Transcript Using Instructional Technologies

Using Instructional Technologies
Philosophy and Examples of
Steve Ackerman
UW/AOS/SSEC/CIMSS
Overview
Introduction
 What are Instructional Technologies
 My Philosophy
 Focus on one IT
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Examples
Demonstrations
Evaluation of ITs use
 Wrap-up
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UW/AOS/SSEC/CIMSS
IT
Video
 Overhead camera
 Overhead Projector
 Data visualization system
 Internet
 Web
 ….
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UW/AOS/SSEC/CIMSS
Fill in the Blank
"I believe that
is destined to
revolutionize our educational system and
that in a few years it will supplant largely, if
not entirely,
."
UW/AOS/SSEC/CIMSS
Perspectives on
Instructional Technology
Increase communication between students and
faculty,
 Support and build cooperation among students,
 Encourage practice or exploration of a subject,
 Present material to accommodate different
learning styles, and
 Give prompt feedback to student responses or
inquires.
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UW/AOS/SSEC/CIMSS
Why use the Web
The Web can make teaching more effective.
 The Web can augment traditional resources.
 The Web can save time for students and
teachers.
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UW/AOS/SSEC/CIMSS
How I use the Web
http://cimss.wisc.edu/wxwise/class/aos100.html
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Information about the course
Lecture notes; Example exams
Homework assignments
Student Involvement
Links to sites relevant to class
Electronic dialogue between teacher and student
Animations of weather phenomena
Practice and Feedback Activities
Simulations on-line (link to examples)
UW/AOS/SSEC/CIMSS
Disadvantages (in general)
Time Commitment
 Student perspective (too much too fast)
 Time Commitment
 What works
 Time Commitment
 Room limitations
 “Problems”
 Time Commitment
UW/AOS/SSEC/CIMSS
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The problem of evaluation
Case study
 Statistical comparison of concurrent classes
 Long term statistics
 Proper design of an assessment program?
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UW/AOS/SSEC/CIMSS
Evaluation
Student surveys (the more the better)
 Know what you want to evaluate!
 Student board of class
 Trust instincts
 But it can be done – (link to RH example)
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Looking to the future
The graphical and interactive capabilities of
the Web offers exciting and new ways of
presenting concepts and disseminating data.
The highly interactive nature of the Web is
only now being exploited.
UW/AOS/SSEC/CIMSS
Designing a Web Component
Have a goal
•What is the objective?
•Are the resources available?
•Who is the target audience?
•Will it enhance learning or provide information?
UW/AOS/SSEC/CIMSS
Designing a Web Component
Plan it out
•Lecture notes?
•Download videos?
•How to get back to main page?
•How will students access the page?
UW/AOS/SSEC/CIMSS
Designing a Web Component
Go for it!
•Find tools and start digging
•Many software packages available
•Look at what others have done.
UW/AOS/SSEC/CIMSS
Designing a Web Component
Test early and test often
•It has to be tested (three people rule)
•Check content
•Check outlay
•Check links
•Get student feedback (from web page or in
class)
UW/AOS/SSEC/CIMSS
Future
Learning via the Web should be
Visually oriented,
 Self-paced,
 Self-directed,
 Non-linear (?), and
 Hands-on.
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UW/AOS/SSEC/CIMSS
URL
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http://profhorn.meteor.wisc.edu/wxwise/AOS100/
http://profhorn.meteor.wisc.edu/wxwise/satmet/
UW/AOS/SSEC/CIMSS
Issues
 Appropriate
equipment and
facilities,
 Trained faculty,
 Institutional support, and
 Prepared
UW/AOS/SSEC/CIMSS
students.