appendix presentation

8/9/2019 Appendix Presentation

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What is a Web Information DocumentWhat is a Web Information Document

(WID)?(WID)?

According to A. Jolliffes Handbook of Online Learning:According to A. Jolliffes Handbook of Online Learning:

It is a basis for determining feasibility of a WBL event;

A memory aid during development of the learning materials;

A basis for a project audit trail;

A consistent development methodology;

A basis for planning the materials development project.


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Working Title:

Basic electronics- A

Systems Approach


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Problem:Problem: There is no textbook for DesignThere is no textbook for Designand Technology Year 9 studentsand Technology Year 9 students

Teacher must support classroom learningby other means including daily preparationof learning materials

OpportunityOpportunity with Web supported learning:Once blended learning is implemented thegap of lack of textbooks might be bridged

PURPOSEPURPOSE


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Primary learning groupPrimary learning group

Secondary learning groupSecondary learning group


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AUDIENCEAUDIENCE

Primary learning group:Primary learning group: Thesemicroteaching sessions (made up ofthree lessons) will be implemented ina VLE under a pilot study that will be

marked by the Principles andPractices of Online Learning ModuleInstructors at the University of Ulster.

Secondary learning group:Secondary learning group: It can be

integrated at a later stage to year 9curriculum to form a web supported(blended) learning event (made up ofonline and F2F lessons) for Gymnasio

Droshias.


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Who are the Learners?Who are the Learners?

1.1. Primary learning group:Primary learning group:

Fellow students at UU (MichellesGroup)

Group size:Group size: 66

2.2. Secondary learning group:Secondary learning group:

My students at Gymnasio Droshias

Student groups are of mixed abilitymixed ability

Some students are disableddisabled (hearing,

vision impairments, epilepsy) A considerable part of the students

have learning difficulties.learning difficulties.

The group size is aroundgroup size is around 170 students170 students


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OUTCOMESOUTCOMES

Goals:Goals:

Fostering a successful learning experience in an inclusive curriculum which

is accessible by and motivating for all students

Develop into an online interactive learning educator

Objectives:Objectives:

Enable novices to electronics, in three lessons, to design simple circuits to

solve electronics problems, by applying the systems approach method

Lesson specific objectives presented in theLesson specific objectives presented in the LEARNING PROFILELEARNING PROFILE (next)(next)


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What is a learning profile?What is a learning profile?

Ablock diagramblock diagram that outlines the various topics that have to be learnt in

order for the learner to complete the learning event successfully.

Each topic of the main profile represents a general learning objective (GLOGLO)

Each topic of the sub-profile represents a specific learning objective (SLOSLO)

In this particular learning profile (although not very common) the learningIn this particular learning profile (although not very common) the learning

contents are shown as wellcontents are shown as well

Also notice the grouping of the objectives into lessonsAlso notice the grouping of the objectives into lessons


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ANALYSISANALYSIS

Topics that are going to be included in the learning event

How this learning event will need to fit with other existing events

in the programme or course of study

List of the pre- and co- requisites needed by the learner

Hours of study that are going to be included in the event

How the event is going to be delivered to the learner

Web/ part web?

Internet/ intranet/ CD ROM/ Combination?


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Topics to beTopics to beincluded inincluded in

the learningthe learningeventevent

Lesson 1:Lesson 1: Intro to electronics with the system approach (10 minute10 minute lecture on Producer) Hands-on inter-activity on Worksheet 9 (5 minutes5 minutes) (ComputerAided Assessment) Basic components (Table of components and function on Worksheet 10) (15 minutes15 minutes) Hands-on inter-activity (ComputerAided Assessment on worksheet 10) ( 5 minutes5 minutes)

Homework: Interactive task to download and learn Crocodile Clips technology program(10 minutes10 minutes)

Lesson evaluation (post on discussion forum own comments) ( 5 minutes5 minutes) Extension activity: Webquest on electricity and electronics (30 minutes30 minutes)

Lesson 2:Lesson 2: Lecture on transistor and thyristor (10 minutes10 minutes) Hands-on interactivity on worksheets 17 and 19 ( 5 minutes5 minutes)

Lecture on potential divider (Producer slides) (10 minutes10 minutes) Hands-on inter-activity on Worksheet 18 (5 minutes5 minutes) Web support tutorial on lesson two material (20 minutes20 minutes)

Homework: Test on Lesson 2 (10 minutes10 minutes) Extension activity: Webquest on lesson 2 material (30 minutes30 minutes)

Lesson 3:Lesson 3: Recap on lessons 1 and 2 (text orMS producer slides) (5 minutes5 minutes) Hands-on inter-activity on crocodile technology (10 minute10 minute) Web exercise on www.dtonline.org.uk(10 minutes10 minutes)

Hands-on inter-activity on worksheet 20 (15 minutes15 minutes) Revision questions on GCSE bytisize web site (5 minutes5 minutes) Extension activity: Webquest on basic electronics (30 minutes)30 minutes)

Session evaluation:Session evaluation: Session evaluation quiz (10 minutes10 minutes) Complete evaluation rubric (10 minutes10 minutes) Extension activity: Students to post comments on discussion forum (15 minutes15 minutes) Interactive chat with tutors presence for instructors evaluation (20 minutes20 minutes)

Feedback from instructor on students grade (file download) (5 minutes5 minutes)

