Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6624
Title: Scaling Up and Scaling Out Situative Design of Online/Hybrid Instruction and Assessment
Authors: Hickey, Daniel
Itow, Rebecca
Keywords: Scale
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Hickey, D. & Itow, R. (2020). Scaling Up and Scaling Out Situative Design of Online/Hybrid Instruction and Assessment. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 5 (pp. 2581-2584). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Extended design research yielded a situative approach to designing online instruction with some evidence and strong potential for scalability. This approach maximizes productive disciplinary engagement via public discussion of student “wikifolios” in threaded comments. Formative self-assessments and automated quizzes minimize grading and private instructor interaction with students while supporting and documenting achievement. This approach can be implemented in any modern learning management system or using Google tools. It was successfully used to scale up an online course for hundreds of open learners. But an extended partnership to scale out at a fully online high school revealed that educators who were unfamiliar and/or uncomfortable with sociocultural theory found the approach difficult to implement. In response, five design principles have been reframed as fourteen specific steps that do not require familiarity with sociocultural theory. This promises to help users learn how the approach works while designing, delivering, and scaling courses.
URI: https://doi.dx.org/10.22318/icls2020.2581
https://repository.isls.org//handle/1/6624
Appears in Collections:ICLS 2020

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