SciFiEd: Science Fiction in Education 527471-LLP-1-CY-Comenius-cmp

Lerning Design(Based on D17)

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Basics of Lesson & Unit Design:The ADDIE Model

ADDIE Model

The generic process traditionally used for designing instruction and mapping technologies to learning activities and outcomes is the ADDIE model presented below.

Phase 1: Analysis

• Analyze the learning environment and learners’ existing knowledge and skills

• Identify and define the learning problem/gap

• Identify desirable outcomes based on curricula used, subject matter, and country standards

• Identify any learning constraints

• Set the timeline for the Unit/Lessons

Phase 2: Design

•Clearly define the learning objectives

•Create content outlines

•Determine content and assessment instruments

•Select instructional strategies

•Select technology/media to be used•Define Assessment

The relationship between technology affordances and user characteristics (Conole, 2013)

Phase 3: Development

• The actual lesson/unit is developed

• Develop content and learning materials

• Develop handouts, presentations, etc.

• Produce media components (e.g. website, videos, graphics)

Phase 4: Implementation

• Implement the lesson/unit and curriculum

• Apply methods of delivery and testing/ assessment procedures

Phase 5: Evaluation

• Evaluate the implementation•Collect data on student learning and student artifacts•Collect other forms of data (to be agreed for case studies)

Learning Objectives

What are Learning Objectives?

•Statements that describe what the learner is expected to achieve as a result of instruction.

•Intended results of instruction ▫NOT the process of instruction

• Define factors of success of the proposed solution.

• Communicate an intended learning outcome.

• Guide the design, development, implementation, and evaluation of training.

Significance of Writing Learning Objectives

Specific Defines a clear and specific outcome

should specify what you want to achieve

Measurable Contains a metric or key indicator consistent with an outcome

should be able to measure outcome

Achievable Contains actions to be taken to achieve the outcome

should be attainable

Realistic Is challenging yet still achievable given the available resources

should be realistically achieved with the resources you have

Time-specific

Has a specific timeframe or deadline for when the outcome will be achieved

should be able to be achieved within the specified timeframe

SMART objectives

According to Bloom’s revised taxonomy, learning objectives are divided into three areas:

• Cognitive

• Psychomotor

• Affective

Learning Objectives

Learning Objectives

The most known classification of educational outcomes is the one proposed by Bloom (1956) and his colleagues, and which was recently revised (Anderson and Krathwohl’s, 2001).

Original Version Revised Version

The use of video and film in education

The use of video and film in education

• Film and video can help develop the literacy skills of students and allow them to experience worlds they will not be able otherwise to do.

• Koumi (2006) argues that video presents many advantages for teaching and learning which can be classified in three main categories.

a) Assisting learning and skills development.b) Providing vicarious experiences by presenting otherwise

inaccessible sites and experiences.c) Nurturing (motivation and feelings).

a) Assisting learning and skills development by:

•Composite pictures (e.g. split screen)

•Animated diagrams and exploring processes

•Visual metaphor/symbolism and analogy

•Modelling a process by simplifying certain aspects

•Illustrating concepts with real world examples

•Condensing time by editing real time and presenting abbreviated versions

•Juxtaposition of contrasting examples to illustrate differences

•Narrative strength of video and film which is rich in visual and auditory information

•Demonstration of skills by experts in various sectors including vocational education, crafts, and argumentation

b) Providing vicarious experiences by presenting otherwise inaccessible sites and experiences:

• Dynamic pictorial change or movement

• Places (dangerous, overseas locations, etc.)

• Viewpoints e.g. aerial, close up

• Technical processes or equipment

• 3D objects

• Slow and fast motion

• People and animals interacting in real or fictional ways

• One-off or rare events

• Chronological sequence and duration

• Resources and material for viewers to analyze

• Staged events for complex experiments or dramatized enactments

(Koumi, 2006 p. 3-4)

c) Nurturing (motivation and feelings):

• Stimulate interest to learn

• Provoke viewers to act

• Motivate them to use a strategy by showing its success

• Alleviate isolation by showing live video feed of teacher in remote areas

• Impact/change attitudes

• Reassure and help build confidence

• Provide authentic learning opportunities by showing application of processes and tools in solving real world problems

Possible ways of using film in the classroom

• Encourage kids to develop film clubs in schools to view and discuss films.

• Select films that match curricula objectives and use them as introduction to the lesson and themes to be discussed.

• Design activities which will engage kids in producing films and videos for specific purposes.

Using technology to introduce and support Science Fiction in education

• “The structure and resources of traditional classrooms” are often inadequate and that “technology – when used effectively – can enable ways of teaching that are much better matched to how children learn” (Roschelle et al., 2000, p.79).

• One of the advantages of using multimedia is to convey information quickly and effectively to all students – and keep them interested in learning (Savage and Vogel, 1996).

• Visually demonstrate scientific ideas and concepts

• Instill a sense of wonder and excitement in students about the world around them

• Present local, relevant case studies

• Provide examples of real people practicing science

• Generate student interest in science careers

• Offer current research, theories and perspectives on a topic

• Connect students with faraway or inaccessible places

• Promote 21st century skills, including critical thinking, problem solving and communication skills

• Provide a common experience shared by all students

Advantages of the use of multimedia as part of the curriculum

1. Selecting some commercial movies, looking for ways to take educational advantage of them, and focusing on the audiovisual language to realize if this movie is able to communicate with the students.

2. Focusing on the scientific content presented on scenes in the movie.

How to use technology to support the introduction of Science Fiction in education

3. Focusing on the way the scientific knowledge is presented, checking for possible mistakes and to think how the science can be contextualized in the science classroom.

4. Select and editing short sequences more suitable for use in the teaching and learning of science.

5. Using these episodes to organize classroom’s activities based on selected episodes of the movie as a cultural tool to contextualize the scientific content and motivate students in science classes.

How to use technology to support the introduction of Science Fiction in education

Ajith Janardhanan T.J. (2011). Use of ICT for effective teaching and learning. Available online at:http://www.slideshare.net/AjithJanardhananTJ/use-of-ict-for-effective-teaching-and-learning

Milkova, S. (2013). Strategies for Effective Lesson Planning. Available online at: http://www.crlt.umich.edu/gsis/p2_5

Yan SuoJuly (2010). How to Make Lesson Plan. Available online at: http://www.slideshare.net/yseauy/lesson-plan-powerpoint-presentation

Additional resources