age: 18-25
Digital Natives (them) vs Digital Immigrants (us) High Expectations / Manon Gadbois 6
The Theory What Do You Mean by Millenial Learners ?
Confident, connected and agile (Morreale, 2016)
They do not concentrate on one activity at the time and accept multi tasking as the “norm” (Bloemsma, 2013)
They are informal learners preferring “any time, any place” learning (…) Class time is most effective when it involves interaction demonstration and social networking (Matulich, Papp & Haytko, 2008)
High Expectations / Manon Gadbois
7
The Context: Currents of Change Communities are responding to new socio-cultural contexts, and language courses can no longer focus solely on linguistic aspects; the culture in which learners are immersed needs to be shared and taught. Learners—professionals in transition—are demanding learning outcomes that help advance their careers, of which language skills are a part. Programs in continuing education need to adapt to take into account available technologies and new pedagogies. Educators are behooved to engage in self-reflection regarding their roles but also what they wish to bring to their teaching in the future.
High Expectations / Manon Gadbois 8
The Context In the bilingual context of Quebec, employees need to be able to communicate in the workplace both in English and in French to answer every day needs. As McAll (2003) points out, professional success might often depend on their ability to use both languages fluently.
High Expectations / Manon Gadbois 9
The Program French for Professional Communication – Certificate of Proficiency • 30 credits • 10 courses of three credits each – 39 hours per course – evenings/Saturdays • 3 sessions per year: Fall and Winter (13 weeks), Spring (8 weeks) • 5 levels (3 intermediate, 2 advanced) • 2 courses per level • Preparatory Module (3 levels – 1 beginner and 2 elementary) • Age average: 35
High Expectations / Manon Gadbois 10
Why enhancing the program ? Rational: Various criticisms were leveled, both from students and instructors, about their learning/teaching experience while using the University’s Learning Management System (Desire2Learn®). A new customized way of delivery for our courses was needed along with a subsequent revision of content using innovative practices.
High Expectations / Manon Gadbois 11
Why enhancing the program ? Our objectives: • • • • • •
A more culturally oriented offering A task-based approach beyond usual purely-linguistic objectives A better uniformity and complementarity as a whole A new interactive & user-friendly interface A faster anytime/anywhere access to content with mobile responsive options A zero photocopy environment
High Expectations / Manon Gadbois 12
The Delivery Model - Before
High Expectations / Manon Gadbois 13
The New Delivery Model – Home Page
High Expectations / Manon Gadbois 14
The New Delivery Model – Click 1
High Expectations / Manon Gadbois 15
A Quick Tour
High Expectations / Manon Gadbois 16
Practice 1 – Your are the student Niveau Intermédiaire – séquence pédagogique (20m): • Survol rapide de la matière • Champ lexical à remplir • Activité orale – Parler de votre profession
High Expectations / Manon Gadbois 17
The Process - Instructional Design Methodology Course evaluation results Enrollment statistics
Define end objective
Analysis
Evaluation Design
What technologies? Changes to program Use-ability test
Implementation Technology training (instructor/students) Pilot Course delivery
Development Develop activities Produce teaching/learning materials
The Process – Year 1: Analysis Define Cultural Dimension CEFN 102 Thème modulaire Thèmes/cours
Culture d’ici
Boite à outils* – lexique culturel
CEFN 104
CEFN 106
CEFN 107
Intégration pratique
CEFN 211
CEFN 212
CEFN 221
CEFN 222
Médias, culture et monde du travail
Premiers contacts Salutations Identité Famille Nourriture Sports et loisirs Calendrier, heure Gestes quotidiens Supermarché Richelieu
L’invitation L'orientation Le menu La ville, le quartier Le logement au Québec La santé
Alimentation et gastronomie Activités culturelles Vêtements accessoires Travail, études Transactions bancaires
Tourisme au Québec
L'environnement de travail -Les stages -Les relations avec l'employeur
-La consommation et les habitudes de vie au Québec -Les conditions générales de travail -La structure hiérarchique et les codes d'ici
Registre de langue à l'écrit au Québec -Les médias -Intégration en milieu de travail
-Registre de langue à l'oral au Québec -La personnalité en milieu de travail -Accomplissement professionnel -Conciliation travail/famille
Petites annonces d’ici
Ricardo.com
Bonjour Québec Québec original
Médias écrits 1 Découvrir Le journal Metro
Radio-Canada L’Épicerie http://ici.radiocanada.ca/tele/lepicerie/20152016/
Medias écrits 2 Analyser le contenu La presse +
Radio-Canada – Dans l'œil du dragon http://dragon.radi o-canada.ca/
Kit de survie 1
Kit de survie 2
Manger et cuisiner
Voyager et découvrir
Comment utiliser Travailler au les outils Québec terminologiques 1
Comment utiliser Gérer les les outils anglicismes au terminologiques Québec 2
High Expectations / Manon Gadbois 19
The Process – Year 1: Analysis Define Cultural Dimension CEFN 331 Thème modulaire Thème/cours
Institutions, valeurs
Culture d’ici
Médias écrits 3 Argumenter Le Devoir
Boite à outils* – lexique culturel
CEFN 332
CEFN 411
CEFN 421
CEFN 422
CEFN 401
CEFN 402
Société et représentations culturelles (analyse et argumentation) Politique, science et religion
Lexique 3
CEFN 412
Radio-Canada – Découverte http://ici.radiocanada.ca/tele/Deco uverte/2015-2016/
Expressions idiomatiques 3
Choix de société analyse Chroniques, éditoriaux et blogues 1
Théâtre d’ici ou médias sociaux
Lexique propre Joual 1 au conditionnel, subjonctif...
