Curriculum Lessons From Online Learning

Our department's first online synchronous session was completed earlier this week. After I analyze all of the feedback, I'm certain sure my list of curriculum changes will continue to grow.

If measured by my old standard, the pilot was a success. The test scores were even slightly higher then scores from the face-to-face classroom version. These results look good on the surface, but am I really satisfied with the learning. In truth, my prespective of what make a class effective is changing. I desire a course experience where deep learning and understanding occurs, and it happens on a regular basis.

As a result this new desire, I see the need to change the curriculum for many of my classes, beginning with my online troubleshooting course. This involves a moving the focus away from the instructor and toward the students. The curriculum must have learning activities that are meaningful and driven by the learner. Hopefully I can implement some of these changes before the next session.

I have also thought of another strategy to improve instruction. The idea is help instructors understand how to take a constructivist approach to instruction. As for short-term impact, this may be the most effective approach. An instructor who is well grounded in constructivist strategies can hopefully adapt instruction using a current curriculum. I thought about this during our training this week. The instructor could have allowed the students to take control of the learning in several instances.

For example, the instructor guided the student through several troubleshooting scenarios. What if the instructor asked several students to walk the class through the scenarios. They could explain and argue why they made choices. They could even critique the scenario and how the would change it. How knows, they may even be able to create their own scenario. I know the level of participation, which was rather week, would increase dramatically. With this approach, the instructor would naturally step back and take a more facilitator role.

Another example relates to the diagrams presented in class. What if the students led the class through the diagrams and explained the systems? Or better yet, what if the students had to design their own diagrams?

It is exciting and a little overwhelming that there are so many opportunities for change and improvement. Some of it is curriculum based. Other changes will need to happen by the instructors themselves. The key is to keep working toward change, and to have patience even if the process is slow.