edct 551 week 1 chapters

Students Do Before I start! Make sure everyone is registered

Students check off your name on list on table Select teams to work with this quarter

May be 4 to 5 people in each Sign up your team on the form on the table

Sit together with your team at a table Get everyone’s email on the team Team Leader sign in team to BB Discussion

Board area

EDCT 551Spring 09-10

Today’s Objectives

Students will: Understand that there is no one “best”

instructional model or course development model but many

Identify learning styles and their use Be able to describe how the focus of the course

(teacher, learner, community –centered) determines in many ways the structure of the course

Describe theories often supported in DL Describe features often used in DL Demonstrate understanding of a variety of

features in Blackboard Begin to plan the development of their BB course

Why Online Learning?

Pressure on schools to provide more courses

Homeschooling Competition What are some others?

National Educational Technology Plan

AccessTeacher trainingFundingMeet NCLBQuality measures for accreditation standards

Good and Bad of Online Learning

Technology

“…it is the tools of technology today that will ‘empower individuals through education by giving them the means to convert information into knowledge, understanding, and wisdom’ (p.xxiii)”

(Jones, 1997 as cited in Cavenaugh & Blomeyer, 2006)

Curriculum &Teachers

Teachers Design curriculum Define curriculum Reinterpret curriculum Ultimately shape learning

No one “best” instructional model No one “best” development

model Differentiated instruction model

Instructional Design Principles1. Frequency of interaction

Engagement

2. Complexity of interaction Simple recognition Recall Comprehension Problem solving Knowledge construction

3. Feedback content and quality Diagnostic, remediation, more is better

4. Balancing comprehension and significance Personal stake in learning Complex information with simple information

Gagne’ ID

Nine Events of Instruction Gain Attention (Reception) Informing Learners of the Objective

(Expectations) Stimulating Recall of Prior Learning (Retrieval) Presenting the Stimulus (Selective Perception) Providing Learning Guidance (semantic

Encoding) Eliciting Performance (Responding) Providing Feedback (Reinforcement) Assessing Performance (Retrieval) Enhancing Retention and Transfer

(Generalization)

Keller’s Motivation Model (ARCS) Attention – refers to establishing and

maintaining curiosity and learner arousal

Relevance – refers to linking the learning situation to the needs and motives of the learner

Confidence – refers to the learner’s attributing positive learning environment

Satisfaction – refers to developing the desire to continue the pursuit of similar goals

Blooms Taxonomy & MI

http://www.nwlink.com/~Donclark/hrd/bloom.html

Bloom’s with Technology

Demonstrates Matrix for the development of differentiated projects

Understanding by Design (UBD) UBD Course Plan

Understandings Essential questions Course goals Student knowledge and actions

Knowledge, skills and dispositions

Performance tasks Learning Plan

Know Yourself

What are your assumptions about learning?

How do you prefer to teach? How do you prefer to learn?

Tools Myers-Briggs Type Indicator David Kolb Learning Styles indicators Keirsey Temperament Sorter Kingdomality Medieval Vocational

Personality Indicator

Myers-Briggs Type Indicator http://www.humanmetrics.com/cgi-

win/JTypes2.asp David Kolb Learning Styles

indicators Keirsey Temperament Sorter

http://keirsey.com http://keirsey.com/sorter/

instruments2.aspx?partid=0 Kingdomality Medieval Vocational

Personality Indicator http://www.kingdomality.com

What is your Philosophy of T&L? Online Teacher Centered

Your organize everything Content heavy web pages Quizzes and homework Lecture style Typically do not engage students Assignments are not typically

project-based

Online Learner Centered You structure the course Students help negotiate the content There is a continuum of learner

focus Teacher may fully participate some

time and not at others Provide framework

Online Learning Community Centered Emphasize the social aspects of

learning Lots of social interaction as a

process for critical learning

Safe psychological space for learning Work is typically intensive Great diversity of backgrounds Work cooperatively on projects

Online Technology Driven Course Technology selected dictates the

course Available, newest, best

Learner and teacher needs are secondary to deliver system or the technology

Fully automated course Not typically interactive

Who will build the course?

Instructor Coordinator Learner liaison Instructional Designer Graphic Designer Technology Personnel Resource Personnel Administrative Personnel

Skills you will need to teach online!

Communication, communication…

Prepare and follow a timeline

Work well with the design team

Good at scheduling

Can punt! (Contingency planning)

Take care of course logistics

Prepare course resources ahead of time

Provide verbal feedback to learns that they can understand and not be offended

Know thy audience!

Backgrounds Needs Characteristics Expectations of the learners Diversity issues including special

needs Cognitive abilities

Learn about the teaching environment

1. Things to think about??? Online Technology Resources (who is around on

weekends?) Physical presence Socialize, work, interaction spaces Multiple types of interactions

• Can be limited by technology used

Expectations Clarify your role as the teacher

When will you be available? How will you respond? When will things be graded and where

posted?

Clarify the role of the student Passive observation How often online? How will they share information? How will they create information? Self-Motivated and Self-Directed

Learners must manage their time Learners must be ready to learn Learners must troubleshoot

problems Learners must contribute to

discussions Learners must teach each other and

facilitate Learners must be civil and collegial

For K-12, this is most difficult!

Learners must review materials and readings thoughtfully

Learners must produce work in timely manner

Learners are expected to LISTEN to each other

Learners must be leaders Learners must address each other and

not just the teacher Learners should be proactive Learners should observe the process and

be able to comment on it at the end of the class.

Types of Interactions Learner to Teacher

Papers, quizzes etc Leaner to Learner

Discussion groups, PBL scenarios, case studies

Learner to Expert Guest speakers Online discussion groups Interactive web discussions live feed

Learner to Content What are the pre-requisite skills?

Learner to technology What do they know how to do?

Team-based Learning How does class size factor into this?

Not what but HOW we say it! Personal Relationships Online

Face-to-face Online

Communication - Personal space - Class space

Social Presence Theory Cultural issues Writing style

Learning Communities

Instant Messenger Dialogue Be flexible and be prepared for

the unexpected Cohort communities