Choix de société – mise en pratique Chroniques, éditoriaux et blogues 2
Oralité du discours écrit 2
Les référents culturels : sentir l'air du temps Les émissions et séries québécoises
Joual 2 : particularités orales et lexicales et expressions idiomatiques québécoises
La culture à travers les mots / le La publicité électorale conte Légendes canadiennes sur TV5 Monde
RC - Les slogans en politique ou quand l'histoire se répète
http://www.tv5monde.com/cm s/chaine-francophone/lf/Tousles-dossiers-et-les-publicationsLF/Legendes-canadiennes/p18520-Legendescanadiennes.htm
http://ici.radiocanada.ca/premiere/premie replus/politique/64856/lesslogans-en-politique-ouquand-lhistoire-se-repete
Locutions et expressions idiomatiques Structures syntaxiques Cooccurrences
Joual 2
High Expectations / Manon Gadbois 20
The Process – Design and Development A Collaborative Effort • School of Continuing Studies • Language and Intercultural Communication • Educational Technologies • High level management • The course designers • The course lecturers • The learners • IT Services
High Expectations / Manon Gadbois 21
The Process
- Implementation Phases
Phases
Terms
New Course(s) – pilot mode
Total of sections with new design
Phase 1
Fall 2016
1
3 / 30
Phase 2
Winter 2017
2
6 / 31
Phase 3
Spring 2017
3
6 / 14
Phase 4
Fall 2017
4
22 / 30 TBD
Phase 5
Winter 2018
3
27/ 30 TBD
Phase 6
Spring 2018
4
14 /14 TBD
*survey
100%
Evaluation - Some Results Did you print documents during the course? 5% 9% 18% 55%
Always
14%
Often
Sometimes
Never
n/a
High Expectations / Manon Gadbois 23
Evaluation - Some Results What kind of device did you use to access content? 120% 100% 80% 60% 40% 20% 0% Tablet
Smart Phone
Computer
High Expectations / Manon Gadbois 24
Evaluation - Some Results How satisfied are you with the new format? 60% 50% 40% 30% 20% 10% 0%
Excellent
Very Good
Good
Dissatisfied
n/a
High Expectations / Manon Gadbois 25
Evaluation - Some Results How satisfied are you with the content? 45% 40% 35% 30% 25% 20% 15% 10% 5% 0%
Excellent
Very Good
Good
Dissatisfied
n/a
High Expectations / Manon Gadbois 26
Practice 2 - You are the administrator Step 1 - In groups of 3-4 people, identify in order of importance the main challenges you might encounter in your institution implementing a new innovative course/program. Brain storm some potential solutions (10m) Challenges
Solutions
No 1No 2No 3No 4No 5Step 2 - With the rest of the group, share your no1 challenge and one solution to succeed in implementing change (10m)
High Expectations / Manon Gadbois 27
Our Challenges Challenges
Solutions/Recommendations
No1- Engage educators in self-reflection
• Take the time to explain objectives • Involve them in every step on the way and offer training • Reflect with the group after pilot to create cohesion and collaboration
*the most challenging but the most rewarding No 2- Obtain budget institution is ready to give for change ($)
• Take the time to explain objectives and outcomes • Show what is there for the institution • Show case project is aligned with CE mission
No 3- Work with numerous stakeholders with different priorities
• Plan time and respect established schedule but allow flexibility • Do not expect it will take the expected time and go along with it • Identify priorities and roles from the start and accept to redo when needed
No 4- Face a new “union” reality”
• Open discussion and identity roles/work from different parties • Clarify mandates (as a lecturer vs with additional development contract)
High Expectations / Manon Gadbois 28
Conclusion • •
SCS Mission •
Responds to educational needs of our learners Helps them realize personal and professional goals Promotes transformative learning through innovative programming
• •
•
Answers the new needs of our learners Helps individuals perform better and seek better opportunities in their field Enhances our use of technologies in teaching
High Expectations / Manon Gadbois
French PTP program
Discussion
High Expectations / Manon Gadbois 30
Bibliography Bloemsa, M. S. (2013). Student engagement, 21st century skills, and how the iPad is transforming learning in the classroom. University of California, Irvine, ProQuest Dissertations Publishing. Garrison, D. R., & Vaughan, N., D. (2008). Blended learning in Higher Education: Framework, principles, and guidelines. San Francisco, CA: John Wiley. Kezar, A. J. (2011). New Pedagogies and Practices for Teaching in Higher Education : Blended Learning : Across the Disciplines, Across the Academy. Sterling, VA, USA, Stylus Publishing. Matulich, E., Papp R. & Haytko D.L. (2008) Continuous Improvement through Teaching Innovations: a Requirement for Today’s Learners. Marketing Education Review, 18:1, 1-7. McSporran, M. & King, C. (2005). Blended Is Better: Choosing Educational Delivery Methods. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 4932-4939). Chesapeake, VA: AACE. McAll, C. (2003). Language dynamics in the bi- and multilingual workplace. In Language socialization in bilingual and multilingual societies. Bayley, R. & Schecter S. R., eds. Buffalo: Multilingual Matters, 235-50. Morreale, S. P. (2016). Millennials, teaching and learning, and the elephant in the college classroom. Communication Education, 65:3, 356-376.
High Expectations / Manon Gadbois 31
Merci ! [email protected]
32
Welcome to this presentation Step 1 - Let’s determine your level of competency in French for our practice 1 activity
ÿ Beginner ÿ Elementary ÿ Intermediate ÿ Advanced
ÿ French speaker High Expectations / Manon Gadbois 33
