DREAM

Applying the DREAM methodology for course assessment involves a structured approach through its five interactive stages. Here’s an example of critical processes on how to implement each stage effectively:

1. Diagnosing

1. • Collect Pre-assessment Data: Use surveys, quizzes, or interviews to gather information about students’ prior knowledge, experiences, and expectations related to the course content.
   • Identify Learning Styles: Assess learning preferences to tailor instruction to different student needs.
   • Set Goals: Based on the data collected, establish clear learning objectives that reflect the diagnostic insights and align with students’ backgrounds.

1. Reviewing/Reflecting 

1. • Encourage Student Reflection: Incorporate reflection prompts throughout the course, such as journals or discussion boards, where students can share their experiences and thoughts on the learning process.
   • Conduct Mid-course Evaluations: Gather feedback during the course to identify what is working well and what could be improved. This can include informal check-ins or formal surveys.
   • Analyze Incidents: Review positive and negative incidents from the course to understand the dynamics that influenced student learning and engagement.

3. Explain Findings

 3.1. Explaining Findings from the Diagnosing Stage in Course Assessment

• Pre-assessment Data Summary: Present the aggregate data from surveys or quizzes highlighting students’ prior knowledge. For instance, if a pre-assessment showed a weak understanding of a particular concept, explain how this data led to tailored instructional strategies to strengthen that area.
• Learning Styles Analysis: Discuss the distribution of learning styles among students (e.g., visual vs. auditory). Elaborate on how this understanding influenced the choice of teaching methods and assessment formats.
• Learning Goals Alignment: Communicate the learning objectives developed from the diagnosing stage and explain how these goals set the expectations for assessment criteria and student performance metrics.

3.2. Explaining Findings from the Reviewing/Reflecting Stage in Course Assessment

• Key Themes from Student Reflections: Highlight significant insights or feedback from student reflections. For example, if many students expressed difficulty with a specific topic, discuss how this feedback was considered in designing assessments to ensure they address those challenges.
• Mid-course Evaluation Insights: Analyze the results from mid-course evaluations, focusing on aspects students felt were beneficial and those they found lacking. Explain how these insights can lead to adjustments in assessment methods or timing, like incorporating formative assessments earlier to gauge understanding.
• Incident Analysis Outcomes: Discuss incidents that impacted learning (e.g., group dynamics or teaching methods that hindered engagement). Explain the implications of these findings on developing assessment strategies to support student learning better.

3.3. Explaining Findings from the Assessing Stage in Course Assessment

• Authentic Assessment Results: Summarize how various assessment types (projects, presentations, etc.) reflected student understanding and skill application. Provide specific examples of successful outcomes and areas needing improvement.
• Connecting Course Content to Experiences: Discuss how students’ ability to relate course content to their personal or professional lives was assessed. Explain the significance of these connections in enhancing engagement and motivation, which can be reflected in assessment performance.
• Learning Outcome Evaluations: Present data on how well students achieved the established learning objectives. Clearly articulate where learning was successful and gaps exist, providing a basis for future course modifications.

3.4. Explaining Findings from the Managing Stage in Course Assessment

• Curriculum Improvement Insights: Synthesize feedback from previous stages to recommend specific changes in the curriculum that would enhance assessment practices. Explain how these improvements will better align with identified student needs and learning outcomes.
• Discussion Outcomes: Summarize the key points from discussions with students and faculty about the assessment process. Highlight how these discussions have led to actionable insights, such as introducing new assessment tools or adjusting grading criteria.
• Future Application Planning: Explain how insights from course assessment will help students understand the relevance of their learning in broader contexts, guiding them on how to apply their knowledge in future academic or professional settings.

In summary, the “Explaining” phase in the context of the DREAM course assessment serves to:

• Create a Cohesive Picture of Learning: Connect findings from all previous stages to show how they contribute to understanding and improving student performance and the overall learning experience.
• Enhance Communication: Convey the rationale behind assessment strategies and the effectiveness of course design to students, faculty, and other stakeholders.
• Foster Continuous Improvement: Use the insights gained to develop iterative improvements in assessment methodologies and course content, ensuring that the course evolves effectively to meet the needs of future cohorts.

Focusing on this detailed and clear explanation of findings regarding course assessment can provide a robust framework for evaluating and enhancing the teaching and learning process within an educational setting.

