Professional Documents
Culture Documents
Koo December 11 2018
Koo December 11 2018
Design Plans
by Carol Koo
This is a project to develop a 30-minute online lesson that provides tips for interacting with
students in university courses as part of a series of online lessons within a year-long orientation
program for new non-tenured faculty. This project was requested by the Director of the Centre
for Faculty Development. The purpose of this program is to help new non-tenured faculty
transition into university teaching in order to reduce the high-turnover rates in these positions
due to not feeling prepared.
Format chosen (when explaining the choice of format, also identify the expectations that
learners bring to that choice, including (a) type of material expected by learners; (b)
structure expected by learners; (c) the writing or communication style expected by
learners; and (d) other expectations.
This lesson will be delivered as a live training program, as it will provide new non-tenured
faculty with the opportunity to share their teaching experiences with one another in person since
most of them have experience with teaching in continuing education and corporate training. This
would also allow the instructor to get a sense of their prior knowledge and experiences with
interacting with learners.
Expectations
a) Type of material: The type of material provided include a PowerPoint Presentation and a
job aid with a summary of tips for interacting with learners.
b) Structure of the material: The material will begin with an introduction of the lesson by
outlining the learning objectives, followed by a presentation of the course content and
brief assessment at the end of each unit. The material will then conclude with a summary
of the lesson as well as a course assessment.
c) Writing or communication style: The writing will be written in a clear and direct
language.
d) Other expectations: Learners may expect opportunities to actually interact with one
another so that they can practice what they learned and share their experiences of
teaching with one another.
Carol Koo Design Plans 2
Medium chosen (when explaining the choice of a communication medium, also identify the
affordances of the medium, including its advantages and disadvantages).
While the Director of the Centre for Faculty Development requested this lesson as part of series
of online lesson, I would recommend using a face-to-face medium to deliver this lesson as it
would provide learners with an opportunity to interact with one another in more natural
environment. In contrast, if this lesson were to be delivered as a live synchronous course,
interactions between the learners and the instructor may feel a bit awkward and less spontaneous
as the communication is mediated (Carliner, 2015, p. 91). Also, assuming that new faculty will
be teaching traditional, face-to-face classes as opposed to online lessons since they are new to
university teaching, turning this lesson into a face-to-face one would “mimic” the physical
conditions/ environment in which they will be teaching.
Advantages:
+ Face-to face courses are less costly and time-consuming to develop (Carliner, 2015, p.
87).
+ Learners will have the opportunity to meet and interact with each other in person.
+ Learners will have the opportunity to share their teaching experiences
+ Interactions between learners and the instructor may occur more naturally and
spontaneously than in an online synchronous course (Carliner, 2015, p. 91).
+ Teaching this lesson using this medium will mimic the physical environment in which
they will be teaching, which may help with knowledge transfer.
Disavantages:
- Learners must physically attend the lesson at the same time and location as when the
instructor offers it (Carliner, 2015, p. 87).
- It may be inconvenient for the learners to travel all the way to the university to receive
the training, especially when the lesson is only 30 minutes long.
- As such, it can be expensive for learners to travel to the location that offers the training as
they may have to pay for lodging, airfare, meals, and other related costs (Carliner, 2015,
p. 87).
Present the structure of the course—and each unit of the course. May use an outline or a
visual representation like an information map. Make sure to include front and back matter
for the course and for the units in the map.
* Note: Adapted from Carliner (2015), Training Design Basics, p. 100 – Figure 5-1.
Carol Koo Design Plans 3
Carol Koo Design Plans 4
• Distinguish between positive and negative interactions: This part of the unit will be
presented in a PowerPoint slide as it will discuss the characteristics of positive and
negative interactions.
• Determine the factors that influence interactions: This part of the unit will be
presented in a PowerPoint slide as it will discuss the factors that influence interactions.
• Describe the impacts of interacting with students: This part of the unit will be
presented in a PowerPoint slide as it will describe the impacts of interacting with
students.
• Summary: This part of the unit will be presented as a PowerPoint slide as it will provide
a summary of the main learning points in Unit 1.
• Assessment: The unit will conclude with an assessment of Unit 1 based on the questions
written in the Level 2 Evaluation of the needs assessment. Specifically, Unit 1 will be
tested using the question that was written for Main Objective 1.
General description of the nature of activities in this unit: Unit 1 will begin with a brief
group discussion in which the learners will discuss the questions with members seated at the
same table. The rest of Unit 1 will then be presented as a PowerPoint slide presentation as it
will introduce the concept of interaction, describe the differences between positive and
negative interactions, and describe the impacts of interacting with students. The unit will then
conclude with a summary of the main learning points and an assessment of the unit.
