IT 5110 Technology Applications: Education and Training Week 2.

IT 5110

Technology Applications:

Education and Training

Week 2

Agenda

• Instructional Design

• Review of the NTeQ Philosophy

• NTeQ Lesson Plan

• MS Word for Teaching– Concept Mapping/Drawing

Instructional Design

• Design - to plan• Instructional Design

– Systematic planning of instruction

• Both an Art and a Science– Art: Creativity, imagination, etc.

• Consider an analogy of architects with same materials, site, and purpose producing different results

• Some designers may be innovative, others more traditional

• Novice versus expert designers


• Both an Art and a Science– Art: Instructional Philosophy

• Behaviorism– Focuses on changes in what learner does (observable

behaviors); stimulus-response-reinforcement• Cognitivism

– Focuses on what learner knows (non-observable changes in memory structures)

• Constructivism– Knowledge is constructed by an active learner; Sources

of meaning are experience and context; no shared reality


• Both an Art and a Science– Science

• Based on proven practices and research– Performing learner and instructional analyses

– Writing objectives, sequencing of content, etc.

• A Systematic Procedure (methodical, deliberate, purposeful, often step-by-step)

– Especially important when technology is used for instruction, because pre-developed technologically-developed instruction is not as flexible as a good teacher


• Robert Mager (1984) – Poses three questions an instructional

designer should answer• Where are we going? (objectives)

• How will we get there? (strategy and medium)

• How will we know when we have arrived? (evaluation and revision)


• Andrews and Goodson (1991) described 40 such models for systematic design of instruction– For Novice and Expert designers

– Some contextual, some with a focus on technology

– Some for K-12, some for training, some for products

– Some are macro-level (curriculum/courses), some are micro-level (lessons)


• Most ID models share the same basic processes/steps

• The ADDIE Model is perhaps the most generic (more macro-level; ISD)


• ADDIE Steps– Analysis

• Needs/causes, gap analysis, content/tasks analysis, etc.

– Design • Objectives, assessment items, draft (or story

board), learner analysis, environment analysis, etc.

– Development• Determine instructional strategies/methods, create

materials/media, lesson design, prototyping, etc.


• ADDIE Steps– Implementation

• Delivery, teach, provide feedback, use technology, staff development, logistics, etc.

– Evaluation• Formative, summative, of teachers, students, and

materials; Revision until mastery• Kirkpatrick’s (1994) Four Levels of Evaluation

– Reaction– Achievement– Transfer to job– Impact on organization


• Consider Robert Gagne’s Nine Events of Instruction (good at lesson level)– Gaining attention– Informing learners of the objective– Stimulating recall of prior learning– Presenting the stimulus – Providing learning guidance– Eliciting performance– Providing feedback– Assessing performance– Enhancing retention and transfer


• Dick and Carey Model (good for lesson level)

– One of the most common, well-known models– For novice to expert, K-12 to training


• Kemp, Morrison and Ross (1998)– The Four Components to Instructional Design

Objectives Evaluation

Learners Methods


• ASSURE Model (technology-specific)– Analyze Learner Characteristics

• General, entry competencies, learning style

– State Objectives

– Select, Modify or Design Materials

– Utilize Materials• Conduct the instruction

– Require Learner Participation• Provide feedback and practice

– Evaluate and Revise

The NTeQ Model Philosophy

From Last Week

The NTeQ Philosophy

• Some basic components of the NTeQ Model– Students use technology solve problems,

promote critical thinking and meta-cognition• Technology as tool• Learn to learn (reflection, think/KWL sheets, etc.)

– Students also learn the technology– Group-based, collaborative activities

• Learn how to work in a team (listening, taking turns, taking responsibility)

• Students help each other; teacher guidance (facilitation) still needed

The NTeQ Philosophy

• Some basic components of the NTeQ Model– Student-centered and authentic

• Meet the needs of diverse students, provide motivation, etc.

• Active involvement of students (research, discovery, groups, etc.)

– Students to identify problems, formulate hypothesis, collect data, analyze data, draw conclusions• May require guidance

The NTeQ Philosophy

• Some basic components of the NTeQ Model– Interdisciplinary in nature

• When possible integrate multiple subjects, e.g. math, science, social studies

– Multiple resource-rich activities and resources • Newspaper, CD-ROM, Web, etc.

