This document outlines Lisa Tassinari's approach to supporting and promoting faculty use of instructional technology at her institution. Her three-part approach includes: 1) Applying instructional design theories and best practices to course design, 2) Providing technical training on using technology tools like the learning management system, and 3) Introducing new technology tools on campus. She discusses challenges to faculty adoption of technology and strategies to overcome these, such as workshops, mentoring, and leading by example. The goal is to effectively introduce technologies that enhance teaching and learning.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
Many universities are currently shifting from face-to-face education into the online distance education, others are becoming dual-mode universities and a few others are totally online and at distance. However, the transition has not been easy. With the adoption of new educational models leading to a virtual university, many issues related to technology and pedagogy have unfolded significantly. While adopting technology into their teaching to deliver instruction and manage online courses at distance, teaching faculty have become totally immersed in a discussion concerning how to apply principles of pedagogy to technology. Best pedagogical practices in Moodle are discussed in this presentation.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
Many universities are currently shifting from face-to-face education into the online distance education, others are becoming dual-mode universities and a few others are totally online and at distance. However, the transition has not been easy. With the adoption of new educational models leading to a virtual university, many issues related to technology and pedagogy have unfolded significantly. While adopting technology into their teaching to deliver instruction and manage online courses at distance, teaching faculty have become totally immersed in a discussion concerning how to apply principles of pedagogy to technology. Best pedagogical practices in Moodle are discussed in this presentation.
This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
Blended Learning, What's It Take? June 2014Rob Darrow
Blended learning elements and tools for teachers and administrators who want to implement blended learning. Includes iNACOL's six elements of blended learning. Presented at the Hybrid Learning Consortium, June 2014.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
Synchronous online learning in short learning programs by Iwan Wopereis EADTU
Blended and Online Education webinar, day 2. Synchronous online learning in short learning programs by Iwan Wopereis from Open University, The Netherlands
Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
Blended Learning, What's It Take? June 2014Rob Darrow
Blended learning elements and tools for teachers and administrators who want to implement blended learning. Includes iNACOL's six elements of blended learning. Presented at the Hybrid Learning Consortium, June 2014.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
Synchronous online learning in short learning programs by Iwan Wopereis EADTU
Blended and Online Education webinar, day 2. Synchronous online learning in short learning programs by Iwan Wopereis from Open University, The Netherlands
Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Learning Centers 2.0:
Enhancing Student Learning With Technology
Lisa D’Adamo-Weinstein & Craig Lamb
SUNY Empire State College
Wikis, iPods, blogs, texting…our students are using technology in
ways that make our heads spin. The purpose of this institute is to
get a handle on these technological innovations to help our students
learn better as they engage with our learning centers.
Focusing on current theories and best practices in enhancing
student learning through technology, attendees will learn about
new advances, engage in activities, and plan how to implement
technology to enhance learning assistance on their campuses.
This institute is appropriate for learning assistance, tutorial
services, and developmental education faculty and staff who develop
curriculum, workshops, and other resources for students.
Craig Lamb is the Director of Academic Support at Empire State College's, Center for Distance Learning. While Craig
is working primarily with students in need of additional academic support services and academic skill development,
and with faculty interested in delivering their courses content and material in more effective ways to increase student
learning, he is becoming more and more interested in the creative uses of new technology to enhance student learning
both within and outside the online class environment.
Lisa D'Adamo-Weinstein is currently the Director of Academic Support at Empire State College's Northeast Center.
Lisa has also taught and coordinated academic assistance and learning support programs at Indiana University's Student
Academic Center, including an academic retention course for at-risk students. She was the Coordinator of Student-Athlete
Academic Support at American University in Washington, D.C. Most recently, she directed the Academic
Excellence Program at the United States Military Academy, West Point for seven years until moving in August 2006 to
the NY State Capital Region. Lisa has published journal articles for The Learning Assistance Review (published by
the National College Learning Center Association—NCLCA) and is co-author of the book Piecing It Together: A Guide to Student Success.
