This post is all about intended learning outcomes and associated learning activities that follow the design principles from the community of inquiry model.
The following are 2 intended learning outcomes for a course on ecosystem ecology, my area of expertise:
- Understand and evaluate how published scientific research articles contribute to broader ecological theory
- Observe and describe how plant communities change at different temporal and spatial scales and formulate questions about the potential ecological processes at work
The following learning activities are aligned with the above learning outcomes:
- This learning activity would fall within the chapter on ecological succession, a key topic in ecosystem ecology courses. I would include a tutorial on succession in the online module and if available links to videos / online tools to visualize succession that I know are likely freely available on some research websites. Then I would assign one of the early research papers on ecological succession coming out of the regenerating forests of North America in the late part of the last century. Around this time, the theory on succession was being challenged and the research at that time led to changes in the theory that is taught in textbooks today. This presents an excellent opportunity for students to realize this learning outcome. Specifically, the learning activity would involve answering 4-5 questions on the research paper with a focus on open ended questions requiring thought and analysis. While this learning activity is focused on the first learning outcome, it will start the students on the path of the second learning outcome as well.
The outcomes and activity described above are inline with the design principles. Principle 1 being considered in the technological contingencies because all requirements should be met with basic technological knowledge and needs. As well, the feedback in these types of assignments stimulates both social and cognitive presence and provides for that connection with the instructor. Principle 2 has been considered as the outcomes are not focusing on covering a large area of knowledge, but quite the opposite – critical thinking about one specific area that could then be applied to numerous other topics in ecology.