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Facilitated Conversations
Colleagues had the opportunity to design on-line conversations
with their peers. During the orientation, they identified
a process for the conversation but creativity and an evolving
understanding of teaching and learning guided the design of
each conversation. The process included such components as
announcements, check-in, mini presentation, reading/s posted
in advance, guiding questions posted in advance, and an active
learning activity. With support from the program facilitator,
they developed a curriculum plan for the conversation; this
included objective/s, activities, and an assessment technique.
File: Schedule
with topics
Teaching and Learning Investigation
Colleagues from each institution collaborated to investigate
a teaching and learning issue. This investigation was often,
but not always, related to the issue they discussed during
the facilitated conversation described above. They agreed
by consensus to submit a one-page progress report to verify
meaningful progress on the project by the end of the experience.
Files:
Specifications
for Progress Report
Examples: Southern
Illinois, Michigan
State, UW-Platteville
Assessment and Evaluation
Colleagues gave feedback in multiple ways during their experience
and they experienced some adjustments as a result of their
comments. With this process, the formative assessment strategies
helped determine what’s working and what’s not
and summative assessment strategies will help determine the
overall effectiveness of the learning experience.
Files:
Orientation
Feedback Form
January Feedback Form
Mid-course Feedback Form
May Feedback Form
Final Report
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