Workshop+Preparation


 * Program Preparation **

To make the most of the four-day program (three with us; one with your college peers specifically), we ask that you do some work in advance. We have outlined what we would like you to do below. If you have any questions, don’t hesitate to email either of us at the following contact information.

Jeanette McDonald | jmcdonald@wlu.ca Denise Stockley | stockley@queensu.ca

For ease of reference, here is a PDF version of the outline below.

** First Task: Identify a Design Project ** We have designed the instructional design program to be experiential and hands-on. As such, we ask that you come to the workshop with a specific design project in mind. This could be a course, a workshop, or a training program that you are in the process of developing or intend to design or teach in the near future. It could even be one that you have already prepared. Your design project could be something you are working on individually or as part of a project team - whatever works for you. As one of the goals of the workshop is to apply a set of design principles to an actual design project, you need something to work with during the program. On this note, we also encourage you to bring any materials associated with the design project (e.g., past course outlines, assignments, etc.) with you to the workshop that you think may be helpful. If you don’t already have course portfolio, for example, you will have the beginnings of one by the time you complete the program.

** [|Second Task: Take the Teaching Perspectives Inventory] (TPI) ** “A perspective on teaching is an inter-related set of beliefs and intentions that gives direction and justification to our actions. It is a lens through which we view teaching and learning. We may not be aware of our perspective because it is something we look through, rather than look at, when teaching” (Pratt, 2000).

We thought the TPI would be a good starting point to get you thinking about how you approach your teaching and hence instructional design. The inventory consists of 45 items and takes approximately 5-10 minutes to complete. [|Click here]to take the inventory online.

Once you have submitted your responses a report will automatically be generated. Save and print this report (print in colour if you are able), and bring it with you for review on day one of the program. The report includes your inventory results and an interpretation of what it means.

After you have reviewed the report, read the “[|Good Teaching: One Size Fits All?”]article. From this link you can also read about the development and use of the TPI and access a one-page summary of the five teaching perspectives. NB: You will need Adobe Reader to access the materials.

If you choose, you may wish to complete a second inventory called the Teaching Goals Inventory (TGI). More information about the TGI and links to the inventory can be found [|here].

** Reference: ** Pratt, D. (2000). “Good teaching: One size fits all?", //An Up-date on Teaching Theory,// Jovita Ross-Gordon (ed.), San Francisco: Jossey-Bass.

** Third Task: Review The ADDIE Model and Respond to Select Design Questions ** The ADDIE model is one of several that you can apply to the instructional design process. It is systematic in its design and draws on the behaviourist approach (i.e., for learning to be assessed, the instructor must be able to observe student behaviour/actions). Below we have provided an adaptation of the original model providing questions and/or guidance for each phase of the design process: analysis, design, development, implementation and evaluation. Questions have been added to each section to prompt reflection for online, face-to-face, and blended settings (modes of delivery). As such, not all questions may be appropriate for your design context. And, you may have others that are more relevant to your college context (credit/non-credit; traditional student/professional adult learner/returning student). Build on the questions provided as you see fit. Bring your responses to the questions with you to the workshop. They will help you with various design activities. Here is a link to the [|ADDIE Model.]

** Fourth Task: Optional: Download Concept Mapping Software **

One of the activities we have planned for you is a concept mapping exercise. This activity is designed to help you identify, consolidate, and organize the content for your design project (e.g., course). The mapping exercise can be completed online with open source software or with good old paper, pencil, and sticky notes. If you prefer working on your computer, you may want to check out one of the following mapping software options.

• VUE (Visual Understanding Environment) | [] • Cmap (open source) | [] • Mindmiester | []

That’s it for now. Denise and I are looking forward to meeting you in the very near future.