Edct 551 week 1 chapters

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

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

Why Online Learning?
 Pressure on schools to provide more
courses
 Homeschooling Competition
 What are some others?

National Educational
Technology Plan
Access
Teacher training
Funding
Meet NCLB
Quality measures for
accreditation standards

Good and Bad of
Online Learning

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)

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

Instructional Design Principles
1. Frequency of interaction
 Engagement

n Complexity of interaction
 Simple recognition
 Recall
 Comprehension
 Problem solving
 Knowledge construction

4. Feedback content and quality
 Diagnostic, remediation, more is better

5. Balancing comprehension and significance
 Personal stake in learning
 Complex information with simple information

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)

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

Blooms Taxonomy & MI

 http://www.nwlink.com/~Donclark/hrd/bloom.html

 Bloom’s with Technology

 Demonstrates Matrix for the development of
differentiated projects

Understanding by Design (UBD)
 UBD Course Plan
 Understandings
 Essential questions
 Course goals
 Student knowledge and actions
 Knowledge, skills and dispositions
 Performance tasks
 Learning Plan

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

 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

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

 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

 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

 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

Who will build the course?
 Instructor
 Coordinator
 Learner liaison
 Instructional Designer
 Graphic Designer
 Technology Personnel
 Resource Personnel
 Administrative Personnel

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

Know thy audience!
 Backgrounds
 Needs
 Characteristics
 Expectations of the learners
 Diversity issues including special
needs
 Cognitive abilities

Learn about the teaching
environment
1. 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

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

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

 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.

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

 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?

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

Learning Communities
 Instant Messenger
 Dialogue
 Be flexible and be prepared for the
unexpected
 Cohort communities

Edct 551 week 1 chapters

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