Ischoolwebboard 1

ISchool WebBoard

Teacher in the Web e-Learning Project

Licensing Stuff and Copyright

This is an open content compilation and distribution on the body of knowledge, implementation cases, reusable templates, and open source licensed software to jumpstart the effective and efficient service delivery of Infocommunications technology in the instruction and learning.

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This educational presentation does not claim connection nor represens the cited products or corporation.

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The Objectives Define the common language, work objectives, work packages,

process and technology to implement e-learning Build a common understanding on Instructional Design to

integrate digital technology resources in instruction and learning. Create the Instruction Plan template that incorporates modalities

of e-learning, and content from readily available digital repositories.

Initiate the process of designing of a course e-learning webboard to contain competency standards, study guide, lecture notes, links to on-line forum, e-mail group, blogs, wikipedia, and knowledge references.

Introduce the use of curricular content and standard references from the World Wide Web

Provide initial guidance on the use of software to create presentation, web pages, and to get into the Internet.

Work Schedule

Day 1

Morning:Instructional Design and Planning Model

Learning, Instruction, and Competency Instructional Design Process Task List of Instructional Designer

Afternoon:Program of Instruction and e-Learning Modalities

e-Learning Defined e-Learning Modalities On-line Identities

Day 2

Morning:Open Source Software to Implement e-Learning

Front-end Solution Back-end Solution

Afternoon:Open Source Services in the Internet

Web Mail Web Log Wiki Web Host Learning Content Management System

Day 3

Morning: Building the ISchool Web Board Discovery and Design Define the Learner Define Course Materials Technology Support

Afternoon: Lesson Plan Evaluation Search the Net Evaluate Net Content

Day 4

Morning: Building the ISchool Web Board Part IISetup Web Mail and Web Log

Afternoon: Setup Wikipedia, and On-Line Assessment

Day 5

Morning: Create the Web Page Write a lesson web page to contain

presentation, activities, and assessment Afternoon: Create the Web Page

How to publish the web page, and to perform editing.

Training Evaluation

Herbert Simon, Nobel Laureate

“For the computer to bring about

a revolution in education, its introduction must be

accompanied by improvements

in our understanding of learning and teaching.”

Teacher’s Work Objectives

Work Packages of Teacher

Learning & Instruction

•Learning: The process that results in changes in the human behavior and in the human capabilities to function or perform.

•Instruction: Set of events that affects learners in their way to achieve learning.

Learning & Instruction Competency...an integrated set of 

skills, knowledge, and attitudes that enables one to effectively perform the activities of a given occupation or function to the standards expected in employment.

Learning & Instruction

Content Suitability Outcome

Learner Attitude Aptitude Environment

Instruction Face to Face Blended Activities

Bloom’s Taxonomy of Learning Knowledge: arrange, define, duplicate, label, list, memorize,

name, order, recognize, relate, recall, repeat, reproduce state. Comprehension: classify, describe, discuss, explain, express,

identify, indicate, locate, recognize, report, restate, review, select, translate,

Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

Instructional Tasks

Learner Knowledge Level – selection of appropriate content topic, and instructional activity

Learner Learning Attitude – Selection of appropriate activity

Assessment – selection of evaluation tool to test attainment of learning outcome

The Term E-Learning It covers the wide set of

applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, CD-ROM, and more.

Glossary of E-learning Circuit

Electronic Learning

Instructional Technology

Instructional Technology is the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning.

Seels & Richey (1994).

e-learning

The utilization of digital technology for:

Learning Reference Instructional Event

View e-Learning Project

e-Learning TasksReferences

Presentation Activity

Assessment

The iSchool WebBoard e-Learning Project

FGD

What is instructional design? What is DEPED process model in

instructional design?

The Term Instructional Design

• The development of 4. instructional materials and instructional materials and activitiesactivities; and tryout and evaluation of all instruction and learner activities.

• The systematic development of 1. InstructionalInstructional specificationsspecifications

based on some learning and instructional theory to ensure the quality of instruction.

• The process of analysis of 2. learning needs and learning needs and goalsgoals and the development of a 3. delivery systemdelivery system to meet those needs.

Instructional Design

GoalSetting

Analysis DevelopObjectives

DevelopAssessment

MetricsIdentify

InstructionalStrategy

DevelopMaterials

Implement

Essential Steps

Stan

dard

Lear

ner

EvaluateRevise

ID Step 1 -Goal Setting

Identifying the overall course goal 

Set Goals

1. Goals are clearly stated in terms of what students know and are able to do as the result of instruction and learning.

2. Goals are appropriate for the intended learners.3. Goals are related to the needs of all learners.4. Goals are stated in terms of student learning.5. Carefully consider the amount of discipline-specific and task-

specific knowledge and skills needed by the learners to be successful.

6. Include goals focusing on communication and thinking as well as discipline-specific topics, concepts , and processes.

7. Set affective goals focusing on the essential attitudes and dispositions required by the learner in the unit (e.g. positive interpersonal relationships due to the cooperative learning activities).

ID Step 2 -Analysis

Analysis of what is to be learned, of the learners, of the learning environment, and, of the environment in which the learning is to eventually be applied

ID Step 3 – Objectives Development

Identifying and stating in measurable terms the objectives for each lesson

ID Step 4 - Assessment Measures

Identifying criterion-referenced assessment measures

Development

Create Learner Outcomes

1. Outcomes are based on the goals, standards, and needs of the learners.

2. Outcomes are measures of learning.3. Outcomes identify what is to be assessed, the condition under

which the learning must be demonstrated, and the criteria for successful performance.

