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digitaltools
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
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Task 3: Respond to Feedback
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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
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
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
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!
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
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