2014 SHSU TLC iPad Apps for Higher Education

2014 SHSU Online Teaching and Learning Conference (TLC) Learning Unplugged: iPad Apps for Higher Education presentation

Education Technology

Learning Unplugged:
iPads in Higher Education
Kimberly LaPrairie
Curriculum and Instruction

How do you
decide which

apps to use
& when?

Exhibit memory of
previously-learned
materials by recalling
facts, terms, basic
concepts and answers.

Does the app help user:
• Locate facts or ideas
• Recite facts or details

Demonstrate
comprehension
by explaining ideas
or concepts
Does the app help user:

•
•
•
•
•
•

Summarize information
Retell events
Give examples
Explain ideas or concepts
Interpret relationships
Determine importance

Use acquired
knowledge, facts,
techniques and
rules to solve new
problems
Does the app help user:
• Discover a new purpose
for skills or knowledge
• Employ knowledge in
new situations

• Experiment with
concepts in a different
setting

Examine and break
information into
parts.
Does the app help user:
• Discriminate fact from
hypothesis
• Select important elements
• Determine biases
• Deconstruct content
• Organize content
• Outline content

Present and defend
opinions by making
judgments based on
a set of criteria.
Does the app help user:
• Check for accuracy
• Evaluate procedures
• Critique results

Generate new
ideas, products, or
ways of viewing
things
Does the app help user:
•
•
•
•
•

Construct designs
Generate possibilities
Produce solutions
Design products
Assemble plans

APPLICATION
OF
BLOOM'S
REVISED
TAXONOMY
Example

http://writeouschick.com

Bloom’s

App

Remember Describe where the 3 little pigs lived

Noteshelf

Summarize what the 3 little pigs story
Understand
was about

Animoto

Apply

Construct a theory as to why the wolf
blew down the houses

Analyze

Differentiate between how the pigs
reacted and how you would react to the
events

Evaluate

Assess whether or not you think this
really happened to the 3 pigs

Create

Compose a song, skit, poem, video, etc.
to convey the 3 little pigs story in a new
form

Educreations
Inspiration

PaperHelper

Toontastic

http://www.21innovate.com/blooms-apps.html

http://www.schrockguide.net/ipads-in-the-classroom.html

And Don’t Forget
About Your PLN

What are your
favorite APPs
for teaching
and learning?

SlideShare
www.slideshare.net/drlaprairie

1. The document discusses top iPad apps for digital age learning. It provides examples of how different apps can be used to apply Bloom's revised taxonomy of learning domains in teaching the story of the Three Little Pigs. 2. Bloom's taxonomy includes remembering, understanding, applying, analyzing, evaluating, and creating. The document gives examples of apps that could be used to teach each level, such as using Doodlelicious for remembering and Animoto for understanding. 3. The document encourages teachers to have fun by finding new apps and sharing recommendations through their professional learning networks. It provides links to websites that review educational apps.

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Assignment 2: Fink Step 3 Due Week 7 and worth 200 points For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies. Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value. For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons. First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it. For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects. Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it. 1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge? 2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this. 3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments? 4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments. It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...

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Designing Developing Evaluating

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The document provides guidance on designing instructional content through various models and frameworks. It discusses: 1. The process of instructional design, which involves creating a thematic structure, selecting an instructional strategy, and integrating them to create learning activities. 2. Models for instructional design including Gagne's "Nine Events of Instruction" and the "4A's of Learning Design" which focus on attracting learners, gaining attention, ensuring availability of content, and driving application. 3. The need for a structured approach when developing technical training, with guidance on how to teach different content types like facts, concepts, processes, and procedures. 4. The "Content Performance Matrix" and focusing

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This document provides information about competency unit 2 on research methodology and data collection. It outlines the learning outcomes and activities for a session on action research. The session aims to define action research, describe its characteristics and steps in the action research cycle. It also discusses identifying areas for potential action research projects in technical and vocational education and training (TVET). The document provides details of several activities used in the session, including having groups read about action research and complete a handout to share information. It also discusses examining issues in the classroom or school that could be topics for action research projects. The action research cycle is outlined, including stages of identifying a problem, planning solutions, taking action, collecting and analyzing data, and acting on

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The document discusses key concepts related to learning environments and organizational learning. It covers learning definitions and outcomes, learning styles, Gagne's and Bloom's taxonomies of learning, the ADDIE model of instructional design, and characteristics of learning organizations. It also outlines some common challenges to becoming a learning organization, such as employee resistance to change, lack of leadership training, short-term focus, and high turnover.

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