For your viewing pleasure I have constructed a fake lesson for a fake course for new university instructors. This course is how to be an instructor and the lesson is on "challenges facing first year university instructors". It includes wikis as the main means of instruction and the elements for wiki lessons as listed in West & West, chapters 2 & 3. Hope you find it interesting. This was a pain in the some place to come up with...
LESSON TITLE:
CHALLENGES FACING UNDERGRADUATE INSTRUCTORS - WIKI
Lesson Summary
Performance/lesson outcome: Students shall explain the current challenges facing the university instructor in a first year undergraduate class.
Target Audience:
Newly hired university professors enrolled in KSU University Instructor Teaching program, College of Education.
Conditions:
Given: Computer access; LMS; LMS-based wiki; LMS-based video and virtual whiteboard
Denied: Nil
Environment: Virtual Classroom/Wiki/Combination synchronous & asynchronous
Standard: Students shall work collaboratively to create a wiki explaining the challenges facing an undergraduate class as per Annex A and the assessment plan (Annex B).
Main Teaching Points:
- Identify current challenges facing an instructor conducting a first year undergraduate class (Stage 1);
- Collaboratively categorize these challenges (Stage 1);
- Research the challenges your group identified (Stage 2); and
- Construct final wiki that explains each of the challenges facing an instructor of a first year undergraduate level class (Stage 2).
Method: This lesson will be accomplished by a combination of individual readings, interactive small group activities using a wiki, and a final deliverable project (completed wiki). Students will be required to work collaboratively in the assigned groups to research and populate a wiki meeting the requirements of their respective assigned projects. The students will be broken into three groups, each with a different set of contextual challenges. Each group shall construct separate wikis and then upon completion evaluate the other groups’ wikis jointly. The instructor will then present via a live synchronous virtual class a summary of the evaluations, challenges facing undergraduate instructors and review of lesson objectives. Instructor should engage students interactively by means of Q&A discussion with students regarding lesson objectives.
Duration/Time: One week group work + 60 minute synchronous virtual class
References.
Davis, B.G. (2009). Tools for Teaching. San Francisco, CA: Jossey-Bass.
Kansas State University. (2012). Fake Instructors Guide to Conducting Interactive Discussions. Manhattan, KS: Fake KSU Press.
West, J.A. & West, M.L. (2009). Using wikis for online collaboration. San Francisco, CA: Jossey-Bass.
Training/Learning Aids:
LMS announcement page detailing assignment, wiki module in LMS, Virtual Classroom with video and chat features. Students may use any available academic reference so long as it complies with Kansas State policy for proper citation and plagiarism policies.
Note to the instructor:
Ensure the students have sufficient understanding of wiki format from module 1. The success of this lesson depends on the students having a high level of comfort with wiki and electronic formats prior to attempting this lesson. Access to this lesson may have to depend on an online threshold knowledge quiz to gage knowledge of student awareness of module 1 and technology proficiency.
Lesson Plan Outline
Stage One
Using LMS announcement page:
- Introduce lesson outlining an explanation of the lesson, expectations, and lesson objectives
- Present list of students showing which one of three groups they are in and include attachment for their respective group scenarios (see Annex A)
- List required readings to provide initial background on respective subjects
- Link to wiki website
- Students are then expected to do the readings and collaboratively achieve teaching points one and two
Stage Two
Using the wiki module in the LMS, students shall:
- Conduct further research and populate their respective group wikis with information pertaining to the challenges they identified in stage one
- Format their wikis and continue to refine material listed on their wikis
- Expected to achieve teaching points three and four
- Evaluate the wikis of their peers as per instructions listed under method in lesson summary & rubric in Annex B
Stage Three
Using virtual classroom module with in LMS, the instructor shall by video and virtual whiteboard:
- Present a summary of the evaluations
- Highlight and review challenges facing undergraduate instructors as per the group wikis
- Review lesson objectives with student via interactive discussion
NOTE: The lesson confirmation is based on final deliverable (wiki) and concluded by reviewing challenges and lesson objectives. Instructors should be satisfied the objectives have been achieved through the necessary discussion with students in Stage Three.
Consult the Instructors Guide to Conducting Interactive Discussions should there be any question of how to achieve this.
