Redesign
EPSY 356
May 2, 2002
Final Project Presentation
Julie Coiro
James Sulzen
Haibei Zhang
Dong Ping Zheng
Introduction
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Introduction
• Redesign of EPSY 240 (Technology in Education)– Evolution, not revolution
• One-credit course– Required for Juniors entering pre-service program
• Current main objective: Offer a wide exposure to educational technologies
• Taught by a half-dozen TA’s– 120 students spread across 11 sections– Meet 75 minutes per week
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Issues with the Current Course
• Known issues 1) Way too much work for one credit
2) Consistency across lab sections
3) Level 1 competency expectations
4) On-going technology obsolescence
• Needs analysis added: Student frustration with: 5) Course organization and assessment
6) Pragmatic application of technology
Theoretical Approach
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• ADDIE ISD Model (Schlegel, 1995)– Analysis, Design, Development,
Implementation, Evaluation– Can cycle back at any point
Analysis Design Develop
Implement Evaluate
Instructional Design Theory (ADDIE model)
Design
Development
Evaluation
Analysis
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Learning Theory Framework• ISD grounded in theory
(Wilson & Meyers, 2000)
• Constructivism (Duffy & Jonassen, 1992)
• Vygotsky Social Constructivism (Schunk, 2000)
– Zone of proximal development• For TAs as well as for students
• Case-based Reasoning (Kolodnor & Guzzdial, 2001)
• Gagne’s nine events of instruction (Gagne, Briggs, & Wagner, 1992)
Needs Analysis
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Needs Analysis• Methodology
– Highly qualitative (interviews & course evaluations)– Validation of results by former TAs and instructor
• Data sources– Structured interviews with 16 faculty, senior Neag administrators & TAs– Student course evaluations, pre- & post-surveys– Existing documents (standards, course materials…)
• Results (themes)– Data was coded and categorized to produce a dozen “themes”
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Needs Analysis Results• From Student Data
– Course needs clearer organization & assessment– Objectives need to be practical & focused– Support for Level 1 competencies– Be exposed to a wide variety of technologies
• From Interview Data– Support for Level 1 competencies– Exposure to wide variety of classroom-relevant technologies– Effective use of Internet and other technologies for pedagogy support– Real world problems with technology
Course Redesign
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Course Redesign• Basic design concepts
• Instructional Objectives
• Syllabus– Comparison between old and new syllabus
• Course Requirements & Grading
• Lesson Plan Project & Rubric
• Course Modules– Three sample course lessons were developed
• Each include a TA and a student component
– Details on: Web site evaluation lesson plan
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Basic Design Concepts
• One initial lecture and then meet in lab sections– Well-structured modules for each week– Flexibility for each TA to adapt as needed
• Student Guide book (revised)• Companion course website• Bi-weekly TA meeting• TA Guidebook• Relationship to theoretical framework
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Instructional Objectives
• Instructional– Assistive, ethical, barriers & instructional issues
• Technology Tools– Mac & windows usage– Basic productivity software (WP, PPT, spreadsheets, graphics)– Exposure to technology use in education: Internet & content tools
• Professionalism– Attendance, collaboration, positive attitude
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Course Requirements & Grading• Lab homework & participation (40%) • Midterm exam (25%)• Lesson Plan Project (25%)
– Choice of Format•Lesson plan web page• Webquest• Videotape a lesson• PowerPoint Presentation
– Hardcopy of all lesson plan components– Presentation to classmates
• Level 1 Exam (10%) • Optional Extra Credit (3 points)
Syllabus & Lesson Plan Project
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Syllabus / Course Schedule
Prior Course Lecture Hall: Same Lecture Hall: Terminology,
Fair use & copyright Lab Introduction
Terminology, Tech Jeopardy Treasure Hunt I Treasure Hunt II
Databases, Search, & Spreadsheet Midterm
Advanced Word processing Presentation software Hypertext & Multimedia Lesson plan working session
Lecture Hall: Sharing Lesson Plans
Weekly TopicsWeek Revised Course 1 Lecture Hall: Course Introduction 2 Lab Introduction
3 Terminology & concepts, Fair use & copyright
4 Lesson plans & PowerPoint intro 5 Technology Treasure Hunt: Part I 6 Technology Treasure Hunt: Part II 7 Networking and Internet technology 8 Midterm 9 Evaluating websites & using DBs 10 Advanced word processing 11 Lesson plan working session 12 Lesson Plan Project presentations 13 Lecture Hall: TA presentations
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Lesson Plan Project Rubric
ACTIVITY Exemplary Proficient Basic (100%+) (90%) (80%)
Class presentation 15%Use of technology 30% Learning Theory 5% Lesson Plan 50%
TOTAL POINTS 100%
Course Modules
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Course Modules• Several developed course modules• Module components:
– Module / session objectives– Two simple case studies– Student activities and resources– Extended learning opportunities– TA guide and suggestions
• Three developed or partially developed modules– Web site evaluation and database use– Internet searching for lesson plans & teaching resources– Multimedia and PowerPoint usage
Evaluation Plan
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Evaluation Plan
• Formative Evaluation– Feedback for course development from TAs & instructor
– One-to-one evaluation with individual students
– Small group testing
– Field trial
• Summative Evaluation– Comparison with prior-year students data:
• Level 1 performance
• Technology skills
• Student evaluations
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Summary
• Formative assessment results
• Limitations
• Further work required
• Summary of our experience
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Limitations
• Significant inconsistency with data collection and analysis procedures
• Needs analysis was not validated with students
• No end-user testing of materials or design
• Student Guidebook was not addressed