Lesson 6

Development & Practices/Teaching for ONLE

Goals

• • Discuss and learn development, practices, and teaching of Data-Driven instruction.

  • Examine the skills and knowledge of learning engineering.

Instructor's Notes

Welcome to Lesson 6! Don't give up! We are almost done.

Is developing, and teaching ONLE the same as traditional online instructions? Think about this question carefully!  We learned that the foundations, theory, instructional strategies, technologies, and designs of ONLE are quite different from traditional online instructions.  Shouldn't the ONLE development and teaching be different?  If yes, in what way? 

Data-driven instructions and learning engineering generally are foreign to most ETC students. Inquire into these two areas and their sub-areas.

Activity

Online Discussions (5 Points): Respond to KEY #1 first, and then you may address KEY #2 if you prefer.

• REQUIRED: L6-KEY-1-Data-Driven Learning/Instruction (DDL/I)

  • • This question is a series of discussions on data literacy. In Lesson 3, we covered Social Network Analysis (SNA) and network/community building. Data-Driven Learning/Instruction (DDL/I) is a 2nd topic. We will cover the 3rd topic in Lesson 7, Learning Analytics and Educational Data Mining to understand data literacy in a broader sense.

    • Data-Driven Learning/Instruction is frequently used in the K-12 context. It is not necessarily the case. DDL/I can be integrated into all levels of teaching and instructional designs. Educators may use DDL/I with slightly different terms, such as data-driven education, data-driven education, data-driven decision making. Data-informed learning/instruction, derivative from data-driven learning/instruction, is another effective pedagogy.

    • For example, in ETC645 and ETC655, we integrate both data-driven and data-informed learning/instructions to enhance our lesson discussion and learning community building.

• • Read

    • • Watch: Wise, A. (2014). Advancing university teaching & learning with analytics: Linking pedagogical intent & student activity through data-based reflection. Video: 58:14.

        • You have watched this video in Lesson 3. Highly encourage you to watch it again to deepen your understanding on data-informed learning.

        • Focus your understanding on the data-informed learning design model: Principles of Interaction; Agency; Reference Frame; & Dialogue, other key points.

        • NOTES: 

          • The PowerPoint for this speech contains rich information that you can study. 

          • There are two other videos that have similar content that Wide conducted in the same year.

            • Wise, A. (2014). Embedded learning analytics: Integrating tools & pedagogy. CRLTeach, University of Michigan. February 7, 2014. Video: 53:37.

            • Wise, A. (2014). Harnessing the data deluge featuring. COIL, Penn State EdTech Network. Time: 1:24:34.

      • Wise, A. (2016). Data-informed learning environment. EDUCAUSE Review.

        • Read this article to strengthen your knowledge in designing data-informed learning.

      • Read at least one from below (Both are easy readings.)

      • K-12:

        • • Bill & Melinda Dates Foundation. (2015). What do teacher believe about data-driven instruction and the tools that support it. (p.7-12).

      • Adult Learning: 

        • • Wise, A. F. (2019). Learning Analytics: Using Data-Informed Decision-Making to Improve Teaching and Learning: Maximizing Student Engagement, Motivation, and Learning. O. Adesope & A.G. Rudd (Eds.) Contemporary technologies in education maximizing student engagement, motivation, and learning. New York: Palgrave Macmillan.

          • Maybee, C. & Zilinski, L. (2015). Data informed learning: A next phase data literacy framework for higher education. Proceedings of Association for Information Science & Technology.

  • Optional Readings

    • • Bill & Melinda Dates Foundation. (2015). What do teacher believe about data-driven instruction and the tools that support it.

        • Read the entire report, 30 pages, to obtain thorough understanding.

      • New, J. (2016). Building a data-driven education system in the United States.

      • Wikipedia (2020). Data-Driven Instruction.

  • Tasks

    • • Integrate Wise's four dimensions of "Data-Informed instructional design model" (Principles of Interaction; Agency; Reference Frame; & Dialogue) to redesign one of your existing instructional activities.

        • This activity could be an online discussion, an assignment, an online collaboration activity, evaluation, assessment.

        • You can use a graph or a figure to present your design. A hand-drawing one is acceptable.

  • Discussion Question

    • • Share your design with the class. Explain and justify your design based on the four dimensions.

      • Follow/include these prompts to complete your posting.

      • Title

      • Three Main Key Designs

        • • List three key designs

      • Integration

      • Agency

      • Reference Frame

      • Dialogue

      • Last words (or any relevant headings)

• L6-KEY-2-Learning Engineering

• • Highly recommended to address this key question, if you are interested in further expanding your knowledge.

  • Read

    • • Wagner, E. (2019). What does learning engineering mean for instructional design and EdTech? EDUCAUSE Review.

      • Optional: (highly recommended)

        • Kurzweil, D., & Marcellas. (2019). Instructional Designers and learning Engineers. In In S. Schatz & J. Vogel-Walcutt (Eds), Modernizing learning: Building the future Learning ecosystem (pp. 301–316). Government Publishing Office.

          • NOTE: Download a copy of this free book for your own record. It contains many other chapters you may find useful to your learning. 

  • Activity:

    • • Conduct a search on one job posting database with these job titles (one or more): Instructional Designer, Learning Designer, Learning Specialist, Educational Technology Specialist, Learning Engineer etc.

      • Educause Job Center

      • AERA Job Search

      • Read the job qualifications.

  • Discussion questions

    • • Identify at least THREE key knowledge and skills unique to learning engineering?

      • How should you prepare yourself with these THREE knowledge and skills?

• See the discussion board for further information.

Assignment:

Bonus Activity: Participate in the Course Evaluations

• Grade: 1 point

• Due: See NAU email for the closing date.

• Individual Assignment

• Submission:

• See what previous students said why we should participate the course evaluation.

• Course Evaluation

• Be sure to click "Send Proof" to notify the instructor.  By default, student names are confidential. A student may elect to “Send Proof” to the instructor, if the instructor requests, by going to nau.edu/course_evals > Surveys > Completed Surveys > Send Proof link in the Date/Time Completed column.

• Learn more: See Student evaluation survey.

Continue Working on: (Avoid for the last minute. They are time consuming.)

Assignment 4: Final Project: The Development of an OER Textbook

• Due: Lesson 7

Assignment 6: Pedagogy InfoDoc

• Due: Lesson 8