The document discusses the importance of instructional planning when incorporating technology into teaching and learning. It outlines the Design-Plan-Act (D-P-A) model for instructional planning, which involves designing lessons using a framework like the Dynamic Instructional Design (DID) model, planning daily lesson plans aligned with the overall design, and taking action to implement the planned lessons. The DID model guides teachers through steps like understanding learners, setting objectives, establishing the learning environment, selecting teaching strategies, identifying supporting technologies, and evaluating and revising the design. Technology should be chosen to enhance what can be done, not as an end in itself.
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
The learning outcome-based curriculum (LOCF) approach establishes a framework for the learning outcomes and academic standards that students are expected to meet.
https://www.iitms.co.in/blog/guide-to-learning-outcome-based-curriculum-framework-locf-part-1.html
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
This presentation discusses the practice of using a public forum in both online and in face-to-face classes and having students publically reflect on their learning experiences. Requiring students to document their work in public immediately changes student ownership of their work. This type of documentation makes learning visible, rather than the private 1:1 relationship that assessment and evaluation often has between a student and instructor. The presentation explains the documentation and process reflection methodology and shows student examples.
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
The learning outcome-based curriculum (LOCF) approach establishes a framework for the learning outcomes and academic standards that students are expected to meet.
https://www.iitms.co.in/blog/guide-to-learning-outcome-based-curriculum-framework-locf-part-1.html
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
This presentation discusses the practice of using a public forum in both online and in face-to-face classes and having students publically reflect on their learning experiences. Requiring students to document their work in public immediately changes student ownership of their work. This type of documentation makes learning visible, rather than the private 1:1 relationship that assessment and evaluation often has between a student and instructor. The presentation explains the documentation and process reflection methodology and shows student examples.
Strong performers and successful reformersEduSkills OECD
The yardstick for success is no longer improvement by national standards alone but the best performing education systems
Andreas Schleicher
Special advisor to the Secretary-General on Education Policy
Head of the Indicators and Analysis Division, EDU
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
1. Teaching and Learning with Technology
Designing and Planning
Technology Enhanced Instruction
Chapter 2
Allyn and Bacon 2002
Teaching and Learning with Technology
2. What is the Learning Environment?
• The learning environment includes all
conditions that impact the learner
• Physical space and its characteristics can
impact learning
• Dunn and Dunn’s research suggests different
aspects of the physical space appeal to
different learning styles
Allyn and Bacon 2002
Teaching and Learning with Technology
3. What is the Learning Environment?
• Non physical aspects of the learning
environment include:
• Teaching strategies selected by teachers
• Technologies selected to support instruction
• Plan for interaction among students
• Assessment strategies
• Attitude and role of the teacher in the learning
process
Allyn and Bacon 2002
Teaching and Learning with Technology
4. Why Is Planning Important?
• To build the best possible learning
environment, all aspects of it must be
planned
• A systems approach to planning calls for a
step-by-step process that
designs, creates, evaluates and revises all
aspects of instruction
• The Design-Plan-Act! (D-P-A) system
ensures all necessary steps are addressed
Allyn and Bacon 2002
Teaching and Learning with Technology
5. Instructional Planning
The DESIGN Phase
• The Design phase allows the teacher to take
a strategic look at the delivery of instruction
• In this phase, the broad steps necessary are
considered and refined
• An instructional design model is often used in
this phase to ensure no steps are missed
• The Dynamic Instructional Design (DID)
model will assist you in creating your design
Allyn and Bacon 2002
Teaching and Learning with Technology
6. The DID Model
KNOW THE
LEARNER
STAT E
YOUR
OBJECTIVES
ESTABLISH
THE
LEARNING
ENVIRONMENT
IDENTIFY
TEACHING AND
LEARNING
STRATEGIES
IDENTIFY
AND
SELECT
TECHNOLOGIES
SUMMATIVE
EVAULATION
Allyn and Bacon 2002
Teaching and Learning with Technology
7. The DID Model
Know the Learner
• To identify the instruction necessary, you must
first know the people you are teaching
• You should consider:
• Physical and cognitive developmental stage
• Cultural and language differences
• Incoming skills and current knowledge base
• Personal characteristics (learning
styles, dominant intelligences, etc)
• Group characteristics and dynamics
Allyn and Bacon 2002
Teaching and Learning with Technology
8. The DID Model
Articulate your Objectives
• Performance objectives state what the student
will be able to DO at the conclusion of instruction
• Performance objectives have 4 components:
• The Stem
• The Target Performance
• The Measurement Conditions
• The Criterion for Success
• Example: The student will be able to identify the
subject and verb in a sentence written on the
board with 95% accuracy.
