Using Technology to Foster Instruction:

1. “Information is not instruction." it has always been too easy to become enamored with the "technology" portion of technology-based training - at the expense of proper design and learning outcomes. David Merrill

2. Using Technologyto Foster Instruction: Structuring Opportunities to Learn

3. Premise Instruction involves a two way process to communicate information and establish expectations of performance!

4. Start here Start here

5. Instruction as communication What important elements were missing that would have ensured more effective communication? Questions Points of reference Formative Feedback Response Guidance

6. Instruction as identification of outcome performance What important elements were missing that would have ensured optimum performance? Questions Points of reference Purpose Formative Feedback Response GuidancePerformance Outcome

8. Preparing the student for learning Response Guidance The process whereby one helps to prepare the learner for performance or comprehension Formative Feedback The process of ongoing feedback on the level of student performance and comprehension How might we use technology to support this process? ~

9. Which of the following activities would be an example of response guidance? • Providing relevant examples of the concept being discussed • A classroom pencil and paper quiz • A final exam • A written assignment

10. Which of the following would be an example of formative feedback in instruction • An in class or on line discussion • A mid term exam • A take home assignment • A hypothetical question to stimulate thinking

11. The communication exercise we did earlier is an example of a • Formative feedback exercise • Response guidance exercise • Exercise of futility • Aerobic exercise

12. Michael Orme , U of T

13. What elements in your course design address these critical learning points? Critical Learning Points

14. Instructional Resources Powerpoint Website Entry Level Textbook Homework Online discussions

15. Instructional Resources for Entry Level Powerpoint Website Textbook Homework Student enters at higher competency level

16. Introduction Faculty Outline Due dates Links Fred Curriculum Home

17. Instructional Resources Powerpoint Website Resources were more to support my teaching than student learning. I was better able to present the information but….. Information is not instruction Text Homework

18. Instructional Resources Powerpoint A.V. Initial Engagement Discussion

19. What issues of

20. Ultra sound

21. What elements in your course design address this critical learning point? Discussion – onlineQuiz - CPS Process PhaseExercisesProbes Critical Learning Points

23. Organizing content of Web Sites, Presentations, Discussions • Slow down the presentation of new information to focus on • Clarification – Rephrase - Recall - Expand - Illustrate ( example ) • Critical Awareness - Opposite - Contingency - Cause / Effect • Relation • - Comparison - Relationship • 4. Prediction - What if……… • * These processes do not occur as the final outcome of accumulated information

24. Recommitment Phase Critical Learning Points

25. Outcomes when student marginalizes instruction And when instructor does not maximize instruction

26. Michael Orme , U of T Instructional Resources Evaluation Performance Outcome

27. Not loose interest Engage sooner Peak more often Higher entry level Successfullydemonstrate outcomes

28. Maximizing Elements of Instruction The student must consider each element essential for effective learning.

29. Dissociative Identity Disorder Axis I - Dissociative Disorder Involves the presence of two or more distinct identities or personalities in a single individual. Individual identities or personality states recurrently take control of the person's behaviour Inability to recall extensive personal information

30. Dissociative Identity Disorder Axis I - Dissociative Disorder Involves the presence of two or more distinct identities or personalities in a single individual. Individual identities or personality states recurrently take control of the person's behaviour Inability to recall extensive personal information Name of DisorderAxis of Classification Classification - Primary grouping & Sub groupingGeneral DefinitionElements of the Disorder Characteristics Onset, Course Prevelence in Childhood & AdolescenceSystems of Influence  Conceptual System     Etiology     Method of Identification     Predominant TreatmentDisorder DifferentiationComorbidityApplication - Behaviour Management,                    Therapeutic Programming,                    Counselling

31. Using Technology to prepare the student for learning Response Guidance Website Powerpoint Participating in Discussion Threads Probes AV Support Presentations – computer or oral Guest speakers * Key is to provide elaboration of concept or skill and establishment of standard for the learner

32. Using Technology to prepare the student for learning Formative Feedback Probes CPS Discussions ExercisesSimulations * Key is to generate information concerning the level of student comprehension and performance.