MPPA 409: Strategies for Effective Writing and Communication
Project Description
ELearning University Course to be delivered via Canvas aimed at developing researching and communication skills for Public Policy and Administration professionals.
Using Panopto
Encouraging Learner-Instructor Community
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.
About the course
MPPA 409: Strategies for Effective Writing and Communication explores the methods and tools essential to researching and writing graduate-level policy papers within the framework of current topics in public policy and administration. The course presents various approaches to designing and conducting research and assists students in recognizing and addressing the strengths and weaknesses in their own critical thinking and writing skills.
Mini-Lecturers
About the Institution
Northwestern University is a Research Intensive University located in Chicago/Evanston, Illinois. Northwestern University's MA in Public Policy and Administration (MPPA) program “is designed for current and aspiring leaders in fields like healthcare, monetary policy, higher ed policy and municipal government as well as those in NGOs who are motivated to apply systemic thinking and pragmatic solutions to shape meaningful policy that delivers positive impact.”
About the Challenge
After transitioning from Blackboard to Canvas, MPPA received feedback from eLearners concerning their desire for increased community and for technologically enhanced learning experiences.
Mini-Lecturers
About the Opportunity
Along with the design team, I assessed opportunities to support eLearners’ desires for greater community and for more technologically enhanced learning experiences, including work with Yellowdig, Perusall, Panapto, and ThinkLink.
Approach
Performance Definition
As the Course Developer, Subject Matter Expert, and Deliverer, my first step was to assess the performance gaps. Having worked with MPPA 409 for nearly 10 years, I identified the following questions:
What types of interactions were sustaining eLearning in the digital classroom?
How were eLearners building community in the online environment?
How were learning technologies enhancing learning transfer for eLearners?
How were eLearners mastering critical research and communication skills?
Learning Goals and Objectives
After assessing improvement areas, I reviewed existing course materials in consultation with course evaluations, program directors, and the Instructional Design and Production Teams. After completing MPPA 409, eLearners should be able to:
Explain the process of conducting and communicating scholarly research.
Formulate clear public policy research questions.
Evaluate existing public policy research.
Interpret relevant academic literature as it pertains to a specific research question.
Edit scholarly writing.
Produce clear and concise written communication in an academic policy context.
Utilize the American Psychological Association style of citation in research writing.
With these learning objectives in mind, I also focused on the following areas:
How can my team assist eLearners in mastering communicative techniques necessary for professional advancement in Public Policy and Administration?
How can my team use digital technologies to highlight the most salient content to facilitate learning transfer?
How can my team simultaneously foster professional best-practices and a sense of community?
Above: ELearner Interaction powered by Canvas Discussions and Panopto
Design
I used Bloom’s Taxonomy, Content Chunking, and Instructional Scaffolding to highlight the content necessary for eLearners within the field of Public Policy and Administration.
Due to MPPA 409 being an asynchronous online course, I grouped 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 research and writing strategies that would be readily transferable to the professional arena. This was achieved through a combination of discussion boards and formative assessments. My vision was for eLearners to cultivate a network of peers and a set of research practices that would continue beyond the digital learning space.
Below: Instructional Scaffolding and Content Chunking using Bloom’s Taxonomy Or the Learning Path Leading to the final, summative assessment
The Outcome
MPPA 409 was submitted to Quality Matters. Accessibility adjustments were made based upon Quality Matters recommendations. The revamped course was released to MPPA eLearners in Summer 2018, and became a component of the MPPA core curriculum.