Allyn and Bacon 2002
Teaching and Learning with Technology
9. The DID Model
• Objectives should address different levels of thinking
• Blooms Taxonomy offers a guide for six levels of
cognition
• Knowledge – Recall of facts
• Comprehension – Interpreting facts
• Application – Apply information to new situations
• Analysis – Recognizing components within data
• Synthesis – Creating new ideas for the data
provided
• Evaluation – Making thoughtful value judgments
Allyn and Bacon 2002
Teaching and Learning with Technology
10. The DID Model
Establish the Learning Environment
• Adjust the physical space to support learners
• Encourage and support a positive climate that
includes a feeling of safety, confidence, and
positive attitude
• Prepare to keep learners active and engaged
• Prepare well organized and articulated lesson
plans
Allyn and Bacon 2002
Teaching and Learning with Technology
11. The DID Model
Identify Teaching and Learning Strategies
• Decide upon the methods that are most likely to
help the stated objectives
• Utilize the steps of the Pedagogical Cycle to help
determine strategies
• The steps of the Pedagogical Cycle include
• Providing pre-organizers
• Using motivators
• Bridging to past knowledge
• Sharing objectives and expectations
Allyn and Bacon 2002
Teaching and Learning with Technology
12. The DID Model
Identify Teaching and Learning Strategies
• The steps of the Pedagogical Cycle also
include
• Introducing new knowledge via varied teaching
methods
• Reinforcing knowledge
• Providing practice experiences
• Offering a culminating review
Allyn and Bacon 2002
Teaching and Learning with Technology
13. The DID Model
Identify and Select Support Technologies
• Determine which technology tools will build
the desired learning environment
• Examine technology options
• Evaluate appropriateness of the technologies
under consideration
• Experiment with the technologies selected
Allyn and Bacon 2002
Teaching and Learning with Technology
14. The DID Model
Evaluate and Revise the Design
• You have already adjusted continually
throughout the DID model in response to
formative feedback
• Summative feedback is the evaluation that
occurs at the end of the process
• Using the feedback from this final
evaluation, revise the design to make it even
better
Allyn and Bacon 2002
Teaching and Learning with Technology
15. Instructional Planning
The PLAN Phase
• Once you have completed your design, it is
now time to PLAN your lessons
• Lesson Plans provide day-to-day snapshot of
what will happen in the classroom
• Each component of the lesson plan grows out
from a component of the design so they will
parallel each other
Allyn and Bacon 2002
Teaching and Learning with Technology
16. Instructional Planning
The PLAN Phase
The essential components of the Lesson Plan
include
• Readying the Learners
• Target specific daily objectives
• Prepare the lesson
Prepare the classroom
Detail the steps of the Pedagogical Cycle
Identify technologies and materials
Check for success
Allyn and Bacon 2002
Teaching and Learning with Technology
17. Instructional Planning
The ACT Phase
• Once you have completed your lesson plan, it
is now time to take ACT to get ready to teach
• The Instructional Action Plan (IAP) is your
lesson’s To-Do list
• The IAP will detail everything you need to do
in order to carry out your planned lesson
successfully
Allyn and Bacon 2002
Teaching and Learning with Technology
18. Instructional Planning
The ACT Phase
• The Instructional Action Plan includes
• Identifying learner preparation activities
• Getting the classroom ready
• Preparing all teaching and learning materials
• Creating your personal prompts
• Practice with your support technologies
• Preparing your formative and summative
feedback tools
• Preparing follow-up activities
Allyn and Bacon 2002
Teaching and Learning with Technology
19. Planning for Technology in
Teaching and Learning
Remember…
• Technology is a tool that supports your
design and your plans
• Technology should make it possible to
something done before better or make it
possible to do something that wasn’t
previously possible
• Many technologies are available, choose
wisely and well
Allyn and Bacon 2002
Teaching and Learning with Technology