Annex A
SCENARIOS/CHALLENGES
SCENARIO #1
CLASS SIZE
Objective
Explain the consequences of class sizes and what challenges this causes first year undergrad instructors. Propose possible solutions.
Background
A new president has just been appointed at KSU. She is determined to get the first and second year class sizes under control and reduce them to a more manageable number of students. A number of professors and students alike have been complaining about this for sometime.
Aim
The president has appointed your group as part of her task force to look into solutions. Your group is to brain storm, discuss and present potential solutions for managing first year class sizes. What are the challenges associated with class sizes?
Scope
Your group has to come up with a wiki listing challenges associated with class size. Along with the challenges, case studies and potential solutions will be expected. Be creative!
SCENARIO #2
INFLATED GRADES
Objective
Explain the consequences of inflated grades class and what challenges this causes first year undergrad instructors. Propose possible solutions.
Background
Kansas has come under fire in the media for allowing grade inflation to become endemic in its universities. In response the Governor has made a it a priority to combat this. In response KSU’s administration has decided to look into grade inflation itself to determine what, if anything, can be done. A committee of professors who teach first years has been put together to look into grade inflation in their respective classes.
Aim
As members of the team, you need to determine what challenges grade inflation poses for KSU and what alternatives may exisit.
Scope
Your group has to come up with a wiki listing challenges associated with inflated grades. Along with the challenges, case studies and potential solutions will be expected. Be creative!
SCENARIO #3
TECHNOLOGY IN THE CLASSROOM
Objective
Present a summary of the challenges technology presents to first year undergrad courses. Also come up with potential solutions.
Background
An ambitious new Dean of the Social Sciences faculty has made it a priority to ensure every classroom and sylabus has the latest technology and all professors incorporate it into their lectures, lessons and courses. This is met with opposition amongst some of the faculty members. Other professors and lecturers think this new focus is long over due. In order to satisfy the debate senior members from several departments are meeting to explore the benefits and drawbacks of adopting more technology in the classroom and in course sylabi.
Aim
You are each a member of this group that’s charged with exploring technology. It is expected that the group will look at different aspects of technology and how they could be applied to teaching. The drawbacks of more technology should also be examined.
Scope
Your group has to come up with a wiki listing challenges associated with technology and its impact on first year classes. Along with the challenges, case studies and potential solutions will be expected. Be creative!
Annex B
ASSESSMENT PLAN
Summary: Students will be graded as per rubric below.
Note: Group peer evaluation shall be composed of parts C & D.
RUBRIC
- Group evaluations - 20%. Base ten percent on each groups respective evaluation.
- Group comments on other wikis - 20%. Base ten percent on each groups’ respective comments/feedback provided on their evaluation of another group. The ten percent mark should be based on the quality and quantity of comments and constructive feedback provided to the other group. The group’s feedback should be relevant, linked to the material in the wiki, and be constructive in nature.
- Content - 30%. What is the range and depth of material present in the wiki? The content should come from proper academic sources, be current and relevant. Ten percent should be allocated to the number and quality of links, media, and other material supplementing the main text.
- Format - 30%. The information in the wiki should be properly formatted including grammar and clarity of the information. Proper spelling, punctuation, typos and other similar errors can be distracting. Ten percent should be allocated for proper citation format, see APA Style Guide, 6th edition.
Wow, Glen! Great job! You mentioned in your opening dialog that this "blog" was a pain "somewhere"...well, it was not evident!
ReplyDeleteI enjoyed reviewing your lesson plan and found value in the fact you were actually very detailed, precise and effective in your directions to the "learners".
Your lesson plan concept is unique and could actually be used for the purpose you suggested; might need to ask Dr. K about copyright possibilities! :)
As I reflected on the purpose of your lesson plan, I found myself reaching for my favorite text (again...Wlodkowski) and was lead to the following quote "The closer that assessment procedures come to allowing learners to demonstrate what they have learned in the environment where they will actually use that learning, the greater will be the learners' motivation to do well and the more they can understand their competence and feel the self-confidence that emerges from effective performance" (p. 327). In other words, your lesson plan and evaluation process was “spot on!” This lesson plan could actually be effective for the very audience (new instructors) and learners you have proposed in your “make believe” virtual classroom.