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
Social Networking for Student and Staff LearningAndrew Brasher
This slideshow describes a project aimed at working out practical teaching and learning scenarios for social bookmarking and RSS feeds
in order to get OU teachers to use these tools in their courses and student support
Funded by
The Open University Practice Based Professional Learning Centre for Excellence in Teaching and Learning: http://www.open.ac.uk/pbpl
How to Split Bills in the Odoo 17 POS ModuleCeline George
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Supporting and Promoting Faculty Use of Instructional Technology
1. Supporting and Promoting
Faculty Use of
Instructional Technology
Lisa Tassinari,
Instructional Technology Applicant, IDT
Sept. 3, 2013
2. 1. Applying current instructional design
theory and pedagogical best practices
to web-based and traditional courses.
2. Providing technical instruction on
using technology tools, including
course management systems.
3. Introducing new technology tools to
campus.
3. Your Objective
After this presentation, you will be able to
summarize my approach to supporting and
promoting faculty use of instructional
technology.
4. 1. Applying current instructional design
theory and pedagogical best practices
to web-based and traditional courses.
2. Providing technical instruction on
using technology tools, including
course management systems.
3. Introducing new technology tools to
campus.
Applying current instructional design
theory and pedagogical best practices
to web-based and traditional courses.
9. Chickering and Gamson’s
Seven Principles for Good Practice in
Undergraduate Education…
• encourages contact between students and
faculty,
• develops reciprocity and cooperation among
students,
• encourages active learning,
• gives prompt feedback,
• emphasizes time on task,
• communicates high expectations, and
• respects diverse talents and ways of learning.
10. Robert Gagne’s Nine Steps of Instruction
Gain attention: A case example or scenario or sample problem relevant to the topic.
Describe the goal: An overview of the module objectives, including relevance to the overall
course goals.
Stimulate prior knowledge: Review previously presented relevant rules or concepts and
connect them to the material to be addressed in the current module.
Present the material to be learned: For example, text, lecture, demonstrations,
multimedia, graphics, audio files, animations, etc. Note that “cognitive load” research
recommends avoiding overloading auditory/visual channels.
Provide guidance for learning: Discussions to enable learners to actively reflect on new
information in order to check their knowledge, worked problems, practice sessions in a
coached setting so students can determine/identify gaps in their knowledge.
Elicit performance: Learning activity--essay, research project, discussion, homework, etc.
Provide feedback: Feedback that is immediate, specific, and constructive should be
provided to students.
Assess performance: Assessment activity, such as a research project, essay,
demonstration, or test.
Enhance retention and transfer: Provide opportunities for additional guided practice, or
practice/problem-solving opportunities in a more authentic situation.
11. Ruth Clark and Richard Mayer:
e-Learning & the Science of Instruction
Multimedia principle – relative and informative (as
opposed to decorative) graphics.
Modality principle – use spoken + graphics when
possible.
Contiguity principle – related text + graphic placed
close to each other.
Redundancy principle – more (modes) is not
better
Coherence principle – stick to the lesson
Personalization principle – animated agents,
12. ADDIE, an ISD, first appeared in
1975, developed by FSU for the
US Army
•Analysis
•Design
•Development
•Implement
•Evaluate
13.
14. • Write learning objectives based on Bloom’s
Taxonomy and/or Anderson and Krathwohl -
need to aim for something, and need a path
that leads to success.
• Align assessments, activities, assignments to
those learning objectives.
• Chunk content into units or modules.
Exemplary Course Design
15. Provide avenues for a constant stream of
feedback, and letting students know where
they stand – also helps create a community of
learners
Clear and consistent course design – each
module or unit set up in a standardized format
so there are no surprises each week.
Detailed, comprehensive syllabus.
Exemplary Course Design
16. 1. Applying current instructional design
theory and pedagogical best practices
to web-based and traditional courses.
