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Michael Osinski
TYPES OF ACTIVITIES:
In his seminal text E-Learning by Design, William Horton suggests three different categories of learning activities - Absorb, Do, and Connect. Absorb Activities ask learners to take in new and important information by watching, reading, and/or listening to something or someone. Do Activities require learners to convert the new information into knowledge and skills - they apply the material to a task. Connect Activities help learners see how they can use the newly acquired knowledge and skills in their careers and everyday lives. Good instruction includes all three categories and considers the appropriate way to progress from one category to the next.
UNIVERSAL DESIGN FOR LEARNING (UDL):
Learning activities should also be accessible to all learners, and the best way to accomplish that is through the principles of Universal Design for Learning (UDL) - Engagement, Representation, and Action & Expression.
Engagement means getting our learners to care about learning. Different learners care about different things for different reasons, so it's our job to eliminate barriers that discourage them and prevent them from moving forward. This could mean giving learners more autonomy in the process or making sure they see the real-world relevance of the work. In my opinion, this principle seems to align with Horton's concept of Connect Activities.
Representation means ensuring all our learners can take in and process the information we give them. Different learners perceive things differently, often because of physical disabilities, neurodivergences, and/or language barriers. We can solve this by making it easier for our learners to understand the relevant vocabulary and using different kinds of media in our activities. This principle aligns best with Horton's Absorb Activities.
Action & Expression means making sure our learners feel capable of responding to that information and participating in the process. Different learners have different ability levels, and we don't want that to prevent learners from expressing themselves and completing the coursework. We might consider allowing learners to communicate with us and complete the work via different modes (i.e. written submissions, face-to-face discussion, audio recordings). This principle aligns best with Horton's Do Activities.
Below you will find an example of each type of activity. Click on the carat to access instructions for the activity, the objective(s) the activity aligns with, and a description of how to apply the principles of Universal Design for Learning (UDL) to the activity.
ABSORB ACTIVITY - Slideshow
LEARNER INSTRUCTIONS:
Follow this Slideshow - along with your instructor's live lecture or pre-recorded narration - about The Director's Production Concept. You might consider taking your own notes on this presentation, and you will have the opportunity to ask the instructor questions along the way.
OBJECTIVES:
This activity enables learners to define the term "production concept" and identify examples of a production concept based on images or descriptions, ultimately achieving the terminal objective of explaining what a "production concept" is with regard to live theatrical productions. The activity introduces learners to the entire concept of the "production concept." It is imperative that learners acquire this knowledge and skill before moving forward, making it an ideal Absorb Activity.
BEST PRACTICES & UDL APPLICATIONS:
Each slide in the slideshow contains one clear main idea with short phrases or bulleted lists to allow for easier cognitive processing. The slideshow features a mix of text and graphics that don't compete with each other. It also features a video excerpt towards the end, thereby providing learners with different types of media. Romeo and Juliet has been chosen as the main example, as most learners will be familiar with the story. In an online setting, the learners would have the ability to move forward and backward, giving them more control over the pace of their learning, and captions would accompany the pre-recorded narration. Ideally that narration would include audio descriptions of any graphics on the slides to assist visually impaired learners.
Please note: The slideshow below does not currently feature pre-recorded narration or captions.
DO ACTIVITY - Guided Analysis Handout
LEARNER INSTRUCTIONS:
Now that you have a better understanding of what a production concept is, you can start coming up with your own. Respond to the prompts on this Guided Analysis Handout - in the order they are presented - with your fellow group members. You should write your responses directly on the handout, but you will not need to submit this for credit. The handout guides you through the process of choosing a production concept for your final pitch/presentation.
OBJECTIVES:
This activity enables learners to analyze the original script - A Number by Caryl Churchill - and some potential sources of inspiration to determine the 2-3 main themes and 4-5 defining or recurring elements of each, so they can ultimately determine a compatible source of inspiration for their original production concept for A Number. They are applying the information they learned from the Absorb Activity above, making this a solid Do Activity.
BEST PRACTICES & UDL APPLICATIONS:
This handout breaks down a complicated process into manageable steps for students. It can be provided to learners in a larger print (1 slide per page) or digital format (PowerPoint file or PDF). It gives learners some autonomy, as it allows them to customize the assignment and incorporate their own interests when identifying a source of inspiration. Since learners complete this in small groups, they have an opportunity for social learning, even if that learning occurs online via discussion boards or group-specific Canvas sites. The activity also prepares learners for a simulation of a "real-world" activity, where they will see the relevance of the course material.
The handout below was created via PowerPoint, but it is only available here in PDF format.
Intro to Theatre Final Project Worksheet.pdfCONNECT ACTIVITY - Mini-Pitch
LEARNER INSTRUCTIONS:
Now that you have begun work on the handout with your group members, the time has come for you identify a source of inspiration. Prepare and deliver a short "show-and-tell" or Mini-Pitch to make a case to your group for your own potential source of inspiration. Introduce your source and summarize it for those who might not be as familiar. Identify at least 2 points of connection - where the play and your source have similar characters or given circumstances - or 2 "jumping off" points - where changing the given circumstances of the play to those of your source would tell an intriguing story or deliver an impactful message. Then support your claim with specific evidence from the play and your source, and conclude your case. The whole thing should last no more than 5 minutes, and you should use notes or an outline - not a fully written script. Once everyone in your group has presented, you can decide which source makes the most sense for you as a group and move closer to securing your overall production concept.
OBJECTIVES:
This activity enables learners to identify potential sources of inspiration - e.g. films, novels, music, art works - that seem to have things in common with the play. It also makes it possible for the group to make an informed decision about what their overall concept should be, in a way that mimics decision-making processes in the "real world," thereby making it a suitable Connect Activity. Finally it prepares them for the summative assessment, where they will ALL be making a pitch together. This activity serves as a low-stakes practice.
BEST PRACTICES & UDL APPLICATIONS:
This activity is a key component of the scaffolding within this instruction - it provides information the learners will need to complete the final project, and it gives them a practice opportunity. Additionally it requires applying the real-world skill of oral communication, and it resembles the sort of task many learners will have to complete in their future careers, whether they choose to pursue business (as many PCA 125 students do) or the arts. Finally the activity is being introduced multiple ways - written instructions and captioned video - to account for the different ways students perceive the world.
CONNECT - Mini Pitch Activity.mp4Page updated
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