Well done!
Thank you for the opportunity to dig into Wlodkowski, again! :0
BTW, Glen, do you graduate this fall? Will you venture to Manhattan for graduation? Or will you chose the “virtual world” experience as described by Dr. K?
Happy Farming…
Alicia
Ooops! I forgot to reference Wlodkowski, appropriately:
DeleteWlodkowski, R. (2008). Enhancing adult motivation to learn. San Francisco, CA: Jossey-Bass.
Best Regards,
Alicia
Thanks Alicia. This took me two days of reflective thinking then about four plus hours writing it down and polishing.
DeleteI tried to think about what West and West said with respect to keeping the wiki grounded in something meaningful to the students. Hence, the elaborate construction. Dr K did not specify the exact reality or precise context we had to fit it into so I took some liberties by creating my own context.
As for your latter question this is only my third course with KSU, I still have a while before I will graduate but yes, I will be in Manhattan when I graduate. I missed my undergrad convocation and there is no way I will miss the KSU, barring requirements of the service.
Didn't I "specify the exact ... context"? I said "in your content area". So, I did. ;-) I wanted you to integrate wiki into your own curriculum or a curriculum of your choice. Reading through all the blog entries this week, I'm pretty happy with the diversity.
DeleteI have to say that I like your lesson plan too and may have our training developer contact you if they want to revise their current new faculty program. Good job, Angry Farmer!
Hmm, I stand corrected. Just hard in my area as I am not currently teaching anything or training anything but just doing policy research. So I did have to make up my own context:)
DeleteVery well put together lesson plan! I was a bit surprised myself by the amount of time it took to complete this assignment. I missed a few things, one of which you nailed with your area:
ReplyDelete"Note to the instructor:
Ensure the students have sufficient understanding of wiki format from module 1. The success of this lesson depends on the students having a high level of comfort with wiki and electronic formats prior to attempting this lesson. Access to this lesson may have to depend on an online threshold knowledge quiz to gage knowledge of student awareness of module 1 and technology proficiency."
I don't really describe this in my lesson plan, but it is of course very important to ensure the students are comfortable with the Wiki and other resources before just throwing them into the "fire"...so to speak. I discuss having the students join message boards and watching other sites to learn the etiquette and jargon, but don't specifically outline a plan to get them more comfortable directly. West and West (2009) stress this importance by explaining "student preparation for the wiki should begin well before the first day of the online course" (p. 30). That seems a little extreme to me, but is of course relevant to the varying speeds of each course.
West, J.A. & West, M.L. (2009). Using wikis for online collaboration. San Francisco, CA: Jossey-Bass.
Hi, thanks for the comments. I look at others and realize my assessment plan is lacking and I took liberties (i.e. pretending the students already knew about the wiki). Of course this last point is why I wrote the cautionary note about ensuring students are okay. The last stage 3, I also rushed this, hence reason I made up "KSU discussion guide...".
ReplyDeleteI think the points you highlight from West and West are very apt and are essential for any class, you need to ensure your students are at the level they are expected to be at and have a Plan B if they are not.
Cheers
Great Lesson Plan! I enjoyed reading through each scenario. They are all very relevant and would certainly add meaning to student learning as I am sure all instructors can relate to them. I like your idea of a group evaluation of the Wiki page but did you consider an individual assessment or peer evaluation within each group? West & West (2009) posited that an individual assessment strategy provides group members an opportunity to assess each group member's familiarity and engagement with the Wiki project. This assessment can bring to light those individuals who have minimally contributed or are not comfortable with their role on the project. If the assessment is conducted mid-way through the project it can be a valuable tool to assist groups in getting back on track. Moreover, when conducted at the completion of the project it can be used as a valuable lessons learned tool.
ReplyDeleteReference:
West, J.A. & West, M.L. (2009). Using wikis for online collaboration. San Francisco, CA: Jossey-Bass.
Hi. Thanks. Glad the scenarios were good. Tried to make it relevant. Ref peer evaluation, in my line of work students are assessed against a standard. Therefore a peer evaluation is less relevant so normally it does not enter my thinking.
DeleteThanks for the feed back.
AF