Flow Course Adaptation Notes

Table of Contents

The Practice Principle

Instructional Guidance

Adaptation

Course-Management Systems

Course Development Cycle

Flow Course Module and Lesson Objectives

References

Instructional Design (top)

The Flow course has been designed as a student-driven project where the learners have a great deal of freedom to choose their own path through the course. The project specifications called for a design that would elicit higher-level learning performance from learners in a largely automated course, with little or no instructor interaction or collaboration with other learners.

These project specifications lead to several of the design decisions which guided the structure of the Flow course:

Minimal student-teacher interaction: The course is designed to elict a maximum of higher-level learning from students with a minimum of instructor involvement. At the same time, the course is delivered in a learning environment with built-in support instructor-student as well as student-to-student forums, chat, and other features should individual instructors or institutions utilizing the Flow course find such features desirable.

Maximal student learning: Flexibility gives novice learners structure while enabling experienced learners to enjoy a great deal of control over the direction of their learning.

Assessment structure: (top)

Practice embedded learning material delivery of a lesser point value than end of module assessments.

Ensures that a student who earns a good score will have covered the material

Randomization, timing, and clustering features increase the validity of the assessment

Assessments are based on a maximum score, giving incentive for students to become well versed with the material

Material is delivered as a series of slides, with audio, video, images, and text. Embedded within these slides are assessment questions. In the current design, students may cover the material and answer the embedded questions as many times as they like, and their grade is based on their maximum score. This design fits with the course goals that students are encouraged to learn the material in depth. End of module assessments have a time limit, and questions are delivered in a different order, and different questions are delivered each time the student takes an end of module assessment. Both the learning material and the assessments are delivered in the same lesson authoring tool, which makes adding new questions, editing material, changing the point values and time limits of assessments, etc. all a simple process.

In many situations, real world examples are used to elucidate the principles as suggested by research on the effectiveness of anchored instruction (Bransford, J.D. et al. (1990). Further, simulation has been shown to increase student learning and retention of material, especially when the simulation is drawn from real world examples. For this reason, the Flow course uses mini-simulations drawn from situations resource managers apply the knowledge taught in flow find in the real world, in section 2.4.

We also make extensive use of the practice principle, as described by Clark and Mayer: “Research has consistently shown that practice distributed throughout the training period results in better long-term retention than the same practice completed in a shorter time-frame”. (pp 159, Clark and Mayer, 2003).

As Robin Mason points out “Many computer-based teaching programs whether stand alone, on an Intranet or the Web, fall into one of two categories: all glitz and no substance, or content which reflects a rote-learning, right/wrong approach to learning.” (Mason, 2004—Models of online courses).

While right/wrong assessments are an important part of the Flow course, at the end of each module, the lessons which make up the module are composed differently, with their aim primary aim being student learning rather than dividing those who have the knowledge from those who do not. To this end, the questions embedded in the module's redirect the students to the appropriate learning material if the student answers incorrectly. The modules are also set up so that the student may take the modules as many times as they would like to, and their highest score becomes their grade for that section of the module. This implementation of Clark and Mayer's practice principle encourages students to spend as much time as they need with the material before moving to the end of module assessment.

Research shows that when users control the pace of new information, learning is more successful. For this reason, the Flow course has been designed to give the learner complete control over the pace at which new information is presented.

Reseach literature on designing online courses is just beginning to reach the mature stage, when principles for designing online courses may be developed based on and backed up by learning research. We have implemented these research-backed principles into the design of the Flow course wherever possible.

The Practice Principle: (top)

This principle holds that frequent practice of new concepts increases the efficiency and longevity of student learning. Presenting a series of informational content screens where the learner is expected to passively read or view them and click through them results in much less learning efficiency than the same informational content interspersed with practice excercises.

