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Making the Shift: From Classroom to Online Course Design: Session 3

Patricia McGee, PhD and Veronica Diaz, PhD. Making the Shift: From Classroom to Online Course Design: Session 3. Themes from Day 2. Introduction. Determining technology's instructional functions 1a. Introduce and present material

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Making the Shift: From Classroom to Online Course Design: Session 3

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  1. Patricia McGee, PhD and Veronica Diaz, PhD Making the Shift: From Classroom to Online Course Design: Session 3

  2. Themes from Day 2

  3. Introduction • Determining technology's instructional functions 1a. Introduce and present material 1b. Support the learner's interaction with content, each other, instructor, and resources 1c. Assist the learner in constructing knowledge 1d. Allow learner to practice 1e. Assess learner's achievement • Mapping instructional technology tools to learning outcomes

  4. 1. Determining technology's instructional functions

  5. Affordances of Web 2.0? • Web-based application, • Typically free to the user, • Can support collaboration and interaction, • Highly responsive to the user

  6. POLL Which do young adults spend most time doing? • Social network • Posting/sharing pictures • Downloading music • IM/texting

  7. Grunwald, P. (2007). Kids' Social Networking Study. Grunwald Associates, 2007. http://www.grunwald.com/

  8. Think about Your Project How can Web 2.0 support learning? Where do possible challenges lie?

  9. Tools by Name

  10. Tools by Instructional Application

  11. http://elearningtools.wetpaint.com/

  12. 1a. Introduce and present material

  13. Strategies to… Introduce Material Present Information Lecture quips Primary data Historical records Previous student presentations Examples • Anticipatory Set • Advance Organizer • Outline • Novel situation, event, phenomenon

  14. examples

  15. 1b. Support the learners interaction with content, each other, instructor and resources

  16. Interaction with content Specific to Subject Types of Interaction Manipulation Simulation Experimentation Revision Contribution • Disciplinary skills • Processes • Documentation • Primary data • Secondary data

  17. examples Data Masher

  18. Interaction between students • Collaboration • Cooperation • Critique • Ranking/rating

  19. examples

  20. Interaction with instructor Our ideas Your ideas? Post in chat • Office hours • Critiquing • Scaffolding • Demonstrating • Modeling

  21. examples

  22. Interaction with resources Specific to Subject Types of Interaction Research Contributions Verification/Corroboration • Primary Data Repositories • Virtual Worlds • Data Calculators

  23. examples Renaissance Island

  24. 1c. Assist the learner in constructing knowledge

  25. Strategies Our ideas Your ideas? Post in chat • Competitions • Debates • Projects • Cases

  26. examples

  27. 1d. Allow learner to practice

  28. Strategies Our ideas Your ideas? Post in chat • Field experiences • Simulated experiences • Role play

  29. examples

  30. 1e. Assess learner’s achievement

  31. Provide multiple and alternative modes of assessments

  32. Strategies Our ideas Your ideas? Post in chat • Portfolio • Peer critique • Self-assessment • Reflection • Storytelling

  33. examples

  34. Challenges of Web 2.0 • Learner skills, abilities and access • Instructor demands and workload • Affordance of the technology • Effort required to assess use of technology

  35. What NOT to do • Require a different or separate assessment for each use of tool • Assume the learner knows what to do • Assume the fun factor over rides the learning requirements

  36. Breakout Activity • You will be divided into 6 groups and placed into breakout rooms. • You will chose a SCRIBE who will record the groups conclusions. • You will chose a LEADER who will moderate the discussion. • You select ONE of the following tools to discuss: • Blogs • Wikis • Google Applications • Use Page 1 of the handout Web 2.0 Checklist to evaluate the tool you have been assigned. • Be prepared to share the results of your evaluation. What did you learn? Web 2.0 checklist

  37. Key Points for Web 2.0 Tools • Keep the learner in the forefront • Select tools that are easy to use • Make sure the tool supports the objective • Test tools for usability

  38. 2. Mapping instructional technology tools to learning outcomes

  39. Assessment & Bloom’s

  40. Example: Creating

  41. TeamActivity • What tool (s) are you considering for your course? • Reference Page 4 of the handout Pedagogy + Technology Matrix. • At what level of Bloom's does your technology work? How can your tool be used to assess student learning? • NOTE: Be prepared to share an assessment idea in the chat. What works for learning?

  42. Key Points for Mapping Outcomes • Keep the outcome at the forefront • Make sure the tool supports the objective • Consider level of thinking required in use of a tool

  43. Assignment • Given your module, review your design and select at least five tools that could be used in a lesson, activity, assignment, or assessment. • Using your completed Session 2 Assignment revise and enter your tools. • Post to Course Site Session 3 Assignment.

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