Educ 537

EDUC 537Designing Web-Based Learning

Electronic Portfolio

Presented by: Michael Kelly

Instructor: Diane Janes

About Me

• My name is Michael Kelly

• I am 27 years old and I am going into my third year of teaching.

• I teach at Cabot Junior-Senior High School located on the beautiful Cabot Trail in Cape Breton, Nova Scotia.

• I teach French and Social Studies.

About Me

• I decided to take my first upgrade on technology because teaching methods are always changing.

• I would like to keep up on all the new and exciting changes that technology brings to the classroom.

Introduction

• EDUC 537 is a course that is essential to a teacher’s development. It discusses many theories that are important to teach, especially:

• Constructivist theories

• Multiple intelligence

Introduction Cont.

• This course allowed myself to review these important theories and taught me how to apply them into my teaching methods.

• This course also taught me how to use specific web-based design to use in the classroom.

Introduction Cont.

• By learning both theories and web-based design, it was up to me and my group members to try and apply these theories with the web-based design tools, such as inspiration and webquest tools.

Electronic Portfolio

• In this portfolio, you will find:

• My thoughts from the course broken down into the four units of instruction.

• In the four units, I will answer these three important questions:

– What do I plan to accomplish with this task?

– How I plan to get there

– My strategies for accomplishing this task

Unit 1 Theories of Learning and Multiple Intelligences

• After taking the multiple intelligence test, I was wondering if I would be surprised with the results. I wasn’t surprised at all.

• My strengths were Body/Kinaesthetic and interpersonal tied for 1st place. Knowing myself, this seems fairly accurate. I love being active and trying to incorporate any activities of learning into a active format as well.

Unit 1

• Interpersonal seems about right for my type of intelligence. I work well with others and thrive off learning in groups. It helps me solidify my ideas when working with pairs or groups and I am able to express my ideas to others which I love to do.

Unit 1What do I plan to accomplish with this task?

• After doing this task, I would like to keep my strengths at a high level. This means more practice into how I learn.

• I should continue these skills in my methods of learning. I plan to integrate my strengths into my teaching methods because I can see ho the students develop and I will understand if they are getting the ideas that are necessary.

• Since I teach the way I learn best, I am able to evaluate easier. I know when students are having difficulty and I can help them better when I use a way that suits me the best.

Unit 1 How do I plan to get there?

• The best structure for me would be one with a constructivist approach, such as group work and problem solving methods with groups in order to increase learning for myself.

• I feel that this has a greater impact on my learning rather than direct instruction methods.

• Being in groups, you must be active in your role of group work, so both of my strengths are incorporated when doing group work.

Unit 1 How do I plan to get there?

• This is not to say that direct instruction does not have a spot anymore in the education system. It simply means that it isn’t the only method out there.

• A lot of “old school” teachers still use a one method system in their teaching.

• I witnessed this as a student and I still see signs on this as a new teacher. Like these articles taught us, we all learn in diverse ways.

Unit 2Project Based Learning, I-Search and WebQuests

• In unit 2, our readings focused on certain projects and educational activities that we can use in a classroom as teachers.

• First, we read about Web Quests.

• This educational tool is very interactive and unique to the classroom.

Unit 2

• Another unique tool explained in this unit was concept mapping.

• When I was in high school, I never heard of concept maps, but learned quickly in what they were once I started my B.ED .

• This new tool allows students to create and share ideas by mapping out their ideas.

• Thanks to technology, our students can now engage in interactive ways while learning. This new wave of technology is essential to use in the classroom.

Unit 2 What do I plan to accomplish with this task?

How I plan to get there?

• After reading about these new classroom tools, I plan to use these tools, along with others in my teaching methods.

• Often, I make students use concept maps with the software, “Inspiration”, however I don’t use them enough for myself.

Unit 2 What do I plan to accomplish with this task?

How I plan to get there?

• I plan to use these tools in my lessons more often than not.

• I can use concept mapping in order to teach lessons and allow students to use it as well.

