Reflective Analysis

Overview:

Before faculty begin designing/redesigning their courses, they need to begin to reflect on their own teaching practices and needs of their students. Moving to online teaching requires a shift from teacher-centered instruction to a learner-centered instruction which is new for many faculty. Sunal, 2001, stated that “Faculty’s assumptions, beliefs, and expectations about teaching and learning can limit their ability to change their teaching practices.” By having faculty engage in these reflective activities, the intention is that it will inform their teaching both online and face-to-face.

Learning Objectives: 

By the end of this module, participants will be able to:

  1. Analyze their course as it is currently taught and identify any barriers to effective instruction.
  2. Analyze the needs of their learners and what they need to succeed in their course.
  3. Recognize and develop a plan for any potential problems a student could have learning in a hybrid or online environment and strategies for coping with them.

 

Concepts: 

Analysis is the first stage of the ADDIE instructional design model.The ADDIE module consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. During analysis, you will be asked to identify the learning problem, the goals and objectives for your course or program, your students’ needs, existing knowledge, and any other relevant characteristics.  This stage also considers the learning environment, any constraints, the delivery options, and the timeline for the project. How does your learning module break down? Is it one session, multiple sessions? Will the session meet F2F, online or hybrid? What topics will be covered in this module?
 

Readings: None for module 1

Assignments: Teaching Philosophy, Reflection and Peer Review

Evaluation criteria: Peer review and staff feedback on the assignment.

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