Edct 551 week 1 chapters


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  • Instructor: Makes sure the material fits the student Coordinator: Talks to different members and to the IT department Learner Liaison: Person who communicates the information about the students to the rest of the members. Has the information about the people taking the course. Instructional Designer: Works with the instructor. Works with the learner liaison. Graphic Designer: “Pretty person.” Makes the CMC or whatever look good. Technology Personnel: Supports the users. Make sure the infrastructure works well. Resource Personnel: Makes sure resources are available. Acquire the materials. Administrative Personnel: Makes sure everybody has paid and that they have their IDs. SME – Subject Matter Expert – Can be the instructor or a person who provides content for the instructor to teach.
  • Edct 551 week 1 chapters

    1. 1. 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
    2. 2. EDCT 551Spring 09-10
    3. 3. 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
    4. 4. Why Online Learning? Pressure on schools to provide more courses Homeschooling Competition What are some others?
    5. 5. National EducationalTechnology Plan Access Teacher training Funding Meet NCLB Quality measures for accreditation standards
    6. 6. Good and Bad ofOnline Learning
    7. 7. 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)
    8. 8. 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
    9. 9. Instructional Design Principles1. Frequency of interaction  Engagementn Complexity of interaction  Simple recognition  Recall  Comprehension  Problem solving  Knowledge construction4. Feedback content and quality  Diagnostic, remediation, more is better5. Balancing comprehension and significance  Personal stake in learning  Complex information with simple information
    10. 10. 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)
    11. 11. 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
    12. 12. Blooms Taxonomy & MI  http://www.nwlink.com/~Donclark/hrd/bloom.html  Bloom’s with Technology  Demonstrates Matrix for the development of differentiated projects
    13. 13. Understanding by Design (UBD) UBD Course Plan  Understandings  Essential questions  Course goals  Student knowledge and actions  Knowledge, skills and dispositions  Performance tasks  Learning Plan
    14. 14. 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
    15. 15.  Myers-Briggs Type Indicator  http://www.humanmetrics.com/cgi-win/JTypes2 David Kolb Learning Styles indicators Keirsey Temperament Sorter  http://keirsey.com  http://keirsey.com/sorter/instruments2.aspx?pa Kingdomality Medieval Vocational Personality Indicator  http://www.kingdomality.com
    16. 16. 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
    17. 17.  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
    18. 18.  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
    19. 19.  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
    20. 20. Who will build the course?  Instructor  Coordinator  Learner liaison  Instructional Designer  Graphic Designer  Technology Personnel  Resource Personnel  Administrative Personnel
    21. 21. 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
    22. 22. Know thy audience! Backgrounds Needs Characteristics Expectations of the learners Diversity issues including special needs Cognitive abilities
    23. 23. Learn about the teachingenvironment1. 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
    24. 24. 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
    25. 25. For K-12, this is most difficult!  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
    26. 26.  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.
    27. 27. 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
    28. 28.  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?
    29. 29. 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
    30. 30. Learning Communities Instant Messenger Dialogue Be flexible and be prepared for the unexpected Cohort communities