Presentation at the 2009 Conference on the Teaching of Educational Psychology, Toronto, Canada

1. Reflections on TeachingReflections on Learning Punya Mishra, Matthew J. Koehler, *Tae S. Shin, Megan C. Fedor, Andrea P. Francis, Mike DeSchryver, & Anne E. Heintz Michigan State University Educational Psychology and Educational Technology *shintae@msu.edu msu.edu/~shintae 1

2. Overview Course Description Course Objectives Innovative Aspects Students’ Learning Research Findings Instructors’ Learning 2

3. TE 150: Reflections on Learning An introductory Educational Psychology course offered fully online at Michigan State University Course Management System: Moodle Faculty instructors & teaching assistants Focuses on: Processes and Contexts of Learning Major Learning Theories: Behaviorism, Cognitive, Social-Cognitive, Motivational, Developmental Perspectives Connections between Learning Theories and Learning Contexts 3

4. Course Overview 4

5. Course Web Site 5

6. Assignments 6

7. Participation Postings Grading Criteria The post uses the vocabulary of the unit. Discussions Grading Criteria Talk about two or more topics Address or cite a specific part of two or more classmates’ post Introduce new ideas or questions for discussion about the topic Use a resource beyond those provided in the course, cites it 7

8. Quizzes/Polls Quizzes 5 items 2 tries Polls “What do you think?” Results 8

9. Book Review Part I Summary Part II Application 9

10. Interview Individual Work Interview Group Work Small Groups Collaborative Writing 10

11. Course Objectives To ensure all of the learning principles presented would connect with the students in a sound and meaningful way To move away from a course that privileged learning as what happens with teachers in classrooms towards a course about learning and development in a variety of contexts To construct an engaging and memorable learning experience for students 11

12. Course Objective 1 To ensure all of the learning principles presented would connect with the students in a sound and meaningful way The Movie Montage Interpretations of the educational elements in the movie clips Module 1 & Module 8 12

13. Course Objective 2 To move away from a course that privileged learning as what happens with teachers in classrooms towards a course about learning and development in a variety of contexts The Magic Trick Whack on a side of the head 13

14. Course Objective 3 To construct an engaging and memorable learning experience for students The Schema Theory Experiments The Wrestling Match The Prison Escape 14

15. Innovative Aspects of TE 150 Course Design Creative Use of Multiple Media Formats Theoretical and Conceptual Knowledge of the Design of Technology for Teaching 15

16. Course Design To make TE 150 web site dynamic, easy to use, and capture the excitement and fun that we wanted to convey Moodle Discussion Board Setting 16

17. Creative Use of Multiple Media Formats Video clips, Flash based magic tricks, games, experiments, Wikipedia, & Internet search YouTube Clip Witnessing a Car Crash 17

18. Theoretical and Conceptual Knowledge of the Design of Technology for Teaching Technological Pedagogical Content Knowledge (TPACK) Mishra & Koehler (2006) http://www.tpck.org A grand design experiment that we seek to improve iteratively with every offering of the course New Technology 18

19. Students’ Learning Quiz Scores Monitoring of students’ learning Analysis of the Video Montage at the Beginning and End of the Course Book Review and Interview Assignment End of Semester Survey Evaluation Teaching themselves Multimedia approach to learning 19

20. Research Projects Facebook vs. Moodle DeSchryver, M., Mishra, P., Koehler, M., & Francis, A.P. (2009, March). Moodle vs. Facebook: Does using Facebook for Discussions in an Online Course Enhance Perceived Social Presence and Student Interaction? Paper presented at the annual meeting of the Society for Information Technology and Teacher Education, Charleston, NC. Google Docs. vs. Moodle Gao, F. (2009). Fostering focused online discussions. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI. Student Rationales vs. Instructor Rationales Shin, T. S. (dissertation proposal approved). The Effects of Providing a Rationale for Learning a Lesson on Students’ Motivation and Learning in Online Learning Environments. 20

22. Both courses hosted in Moodle

23. Student Discussions:

24. One course used Moodle forums

25. One course linked to Facebook group discussion board

26. Compared frequency/length of student interaction & students’ perceived social presence 21

28. No significant differences reported by surveys of social presence, either 22

30. Both courses hosted in Moodle

31. Student Discussions:

32. One course used Moodle forums

33. One course linked to Google Docs

34. Compared percentage of text-focused discussion23

36. Student vs. Instructor Rationales Value Aspects of Motivation (Brophy, 2008) Two Types of Rationales Student Rationales: a brief testimonial of a former student Instructor Rationales: a statement by the instructors, The rationales will be given at the beginnings of six two-week modules Measures Motivation: value, interest, self-determination, autonomous regulation Learning: quiz scores, grades, students’ postings, perceived learning 25

37. Instructors’ Learning Diversity of students Non-traditional students, non-education majors, students with special needs, honors students Multiple instructors with various expertise Motivation Carol Dweck’s interview clip An Excerpt from JereBrophy’s book Great Potential 2008 MSU-AT&T Instructional Technology Award Expanding sections (from 2 to 4) 26

38. Thank you! 27