SLIDE 1
Curriculum first / not Technology Facilitating the design of blended - - PowerPoint PPT Presentation
Curriculum first / not Technology Facilitating the design of blended - - PowerPoint PPT Presentation
Curriculum first / not Technology Facilitating the design of blended and online units with teaching teams Stephen Linquist and Rachael Phegan Living Room North/South Side Width 9,200 East/West Side Width 4,200 Wood Heater Located 4,500
SLIDE 2
SLIDE 3
SLIDE 4
SLIDE 5
Living Room
North/South Side Width – 9,200 East/West Side Width – 4,200 Wood Heater Located – 4,500 from East/West Wall and 1,200 from Internal Wall Custom Width Door Opening on East Wall – 3,000 from East/North corner of Dwelling
SLIDE 6
SLIDE 7
SLIDE 8
SLIDE 9
SLIDE 10
UNIT CODE: ####### UNIT TITLE: ########
Study Period: Semester 2 Unit Designers: ########## Week / Date 1 13th July 2 20th July 3 27th July 4 3rd August 5 10th August 6 17th August 7 24th August Break 8 7th Sept 9 14th Sept 10 21st Sept 11 28th Sept 12 5th October 13 12th October Intended Learning Outcomes Summative Assessment
Location / Tool
Formative Assessment
Location / Tool
Feedback
Location / Tool
Computer Labs
Location / Tool
Students have option of using Excel or Open Office Students have option of using SPSS or PSPP Video Lecture Topics
- 0. Unit Logistics,
- 1. What is
statistics good for, 2.types & roles of variables, 3. Summarizing categorical data, a) proportions & percentages, b. tables 4. Odds ratios & relative risk, 5. Simpson’s paradox
- 1. scaled data, 2.
Measuring location 3. Measuring spread, 4.measuring rank, 5. shape skew & outliers,
- 6. Common
univariate graphs, 7. bivariate data scatterplots and correlation
- 1. Charkjunk,
best practice for figures & tables,
- 3. Anscombe’s
quartet, 4. Probability concepts, 5. Law
- f Large
Numbers & Gambler's fallacy, 6. Independence,
- 7. random
variables
- 1. Sampling
distributions, 2. pdfs & cdfs, 3. CLT, 4. Normal distribution, 5. Empirical rule & using statistical tables, 6. Binomial distribution, 7. Poisson distribution, 8. links between distributions & approximations
- 1. Samples &
populations, 2. Bias & confounding variables, 3. Representative vs random samples, 4. Sampling schemes, 5. Surveys, 6. Experiments, 7. comparative studies
- 1. Experimental
design, 2 control groups, placebos, blinding, 3 Hawthorne effect, experimenter bias, external validity, 4 replication vs pseudo replication, 5. regression to the mean
- 1. Inference -
induction vs deduction, 2. Steps of hypothesis testing, 3. Interpreting p- values, 4. Choosing null and alternative hypothesis, one sided vs two- sided tests, 5. Lots of examples
- 1. Normal
approximations to binomial and Poisson, 2. Continuity correction, 3. T- tests, 4. Distribution free tests, 5. What test to use when, 6. power & type 1 and 2 errors
- 1. Confidence
intervals intro,
- 2. CI examples,
- 3. Precision vs
accuracy, 4. Statistical vs practical significance and scope of conclusions. Chi square tests for: 1. Goodness
- f fit, 2. Tests of
association 3. communicating statistical inference to different audiences
- 1. ANOVA
general idea, 2. Examples, 3. Assumptions, 4. multiple testing issue (data dredging)
- 1. Intro to
regression, 2. Residuals & least squares, 3.The general linear model, 4. Interpretation of coefficients, 5. Multi-colinearity and scope of conclusions
- 1. Revision, 2.
