Transcript Introduction and Basic Problem Situation [Julie]

Redesign
EPSY 356
May 2, 2002
Final Project Presentation
Julie Coiro
James Sulzen
Haibei Zhang
Dong Ping Zheng
Introduction
js
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
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Theoretical Approach
js & dpz
Instructional Design Theory
(ADDIE model)
• ADDIE ISD Model (Schlegel, 1995)
– Analysis, Design, Development,
Implementation, Evaluation
– Can cycle back at any point
Analysis
Development
Analysis
Design
Develop
Implement
Evaluate
Design Evaluation
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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)
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Needs Analysis
js
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
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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
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Course Redesign
jc
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
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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)
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Syllabus & Lesson Plan Project
js & dpz
Syllabus / Course Schedule
Weekly Topics
Week Revised Course
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2
Lecture Hall: Course Introduction
Lab Introduction
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Terminology & concepts,
Fair use & copyright
Lesson plans & PowerPoint intro
Technology Treasure Hunt: Part I
Technology Treasure Hunt: Part II
Networking and Internet technology
Midterm
Evaluating websites & using DBs
Advanced word processing
Lesson plan working session
Lesson Plan Project presentations
Lecture Hall: TA presentations
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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
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Lesson Plan Project Rubric
ACTIVITY
Class presentation
Use of technology
Learning Theory
Lesson Plan
TOTAL POINTS
Exemplary
(100%+)
Proficient
(90%)
Basic
(80%)
15%
30%
5%
50%
100%
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Course Modules
jc
Course Modules
• Several developed course modules
• Module components:
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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
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Evaluation Plan
hz
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
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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
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