IT 5110

1. IT 5110 Technology Applications: Education and Training Week 2

2. Agenda • Instructional Design • Review of the NTeQ Philosophy • NTeQ Lesson Plan • MS Word for Teaching • Concept Mapping/Drawing

3. Instructional Design • Design - to plan • Instructional Design • Systematic planning of instruction • Both an Art and a Science • Art: Creativity, imagination, etc. • Consider an analogy of architects with same materials, site, and purpose producing different results • Some designers may be innovative, others more traditional • Novice versus expert designers

4. Instructional Design • Both an Art and a Science • Art: Instructional Philosophy • Behaviorism • Focuses on changes in what learner does (observable behaviors); stimulus-response-reinforcement • Cognitivism • Focuses on what learner knows (non-observable changes in memory structures) • Constructivism • Knowledge is constructed by an active learner; Sources of meaning are experience and context; no shared reality

5. Instructional Design • Both an Art and a Science • Science • Based on proven practices and research • Performing learner and instructional analyses • Writing objectives, sequencing of content, etc. • A Systematic Procedure (methodical, deliberate, purposeful, often step-by-step) • Especially important when technology is used for instruction, because pre-developed technologically-developed instruction is not as flexible as a good teacher

6. Instructional Design • Robert Mager (1984) • Poses three questions an instructional designer should answer • Where are we going? (objectives) • How will we get there? (strategy and medium) • How will we know when we have arrived? (evaluation and revision)

7. Instructional Design • Andrews and Goodson (1991) described 40 such models for systematic design of instruction • For Novice and Expert designers • Some contextual, some with a focus on technology • Some for K-12, some for training, some for products • Some are macro-level (curriculum/courses), some are micro-level (lessons)

8. Instructional Design • Most ID models share the same basic processes/steps • The ADDIE Model is perhaps the most generic (more macro-level; ISD)

9. Instructional Design • ADDIE Steps • Analysis • Needs/causes, gap analysis, content/tasks analysis, etc. • Design • Objectives, assessment items, draft (or story board), learner analysis, environment analysis, etc. • Development • Determine instructional strategies/methods, create materials/media, lesson design, prototyping, etc.

10. Instructional Design • ADDIE Steps • Implementation • Delivery, teach, provide feedback, use technology, staff development, logistics, etc. • Evaluation • Formative, summative, of teachers, students, and materials; Revision until mastery • Kirkpatrick’s (1994) Four Levels of Evaluation • Reaction • Achievement • Transfer to job • Impact on organization

11. Instructional Design • Consider Robert Gagne’s Nine Events of Instruction (good at lesson level) • Gaining attention • Informing learners of the objective • Stimulating recall of prior learning • Presenting the stimulus • Providing learning guidance • Eliciting performance • Providing feedback • Assessing performance • Enhancing retention and transfer

12. Instructional Design • Dick and Carey Model (good for lesson level) • One of the most common, well-known models • For novice to expert, K-12 to training

13. Instructional Design • Kemp, Morrison and Ross (1998) • The Four Components to Instructional Design Learners Methods Objectives Evaluation

14. Instructional Design • ASSURE Model (technology-specific) • Analyze Learner Characteristics • General, entry competencies, learning style • State Objectives • Select, Modify or Design Materials • Utilize Materials • Conduct the instruction • Require Learner Participation • Provide feedback and practice • Evaluate and Revise

15. The NTeQ Model Philosophy From Last Week

16. The NTeQ Philosophy • Some basic components of the NTeQ Model • Students use technology solve problems, promote critical thinking and meta-cognition • Technology as tool • Learn to learn (reflection, think/KWL sheets, etc.) • Students also learn the technology • Group-based, collaborative activities • Learn how to work in a team (listening, taking turns, taking responsibility) • Students help each other; teacher guidance (facilitation) still needed

17. The NTeQ Philosophy • Some basic components of the NTeQ Model • Student-centered and authentic • Meet the needs of diverse students, provide motivation, etc. • Active involvement of students (research, discovery, groups, etc.) • Students to identify problems, formulate hypothesis, collect data, analyze data, draw conclusions • May require guidance

18. The NTeQ Philosophy • Some basic components of the NTeQ Model • Interdisciplinary in nature • When possible integrate multiple subjects, e.g. math, science, social studies • Multiple resource-rich activities and resources • Newspaper, CD-ROM, Web, etc.

