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EDUC 260: Week 4

EDUC 260: Week 4. Outline. Administrivia Feedback on Reading Response #1 Discussion Instructional Design Basics Introduction to WebQuests For next week. Administrivia. Most significant: keeping the class up-to-date going over the ins-and-outs of the position paper Turnitin program

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EDUC 260: Week 4

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  1. EDUC 260: Week 4

  2. Outline • Administrivia • Feedback on Reading Response #1 Discussion • Instructional Design Basics • Introduction to WebQuests • For next week

  3. Administrivia • Most significant: • keeping the class up-to-date • going over the ins-and-outs of the position paper • Turnitin program • online conferencing • Other comments: • Hard to keep on top of workload when we meet only once a week (suggestion: WebCT, syllabus & “Next Week” Slide) • Reading responses: • take a lot of time and work for 5%/a little overwhelming (any hints to deal with this to be more efficient?) • valued for thinking about issues • Suggestion: time to converse in the chat room together

  4. Suggestions • Use “reply with quotes” sparingly • i.e. respond to a specific idea. • Active and regular participation with peers • Encouragement, support, challenging their ideas, and sharing resources. • Use the questions on the website to provide a basis for your thinking • to build upon rather a final answer. • Spend less time reiterating what is in the readings • Instead, develop your own insight into an issue and use resources to support your views or support/refute those of others. • Progress with the discussion • points may have already been covered and the class may have moved on.

  5. Instructional Design Basics

  6. Instructional design • Definition • A set of systematic procedures for developing teaching materials and setting up learning environments • Links theory with practice in designing effective instruction • Example: a cookbook • There are numerous instructional design models

  7. Instructional Design Models • Simplest model: ADDIE

  8. More about ID models • ACPDDIE: Analyse, Create, Personalise, Design, Develop, Implement, and Evaluate Resources • ADDIE: http://www.personal.psu.edu/faculty/s/j/sjm256/portfolio/kbase/IDD/ADDIE.pdf • McGriff’s pages on ADDIE, Dick & Carey’s, and Kemp’s Models http://www.personal.psu.edu/faculty/s/j/sjm256/portfolio/kbase/IDD/ISDModels.html

  9. Writing Objectives Specific (expected behaviour/action stated clearly) Measurable (outcome tied to the assessment) Acceptable (to student and instructor) Realistic Time-bound (completed within a timeframe) ________________ Behaviour Conditions Criteria

  10. Wording “After this unit/lesson/etc. you will be able to:” (Learner focused). Suggested verbs: Bloom’s taxonomy See: http://www.acoem.org/education/jointsponsor/Learning%20Objectives.pdf

  11. Resources • Examples of Objectives • http://www.distance.uvic.ca/faculty/object_ex.htm • Bloom’s Taxonomy • http://www.coun.uvic.ca/learn/program/hndouts/bloom.html • General Guidelines • http://www.glencoe.com/sec/teachingtoday/downloads/pdf/objective_statements.pdf • http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html • Writing Learning Objectives for Unit/Lesson Plans • http://www.harding.edu/USER/dlee/WWW/objectives.doc • More (detailed) info • http://med.fsu.edu/education/FacultyDevelopment/PDF/writingobjectives.pdf

  12. WebQuests

  13. Why WebQuests? • Originated with Dr. Bernie Dodge in 1995. • Based on the concern that K-12 students spent far too much time searching the web, and not enough time thinking about, or thinking with, what they find. • “WebQuest” • specific kind of web page • usually built by a teacher • design focuses on helping students use particular web-based (or other) materials as resources • for problem-solving • Enormously popular!

  14. WebQuest Resources • Assignment #4 • Integrated Resource packages http://www.bced.gov.bc.ca/irp/irp.htm • Six required primary components of a WebQuest http://schools.sd68.bc.ca/webquests/ • Five Rules for Writing a Great WebQuest http://www.iste.org/L&L/28/8/featuredarticle/dodge/index.html

  15. Additional Resources • WebQuest building blocks and examples http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm • Create a task rubric http://webquest.sdsu.edu/rubrics/rubrics.html • Reading and training materials http://webquest.sdsu.edu/materials.htm

  16. WebQuest Activity: Groups Divide into Groups: • Middle/High School • Elementary

  17. Activity Instructions • Go to: http://webquest.sdsu.edu/materials.htm • Under A WebQuest about WebQuests, select “Elementary” or “Middle and High School” depending on your group. • Take 10 minutes to read the instructions and organize your group • Individually, spend up to 7 minutes on each site to complete your worksheet (35 minutes max.) • Regroup and answer the questions as a group. Make sure you have someone recording and ready to report out (25 minutes max. Let Stephanie know when you’re done) • Larger group discussion

  18. For Next Week • Be prepared to start the online discussion for Reading Response #2 • Review information about the Position Paper • Position paper outline for discussion • Post any questions in the WebCT Q&A

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