Designing Educational/Instructional Technology: hands-on from the field

1. Designing Educational/Instructional Technology: hands-on from the field Dept of Computer Science University of Victoria Mary Sanseverino Feb 13, 2003

2. Goals: • Overview Instructional Technology in Theory and Practice • Examine how IT fits into the curriculum • Is there a disconnect? • Models we might use. • How GILD is doing it. • Let’s do it! • Let’s go orthogonal.

3. Instructional Technology / Educational Technology: Definitions • Instructional Technology is the theory and practice of design, development, utilisation, management, and evaluation of processes and resources for learning. Seels, B.B. & Richey, R.C. (1994). Instructional technology: The definition and domains of the field. Washington, DC: Association for Educational Communications and Technology. • Interdisciplinary: • cognitive psychology, social psychology, psychometrics, perception psychology, management, software engineering.

4. What is IT (in theory)? Performance Problem Situational Assessment Evaluation & Revision Goal Analysis Materials Development Instructional Strategy Development M. Tessmer and J. Wedman, (1992)"The practice of instructional design: A survey of what designers do, don't do, an why they don't do it.” American Educational Research Association.

5. What is IT (in practice?) Uses of Instructional Technology: A Survey of Student Views and Experiences (2002). UMass, Amherst. <http://www.umass.edu/oapa/assessment/instruct_tech_in_courses.pdf>

6. How does IT fit the curriculum? • Is there a disconnect? • What tools can we use to bridge these gaps? • Models • Goals • Evaluation methods • Examples? • The GILD project.

7. Learning and Assessment Model:The task-activity cycle Activity loop Actual learning outcomes Proposed learning outcomes Activity Task Setting learning goals Revised activity Feedback instructor peers self AssessmentAdditional learning not assessed From Integrating Technology in Learning and Teaching. Maier & Warren, 2000 Assessment Methods

8. Setting Learning Outcomes and Objectives At the end of this module you will be able to: 1).Understand how BC’s Recall Initiative Act works. 2).List the components of the Act 3).Demo/explain the use of the act for different purposes 4).Judge and evaluate the how appropriate the act is. 5).Judge and evaluate how effective the act is. 6).Create a Professor Recall Initiative Act. At the end of this module you will understand the use and ramifications of BC’s Recall Legislation. Learning Outcome Learning Objectives

9. Summative Formative Words Emphasis on Feedback Useful for Generic Skills Student Learning End-Point Numerical High Stakes Must be Reliable Assessment Methodologies • Criterion-referenced Assessment: • To prove you are competent to lead the bike tour, take your bike apart and put it correctly back together. • Norm-referenced Assessment: • To prove you are the most competent one to lead the bike tour, take apart and put back together as many bikes as possible.

10. The GILD example • Building a curriculum-based Integrated Learning and Development environment for first year CSC courses. • How? • Problem recognition • Dimensions of the problem • Mind Map • Determining process • Steeped in dimensions • Workshop

11. The GILD Example: Workshop Process • Pre-workshop: • identifying your personal objectives • Sketch what you think would be the key features • Part 1: Create a landscape of the broad nature of the project: • List stakeholders, • summarize broad, high-level goals, • map out our expertise to these goals • 2-3 year vision • Part 2: Narrowing the focus • What are constraints? • Select specificgoals • Prioritize the goals • Determine key research questions • Part 3: Chart our course • detail softwarerequirements • select ourroles

12. Workshop outcomes

13. Let’s do it ourselves • Tools: • Learning problems • Learning styles • Bloom’s Taxonomy • IT matrix

14. Problem Solving: How do you think? The Block Problem: • Visualisation • Draw a picture • Mathematically • How did you do it? • Were you successful on the first or second attempt? • Did you use more than one strategy? (ie. Visualise and deduce that blocks have eight corners)

15. How do you think? The Sticks Problem: • Visualising • Drawing • Manipulating Objects • If you manipulate objects: • Be aware of how it feels to do solve the problem this way. • Are you carrying on a verbal dialogue (verbalizing)? .

16. How do you think? The Who Did It problem: • In this problem only one statement is true. Determine from the information given who did it? • A said, "B did it." • B said, "D did it." • C said, "I did not do it." • D said, "B lied when he said I did it." • Verbal/Logical solution Easy to confuse the information statement with the problem statement: Many learners try to figure out which statement is a true, rather than which person is guilty.

17. How do you think? • Begin by assuming A is guilty, determine if it is the case that only one statement is true, then assume B is guilty, and so on until you find that only one statement is true.(This method is most common for those who do solve the problem, and will result in a correct answer) • If you noticed that since only one statement is true and C says that he didn't do it, one need only discover that one of A, B, or D is telling the truth to establish that C is guilty (if A, B, or D is true, C is false; thus C did it). Since B and D contradict each other, only one of them can be true. Since we've found one true statement (it doesn't matter whether it's B or D), we can deduce that C did it.(A more efficient, but often overlooked strategy). The Who Did It problem continued:

18. Determining Your Learning Styles • Principles of Thinking Styles • ACTIVE AND REFLECTIVE LEARNERS • Characterise and Active Learner. • Characterise a Reflective Learner. • SENSING AND INTUITIVE LEARNERS • Characterise a Sensing Learner. • Characterise an Intuitive Learner. • VISUAL AND VERBAL LEARNERS • Characterise a Visual Learner. • Characterise a Verbal Learner. • SEQUENTIAL AND GLOBAL LEARNERS • Characterise a sequential learner. • Characterise a global learner.

19. GOALS WHY ACTIVITY Scenario To put the Act in some context. Students comprehend the intricacies better if they understand the context. Explain/understand the history behind BC’s Recall Initiative Act Students write a program without a repetition structure. KNOWLEDGE Demo/explain different uses of the Act. Students role play various players required in the Act. APPLICATION To further define context. To get the students thinking of legislation as a problem-solving tool. Discuss why, when, and how one might want to use the Act. Pros and cons. Ask students to develop a just Professor Recall Initiative Act. SYNTHESIS Examine and evaluate the efficacy of two different uses of the Recall Initiative Act in BC. To develop critical thinking skills. Conduct a formal debate on the current Recall case. ANALYSIS

20. Orthogonal • Using the learning matrix to evaluate IT. • How?