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OLTD 502 Week 4: Critique and revise a Learning Activity 2013-11-28 Denise Andersen Backgrounder I chose to critique a learning

activity that I use in the HCA program at VIU. The learning activity is in a F2F course called Health: Lifestyles and Choices. It is an introductory health course, which provides opportunities for students to explore the 6 dimensions of health, and the impact lifestyle choices can make on their health. This learning activity explores the Spiritual Dimension of Health. For many students spirituality is not well understood, not readily discussed and not in their immediate consideration of health. In addition, open discussions on the topic seem to add to the existing confusion. The learning activity was born out of this confusion about 18 months ago in a “night-before class” scramble for new learning material. The students and instructors have, thus far, enthusiastically embraced the assignment but it does require some tweaks. The learning activity is a simple straightforward assignment. The complexities of the assignment are built into the student’s evidence of learning, their collage. I have chosen to use Universal Design for Learning checklist as the template for my critique. Learning Activity in Current Form Assignment: Spiritual Health Exploration
Grade: 20% Learning Outcomes The learner will: (a) (b) (c) (d) Explore spiritual health from a personal perspective. Identify the relationship between spiritual health and other dimensions of health. Recognize the uniqueness of others’ spirituality. Demonstrate public speaking skills.

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Directions 1. This is a take home assignment; will be presented in class at a later date (TBA). 2. 3. 4. Each student will endeavor to make a collage or vision board of their spirituality as they know it now. You can use whatever materials you choose but the collage needs to be an expression of your spirituality as you define it. You will be expected to say a few words, highlighting the central theme of your collage when you share your piece with the class.

Some thoughts to help you define your spirituality 1. What type of things do you consider of highest importance? 2. In what ways do you experience the greatest level of meaning in your life? 3. What kinds of things help you to feel that you’re living your life to the fullest? Given that our spiritual dimension of health evolves with the passing of time and gaining of life experiences, the range of the presentations will be the starting point of the class discussion. Rubric
Student No.: Date:

________________________ ________________________

"#$%&!
Collage/Vision board completed and brought to class Verbally introducing the collage to the class
____ / 10%

____ / 10%

____ / 20%

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Universal Design for Learning Checklist 1. The expectations for the assignment are explicit: Grade 20% Rubric attached Learning Outcomes Present Due date (given when assignment introduced) ! The outcomes are poorly written thus they are ineffective tools for learning or guidance. They do not address the three parts of a well-written learning outcome, performance, condition, and criteria. ! The rubric is simple but non-specific and does not encourage motivation. The rubric reflects an institutional requirement for evidence of instruction only. It is of limited use to the student. 2. Multiple ways to engage student: ! The assignment is in written form only 3. Multiple ways of representing big ideas- N/A 4. Include alternatives to text- N/A 5. Checks for understanding to shape instruction: ! There are 3-4 statements following the directions that are intended to be reflective points. However they are weak and could easily be replaced with websites of resources on defining spirituality or exemplars of spirituality. ! In addition the reflective points make reference to a starting point for class discussion. This activity is not a discussion piece nor should it be. Trust and vulnerability is a requirement of the activity and clearly not appropriate for class discussion. A general class discussion can be considered when introducing the activity as it may be clarifying. 6. Methods that require student’s active participation: ! The assignment is active and requires participation. ! Students are expected to cooperate and provide a venue for individual expression. 7. Provide step by step instructions for using learning strategies: ! The directions are adequate but require a revision. ! The directions limit creative expression by referring to a collage or vision board
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! There is an obvious disconnect from learning outcomes > directions > rubric. A learning outcome is “demonstrate public speaking skills”, the directions are “you will be expected to say a few words” and the rubric gives 10% for “verbally introducing the collage to the class”. 8. Provide access to class notes in various formats: ! There are no links or references to class module or textbook. It appears that the activity has no context to a larger learning objective. 9. Include multiple ways for students to show what they know: ! The activity is directive in the inference to a collage or vision board. ! Having magazines and poster paper in the class encourages the above inference. References Knaack, L. (2011). A practical handbook for educators. Whitby, ON: de Sitter Publications. http://www.cast.org/udl/index.html
Universal Design for Learning Checklist- week 4 resources OLTD 502

