MAKING THE SHIFT: FROM CLASSROOM TO ONLINE COURSE DESIGN: SESSION 3

Patricia McGee, PhD and Veronica Diaz, PhD

Themes from Day 2

Introduction

1. Determining technology's instructional functions1a. Introduce and present material1b. Support the learner's interaction with content, each

other, instructor, and resources1c. Assist the learner in constructing knowledge1d. Allow learner to practice1e. Assess learner's achievement

2. Mapping instructional technology tools to learning outcomes

1. DETERMINING TECHNOLOGY'S INSTRUCTIONAL FUNCTIONS

Affordances of Web 2.0?

• Web-based application,

• Typically free to the user,

• Can support collaboration and interaction,

• Highly responsive to the user

POLLWhich do young adults spend most time doing?

1. Social network2. Posting/sharing pictures3. Downloading music4. IM/texting

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

Think about Your Project

How can Web 2.0 support learning?Where do possible challenges lie?

Tools by Name

Tools by Instructional Application

http://elearningtools.wetpaint.com/

1A. INTRODUCE AND PRESENT MATERIAL

Strategies to…

Introduce Material• Anticipatory Set• Advance Organizer• Outline• Novel situation, event,

phenomenon

Present Information• Lecture quips• Primary data• Historical records• Previous student prese

ntations• Examples

examples

1B. SUPPORT THE LEARNERS INTERACTION WITH CONTENT, EACH OTHER, INSTRUCTOR AND RESOURCES

Interaction with content

Specific to Subject• Disciplinary skills• Processes• Documentation• Primary data• Secondary data

Types of Interaction• Manipulation• Simulation• Experimentation• Revision• Contribution

examples

Data Masher

Interaction between students

• Collaboration• Cooperation• Critique• Ranking/rating

examples

Interaction with instructor

Our ideas• Office hours• Critiquing• Scaffolding• Demonstrating• Modeling

Your ideas?• Post in chat

examples

Interaction with resources

Specific to Subject• Primary Data

Repositories• Virtual Worlds• Data Calculators

Types of Interaction• Research• Contributions• Verification/

Corroboration

examples

Renaissance Island

1C. ASSIST THE LEARNER IN CONSTRUCTING KNOWLEDGE

Strategies

Our ideas• Competitions• Debates• Projects• Cases

Your ideas?• Post in chat

examples

1D. ALLOW LEARNER TO PRACTICE

Strategies

Our ideas• Field experiences• Simulated experiences• Role play

Your ideas?• Post in chat

examples

1E. ASSESS LEARNER’S ACHIEVEMENT

Provide multiple and alternative modes of assessments

Strategies

Our ideas• Portfolio• Peer critique• Self-assessment• Reflection• Storytelling

Your ideas?• Post in chat

examples

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

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

Breakout Activity

1. You will be divided into 6 groups and placed into breakout rooms.

2. You will chose a SCRIBE who will record the groups conclusions.

3. You will chose a LEADER who will moderate the discussion.

4. You select ONE of the following tools to discuss:1. Blogs2. Wikis3. Google Applications

5. Use Page 1 of the handout Web 2.0 Checklist to evaluate the tool you have been assigned.

6. Be prepared to share the results of your evaluation. What did you learn?

Web 2.0 checklist

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

2. MAPPING INSTRUCTIONAL TECHNOLOGY TOOLS TO LEARNING OUTCOMES

Assessment & Bloom’sProcesses Tools Attributes

Remember Recognizing, recalling Visual/Text/Audio stimuli, selecting, feedback

Understand Interpreting, classifying, comparing, summarizing, explaining

Sorting, tagging, labeling, entering, selecting

Apply Executing, implementing Manipulating, entering, feedback

Analyze Differentiating, organizing, attributing

Selecting, grouping, altering, tagging, labeling

Evaluate Checking, critiquing Commenting, entering, responding

Create Generating, planning, producing Adding, generating, combining, publishing

Example: Creating

TeamActivity

1. What tool (s) are you considering for your course?

2. Reference Page 4 of the handout Pedagogy + Technology Matrix.

3. At what level of Bloom's does your technology work? How can your tool be used to assess student learning?

4. NOTE: Be prepared to share an assessment idea in the chat.

What works for learning?

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

Assignment

1. Given your module, review your design and select at least five tools that could be used in a lesson, activity, assignment, or assessment.

2. Using your completed Session 2 Assignment revise and enter your tools.

3. Post to Course Site Session 3 Assignment.