When moving content to an online format, it is important to consider what delivery and learning activities will be most effective. This is the time to rethink the traditional written assignment. Term papers are a staple of college. Students dread the same stale form of expression. Faculty dread reading them even more. Offering alternatives is always preferable for adult learners. Why not examine if your term paper is the best way to meet your learning objectives?
What is key to student learning is meeting the learning outcomes. Provided that the assignment does so, there
is no reason to assume that this process is not multiply realizable. Offering options to accomplish these outcomes
is good pedagogical practice. It also
conforms with the Theory of Universal Design for Learning.
This is great in theory, but does it really work? Yes – it really
works. Assignments where students create
materials that demonstrate they can meet the learning outcomes is a proven Constructivist
strategy.
For example, Dr. Jodie Nader, department chair of history at Thomas More University has adopted this approach and documented its success. Students were more engaged and stepped up to meet the learning objectives. The assignment sparked creativity and allowed students to better related to course concepts. It also makes the course unique and ‘fresh’ each time for the instructor.
So - you want to give it a try? Remember part of the assignment is for the students to demonstrate how their assignment better demonstrates their knowledge than the way a paper would. While projects are open to interpretation, expectations should be rigorously laid out for students. Nader suggestions that when creating the assignment be sure to:
- Come to a consensus on grading. Let students know your expectations.
- Write an open-ended assignment. You may offer an example, but emphasize that that it is open for students.
- Make room for reflection. This is in line with the third criterion of the Principle of Engagement in the Theory of Universal Design for Learning.
One should note that these are solid principles in
instructional design with years of research confirming their success. They
apply to all assignments, non-traditional or not. In fact, the single thing holding back
increased student engagement is the general acceptance and implementation of this strategy. However, now you know and can
start re-thinking assignments, for both online and in the classroom.