1. Assessing 

1. • Develop Authentic Assessments: Design assessments that measure not just knowledge retention but also the application of skills in real-world contexts (e.g., projects, presentations, or community engagement activities).
   • Connect Learnings to Experiences: Encourage students to relate course content to their personal, academic, or professional experiences through assignments or reflective essays.
   • Measure Learning Outcomes: Evaluate how well students have achieved the learning objectives and identify areas for further development or support.

1. Managing 

1. • Apply Insights for Curriculum Improvement: Use feedback from the reflecting stage to make data-driven decisions about necessary changes to course content, structure, and teaching methods.
   • Facilitate Discussions on Changes: Meet or focus groups with students and faculty to discuss what changes could enhance the learning experience and how to implement them.
   • Plan Future Applications: Guide students in thinking about how they can use the knowledge gained in the course in their future academic, professional, or personal lives, fostering a sense of responsibility and agency.

An Example

This is an example of processes and practices that can be applied in the reconstructed course “Curriculum and Hypermedia” used in the DeCoRe+ 

Module 1: Curriculum: Different Types and Functions

1. Diagnosing
   • Pre-assessment Data: Administer a survey to gather students’ initial definitions of curriculum, their familiarity with various curriculum theories, and their experiences with technology in education.
   • Identify Learning Styles: Assess students’ learning preferences to tailor the delivery of concepts concerning curriculum theory and technology integration.
   • Set Goals: Establish learning objectives that articulate what students should grasp regarding curriculum theory and the impact of technology.
2. Reviewing/Reflecting
   • Student Reflection: Encourage students to share their thoughts on how their understanding of curriculum elements has evolved after completing the unit.
   • Mid-course Evaluations: Conduct evaluations to gather feedback on the clarity of assignments and engagement levels with the theoretical concepts.
   • Analyze Incidents: Examine any conflicts or misunderstandings regarding curriculum definitions presented during class discussions to refine future teaching strategies.
3. Explaining
   • Clarify Learning Objectives: Communicate to students that understanding various curriculum theories is crucial for future instructional practice.
   • Provide Context: Explain how technology integration in curriculum design reshapes educational frameworks, grounding discussions in real-world instances of curricular innovation.
   • Facilitate Understanding: Use examples and analogies to address complex concepts, such as gaps between the curriculum’s theoretical and practical implications.
4. Assessing
   • Develop Authentic Assessments: Use assignments like “Roleplay” to evaluate students’ understanding of different curriculum theories creatively.
   • Connect Learnings to Experiences: Students must reflect on their teaching contexts and how curriculum frameworks influence their practice.
   • Measure Learning Outcomes: Analyze students’ responses to ensure the learning objectives regarding curriculum types and functions are met.
5. Managing
   • Apply Insights for Curriculum Improvement: Based on student feedback, modify the course content and delivery method, perhaps incorporating more multimedia resources to illustrate curriculum theory.
   • Facilitate Discussions on Changes: Organize a session with students to discuss which aspects of the module resonated most and how to enhance complex concepts.
   • Plan Future Applications: Encourage students to consider how the theories they learn can influence their future curriculum planning and implementation.

Module 2: Curriculum and a Whole School Approaches to ESD (Education for Sustainable Development)

1. Diagnosing
   • Pre-assessment Data: Gather information about students’ prior knowledge of ESD and whole-school approaches through a quiz or survey.
   • Identify Learning Styles: Assess learners’ preferred styles to incorporate various teaching approaches that fit those preferences.
   • Set Goals: Create objectives focused on understanding the principles of whole school ESD approaches and how to implement them.
2. Reviewing/Reflecting
   • Student Reflection: Have students reflect on their school’s practices related to ESD and their perceptions of a whole-school approach.
   • Mid-course Evaluations: Conduct surveys to understand how students absorb the information and the applicability of what they have learned.
   • Analyze Incidents: Discuss challenges or successful implementations of whole-school approaches witnessed in students’ own educational contexts.
3. Explaining
   • Clarify Learning Objectives: Ensure learners understand how the whole-school approach integrates sustainability into education and its importance in practice.
   • Provide Context: Discuss real-life case studies of schools employing whole-school approaches to ESD, illustrating effectiveness and barriers.
   • Facilitate Understanding: Break down complex jargon and principles of whole-school approaches for clarity and easier assimilation.
4. Assessing
   • Develop Authentic Assessments: Create assignments that require students to design a plan for implementing a whole-school approach based on case studies.
   • Connect Learnings to Experiences: Ask students to write a reflective essay on how the whole-school approach could be applied to their own school environment.
   • Measure Learning Outcomes: Review the designed plans to assess understanding and applying whole-school principles in sustainability.
5. Managing
   • Apply Insights for Curriculum Improvement: Utilize feedback to adjust the curriculum, potentially introducing modules on successful case studies.
   • Facilitate Discussions on Changes: Host forums for students to present their findings on whole-school models and gather collective insights.
   • Plan Future Applications: Encourage students to consider how they would implement a whole-school approach if they were in a leadership position.

