1. Students Do Before I start!
Make sure everyone is registered
Students check off your name on list on table
Select teams to work with this quarter
May be 4 to 5 people in each
Sign up your team on the form on the table
Sit together with your team at a table
Get everyone’s email on the team
Team Leader sign in team to BB Discussion Board
area
3. Today’s Objectives
Students will:
Understand that there is no one “best” instructional
model or course development model but many
Identify learning styles and their use
Be able to describe how the focus of the course (teacher,
learner, community –centered) determines in many ways
the structure of the course
Describe theories often supported in DL
Describe features often used in DL
Demonstrate understanding of a variety of features in
Blackboard
Begin to plan the development of their BB course
4. Why Online Learning?
Pressure on schools to provide more
courses
Homeschooling Competition
What are some others?
7. Technology
“…it is the tools of technology
today that will ‘empower individuals
through education by giving them
the means to convert information
into knowledge, understanding, and
wisdom’ (p.xxiii)”
(Jones, 1997 as cited in Cavenaugh & Blomeyer, 2006)
8. Curriculum &Teachers
Teachers
Design curriculum
Define curriculum
Reinterpret curriculum
Ultimately shape learning
No one “best” instructional model
No one “best” development model
Differentiated instruction model
9. Instructional Design Principles
1. Frequency of interaction
Engagement
n Complexity of interaction
Simple recognition
Recall
Comprehension
Problem solving
Knowledge construction
4. Feedback content and quality
Diagnostic, remediation, more is better
5. Balancing comprehension and significance
Personal stake in learning
Complex information with simple information
10. Gagne’ ID
Nine Events of Instruction
Gain Attention (Reception)
Informing Learners of the Objective (Expectations)
Stimulating Recall of Prior Learning (Retrieval)
Presenting the Stimulus (Selective Perception)
Providing Learning Guidance (semantic Encoding)
Eliciting Performance (Responding)
Providing Feedback (Reinforcement)
Assessing Performance (Retrieval)
Enhancing Retention and Transfer (Generalization)
11. Keller’s Motivation Model (ARCS)
Attention – refers to establishing and maintaining
curiosity and learner arousal
Relevance – refers to linking the learning situation
to the needs and motives of the learner
Confidence – refers to the learner’s attributing
positive learning environment
Satisfaction – refers to developing the desire to
continue the pursuit of similar goals
12. Blooms Taxonomy & MI
http://www.nwlink.com/~Donclark/hrd/bloom.html
Bloom’s with Technology
Demonstrates Matrix for the development of
differentiated projects
13. Understanding by Design (UBD)
UBD Course Plan
Understandings
Essential questions
Course goals
Student knowledge and actions
Knowledge, skills and dispositions
Performance tasks
Learning Plan
14. Know Yourself
What are your assumptions about
learning?
How do you prefer to teach?
How do you prefer to learn?
Tools
Myers-Briggs Type Indicator
David Kolb Learning Styles indicators
Keirsey Temperament Sorter
Kingdomality Medieval Vocational Personality
Indicator
16. What is your Philosophy of T&L?
Online Teacher Centered
Your organize everything
Content heavy web pages
Quizzes and homework
Lecture style
Typically do not engage students
Assignments are not typically project-
based
17. Online Learner Centered
You structure the course
Students help negotiate the content
There is a continuum of learner focus
Teacher may fully participate some time
and not at others
Provide framework
18. Online Learning Community Centered
Emphasize the social aspects of learning
Lots of social interaction as a process for
critical learning
Safe psychological space for learning
Work is typically intensive
Great diversity of backgrounds
Work cooperatively on projects
19. Online Technology Driven Course
Technology selected dictates the course
Available, newest, best
Learner and teacher needs are
secondary to deliver system or the
technology
Fully automated course
Not typically interactive
20. Who will build the course?
Instructor
Coordinator
Learner liaison
Instructional Designer
Graphic Designer
Technology Personnel
Resource Personnel
Administrative Personnel
21. Skills you will need to teach online!
Communication, communication…
Prepare and follow a timeline
Work well with the design team
Good at scheduling
Can punt! (Contingency planning)
Take care of course logistics
Prepare course resources ahead of time
Provide verbal feedback to learns that they can
understand and not be offended
22. Know thy audience!
Backgrounds
Needs
Characteristics
Expectations of the learners
Diversity issues including special
needs
Cognitive abilities
23. Learn about the teaching
environment
1. Things to think about???
Online
Technology
Resources (who is around on weekends?)
Physical presence
Socialize, work, interaction spaces
Multiple types of interactions
• Can be limited by technology used
24. Expectations
Clarify your role as the teacher
When will you be available?
How will you respond?
When will things be graded and where
posted?
Clarify the role of the student
Passive observation
How often online?
How will they share information?
How will they create information?
Self-Motivated and Self-Directed
25. For K-12, this is most difficult!
Learners must manage their time
Learners must be ready to learn
Learners must troubleshoot problems
Learners must contribute to discussions
Learners must teach each other and
facilitate
Learners must be civil and collegial
26. Learners must review materials and readings
thoughtfully
Learners must produce work in timely manner
Learners are expected to LISTEN to each other
Learners must be leaders
Learners must address each other and not
just the teacher
Learners should be proactive
Learners should observe the process and be
able to comment on it at the end of the class.
27. Types of Interactions
Learner to Teacher
Papers, quizzes etc
Leaner to Learner
Discussion groups, PBL scenarios, case studies
Learner to Expert
Guest speakers
Online discussion groups
Interactive web discussions live feed
28. Learner to Content
What are the pre-requisite skills?
Learner to technology
What do they know how to do?
Team-based Learning
How does class size factor into this?
29. Not what but HOW we say it!
Personal Relationships Online
Face-to-face
Online
Communication
- Personal space
- Class space
Social Presence Theory
Cultural issues
Writing style
30. Learning Communities
Instant Messenger
Dialogue
Be flexible and be prepared for the
unexpected
Cohort communities
Notes de l'éditeur
Instructor: Makes sure the material fits the student Coordinator: Talks to different members and to the IT department Learner Liaison: Person who communicates the information about the students to the rest of the members. Has the information about the people taking the course. Instructional Designer: Works with the instructor. Works with the learner liaison. Graphic Designer: “Pretty person.” Makes the CMC or whatever look good. Technology Personnel: Supports the users. Make sure the infrastructure works well. Resource Personnel: Makes sure resources are available. Acquire the materials. Administrative Personnel: Makes sure everybody has paid and that they have their IDs. SME – Subject Matter Expert – Can be the instructor or a person who provides content for the instructor to teach.