Options for future study
Quiz
Inference I Auto-graded Intended Learning Outcome 3 Intended Learning Outcome 4
Report (10%)
Descriptive Statistics
Descriptive Statistics
Formulas, absolute vs relative referencing
Quiz (5%)
Descriptive Statistics
Quiz (5%)
Modelling task
Quiz (5%)
Inference I (Hypothesis testing & CIs)
Exam (50%)
2hr, open book, calculator permitted
Quiz (5%)
Inference II (ANOVA & Regression)
Report (10%)
Inferential Statistics
Quiz
Inference II Auto-graded
Report
Inferential Statistics
Practice Quiz
Reinforcing concepts from videos and labs Intended Learning Outcome 1 Intended Learning Outcome 2
Practice Quiz
Reinforcing concepts from videos and labs
Practice Quiz
Reinforcing concepts from videos and labs
Practice Quiz
Reinforcing concepts from videos and labs
Practice Quiz
Reinforcing concepts from videos and labs
Practice Quiz
Reinforcing concepts from videos and labs
Practice Quiz
Reinforcing concepts from videos and labs
Course Learning Outcomes (CLOs) addressed in this unit: TBA
Distributions Normal, binomial,
Poisson Hypothesis testing z- distribution, t-distribution,
Quiz
Descriptive Statistics Auto-graded
Descriptive Statistics
Pivot Tables
Quiz
Modelling task Auto-graded Confidence Intervals Means, proportions, differences Chi-squared tests Goodness-of- fit, testing association ANOVA Regression
Practice Quiz
Reinforcing concepts from videos and labs
Practice Quiz
Reinforcing concepts from videos and labs
Report
Descriptive Statistics
Practice Quiz
Auto-graded, multiple attempts permitted
Practice Quiz
Auto-graded, multiple attempts permitted
Practice Quiz
Auto-graded, multiple attempts permitted
Practice Quiz
Auto-graded, multiple attempts permitted
Practice Quiz
Auto-graded, multiple attempts permitted
Practice Quiz
Auto-graded, multiple attempts permitted
Practice Quiz
Auto-
Practice Quiz
Auto-graded, multiple attempts permitted
Practice Quiz
Auto-graded,
Design - Discussion Forum
(10%) Propose a survey design, comment on someone else’s design, and reflect on/improve yours.
Discussion
SLIDE 11
- !"
- "
#$
- $$"%
$
- "
#%
- &'"#
- #
- (#
- "#$)*"+
SLIDE 12
The Unit Sequence Template serves four primary purposes:
‐ To make learning design easily visible to persons other than the unit designer, via a physical aligning of the unit elements. ‐ To aid teaching teams in undertaking collaborative unit design and review. ‐ To facilitate and strengthen ongoing curriculum renewal and assurance of learning activities. ‐ To enable academics to conceptualise their learning design in the design of blended units.
SLIDE 13
Unit Concept and Intended Learning Outcomes Conceptualising and alignment
- f Unit
Elements Development of Learning Design Defining the Blend Populate Unit Outline Build Learning Environment Teach and Assess Review
Situating the UST in Curriculum Design
SLIDE 14
- Threshold Learning Outcomes, Course Learning Outcomes and mapping of
qualifications
LTAS Agenda so far
- collective revision of unit level curriculum by teaching teams
Next Frontier
- individual, autonomous approach
Current Context
- retrospective by nature, can inform re‐design but are not design tools
Available Tools
- Learning design is often not visible
Gap
- current focus is on providing academics with pedagogical guidance
Learning Design
- low tech, immediate means for academics to simultaneously design and review
unit level curriculum
What is required
- enables academics to articulate their learning design based on principles of
constructive alignment
Unit sequence template
- the immediacy of the tools enable negotiated collaborative curriculum renewal
Objective
SLIDE 15
Reviewing assessment at the unit design
A series of questions to review a learning design documented in the unit sequence template
Are all the unit learning outcomes being assessed? Is there a combination of formative (learning activities with feedback) and summative assessment tasks? Are the methods of assessment appropriate in respect to the intended learning outcomes? Are there any professional accreditation requirements which specify required assessment methods? Are there at least two different methods of assessment being used? Is the difficulty of the assessment tasks comparable to other units in the course at the same year level?
Does the weighting of each assessment task reflect the importance of the learning outcomes being assessed?
Are there two opportunities for students to achieve each of the intended learning
- utcomes? Note: multiple intended learning outcomes can be assessed with a single assessment task
Will students receive feedback for assessment tasks and learning activities (formative assessment) so that it can be used to inform their performance in subsequent assessment tasks? Is there at least one summative assessment task that is submitted, marked and returned to students by the midpoint of the unit? Does this assessment schedule enable students (where practical) to have a spread of assessment due dates across the study period?
How do students receive feedback on their performance during or after undertaking learning activities? Note: Students may receive this feedback from peers, teacher (individually, group, whole of class) or
automated (e.g. quiz) or through self‐review.
Do the learning topics covered prior to each assessment task, enable students to undertake the respective assessment?
SLIDE 16