Activity Based - Steps
[HOOK]
This is an OPTIONAL section. To remove, click the SELECT tab to the right of this box and then press the Delete key on your keyboard.
Purpose: To gain learners’ attention, build motivation, peak curiosity or interest in the topic and/or to establish relevance. This helps learners to both focus their attention on the upcoming material and establish a connection between this unit or module and other units within the course.
Instructional Guidance: keep this section very short and concise. You may want to provide students with some startling statistics, a relevant real-world event, a very brief story or pose some provocative questions that will be addressed. You may also simply summarize the important points from the last module and provide a brief hint at where this new module will take students on their learning journey through your course. Suggested optional titles for this section include:
- Start Here
- Why is this Important?
- Setting the Stage
Suggested formats: Text only, text with a relevant image, 1-2 minute video
What Should You Already Know?
This is an OPTIONAL section. To remove, click the SELECT tab to the right of this box and then press the Delete key on your keyboard.
Purpose: To establish the foundational knowledge that learners need in order to proceed successfully with the module.
Instructional Guidance: Where appropriate, this might include:
- Reminders
- Refresher/remedial resources (self-check questions might be a good primer here)
- An organizational chart/concept map/infographic that learners would recognize
- Clear and simple explanation telling the learner how they will use what they know to learn the new material
Suggested formats: text, images, video, link to external resources, link to relevant page(s)
Key Concepts
This is an OPTIONAL section. To remove, click the SELECT tab to the right of this box and then press the Delete key on your keyboard.
Purpose: To introduce learners to the names and characteristics of the main concepts in this module.
Instructional Guidance:
Where appropriate, this might include:
- A simple list of key terms and concepts to be covered
- Terms and concepts defined (example: a glossary)
- A key question or set of questions to be answered by the learner as they proceed through the content
- A diagram or other visual representation of the concepts in this module
For more information, see the “ Pre-training Principle” on the Useful page of CEL’s Honeycomb site.
Suggested formats: Text, images, video, link to external resources, link to relevant page(s)
Step One: Do this
Purpose: To encourage active learning by allowing learners to explore content along with activities related to the content. Chunked into a sequence of steps.
Instructional Guidance:
Suggested Activities
- Primer questions
- Primer considerations of philosophy, epistemology, perspective
- Activities for learners to do as they go. Examples include reflecting, journaling, sharing, applying to daily life, practicing (questions/exercises), identifying/ applying to real-world situations, problem-solving, researching, reporting, extending (creating content).
- Some of these items may contribute as scaffolding to larger assignments/activities.
Content
Online content should be chunked into short, stand-alone segments. Consider both the sequencing of your content and the mastery level of your students as you select or create it. Take care to provide context around your content, introducing it to students and guiding them through the important aspects of it. You are encouraged to use quality, openly available educational resources. If content is not your original material, please ensure that the University’s copyright guidelines are followed.
Suggested formats: text, images, video demonstrations, links to activities (e.g., practice exercises, simulations, group discussions, reflection, case studies, role play and more)
Please see UXDL honeycomb for more information on creating engaging content. CEL would be happy to assist you with multimedia content creation for your course.
Week | Module | Readings and Other Assigned Material | Activities and Assignments | Begin Date | End/Due Date | Weight (%) |
Week 1 |
Module 01: |
Text, Chapter 1 and 2 |
Introduce Yourself |
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Monday, January 7, 2013 at 11:55 PM |
Ungraded |
Week 2 |
Module 02: |
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Groups for Assignment X will be created by Technical Support |
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Check after Friday, January 11, 2013 at 4:30 PM |
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Week 3 |
Module 03: |
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Activity 1: Part 1 |
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Monday, January 25, 2013 at 11:55 PM |
XX% |
Week 4 |
Module 04: |
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Activity 1: Part 2 |
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Friday, February 1, 2013 at 11:55 PM |
XX% |
Activity 1: Part 3 |
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Friday, February 1, 2013 at 11:55 PM |
XX% |
Week 5 |
Module 05: |
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Fall Break - Study Days (Tuesday, October 10, 2017 and Wednesday, October 11, 2017) |
Week 6 |
Module 06: |
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Week 7 |
Module 07: |
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Reading Week - Study Days (Sunday, February 18, 2018 to Saturday, February 24, 2018) |
Week 8 |
Module 08: |
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Week 9 |
Module 09: |
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Week 10 |
Module 10: |
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Week 11 |
Module 11: |
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Week 12 |
Module 12: |
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Final Examination |
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XX% |
Key Concepts
This is an OPTIONAL section. To remove, click the SELECT tab to the right of this box and then press the Delete key on your keyboard.
Purpose: To introduce learners to the names and characteristics of the main concepts in this module.
Instructional Guidance:
Where appropriate, this might include:
- A simple list of key terms and concepts to be covered
- Terms and concepts defined (example: a glossary)
- A key question or set of questions to be answered by the learner as they proceed through the content
- A diagram or other visual representation of the concepts in this module
For more information, see the “ Pre-training Principle” on the Useful page of CEL’s Honeycomb site.
Suggested formats: Text, images, video, link to external resources, link to relevant page(s)
Step X: Do this
Part of a sequence of steps.
You can create additional steps by dragging on to your page the steps-more element. You will need to drag in a new steps-more element for each step that you need in your sequence.
Once placed on your page make sure you give each step a suitable heading in keeping with the sequence.
Supplementary Resources
This is an OPTIONAL section. To remove, click the SELECT tab to the right of this box and then press the Delete key on your keyboard.
Purpose: To provide a list of resources learners are encouraged (but not required) to explore beyond the content.
Suggested formats: A bibliographic list (with proper citation), sections from a textbook, links to articles in Course Reserves or external resources.
Instructional guidance: CEL’s Copyright Specialist would be happy to assist you with issues relating to copyright.