Designing a hybrid instructional module on domestic violence

ABC/123 Version X

Instructional Module Part I Worksheet

Instructional Module

Instructional Module Part I Worksheet

Instructional Module Element

Your Response

Instructional topic and module title (why you are choosing this topic)

Instructional module goal(s) and objectives

Learning setting (such as business and educational setting)

Audience, including the description of intended audience

Delivery modality (such as online, hybrid, and face-to-face)

The preferred delivery modality is a hybrid approach. There are certain features of real-life learning including the face-to-face rapport provided by class discussions that cannot be replicated online. Online learning, however, is convenient and allows people with busy schedules to reinforce concepts 24/7 through enhanced self-study. Also, for people who are shy and cannot contribute as much as they would like in the 'real world,' online message boards and chat rooms provide them with an opportunity to engage in dialogue with classmates. Online learning allows a substantial multimedia component such as videos and links to relevant articles and can be conducted on a daily basis unlike most standard classroom formats. Teachers can post supplementary lecture notes for students with learning disabilities or for students who need additional reinforcement of key learning concepts. The hybrid format allows for the friendships and comradeship of face-to-face learning without sacrificing technological innovations or limiting the types of students for whom the class is appropriate.

Module outline, including estimated time allotment

Icebreaker or attention-getter

One of the challenges of this group learning initiative is the serious nature of the subject matter. Domestic violence is not a 'happy' topic. This requires a two-phased icebreaking activity. The first ice breaker will be a fun, silly game to literally 'break the ice.' Students will be asked to give their names, say two things about themselves, and then the person after them will have to do the same -- only he or she will have to remember the names of all of the people who spoke before him or her. After this, students will be asked to list the reasons why they are taking the course, including how domestic violence has impacted their lives and their current thoughts on the issue. This will be written on a 'white board.' Then, at the end of the course, the students will read the list of assumptions and beliefs they had about the topics before taking the course and speak about how they have changed (and have not changed).

Detailed input of content

Create an outline detailing the content of the lesson

Focus on what learners need to know.

Questions

Why is it important to evaluate learning?

Without evaluating learning, it is impossible to replicate effective teaching techniques. Students and teachers alike may be uncertain as to whether true learning occurred, and to what extent, unless learning is evaluated. Evaluation also provides ongoing feedback to teachers about their level of comprehension regarding what is being taught. It enables them to understand why certain techniques work for some students and not for others. Students can use the evaluations to assess their commitment and level of learning and also to set goals for themselves. It can also be used by administrators to assess the curriculum and the overall outcomes at the end of the semester. Finally, evaluation can be an important motivator for students. Studying for a test or writing an extensive research project can itself be a learning experience.