19. NTeQ Model Steps

20. NTeQ Model Steps • Specify Objectives • Match Objectives to Computer Functions • Specify a Problem • Specify Standards • Specify Prior Knowledge/Skills Needed • Plan the Data Manipulation • Plan the Results Presentation

21. NTeQ Model Steps • Plan the Activities While Using the Computer • Plan the Activities Prior to Using the Computer • Plan the Activities After Using the Computer • Plan the Supporting Activities • Plan the Assessment • Culminating Activity

22. NTeQ Model Steps Specify Objectives 1. Specify Objectives • There are several types of objectives • Behavioral versus cognitive • Bloom’s Taxonomy • Terminal and enabling • Designed to communicate what is to be learned to teacher, student, administration, parents, community, etc. • Found at curriculum level, course level and lesson plan level

23. NTeQ Model Steps Specify Objectives 1. Specify Objectives • Behavioral (Mager) Approach • ABCD’s of behavioral objectives • Audience will do • expected Behavior • under what Conditions • to what Degree • Example: Given a right triangle, the student will correctlycalculate the length of the hypotenuse

24. NTeQ Model Steps Specify Objectives 1. Specify Objectives • Incorrect behavioral objective • By tomorrow, know the continents • What is knowing the continents? • Is it naming them? • Is it ordering them from largest to smallest? • Is it labeling them on an outline map? • Is it naming the direction each lies from the United States?

25. NTeQ Model Steps Specify Objectives 1. Specify Objectives • Correct behavioral objective • Given an outline map of the seven continents named in the geography text, the student will write the name of each continent within the outline of the continental area • Others • Given 10 seeds, students will identify the grain crops they grow with at least 90% accuracy. • Given the necessary parts, student will correctly replace the rotor and pads for the brakes of an automobile within 15 minutes.

26. NTeQ Model Steps Specify Objectives 1. Specify Objectives • Cognitive Objectives • Not as easily stated in one sentence • Useful for higher level learning tasks that allow for more than one approach to mastery • Behaviors such as apply, interpret, solve or evaluate suggest more than one solution • Distinguish general (terminal) and specific (enabling) objectives

27. NTeQ Model Steps Specify Objectives 1. Specify Objectives • Terminal versus enabling objectives • Terminal: general instructional objective for unit • Enabling: one or more specific statements describing specific performances that indicate mastery of the terminal objective (sub-objectives) • Example • Terminal Objective • Perform psychiatric physical examination

28. NTeQ Model Steps Specify Objectives 1. Specify Objectives • Example, continued • Enabling Objectives • Perform gait evaluation, including recognizing common abnormal gait patterns. • Evaluate musculoskeletal system including joint palpation, range of motion, stability, and recognize signs of inflammation and infection. • Perform central and peripheral nervous system examination

29. NTeQ Model Steps Specify Objectives 1. Specify Objectives • Cognitive Domain: Levels • Knowledge - finding out; recall • Comprehension - understanding; interpret • Application - applying; making use of knowledge • Analysis - take apart the known; relationships • Synthesis - put together (in same or another way) • Evaluation - judging outcomes; quality

30. NTeQ Model Steps Matching Objectives to Computer Functions 2. Matching Objectives to Computer Functions • Ask yourself how you would achieve the objective if you were the student. What process or technology/feature would you perform? • Use a spreadsheet to determine • Calculations, relationships, tables, charts, ordered lists, etc. • Create a chart to show... • Visual needs, relationships, etc. • Use a database to find • Find patterns, queries, calculations, search, etc.

31. NTeQ Model Steps Matching Objectives to Computer Functions 2. Matching Objectives to Computer Functions • Some objectives are less easy to match with computer function, or to only one application • Example: Student evaluation of a story or data • Spreadsheet or database to aid in analysis • Chart ot evaluate the data • Word processor to generate report that explains evaluation

32. NTeQ Model Steps Specify the Problem 3. Specify the Problem • A brief statement • Make it meaningful to the students so they can relate to it • Authentic to students, real-world events, issues, etc. (motivation and retention) • Problem-based (critical thinking) and reflective • Sports, hobbies, friends, television, spring break budgets, college budget, where to live criteria, buying a car, news paper route, etc.

33. NTeQ Model Steps Specify Standards 4. Specify Standards • Look up educational standards that apply • National Standards • National Educational Technology Standards Projects http://cnets.iste.org/ • State Standards • Michigan Technology Standards http://cdp.mde.state.mi.us/Technology/default.html • Local standards? • Will go over in more detail in future class...

