Work 2A, 2B or 2C: Educational Practice

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Your second work will address educational practice, in one of three ways:

  • Work 2A: an Educational Practice Analysis illustrating a theme of the course; or
  • Work 2B: a Learning Module where you design a teaching and learning resource that exemplifies one of the themes of the course; or
  • Work 2C: an Evaluation Plan and Study of a learning module that you have implemented.

Work 2 Sign-Up

During the first week of the course, please write your name and your choice of the three alternatives for Work 2 to the corresponding list in the Google Spreadsheet, found in the Current Courses page, so that we can connect you to the correct work type.

Work 2 Descriptions and Requirements

Work 2A: Educational Practice Analysis – A Case Study

Analyze the scholarly findings about the impact of an innovative learning practice (or the need for research in the case of new or under-investigated practices)—a method, a resource or a technology, for instance. This could be a reflection practice in which you have been involved, or a new or unfamiliar practice which you would like to explore. If the focus of Work 1 was on concepts and theories, the focus of Work 2A is on empirical cases and rigorously researched evidence of effective practice. If your Work 2A is a follow-on to Work 1, reference and link Work 1. Do not repeat any text—if you want to make the connection for you reviewers or readers, a reference with a link will suffice.

In Work 2A, you will analyze an educational practice, or an ensemble of practices, as applied in clearly specified learning contexts. Use theory concepts introduced in this course. We encourage you to use theory concepts defined by members of the group in their published in this or previous courses with references and links to the published works of the other course participants.

View examples of previous students’ work in the following community:

Work 2A: Requirements

Connection with course ideas: A work must explicitly connect with an idea or reference introduced in the course. You should have a clear mention of the course ideas in your work.

Rubric: Use the ‘Knowledge Process Rubric’ against which others will review your work, and against which you will do your self-review at the completion of your final draft. You will find this rubric at the Rubrics for Peer-Reviewed Works page, and also in CGScholar: Creator => Feedback => Reviews => Rubric.

Word length: at least 2000 words, not including references

Media: Include at least 7 media elements, such as images, diagrams, infographics, tables, embedded videos, (either uploaded into CGScholar, or embedded from other sites), web links, PDFs, datasets, or other digital media. Be sure these are well integrated into your work. Explain or discuss each media item in the text of your work. You should refer to specific points of the video with time codes or the particular aspects of the media object that you want your readers to focus on. Caption each item sourced from the web with a link and be sure to cite all media sources in the references list.

References: Include a References “element” or section with the scholarly articles or books that you have used and referred to in the text, plus any other necessary or relevant references, including websites and media.

For further instructions and help with Work 2A, please check the General Work Guidelines and Literature Review Guidelines pages.

Work 2B: Learning Module

Create a learning module in CGScholar which demonstrates how you would translate some of the ideas and principles of this course into practice. A learning module is a hybrid work which crosses the legacy educational practices of lesson plan, syllabus, and textbook. Unlike a lesson plan which is mainly written for a teacher’s design purposes, a learning module has both teacher and learner sides.

On the left side of the screen, you speak to learners in “classroom discourse.” However, in the case of the learning module, you speak to learners in a dialogical mode, rather like social media, always prompting a response or contribution from learners. On the right side of the screen, you speak to other teachers in the professional discourse of the curriculum and pedagogy.

Unlike a syllabus, a learning module contains content as well as an outline of coverage. And unlike a textbook, which typically summarizes and transmits content that learners are to consume and remember, a learning module curates a variety of web content (links, embedded media, etc.) and establishes a dialogue with and between learners which positions them as active seekers and producers of knowledge.

Rubric: Refer to the Learning Module checklist below and the Learning Module rubric for a summary of what your learning module should include. The ‘Learning Module Rubric’ is the one against which others will review your work, and against which you will do your self-review at the completion of your final draft. You can view this rubric while you draft your work at Creator => Feedback => Reviews => Rubric and at the Rubrics for Peer-Reviewed Works page. The rubric explores four main knowledge processes, the background, and rationale for which is described in a number of papers listed here. If you want to use the L-by-D icons to mark activity types explicitly, you can copy and paste web icons located at this link.

You can find learning modules created by Learning Design and Leadership course participants here. For model K-12 learning modules, visit the Literacies and Learning by Design collections in the CGScholar Bookstore. For model college and higher education learning modules, visit the Higher Education collection.

For instructions on how to create a Learning Module in CGScholar, watch this video, visit section 5 of the CGscholar Tutorials area or the Getting Started in CGScholar Learning Module.

Work 2B: Learning Module Checklist

Your learning module should:

Work 2C: Evaluate the Implementation of a Learning Module

Create an evaluation plan and evaluate a learning module as an educational intervention. This might be a learning module you have created in an earlier course in the program. For evaluation suggestions, visit section 6 of the Getting Started in Scholar learning module. Revise the learning module in light of the evaluation results, and discuss these revisions. Be sure to link to the revised learning module in your evaluation study. (Request republication of the revised version before linking.)

Rubric: In addition to the requirements outlined below, create and review work according to the ‘Knowledge Process Rubric’. You can view this rubric while you draft your work at Creator => Feedback => Reviews => Rubric and at the Rubrics for Peer-Reviewed Works page. 

Work 2C: Evaluation Plan Requirements

Evaluation Plan should address the following elements:

  1. Background and Context, including citing the literature
  2. Problem/Needs Statement
  3. Evaluation Purpose and Audience
  4. Evaluation Goals and Objectives
  5. Evaluation Questions
  6. Evaluation Criteria
  7. Evaluation Design
  8. Data Collection Plan and how the data collection will answer the evaluation questions
  9. Evaluation Personnel and Roles
  10. Timeline
  11. Dissemination Plan
  12. References

Evaluation Findings: Share your evaluation findings while addressing the following:

  1. Summary of evaluation findings, supported by evidence from the evaluation
  2. Copies of data collection instruments used.