7. Identify desired results Determine acceptable evidence Plan learning experiences and instruction Stages in the Backward Design Process (Wiggins & McTighe, 2005)
8. Students Bloom’s Taxonomy Course-specific goals & objectives Cooperative learning Lectures Labs Other experiences Classroom assessment techniques Tests Other measures Technology Assessment (Felder & Brent, 1999) The Balancing Act Goals and Objectives Activities
11. Functional Categories Category Learning Activities Presentation Web conferencing Video presentation Audio PowerPoint Active Learning Games for drill & practice Reusable learning objects Simulations/animations Classroom Response Systems Collaborative Learning Discussion forums Blogs Twitter (Micro Blogs) Social Bookmarking Podcasting Wikis Google Docs/Zoho
12. Functional Categories Category Learning Activities Presentation Web conferencing Video presentation Audio PowerPoint Active Learning Games for drill & practice Reusable learning objects Simulations/animations Classroom Response Systems Collaborative Learning Discussion forums Blogs Twitter (Micro Blogs) Social Bookmarking Podcasting Wikis Google Docs/Zoho
13.
14. Camtasia/Jing Provide a video that helps students review difficult concepts. Post your lectures online. Explain a new process, Web page or program to the class. Example
18. Functional Categories Category Learning Activities Presentation Web conferencing Video presentation Audio PowerPoint Active Learning Games for drill & practice Reusable learning objects Simulations/animations Classroom Response Systems Collaborative Learning Discussion forums Blogs Twitter (Micro Blogs) Social Bookmarking Podcasting Wikis Google Docs/Zoho
28. Functional Categories Category Learning Activities Presentation Web conferencing Video presentation Audio PowerPoint Active Learning Games for drill & practice Reusable learning objects Simulations/animations Classroom Response Systems Collaborative Learning Discussion forums Blogs Twitter (Micro Blogs) Social Bookmarking Podcasting Wikis Google Docs/Zoho
Good teaching practice drives all decision making about the use of IT in teaching. Technology must enhance student learning and is therefore value-added. Technology advances communication, collaboration and/or active learning. The desired outcome is considered before determining tools. Technology is not an isolated event but a piece of the puzzle of how faculty teach and students learn. Technology is just a tool. Teachers and students must negotiate the role of technology in learning. Skills Learners have the skills required to use selected technology. The faculty member has the skills required to use the selected technology. Evaluation of costs, resources and time must be ongoing.
Introduce Wiggins and McTighe’s backward design process as a structure for course design and for today’s discussion. Note that a “fourth step” is the construction of a syllabus. That step really should come after these other steps have been taken.
Move adobe connect movie to about 23min in
Digital media that models a concept or idea that is not easily communicated with words alone. Especially useful when concepts are difficult for many students to understand or when resources are not available to do a demonstration. Good simulations and animations strive to excite the student about learning.
Student perspective questions include demographic questions (like the ones I asked earlier), opinion questions (like #1 here), and personal experience questions (like #2 here). Help students connect their own lives with course material, making the material more relevant to them. Help instructors get to know their students. Help students get to know each other. Help students learn about diverse points of view. Help students believe data from national surveys. Instructors often need to be careful to protect students with minority views. Also, student-student anonymity is helpful, but if students know that instructors know who said what, this can inhibit honest responses.
Elizabeth says that Hamlet’s actions are always up for interpretation. After seeing the results of a question like this one, she’ll take the least popular answer and argue for it, showing her students the complexity of the play. She has 250 students in her course, but in a smaller class, this kind of question could generate a lot of discussion. The point isn’t getting the correct answer, it’s the arguments that students use in the subsequent discussion. In fact, this question wouldn’t be appropriate for a quiz, but it works great with clickers. A lot of students assume there’s a single correct answer to any question that could appear in a college course. These kinds of questions provide these students with motivation to move away from this “dualistic” thinking. Also, diagnostic questions.
The term wiki is derived from the Hawaiian phrase, wiki-wiki, which means quick. An open, collaborative community website where anyone can contribute. Group space available online in which many individuals can be part of the construction of knowledge and/or presentation of information. The most popular wiki is Wikipedia . Especially effective as a way to get many students to contribute information about a particular subject. Wikis in Plain English
![[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)