34. NTeQ Model Steps Specify the Problem 5. Prior Knowledge • Prior knowledge and/or skills necessary for students to successfully accomplish lesson • Examples • Students will have prior knowledge and skill in working on a computer • Students will have prior knowledge and skill in creating word processing documents • Students will have prior knowledge and skills in doing research

35. NTeQ Model Steps Plan the Data Manipulation 6. Plan the Data Manipulation • How will student manipulate data? • Will they need guidance/instruction or instructions? • A Think/KWL Sheet? (before, during, after)

36. NTeQ Model Steps Plan the Data Manipulation 6. Plan the Data Manipulation • Examples • Navigating web sites • Spell check, punctuation, format, etc. in Word Processor • Searching a database • Experiment with values in spreadsheet and observe changes to formulas and functions

37. NTeQ Model Steps Plan the Results Presentation 7. Plan the Results Presentation • Word, Excel, PowerPoint, web site, portfolio • Presentation, poster, reports • Move away from traditional assessment instruments • Individual or group-based? • Other • Hard-copy, demonstration,Q&A, newsletter (desktop publishing)

38. NTeQ Model Steps Multidimensional Activities 8-10. Multidimensional Activities Many of these may be group-based 8. Plan the Activities While Using the Computer • Formulas in Excel? Queries in a database? • Searches on the Web or CD? Sort data in Word? • Create a chart of graph? Read a chapter? 9. Plan the Activities Prior to Using the Computer • Especially important if computers are limited • Can data be collected and organized beforehand? • Create an outline • Search engine keywords

39. NTeQ Model Steps Multidimensional Activities 8-10. Multidimensional Activities Many of these may be group-based 10. Plan the Activities After Using the Computer • Explore and interpret results • A Think Sheet might be helpful • If predictions or hypotheses were made, how did they turn out and why?

40. NTeQ Model Steps Final Two 11. Planning the Supporting Activities • Look up web pages, practice, further reading • Posters, experiments, discussions • Reinforcement, retention • Any rotational activities needed?

41. NTeQ Model Steps Final Two 12. Assessment/Evaluation • Development of a Rubric • Contains: assessment criteria, rating scales, and levels of performance; see p. 171 of text for example • http://edtech.sandi.net/rubric/ • Will discuss more later…. • Evaluation form is a possibility

42. NTeQ Model Steps Final Two 13. Culminating Activity • Purpose: To solidify and confirm learning • Examples: Discussion of findings, implications, and/or applications; a class review/summary • KWL may be helpful

43. NTeQ Model Steps • Visit NTeQ Examples at • From Wayne State University • http://tbf.coe.wayne.edu/it8130/nteq.html • From University of Maryland • http://www.education.umd.edu/Depts/EDCI/edci385/Projects101/projects101.html • http://www.education.umd.edu/Depts/EDCI/edci385/Projects301/projects301.html

44. NTeQ Model Steps • Visit NTeQ Examples at • Saskatoon Public Schools http://schools.sbe.saskatoon.sk.ca/DE/1-4/1/animals.htm • Greg Doyle's lesson plans for the 8th grade http://www.ucs.mun.ca/~z06gkd/mywork.htm • Your exact format may vary some

45. An NTeQ Model Example

46. NTeQ Model Example • A sample lesson (partial) • Students: 6th Grade • Subject(s): Math lesson • Assignment: • “You have $50 to buy groceries from your family • You have to buy everything on a list from one store advertised in today’s paper

47. NTeQ Model Example • A sample lesson (partial, continued) • To help save money, you can buy store brands, and you can use three special coupons for each store: two for one, 15% off the regular price, and save 75 cents when you buy two • You may want to shop carefully, because you get to keep any money left over • Work in groups of three to determine most economical store among three. Group with lowest grocery bill will receive 15 bonus points

48. NTeQ Model Example • A sample lesson (partial, continued) • Create Know/Want/Learned (KWL) chart (Word, PowerPoint, or Excel) as a guide students thinking through problem • And so on… • Assign students to groups and computers

49. NTeQ Model Example • A sample lesson (partial, continued) • Resources: today’s newspaper, several grocery list recording sheets, special coupons, Think Sheet 1, a computer disk with the spreadsheet template (has grocery list, but students need to add formulas). • On Think Sheet, students will answer • What will be the easiest part of this assignment? • What will be the most difficult part? • How much money do you think you’re group will save?

50. NTeQ Model Example • A sample lesson (partial, continued) • Each group will create “Define and Assign” sheet to determine which tasks need to be completed and who will complete them, e.g. • Locate grocery store ads • Complete price list for each store • Enter data in spreadsheet • Experiment with coupon savings, etc. • As students work, teacher guides them by posing questions such as • What if you use your 15% coupon on the milk and instead of the eggs