Redesign EPSY 356 May 2, 2002 Final Project Presentation Julie Coiro James Sulzen Haibei Zhang Dong...

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