Matching Your Instructional Approach with the Right Technology
Patricia McGee Slide 2 Overview Re-thinking Technology
Self-directed Learning Cooperative vs. Collaborative Case and
Project-based Case Reporting Out Slide 3 Our Case: Identify and
share examples of "digital distribution" Learning Requirements 1.
Examples 2. Rules 3. Consequences Slide 4 RE-thinking the
technology Slide 5 Course Organization Course Resources Course
Processes: Activities - Assignments Assessments Course Layout (Map)
Course Schedule Course Materials Text Presentations Discussions
Lecture Notes Course Module 2 Module 1 Lesson Assignment Assessment
Activity Slide 6 Our Case Resources: Definitions Course Processes:
Activity Searching for examples Assignment Sharing & analyzing
examples Assessment Publisihing & reviewing other examples
Schedule: 1 week Materials Internet Video introduction Diggo? PB
Wiki? Course Faculty & Student rigthts Digital distribution
Lesson: Defining Assignment: Analyze Assessment: Completion
Activity: Search & Identify Slide 7 Design Shift Existing
Design Objectives Units? Chapters? Assignments? Schedule? Topics?
Questions? Metaphor? Process? Shift to Modules Lessons + activities
+ assignments + events Opportunities for practice Relate to Course
Scope Length of modules Sequence: linear/non- linear
Benchmark/assessment points Example Slide 8 Example: Module
Template Dates: January 13 Through February 10 Objective: To
identify historical technology trends in education, cite supporting
evidence of such trends, and explain their significance. Print
Readings : 1.Reiser, Chapters 1-3 Reading Log Questions 2.Burbules,
Chapter 1 Reading Log Questions Activities/Assignments: Task 1
completed by February 10-17 (about 3 hours) Required Class Chat on
January 21 or 22 at 6 PM (1 hour) Task 2 completed by February 3
(about 4 hours) Task 3 completed by February 10-17 (about 8 hours
total) Required Class Chat on February 10 or 11 (1 hour) UNDERLINE
denotes link to course resource Slide 9 Example: Assignment Podcast
Text Video Introduce Chat Discussion Forum Virtual world Interact
Technology Engagement Feedback Report Practice Present Document
Produce Demonstrate BENCH MARK Slide 10 Activities Assignments
Assessment s Slide 11 AudioblogsBackchannelBlogs Collaborative
Writing Concept Mapping ConferencingePortfoliosIM Learning Objects
Mashups PodcastsPresentationsRSS Social Bookmarking Social
Networking Videocasts Video Video Editing VCOP Virtual Worlds Vlogs
WebcamWikis Tools by Name Slide 12 AssessmentCollaboration
Community Building Competing DiscussionFlowchart/TimelineGroup Work
Knowledge Generation Knowledge Presentation Polling
SurveyingProject PlanningPublication Reflection & Reporting
RepresentationSharing KnowledgeTeaching & Learning Telling
Stories Tools by Instructional Application Slide 13 Blooms &
Technology ProcessesTools Attributes RememberRecognizing,
recallingVisual/Text/Audio stimuli, selecting, feedback
UnderstandInterpreting, classifying, comparing, summarizing,
explaining Sorting, tagging, labeling, entering, selecting
ApplyExecuting, implementingManipulating, entering, feedback
AnalyzeDifferentiating, organizing, attributing Selecting,
grouping, altering, tagging, labeling EvaluateChecking,
critiquingCommenting, entering, responding CreateGenerating,
planning, producingAdding, generating, combining, publishing Slide
14 Our Case: Technology Assignment: Analyze Discussion?
Publication? Representation? Teaching & Learning? Tools Live
spreadsheet? Publishing tool? Bookmarking tool? Slide 15
ObjectiveActivityAssignmentTools Identify and share examples of
"digital distribution after watching video. Explore copyright
policies for faculty and student work. Collect examples of digital
distribution. Publish 3 open resources in your discipline that can
be used in your course. LivebinderLivebinder? Diggo? Google
DocGoogle Doc? OUR CASE: Lesson Slide 16 Based on work in session
2, consider what students are doing Examine tools and note those
that might work http://elearningtools.wetpaint.com
http://elearningtools.wetpaint.com EXPLORE Slide 17 Self directed
Learning Slide 18 SDL roles Learner Self-manages Self-monitors Owns
learning Has high task motivation Collaborates with peers and
instructor Focuses on real world situations and transfer Instructor
Scaffold: make learning visible Support: Assist to define and frame
Nurture: Autonomy, critical thinking Slide 19 Examples Self-Paced
Individualized Learning Contracts Self-monitoring Slide 20
DISCUSSION What are implications for pedagogical design and tech
use in SDL? Slide 21 Collaborative vs. Cooperative Slide 22
Applications Learning Teams Learning Circles Communities of
Learning Networks Competitions/Contests Slide 23 Slide 24 Our Case
Develop a policy for a unit with different roles Round robin
editing Revision of existing policy Other? Slide 25 ACTIVITY Each
team Discuss a collaborative or cooperative approach for your
module answering: 1. What the teacher does? 2. What the learner
does? (roles, activities, assignments) Slide 26 Case and Project
Based Learning Slide 27 Whats the difference? Case Wellbounded
cases are presented to students as a focus for discussion and
analysis. One situation or case becomes the focal point for an
instructional sequence. Cases can illustrate a real world situation
that requires application of learned course content. Cases can be
provided in segments, as learners become prepared to address
different components of the case. Project A long term instructional
activity in which students work as a group as they focus on a
question, problem, event or interest, investigate and negotiate
understanding, and produce a product that represents their
understanding (Brown & Campione, 1994). Slide 28 Cases Include
A story An interest-arousing issue. Create empathy Include
quotations. Relevance. Pedagogic utility. Force a decision
Generalizable. May be Video Story Doc Doc Voicethread Other? Clyde
Freeman Herreid Slide 29 Project-based Learning Contains 1.
Problem, Question, Event 2. Driving Question 3. Articulated
performance criteria Example Course plagiarism How can we get
students to value IPR? Applies to all learners Includes positive
reinforcement Includes consequences Applies to all assignments
Example Slide 30 Digital Pedagogies WebQuest iReporting Story
Telling Slide 31 Your Module Teams brainstorm for possible
instructional frameworks that: 1. Determine organization of
activities 2. Are learner-centered 3. Have a specific outcome 4.
Use specific toolsspecific tools 5. Complete Matrix 6. Reporting
Out shift right Consider best fit for your module Slide 32 Take
Aways Keep the outcome at the forefront Make sure the tool supports
the objective Consider level of thinking required in use of a tool
Consider how you will prepare the learning for SDL Slide 33