Mayer and Clark also found that the learning efficiency increases when the practice excercises were related to the learning task at hand (Mayer, 99). In other words, simply asking “do you know the difference between fact one and fact two?” is less efficient form of practice exercise than a question of the form of “in solving situation A, would you expect to find fact one or fact two more important?” where situation A is an example drawn from the field the informational content is describing. From this research they developed several principles for highly effective online learning design, among them:

Interactions should mirror the thinking processes and environments of the field.

Better learning results from more practice questions interspersed throughout the lesson. (pp 152, Mayer and Clark 2004)

In regards to point one, the content experts have phrased their questions in terms of 'real world' examples in most cases.

In the Flow course, we have interspersed the video, audio, image, and text-based content lesson pages with assessment questions from content experts. To further implement the practice principle, we have encouraged student repetition of the informational lessons by making their grade for the lesson summative: the highest grade they receive for each lesson is their final grade for that lesson. In addition, incorrect answers send the student back to informational content screens where the correct answers to the question may be deduced when appropriate. The student then must proceed back to the question pages. Finally, with many of the questions, there is a cluster of slight variations of the questions, from which one is chosen each time the student enters the question screen. This makes it more difficult for the student to simply guess the answer in order to exit the lesson. Students are free to skip sections of lessons, but then they will lose the points they could have earned by thoroughly learning the material.

In this way students are encouraged by the design of the project to review the material multiple times before approaching the final assessments for the module.

Instructional Guidance: (top)

Research shows that learners new to a subject learn most effectively in courses with a good deal of structure and a linear flow, while learners experienced in a subject learn more effectively when they have a great deal of control over their path through a course. While experienced learners with a high degree of self-discipline may benefit from an unstructured learning environment, recent research shows that for most learners a guided route through instructional materials is most beneficial (Mayer, 2004).

For this reason the Flow course is designed to accommodate both inexperienced and experienced learners. It provides a suggested path through the material, while enabling non-linear navigation for experienced learners. The course is designed to provide a coherent structure and path for linear learners, while also providing non-linear navigation for non-linear learners. (see Clark and Mayer).

Adaptation (top)

All content in the Flow course is treated as objects stored and organized within a database system. A module is an object, containing one or more lessons. Each lesson is in turn an object, containing one or more pages. And on each page, the text, images, videos and links to external resources are all treated as objects.

Thus within any lesson page, locally developed or adapted content can be substituted. Images, charts and graphs, video interviews, or local case studies can be used to illustrate the concepts presented in the course. The text may be translated to any language.

The sequence of the pages within each lesson, and the order of lessons within the course, may easily be changed. Content may be omitted, and supplemental content may be included in the course.

While the Flow course was developed as a stand-alone course, to be taken by individual students with little or no instructor involvement, it may be adapted to work with instructor coaching, or with group interactions as part of the course activities. It may be used online, or modified for delivery from a CD on a single computer. Its contents may even be printed or used as an audio/visual supplement in a classroom setting, without student computer access.

The methods for making such adaptations or changes will vary based on the course management system used to implement the Flow course at your institution.

Course-Management Systems (top)

The Flow course was developed and implemented in the Moodle course management system. Moodle, which originally was an acronym for "modular object-oriented distributed learning environment," is an open-source, freely licensed course management system originating in New Zealand, now distributed and collaboratively developed around the world. More details on Moodle are available at http://moodle.org.

All content in the Flow course, including procedures and their sequences, is treated as reusable learning content -- as "instructional objects” within a common technical framework for e-learning. This means that each instructional object can be readily “recycled” or adapted for use in another course or application, making it much easier to build new courses from existing content.

Development of the course attempts to follow the specifications of the Sharable Content Object Reference Model (SCORM), a harmonized set of guidelines, specifications, and standards based on the work of several distinct e-learning specifications and standards bodies. The Moodle course management system is able to import SCORM objects, but as of this writing is not able to "package" content as SCORM objects for re-use in other systems. That capability is in the future development roadmap for Moodle.

