The other resource that would be displayed on for the teachers to implement and try would be an online video library that includes expert teachers, resources such as sample lesson plans using different forms of technology, and other resources that teachers would need for themselves or their classrooms or just a students or students in general such as different ways of teaching students based upon their reactions to specific ways in which you present a lesson. To redesign this particular lesson, I provide each teacher with a link to an actual video library. The teacher/student is instructed to pick a particular subject or something from within the library and create a scenario around it. The scenario should be created as a power point using Jing or Screencast to present it using audio. The teachers/students will submit the assignment to me for grading.
Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Collaboration in the Classroom.
http://collaborationintheclassroom.wikispaces.com/
Learning Outcome 8: Demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership
The principle and theories in which these assignments will fall under is cognitivism/pragmatism and information processing. I chose the cognitivism/pragmatism because the learning is a change of knowledge state; knowledge acquisition is described as a mental activity that entails internal coding and structuring by the learner; learner is viewed as an active participant in the learning process; emphasis is on the building blocks of knowledge; emphasis on structuring, organizing and sequencing information to facilitate optimal processing; focus on how learners remember, retrieved, and store information in memory; examines the mental structure and processes related to learning; learning is viewed as an active process that occurs within the learner and within the learner and which can be influenced by the learner; the outcome of learning is not only dependent on what the teacher presents but also on what the learner does to process the information (Dabbagh, 2006). The reason why information processing was chosen is because it entails a student actively processing, storing and retrieving information and teaching involves helping learners to develop information processing skills and apply them systematically to mastering the curriculum. Cognitive structures relate to structure of subject matter; information processing emphasizes cognitive structures built by the learner (Dabbagh, 2006).
One issue that would definitely be an issue is making sure that each student has access to the online sessions whether it is the symposium or the seminars. Another issue would be making sure that each student is available to meet at a particular time. Also another issue would be making sure that each student understands ethical and etiquette rules for dealing online during the symposium and the seminars.
The Activity and The Redesigned Activity
The activity that I plan to use is within my Wikispaces. It is titled “Collaboration in the Classroom”. The wiki spoke of different resources teachers could use within the classroom to teach children with autism. I chose two particular resources which I felt would help teachers to better teach autistic children. Within the wiki, detailed descriptions of the two resources was discussed, why these two were resources were chosen, what they are, and how my fellow instructors could access the two resources. My wiki page was set up with an introductory page to introduce those that view it to the information they were about to encounter to give them an overview of the information. After reading the introductory page, each viewer could then go to the right hand side of my wiki page and view the full information by clicking on the separate page titled “Collaboration in the Classroom”.
Concerning my efforts to redesign the information that I have posted in the wiki, the way in which I would do it requires giving the teacher a hands-on, interactive trial of the resource at work. First, I would definitely still utilize the wiki with all of the information within, but additionally, I would add my email address and information concerning the sign in of a live educational symposium online. I would instruct each teacher to come up with at least one idea in which they will showcase within the symposium to other teachers and the instructor. Each student (teacher) will be graded for presenting an idea and how much they participate in the discussion. Within the wiki, there will also be information provided for each student (teacher) to use as a foundation for understanding how they will be graded. Each teacher will sign in and begin the assignment of presenting their ideas but within this symposium there will also be other teachers that are not a part of the class that will be presenting information of ideas that have been implemented in their districts and schools that have been a success.
The other resource that would be displayed on for the teachers to implement and try would be an online video library that includes expert teachers, resources such as sample lesson plans using different forms of technology, and other resources that teachers would need for themselves or their classrooms or just a students or students in general such as different ways of teaching students based upon their reactions to specific ways in which you present a lesson. To redesign this particular lesson, I provide each teacher with a link to an actual video library. The teacher/student is instructed to pick a particular subject or something from within the library and create a scenario around it. The scenario should be created as a power point using Jing or Screencast to present it using audio. The teachers/students will submit the assignment to me for grading.
Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Learning Outcome 6 and 7: Evaluate Technology resources to facilitate effective assessment and evaluation and utilize technology to collect and analyze date, interpret results, and communicate findings.
The principle that I used was the cognitivism/pragmatism. This principle was used because it involves interactivity with the lesson. I do not want my students to be intimidated by any type of math. This is why I feel the interactivity was important to take away the intimidation of the problem. I wanted them to know there is nothing to be scared of. The theory that I referred to is the elaboration theory because it involves an elaborate sequence, learning prerequisite sequences, summary, analogies, cognitive strategies, and learner control (Dabbagh, 2006).
My Activity and The Redesigned Activity
The assessment that I chose that would seem to display outcome 7 would be an algebra test that was displayed on my course sites page under my created algebra 1 class. The test for the algebra class was created to course sites using their assessment tools that already had available within their learning management system.
