EDUC5101G Session 5 Presentation (March 8, 2016)
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EDUC5101G
for knowledge construction5th Adobe Connect Session Agenda:Tuesday, March 8, 2016• Welcome• Check-in• Final Paper Reminders• Learning Theories and EdTech
• Break Out Activity 1• Break (7:30 – 7:45 pm EST)• Instructional Design Models and
Frameworks Using EdTech• Break Out Activity 2
• 3rd PBL Activity – Getting Started• Check-out• Next Session
checkin
finalpaperremindersImportant Dates:• Paper Due: Friday, March 18• Peer-Review Assignments Given: Sunday, March 21• Peer-Reviews Due: Friday, March 25• Responses to Peer Reviews Due: Friday, April 1
Requirements:• 6-8 pages (excluding references)• APA v6 formatting• Use the Final Paper Template• Review topic requirements on course website
Task 1: Submit Your Paper
Task 2: Blind Peer-Review
finalpapernext steps
finalpapernext steps
finalpapernext steps
Task 3: Respond to Feedback
finalpapernext steps
finalpapernext steps
Sample of peer-review response tracking for a professional journal (Power, et al., in press)
onlinepublishing
learningtheories
& educational technology
Activity TheoryBehaviourismConnectivismConstructivismFlow TheoryTransactional Distance TheoryZone of Proximal Developmentothers… a
z2
learningtheories
& educational technologyActivity Theory
a z2
learningtheories
& educational technologyBehaviourism
a z2
learningtheories
& educational technologyConnectivism
a z2
“The pipe is more important than the content within the pipe. Our ability to learn what we need tomorrow is more important that what we know today.”
George Siemens (2012)
Siemens, G. (2012) Connectivism and Learning Technologies. Available from http://www.slideshare.net/fastfonz/connectivism-final-draft
learningtheories
& educational technologyConstructivism
a z2
Reading
Hearing Words
Seeing
Seeing & Hearing (movies, exhibits, performances)
Discussing
Simulating
Building or Doing the Real Thing
Passive Learning
Active (Constructive)
Learning
learningtheories
& educational technologyFlow Theory
a z2
learningtheories
& educational technologyTransactional Distance Theory
a z2peers
teacher
learner
content
learningtheories
& educational technologyZone of Proximal Development
a z2
flippedclasslearning theories and EdTech
activity
Activity Theory: Because Things Are Actors Toohttps://youtu.be/mb-3ufwK6U0
Connectivism: A New Theory for a Digital Agehttps://youtu.be/gyA7uGkZlY8
Use a Learning Theory: Constructivismhttps://youtu.be/Xa59prZC5gA
Zone of Proximal Developmenthttps://youtu.be/Du6vqSOj7UU
v1
openingmindmup
openingmindmup
flippedclassabout flipped
classes
activity
Getting StartedOnce you have been assigned to a breakout room in Adobe Connect, click on the link provided to access your shared MindMup workspace
Group Instructions:• Watch the Video (can be opened directly from MindMup)• Choose a group recorder and reporter (can be the same person)• As a group, use MindMup to:
o Create a summary of the key pointso Describe how these key points affect educational technology choiceso Report your summaries to the class
mindmuplinksGroup 1:https://drive.google.com/file/d/0B9ufnp3wjEnbd0MzeC1Fbm1zZ0U/view?usp=sharing
Group 2:https://drive.google.com/file/d/0B9ufnp3wjEnbWVY0b3A1dU9IUWc/view?usp=sharing
Group 3:https://drive.google.com/file/d/0B9ufnp3wjEnbLW5rX1RrR1VIRkU/view?usp=sharing
Group 4:https://drive.google.com/file/d/0B9ufnp3wjEnbNFE5NmxidmRBUzQ/view?usp=sharing
breaktime
instructionaldesignmodels & frameworks
Theories?Models?
Frameworks?
What’s the difference?
instructionaldesignmodels & frameworks
A model is “a simplified description… of a system
or process, to assist calculations and
predictions”
Oxford English Dictionary (2013)
instructionaldesignmodels & frameworks
models [have] the ability to make predictions, and [allow] “analysts to test
specific parts of theories.”
Sherif (n.d.)
instructionaldesignmodels & frameworks
a framework [is] a “structure and support
that may be used as both the launching point and the on-going guidelines”
for a research investigation or task
University of Southern California (n.d.)
