Transcript Asst.Prof.Dr.Surasak Mungsing

Asst.Prof.Dr.Surasak Mungsing
Kim N Stevenson & Loretta B. Powers
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ADDIE
ASSURE
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Analyze
Design
Develop
Implement
Evaluate
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Analyze Learners
State Learning Objectives (or Outcomes)
Select Methods, Media and Materials
Utilize Method, Media and Materials
Required Learner Participation
Evaluation and Revise
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Good instructors prepare course
materials with their learners in mind
.
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Identify learners and the
contexts/environments in which they will
be learning.
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Analyze your audience based on the
following:
◦ General characteristics.
◦ Specific entry competencies – knowledge,
skills, and attitudes about the topic at
hand.
◦ Learning style. In online learning
situations, self-direction on the part of the
learner is especially critical.
Verbal-Linguistic
Focus thinking on language:
speaking, writing, reading, listening
Bodily-Kinesthetic
Involves physical movement
and knowledge of the body;
usually large muscle activity;
Interpersonal
Oriented toward social or
group relationship
Visual-Spatial
Organizes things spatially; thinks
in images; imaginative
Logical-Mathematical
Reasoning & thinking: inductive
and deductive logic, numeration,
abstract patterns
Nine
Patterns
Of
Thinking
Naturalist
Loves the outdoors,
appreciates flora and fauna
species, nature
Musical
Responds to acoustic
patterns, sounds, rhythms,
and tempo
Intrapersonal
Intuitive & introspective: selfknowledge (not introverted but
reserved)
Existentialist
Learn in the context of where
humankind stands in the “big Picture”
of existence
(Howard Gardner –
Harvard University 1983 & Rev 2004)
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There are 9 Multiple Intelligences now. Read more about
it here:
http://surfaquarium.com/MI/nine_intelligences.pdf
http://surfaquarium.com/MI/mi_domains.htm
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Determine your Learning Style by taking this Learning
Style Inventory:
Print Out Survey:
http://surfaquarium.com/MI/inventory.htm
Online Survey:
http://www.berghuis.co.nz/abiator/lsi/lsitest1.html
True
or
False
Students who enroll in an online course will be
comfortable with the technology they need to
use.
True
or
False
Students will enter the course with an
appropriate degree of literacy.
True
or
False
Student access to technology will vary.
True
or
False
Students know how to find resources on the
World Wide Web.
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Performance setting
Transfer
Don’t be limited by being online
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Ask your students
Ask the Help Desk
Don’t get carried away by “zippies”
Explore alternatives
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State in terms of what the learner will be able to
think, do, or feel as a result of the instruction.
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Outcomes guide all subsequent teaching activities.
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Measurable, succinct, and use specific action verbs
and simple (not compound) sentences.
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Include conditions of “performance” and the
minimum degree of acceptable performance
Focus on what the learner needs to know, not the
instructor!
We will be using the ABCD Model to write
objectives.
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Audience
◦ Audience, Who are your Students?
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Behavior
◦ Behavior to be demonstrated
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Condition
◦ Conditions under which the behavior will be
observed
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Degree
◦ Degree to which the learned skills are to be
mastered
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Given all the basic shapes - cone, cylinder,
cube, and sphere (condition), each secondsemester geometry student (audience) will
identify (behavior) orally each shape
(degree).
Using tape recorded readings of the tryout
sessions for the school play (condition),
students in the drama class (audience) will
select (behavior) the proper voice for each
character as indicated in the drama text
(degree).
1. Increase the student's ability to visually
identify and note white cells on a differential.
2. Know what effects symbolism has in the short
story "Young Goodman Brown".
3. Students will type text using home key
methods. (Keyboarding class)
4. Find articles on the Internet to use in
methods research paper.
5. Student will enjoy working in groups.
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Poor: Increase the student's ability to
visually identify and note white cells on a
differential.
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Better: By the conclusion of this lesson, the
student will identify and label correctly all
white cells on differentials using a microscope
and photographs of white cells found on the
CD ROM that accompanied the assigned text
book.
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Poor: Know what effects symbolism has in the
short story "Young Goodman Brown".
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Better: The student will identify and discuss the
effects of symbolism in the short story “Young
Goodman Brown” using their text, and PC with
word processing software in one hour.
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Poor: Students will type text using home key
methods. ( Keyboarding class)
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Better: After four weeks of keyboard instruction,
students will type four paragraphs of text in five
minutes using the home key method. Three
errors or less will be considered as meeting the
objective.