Almost all learning management systems, from large and small vendors, already comply with or are working toward compliance with the SCORM specifications. There are lightweight, freely distributable SCORM "players" that can be distributed with SCORM-compliant content on a CD-ROM, and SCORM-compliant server-based systems to serve the largest universities or global enterprises. For the purposes of the Flow course, we will assume these systems exist, are rapidly increasing in number and availability, and are the platforms that ultimately will be used to deliver the Flow course content.

Course Development Cycle (top)

The following steps outline the development cycle used for the Flow course.

1. Map the key concepts for the course. Include the relationships between concepts, in particular, the sequence of conceptual layering necessary to build complex conceptual understanding: which simpler concepts are necessary to understand more complex concepts.

2. Gather/produce standards and rubrics

3. Identify audiences and their key characteristics.

4. Write learning objectives based on the key concepts.

5. Develop performance tasks based on the learning objectives.

6. Group concepts into modules, comprised of lessons.

7. For each lesson,

write a lesson overview description

storyboard lesson elements including:

outline of key concepts

presentation elements (text, presenter script, audio, images, video, links)

teaching procedures

learner activities (selected from matrix of available techniques)

performance tasks/assessment instruments
c.     describe differentiation for different audiences' learning styles/options (learner-driven, just-in-time, scripted)
d.     list any key presenters, locales, case studies, facilitated interactions, or other elements to be included in the module.

describe institutional preparation required to offer the lesson (adaptation, materials, technology)

describe learner preparation required for the lesson

provide a timeline for the lesson

provide a resource list/bibliography (hyperlinked) for the lesson

Develop an instument (pre-test) to assess the learner's knowledge of the subject matter before starting the course.

Write and edit lesson elements

text

presenter scripts

teaching procedure descriptions

Design and implement learner activities

Design and implement performance tasks/assessments

Translate lesson elements

Acquire still images and illustrations

Shoot video presentations

Edit video presentations

Assemble elements for first draft

Test, debug, gather feedback from evaluators, incorporate changes

Final revisions, including translations.

Flow Course Module and Lesson Objectives (top)

Module 1: Key Messages

(Note: Module 1 is a brief introduction to the more detailed modules (2 to 7) that follow. Module 1 will also serve as the basis for the executive “short course” version of Flow)

Lesson 1.2 Defining Water Requirements

After completing this lesson, you will be able to:

• explain the key elements for defining the water requirements for environmental flows and other water uses in your basin:

             - make an informed societal choice on water allocations.

             - Carry out environmental flow assessments as part of river basin

             planning.

             - there is no single best method, approach or framework to

             determine the environmental flow.

             - environmental flows may be implemented through active or

             restrictive flow management.

Lesson 1.3 Modifying Water Infrastructure

After completing this lesson, you will be able to:

• describe a range of alternatives for how existing and new infrastructure may be used to provide environmental flows:

             - environmental flows can be realised with new and existing

             infrastructure.

             - new dams provide opportunities to implement environmental

             flows.

             - adjusting existing infrastructure can have immediate positive

             effects.

             - decommissioning can be an option to restore environmental

             flows.

Lesson 1.4 Covering the Costs

After completing this lesson, you will be able to:

• describe a general strategy for how to pay for environmental flows which includes:

             - assessing financing and other resource needs.

             - the acceptance of changes in the status quo.

             - a modification of existing incentives to motivate actors to

             change.

Lesson 1.5 Creating a Legal and Policy Framework

After completing this lesson, you will be able to:

• articulate several basic rules underlying the legal and policy basis for establishing environmental flows:

             - domestic legislation and administration is critical.

             - international agreements form a basis for national laws and

             policies.

             - domestic legislation needs to be tailored to realities.

             - establish a clear and robust system to facilitate effective

             implementation, compliance and enforcement.

Lesson 1.6 Generating Political Momentum

After completing this lesson, you will be able to:

• describe guidelines for successfully generating political momentum in favor of establishing environmental flows:

- it is necessary to involve a range of actors.

