Transcript IT 5110 - Virgin Media

IT 5110
Technology Applications:
Education and Training
Week 2
Agenda
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Instructional Design
Review of the NTeQ Philosophy
NTeQ Lesson Plan
MS Word for Teaching
– Concept Mapping/Drawing
Instructional Design
• Design - to plan
• Instructional Design
– Systematic planning of instruction
• Both an Art and a Science
– Art: Creativity, imagination, etc.
• Consider an analogy of architects with same
materials, site, and purpose producing different
results
• Some designers may be innovative, others more
traditional
• Novice versus expert designers
Instructional Design
• Both an Art and a Science
– Art: Instructional Philosophy
• Behaviorism
– Focuses on changes in what learner does
(observable behaviors); stimulus-responsereinforcement
• Cognitivism
– Focuses on what learner knows (non-observable
changes in memory structures)
• Constructivism
– Knowledge is constructed by an active learner;
Sources of meaning are experience and context; no
shared reality
Instructional Design
• Both an Art and a Science
– Science
• Based on proven practices and research
– Performing learner and instructional analyses
– Writing objectives, sequencing of content, etc.
• A Systematic Procedure (methodical,
deliberate, purposeful, often step-by-step)
– Especially important when technology is used
for instruction, because pre-developed
technologically-developed instruction is not
as flexible as a good teacher
Instructional Design
• Robert Mager (1984)
– Poses three questions an instructional
designer should answer
• Where are we going? (objectives)
• How will we get there? (strategy and
medium)
• How will we know when we have arrived?
(evaluation and revision)
Instructional Design
• Andrews and Goodson (1991) described 40
such models for systematic design of
instruction
– For Novice and Expert designers
– Some contextual, some with a focus on
technology
– Some for K-12, some for training, some for
products
– Some are macro-level (curriculum/courses),
some are micro-level (lessons)
Instructional Design
• Most ID models share the same basic
processes/steps
• The ADDIE Model is perhaps the most
generic (more macro-level; ISD)
Instructional Design
• ADDIE Steps
– Analysis
• Needs/causes, gap analysis, content/tasks
analysis, etc.
– Design
• Objectives, assessment items, draft (or story
board), learner analysis, environment analysis,
etc.
– Development
• Determine instructional strategies/methods, create
materials/media, lesson design, prototyping, etc.
Instructional Design
• ADDIE Steps
– Implementation
• Delivery, teach, provide feedback, use technology,
staff development, logistics, etc.
– Evaluation
• Formative, summative, of teachers, students, and
materials; Revision until mastery
• Kirkpatrick’s (1994) Four Levels of Evaluation
– Reaction
– Achievement
– Transfer to job
– Impact on organization
Instructional Design
• Consider Robert Gagne’s Nine Events of
Instruction (good at lesson level)
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Gaining attention
Informing learners of the objective
Stimulating recall of prior learning
Presenting the stimulus
Providing learning guidance
Eliciting performance
Providing feedback
Assessing performance
Enhancing retention and transfer
Instructional Design
• Dick and Carey Model (good for lesson level)
– One of the most common, well-known models
– For novice to expert, K-12 to training
Instructional Design
• Kemp, Morrison and Ross (1998)
– The Four Components to Instructional Design
Learners
Methods
Objectives
Evaluation
Instructional Design
• ASSURE Model (technology-specific)
– Analyze Learner Characteristics
• General, entry competencies, learning style
– State Objectives
– Select, Modify or Design Materials
– Utilize Materials
• Conduct the instruction
– Require Learner Participation
• Provide feedback and practice
– Evaluate and Revise
The NTeQ Model Philosophy
From Last Week
The NTeQ Philosophy
• Some basic components of the NTeQ Model
– Students use technology solve problems,
promote critical thinking and meta-cognition
• Technology as tool
• Learn to learn (reflection, think/KWL sheets, etc.)
– Students also learn the technology
– Group-based, collaborative activities
• Learn how to work in a team (listening, taking
turns, taking responsibility)
• Students help each other; teacher guidance
(facilitation) still needed
The NTeQ Philosophy
• Some basic components of the NTeQ Model
– Student-centered and authentic
• Meet the needs of diverse students, provide
motivation, etc.
• Active involvement of students (research,
discovery, groups, etc.)
– Students to identify problems, formulate
hypothesis, collect data, analyze data, draw
conclusions
• May require guidance
The NTeQ Philosophy
• Some basic components of the NTeQ Model
– Interdisciplinary in nature
• When possible integrate multiple subjects, e.g.
math, science, social studies
– Multiple resource-rich activities and resources
• Newspaper, CD-ROM, Web, etc.