Main Objective 3-B (originally known as Main Objective 4 in the needs assessment):
Set clear guidelines for communication
▪ Provide as much contact information as possible
• Provide your email address, and/or your office phone number (depending on your
preference).
• If possible, provide your TA’s contact information as well.
• Provide office hours, including office location and hours of availability.
▪ State availabilities.
▪ State preferred medium of communication (e.g. via email, phone call, or office hours).
▪ State how long students should expect a reply from you (e.g. within two business days).
▪ Provide timely response to students’ questions.
▪ Set boundaries in order to maintain professional relationship with your students
• Define boundaries.
• Describe the characteristics of a professional teacher-student relationship
Carol Koo Design Plans 8
and 4, Main Objective 5 (Introduce interactive lecturing in the course) will now be
known as Main Objective 4.
Main Objective 4 (originally known as Main Objective 5 in the needs assessment):
Introduce interactive lecturing in the course
▪ Define the term “interactive lecturing” as a balance between lecturing and active learning
• Define interactive lecturing
• Define active learning.
• Identify active learning strategies.
• Describe the relationship between active learning and interactive lecturing.
▪ Describe ways of integrating active learning into interactive lecturing.
• Assessment: The unit will conclude with an assessment of Unit 5 based on the questions
written in the Level 2 Evaluation of the needs assessment. Specifically, Unit 5 will be
tested using the question that was written for Main Objective 6.
General description of the nature of activities in this unit: This unit will consist mostly of
a PowerPoint slide lecture.
References
Active learning: Teaching guide. (n.d.). Retrieved from http://www.bu.edu/ctl/guides/active-
learning/
Carliner, S. (2015). Training design basics (2nd ed.). Alexandria, VA: ATD Press.
Chickering, A.W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate
education. AAHEA Bulletin, 39(7), 3-7. Retrieved from
https://www.aahea.org/articles/sevenprinciples1987.htm
How can you incorporate active learning into your classroom? (n.d.). Retrieved from
http://www.crlt.umich.edu/sites/default/files/resource_files/Active%20Learning%20Contin
uum.pdf
How to develop positive teacher-student relationships. (n.d.). Retrieved from
https://www.tsc.nsw.edu.au/tscnews/how-to-develop-positive-teacher-student-relationships
Interacting with students during your first class (n.d.). Retrieved from
https://cetl.uconn.edu/interacting-with-students-during-your-first-class-2/#
Killian, S. (n.d.). Top 10 evidence based teaching strategies. Retrieved from
http://www.evidencebasedteaching.org.au/evidence-based-teaching-strategies/
Major, C.H. (n.d.). Engaging students through interactive lecturing. Retrieved from
http://www.nea.org/assets/docs/Thriving_InteractiveLecturing.pdf
Managing expectations when training: Communicating expectations to students. (2013).
Retrieved from https://www.getadministrate.com/blog/managing-expectations-when-
training-communicating-expectations-to-students/
Motivating students. (n.d.). Retrieved from http://citl.illinois.edu/citl-101/teaching-
learning/resources/classroom-environment/motivating-students
Pingree, A. (n.d.). Encouraged student-faculty interaction outside of class. Retrieved from
http://www.ideaedu.org/Resources-Events/Teaching-Learning-Resources/Encouraged-
student-faculty-interaction-outside-of-class#133358-classroom-application
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Richardson, S., & Radloff, A. (2014). Allies in learning: critical insights into the importance of
staff–student interactions in university education. Teaching in Higher Education, 19(6),
603-615. http://dx.doi.org/10.1080/13562517.2014.901960
Rimm-Kaufman, S. (n.d.). Improving students’ relationship with teachers to provide essential
supports for learning. Retrieved from
https://www.apa.org/education/k12/relationships.aspx
Staff-student interaction. (n.d.). Retrieved from https://blogs.shu.ac.uk/engagement/enhancing-
practice/facets/facets-of-learner-engagement-staff-student-
interaction/?doing_wp_cron=1540275330.0171411037445068359375
Strang, T. (2014). Make the most of your interactions with students. Retrieved from
https://blog.cengage.com/successful-interactions-with-students/
Strang, T. (2015). Six tips for successful communication with college students. Retrieved from
https://blog.cengage.com/six-tips-for-successful-communication-with-college-students/
Tips for faculty teaching for the first time. (2009). Retrieved from
https://teachingcenter.wustl.edu/resources/course-design/tips-for-faculty-teaching-for-the-
first-time/
Wijenayake, S. (2013). Engaging students with informal student-teacher interactions [Blog post].
Retrieved from https://carleton.ca/tasupport/2013/blog-post-engaging-students-with-
informal-student-teacher-interactions/