Rooted in constructionism, situated cognition, peer mentoring, and self-directed learning, the Center of Teaching and eLearning, Department of Education and Innovative Technology is pleased to announce a new educator professional development opportunity - Professional Learning Studios.
Inspired by the Studio Experience at the University of Georgia, Learning, Design and Technology program (Clinton, Rieber 2010), Professional Learning Studios are a series of four-eight week cohort-based instructional design workshops designed to empower, equip, and coach BCM educators as they design and develop instructional learning objects and/or interactive lessons in a collaborative hands-on environment.
By the end of the learning studio, participants will create eLearning objects/artifacts and be able to demonstrate effective instructional design and integration of technology.
Who is eligible to apply?
- The number of cohort members for each studio is limited to 10 participants total.
- Participants can apply as a team or an individual within the BCM Community. This includes residents, post-docs, faculty, staff, researchers and clinicians.
- Teams can be comprised of members of the same department, clinical team, and/or research team. Applicants can also be individuals seeking to develop the skills needed create their own learning objects.
How can I participate?
Please contact teaching-elearning@bcm.edu.
Topics Covered in the Professional Studios
> View Flyer: Designing and Creating eLearning Modules
What you’ll learn:
In this professional Learning Studio, you’ll learn how to design and create an effective learner-centered elearning course/module.
Requirements:
- Subscription to Articulate 360 or a trial subscription.
- Basic knowledge of computer and the internet
Length of Professional Learning Studio: 8 Weeks
Teaching Modality: Hybrid
Description:
Are you seeking to develop an eLearning course or module for your instruction or professional development?
This four week learning studio is divided into two parts – Designing/Planning Elearning Modules and (two) Developing eLearning Modules. By the end of this workshop, you’ll have the tools to create and develop effective learner-centered e-learning courses.
In this course you’ll learn to:
Design & Planning
- Identify components of an eLearning Course
- Align your module (activities, assignments, materials/technology and assessments) to the objectives.
- Apply instructional design theoretical foundation, adult learning models and best practice to your module.
- Create a lesson plan
Developing and Producing
- Identify the four parts of the module blueprint for Development
- Apply the blueprint and theoretical foundation to develop eLearning elements and course.
- Author and create web based interactive courses using Articulate Rise.
- Share and Export Rise Courses within Blackboard Learn LMS or SuccessFactors
Who this course is for:
Anyone wanting to learn to create web-based courses, grounded in instructional design principles and adult learning frameworks
Schedule and Topics by Weeks
| Week | Topic | Subtopic |
|---|---|---|
| Week 1 | Orientation |
|
| Week 2 | Planning – Lesson Planning, Aligning Learning Objectives, Assessments Course Outline and Course Strategy |
|
| Week 3 | Development- Applying Design to Development |
|
| Week 4 | Rise Workshop |
|
| Week 5 | Showcase, Evaluation and Closure |
|
What you’ll learn:
In this professional Learning Studio, you’ll learn how to design and create videos using Studio One production lab.
Requirements:
- Studio One orientation
- Basic knowledge of computer and the internet
Length of Professional Learning Studio: Eight Weeks
Teaching Modality: Hybrid
Description:
We are here to provide guidance, instruction, and resources to all university instructors, regardless of the technology experience, who want to improve their technology skills and incorporate media into their teaching. Video production is for instructors interested in flipping their classrooms of having students produce digital video as part of assignments.
In this course you’ll learn to:
- Operate a “Studio One”
- Recognize basic principles of how to capture great video and audio
- Demonstrate how to edit video and audio
- Tell a story by combining video and Audio
- Identify how to use video to teach, persuade, inform, and entertain.
- Create a two-minute video using principles learned
Who this course is for:
Anyone wanting to learn to create video to teach, persuade, inform, and entertain.