• Web quests are very unique tool. It is essential for teachers to be creative and allow students to engage in their own learning skills with guided web quests.

Unit 2 Strategies

• My strategies for this task are straight forward. I would like to use these tools more often in my classroom.

• Teaching Canadian History, concept maps will be useful to organize information about a certain topic.

• I would use concept maps to breakdown information so that the students can have a better understanding.

Unit 2 Strategies

• Web quests are very important to use in social studies classes.

• I frequently use web quests in my class because its important for students to be able to use the software efficiently to find their information on a topic.

Unit 2 Strategies

• The students learn the curriculum while learning personal skills of how to navigate the World Wide Web.

Unit 2 Readings

• Grazing the Net: Raising a Generation of Free Range Students - Part One and Part Two

• By Jamie McKenzie.

Unit 2 Readings

• This article talks about the question “Is the future here?”

• This article tells me the importance of evolving all the time as an educator.

• It says that the future is here, talking about the internet at the time.

• I think the future is here every day for a teacher

Unit 2 Readings

• I feel that we must adapt and always change with new technology and new theories.

• Just because it was used before, doesn’t always make it the best way.

Unit 2 Readings

• There are certain issues that come with trying to adapt with all the changes with technology in the classroom.

• The first is cost. We can only use what we actually have.

• It would be nice for all teachers to have all the tools and gadgets; however we know that this is not always the case.

Unit 2 Readings

• The second reason is time. • Most teachers find is extremely tough to find the

time in adding these new technologies into their classroom.

• This makes many teachers left feelings stressed and this leads them to say “no thanks” to new innovative ways to teach.

• This shouldn’t be the case at all. Teachers should have the opportunities to have more professional development in order to feel at ease with new technologies.

Unit 3Designing Web-based Learning

• Unit 3 took both unit 1 and 2 and put them together to help our group create our final project. We took the theories presented in unit 1 and the web –based learning tools from week 2 to form ideas of our web based design project.

• We decided to continue with a WebQuest on Career choices and management for students.

Unit 3Designing Web-based Learning

• Our group felt it was important to try and include every multiple intelligence in our project.

• We also made sure to talk about the importance of implementing a constructivist approach to our WebQuest.

• Students construct their own understanding of choosing a career and the process that is necessary to reach that goal within the context of the WebQuest.

Unit 3Designing Web-based Learning

• Since this is the first time I done a project such as this, I was glad to read up on a couple of articles in unit 3 that helped me understand what exactly needs to be done.

• The top ten web design mistakes from Nielsen's Alertbox (Nielsen, 1996) helped our group avoid these points.

• It is good to read about how to do things, however when you have a good list that you should avoid it makes things a lot easier when working in a group.

Unit 3Designing Web-based Learning

• Readings: During this unit, I read a few articles that helped me understand more on not only using web-based learning, but how to evaluate e-learning. The articles that I read were sometimes hard to understand exactly how to evaluate.

Unit 3Designing Web-based Learning

• Kirkpatrick’s “4 level model” broke it down easier than the others, but it was still difficult to understand.

• I learned one good thing about the articles I selected, that like teaching methods, evaluations change on a daily basis.

• The 4 level of Kirkpatrick helped me understand exactly what needs to be done when trying to evaluate e-learning.

Unit 3Designing Web-based Learning

• The article “ Ten Stages of Working the Web for Education, by Tom March touched base on, in my opinion, the main theme of this course:

– teachers must adapt to changes that can be used inside a classroom”

– I preach this because it is true. We cannot allow all great ideas and technological advancements go to waste.

Unit 3Designing Web-based Learning

• As professionals, we must embrace any new tools so that students can reach their full potential of learning.

• This is why we study all types of theories and why we search for new and improved technology.

Unit 4Online Teaching and E-Moderating

• Unit 4 discussed online teaching and ways that is can be moderated.

• I am new to online learning, but there are key components that are necessary to have when using distance education.