2. Providing technical instruction on
using technology tools, including
course management systems.
3. Introducing new technology tools to
campus.
Providing technical instruction on
using technology tools, including
course management systems.
17. Learning is a social event:
whenever possible provide
informal seminars and workshops
with opportunities for faculty to
work together and share. Use
‘sage on the stage’ demos
sparingly!
18. Learning is an active process:
provide hands-on workshops
and a clear objective. Give
participants a chance to have
an ‘aha!’ moment right away!
19. Learning can be modeled:
invite faculty to speak and lead
seminars; foster faculty groups.
20. Instructional technologists:
Teach a course as an adjunct!
You will give yourself a better
perspective of what faculty do
and can better support.
21. • Web-based but printable step-by-step
instructions .
• Video ‘how-to’ instructions.
• Support for ‘just-in-time’, i.e., timely email
and phone help.
• Offer a regular line-up of LMS-related and
other commonly used tool workshops
offered on various days/times to cover
many different teaching schedules.
• Don’t forget about adjuncts – maybe offer
a few evening seminars.
22. 1. Applying current instructional design
theory and pedagogical best practices
to web-based and traditional courses.
2. Providing technical instruction on
using technology tools, including
course management systems.
3. Introducing new technology tools to
campus.
Introducing new technology tools to
campus.
23. Higher Education is going though a major
transformational change…
•Lecture-format teaching-style challenged:
online, flipping, hybrid teaching models making
a huge impact.
•Online learning seen as critical to the long-
term strategy of higher ed for a rising number
of CAOs in US institutions.
•Traditional student profile is changing.
•Demand for mobile technology compatibility.
24. Support From Their Institution
• Salary – monetary incentive?
• Promotion & Tenure – teaching, research,
service…time spent learning new tools
detracts from these endeavors.
• Workload – course load reduction?
Alleviation of departmental duties?
• Training – is it provided on campus?
25.
26. My [Chair, Dean, Provost] said I had to!
• Use Moodle to post course documents
• Provide online grading for my students
• Make sure my content is accessible (many
LMSs have built-in accessibility for
students with disabilities).
27. Emergency Preparedness Guidelines
state that I need to…
• Be able to carry on with a class or two
‘online’ using discussion or some other
online means.
• Be able to contact all of my students via
Moodle.
28. My colleague tried
[insert name of educational technology here]
and I would like to learn that!
[insert name of educational technology here]
29. Faculty members who have
adopted educational tools and
are willing, can act as
ambassadors to promote them
– maybe start a FIG.
Faculty Ambassadors
30. What Else Can We Do to Introduce
and Support New Technologies on
Campus?
31. • Faculty institutes or boot camps for
intensive study and workshop of one
topic.
• Offer a seminar series, i.e., ‘Preparing
to Teach Online’, or “Flipping Your
Classroom”.
• Offer recurring workshops for your
LMS’s commonly used tools.
32. • Publicity: campus online news and
calendar, printed brochure or booklet
each semester for seminars.
• Up-to-date website
• FAQs wiki or web page.
• Publish weekly or monthly ‘tips and
tricks’ from colleagues.
33. • Develop Faculty Mentor wiki.
• Talk with faculty – ask opinions,
develop surveys to find out what
faculty would be interested in
learning.
No um
Welcome and thank you for coming today.
My name is Lisa Tassinari. I’m an applicant for the position of Instructional Technologist.
So, let’s get started.
The topic of my presentation today is – point to slide.
No ums
There are three subtopics to my presentation. I’ll talk about…
instructional design theory and pedagogical best practices in course design
providing instruction to faculty using technology tools in their teaching and learning
introducing new technology tools and methods of teaching and learning to campus – a little bit about change management, really.
This is your objective….
There’ll be a quiz later!
Let’s start here…I’ll be talking about instructional design theory and pedagogical best practices for course design
For just a little bit of an historical perspective…
There are plenty of cognitive psychologists and learning theorists and others whose work informed the field of instructional design…
Three of my favorites – who doesn’t have a favorite cognitive psychologist hero?! --
Three of my favorites all stress the importance of social interaction to learning, AND that learning is an active rather than passive process.
NO ums
My first featured psychologist is Lev Vygotsky, a Russian psychologist who died a young man, left us the concept of Zone of Proximal Development (and later, it was morphed into ‘scaffolding’)
ZPD or scaffolding basically means we do best when tasks are just out of reach of our abilities. The best way to stretch and learn – when we can socially interact with peers, facilitated by an expert.
Anyone follow the work of Eric Mazur? He is a physics professor at Harvard who discovered that even though his students liked him, gave him good reviews, did fairly well on exams, they could not explains the whys of basic physics when prompted. He was dismayed and through trial and error, he came to believe that experts aren’t the best teachers! Experts can pose the problems (think about tasks just beyond students’ reach), but then students should turn to each other and mull over possible answers, explanations, debate with each other who is right or wrong -- and what happens is that they end up sort of teaching themselves. You can see his talk on YouTube, just search ‘confessions of a converted lecturer’
Bruner, contributed to the social constructivist theory…
His belief is that ‘Knowledge is not imparted but actively constructed by the learner.’
He also believed, as do all instructional designers, that learners do best when instruction is organized appropriately.
And, he proposed the spiral curriculum teaching approach where each subject is revisited over and over at intervals – building in complexity and sophistication each time.
On to my next favorite…
No ums
Albert Bandura…professor emeritus at Stanford University.
He expanded his work to form Social Cognitive Theory – basically that we are self-organizing, proactive, self-reflecting, self-regulating…lead to his work on self-efficacy – perceived sense of control - in education.
CLICK
So, to sum up some of this theory…
Social interactions and experiences, the opportunity to observe models of behavior, direct or indirect guidance and instruction, and the feeling that one can be successful, play critical roles in learning success.
So how do these theories play out in id?
No ums
Some the folks in the field whose work I quote/base training on/refer to often, etc……are
Arthur Chickering and Zelda Gamson
I don’t need to read these but the basic premise is that learning is best when there is plenty of contact with instructors and each other, there is active learning, and plenty of feedback.
The first four of these encompass my idea of the framework for designing an exemplary course.
And, Robert Gagne’s Nine
This is a terrible slide, I know! Sorry. Couldn’t leave any out…you probably can read the printed version better.
Gagne’s Nine give you another good idea of a framework for course design – in any mode of delivery.
These are self-explanatory…but I’ll talk a little bit about a few…
Gaining attention, sometimes called a hook, serves as a way for students to get to know instructors – very important in online education to create a learning community. Instructors, the experts, right? probably have a few good anecdotes or problems scenarios about each of their separate topics. Instructors can start off each new topic, along with describing the goal, with a hook to grab students’ attention….
Another good way for instructors to get to know students (also very important to creating that online learning community) is too have students weigh in…Ask, anyone have a similar story? What do you think about this? Anyone have a solution? Ever hear of this?
So, these first three steps are great ways to begin each unit of instruction.
No Ums
Clark and Mayer - My two favorite people who apply the science of learning to designing and presenting course materials…
They’re all about how much and how many forms of input our working memory can deal with, and how much and for how long we store info in our short term memory and the best way to get pertinent info into our long term memory…
Six principles based on cognitive theory - basically how we take in and process information, including our limitations on doing so.
These are great principles to follow for designing online courses.
More information about instructional design….
There are many Instructional System of Design, and one of the most used is probably the ADDIE model developed by Florida State University
Course design starts with analysis – Who are my students? What tools are there for me and my students to work with? Wow long do I have to teach? Where am I teaching, what mode? When do I start? Why are my students taking my class?
Based on this analysis, it should inform you about your course design…
Then basically, you develop your course, teach it, evaluate and start again…tweaking your design based on what you learned the first time.
Another model of design is Dick and Carey’s, which looks complicated….
Just look at the blue shapes as this describes the basics for instructional design and it’s basically how I approach my teaching when I’m working with faculty on their course design….
Start with objectives – that is, what you would like your students to remember at the end of each topic, at the end of the course, in a year, in five years…
Then, develop assessments – how you’ll measure whether or not they’ve achieved the objective.
Then, work out the modes by which you might deliver content.
Then develop them – that becomes your instructional material..
So, moving on…
So why did I spend 10 minutes on the foundations and basic evolution of instructional design?
Because it describes the method I encourage faculty to use when designing their courses.
Start with writing good objectives. Objectives are clear statements of instructional intent. Objectives attempt to change knowledge as a result of educational experience.
Create assessments to measure those objectives
Create, develop, activities and assignment – ways to practice before assessment
Allow lots of opportunity for students to show what they know – then offer feedback.
Wrap it all in a clear, consistent course design.
Finished talking about number 1
Let’s talk about the second subtopic
Remember this is all about supporting and promoting instructional technology…so now that I explained what I believe to be best practices in designing courses, what about the technology tools? How do I provide instruction to faculty using technology tools in their teaching and learning?
I apply the same method to designing and providing technical instruction to faculty that I encourage them to use for their course design…
Eric Mazur said “The better you know something, the more difficult it becomes to teach…”
instructional Technologists may not be able to properly view the teaching landscape from the perspective of faculty. We’re too close to the whole field.
I asked one of my regulars - a long-time faculty member who attended so many of the seminars offered by the faculty learning center where I work now: “What’s the most useful way you find answers to educational technology questions when you need to? I thought he would say, “I call you!” Or, I check the extensive website of how-to videos and written guides you provide! I thought he might even say, I ‘google it’.
But no, he said, “I walk out of my office and down the hall into my colleagues’ offices until I find someone who knows.” Faculty like to hear from other faculty. Invite the early adapters to showcase their expertise. Maybe someone in the math department flipped her Calc I course for the last two semester and has learned a few great tools to create online lessons like screencasting tools or narrating while working a problem…invite them to a faculty institute on creating online lessons….
Then, always these…
Finished talking about number 1 and 2
Let’s talk about the third subtopic
Remember this is all about supporting and promoting instructional technology…so now that I explained what I believe to be best practices in designing courses, ways to provide instruction to faculty using technology tools in their teaching and learning, how do I introduce new technology tools to campus?
Providing technical instruction for teaching and learning tools is very much about change management…and using new educational technologies won’t happen immediately.
Faculty are accustomed to being the experts, after all, they are at the top of their fields…
Faculty questions in relation to taking the time and spending the energy on learning new tools…new teaching methodology….
So….
Why would faculty take the time to learn new teaching methods, tackle learning curves to learn and adopt new technologies, refresh and restructure their courses….when their evals are good, they’ve been teaching for 20 years….
There are many factors effecting why faculty might spend the time to learn a new educational technology…
My favorite!!
Faculty institutes or bootcamps for a day-long intensive study of one topic, about recording online lessons, for instance.
Offer a seminar series, i.e., ‘Preparing to Teach Online’, on the same day/time for a few weeks in a row.
Offer recurring workshops for your LMS’s commonly used tools.
Publicity: campus online news and calendar, printed brochure or booklet each semester for seminars,
Up-to-date website
FAQs wiki or web page.
And maybe publish Weekly or monthly ‘tips and tricks’ from colleagues.
Develop Faculty Mentor wiki – a public website for faculty who wish to be listed as the campus go-to person for help on specific educational technologies.
Also, one of the duties of instructional designers and educational technologists is to talk about the richness of the Internet at every opportunity. These sources should not be construed at replacements for instructors but as amazing supplemental materials…vetted by the experts in the field – faculty – to be included in their courses.