NTeQ Model Steps

NTeQ Model Steps

– Specify Objectives– Match Objectives to Computer Functions

– Specify a Problem– Specify Standards

– Specify Prior Knowledge/Skills Needed– Plan the Data Manipulation

– Plan the Results Presentation

NTeQ Model Steps

– Plan the Activities While Using the Computer– Plan the Activities Prior to Using the Computer– Plan the Activities After Using the Computer

– Plan the Supporting Activities– Plan the Assessment– Culminating Activity

NTeQ Model Steps Specify Objectives

1. Specify Objectives– There are several types of objectives – Behavioral versus cognitive– Bloom’s Taxonomy– Terminal and enabling– Designed to communicate what is to be learned to

teacher, student, administration, parents, community, etc.

• Found at curriculum level, course level and lesson plan level


1. Specify Objectives– Behavioral (Mager) Approach

– ABCD’s of behavioral objectives• Audience will do

• expected Behavior

• under what Conditions

• to what Degree

– Example: Given a right triangle, the student will correctly calculate the length of the hypotenuse


1. Specify Objectives – Incorrect behavioral objective

• By tomorrow, know the continents

– What is knowing the continents?

– Is it naming them?

– Is it ordering them from largest to smallest?

– Is it labeling them on an outline map?– Is it naming the direction each lies from the

United States?


1. Specify Objectives – Correct behavioral objective

• Given an outline map of the seven continents named in the geography text, the student will write the name of each continent within the outline of the continental area

– Others• Given 10 seeds, students will identify the grain crops

they grow with at least 90% accuracy.

• Given the necessary parts, student will correctly replace the rotor and pads for the brakes of an automobile within 15 minutes.


1. Specify Objectives – Cognitive Objectives

• Not as easily stated in one sentence• Useful for higher level learning tasks that allow

for more than one approach to mastery• Behaviors such as apply, interpret, solve or

evaluate suggest more than one solution• Distinguish general (terminal) and specific

(enabling) objectives


1. Specify Objectives– Terminal versus enabling objectives

• Terminal: general instructional objective for unit • Enabling: one or more specific statements

describing specific performances that indicate mastery of the terminal objective (sub-objectives)

– Example• Terminal Objective

– Perform psychiatric physical examination


1. Specify Objectives

– Example, continued• Enabling Objectives

– Perform gait evaluation, including recognizing common abnormal gait patterns.

– Evaluate musculoskeletal system including joint palpation, range of motion, stability, and recognize signs of inflammation and infection.

– Perform central and peripheral nervous system examination


1. Specify Objectives– Cognitive Domain: Levels

• Knowledge - finding out; recall

• Comprehension - understanding; interpret

• Application - applying; making use of knowledge

• Analysis - take apart the known; relationships

• Synthesis - put together (in same or another way)

• Evaluation - judging outcomes; quality

NTeQ Model Steps Matching Objectives to Computer Functions

2. Matching Objectives to Computer Functions – Ask yourself how you would achieve the objective

if you were the student. What process or technology/feature would you perform?

• Use a spreadsheet to determine– Calculations, relationships, tables, charts, ordered lists,

etc.

• Create a chart to show...– Visual needs, relationships, etc.

• Use a database to find– Find patterns, queries, calculations, search, etc.

NTeQ Model Steps Matching Objectives to Computer Functions

2. Matching Objectives to Computer Functions – Some objectives are less easy to match with

computer function, or to only one application– Example: Student evaluation of a story or data

• Spreadsheet or database to aid in analysis• Chart ot evaluate the data• Word processor to generate report that explains

evaluation

NTeQ Model Steps Specify the Problem

3. Specify the Problem– A brief statement– Make it meaningful to the students so they can

relate to it– Authentic to students, real-world events, issues,

etc. (motivation and retention)– Problem-based (critical thinking) and reflective– Sports, hobbies, friends, television, spring break

budgets, college budget, where to live criteria, buying a car, news paper route, etc.

NTeQ Model Steps Specify Standards

4. Specify Standards– Look up educational standards that apply– National Standards

• National Educational Technology Standards Projects http://cnets.iste.org/

– State Standards• Michigan Technology Standards

http://cdp.mde.state.mi.us/Technology/default.html

– Local standards?– Will go over in more detail in future class...