Unit 4 Key Components

• Organization

• Quick response to questions

– Live chat

– Email

– Group chat rooms

• Electronic Performance Support System

Unit 4 What is Electronic Performance Support System

• I am currently taking another course (EDUC 541) that explains the importance of sharing knowledge with others and how to manage it the best possible way.

• A computer based system that offers troubleshooting, and responses to any type of problem or issue that may occur during a course.

• It is a way to hare and provide ideas and help to others.

Unit 4 What do I plan to do ?

• When I make lessons that involve online use, I am going to make sure to do a few important things:

– Let the students be independent, rather than step by step guidance.

– Make sure the lessons have resources to issues that students may confront when taking on the task.

• Electronic Performance Support System.

Unit 4 Why?

• I feel that students can create their own learning from the use of exploring a web-guided program such as a web quest.

• Students can create their own knowledge by exploring and resolving their own problems when doing work.

Unit 4 My role

• My role will be to guide them along, but to also evaluate their learning by observing changes in their methods of creating work online.

• My methods of teaching will also change when new an innovative web-based design is introduced that can help students accomplish their tasks.

Projects.

• Our group, The Blue Jays consisted of Corey Deveaux, Leo Donovan and Myself.

• We decided to create a webquest for career choices for students.

• This was very new to me, but my group members were great to work with in creating a final product.

Projects.

• We created a web quest so that students can answer the big question in life “What do you want to be when you grow up?”

Projects

• By making sure we touched base with every multiple intelligence by Gardiner, we were able to create a web quest that allowed students to:

• 1) Understand the process of choosing a career.

• 2) Recognize a new self-worth and a sense of pride in their career path(s) chosen.

• 3) Successfully connect their career interests to their course curriculum content.

• 4) Effectively use Internet search engines and communication software.

Link to Project

• http://www.zunal.com/webquest.php?w=109202

Resources.

• This section is a list of all the resources that I used throughout this course.

• This sections also contains a few resources that I used in another course (EDUC 541) That I find useful.

Resources.

• http://www.ldrc.ca/projects/miinventory/miinventory.php

• http://www.thirteen.org/edonline/concept2class/mi/index.html

• Solvie, P. & Senske, L. (2009). Teaching for Success: Linking Technology and Learning Styles in Preservice Teacher Education. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 2681-2684). Chesapeake, VA: AACE

• http://serendip.brynmawr.edu/local/dd/dd98/projects/Lucinora.html

• Tapscott, D. (1996). Growing up digital: The rise of the net generation. McGraw-Hill Companies. Found at Http://www.ncsu.edu/meridian/jan98/feat_6/digital.html.

• Curtis, Diane (2002). The Power of Projects. Educational Leadership, Sep2002, Vol. 60 Issue 1.

Resources.

• McKenzie, J. (1994). Grazing the net: Raising a generation of free range students. From Now On: The Educational Technology Journal.

• Lin, J. (2006). Adult Learners' Online Inquiry-Based Learning Processes. In E. Pearson & P. Bohman (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (pp. 861-868). Chesapeake, VA: AACE.

• Padilla Rodriguez, B.C., Rodriguez Nieto, M.C. & Padilla Montemayor, V.M. (2009). Evaluating E-Learning Effectiveness Using Kirkpatrick’s Four-Level Model. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 3341-3346). Chesapeake, VA: AACE.

Resources.

• Dixon, S., Osment, M. & Panke, S. (2009). Comparing Effectiveness of Traditional versus Blended Teaching Methods: Efforts to Meet the Demands of Students in a Blend 2.0. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 2765-2774). Chesapeake, VA: AACE.

• March, T (1999). Ten Stages of Working the Web for Education. Multimedia Schools Magazine, 6(3).

• http://www.slideshare.net/

• Roberson, T. & Klotz, J. (2002). How Can Instructors and Administrators Fill the Missing Link in Online Instruction? Online Journal of Distance Learning Administration, V(1V), Winter.

The End!

• Thanks for viewing.

• Please feel free to add any comment or details if you like at the website: