2f: Research-based Best Practices

ISTE Standard for Coaches 2: Teaching, Learning, and Assessments – Technology coaches assist faculty in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant and engaging learning experiences for all students.

2f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences.

The capstone Archives and Analysis unit that I designed for a 100-level Introduction to Literature course demonstrates my implementation of research-based best practices in both disciplinary and digital eduction.

This unit incorporates principles of global collaboration,  Universal Design, WCAG and Quality Matters principles, and the QUEST model for inquiry-based learning to combine the use of primary resources and digital archives in a first-year humanities course with best practices in digital and humanities education.

 

Reference:

Wicks, D. (2017). The QUEST model for inquiry-based learning. [PDF document]. Retrieved from: http://davidwicks.org/iste-2-design-and-develop-digital-age-learning-experiences-and-assessments/quest-model-for-inquiry-based-learning/

The research base for my Archives and Analysis course design is unpacked in my post titled Intellectual Access, which survey the literature on problem-based learning theory and the value of small-scale archival research tasks in building critical inquiry.

Rialto Beach, WA

Fully engaging digital age learning may move the roles of student and teacher beyond those of collaborative task engager and designer of collaborative tasks.

In Faculty Roles, Web 2.0, and Student Efficacy, I draw upon the literature on how shifting teaching practices in technology-enhanced higher education can align instruction with the specific affordances of digital education to create more opportunity for student exploration and agency in learning processes.