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