Fall 2008
• Learning Theory - Dr. Joanne Bentley
This course surveyed the various learning theories and the individuals who introduced them, was incredibly challenging and worthwhile. Each week as we studied a particular learning theory, we were required to create a piece of instruction centered around an activity that reflected the elements of that week’s particular theory. The instruction was annotated with the elements of the theory as well. In addition Dr. Bentley taught each class with the flavor and style of the learning theory of the week. I have found myself reflecting, not only on what was learned, but how we were instructed. It was effective and memorable.
Course Project: Peanut Butter Sandwich Instruction
• Foundations In Instructional Technology - Dr. Brian Belland
Foundations covered the background, history and progress of the field of Instructional Technology and Learning Sciences. As the course progressed we were introduced, by field trip, to several businesses whose mission includes the use of many of our graduates. Group projects promoted cooperation and sharing of viewpoints. It was exciting to see how broad both areas are and how many opportunities there are to make a contribution. The final paper I wrote for this class was a study on Case Method Teaching and Learning and how it would benefit by returning to its original purposes when first employed in the Harvard Business School.
• Instructional Design 1 - Dr. Yanghee Kim
In the creation of instruction, many attempts have been made to create models, patterns and processes that are meant to promote well thought out, comprehensive instructional products. Dr. Kim introduced us to the ADDIE model. We envisioned an instructional artifact and then walked through the entire ADDIE process that would lead to a usable product. We learned that some elements of the ADDIE model concerned themselves with the instruction and other elements concerned themselves with the process used by a team of designers who might be assigned to work on such a project. The detail work was both challenging and helpful. We gained a much greater appreciation for all that goes into the inception, creation, development, deployment and evaluation of an instructional artifact.
Course Project: LessonUP! Training Course
Spring 2009
• Instructional Design 2 - Dr. Doug Holton
Dr. Holton introduced us to the use of a learning management system (LMS), namely Moodle. Moodle is an open source LMS used all over the world. In addition we focused on learning more about constructivist teaching and learning philosophy and how it might apply in creating an instructional artifact. Using Moodle, we were then expected to use a rapid prototyping process, which was basically a “design-build” method, to create a useful instructional course. This process included rapid iterations of course elements with formative evaluation along each step of the way. In my case, my partner and I did the entire project, without ever meeting face to face. Our collaboration included the use of email, Skype and Google doc collaboration. The result was quite pleasing for a first effort and did make a difference for the students who used it.
Course Project: Google It! Online course instructing high school students on Google Docs Applications
• Online Course Evaluation - Dr. Joanne Bentley
With a growing understanding of what constitutes effective online instruction and the use of an LMS to organize instructional artifacts, Dr. Bentley provided the opportunity to formally evaluate over 20 online classes used at Utah State University. We were introduced to a number of rubrics, each with a different purpose. We were divided into groups, conducted evaluations and then came together to compare notes on each online class. Finally, we compared the first set of rubrics, to Dr. Bentley’s rubric designed to measure David Merrill’s 5 Star instructional approach. This process helped me develop a much clearer idea of what makes online instruction useful and effective. I became excited to consider how much room their was for improvement in many online courses and thus the need for someone like myself who might be prepared to assist in taking instruction to the next level.
Course Project: Evaluation of over 12 online courses using a variety of rubrics. Final Evaluation of the Merrill 5 Star Rubric
• Independent Study - Cooperative Learning - Dr. Brian Belland
This independent study was focussed on reading the works of Johnson and Johnson, as well as Robert Slavin, regarding cooperative learning. The research indicates that there is no other educational strategy that is more effective in reaching learning objectives while at the same time developing teamwork and cooperation that this style of learning. I wanted to understand the research and then apply to it, my previous investigations into group dynamics and trust development. I concluded this study with a short paper modifying and combining the work of Bruce Tuckman and William Schutz in a way to enhance cooperative learning in the classroom through the use of group dynamics principles.
