Innovative Strategies for Constructivism in Online TeachingTexas Assoc Black Personnel Higher Education/Texas Higher Educa...
Carthan, E. (2007). Dissertation           TABPHE /THECB Joint 39th Annual State Conference , Dallas, TX * March 2-4, 2012
FACTORS                                                     PERCENTAGE Lack of training                                  ...
LEVEL                                                    PERCENTAGE   Expert                                             ...
TABPHE/THECB Joint 39th Annual State Conference , Dallas, TX * March 2-4, 2012
   Active   Contextualized   Constructive (scaffold)   Reflective         TABPHE /THECB Joint 39th Annual State Confer...
BEHAVIORIST                                              CONSTRUCTIVIST   Learning Perspective                           ...
   Teaching-Learning Methods       Discussions       Case studies       Blogs/Journals       Simulations   Assessmen...
TABPHE /THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
Course IntroductionCommunity Assessment    TABPHE/THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
TABPHE 39th Annual State Conference/THECB Joint State Conference, Dallas, TX * March 2-4, 2012
TABPHE 39th Annual State Conference/THECB Joint State Conference, Dallas, TX * March 2-4, 2012
TABPHE/THECB Joint 39th Annual Conference , Dallas, TX * March 2-4, 2012
Join.me (instant screen sharing,       i.e., SPSS tutorial sessions)       https://join.me/                    A          ...
TABPHE/THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
   Module 1     Course Introduction     Discussions     Open – ended question     Course Reflection          TABPHE /...
   Discussion board forums     Lessons learned   Reflection     Blog or Journal   E-Portfolio     Weebly           T...
Conclusion         TABPHE /THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
   Cynthia Johnson, MS   TWU T. Boone Pickens Institute of Health    Sciences – Dallas Center   IHSD – 2604   214-689-...
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Moving Past Behaviorism Tabphe2012 Final

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This presentation showcases instructional tools that emphasize the need for constructivist strategies for online course development.

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  • Welcome & thank you for attending this workshop. Overview of what we’re going to discuss this morning:Compare & contrast behaviorist and constructivist pedagogyReview online instructional tools for constructivist instructionImplement a constructivist strategy for hybrid or online course
  • I wanted to share the findings from a 2007 study by EdeliaCarthan, a doctor of education at Jackson State University. Her dissertation analyzed faculty attitudes toward online courses at (8) selected HBCUs which were not named in the study. A non-experimental study with descriptive and correlation statistics was used.
  • Here are the responses reported in her study: Any comments? Does this ring true for you or any of your colleagues? Let’s talk about this for a minute.
  • When it came to personal technical skills, this is what is reported. (Review)However, when asked additional questions about technical skills relating to teaching, their responses were not so encouraging. I would like to encourage you today to self-reflection on your perception and attitude towards technology in the class room …. for your student’s sake.
  • I know this is a workshop on moving past behaviorism, and that’s exactly what we’re going to do. Move past it to constructivist principles. But I do want to review behaviorism briefly so everyone is clear on what it is. And if you see some elements that pertain to you, its ok. Just say ouch!!! So, let’s go over this quickly, shall we?
  • Overview and its importance in student success in hybrid or online learning environmentsActive Contextualized – real world or realistic situations, examples or problems that are relevant to the field they will be working in.Constructive – able to relate new knowledge to prior knowledge learned to gain better understanding. Your course and its assignments should be designed as such. Example: Reflective – students have opportunity to articulate what they have learned thus far AND REFLECT ON THE PROCESS!! For example, group work.
  • How many use online instructional tools besides the ones in your CMS?Would any of you like to share which ones you use and for what types of assignments ?How many are intimidated by instructional tools?“It’s not about the tools, it’s using the tools to facilitate learning.”Once again, the following tools are free and are student-centered. After reviewing your course objectives, you should be able to
  • Wordle is a free, web 2.0 tool that creates word clouds by pasting or entering text into their application. Clouds are created based on the words that appear more frequently ini the text. Students are able to manipulate fonts, layouts and color schemes to create the desired effects. Community Assessment Save pictureCreate word CloudInsert pic into MS PPTRight click and past word cloudCourse introductionPost resume, bio or text into WordlePre-reading of new knowledgeCreate Wordle based on main idea, what you’ve learnedThis is also a great application to use for fundraising events. T-shirts, posters, etc….
  • Great for group brainstorming and note takingIt’s used to organize ideas, tasks or anything else.
  • I know it’s not part of the discussion, but I know how frustrating it can be teaching online. Here are additional tools only faculty can use to help manage their course.Join.meAudacityMerlot
  • Questions about internship site – lessons learned based on ethics, professionalism, etc. will help other students and provide insight on the work dynamics at other sites.Reflection – blogs allow students to express themselves, but journal is more private discussion towards instructor. For example, women health course discussion were too personal to share with others. First menustration,etc.
  • Moving Past Behaviorism Tabphe2012 Final