NTeQ Model Steps
NTeQ Model Steps
– Specify Objectives
– Match Objectives to Computer Functions
– Specify a Problem
– Specify Standards
– Specify Prior Knowledge/Skills Needed
– Plan the Data Manipulation
– Plan the Results Presentation
NTeQ Model Steps
– Plan the Activities While Using the Computer
– Plan the Activities Prior to Using the Computer
– Plan the Activities After Using the Computer
– Plan the Supporting Activities
– Plan the Assessment
– Culminating Activity
NTeQ Model Steps
Specify Objectives
1. Specify Objectives
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There are several types of objectives
Behavioral versus cognitive
Bloom’s Taxonomy
Terminal and enabling
Designed to communicate what is to be learned to
teacher, student, administration, parents,
community, etc.
• Found at curriculum level, course level and lesson
plan level
NTeQ Model Steps
Specify Objectives
1. Specify Objectives
– Behavioral (Mager) Approach
– ABCD’s of behavioral objectives
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Audience will do
expected Behavior
under what Conditions
to what Degree
– Example: Given a right triangle, the student
will correctly calculate the length of the
hypotenuse
NTeQ Model Steps
Specify Objectives
1. Specify Objectives
– Incorrect behavioral objective
• By tomorrow, know the continents
– What is knowing the continents?
– Is it naming them?
– Is it ordering them from largest to smallest?
– Is it labeling them on an outline map?
– Is it naming the direction each lies from the
United States?
NTeQ Model Steps
Specify Objectives
1. Specify Objectives
– Correct behavioral objective
• Given an outline map of the seven continents
named in the geography text, the student will
write the name of each continent within the
outline of the continental area
– Others
• Given 10 seeds, students will identify the grain
crops they grow with at least 90% accuracy.
• Given the necessary parts, student will correctly
replace the rotor and pads for the brakes of an
automobile within 15 minutes.
NTeQ Model Steps
Specify Objectives
1. Specify Objectives
– Cognitive Objectives
• Not as easily stated in one sentence
• Useful for higher level learning tasks that allow
for more than one approach to mastery
• Behaviors such as apply, interpret, solve or
evaluate suggest more than one solution
• Distinguish general (terminal) and specific
(enabling) objectives
NTeQ Model Steps
Specify Objectives
1. Specify Objectives
– Terminal versus enabling objectives
• Terminal: general instructional objective for unit
• Enabling: one or more specific statements
describing specific performances that indicate
mastery of the terminal objective (sub-objectives)
– Example
• Terminal Objective
– Perform psychiatric physical examination
NTeQ Model Steps
Specify Objectives
1. Specify Objectives
– Example, continued
• Enabling Objectives
– Perform gait evaluation, including recognizing
common abnormal gait patterns.
– Evaluate musculoskeletal system including
joint palpation, range of motion, stability, and
recognize signs of inflammation and infection.
– Perform central and peripheral nervous system
examination
NTeQ Model Steps
Specify Objectives
1. Specify Objectives
– Cognitive Domain: Levels
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Knowledge - finding out; recall
Comprehension - understanding; interpret
Application - applying; making use of knowledge
Analysis - take apart the known; relationships
Synthesis - put together (in same or another way)
Evaluation - judging outcomes; quality
NTeQ Model Steps
Matching Objectives to Computer Functions
2. Matching Objectives to Computer
Functions
– Ask yourself how you would achieve the
objective if you were the student. What process
or technology/feature would you perform?
• Use a spreadsheet to determine
– Calculations, relationships, tables, charts, ordered
lists, etc.
• Create a chart to show...
– Visual needs, relationships, etc.
• Use a database to find
– Find patterns, queries, calculations, search, etc.
NTeQ Model Steps
Matching Objectives to Computer Functions
2. Matching Objectives to Computer
Functions
– Some objectives are less easy to match with
computer function, or to only one application
– Example: Student evaluation of a story or data
• Spreadsheet or database to aid in analysis
• Chart ot evaluate the data
• Word processor to generate report that explains
evaluation
NTeQ Model Steps
Specify the Problem
3. Specify the Problem
– A brief statement
– Make it meaningful to the students so they can
relate to it
– Authentic to students, real-world events, issues,
etc. (motivation and retention)
– Problem-based (critical thinking) and reflective
– Sports, hobbies, friends, television, spring
break budgets, college budget, where to live
criteria, buying a car, news paper route, etc.
NTeQ Model Steps
Specify Standards
4. Specify Standards
– Look up educational standards that apply
– National Standards
• National Educational Technology Standards Projects
http://cnets.iste.org/
– State Standards
• Michigan Technology Standards
http://cdp.mde.state.mi.us/Technology/default.html
– Local standards?
