Page 141 - International Journal of Process Educaiton (Special Issue)

Figure 2 Activity Design Template for Faculty

1. Identify purpose 9. Key Critical Thinking Questions
• Directed
2. Title • Convergent
• Divergent
3. Type of Knowledge Item • Tool
• Concepts • Process 10. Plan/Tasks for Execution of Activity
11. Pre-Activity
• Context • Way of Being 12. Sequencing Critical Thinking Questions
13. Information and Resources Needed
4. Create Learning Model / Instrument for the Knowledge Item 14. Prior Knowledge Required
• Interactive Model (Concept) 15. Glossary
• Methodology (Process)
• Template (Tool) • Previous Terms • New Terms
16. Skill Exercises
• Story/Case Study (Context) 17. Problems to Be Addressed
• Profile (Way of Being) 18. Technology to Be Used
19. Validation/Reflection of Learning
5. Why? (What?, Big Picture, Relevance) 20. Self-Assessment
21. Closure
6. Learning Objectives

7. Performance Criteria with attributes

8. Learning Skills
• Cognitive • Social
• Affective • Psychomotor

Table 1 Steps from the Activity Design Template Correlated with Guidebook Modules Pertinent to Activity Design

Step Faculty Guidebook Module
3. Type of Knowledge Item Forms of Knowledge and Knowledge Tables (Quarless, 2007)
4. Create the Learning Model / Methodology for Creating Methodologies (Smith & Apple, 2007)

Instrument for the Knowledge Item Writing Critical Thinking Questions (Hanson, 2007)
9. Key Critical Thinking Questions Bloom’s Taxonomy — Expanding its Meaning (Bobrowski, 2007)
12. Sequencing Critical Thinking Elevating Knowledge from Level 1 to Level 3 (Nygren, 2007b)
Developing Working Expertise (Level 4 Knowledge) (Nygren, 2007a)
Questions Overview of Problem Solving (Morgan & Williams, 2007)
Overview of Effective Learning Tools (Nancarrow, 2007)
17. Problems to Be Addressed Self-Validation of One’s Learning (Armstrong)

18. Technology to Be Used
19. Validation/Reflection of Learning

world examples and data, and web-based or common capture learner interest (a good thing), the actual benefit
software tools in order to create a textbook that is 50 of technology integrated in a learning activity must be
percent online. This is not technology for the sake of measured with respect to how well that technology supports
technology; while the “bells and whistles” available to the learning cycle and how fully it can help learners realize
activity designers may be exciting and serve to effectively an activity’s learning objectives.

References

Apple, D. K. (1991). Notes for the 1991 Teaching Institute. Corvallis, OR: Pacific Crest.

Apple, D. K. (1995). Teaching institute handbook. Corvallis, OR: Pacific Crest.

Apple, D. K., Beyerlein, S. W., & Ford, M. (1993). Using a learning process model to enhance learning with
technology. Paper presented at the Frontiers in Education Conference, Washington, D.C.

Apple, D. K., & Krumsieg, K. (1998). Teaching institute handbook. Corvallis, OR: Pacific Crest.

Apple, D. K., & Krumsieg, K. (2007). Activity design institute handbook. Lisle, IL: Pacific Crest.

International Journal of Process Education (February 2016, Volume 8 Issue 1) 139