This course helps undergraduate students to master the art of effective written expression and transform their impact in the field of early childhood education.
Responsibilities: Instructional Design, Curriculum Development, Evaluation
Target Audience: Undergraduate students
Tools Used: Powerpoint, Figma, Canvas
Problem:
During a faculty meeting, I discovered that many undergraduate students in my department were struggling with various writing tasks, such as writing professional emails and writing organized, error-free term papers. This revelation highlighted the need to address these writing skills gaps in order to better prepare our students for success both in their academic journey and future careers within the field of early childhood education.
Solution:
I create a 4-module course to equip early childhood educators with the essential writing techniques for diverse contexts, ranging from classroom assignments to professional communication with faculty and staff. The course is available in two modalities: as Powerpoint slides and in the LMS Canvas.
My Design Process
Analyze
In the initial phase of developing an online writing course for students, I conducted research by employing a semi-structured, open-ended questioning approach in interviews with my colleagues. This allowed me to identify their pain points with regards to students' writing challenges. I also delved into what they hope to gain and what they hope students will gain from the course.
I noted their responses in the "Pain and Gain" T-chart, as seen to the right. Based on this data, I created an outline for a 4-module course with the following objectives:
Objective #1
By the end of this course, students will be able to explain the differences and similarities between three types of written communication in the ECE program.
Objective #2
By the end of this course, students will be able to describe four key aspects to consider anytime they work on a writing task as a student in the ECE program.
Objective #3
By the end of this course, students will be able to describe what makes a well-written classroom assignment and brainstorm how they can ensure that their assignments are polished, professional, and clearly written.
Objective #4
By the end of this course, students will be able to name the four components of an email and draft a strong, professional email.
Design
I planned and organized the 4 modules of content using storyboarding techniques in Microsoft Word.
Design Approach
I used a learner-centered approach that incorporated adult learning theories, such as Knowles' andragogy and Kolb's experiential learning. By emphasizing the unique characteristics of adult learners – such as their self-direction, accumulated experiences, and intrinsic motivation – I tailored the course content and activities to resonate with and engage students more effectively.
The integration of Kolb's Experiential Learning cycle allowed students to actively participate in their learning process, moving from concrete experiences to abstract conceptualization, and ultimately applying their newly acquired knowledge in real-world contexts. I also included quiz questions at the end of each module to help learners monitor their understanding of the content.
Develop & Implement
I developed the course in Powerpoint because it is the tool that most professors use in their courses. I also created the course in the LMS Canvas. In this way, professors can choose either modality: they can embed Powerpoint slides into their lecture content or they can assign the Canvas modules for students to take online.
See samples of the course content below.
Evaluate
I implemented a comprehensive assessment approach to accurately measure the effectiveness of my course and evaluate participants' learning outcomes.
Quizzes and activities served as formative assessments to help learners to monitor their progress and to help instructors track students' understanding and identify areas for improvement.In addition, I gathered feedback from my colleagues who administered the course through surveys and course evaluations.
Moving forward, I plan to analyze data on participants' subsequent academic performance, writing improvements, and professional accomplishments to gain a deeper understanding of the long-term impact of the course on their overall success.