Revised Activity Assignment: Spiritual Health Exploration
Grade: 20% Learning Outcomes By the end of this activity, the student will: (a) (b) (c) (d) Explore spiritual health from a personal perspective Illustrate the holistic relationship of spiritual health with other dimensions of health Create a classroom appropriate exhibit that showcases their spirituality Compose and share a narrative explaining their exhibit

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(e)

Witness and appreciate the uniqueness of spirituality

Directions: 1. The exhibit will be due and presented on ______. 2. You will have maximum 10 minutes to present your exhibit. 3. The exhibit is to be an expression of your individual spirituality, as you know it now. 4. You choose the format/style/materials for your exhibit but it must be original content. 5. Your presentation will include a narrative highlighting the central theme of your exhibit. 6. There will be no Q&A or discussion component, but there will be an opportunity to mingle and share following the presentations.

Resources for Reflection ! ! ! ! ! ! Textbook Course Module http://swc.osu.edu/about-us/spirituality/ http://en.wikipedia.org/wiki/Spirituality http://createbalanceandfindinghappiness.wordpress.com/2013/07/01/defininhspirituality-to-live-a-happier-healthier-life/ http://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight.html

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Rubric Student # _____ Date: ________

Criteria Exhibit demonstrates holistic nature of dimensions of health Exhibit demonstrates effort and creativity Narrative delivered clearly, concise and summarizes theme of exhibit

Below average 0-2 points Limited understanding of holistic health demonstrated Limited effort and creativity in presentation demonstrated Limited explanation of exhibit and no summary of theme. Not clear or concise

Average 3-4 points Some understanding of holistic health demonstrated Some effort and creativity in presentation demonstrated Some explanation of exhibit but no summary of theme. Delivery clear and concise

Outstanding 5 points Considerable understanding of holistic health demonstrated Considerable effort and creativity demonstrated Considerable, clear & concise explanation of exhibit including summary of theme

Marks __ x 3 = ___

__ x 3 = ___

__ x 3 = ___ ___/45 20%

Spiritual Health Exploration by Denise Andersen is licensed under a Creative
Commons Attribution-Noncommercial 3.0

Outcome Wow, this was fun yet challenging in terms of revising the activity. I struggled with writing learning outcomes and the rubric. As an instructor in a non-academic program I have less

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format knowledge and more content knowledge. I think this is why I like OLTD so much; I am learning a new set of skills and knowledge. Initially I was not sure that I could revise and license my activity, due to being a VIU employee but I checked the language of our BCGEU collective agreement and from what I interpreted I could so I forged ahead. I especially enjoyed the process of licensing and posting it to the OER commons. The satisfaction I felt was similar to “summiting a hike”! I neglected to include the share – alike caveat and I went back to re-license it last night after class but the activity was already in the repository and couldn’t be changed. I need to spend sometime over the holiday season to study the process and understand what each license really means. The OER mission to reuse, revise, remix and redistribute resonates with my pragmatic personality. There are many similar programs (HCA) across the country and we could all be sharing resources albeit tweaking them for our unique environmental conditions. I look forward to trolling OER for nuggets of teaching/learning material. I chose to use UDL as a guide for my critique because initially I found it easier to understand than UbD but I may have chosen incorrectly. The more I read and understand about UDL the more I think the UDL checklist as its written would be better suited to critique an online activity not a f2f activity. I reviewed a colleague’s UbD critique and while the content was alien the design, after some study, started to make sense. Unfortunately I am still too unfamiliar with both design philosophies to modify and apply their principles knowingly.

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