– Will go over in more detail in future class...
NTeQ Model Steps
Specify the Problem
5. Prior Knowledge
– Prior knowledge and/or skills necessary for
students to successfully accomplish lesson
– Examples
 Students will have prior knowledge and skill in
working on a computer
 Students will have prior knowledge and skill in
creating word processing documents
 Students will have prior knowledge and skills in
doing research
NTeQ Model Steps
Plan the Data Manipulation
6. Plan the Data Manipulation
– How will student manipulate data?
– Will they need guidance/instruction or
instructions?
– A Think/KWL Sheet? (before, during, after)
What I KNOW What I WANT
to know/learn
What I
LEARNED
NTeQ Model Steps
Plan the Data Manipulation
6. Plan the Data Manipulation
– Examples
• Navigating web sites
• Spell check, punctuation, format, etc. in
Word Processor
• Searching a database
• Experiment with values in spreadsheet and
observe changes to formulas and functions
NTeQ Model Steps
Plan the Results Presentation
7. Plan the Results Presentation
– Word, Excel, PowerPoint, web site, portfolio
– Presentation, poster, reports
– Move away from traditional assessment
instruments
– Individual or group-based?
– Other
• Hard-copy, demonstration,Q&A, newsletter
(desktop publishing)
NTeQ Model Steps
Multidimensional Activities
8-10. Multidimensional Activities
Many of these may be group-based
8. Plan the Activities While Using the Computer
• Formulas in Excel? Queries in a database?
• Searches on the Web or CD? Sort data in Word?
• Create a chart of graph? Read a chapter?
9. Plan the Activities Prior to Using the Computer
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Especially important if computers are limited
Can data be collected and organized beforehand?
Create an outline
Search engine keywords
NTeQ Model Steps
Multidimensional Activities
8-10. Multidimensional Activities
Many of these may be group-based
10. Plan the Activities After Using the Computer
• Explore and interpret results
• A Think Sheet might be helpful
• If predictions or hypotheses were made, how
did they turn out and why?
NTeQ Model Steps
Final Two
11. Planning the Supporting Activities
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Look up web pages, practice, further reading
Posters, experiments, discussions
Reinforcement, retention
Any rotational activities needed?
NTeQ Model Steps
Final Two
12. Assessment/Evaluation
– Development of a Rubric
• Contains: assessment criteria, rating scales, and
levels of performance; see p. 171 of text for
example
• http://edtech.sandi.net/rubric/
• Will discuss more later….
– Evaluation form is a possibility
NTeQ Model Steps
Final Two
13. Culminating Activity
– Purpose: To solidify and confirm learning
– Examples: Discussion of findings, implications,
and/or applications; a class review/summary
– KWL may be helpful
NTeQ Model Steps
• Visit NTeQ Examples at
– From Wayne State University
• http://tbf.coe.wayne.edu/it8130/nteq.html
– From University of Maryland
• http://www.education.umd.edu/Depts/EDCI/ed
ci385/Projects101/projects101.html
• http://www.education.umd.edu/Depts/EDCI/ed
ci385/Projects301/projects301.html
NTeQ Model Steps
• Visit NTeQ Examples at
– Saskatoon Public Schools
http://schools.sbe.saskatoon.sk.ca/DE/14/1/animals.htm
– Greg Doyle's lesson plans for the 8th grade
http://www.ucs.mun.ca/~z06gkd/mywork.htm
– Your exact format may vary some
An NTeQ Model Example
NTeQ Model Example
• A sample lesson (partial)
– Students: 6th Grade
– Subject(s): Math lesson
– Assignment:
• “You have $50 to buy groceries from your
family
• You have to buy everything on a list from
one store advertised in today’s paper
NTeQ Model Example
• A sample lesson (partial, continued)
– To help save money, you can buy store brands,
and you can use three special coupons for each
store: two for one, 15% off the regular price,
and save 75 cents when you buy two
– You may want to shop carefully, because you
get to keep any money left over
– Work in groups of three to determine most
economical store among three. Group with
lowest grocery bill will receive 15 bonus points
NTeQ Model Example
• A sample lesson (partial, continued)
– Create Know/Want/Learned (KWL) chart
(Word, PowerPoint, or Excel) as a guide
students thinking through problem
What do we
know?
What do we want What have we
to know?
learned?
We have $50
How much can
we save?
Which store will
have the best
prices?
We can use three
special coupons
– And so on…
– Assign students to groups and computers
NTeQ Model Example
• A sample lesson (partial, continued)
– Resources: today’s newspaper, several grocery
list recording sheets, special coupons, Think
Sheet 1, a computer disk with the spreadsheet
template (has grocery list, but students need to
add formulas).
