1. Going beyond Content: Designing Curriculum to build an Online Community of Learners Padmaja Surendranath T527 How to Teach for Understanding Nov 19, 2009

2. Acknowledgements  Thank you – Leslie,Shane, Stone, Kellie, Rob and Shaheer

3. 30-day online course targeted towards K-12 educators Professional training to integrate the following topics in school-based curriculum – human rights – animal protection – environmental preservation Course Context

4. Challenges Inadequate learner participation  time constraints faced by learners  Some feel isolated: lack of group cohesion around learning goals  Content overload Facilitator- difficult to keep up with posts

5. Building Online Community Design Characteristics Learning Theories Adult Learning Social Learning Human Rights Education Practices Principles of Building Virtual Community Of Learners

6. Garrison & Anderson: Promote “social presence” Mezirow; Palloff & Pratt: Transformative learning, shaking off perceptions that limit us Stone: Critical reflection with self & other learners. Knowles: Learning Activities – grounded in learners' experiences Human Rights Education Pedagogy: Learning Environment – trust, honesty, safety Building Online Community Design Characteristics

7. Recommendations Help learners build their social presence thru introductory activities Connect learners having similar interests and experiences Provide collaborative learning activities for sharing and building knowledge Encourage dialogue as critical inquiry – create 'disorienting dilemmas'

8. Curriculum Design TfU: Performances of Understanding Creating social presence Self-intro/profile creation; respond to other learners As a group identify topics/issues/questions that the course should address or complete syllabus review Building relationships Establish group norms → learning contract Create assessment rubrics

9. Curriculum Design TfU: Performances of Understanding Knowledge Dyadic Essay – learners identify a question and write a model answer, respond to another learner's question and the model answer Method/Purpose WebQuest – group performance, as a resource for other teachers Form Lead discussion group Raise questions that are controversial in nature

10. Curriculum Design TfU: Ongoing Assessments Student Self-assessments Learner-created assessments of performances – Group process (leading online discussion and creating webquests) – Quality of participation in the forum Student peer evaluation of team-members and group

11. Insights Curriculum Design – Just one piece of the puzzle – Potential unifying element Instructor – Orchestrate various course elements – Model and facilitate discussions Learner – “buy-in” to the concept – Make efforts to build and sustain community

12. Puzzles What if learners don't want to participate in building a community? How to support online instructors? – What will help? – Mentoring? More technology training? How does “Peripheral Participation” (Wenger) impact the community-building process?

13. Assigned readings Learning activities Modifying an existing lesson plan Creating new activities or unit Respond to focus questions – Journal entries (self-reflections) – Discussion board posts Assessments If taken for credit → participation and reflection Self-assessment surveys Course Design