4. Sample evidence that the learner has successfully demonstrated all performance outcomes indicates that goals have been achieved.

5. Select and target worthy outcomes for student learning.6. Focus on the important concepts and meaningful knowledge at the

heart of essential understandings that students need to develop. Avoid overwhelming the learners with unconnected "factoids" and instead focus on the big ideas linked through higher level thinking/processing.

7. Outcomes should be consistently and clearly8. communicated in terms that are understood by ALL

ID Step 5 -Instructional Strategies

Chunking learning into logical components, selecting the appropriate media, and identifying the instructional strategies that will best facilitate learning

Identification

ID Step 6 -Development of Materials

Producing the materials and Web site components for an online class; also includes obtaining commercially-produced materials/textbooks/e-books/WBT/CBT as appropriate

ID Step 7 -Implement Instruction

Make the stakeholders experience the products.  

ID Step 8 -Evaluate and Revise

Solicit feedbacks and further the expert review in order to appropriately revise materials

Instructional Designer

The Instructional Designer

ID Template

Program of Instruction Mindset

"Using technologies effectively in education requires shifting our focus from teaching to learning, with more and more of the learning coming under the control of the learner”

….Ramirez, R., & Bell, R. (1994). Byting back: Policies to support the use of technology in education. Oak Brook, IL: North Central Regional Educational Laboratory

Reaction Please!

“Learning coming under the control of the learner”

Assumption 1

Interaction rather than isolation: Knowledge and expertise develop when students have a chance to interact with resources that include their peers, teachers, experts from various fields, and print and electronic text and databases.

Assumption 2

Individual learning styles: Learners are most successful when they can use a learning style suited to their needs.

Assumption 3

Adequate professional development: In order to implement and adapt alternative learning strategies, teachers must be helped to become models of active learning.

Assumption 4

Learning as the main consideration in decision making: Curriculum planning and scheduling should focus on using time according to learning needs, rather than on conforming learning to divisions of time.

Assumption 5

Cognitive research: Students learn best when the tasks involve meaningful contexts, activities, and problems so that they can actively construct their own knowledge and develop the ability to apply what they learn to new situations.

Assumption 6

Explicitly stated performance outcomes: Accountability can be ensured if progress on assessment measures reflects skills learned in classroom activities.

Active Learning Model (J.Brunner)

Principles: Instruction must be concerned

with the experiences and contexts that make the student willing and able to learn (readiness).

Instruction must be structured so that it can be easily grasped by the student (spiral organization).

Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).

Do Active Learning

Gagne’s Nine Events of Instruction

1. Gain attention 2. Inform learner of objectives3. Stimulate recall of prior learning4. Present stimuli with distinctive features 5. Guide learning 6. Elicit performance 7. Provide feedback 8. Assess performance 9. Enhance retention and learning transfer to job

IE1.Gain attention

Use of multi-media, graphics and animation

Web-design Announcement (Calendar, e-mail) Discussion of current topics (e-forum) Referral to Web sites (Site Link)

IE2. Inform objectives

Course orientation Course tutorial Post syllabus

IE3. Stimulate recall of prior learning

Getting started self-test e-discussion of prior topics e-book reference 0n-line tutorial sites

IE4 Present the content

Web-enhanced lectures, textbook activities, e-books technology-assisted content deliver Activities through Web-research simulations audio/video E-modules animation

IE5. Provide Learning Guide

Post syllabus course notes assignments other course materials

IE7. Elicit feedback

Web-enabled student surveys Discussions and Quizzes Students submit work electronically

IE8. Provide feedback

Electronic discussions email responses

IE9. Assess performance

Online testing Graded work is emailed back to the

students

IE9. Enhance retention and job transfer

Web-research fosters critical thinking Team collaborations Resolve case studies Use of technologies common in the

workplace

Program of Instruction Well defined objectives in terms of

specific measurable objectives or learning outcomes.

Clearly spelled out skills, knowledge and attitudes to be developed.

Available resources and strategies to be utilized.

Organize structuring, sequencing, presentation, and reinforcement of the content.

Matching of assessment methods to the learning objectives to ensure agreement between intended outcomes and assessment measurements.

Mind MapSUBJECT

AIM GOAL OBJECTIVES STUDENT

STANDARD CONTENT

MODULE 1 MODULE 2 MODULE 3 MODULE 4

DURATION CERTIFICATION

Topic 1 Topic 2 Topic 3

TerminalObjectives

LearningSummary

LearningNotes

LearningActivity

DurationMaterials

Learning Reference

LearningAssessment

How to be an e-learner

The Web Site The Blogs The Forum The e-Mail The e-Book The Help File The Wikipedia The eBB On-line Assessment E-Library Infoweb

On-line Identity

E-mail Address Mail Group Web Log Address Web Site Address eForum Address Wiki Address

Web Host Web Mail eForum Blogs

LMS/CMS ServiceQuiz System

Info Database

On-line LibraryE-LEARNING

KnowledgeComprehension

ApplicationAnalysis

SynthesisEvaluation

Instructional Presentation

Instructional Assessment

Instructional Reference

Instructional Activity

INSTRUCTION EVENT1. Gain attention 2. Inform objectives3. Stimulate recall 4. Present stimuli 5. Guide learning 6. Elicit performance 7. Provide feedback 8. Assess performance 9. Enhance retention

THE INTERNET

The Subject Lesson Web Page

The Subject Title The A.G.O. The Content Outline The Resource Links The Activities

Read and Make a Report Read and Analysis Test Simulation Gamers