Module 3: Curriculum and Thematic Learning Addressing Sustainability Themes

1. Diagnosing
   • Pre-assessment Data: Gather data on students’ familiarity with thematic instruction and previous engagement with sustainability themes in education.
   • Identify Learning Styles: Assess students to tailor thematic unit plans that cater to diverse learning preferences.
   • Set Goals: Set clear learning objectives for students to develop meaningful thematic instruction skills focused on sustainability themes.
2. Reviewing/Reflecting
   • Student Reflection: Encourage students to keep reflective journals assessing their thoughts on thematic instruction and its effectiveness for teaching sustainability.
   • Mid-course Evaluations: Conduct informal check-ins or structured surveys to gather feedback on how well students grasp thematic instruction concepts.
   • Analyze Incidents: Examine any challenges faced during thematic instruction activities and how those impacted student learning outcomes.
3. Explaining
   • Clarify Learning Objectives: Emphasize the significance of thematic learning and its integration with sustainability, reinforcing its relevance in broader curricular planning.
   • Provide Context: Illustrate successful examples of thematic instruction in environmental education settings to give students a framework to visualize their application.
   • Facilitate Understanding: Through discussions, address common misunderstandings about thematic instruction and clearly define terms and concepts.
4. Assessing
   • Develop Authentic Assessments: Design assessments that require students to create a thematic instruction unit plan focusing on sustainability, demonstrating integration across subjects.
   • Connect Learnings to Experiences: Have students write about how their chosen sustainability theme relates to local community issues and how education could address them.
   • Measure Learning Outcomes: Evaluate submitted thematic units for clarity, creativity, and alignment with learning objectives. Look for evidence of integrated knowledge from various disciplines.
5. Managing
   • Apply Insights for Curriculum Improvement: Analyze assessment results to identify areas of improvement in teaching thematic instruction and adapt the curriculum accordingly.
   • Facilitate Discussions on Changes: Engage students in conversations about their thematic instruction projects to highlight what worked well and what could improve.
   • Plan Future Applications: Encourage students to consider the broader implications of their thematic units and how they could be implemented in real-world educational settings.

Module 4: Digital Video Design for Advocacy, Empowerment, and Change

1. Diagnosing
   • Pre-assessment Data: Gather information on students’ prior experience with digital video tools and their understanding of advocacy and empowerment through multimedia.
   • Identify Learning Styles: Understand students’ preferences for learning styles to optimize digital video instruction approaches.
   • Set Goals: Clearly define what students should achieve by the end of the module, such as the ability to conceptualize and produce a digital advocacy video.
2. Reviewing/Reflecting
   • Student Reflection: Ask students to reflect on their learning process in digital video design, especially challenges and successes faced during production.
   • Mid-course Evaluations: Conduct evaluative surveys to assess how well students grasp technology and design principles related to digital video.
   • Analyze Incidents: Review experiences during production that may have led to difficulties, such as technical issues or conceptual misunderstandings, to enhance future teaching.
3. Explaining
   • Clarify Learning Objectives: Repeat and expand on objectives to ensure students understand the importance of video as a tool for advocacy.
   • Provide Context: Share examples of successful digital advocacy campaigns using video, discussing how these pieces effectively communicated their messages.
   • Facilitate Understanding: Provide clear guidelines on developing storyboards and scripts that address ESD themes, offering supportive materials for clarity.
4. Assessing
   • Develop Authentic Assessments: Students must develop a complete digital video proposal followed by the video, incorporating peer and instructor evaluations.
   • Connect Learnings to Experiences: Ask students to discuss how their video projects could address sustainability issues in their contexts or communities.
   • Measure Learning Outcomes: Assess the digital videos based on creativity, technical production quality, clarity of message, and adherence to the project brief.
5. Managing
   • Apply Insights for Curriculum Improvement: Use feedback from assessments and reflections to adjust future iterations of this module, potentially integrating more hands-on technical training.
   • Facilitate Discussions on Changes: Create dialog among groups who worked on different advocacy issues, sharing insights and lessons learned about video production.
   • Plan Future Applications: Guide students in envisioning how their newly developed video skills can impact community awareness of sustainability issues.