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Poor: Find articles on the Internet to use in
methods research paper.
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Better: Given the criteria of what research
articles are, the student will use the Internet
and a search engine to locate and select
three articles for a research paper.
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Poor: Student will enjoy working in groups.
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Better: Given the opportunity to work in groups
during several sessions of the class, the
students will demonstrate an increase in positive
attitude towards working in groups, as measured
by an attitudinal survey given by the end of the
class.
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Crucial!
First, choose the best instructional methods.
(Lecture, Group work, Field Trip)
Then select available media and materials,
modify existing media and materials, or
design new ones. (images, photos,
multimedia, video, audio.)
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MERLOT is a free and open resource designed
primarily for faculty and students of higher
education. Links to online learning materials
are collected here along with annotations
such as peer reviews and assignments.
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Plan how to use materials.
Media and materials always need to be
previewed and tested ahead of time.
Especially in new courses and when new
technologies are used.
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When using Blackboard course management system,
post a welcome announcement with descriptions of
all navigation buttons and encourage exploration.
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Make sure all hyperlinks are current and working.
Post Discussion Board questions ahead of time.
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Check to be sure Chat Room is working properly and
you are familiar with the controls.
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Post Discussion Board questions ahead of time.
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Check all posted/added multimedia files to be sure
they are loading and working appropriately.
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Update your faculty information (i.e., office hours)
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Make sure Syllabus is updated (i.e., new grading
scale, etc.)
Prepare test and quizzes ahead of time.
Be sure you have blocked off time on your daily
calendar to provide timely feedback to student email,
discussion board postings, and grading of
assignments. You are their guide and facilitator and
your presence should be felt.
Save email text and announcement text in a word
processing document so that you can reuse and
revise this information from semester to semester
rather than composing from scratch. This is a time
saver!
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There are three major types of interaction
in distance learning and the best online
instruction facilitates all three types
(Moore & Kearsley, 1996) :
 Learner-to-Instructor
 Learner-to-Learner
 Learner-to-Content
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Prompt feedback is a must!
Collaborative learning can be helpful in
creating the feeling of a virtual learning
community.
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I will "listen" to others respectfully.
Online learning is devoid of physical cues that often
support communication. I will strive to utilize language
that is thoughtful, respectful, and collegial when
communicating with my fellow students.
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When I disagree with someone, I will critique his or her
ideas in a respectful and constructive manner.
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I will direct my comments to my fellow students, rather
than to the professor.
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I will try to understand other people's behavior and
perspectives rather than simply criticizing them.
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I will avoid stereotypes and humor that are disparaging of
others.
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I will intervene politely if I notice people are being
disrespectful or unfair to others.
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Make your expectations clear
Encourage divergent opinions
Watch out for the pitfall of judging quantity
not quality of postings
Hannah, D. E. , Glowachki-Dudka, M. and Conceicao-Runlee, S. (2000)
147 Practical Tips for Teachng Online Groups- Essentials of Web-Based Education
•Student as leaders
•Ask students to bring in
personal/professional experiences
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Beginning online learners need structure
to keep them on task.
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Don’t be afraid to set due dates.
•Make sure all are participating in the
conversation and not just one person up
there on a soap box.
•Don’t try to control the conversation.
•Don’t need to respond to every posting, in
fact, your absolutely shouldn’t.
Model the behavior you want to see
 Introduction
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Respond to student introductions
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When responding, include a student’s relevant
remarks in quotes
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Unrelated to course topic
Let students “socialize” before class
Examples: Tea Room, Coffee Shop, After
Hours
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Wait
View it as a positive development
May want to suggest students wait 24 hours
before responding to a post they perceive as
negative
Extreme problems should be dealt with outside
the public forum
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Assessment
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Virtual office hours
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Be aware of time differences
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All instruction, no matter how well
designed, should be evaluated in terms
of its effectiveness and quality.
Ask question like:
◦ Did the learner meet the objectives?
◦ Did the instructional strategies and media
assist the learners in meeting intended
outcomes?
◦ If not, why not.
Formative and summative evaluations
can both be helpful in revising
instruction for the next time around.
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How will you determine whether or not your
students met the lessons objectives?
How will you determine the media
effectiveness?
How will you determine whether or not your
own performance as instructor/facilitator was
effective?