– On Think Sheet, students will answer
• What will be the easiest part of this assignment?
• What will be the most difficult part?
• How much money do you think you’re group will
save?
NTeQ Model Example
• A sample lesson (partial, continued)
– Each group will create “Define and Assign”
sheet to determine which tasks need to be
completed and who will complete them, e.g.
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Locate grocery store ads
Complete price list for each store
Enter data in spreadsheet
Experiment with coupon savings, etc.
– As students work, teacher guides them by
posing questions such as
• What if you use your 15% coupon on the milk and
instead of the eggs
NTeQ Model Example
• A sample lesson (partial, continued)
– Have students complete their Think Sheets
– Have them present findings and guide questions
– Have students complete third column of KWL
chart
Concept Mapping
Concept Mapping
• Tool (represented in diagrams) for organizing
and representing knowledge for learning
– Graphical representation where nodes (points or
vertices) represent concepts, and links (arcs or
lines) represent the relationships between concepts
– Shows relationships (associations) between
concepts (through crosslinks)
– Relationship between existing ideas, or to connect
new concepts/ideas to existing concepts/ideas
– Also referred to as MindMapping
Concept Mapping
• Goals for Concept Mapping
– Learning tool
• Not rote memorization, but understanding, e.g.
link to prior knowledge, relationships,
examples, etc.
• Used as a summary (or before instruction, e.g.
Ausubel called it an advanced organizer)
• Memory aid for spatial or visual learners
• Visual symbols are quickly and easily
recognized
• Solve problems/explore options
Concept Mapping
• Goals for Concept Mapping, continued
– Learning tool
• Gather and explore new information, ideas,
and relationships (brainstorming)
• Minimum use of text makes it easy to scan for
a word, phrase, or the general idea
• Understanding of a body (domain) of
knowledge (a holistic approach)
• Share knowledge and information generated
(collaboration)
Concept Mapping
• Goals for Concept Mapping, continued
– Learning tool (Jonassen, 1990)
• Proposes that few of the computer tools used
today for learning have been designed as
learning tools
• Usually educators use existing tools for teaching
purposes
• Concept mapping computer tools belong to the
rare category of computer tools that were
designed specifically for learning
Concept Mapping
• Goals for Concept Mapping, continued
– Tool to organize information/knowledge
• To design and communicate complex structures
(long texts, multi/hyper-media, large web sites,
task analysis)
– Evaluation tool
• Evaluate a students comprehension (summative
evaluation)
• Help identify student understanding and
misunderstanding (Formative Evaluation)
The Theory Behind Concept Mapping
• Based on David Ausubel’s world (1968) in
cognitive psychology and schema theory
– Ausubel stressed the importance of prior
knowledge in being able to learn about new
concept
– Implemented by Novak (1993) who
summarizes: “Meaningful learning involves the
assimilation of new concepts and propositions
into existing cognitive structures [schemas]”
The Theory Behind Concept Mapping
• Mayer (1977)
– Describes it as a process of “assimilation-toschemata”
– The process of learning as the acquisition of
new material in the learner by connecting it
with (or ‘assimilating’ it to) some aspect of
existing cognitive structures (or schema)
– More inclusive concepts serve as ideational
anchorage for meaningful learning
Concept Mapping
• Steps
– List concepts
– Rank and/or cluster concepts
– Diagram concepts
• Can be colorful (for attention or motivation)
• Can use images (for better retention or to
group items or to differentiate prior and new
knowledge)
• Begin with most inclusive (top-down
approach)
Concept Mapping
• Steps, continued
– Identify relationships
• Lines with arrows to show cause-and-effect
– Provide examples (optional)
• Can be Macro or Micro-level Concept Maps
– Micro - Lesson planning; previous examples
– Macro - Curriculum planning
• Graphically expressed in many ways
Concept Map Examples
Concept Map Examples
Concept Map Examples
Concept Map Examples
A concept map of concept mapping
Concept Map Examples
micro
Concept Map Examples
micro
Concept Map Examples
Concept Map Examples
Concept Map Examples
Macro
(curriculum)
Concept Mapping Tools
• Microsoft Word (or PowerPoint)
– Drawing tools
• Inspiration (most common in the classroom)
– http://www.inspiration.com/
• IHMC Concept Mapping Software
– http://cmap.coginst.uwf.edu/
• Mind Jet
– http://www.mindjet.com/
• Graphics software
– More flexible, but complicated
Microsoft Word
A snip-it
Microsoft Word for Teaching
Concept Map the five philosophical
underpinnings (and related issues) to the
NTeQ model using Microsoft Word
drawing features
End of Presentation