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Contextualizing Online Assignments Mar31

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Michael Cenkner
Michael Cenkner
EducaciónTecnología
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Contextualizing Online Assignments: “ Spoon-Feeding” or Best Practice? Michael Cenkner, M.Ed. Athabasca University
Presentation Outline ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What does “contextualize assignments” mean? Telling students “why” they are doing a given assignment Bringing awareness to the several dimensions to this Separating the “how to” from the “why”
Terms “ Contextualize“ - situating “ Explicit contextualization” – distinct from “how to” “ Assignment” - a learning task “ Content domain-centered ” vs. “learning-centered” – focus is the learning experience
Limits of presentation Not talking about rubrics (marking guides) - necessary but not sufficient Not talking about feedback – actually this contextualization is part of feedback
Example ,[object Object]
Currently... ,[object Object],[object Object],[object Object]
“ Fallacy of obviousness” vs. learner diversity ,[object Object],[object Object],[object Object]
“ Fallacy of obviousness” vs. levels of awareness ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ Fallacy of obviousness” vs. complexities of environment ,[object Object],[object Object]
Other reasons ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Why we should contextualize assignments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Some good reasons why students do assignments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Example
Example
Example ,[object Object]
Some integrated unit development models ,[object Object],[object Object],[object Object]
Understanding by Design (UbD) Unit Planning Approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ 4MAT” Unit Planning Approach online.sfsu.edu/.../deborah/4mat.htm
Summary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Contextualizing Online Assignments Mar31

  • 1. Contextualizing Online Assignments: “ Spoon-Feeding” or Best Practice? Michael Cenkner, M.Ed. Athabasca University
  • 2.
  • 3. What does “contextualize assignments” mean? Telling students “why” they are doing a given assignment Bringing awareness to the several dimensions to this Separating the “how to” from the “why”
  • 4. Terms “ Contextualize“ - situating “ Explicit contextualization” – distinct from “how to” “ Assignment” - a learning task “ Content domain-centered ” vs. “learning-centered” – focus is the learning experience
  • 5. Limits of presentation Not talking about rubrics (marking guides) - necessary but not sufficient Not talking about feedback – actually this contextualization is part of feedback
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  • 19. “ 4MAT” Unit Planning Approach online.sfsu.edu/.../deborah/4mat.htm
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Notas del editor

  1. The consensus is that “spoon-feeding” makes students into passive recipients of information. I’ve heard academics say the kind of contextualization I’m proposing here amounts to spoon-feeding. My intention is quite different however.