    1. 1. Innovative Strategies for Constructivism in Online TeachingTexas Assoc Black Personnel Higher Education/Texas Higher Education Coordination Board Joint 39th Annual State Conference Dallas, TX * March 2-4, 2012
    2. 2. Carthan, E. (2007). Dissertation TABPHE /THECB Joint 39th Annual State Conference , Dallas, TX * March 2-4, 2012
    3. 3. FACTORS PERCENTAGE Lack of training  70.2 No support for Administration  63.3 Limited time  53.5 Lack of Monetary Support  37.8 Concerned about Quality of  34.5 Courses TABPHE /THECB Joint 39th Annual State Conference , Dallas, TX * March 2-4, 2012
    4. 4. LEVEL PERCENTAGE Expert  11 Advanced  54 Intermediate  30 Beginners  5 Use chat to communicate Use CMS  37.1 Incorporate technology In  28 course  12 Experiment with new  7 technology TABPHE/THECB Joint 39th Annual State Conference , Dallas, TX * March 2-4, 2012
    5. 5. TABPHE/THECB Joint 39th Annual State Conference , Dallas, TX * March 2-4, 2012
    6. 6.  Active Contextualized Constructive (scaffold) Reflective TABPHE /THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
    7. 7. BEHAVIORIST CONSTRUCTIVIST Learning Perspective  Learning Perspective  Acquisition of knowledge  Active engagement by from expert to learner working with new information Instruction  Instruction  Teacher-centered  Learner-centered Teacher Role  Teacher Role  Expert source of knowledge  Guide, facilitator Student Role  Student Role  Passive recipient who  Responsible for his or her own produces prescribed learning outcomes outcomes TABPHE /THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
    8. 8.  Teaching-Learning Methods  Discussions  Case studies  Blogs/Journals  Simulations Assessments  ePortfolios  TBL projects  Peer-assessment TABPHE /THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
    9. 9. TABPHE /THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
    10. 10. Course IntroductionCommunity Assessment TABPHE/THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
    11. 11. TABPHE 39th Annual State Conference/THECB Joint State Conference, Dallas, TX * March 2-4, 2012
    12. 12. TABPHE 39th Annual State Conference/THECB Joint State Conference, Dallas, TX * March 2-4, 2012
    13. 13. TABPHE/THECB Joint 39th Annual Conference , Dallas, TX * March 2-4, 2012
    14. 14. Join.me (instant screen sharing, i.e., SPSS tutorial sessions) https://join.me/ A Audacity (sound editing/recorder, i.e., instructor feedback) http://audacity.sourceforge.net/ Merlot (peer-reviewed onlineteaching tools, i.e. simulations)http://www.merlot.org/merlot/index.htm TABPHE 39th Annual State Conference/THECB Joint State Conference, Dallas, TX * March 2-4, 2012
    15. 15. TABPHE/THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
    16. 16.  Module 1  Course Introduction  Discussions  Open – ended question  Course Reflection TABPHE /THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
    17. 17.  Discussion board forums  Lessons learned Reflection  Blog or Journal E-Portfolio  Weebly TABPHE /THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
    18. 18. Conclusion TABPHE /THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
    19. 19.  Cynthia Johnson, MS TWU T. Boone Pickens Institute of Health Sciences – Dallas Center IHSD – 2604 214-689-6550 cjohnson2@twu.edu TABPHE /THECB Joint 39th Annual State Conference, Dallas, TX * March 2-4, 2012
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