The Infusion of ICT into Curriculum Delivery

1. & The Infusion of ICT into Curriculum Delivery

2. Welcome • Facilitator: Mary Ann Chaitoo • Email: maryannchaitoo@hotmail.com • maryannchaitoo2004@yahoo.com

3. Usernames and Passwords PC Logon Username: lab5s1 – lab5s21 Password: public1

4. Safety Moment What would you do if you saw a person, a total stranger, being attacked by another person?

5. Educational Technology

6. Educational Philosophy Three main theoretical schools or philosophical frameworks have been present in the educational technology literature. These are: • Behaviorism • Cognitivism • Constructivism

7. 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.

8. 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.

9. Benefits Educational technology is intended to improve education over what it would be without Technology: • Easy-to-access course materials. • Student motivation. • Wide participation. • Improved student writing. • Subjects made easier to learn.

10. Instructional Design 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.

11. 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.

12. 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’.

13. 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

14. 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

15. The ADDIE Model

16. 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.

17. 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

18. 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

19. 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

20. 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

21. 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

22. Formative Evaluation • Going on during & between ID steps. • Purpose is to improve instruction before completed instruction is delivered.

23. 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?

24. Weblogs

25. Weblogs • What are weblogs or blogs? • Purpose of blogs. • How to create a blog? http://moeictintegrationintheclassroom.pbworks.com/Blogs

26. 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.

27. 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.

28. 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.

29. 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.

30. Using blogger.com Sign up @ http://www.blogger.com

31. Wiki vs Blog • A personal or corporate website in the form of an online journal, with newentries appearing in sequence as they are written. • Knowledge limited by single person or few bloggers of the site. • Grows slowly, one post at a time. • Discussions take place in the comments of a post, typically approved by blogger. • Spam policed by the blogger. • A collaborative website which can be directly edited by anyone with access to it. • Knowledge comes from community of dozens or even thousands of topic experts. • Grows rapidly at all hours of the day. Articles constantly change and continuously updated. • Discussions can take place on pages or in the discussion forum (at least in Wetpaint wikis). • Spam policed by the community.

32. 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 Wiki vs Web Page

33. Writing Educational Objectives

34. 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”.

35. 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 competency • Ensure successful accomplishment of course goals

36. 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.

37. 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?

38. 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

39. 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”.

40. 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

41. Writing SMART Objectives • Practice writing SMART objectives: • S – Specific. • M – Measurable. • A – Attainable. • R – Realistic. • T – Timely.

42. 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 Complex EVALUATION The hierarchical steps in the cognitive domain. appraise assess choose compare criticize estimate evaluate judge measure rank rate revise score select SYNTHESIS Simple arrange assemble collect compose construct create design formulate integrate manage organize plan prescribe propose ANALYSIS analyze appraise calculate categorize compare contrast debate diagram differentiate examine inventory question test APPLICATION apply calculate dramatize employ examine illustrate interpret operate practice schedule sketch solve use COMPREHENSION compute describe discuss explain express identify locate report restate review tell translate KNOWLEDGE cite count define draw list name record relate repeat underline

43. CHARACTERIZATION internalize verify (formal instruction does not address) ORGANIZATION codify discriminate display favor judge order organize relate systematize weigh VALUING accept balance believe defend devote influence prefer pursue seek value RESPONDING behave complete comply cooperate discuss examine obey observe respond RECEIVING accept attend develop realize receive recognize reply AFFECTIVE DOMAIN Complex The hierarchical steps in the affective domain. Simple 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

44. PSYCHOMOTOR DOMAIN Complex ORGANIZATION construct create design produce ADAPTATION COMPLEX OVERT RESPONSE adapt build change develop supply The hierarchical steps in the psychomotor domain. calibrate coordinate demonstrate maintain operate MECHANISM GUIDED RESPONSE adjust build illustrate indicate manipulate mix set up Simple copy determine discover duplicate imitate inject repeat SET adjust approach locate place position prepare PERCEPTION distinguish hear see smell taste touch 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

45. 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.

46. Verbs to Avoid • Understand • Know • Learn • Comprehend • Appreciate • Familiarize • Realize • Be aware of

47. 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?

48. Assignment Post a blog reflection on the day’s process.

49. Conclusion