Summer 2009
• Adult Learning - Dr. Sheri Haderlie
It struck me, that several demographic dynamics were coming together in such a way, that online instruction for adults would be a growing area. First the baby boomer bulge and second, more boomers needing to change careers, but needing to do so, while still employed at another occupation. Understanding how adults learn differently than the K-12 segment and even the post high school segment would be key. While traditional K-16 instruction can focus on the 3 R’s, instruction for adults begins to broaden on one hand and narrow on another. In either case, individual and personal experience begins to play a bigger role in the learning experience, and needs to be tapped in order to provide expected benefit for students.
• Independent Study - LDS Church - Moodle Programmer - B of M Homestudy
Three things came together to make this summer opportunity beneficial. First, a large project using Moodle. Next, a large project whose scale could benefit from my experience running businesses. Finally a topic that I am interested in, namely delivering religious instruction. I purchased a series of books on Moodle, elements of online instruction and online instruction project management. Then as I studied and read, I had the chance to pick and choose those elements that would most likely move the project forward. Forty-five days into the project, I was asked to become the project manager for the entire project, which would continue for a 12 month period.
Course Project - Book of Mormon Home Study
Fall 2009
• Independent Study - Merrill Website - Dr. David Merrill
David Merrill is a celebrated scholar and inventor of instructional models and theories. His career spans over 40 years and 6 different highly rated universities. I had the chance to get to know him in Foundations class, and then further in the Evaluations class. He was a consultant for the Homestudy course as well, which afforded more discussion. I suggested to him that I would like to attempt to put a graduate course together for him using Moodle. He accepted and I spent the summer doing just that. It is still a work in progress, but I intend to continue using this course as a means to delve deeper into his work and ideas.
Course Project: Moodle Course - Graduate Level - David Merrill’s e3 Instruction
• Problem Based Learning - Dr. Andrew Walker
One question that I came to Utah State with, was "how can instruction be made more effective, so that what is learned actually gets used?" It became clear to me, through personal experience as well as studying research, that when instruction is tied to problem solving, learning is often deeper, often more enjoyable and often solves problems of individual motivation. This course, exposed me to the foundational principles of PBL, the elements of PBL that make it effective, the various applications in education, and new variants of instruction that make PBL an element of a larger instructional strategy. The format of this course encouraged more preparation prior to class, class discussion and individual presentations. All in all, a great learning experience. I would teach this way myself if I had an opportunity.
• Performance Systems - Dr. Nick Eastman
Dr. Eastman made an attempt to combine performance management with lean production principles. Lean production techniques attempt to eliminate non-value-added activities in each and every process in the organization. Where performance management addresses the analysis, implementation, change management and organizational implications of improvement, lean techniques ask the question for each performance step, "How can this process be reduced to it's most basic and necessary elements while improving customer experience.” One aspect of this kind of organizational improvement is the training or educational element that may be utilized as part of an overall solution. The more effective the instruction, the more effective the improvement process.
Course Project: Performance Model contributing to department online course development evaluation
Spring 2009
• Internship - LDS Church - Doctrine and Covenants Home Study
As a continuation of the work of the summer internship, the task included three basic elements. The first was to develop the course in all it's aspects. This included, the technological aspect, the nurturing of course developers, the actual development of instruction in Moodle, the graphics and media asset piece and the actual server administration, including activity, filter and module use and development. The second element was the gathering of students for each pilot class, and then assigning teachers and training them in our style of online instruction. Finally, the delivery of the course to the students, which was made up of managing the pacing, topics structure, and analysis of the course to determine if we were hitting our objectives in terms of student retention and daily involvement. This might seem even more challenging when it is considered that the entire structure for 55 courses, 600 students in 7 different countries, is made up of volunteer teachers, and what we call volunteer students. Volunteer students are students whose only reason for remaining in the course is their continued interested in the content and a good response to the delivery of the content. There are no grades, no degrees, reduced peer pressure. In addition, this course is primarily an online experience as opposed to a true blended format. Our students can walk away at any time if their experience is sub-standard.
Course Project: Online Book of Mormon Home Study Course, Moodle 101 Course, Coordination Center Course, Captains Training Sandbox Course, Online Doctrine and Covenants Home Study Course. (1 year in duration, 9 months as project manager.)