NTeQ Model Steps Specify the Problem

5. Prior Knowledge– Prior knowledge and/or skills necessary for

students to successfully accomplish lesson– Examples

Students will have prior knowledge and skill in working on a computer

Students will have prior knowledge and skill in creating word processing documents

Students will have prior knowledge and skills in doing research

NTeQ Model Steps Plan the Data Manipulation

What I KNOW What I WANTto know/learn

What ILEARNED

6. Plan the Data Manipulation– How will student manipulate data? – Will they need guidance/instruction or instructions? – A Think/KWL Sheet? (before, during, after)

NTeQ Model Steps Plan the Data Manipulation

6. Plan the Data Manipulation– Examples

• Navigating web sites• Spell check, punctuation, format, etc. in

Word Processor• Searching a database• Experiment with values in spreadsheet and

observe changes to formulas and functions

NTeQ Model Steps Plan the Results Presentation

7. Plan the Results Presentation– Word, Excel, PowerPoint, web site, portfolio

– Presentation, poster, reports

– Move away from traditional assessment instruments

– Individual or group-based?

– Other• Hard-copy, demonstration,Q&A, newsletter

(desktop publishing)

NTeQ Model Steps Multidimensional Activities

8-10. Multidimensional ActivitiesMany of these may be group-based

8. Plan the Activities While Using the Computer• Formulas in Excel? Queries in a database? • Searches on the Web or CD? Sort data in Word? • Create a chart of graph? Read a chapter?

9. Plan the Activities Prior to Using the Computer• Especially important if computers are limited• Can data be collected and organized beforehand?• Create an outline• Search engine keywords

NTeQ Model Steps Multidimensional Activities

8-10. Multidimensional ActivitiesMany of these may be group-based

10. Plan the Activities After Using the Computer• Explore and interpret results

• A Think Sheet might be helpful

• If predictions or hypotheses were made, how did they turn out and why?

NTeQ Model Steps Final Two

11. Planning the Supporting Activities– Look up web pages, practice, further reading– Posters, experiments, discussions– Reinforcement, retention– Any rotational activities needed?


12. Assessment/Evaluation– Development of a Rubric

• Contains: assessment criteria, rating scales, and levels of performance; see p. 171 of text for example

• http://edtech.sandi.net/rubric/• Will discuss more later….

– Evaluation form is a possibility


13. Culminating Activity– Purpose: To solidify and confirm learning– Examples: Discussion of findings, implications,

and/or applications; a class review/summary– KWL may be helpful

NTeQ Model Steps

• Visit NTeQ Examples at – From Wayne State University

• http://tbf.coe.wayne.edu/it8130/nteq.html

– From University of Maryland • http://www.education.umd.edu/Depts/EDCI/

edci385/Projects101/projects101.html

• http://www.education.umd.edu/Depts/EDCI/edci385/Projects301/projects301.html

NTeQ Model Steps

• Visit NTeQ Examples at – Saskatoon Public Schools

http://schools.sbe.saskatoon.sk.ca/DE/1-4/1/animals.htm

– Greg Doyle's lesson plans for the 8th grade http://www.ucs.mun.ca/~z06gkd/mywork.htm

– Your exact format may vary some

An NTeQ Model Example

NTeQ Model Example

• A sample lesson (partial)– Students: 6th Grade– Subject(s): Math lesson– Assignment:

• “You have $50 to buy groceries from your family

• You have to buy everything on a list from one store advertised in today’s paper

NTeQ Model Example

• A sample lesson (partial, continued)– To help save money, you can buy store brands,

and you can use three special coupons for each store: two for one, 15% off the regular price, and save 75 cents when you buy two

– You may want to shop carefully, because you get to keep any money left over

– Work in groups of three to determine most economical store among three. Group with lowest grocery bill will receive 15 bonus points

NTeQ Model Example

• A sample lesson (partial, continued)– Create Know/Want/Learned (KWL) chart (Word,

PowerPoint, or Excel) as a guide students thinking through problem

– And so on…– Assign students to groups and computers

What do weknow?

What do we wantto know?

What have welearned?

We have $50 How much canwe save?

We can use threespecial coupons

Which store willhave the bestprices?

NTeQ Model Example

• A sample lesson (partial, continued)– Resources: today’s newspaper, several grocery

list recording sheets, special coupons, Think Sheet 1, a computer disk with the spreadsheet template (has grocery list, but students need to add formulas).

– On Think Sheet, students will answer• What will be the easiest part of this assignment?• What will be the most difficult part?• How much money do you think you’re group will

save?

NTeQ Model Example

• A sample lesson (partial, continued)– Each group will create “Define and Assign” sheet

to determine which tasks need to be completed and who will complete them, e.g.

• Locate grocery store ads• Complete price list for each store• Enter data in spreadsheet• Experiment with coupon savings, etc.

– As students work, teacher guides them by posing questions such as

• What if you use your 15% coupon on the milk and instead of the eggs

NTeQ Model Example

• A sample lesson (partial, continued)– Have students complete their Think Sheets– Have them present findings and guide questions– Have students complete third column of KWL

chart

Concept Mapping

Concept Mapping

• Tool (represented in diagrams) for organizing and representing knowledge for learning

– Graphical representation where nodes (points or vertices) represent concepts, and links (arcs or lines) represent the relationships between concepts

– Shows relationships (associations) between concepts (through crosslinks)

– Relationship between existing ideas, or to connect new concepts/ideas to existing concepts/ideas

– Also referred to as MindMapping

Concept Mapping

• Goals for Concept Mapping– Learning tool

• Not rote memorization, but understanding, e.g. link to prior knowledge, relationships, examples, etc.

• Used as a summary (or before instruction, e.g. Ausubel called it an advanced organizer)

• Memory aid for spatial or visual learners• Visual symbols are quickly and easily

recognized• Solve problems/explore options

Concept Mapping

• Goals for Concept Mapping, continued– Learning tool

• Gather and explore new information, ideas, and relationships (brainstorming)

• Minimum use of text makes it easy to scan for a word, phrase, or the general idea

• Understanding of a body (domain) of knowledge (a holistic approach)

• Share knowledge and information generated (collaboration)

Concept Mapping

• Goals for Concept Mapping, continued– Learning tool (Jonassen, 1990)

• Proposes that few of the computer tools used today for learning have been designed as learning tools

• Usually educators use existing tools for teaching purposes

• Concept mapping computer tools belong to the rare category of computer tools that were designed specifically for learning

Concept Mapping

• Goals for Concept Mapping, continued – Tool to organize information/knowledge

• To design and communicate complex structures (long texts, multi/hyper-media, large web sites, task analysis)

– Evaluation tool• Evaluate a students comprehension (summative

evaluation)• Help identify student understanding and

misunderstanding (Formative Evaluation)

The Theory Behind Concept Mapping

• Based on David Ausubel’s world (1968) in cognitive psychology and schema theory

– Ausubel stressed the importance of prior knowledge in being able to learn about new concept

– Implemented by Novak (1993) who summarizes: “Meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures [schemas]”

The Theory Behind Concept Mapping

• Mayer (1977)– Describes it as a process of “assimilation-to-

schemata” – The process of learning as the acquisition of

new material in the learner by connecting it with (or ‘assimilating’ it to) some aspect of existing cognitive structures (or schema)

– More inclusive concepts serve as ideational anchorage for meaningful learning

Concept Mapping

• Steps– List concepts– Rank and/or cluster concepts – Diagram concepts

• Can be colorful (for attention or motivation)• Can use images (for better retention or to group

items or to differentiate prior and new knowledge)

• Begin with most inclusive (top-down approach)

Concept Mapping

• Steps, continued– Identify relationships

• Lines with arrows to show cause-and-effect

– Provide examples (optional)

• Can be Macro or Micro-level Concept Maps– Micro - Lesson planning; previous examples– Macro - Curriculum planning

• Graphically expressed in many ways

Concept Map Examples




A concept map of concept mapping

micro



micro




Macro(curriculum)

Concept Mapping Tools

• Microsoft Word (or PowerPoint)– Drawing tools

• Inspiration (most common in the classroom)– http://www.inspiration.com/

• IHMC Concept Mapping Software – http://cmap.coginst.uwf.edu/

• Mind Jet– http://www.mindjet.com/

• Graphics software

– More flexible, but complicated

Microsoft Word

A snip-it

Microsoft Word for Teaching

Concept Map the five philosophical underpinnings (and related issues) to the

NTeQ model using Microsoft Word drawing features

End of Presentation

IT 5110 Technology Applications: Education and Training Week 2.

Documents

instructional design

instructional design

instructional design

lesson design

design objectives

instructional analyses

instructional designer

transfer slide