edct 551 week 1 chapters
DESCRIPTION
TRANSCRIPT
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