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Patricia McGee, PhD and Veronica Diaz, PhD MAKING THE SHIFT: FROM CLASSROOM TO ONLINE COURSE DESIGN: SESSION 3 Themes from Workshop 1 • Developing goals, objectives, and assessment for online courses • Instructional Design Strategies for Online Courses Introduction 1. 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 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 Typically Open Closed CMS Integrated Import/Export Web 2.0 Stand alone Embedded POLL Which do young adults spend most time doing? 1. Social network 2. Posting/sharing pictures 3. Downloading music 4. 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? Audioblogs Backchannel Blogs Collaborative Writing Concept Mapping Conferencing ePortfolios IM Learning Objects Mashups Podcasts Presentations RSS Social Bookmarking Social Networking Videocasts Video Video Editing VCOP Virtual Worlds Vlogs Webcam Wikis Tools by Name Collaboration Discussion Group Work Knowledge Generation Knowledge presentation Polling Surveying Project Planning Publication Reflection & Reporting Representation Sharing Knowledge Telling Stories 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 presentations • Examples examples 1B. SUPPORT THE LEARNERS INTERACTION WITH CONTENT, EACH OTHER, INSTRUCTOR AND RESOURCES Interaction with content Specific to Subject Types of Interaction • • • • • • • • • • Disciplinary skills Processes Documentation Primary data Secondary data Manipulation Simulation Experimentation Revision Contribution examples Data Masher Interaction between students • • • • Collaboration Cooperation Critique Ranking/rating examples Interaction with instructor Our ideas Your ideas? • • • • • • Post in chat Office hours Critiquing Scaffolding Demonstrating Modeling examples Interaction with resources Specific to Subject Types of Interaction • Primary Data Repositories • Virtual Worlds • Data Calculators • Research • Contributions • Verification/Corroborati on examples Renaissance Island 1C. ASSIST THE LEARNER IN CONSTRUCTING KNOWLEDGE Strategies Our ideas Your ideas? • • • • • Post in chat Competitions Debates Projects Cases examples 1D. ALLOW LEARNER TO PRACTICE Strategies Our ideas Your ideas? • Field experiences • Simulated experiences • Role play • Post in chat examples 1E. ASSESS LEARNER’S ACHIEVEMENT Provide multiple and alternative modes of assessments Instructor-Assess Quiz Peer assess Ranking Homework Critique Self assess Pre-test Rubric Strategies Our ideas Your ideas? • • • • • • Post in chat Portfolio Peer critique Self-assessment Reflection Storytelling 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 Web 2.0 checklist 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. Blogs 2. Wikis 3. 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? 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’s Processes 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 Team Activity What works for learning? 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. 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.