the infusion of ict into curriculum delivery
DESCRIPTION
&. The Infusion of ICT into Curriculum Delivery. Welcome. Facilitator:Mary Ann Chaitoo Email: [email protected] [email protected]. Usernames and Passwords. PC Logon Username:lab5s1 – lab5s21 Password:public1. Safety Moment. - PowerPoint PPT PresentationTRANSCRIPT
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THE INFUSION OF ICT INTO CURRICULUM
DELIVERY
&
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Usernames and Passwords
PC Logon Username: lab5s1 – lab5s21Password: public1
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Safety Moment
What would you do if you saw a person, a total stranger, being attacked by another person?
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Educational Technology
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Educational Philosophy
Three main theoretical schools or philosophicalframeworks have been present in the educationaltechnology literature.
These are: – Behaviorism– Cognitivism– Constructivism
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Bloom's Taxonomy is a classification of learning objectives within education.
Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Within the taxonomy learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels (Orlich, et al. 2004). A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.
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Educational Technology
Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.
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BenefitsEducational technology is intended to improveeducation over what it would be withoutTechnology:
• Easy-to-access course materials. • Student motivation. • Wide participation. • Improved student writing. • Subjects made easier to learn.
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Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.
Instructional Design
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Instructional Problem
• The instructional design process begins with the identification of an instructional problem or need.
• A need is defined as a gap between what is expected and the existing conditions.
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Types of ID models
• Conceptual model - is ‘descriptive and experience-based’ (Richey 1990: 124). She states that conceptual models ‘facilitate an understanding of those factors which impinge on designs and their implementation’ (Richey 1990: 131). The conceptual model ‘encompasses current knowledge, and it is flexible enough to permit the assimilation of new knowledge whenever possible’.
• Procedural model - According to Richey (1990: 124) procedural models ‘provide specific guidelines on how to carry out the design project’. They give detailed accounts of how to execute given tasks. Richey (ibid) argues that procedural models are ‘product-orientated’.
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Many ID Models
• Dick & Carey Model• Hannafin & Peck Model• Knirk & Gustafson Model• Jerrold Kemp Model• Gerlach-Ely Model• Rapid Protyping Model• Morrison, Ross and Kemp
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Six core elements that make an effective ID model:
• Determination of learner needs, problems identification, occupational analysis and competence or training requirements.
• Determination of goals and objectives.
• Construction of assessment procedures.
• Designing and selection of proper delivery approaches.
• Trying-out of instructional system.
• Installation and maintenance of the system
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The ADDIE Model
Analyze
Design
Develop
EvaluateImplement
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What is ADDIE?
• A systematic approach (model) for developing effective instruction.
• One of the most popular models in instructional design.
• Outcome of each step feeds into the subsequent step.
• Evaluation is ongoing throughout each layer of design.
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A = Analysis
In analysis stage of ID process, want to find out:– The Learning Problem.
–Who is the audience?–What are audience characteristics?– Identify the new behavioral outcome?– What types of learning constraints exist?– What are the delivery options?– What is the timeline for project completion?
Worksheet from http://citt.ufl.edu/team/PGL/modules.htm
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D = Design
• Content of the course– Subject matter analysis
• Steps of instruction– Lesson planning-writing performance objectives– Decide on Instructional Strategies
• Type of media or presentation mode– Media selection
Worksheet from http://citt.ufl.edu/team/PGL/modules.htm
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D = Development
Development of instruction based on Design:– Generate lesson plans (different from lesson planning)
and lesson materials.– Complete all media & materials for instruction, and
supporting documents.– The project is reviewed and revised according to any
feedback given.– End result is a course or workshop ready for delivery.
Worksheet from http://citt.ufl.edu/team/PGL/modules.htm
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I = Implementation• During implementation, the plan is put into
action and a procedure for training the learner and teacher is developed.
• Materials are delivered or distributed to the student group.
• After delivery, the effectiveness of the training materials is evaluated.
Worksheet from http://citt.ufl.edu/team/PGL/modules.htm
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E = Evaluation
Two related evaluations going on simultaneously in most ID situations.– Formative Evaluation– Summative Evaluation
Worksheet from http://citt.ufl.edu/team/PGL/modules.htm
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Formative Evaluation
– Going on during & between ID steps.– Purpose is to improve instruction before completed
instruction is delivered.
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Summative Evaluation
– Usually occurs after instruction completed & implemented.
– How much & how well did students learn? – How well did course or workshop work?
• Does it need modification before being presented again?• What needs changing? Content? Instruction? Media?
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Weblogs
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Weblogs
• What are weblogs or blogs?
• Purpose of blogs.
• How to create a blog?
http://moeictintegrationintheclassroom.pbworks.com/Blogs
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Weblogs or Blogs
A Weblog is an easily created, easily up-dateable Website that allows an author (or authors) to publish instantly to the Internet from any Internet connection.
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Weblogs
• Not built on static chunks of content.
• They are comprised of reflections and conversations that in many cases are updated every day.
• Blogs engage readers with ideas and questions and links. They ask readers to think and to respond. They demand interaction.
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The Pedagogy of Weblogs
• Constructivist activity.• Expand the walls of the classroom.• Archive the learning that teachers and students do.• Democratic tool that supports different learning
styles.• Enhance the development of expertise.• Teach students our new literacies.
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A new writing genre
• Connective writing– A form that forces those who do it to read carefully and
critically, that demands clarity and cogency in its construction, that is done for a wide audience, and that links to the sources of the ideas expressed.
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Wiki vs Blog1. A collaborative website which can
be directly edited by anyone with access to it.