Total time:Total time:Lessons: 130 minutes

Homework: 20 minutesExtension activities: 90 minutes

Evaluation: 65 minutes


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How this learning event will need to fit with other existingHow this learning event will need to fit with other existingevents in the programme or course of studyevents in the programme or course of study

For primary Audience:

Stand alone learning event

Interdependent lessons -progressionprogression (lesson 3 on lesson 2

and 1, lesson 2 on lesson 1)

For secondary audience:

Within electronics unit

Compressed unit into the threelessons (from 12 lessons to 3)

Serves forrevision purposesrevision purposes


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List of the preList of the pre-- and coand co-- requisites needed byrequisites needed bythe learnerthe learner

Pre-requisites

English language

What is electricityhttp://www.amasci.com/miscon/whati

s.html

How electricity workshttp://www.google.com/search?hl=en&lr=&oi=defmore&q=define:electricity

Co-requisites

Downloaded Crocodile Technology fromhttp://www.crocodile-clips.com/s3_1.jsp


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Hours of study that are going to be included inHours of study that are going to be included inthe eventthe event

1 hour for each lesson: 30 minutes study 15 minutes homework 5 minutes evaluation and

feedback (Plus 30 minutes extension activities

for keen learners)

Plus 1 hour forMT sessionevaluation

Total 4 hours for the wholelearning event

(or 5 hours with extension activities)


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How the event is going to be delivered to theHow the event is going to be delivered to thelearnerlearner

For primary audience:

Totally online through a VLE

For secondary audience: Web supported (blended) learning

Access from home only

Transferred on schools PCsthrough CD (updated daily for

discussion forums Different classes will communicate

discussion on the same PCs


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DESIGNDESIGNDESIGNDESIGN

1. Instructional Strategies (approach)

2. Learning Materials Appropriateness

Readability

Format

1. Instructional Strategies (approach)

2. Learning Materials Appropriateness

Readability

Format


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Macro-level

} Introductory level (Lesson 1) By transmission:

} Knowledge, comprehension related surface learning

} Behavioral activities (motivation aiming testing). Micro-level

} Advanced level (Lesson 2) By transaction:

} Application and analysis related strategic learning (emphasis in meta-cognition)

} Scaffold activities. Micro-level

} Expert level (Lesson 3) By transformation:

} Synthesis end evaluation related deep learning} Constructivist activities. Micro-level

The instructional approachThe instructional approach


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Lesson 1:Lesson 1:

TRANSMISSIONTRANSMISSION

(introductory level)(introductory level)

Lesson 2:Lesson 2:

TRANSACTIONTRANSACTION

(advanced level)(advanced level)Lesson 3:Lesson 3:

TRANSFORMATIONTRANSFORMATION

(expert level)(expert level)

Indicative graphical representation of the breadth of learning objectives (levels of learning)Indicative graphical representation of the breadth of learning objectives (levels of learning)

with respect to learners characteristics, autonomy, approaches, delivery methods andwith respect to learners characteristics, autonomy, approaches, delivery methods and

tasks.tasks.


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How is each instructional strategy (Transmission, Transaction, Transformation)interpreted into web learning activities?

How is each instructional strategy (Transmission, Transaction, Transformation)interpreted into web learning activities?

Tools I have in hand:

Search engines

Downloadable files (presentations, documents, pdf, images, videos, audio

files, java, interactive animations) Downloadable executables (electronic simulation software, plug-ins)

Web discussions (chats, forums, email, video conferencing, messengers)

Web pages (hyperlinks, html pages etc)

File sharing utilities

Whiteboard


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E-moderating Activities (instructional

strategies at micro-level, relating to lesson

objectives)

Reading} From text on html page

} From slideshow presentations

} From following hyperlinks

} From interactive animated applications

Writing} On note taking utility

} On interactive quizzes

} On word editor (own pc)

} On chats

} On discussion forums

Interacting} Hyperlinks

} Quizzes

}

Chats} Discussion forums

} Navigating

} Calendar

} Downloaded electronics simulationprogramme

} Video conferencing

} Streaming video/ audio

}

MS

Producer 2003

Communicating} Chat

} Discussion forum

} Messenger

} Video/ audio conferencing

} Email

}

New

sletter/ listserv

Problem Solving} Group activities

discussion forums email, video conferencing, messenger

} Project work web expeditions web contests

} Mind Map tools Downloaded software for flowcharting etc.

} Role playing Video conferencing/audio chat


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Introductory level- Lesson 1

Knowledge, comprehension

objectives related to surface

learning:

}} To analyse the parts of aTo analyse the parts of a

systemsystem

}} To recognize and draw theTo recognize and draw thesymbols of input, outputsymbols of input, output

and process componentsand process components

} Behavioral activities

(motivation aiming testing).

Micro-level

ReadingReading

} From text on html page

} From following hyperlinks

}} Watching a slideWatching a slide

presentation or a lecturepresentation or a lecture

Writing

} On word editor (own pc)

} On discussion forums InteractingInteracting

} Hyperlinks

} Discussion forums

} Navigating

CommunicatingCommunicating

} Discussion forum

} Email

Problem SolvingProblem Solving

} discussion forums

} email,

} Webquests

Mind Map toolsMind Map tools

}} Downloaded softwareDownloaded software forflowcharting etc.

applicable

recommendedrecommended

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