- no "simple, single" approach works for every actor or interest group.

- communications and the media are vital elements for progress.

- a coalition for environmental flows provides for co-operation and balancing interests

1.7 Building Capacity for Design and Implementation

After completing this lesson, you will be able to:

• explain the initial preparations for designing and implementing environmental flow strategies:

             - awareness is the first step towards increased capacities.

             - gaps in capacities need to be identified and addressed early

             on.

             - capacity building strategies are required to catalyse actions.

Module 2: Defining Water Requirements

Lesson 2.1 Defining River Flow Objectives

After completing this lesson, you will be able to:

• describe why it is important to establish river flow objectives and whether such objectives have been explicitly or implicitly set.

• identify the relationships between river flow objectives and e-flow

   objectives.



• explain two ways to set river flow objectives:

             - performance-based,

             - scenario-based.

Lesson 2.2 River Flow Frameworks

After completing this lesson, you will be able to:

• describe the two most common river flow assessment frameworks,

key components, and similarities;

• explain how frameworks are used to develop recommendations for

different river flow regimes

• describe how river flow assessment frameworks are related to

broader Integrated Water Resources Management frameworks.

Lesson 2.3 Flow Quantification Methods

After completing this lesson, you will be able to:

• describe and differentiate the four main methods of quantifying

   environmental flows

• identify the elements of each of the methods of quantification their inputs, and the outputs they produce

• identify the resources needed for each family of methods

Lesson 2.4 Choosing and Applying Methods

After completing this lesson, you will be able to:

• be able choose the appropriate flow quanification method and framework for a given situation

• identify key steps in preparing an environmental flow assessment

• know who should be involved in an e-flow assessment and their roles and responsibilities

• identify what is needed for a monitoring program and feedback elements for implementing an agreed-on environmental flow regime

Module 3: Modifying Water Infrastructure

Lesson 3.1 Options to Provide E-Flows

After completing this lesson, you will be able to:

•   explain why sustainable water management and environmental flows assessment

at the catchment scale requires looking across the diverse range of structural and non-structural options to achieve multiple aims.

• describe the different ways to protect, enhance or restore environmental flow regimes, e.g.:

             - non-structural and structural measures

             - interventions at different locations in the river basin

             - interventions to influence different components of the

             hydrological cycle, and different scales of intervention.

• show where options and measures can be complementary or mutually exclusive and their effectiveness over different timeframes.

• describe how a mix of measures may be required to implement an agreed environmental flow regime.

Lesson 3.2 New Water Infrastructure

Lesson Objectives:

Upon completing this lesson, you will be able to:

• identify the steps needed to incorporate environmental flows decisions processes concerning the selection, design and development of new water infrastructure

• describe what typical provisions for environmental flows can be made during the design, construction and commissioning phases of dam development

• explain how basin stakeholders and water use interests can be meaningfully involved in studies and decision processes thaqt incorporate environmental flows in new water infrastructure.

Lesson 3.3 Existing Water Infrastructure

After completing this lesson you will be able to:

• define the steps needed to ensure environmental flows are incorporated in decision processes concerning the operation and management of existing water infrastructure.

• describe the specific measures that may be taken with existing dams; immediately, and in the longer term.

• identify likely costs and constraints that need to be addressed - including circumstances where it many be easier, or more difficult to implement specific measures in the short-term.

• show how basin stakeholders and water use interests can be meaningfully involved in studies and decision-processes to modify existing water infrastructure to improve environmental performance.

Module 4: Covering the Cost

Lesson 4.1 Costs and Benefits

Upon completing this lesson, you will be able to:

• describe the various types of benefits that typically derive from implementation of an agreed environmental flow policy.

• describe the major categories of costs typically associated with various measures to implement an agreed environmental flow policy.

• identify what benefits and costs are involved when proposing and environmental programme in your basin.

Lesson 4.2 Cost/Benefit Sharing

Upon completing this lesson, you will be able to:

• describe the major reasons for cost and benefit sharing in the provision of environmental flows.

