Asynchronous Learning & Under-Prepared Learners: Finding, Evaluating and Using Information
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Asynchronous Learning &
Under-Prepared Learners:Finding, Evaluating and Using
Information
Dale Fowler, Ed. D., MBAInstructional DesignerCenter for Instructional DesignCentral Michigan Universityfowle1dp@cmich.edu
Call for PapersPossible topics for presentations include:
Politics of information Information seeking behaviors Revisions of library space and function
IF as an Alignment Issue Theory Driven vs. Good Ideas Academic Value vs. Best Practices Situation Analysis vs. Tyranny of Rules Research vs. Forefather Outcomes Design at the Course Level
QuantitativeQualitativeDiscovery Learning
Design at the Program Level
S = StudentI = InstructorC = Content
Interaction Types:
S-I S-CS-S S-SS-C S-I
Equivalency TheoryTheory Informs Practice
Source: Tutored Video Instruction
The “X” Factor of InstructionThe Missing Ingredient
Academic ValueObject of change
process Alterable variable Effect size Percentile equivalent
Teacher Tutorial instruction 2.00 98Teacher Reinforcement 1.2
LearnerFeedback-corrective (Mastery Learning) 1.00 84
Teacher Cues and explanations 1.00
Teacher, Learner Student classroom participation
1.00
Learner Student time on task 1.00
Learner Improved reading/study skills 1.00
Home environment / peer group Cooperative learning 0.80 79
Teacher Homework (graded) 0.80Teacher Classroom morale 0.60 73
LearnerInitial cognitive prerequisites 0.60
Home environment / peer group
Home environment intervention
0.50 69
http://education.calumet.purdue.edu/Vockell/EdPsyBook/Edpsy2/edpsy2_strategies.htm
The Two-Sigma ProblemCan researchers and teachers devise teaching-learning conditions that will enable the majority of students under group instruction to attain levels of achievement that can at present be reached only under good tutoring condition?
Educational Researcher, Vol. 13, No. 6 (Jun. – Jul., 1984), pp. 4-16http://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-two-sigma.pdf
The School of Athens Online100% Asynchronous Facilitation
Log in 7-days per week Response before work, during lunch, after work Drive an ongoing/JIT learning culture Trade-off to meeting: Class is in-session every day Seven Week vs. Week Seven WeekEND class
Discussion Board Pattern
Learning ModelQuantitative
Reading Questions (Terms & Concepts)
Exercises – End of Week
Problems – End of Course
Whole-Class Collaboration
Course-Long Fluency Development
Whole-Class Collaboration
Locked Down Forum ThreadsFeed Your Leads
A ResponseMoves The Ball Forward – Another First Down
6 Minutes
Insights5 Days
Informing Question
Capstoning
Pricilla & Melissa
Pricilla & Melissa
Hidden Design:Information Fluency
Research/Evaluation/Use
Integration: Comprehensive Problems
Application: Standalone Exercises
Terms & Concepts: Reading Questions
Unsolicited: Course DesignI really enjoyed the organization of this class. You made it easy for me to plan ahead because I knew exactly what was expected of me for each week. Thank you.
I truly think this was one of the easier courses to follow as far as what was expected and when.
I would like to let you know that I liked the way the class was structured. It made planning my week and the completing the course work easier.
I did better than I expected… The course was laid out well for such detailed work.
Unsolicited: Teaching
Good Ideas Not Practiced Chats Office Hours Emails Phone Calls Feedback Video Lectures Tutor Groups
RedesignDiscussion Board - or - Invisible
Reading Quizzes Submit Questions
Homework System Group Cases
Asynchronous Discussion Connect EmailsPhone CallsOffice HoursTutoring
IF @ Program LevelPast Students
IF @ Program LevelStudent Goals & Situation
IF @ Program LevelSustaining Understandings
Through Community of Practice
Dale Fowler, Ed. D., MBAInstructional DesignerCenter for Instructional DesignCentral Michigan Universityfowle1dp@cmich.edu
References
http://www.jayorlin.com/images/tutoredvideo.pdf http://education.calumet.purdue.edu/Vockell/EdPsyBook/Edpsy2/edpsy2_str
ategies.htm http://web.mit.edu/5.95/readings/bloom-two-sigma.pdf http://ednews.org/articles/an-interview-with-curtis-bonk-a-look-at-wikibooks-
and-wikibookians.html
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