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Drew Parker, Faculty of Business Administration Cher Hill, MA Student, Faculty of Education Simon Fraser University Burn

The Impact of Instructional Design Methodology on Achievement in Alternative Course Delivery Formats: Two Field Evaluations http://parker.bus.sfu.ca/webnet/webnet99.ppt. Drew Parker, Faculty of Business Administration Cher Hill, MA Student, Faculty of Education Simon Fraser University

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Drew Parker, Faculty of Business Administration Cher Hill, MA Student, Faculty of Education Simon Fraser University Burn

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  1. The Impact of Instructional Design Methodology on Achievement in Alternative Course Delivery Formats:Two Field Evaluations http://parker.bus.sfu.ca/webnet/webnet99.ppt Drew Parker, Faculty of Business Administration Cher Hill, MA Student, Faculty of Education Simon Fraser University Burnaby, British Columbia, Canada Vivian Rossner-Merrill University of Waterloo, Ontario, Canada

  2. Introduction • The Parameters: • Format • Place-Based • Virtual Seminars • Learning Objective • Technique • Concept • Learning Models • Congnitive Flexibility • Problem Solving • Dual Coding

  3. Interactive, Online Tools to Support Virtual Seminars • Seminar / Conferencing Support • FirstClass • Virtual University • Web Resources • html • Interactive ‘Chat’ Facilities • The Palace (http://www.thepalace.com)

  4. Two Projects from the LohnLab • LohnLab for Teaching Technologies • http://www.sfu.ca/lohnlab • Facilitator: • for course design • for technology selection • implementation support • meeting instructional objectives

  5. Course One • Introduction to Educational Psychology • The Parameters • Course Description • Learning Objectives • Learning Models • Situated Learning Theory • Collaborative Learning

  6. Course One • Introduction to Educational Psychology • Internet Resources • Conferencing System • Web Resources

  7. Course One • Introduction to Educational Psychology • Hypotheses

  8. Course Two • Systems Analysis and Design • Place Based and Virtual Formats Offered • Learning Objectives • Conceptual • roles, steps, and procedural challenges • Technique-Oriented • charts, graphs, exhibits, models

  9. Redesign • Redesign into three models of instruction • Cognitive Flexibility • control group • Problem Solving • increasingly challenging problem sets to solve • Dual Coding • Text • Graphics • Audio Support

  10. Hypotheses • Cognitive Flexibility • Highest Conceptual Scores • Problem Solving • Highest Confidence Scores • Dual Coding • Highest Technique Ability • Virtual versus Place-Based • Virtual will see technique abilities improve • Place-based will see conceptual abilities improve

  11. Research Objectives • Improved Fit Among: • Format of Offering • Learning Objectives • New Design Alternatives • Mixed Modes • Multimedia Offerings

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