• list different ways that stakeholder groups may be impacted (costs and benefits) in a transition to environmental flows.

• explain what constitutes the equitable sharing of the costs and benefits of an environmental flow programme.

Lesson 4.3 The Economic Case for Environmental Flows

Lesson Objectives:

Upon completing this lesson, you will be able to:

• describe the key issues in balancing economic, social and environmental aims to achieve sustainable use and development of water resources.

• explain how environmental flows impact the economy (public welfare) and be able to differentiate these from financial impacts on specific basin actors and water use interest groups.

• identify net economic gains from implementing an environmental flow programme in your basin and be able to differentiate between measures for the short and longer-term.

Lesson 4.4 Financing Sources and Incentives

Upon completing this lesson, you will be able to

• identify the main sources of financing to cover the cost of structural and non-structural measures to provide environmental flows.

• describe the type of incentives and compensation that different actors typically need to encourage them to undertake actions to provide environmental flows.

• explain the likely implications for covering the costs of measures to provide environmental flows in your basin.

Module 5: Creating a Policy and Legal Framework

Lesson 5.1 Environmental Flows Within Integrated Water Resources Management

Upon completing this lesson, you will be able to:

• describe the relationship between broader IWRM principles, ecosystem approaches and environmental flow assessment and provision.

• identify the common institutional roles and responsibilities for enacting IWRM principles and an environmental flow program in your basin.

Lesson 5.2 E-flows and International Agreements

Upon completing this lesson, you will be able to

• describe relationships between international conventions and agreements and the influence they provide for national policies and legislation on water and environment management.

• identify key conventions that have explicit or implicit calls for developing a national or sub-national (basin) policy on environmental flow assessment and provision.

• identify which international or regional conventions have implications for your basin and the extent to which mounting and environmental flow programme responds to the commitments.

Lesson 5.3 Policy and Law at the National and Basin Level

Upon completing this lesson, you will be able to:

• describe how national policies on environmental flow have evolved over the past decade.

• identify the different legislative techniques used to provide environmental flows.

• differentiate between enabling legislation and specific regulations for environment flow provision.

Module 6 Generating Political Momentum

Upon completing this lesson, you will be able to:

• define the steps needed before starting a process for establishing environmental flows.

• understand the different perceptions that key constituencies in your basin may have of environmental flows and concerns to address.

• discern three major strategies to build coalitions for environmental flows

• express the need for a good communication strategy to support the building of a coalition

Module 7 Building Capacity

Upon completing this lesson, you will be able to:

• identify the range of interdisciplinary skills and capacities needed to design and implement and environmental flow programme (in the national and basin context)

• describe the types of working relationships that need to be built among the various constituencies involved.

• list ten generic steps needed to build capacity for environmental flows design and implementation in a basin contex.

• outline main elements of a strategy to get stated on an environmental flow programme in your basin.

References (top)

E-Learning and the Science of Instruction, Proven Guidelines for Consumers and Designers of Multimedia Learning

Ruth Colvin Clark and Richard E. Mayer

2003, Pfeiffer, San Francisco

What Video Games have to Teach us about Learning and Literacy

James Paul Gee

2003, Palgrave McMillan, New York

Simulations and the Future of Learning
by Clark Aldrich
2003, Pfeiffer, San Francisco

Bransford, J.D. et al. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Sprio (Eds), Cognition, education and multimedia. Hillsdale, NJ: Erlbaum Associates.

(2001) Mayer, R.E. and Chandler, P., When Learning Is Just a Click Away: Does Simple User Interaction Foster Deeper Understanding of Multimedia Messages?

Journal of Educational Psychology, Vol. 93, No. 2, 390-397

Anchored instruction and its relationship to situated cognition. Educational Researcher, 19 (6), 2-10.

(1993). Anchored instruction and situated cognition revisted. Educational Technology, 33 (3), 52- 70.