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Making the Shift: From Classroom to Online Course Design

Making the Shift: From Classroom to Online Course Design. Day 3: Web 2.0 Technology Design. Themes from Day 2. Introduction. Determining technology's instructional functions 1a. Introduce and present material

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Making the Shift: From Classroom to Online Course Design

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  1. Making the Shift: From Classroom to Online Course Design Day 3: Web 2.0 Technology Design

  2. Themes from Day 2

  3. Introduction • 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 • Mapping instructional technology tools to learning outcomes

  4. 1. Determining technology's instructional functions

  5. Affordances of Web 2.0? • Web-based application, • Typically free to the user, • Can support collaboration and interaction, • Highly responsive to the user

  6. POLL Which do young adults spend most time doing? • Social network • Posting/sharing pictures • Downloading music • IM/texting

  7. Grunwald, P. (2007). Kids' Social Networking Study. Grunwald Associates, 2007. http://www.grunwald.com/

  8. Think about Your Project How can Web 2.0 support learning? Where do possible challenges lie?

  9. Tools by Name

  10. Tools by Instructional Application

  11. http://elearningtools.wetpaint.com/

  12. Breakout Activity: • Explore elearning tools • http://elearningtools.wetpaint.com/ • What tools are a good fit for you? • What instructional application is missing? Explore the tools

  13. 1a. Introduce and present material

  14. Strategies to… Introduce Material Present Information Lecture quips Primary data Historical records Previous student presentations Examples • Anticipatory Set • Advance Organizer • Outline • Novel situation, event, phenomenon

  15. examples

  16. 1b. Support the learners interaction with content, each other, instructor and resources

  17. Interaction with content Specific to the course subject Types of Interaction Manipulation Simulation Experimentation Revision • Disciplinary • Processes • Documentation • Primary data • Secondary data

  18. examples

  19. Interaction between students • Collaboration • Cooperation • Critique • Ranking/rating

  20. examples

  21. Interaction with instructor • Office hours • Critiquing • Scaffolding • Demonstrating • Modeling

  22. examples

  23. Interaction with resources Specific to course subject Types of Interaction Research Contributions Verification/Corroboration • Primary Data Repositories • Virtual Worlds • Data Calculators

  24. examples http://www.wolframalpha.com/ http://www.loc.gov/index.html Renaissance Island

  25. 1c. Assist the learner in constructing knowledge

  26. Strategies Our ideas Your ideas? • Competitions • Debates • Projects • Cases

  27. examples

  28. 1d. Allow learner to practice

  29. Strategies Our ideas Your ideas? • Field experiences • Simulated experiences • Role play

  30. examples

  31. 1e. Assess learner’s achievement

  32. Provide multiple and alternative modes of assessments

  33. Strategies Our ideas Your ideas? • Portfolio • Peer critique • Self-assessment • Reflection • Storytelling

  34. examples

  35. 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

  36. 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

  37. Breakout Activity • Select one tool that you have decided will be important for your module. • Use Page 1 Web 2.0 Checklist to evaluate this tool. • Be prepared to share your evaluation. Web 2.0 checklist

  38. 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

  39. 2. Mapping instructional technology tools to learning outcomes

  40. Assessment & Bloom’s

  41. ????????????????????

  42. Breakout Activity • Consider tool (s) you are considering for your course • Reference Page 4 Handout Pedagogy + Technology Matrix • At what level of Bloom's does your technology work? How can your tool be used to assess student learning? • NOTE: Be prepared to share. What works for learning?

  43. 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

  44. Homework • Given your module, review your design and select at least five tools that could be used in a lesson, activity, assignment, or assessment. • Download the Session-2 Handout and use to enter your tools. • Post to Course Site Session 3 Homework.

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