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Traditionally, teaching assessments are
conducted at the end of a course - a practice
precluding students from offering
constructive feedback while they are still in
the course. However, conducting instructordesigned and administered web-based
course assessments opens a proactive
dialogue with students about teaching, the
course, and the entire learning process
http://www.getfast.ca
Blended Learning Symposium
1. Good practice encourages contacts
between students and faculty.
◦ Faculty are able to communicate both F2F and online
with students.
 F2F time can be used to clarify ideas, instructions, etc. that are
more difficult for the faculty member to convey in written form
online.
 Online communication between the students and faculty can
help prevent redundant, administrative questions freeing up
faculty member’s time for quality interactions.
◦ F2F meetings with faculty provide opportunities for
teacher immediacy behaviors, which may improve
students’ motivation and learning (Christophel, 1990;
Richardson & Swan, 2003)
2. Good practice develops reciprocity and
cooperation among students.
◦ Combined format of F2F and online activities
provides opportunities for pre-work, continued
discussions and access to resources that can
enhance, build on and extend F2F discussions
(Martyn, 2003; Sands, 2002).
◦ Through blended learning, face-to-face activities
can be used to create social presence among
students and then online activities can be used to
sustain it and use it to support collaboration
(Garrison, in press).
2. Good practice develops reciprocity and
cooperation among students (continued).
◦ According to Media Synchronicity Theory (Kerres
& DeWitt; 2003):
 Online activities may be better for exchange of
information and the creation and distribution of
knowledge due to low feedback and low parallelism.
 Face-to-Face meetings may be better for shared
information and convergent learning tasks
(communication establishes a common ground for
sharing knowledge and therefore narrows
misinterpretations of information) due to high feedback
and low parallelism.
 Task and communication requirements of learners are not
static so the longer the group exists, the less they will
rely on high synchronous media.
3. Good practice uses active learning
techniques.
◦ F2F meetings should be combined and sequenced
with online elements in a manner that permits students
to talk about what they are learning, write reflectively
about it, relate it to past experiences, create projects
and apply it to their daily lives (Sands, 2002)
◦ Blended learning should create a shift from lecture- to
student-centered instruction where the students
become active and interactive learners in both the
online and F2F versions (Dziuban, Hartman, & Moskal,
2004).
◦ Students report that they become more active in their
learning and gain technological empowerment that
expands beyond the confinement of a traditional
course (Dziuban, Hartman, & Moskal, 2004)
4. Good practice gives prompt feedback.
◦ Hybrid courses permit many different means of
providing feedback to students, as in a fully
online course (Martyn, 2003).
◦ Teacher immediacy behaviors displayed in F2F
meetings may lessen misinterpretation of
feedback by students.
5. Good practice emphasizes time on task.
◦ Initial F2F meeting provides opportunity for instructor
to emphasize the need for time management skills.
◦ F2F meeting can serve as anchor for students’
learning experiences, as they attempt to deal with the
increased level of engagement and connectivity
required by a blended learning format (Dziuban,
Hartman, & Moskal, 2004) .
◦ Time flexibility of the blended learning format is ideal
for students who work, have children, etc. (Aycock,
Garnham & Kaleta, 2002; Martyn, 2003).
6. Good practice communicates high
expectations.
◦ Holding first F2F session permits instructor to clearly
state course format, learning outcomes, expectations,
time requirements and means of assessment (Martyn,
2003).
◦ Online feedback reinforces what was discussed in F2F
meeting.
7. Good practice respects diverse talents and
ways of learning.
◦ Initial F2F meeting permits instructor to get all students
to the same level in terms of required technology
(Martyn, 2003).
◦ Students can communicate in the medium that they
are most comfortable (Martyn, 2003).
◦ Opportunities to bridge generations; it provides the
F2F contact requested by the baby boomers, the
independence preferred by the Gen-Xers, and the
interaction and sense of community desired by Net
Geners (Hartman, Moskal & Dziuban, 2005).
◦ Blended Learning provides a means for lifelong
learning (Bleed, 2001).
1. Redesign your courses to integrate the
face-to-face and online learning. (Aycock,
Garnham & Kaleta, 2002; Sands, 2002)
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Emphasize pedagogy over technology.
Match learning objectives with learning activities,
and then determine if F2F or online will give the
best results.
Identify what isn’t working in the current F2F version
and determine if there is way to do it better in an
online environment.
See Garrison and Archer (2000), Kerres & DeWitt
(2003) and Troha (2002) for models.
2. Make information about the course
available at the time of registration and
include a detailed description about what
a hybrid course entails (Aycock, Garnham
& Kaleta, 2002).