Module 5: Video Clips Production

1. Diagnosing
   • Pre-assessment Data: Collect data about students’ experience levels with video production and their specific interests in different aspects of filmmaking.
   • Identify Learning Styles: Assess preferences to tailor group work and instruction, accommodating various learning needs.
   • Set Goals: Define specific skills students should master regarding shooting, logging, and capturing footage.
2. Reviewing/Reflecting
   • Student Reflection: Have students keep production journals documenting their process, challenges faced during filming, and reflections on group collaboration.
   • Mid-course Evaluations: Apply formative assessments after the initial shooting to gather student feedback regarding equipment and techniques.
   • Analyze Incidents: Discuss any notable challenges or successes during production to understand the impacts on group dynamics and overall learning.
3. Explaining
   • Clarify Learning Objectives: Clearly outline what students will learn about video production processes, including filming and logging footage.
   • Provide Context: Share examples of successful video projects to illustrate high-quality production practices and standards.
   • Facilitate Understanding: Use demonstrations or video tutorials to help students grasp technical processes, such as camera settings and framing shots.
4. Assessing
   • Develop Authentic Assessments: Create assessments based on the quality of the footage students capture and their ability to collaborate effectively during filming.
   • Connect Learnings to Experiences: Have students reflect on the filming process and discuss what they learned about teamwork and technical skills as they produced their videos.
   • Measure Learning Outcomes: Evaluate students’ filming techniques and ability to apply learned concepts to real scenarios. Assess the effectiveness of their contributions to group projects.
5. Managing
   • Apply Insights for Curriculum Improvement: Review reflections and assessments to identify areas needing more instructional support, such as specific filming techniques or teamwork dynamics.
   • Facilitate Discussions on Changes: Encourage groups to share their experiences in filming and discuss what techniques were effective, allowing peer-to-peer learning.
   • Plan Future Applications: Support students in planning how to apply their video production skills in future projects, community initiatives, or personal endeavors.

Module 6: Video-Clip Post-Production

1. Diagnosing
   • Pre-assessment Data: Collect information about students’ familiarity with post-production techniques and software used for video editing.
   • Identify Learning Styles: Assess learning preferences to ensure varied instructional strategies cater to different techniques and tools.
   • Set Goals: Specify learning objectives focused on effectively editing, narrating, and exporting video clips.
2. Reviewing/Reflecting
   • Student Reflection: Have students reflect on their learning experiences in post-production, focusing on challenges they encountered during editing.
   • Mid-course Evaluations: Assess how well students learn post-production techniques and gather feedback on the software’s accessibility.
   • Analyze Incidents: Review instances where students struggled with software tools or editing techniques and how these challenges impacted their learning and productivity.
3. Explaining
   • Clarify Learning Objectives: Ensure students understand the importance of the editing process and how it impacts the effectiveness of the final video product.
   • Provide Context: Share prior student examples and successful projects to contextualize editing practices and storytelling.
   • Facilitate Understanding: Provide clear, step-by-step instructions on the editing workflow and offer ample opportunities for hands-on practice with guidance.
4. Assessing
   • Develop Authentic Assessments: Require students to submit a final edited video based on the storyboard and initial footage captured previously, assessing their editing quality and narrative coherence.
   • Connect Learnings to Experiences: Encourage students to write a reflection on how the post-production process changed or enhanced their initial video concept.
   • Measure Learning Outcomes: Carefully evaluate the final edited videos based on technical proficiency, story coherence, creativity, and alignment with the project’s objectives.
5. Managing
   • Apply Insights for Curriculum Improvement: Review assessment outcomes to identify trends in student performance and areas for future support, such as additional tutorials on specific editing techniques.
   • Facilitate Discussions on Changes: Create opportunities for students to discuss their editing choices, share critiques of each other’s work, and provide constructive feedback.
   • Plan Future Applications: Guide students in thinking about how they will use their post-production skills in other contexts, such as further studies or community projects focused on advocacy and education.