2. Knowledge comes from community of dozens or even thousands of topic experts.
3. Grows rapidly at all hours of the day. Articles constantly change and continuously updated.
4. Discussions can take place on pages or in the discussion forum (at least in Wetpaint wikis).
5. Spam policed by the community.
1. A personal or corporate website in the form of an online journal, with new entries appearing in sequence as they are written.
2. Knowledge limited by single person or few bloggers of the site.
3. Grows slowly, one post at a time.
4. Discussions take place in the comments of a post, typically approved by blogger.
5. Spam policed by the blogger.
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Wiki vs Web Page• Open editing
• Simple text formatting
• Low security or open
• Earlier versions stored, can roll back
• Collaborative in nature
• Pages always considered “in progress”
• Limited editing
• HTML on many
• High security
• Early versions not stored
• Individual creations
• Pages considered finished when published
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Writing Educational Objectives
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What are Educational Objectives?
• Educational objectives describe the intended result of instruction rather than the process of instruction.
• A good objective is one that can be assessed to determine the students’ mastery of the course material (measurable).
• They incorporate words that are clear and concise and open to few interpretations. – i.e.. Avoid words like “know” and “understand”.
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Goals vs Objectives• Course goals
Describe the overall purpose of the course within the larger curriculum
• Course objectives Break down goals into measurable behaviors that
demonstrate competencyEnsure successful accomplishment of course goals
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Purpose of Educational Objectives
• Facilitate course development through objective-directed planning.
• Inform students of the expectations of course.• Guide the development of instructional activities.• Guide the development of assessments and
evaluations.
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Objectives consist of three main components
• Performance– What will the students do?
• Condition– Under what conditions will the students perform?
• Criteria– How well with the students perform?
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There are three primary types of objectives
• Cognitive– knowledge and information related behavior
• Psychomotor– hands-on , doing behavior
• Affective– attitudes, values, feeling, belief-related behavior
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Bloom’s Taxonomy• Structure for categorizing competencies.• Description of skills that must be demonstrated for
each level of thinking. • Action verbs that elicit student responses within
that level.• Hierarchical order – simplest to most complex.• For example, a low level cognitive objective may be
that the learner will “list” the names of countries in Europe. Higher levels would add, “the learner will be able to apply the skills of map reading to establish each countries location”.
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Characteristics of Educational Objectives
• Specific and focused• Targets performance• Realistic to achieve• Can be measured and validated• Time-bound with a deadline• Specifies conditions and criteria that
qualifies expected behavior
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Writing SMART Objectives
• Practice writing SMART objectives:– S – Specific.– M – Measurable.– A – Attainable.– R – Realistic.– T – Timely.
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compute
describe
discuss
explain
express
identify
locate
report
restate
review
tell
translate
apply
calculate
dramatize
employ
examine
illustrate
interpret
operate
practice
schedule
sketch
solve
use
cite
count
define
draw
list
name
record
relate
repeat
underline
analyze
appraise
calculate
categorize
compare
contrast
debate
diagram
differentiate
examine
inventory
question
test
arrange
assemble
collect
compose
construct
create
design
formulate
integrate
manage
organize
plan
prescribe
propose
appraise
assess
choose
compare
criticize
estimate
evaluate
judge
measure
rank
rate
revise
score
select
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
The hierarchical steps in the cognitive domain.
COGNITIVE DOMAIN
Goodhart F., Verdi P., Kennedy S. Assuring Quality in Health Education. Presented at the Mid-Atlantic College Health Association, October 25, 1991. MD,: Baltimore.
Reprinted with permission from Dr. Susan Kennedy
Simple
Complex
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AFFECTIVE
DOMAIN
Goodhart, F. Verdi P. Kennedy S. Assuring Quality in Health Education.Presented at the Mid-Atlantic College Health Association,
October 25, 1991, Baltimore.Reprinted with permission from Dr. Susan Kennedy
The hierarchica
l steps in
the affective domain.
RECEIVING
CHARACTERIZATION
ORGANIZATION
VALUING
RESPONDING
acceptattenddeveloprealizereceiverecognizereply
behavecompletecomplycooperatediscussexamineobeyobserverespond
acceptbalancebelievedefenddevoteinfluencepreferpursueseekvalue
codifydiscriminatedisplayfavorjudgeorderorganizerelatesystematizeweigh
internalizeverify(formal instruction does not address)
Simple
Complex
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PSYCHOMOTOR
DOMAIN
The hierarchical steps in
the psychomotor domain.
Goodhart, F. Verdi P. Kennedy S. Assuring Quality in Health Education.Presented at the Mid-Atlantic College Health Association,
October 25, 1991, Baltimore.Reprinted with permission from Dr. Susan Kennedy
PERCEPTION
ADAPTATIONCOMPLEX OVERT
RESPONSE
MECHANISMGUIDED
RESPONSE
SET
distinguish hear see smell taste touch
adjustapproachlocateplaceposition prepare
copydeterminediscoverduplicateimitateinjectrepeat
adjustbuildillustrateindicatemanipulatemixset up
calibratecoordinatedemonstratemaintainoperate
adapt buildchangedevelopsupply
constructcreatedesignproduce
ORGANIZATION
Simple
Complex
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Guidelines for Writing Objectives
• Use action verbs to specify student behavior.• Keep statements short and focused on a
single outcome.• Explain expectations for student behavior,
performance & understanding.• Use specific terminology that has limited
interpretation to ensure that all students understand the same interpretation.
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Verbs to Avoid
• Understand• Know• Learn• Comprehend• Appreciate• Familiarize• Realize• Be aware of
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Check Each Objective
• Does the objective focus on student performance?• Is the task measurable or observable?• What criteria will I use to establish that the
objective has been reached?
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Assignment
Post a blog reflection on the day’s process.
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Conclusion