instructionaldesignmodels & frameworks
a framework is different from a model because it does not have predictive
capabilities
Sherif (n.d.); Power (2015)
instructionaldesignmodels & frameworks
FRAMEKoole, M. L., (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training, 25-47. Edmonton, AB: AU Press. Retrieved from http://www.aupress.ca/index.php/books/120155
instructionaldesignmodels & frameworks
The CSAM FrameworkPower (2015). CSAM. http://robpower.weebly.com/csam.html
instructionaldesignmodels & frameworks
ADDIE
Evaluate
Analyze
Design
Develop
Implement
ReviseRevise
Revise
Revise
Educational Technology (2014). The ADDIE Model: Instructional Design. http://educationaltechnology.net/the-addie-model-instructional-design/
instructionaldesignmodels & frameworks
https://youtu.be/0vXegHDzrBg
instructionaldesignmodels & frameworks
ASSUREEducational Technology (2015). ASSURE: Instructional Design Model. http://educationaltechnology.net/assure-instructional-design-model/
instructionaldesignmodels & frameworks
The Kemp ModelEducational Technology (2016). Kemp Design Model. http://educationaltechnology.net/kemp-design-model/
instructionaldesignmodels & frameworks
The ARCS ModelKeller (2013). ARCS Explained. http://www.arcsmodel.com Purdue University (2013). Identify student learning characteristics. http://www.arcsmodel.com
instructionaldesignmodels & frameworks
https://youtu.be/EteajgPEwRE
ARCS?
instructionaldesignA teacher’s perspective on models & frameworks
https://youtu.be/syN_7t7ecVY
breakoutactivityTime: 10 minutes
Which of the instructional design models discussed this evening:1. meets the definition of a model?2. meets the definition of a framework?3. seems like the easiest for you and your peers to use
when planning for educational technology integration?
NOTE – it’s okay if there are strong differences in opinion within your randomly assigned break out group, considering the range of personal and professional contexts! Feel free to explain why some of you chose a different model (or framework), if that is the case!
Useful Link:http://educationaltechnology.net/category/frameworks-and-theories/
gettingstartedthird PBL activity
Now it’s time to get down to the business of preparing educators at your institution to effectively plan instruction that utilizes the new technology resources.
Congratulations! Your working group’s grant application (2nd PBL Activity) has been accepted, and you’ve received a grant to proceed with your educational technology integration project.
Designing for Technology Integration
gettingstartedthird PBL activity
Your problem is that you (and your institution) want to make sure the educational technology is used effectively, and that lessons learned in your upcoming pilot project are used to improve learning experiences on an ongoing basis.
gettingstartedthird PBL activity
Your working group needs to:
1. Select an instructional design model (or framework) that can be used to guide the instructional design process.
2. Explain to your peers why you chose that particular model (or framework), and why it is a better fit than other popular instructional design models (or frameworks).
3. Demonstrate how you will use that instructional design model (or framework) to guide the development and implementation of your pilot project.
NOTE – you do NOT need to produce an entire lesson plan… just demonstrate how the model (or framework) will guide your process from start to finish
gettingstartedthird PBL activity
Your final project must include:
1. An online collaboration site for your working group where you:• Specify the scope of your problem, and project• Identify your knowledge and skills gaps that need to
be addressed in order to solve your problem• Share the tasks needed to propose a solution• Share (publish) your proposed solution
2. Present your problem and solution in an upcoming Adobe Connect session (20 minutes, including Q & A)
moreresourcesVideos: Activity Theory: Because Things Are Actors Too. https://youtu.be/mb-3ufwK6U0
ADDIE Instructional Design Process. https://youtu.be/0vXegHDzrBg
ARCS: A Story of Motivational Design. https://youtu.be/EteajgPEwRE
Connectivism: A New Theory for a Digital Age. https://youtu.be/gyA7uGkZlY8
Instructional Design Models. https://youtu.be/syN_7t7ecVY
Instructional Design: The Models. https://youtu.be/RwBUsAJLiqY
MindMup 2.0 Quick Introduction. https://youtu.be/--v7ZfTHNJ8
Kemp’s Instructional Design Model. https://youtu.be/tj7g_Fcs5gs
Use a Learning Theory: Constructivism. https://youtu.be/Xa59prZC5gA
Zone of Proximal Development. https://youtu.be/Du6vqSOj7UU
Online Resources: Educational Technology (2014). The ADDIE Model: Instructional Design. http://educationaltechnology.net/the-addie-model-instructional-design/
Educational Technology (2015). ASSURE: Instructional Design Model. http://educationaltechnology.net/assure-instructional-design-model/
Educational Technology (2016). Kemp Design Model. http://educationaltechnology.net/kemp-design-model/
Keller (2013). ARCS Explained. http://www.arcsmodel.com
Koole, M. L., (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training, 25-47. Edmonton, AB: AU Press. Retrieved from http://www.aupress.ca/index.php/books/120155
Power (2015). CSAM. http://robpower.weebly.com/csam.html
Purdue University (2013). Identify student learning characteristics. http://www.arcsmodel.com
checkout
nextsession
To Do List:• Weekly blog posts and responses
• Week 9 Post due by Sunday, March 13• Week 9 responses due by Friday, March 18
• Final Paper – Due Friday, March 18• Submit two (2) copies:
• Copy 1: Complete copy, including your name, UOIT ID, and preferred email address• Copy 2: Complete anonymized copy (excluding your name, UOIT ID, and contact
information)
• 3rd PBL Assignment – Due Tuesday, March 22• Work with your group to develop your online resources and presentation
Adobe Connect Session #6• Tuesday, March 22, 2016• Group PBL Presentations
• Designing Instruction with Technology
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