Cognitive

Analyze, synthesize, use inductive and deductive reasoning, solve problems effectively and creatively.

Context

Artifact

Class ED 795A, Seminar
Instructor Marcie Bober-Michel, Ph.D.
Project Client Project - Emerging Technologies in Human Health Care Curriculum Design
Artifact Class Talk Show

 

Image that says Class Talk Show

Through an educational three-year grant, the SDSU College of Sciences had commissioned Ms. Susan Kaiser to create a new course at SDSU to inform undergraduate non-science majors of what regenerative medical research (e.g. stem cell research) entails, the misconceptions surrounding this research, and what the resultant therapies can accomplish (Kaiser, 2009). Gerry de Ocampo and I were assigned as the instructional designers for her course.

Connection to the Standard

Because this course would introduce Generation Y undergraduates to a controversial topic, we needed to come up with an instructional strategy that would simultaneously provide a structured environment for educational debate and a learning experience that would engage this particular audience. We decided to link our audience analysis to our literature review to find an instructional strategy that would engage this audience. We first referenced an SDSU Encyclopedia of Educational Technology article I had written for EDTEC 561 to identify the learning preferences of a Generation Y audience (Corbett, 2008). I then conducted the literature review based on these preferences. As a result, I stumbled on Susan Eisner’s (2004) journal article The Class Talk Show: a Pedagogical Tool which described an instructional strategy targeted for a Generation Y audience. The Class Talk Show (CTS) instructional strategy became the core feature of the course we designed for our client.

Challenges & Learning Lessons

After discovering the CTS journal article, the main challenges we faced were to ensure it was aligned with the client’s preference for a blended approach at the instructional unit level and find a way to evaluate student participation in the activity. Our client had set the expectation for us to design a blended instructional unit containing a complete set of learning activities during an on-campus instructor-led 1.5-hour class session and a follow-up online breakout session. We aligned the strategy with the course’s blended approach by making the CTS the primary, on-campus face-to-face activity and its summative discussion an online activity. We set up the CTS to have the students role play a person with a viewpoint on stem cell research (e.g. politicians, scientists, etc.) as part of a panel in front of the rest of the class. A host would use a question and answer approach to foster a structured debate. During the online session, students would be put into breakout rooms to come up with lessons learned for each question posed in the CTS. Lastly, we found a rubric-generator website that enabled us to quickly develop a detailed rubric for evaluating student participation in the CTS (University of Kansas Center for Research on Learning (2008)).

What It Showcased About Me

This project primarily demonstrated my analytical skills, resourcefulness and ability to come up with creative solutions. My ability to quickly and efficiently conduct a literature review was pivotal to identifying the CTS strategy that became the focal point for the overall design of the course.

Future Application

Through the identification of the CTS and its implementation into the course design, I confirmed that an analysis of the audience’s generational learning preferences can affect and drive the design of a course. Furthermore, this project demonstrated the importance of conducting a literature review to discover ideas based on what other courses have already explored and studied for a particular audience. By linking the literature review to the results of an audience analysis, I can help ensure my course designs include engaging learner experiences for my audiences.

References

Corbett, S. (2008). Targeting different generations. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved November 15, 2009, from: http://edweb.sdsu.edu/eet/articles/generationtrgt/start.htm.

Eisner, S. P. (2004). The class talk show: A pedagogical tool. S.A.M. Advanced Management Journal, 69(1), 34.

Kaiser, Susan (2009). SDSU Awarded Three Year Training Grant to Encourage Students Participation in Stem Cell Research. Retrieved December 12, 2009, from: http://www.sci.sdsu.edu/cos/news/cos_news_101409_scip.php.

University of Kansas Center for Research on Learning (2008). Create Rubrics for your Project-Based Learning Activities. Retrieved November 15, 2009, from the RubiStar website: http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=4&section_id=1&.