Module 2: Modules & Playlists
This module assumes you know and can do the following: (click to open drop-down)
You and/or your district has selected an online platform (also known as a learning management system or LMS)
You are using an existing curriculum and/or you are willing to create new learning opportunities or modify existing ones
Competencies
Adapt to the uncertainty and ambiguity that is part of improving teaching and learning practices. (Aurora Institute)
Apply lessons and takeaways about their own experiences as learners, both online and offline, to their work with students. (Aurora Institute)
Use technology appropriately, innovatively, creatively, and purposefully to work effectively and efficiently. (Aurora Institute)
Learning Outcomes
Identify a problem of practice (or learning intention) for which you hope playlists (or modularized learning) might provide a solution.
Describe the key features of modularized learning in a playlist (what it IS and what it IS NOT).
Describe the strengths and potential considerations in playlist/module design.
What I will DO in this module
Set a learning intention for how to use a module or playlist in virtual/blended learning.
Create a t-chart to define what a playlist IS and IS NOT.
Review a model infographic on playlists and create a chart to identify strengths and considerations for modularized, playlist-based learning.
Learning Pathway
Start with the pre-assessment (below) to determine your path.
Use the Module Slide Deck in the Module Resources below to begin your learning pathway (slides are also linked directly in the learning pathway).
The learning tasks below are in a similar order to the order of the Module Slide Deck, and slide numbers are often referenced for your convenience.
New Virtual _ Blended Learning Module 2 Pre Assessment's.pdfLAUNCH
TALK ABOUT
Use Slides 1-5 to complete the daily stand-up scrum ceremony (ideally with a partner or small group)
MAY DO: Read the daily-stand up article by Alex Kistenev (2018) in the notes on Slide 2; note cross-cutting concepts with remote work and review the Excel and Slack options for the daily stand-up
Set a learning intention based on your stand-up
Access prior knowledge (peer-to-peer): What do you already know about various blended or virtual learning models that might relate to what you know about modules and/or playlists?
LEARN
LEARN ABOUT
Continue to the LEARN portion of the Module Slide Deck (Slide 6)
Before continuing past Slide 7, create a t-chart to capture what you think a playlist IS and IS NOT right now (add to this chart after reviewing Slide 8)
Review one or more of the learner agency continuums on The Center's site to get an idea of how learner agency moves from teacher-centered to learner-driven (we will return to these at the end of this module and in later modules within this playlist)
MAY DO: Connect: what connections can you make among learner agency, construction of knowledge, disciplined inquiry, and value beyond school?
CRITIQUE & CONNECT
MAY DO: Review Slides 9-10 to see the range of curation possibilities for a module or playlist
Download the appropriate infographic on playlist design from Education Elements on Slide 11, then complete a critique (strengths and considerations) of its content on Slide 12
MAY DO: If you completed Module 1, select a blended learning model on Slides 13-14 in which you will build modules or a playlist (opportunities for this design are in Modules 3-9 of this playlist)
THINK ABOUT
Compare: which blended learning model from Module 1 do you want to explore further as you think about modules and playlists? What features are most appealing and why?
Which aspects of learner agency (Slide 16) do you most want to impact with playlists in your context?
(NOTE: Module 11 contains more learning about learner agency and the role it plays in virtual and blended learning as students express what they know, understand, and can do.)
REFLECT
TALK ABOUT and/or COLLABORATE
MAY DO: Explain to a peer: how might modules and playlists support learners playing an active role in construction of knowledge, disciplined inquiry, and value beyond school?
Does learning through modules and/or playlists assume students will have prior experience that will allow access? What scaffolded opportunities might you create to support your traditionally marginalized populations (homeless, EL, gifted/talented, students with IEPs/504s, racial/ethnic minority, low-SES)?
In what way(s) is it important to your students in your context to have options in their modules to practice skills that are beginning and developing rather than just at "meets" for a grade-level standard or learning objective?
What tools and/or supports will students most need to be successful with learning in modules, particularly when they are in virtual or blended (some virtual + some face-to-face) environments
MAY DO: Review the UDL Design Cycle
MODULE RESOURCES
Click the image above to learn more about learner agency and to access the learner agency continuums found in Module 1.
EXEMPLAR RESOURCE: Click on this image to visit the Clayton Christensen Institute.
Click on "Blended Learning Universe" above to see detailed descriptions of each model. As you explore, you will see they are interconnected and can all be used for different purposes in the same course --> you do not have to select just one.
The site also includes videos and examples from the field, as well as the "Choose the Model" guide below.
Choose-the-model-worksheet-8.pdf
UDLDesignCycle_Handout.pdfADDITIONAL VIRTUAL OR BLENDED CONSIDERATIONS
What's in a module?
Catlin Tucker, May 2020. The Building Blocks of an Online Lesson.
On the left are the basic building blocks of virtual learning experiences. These will be designed into playlists in single modules or across modules, depending on how a learning sequence is structured. These are broad categories into which specific teacher and learner moves are embedded both synchronously and asynchronously.
You can learn more about these building blocks and designing modules in Modules 5-8.
CHECKPOINT
Checkpoints include self-assessments, quick checks, peer feedback opportunities, etc. This is a way for you to determine if you are ready to move to the next module and/or if you would like to go deeper or return to previous modules for additional learning or practice.
Self-assessment:
Take this gamified quick check (code VOGUT, if you need it) to see what you're learning about modules and playlists.
PLAYLIST SELF-ASSESSMENT
If this is your final module, complete this self-assessment based on the learning you've engaged in throughout the playlist; compare your responses to your (pre)self-assessment from the "Start Here" section of this playlist (your responses were sent to your email).
CELEBRATION OF LEARNING
Tweet one way modules and/or playlists will improve teaching and learning for all students to @MBAEA, @TheCenter_Iowa, #IAR2L and #IACompEd.