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Give a clear explanation about the model and why it
was chosen for this particular course.
Post the syllabus on ANGEL under the Syllabus tab,
where potential students can see it.
Create a link off the online schedule of courses or
your department’s site to a web page with
information about the course.
3. Hold an initial, kick-off meeting that will
serve the following purposes (Kerres &
DeWitt, 2003; Martyn, 2003; Bersin, 2004):
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Build a sense of community that will continue
throughout the course.
Familiarize students with the technology.
Present a course overview (syllabus, learning
outcomes, assessments, assignments and projects.)
Review the expectations of course and ensure the
students know that online courses are more
convenient, not easier.
Go through the consequences of not completing the
required work.
4. Stress the importance of time
management skills in a hybrid course
(Aycock, Garnham & Kaleta, 2002; Sands,
2002).
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Provide resources for those students who need
assistance in time management skills.
Survey students about their perceptions and
address any misconceptions.
Provide a detailed syllabus or course schedule
which clearly indicates whether activities are online
or face-to-face along with the specific due dates and
times.
5. If using teams, do the following:
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Use early F2F meetings to build rapport among
team members, and decrease these meetings as
semester goes on. (Kerres & DeWitt, 2003).
Create an introductions message board and have
the students respond to questions that will help
build rapport among group members.
6. Always remember that F2F is “expensive”
(in terms of travel, work commitments,
child care, time, etc.) to learners and
continually ask yourself the same question
as the learners: “Was it necessary that I
came here to participate in this F2F
activity?” (Kerres & DeWitt, 2003).
1.
Simply “tack on” online content to existing course;
instead, be sure to redesign and integrate. (Aycock,
Garnham & Kaleta, 2002; Sands, 2002).
2.
Hold F2F meetings that have no clear purpose.
(Aycock, Garnham & Kaleta, 2002)
3.
Assume that the students understand what a
blended/hybrid course entails. (Aycock, Garnham &
Kaleta, 2002; Sands, 2002)
4.
Overwhelm students with combined requirements of
F2F and online activities because this interferes with
the inquiry process and will prevent a deep and
meaningful learning experience. (Aycock, Garnham &
Kaleta, 2002; Sands, 2002; Garrison, in press)
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Examples of what to do during a F2F session:
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Deliver basic information about the course and the used technology/tools.
Get to know each other.
Establish learning groups and rules for group work.
Present group work.
Carry out exams and evaluations.
Attend a performance, presentation, training session by an expert in the
field.
◦ Assess practical skills such as counselor-client or nurse-patient
interactions.
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Examples of what to do online:
◦ Create a threaded discussion for learners to access after training lets them
stay in touch with classmates to ask questions, share insights, and post
resources.
◦ Provide a list of available resources for additional information.
◦ Access experts (via video, podcast, chat, etc.) who are unable to attend a
classroom session.
◦ Use blogs to reflect on learning experiences.
◦ Complete “pre-work” (readings with quizzes, case studies, team
discussions, I-study modules, etc.) to prepare students for F2F sessions.
The Thomson Job Impact Study – Microsoft Excel
Training (2002)
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Two-year study launched in 1999 compared learning
outcomes of 128 learners completing Microsoft Excel
training in either a blended learning group, online group
and control group.
Components of the blended course included:
◦ Five increasingly challenging, scenario-based exercises with real world
contexts.
◦ Stand-alone learning objects that are tied to individual’s specific needs,
and located through a “Training Matrix.”
◦ Integration of Actual Software along with feedback in the online
environment.
◦ Access to a mentor in an online forum (24/7).
◦ Authentic Assessment where learners’ skills are assessed using real-world
tasks performed with the actual application.
The Thomson Job Impact Study (cont’d)
Results of the study showed that the blended learning
group:
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Performed tasks with 30% more accuracy than the group that
received online instruction and with 159% more accuracy than
the control group (no training).
Performed real-world tasks 41 percent faster than the elearning group.
For more information see White Paper located at:
http://www.delmarlearning.com/resources/job_impact_study_w
hitepaper.pdf
Toshiba Corporation – Sales Program (2003)
Special weekly Training Program, an eight-week training initiative
introduces new dealers and their sales representatives to their
new office products, was adapted into a new blended format,
called “Training to Go.”
The new format consisted of:
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Self-paced online self-study modules.
Module tests that must be passed with a score of 80% or better before taking
the final exam.
Online activities combined with downloadable worksheets to be completed and
reviewed by the manager.
Downloadable manager’s guide allowing managers to quickly chart the
progress of participants.
A two-day, F2F, hands-on seminar.
Toshiba Corporation (cont’d)
Follow-up studies showed:
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Increased enrollment (16%).
Improved learning that impacted performance (the company using the
blended format archived 100% transition to its product line within 6
months; whereas the company using the old training format took 1012 months to complete the transition.)
Better retention employee rates under the old format were 83% at 3
months, 72% at 6 months and 60% at 9 months; compared to the
blended learning format which was 94% at 3 months, 92% at 6
months and 92% at nine months.
For more information see:
http://www.learningcircuits.org/2005/nov2005/0511_Toshiba_Harris.ht
m
Baldwin-Wallace College, Cleveland Ohio (2003)
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First Class was a four-hour F2F meeting for the
purpose of orientation and included:
◦ Introduction to and hands-on practice of course management
system.
◦ A take-home “quick tips” sheet that explained how to download
course materials from home.
◦ Outline of the course along with learning outcomes, assessments
and projects.
◦ Refreshments and socializing to build a sense of community.
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Last Class was a F2F meeting for the purpose of
closure and included:
◦ Taking final exam.
◦ Opportunity for students to resolve problems with faculty, give feedback
or ask questions.
◦ Opportunity for faculty to return papers and projects.
Baldwin-Wallace College (cont’d)
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Between the first and last class meetings, students
worked online and communicated with the faculty and
other students via chat, email, and online threaded
discussions. More specifically:
◦ Course management system’s email for student-student and
student-faculty communications.
◦ Weekly 1-2 hour chat with the faculty to clarify course concepts
where students read text, reviewed chat outline and took a quiz
to prepare to respond to thought-provoking questions asked by
faculty.
◦ Weekly timed online quizzes with immediate feedback for
students to test their understanding of the material and keep up
with the pace of the course.
◦ Discussion board for discussions about course material
(application to work, real life and the news) and to handle
student questions (technical, content-oriented, and related to
assignments) – also serves to build community.
Baldwin-Wallace College (cont’d)
During a 2-year period, eight classes using the
hybrid model were offered:
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Retention rate was a near 100% (only 1 of 107 students dropped the
course).
Students in the hybrid course achieved learning outcomes at a level
equal to or higher than the traditional F2F classes.
Projects completed by the students in the hybrid sections were
assessed by outside assessors using a blind process received
scores that averaged between 10-12% higher than those written by
students in the traditional lecture format.
For more information see:
http://www.educause.edu/ir/library/pdf/eqm0313.pdf
Brigham Young University – Introductory Instructional
Design Course (2003)
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Introductory course with no prerequisites served as a
core requirement for graduate students but frequently
undergraduates and graduates from other departments
or non-degree-seeking students enrolled in the course.
Traditional F2F Format:
◦ Textbook readings.
◦ Written assignments or participation in online discussions about
key ideas.
◦ Synthesis of course objective through completion of a final course
project.
◦ Course meetings that took up approximately 6 hours per week.
Brigham Young University (cont’d)
After a needs assessment and topical analysis,
redesigned course
to create a hybrid course using constructivist pedagogy.
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Blended Course Redesign:
◦ Course project drives each student’s personal curricular agenda
throughout the course.
◦ Students identified and designed a solution to a problem and
created a prototype or storyboard for a typical component or
lesson.
◦ Students compiled a personal instructional design handbook by
creating an annotated list of articles, examples, design tools, and
other reference tools.
◦ Students completed 14 assignments to provide scaffolding to
guide students in achieving the course goals.
Brigham Young University (cont’d)
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Blended Course Delivery:
◦ Students met F2F for approximately 25% of the course (90
minutes per week).
◦ F2F time was spent on introductions and review of course
procedures; discussions about assignments and projects;
responding to students’ questions; and making final project
presentations.
◦ Online was used for individual and group communication in
forums; presenting and defining course assignments and projects;
and providing resources, tools and examples.
Brigham Young University (cont’d)
Results showed that all students marked “agree” or
“strongly agree” to the following statements:
◦ I found the course to be interesting and motivating.
◦ The course projects were meaningful in achieving their personal goals.
◦ The time spent on the computer was worthwhile.
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With regard to rather the right amount of time was spent
in the F2F portion of the course, students varied in their
responses from disagree to strongly agree.
Concluded that a blended course was an effective
strategy when trying to implement constructivist
pedagogy; however, it placed high demands on the
instructor’s time.