History 388: Czars, Communists, and the Cold War
Course Introduction
Course Introduction. Scripted by me and shot in studio with teleprompter and green screen. Edited by Design Team.
Module #5 Mini Lecture
Module #5 mini lecture. Scripted by me. Shot in studio with teleprompter and green screen. Edited by Design Team.
Module #8 Mini Lecture
Module #8 mini lecture. Scripted by me. Shot in studio with teleprompter and green screen. Edited by Design Team.
Project Description
ELearning University Course to be delivered via Canvas aimed at content mastery in Modern Russian History for Professionals in the field of Social Studies Secondary Education.
Mini Lecture, #4
My Role
As the Course Developer and Subject Matter Expert, I collaborated with the Production and Instructional Design Teams in the development, design, and delivery of this eLearning course.
Mini Lecture, #5
About the Course
HIST 388: Czars, Communists, and the Cold War - Understanding the Russian Enigma is a 3-credit undergraduate course will explore the history of Russia from the early imperial expansion to Putin’s government today. Students will explore such themes and topics as: the modernization of Russia under imperial control & the Great Reforms, the 1917 revolution, Stalin’s “Revolution from Above,” soviet socialism, the experience of minority groups in imperial Russia, the USSR, and modern Russia. Students will consider the long-term, global effects of Russia’s many revolutions, as well as assess its power and influence on other governments today.
About the Institution
Maryville University is a Regional University located in St Louis, Missouri. Maryville University's BA in History “provides a focus for a balanced liberal arts education as well as valuable communication, research and analytical skills. History careers can include anything from research or teaching positions, to a museum curatorship or an archival administration role. Moreover, a history degree will prepare you for professional and graduate school entrance exams in fields such as the law, international relations, library science, urban planning and business administration.”
Mini Lecture, #6
The Challenge
Build a 3-credit online course for the History Program focused on Modern Russia with an emphasis on content mastery for Missouri State Teacher Certifications. Additionally, promote technologically enhanced learning experiences and gamification scenarios.
The Opportunity
Along with the Instructional Design and Technical Production Teams, I assessed opportunities to support eLearners’ needs for greater technologically enhanced learning experiences, including VoiceThread, Articulate 360, Google 360.
Instructional Content
Sample Content Page, Module 4
Approach
Performance Definition
As the Course Developer, Subject Matter Expert, and Deliverer, my first step was to assess the learning objectives. I identified the following questions:
What types of Instructor-Learner interactions best foster eLearning in the digital classroom?
How might content be dripped in effective and visually stimulating ways?
How were learning technologies enhancing learning transfer for eLearners?
How were eLearners mastering critical analytic skills, writing skills, and how were they developing historical empathy?
How were eLearners being prepared for careers in secondary education?
Goals and Objectives
After assessing the potential development areas, I reviewed course materials in consultation with program directors and the Instructional Design and Production Teams. Upon completing HIST 388, eLearners should be able to:
Recognize the chief people, events, and values that have shaped Modern Russia and the Soviet Union
Interpret historical sources astutely and reflect on their significance
Engage in intelligent discussion of Russian and Soviet culture and the relevance of the past
Analyze and use sources to develop and defend historical arguments
Express ideas in a clear, logical, and persuasive manner
With these learning objectives in mind, I also focused on the following areas:
How can my team assist eLearners in mastering the content and critical thinking necessary for professional advancement in Secondary Education?
How can my team using educational technologies in order to highlight the most important content and to encourage learning transfer?
How can my team simultaneously encourage deep historical empathy alongside understandings of the importance of spatial and social location?
Instructional ContenT
Sample Content Page, Module 2
Design
I used Bloom’s Taxonomy, History in Action techniques, Gamification, and Instructional Scaffolding to highlight the content necessary for eLearners within the field of Secondary Education in the Social Sciences.
Due to Hist 388 being an asynchronous online course, I structured content into weekly modules. This format was consistent with programmatic standards. Too, it provided specific, formative learning objectives to be addressed weekly.
I structured modules to encourage analytic and communicative strategies that would be readily transferable to the professional arena. This was achieved through a combination of discussion boards and formative assessments. With gamified, summative assessments, eLearners are encouraged to engage in historical empathy and develop a deep sense of the importance of spatial and social location. These analytic practices are transferable beyond the digital learning space.
Gamified Assessments
The Age of Revolutions Diary Project is a course-long assessment. In Module #3, students pick an historical avatar from a digital deck of cards. For Modules #4, #5, #6, students then write diary entries based upon their chosen avatar. Students are encouraged to reflect on specific historical events in each entry. Finally, in Module #7, students digitally present their avatar to their classmates.
The Outcome
HIST 388 was subjected to Learning Accessibility Standards. Accessibility adjustments were made based upon recommendations. The course is scheduled for released to eLearners in Fall 2020.