For this assignment, I decided to create an orientation course for our incoming Canvas Tech Rovers (CTRs) to prepare them for the job. CTRs are co-op students that we hire to assist with the Canvas transition project at UBC. The CTR program started in September 2017 and the first batch of co-op students are finishing up their co-op terms in April. We are preparing for a new intake of CTRs as replacements and I thought it would be a good opportunity to develop an orientation course for them.
The introductory activities for this course are primarily focused on student-student interactions and consists of two parts. The first part is asynchronous where every CTR does a self-introduction on the discussion forum either in text, audio, or video format. This is an opportunity for other CTRs as well as myself to learn more about them. The second part is synchronous and it is the “Meet Your Mentor” activity where the incoming CTRs are paired with the current CTRs. This is an opportunity for them to ask questions and hear about the experiences of what the job is like from another peer. They then summarize what they’ve learned and share it with the other CTRs on the discussion forum. Through these interactions, I hope the students are able to, as Anderson (2008a) describes “transform the inert information passed to them from another and construct it into knowledge with personal application and value”.
I’ve used different assessment methods identified in Bates (2014) to assess the CTRs. The Course Orientation Quiz is made up of a variety of different question types and the purpose is to see if the CTRs have a clear understanding of the course requirements and expectations before moving on. The quiz ends with an open ended essay question that asks the CTRs to indicate what they hope to achieve in this co-op experience and how I can help them in the process. The CTRs also go through a Canvas 101 training course and each module ends with a knowledge check multiple choice quiz. Majority of the questions contain feedback where possible so they are provided with immediate feedback while it still matters to them and before they move on to new content (Gibbs and Simpson, 2005). These assessments in the beginning are meant to test their “objective knowledge of facts, ideas, [and] principles” (Bates, 2014) to ensure they are equipped with the basic skills to start their job as a CTR. As Anderson (2008a) states, “the teacher needs to have an understanding of any misconceptions that the learner starts with in their construction of new knowledge”. The assessment results will allow me to address any misunderstandings before they are on the job.
After they have a foundational knowledge of Canvas and obtained some experience on the job, they start working on case studies. I incorporated two case studies in this course so they can practice using their critical thinking and problem solving skills, which is something that they will encounter frequently. Following that, there are two projects that the CTRs work on: Canvas Resource Wikis and a Canvas Presentation. Both of these projects happen a bit later after they have been on the job for a couple weeks. The projects require them to have accumulated a certain level of skills in different areas such as: knowledge about Canvas, experience interacting with different clients, working collaboratively with individuals, understanding procedures and the work culture, etc. before they can work on the assignment.
Throughout their co-op term, I also ask them to post weekly reflections in their ePortfolios on Canvas. The goal is for them to reflect on and self-assess what they have accomplished that week. I also encourage them to check back on their educational goals to see if they are being met as well as reading previous entries later on to see how they have improved as they progress through their co-op term.
The course ends with an activity where they get matched up with the new CTR that will be replacing their position once their co-op term ends. This is as an opportunity for him/her to pass down their knowledge and become the mentor.
References:
Anderson, T. (2008a). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning. Edmonton AB: Athabasca University. Retrieved from http://www.aupress.ca/books/120146/ebook/02_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Bates. T. (2014). Teaching in a digital age. Retrieved from http://opentextbc.ca/teachinginadigitalage/chapter/5-8-assessment-of-learning/
Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31. Retrieved from http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf