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Piloting Sakai & OSP for a Non-Traditional MBA Program
Sara HillCarey Business School
Johns Hopkins University
A Non-traditional Format
• No “courses”• “Modular” format• Multiple instructors
How do we facilitate communication
& assess student learning?
Cohort Learning
• Three-year program• Life sciences professionals • Program design models product
development cycle of a life sciences
organization
Sakai for Communication
• J Forum for
-Discussion
-Private messaging
-Member listing• Announcements• E-mail archive
Member Listing
Facilitating Learning Through Documentation
• Students gain “confidence in their competence”
• Students have opportunities for
-progress self-checks
-critical reflection
-peer learning
Reporting on Learning
• Track students progress towards program outcomes and provide evidence of learning
-students (matrices)
-faculty (matrices and reports)
-department chairs (reports)
-accreditation (matrices and reports)
Program Design
Understanding by Design by Wiggins & McTighe
• Identify program learning outcomes• Determine acceptable evidence of learning• Plan learning experiences
Matrix Design
• Enduring Understandings• Knowledge • Skills
Students determine which artifacts
indicate progress toward these outcomes
Learning Theory
• Learning is the constant; time is the variable• Shift from teaching to learning• Authentic assessment• Constructivist approach• Learning as a Way of Being: Strategies for
Survival in a World of Permanent White Water by Peter Vaill
Matrix Scaffolding• Cell status feature is not used• All cells remain open through the duration
of the program• Evaluators are fellow students and faculty• Evaluation is formative rather than
summative• Students post and reflect on artifacts at the
conclusion of each module
Enduring Understandings
Knowledge
Successful students will know
Skills
Successful students will be able to
Lessons Learned
• Start small• Involve faculty• Integrate reflection into the curriculum• Schedule reflection intervals• Involve peers in evaluation/feedback
Questions?