Schedule and Topics by Weeks
| Week | Topic | Subtopic | Deliverable / Assessment | Teaching Modality |
|---|---|---|---|---|
| Week 1 | Orientation |
| Description of the course Short video | In-person on campus |
| Week 2 | Pre-Production |
| Synchronous Online | |
| Week 3 | Pre-Production |
| Submit Storyboards | Synchronous Online |
| Week 4 | Production |
| In-person on campus | |
| Week 5 | Production |
| In-person on campus | |
| Week 6 | Post-Production |
| In-person on campus | |
| Week 7 | Post-Production |
| Synchronous Online | |
| Week 8 | Showcase and Closure |
| Demonstrate Finalized video | Synchronous Online |
> View Flyer: Advanced Digital Tech Tools
What you’ll learn:
In this professional Learning Studio, you’ll learn best practices for a variety of applied digital teaching tools (Zoom, PollEverywhere, Blackboard)
Requirements:
- Basic knowledge of computer and the internet
- Access to your BCM account for Zoom and Blackboard (and for account creation at PollEverywhere)
Length of Professional Learning Studio: 6 Weeks
Teaching Modality: Hybrid
Description:
Have you heard of or even used some of these teaching tools, but would like to utilize their full potential?
This 6-week learning studio will first introduce you to the variety of features and knowledge required to best use these tools, including what makes these tools so effective. In the second half of this PLS, you will apply these new skills into building a usable lecture, framework/shell, or artifact that you can use in your course or class.
In this course you’ll learn to:
Knowledge and Skills (The Why and The How)
- Explain the advantages of synchronous classes, and how zoom features align with those advantages.
- List the types of documents that can be embedded in Blackboard and be able to insert them.
- List the types of questions usable in Poll Everywhere and its software integrations
- Explain the meaning and purpose of audience response systems such as Poll Everywhere
- Describe the advantages and disadvantages (best practices) of Poll Everywhere
Build and Apply
- Use breakout rooms, whiteboard, and screen share to successfully enhance Zoom meetings and presentations
- Access and modify content folders, assignments, exams, and the gradebook
- Integrate Poll Everywhere into existing lectures and presentations
- Use breakout rooms, whiteboard, and screen share to successfully enhance Zoom meetings and presentations
Who this course is for:
Anyone wanting to improve their proficiency with Zoom, Blackboard, and PollEverywhere.
Schedule and Topics by Weeks
| Week | Topic | Subtopic | Teaching Modality |
|---|---|---|---|
| Week 1 | Orientation |
| In-person on campus |
| Week 2 | Knowledge and Skills |
| Synchronous Online |
| Week 3 | Build and Apply |
| Synchronous Online |
| Week 4 | Knowledge and Skills |
| Synchronous Online |
| Week 5 | Build and Apply |
| Synchronous Online |
| Week 6 | Showcase and Closure |
| Live In person |
References
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn. Washington, DC: National Academy Press.
Brookfield, S. (1984). Self-directed learning: A critical paradigm. Adult Education Quarterly, 35, 59–71.
Burroughs, S., Brocato, K., & Franz, D. (2009). Problem based and studio based learning: Approaches to promoting reform thinking among teacher candidates. National Forum of Teacher Education Journal, 19(3), 2009.
Clinton, G., Rieber, L.P. The Studio experience at the University of Georgia: an example of constructionist learning for adults. Education Tech Research Dev 58, 755–780 (2010). https://doi.org/10.1007/s11423-010-9165-2
Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 47(1), 61–79.
Rieber, L. P. (2000). The studio experience: Educational reform in instructional technology. Teaching with technology: Seventy-five professors from eight universities tell their stories, 195-196.
Youm J, Corral J. Technological Pedagogical Content Knowledge Among Medical Educators: What Is Our Readiness to Teach With Technology? Acad Med. 2019 Nov;94(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 58th Annual Research in Medical Education Sessions):S69-S72. doi: 10.1097/ACM.0000000000002912. PMID: 31365390.