The way in which I would redesign the test to meet the requirements of a specific principle would include the students interacting with each of the questions. The students would be asked to participate in the assessment through an interactive white board by displaying their understanding of how the equation should look and how it should be solved by writing it on the whiteboard online that I will provide to them. The students will be divided into groups so that I can evaluate each student’s mastery of the equation and all its parts through the usage of the whiteboard in a seminar setting. The information that I get from the seminar will allow me to see what students are having trouble with. The seminar will be recorded. This will enable me as the instructor to go back and review where the weaknesses were. Students will also be able to go back and review and evaluate themselves concerning what they got wrong and how it should look. It will help them to also see their mastery level through the number of questions that got right versus what they got wrong.
Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Algebra I.
https://www.coursesites.com/webapps/portal/frameset.jsp?url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_370086_1%26url%3D
Learning Outcome 1:1 and 2: Demonstrate Knowledge
It has been proven by many researchers that individuals learn differently. Therefore, since it is understood that individuals comprehend and/or perceive information differently, it is only logical that the approaches to instruction should support a variety of learners. If a teacher intends to be effective, they must get away from the “one size fits all” mentality of teaching. Not only must teachers get away from that; but also must the administrations and the Department of Education of many states. Concerning why it is beneficial for the instruction to be designed to support all learners needs, if the student is to be interested or engaged in the lesson, the lesson must be able to hold the students attention or interest. The student needs to be able to comprehend the lesson to the point of being able to retain the lesson and apply what they have learned to an assessment in order to show their mastery level. The instruction has to be presented in a manner that does not cause the student to be overwhelmed with information that he/she does not understand.The theory that is on display within this activity will Subsumption Theory which is the theory of Ausubel that is concerned with how individuals learn large amounts of meaningful material from verbal and textual presentation in a school setting (Dabbagh, 2006). The principle that will be on display in this particular activity will be cognitivism/pragmatism.
Activity and The Redesigned Activity\
ExemplifyLearning Outcome 5: Exemplify Ethical Practices
The theory that will be displayed through the activity will be the mental models. Mental models are representations of reality that people use to understand specific phenomena. These models provide predictive and explanatory power for understanding the interaction (Dabbagh, 2006). The principle that will be displayed is the objectivsim/behaviorism. It deals with emphasis on relationships between environmental variables and behavior, behavior is guided by purpose, and cues are antecedents to behavior and set the conditions for its occurrence (Dabbagh, 2006).
The Activity and The Redesigned Activity
DesignLearning Outcome 3: Design learning opportunities
The theory that the redesigned activity will display is the information processing theory which states that students are actively processing, storing, and retrieving information, and teaching involves helping learners to develop information processing skills and apply them systematically to mastering the curriculum. Cognitive structures relate to structures relate to structure of the subject matter. Information processing emphasizes cognitive structures built by the learner (Dabbagh, 2006). The principle that will be displayed in the redesigned activity will be cognitivism/pragmatism. This principle deals with a learner being an active in their learning experience.
The Activity and the Redesigned Activity
...
algebraic equation.
The
The redesigned activity
...
and visuals.
Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Algebra I.
Exemplify Ethical Practices of Technology Usage
The theory that will be displayed through the activity will be the mental models. Mental models are representations of reality that people use to understand specific phenomena. These models provide predictive and explanatory power for understanding the interaction (Dabbagh, 2006). The principle that will be displayed is the objectivsim/behaviorism. It deals with emphasis on relationships between environmental variables and behavior, behavior is guided by purpose, and cues are antecedents to behavior and set the conditions for its occurrence (Dabbagh, 2006).
The Activity and The Redesigned Activity
An activity in which I feel outcome 5 was focused on is my Course sites activity that involves the Theme Park activity concerning four systems of the human body. Within this activity, each student is to participate in a power point and also communicate using a specific chat room. The classroom was divided up into groups. The assignment consisted of each group creating a theme park ride or activity that would represent a system of the body. Each student would be required to communicate using the appropriate chat rooms that I would set up for each student. The students would be sent a link and instruction along with other information on how to enter the chat room and rules for ethical chatting. Within the chat rooms, students will discuss information they may want to use or to simply get suggestions or critique from their group. The first chat session will be set up by myself and be a requirement for all students to attend. This chat session will be my effort to start communication amongst all students within each group as to what times they will meet again and answer any questions about suggestions or problems any of the students may have.
Using the same concept as before, I would simply take the theme park assignment and create an interactive assignment that each student could participate in openly in the classroom or the online classroom. The assignment would be in the form of an interactive seminar in which I would possibly use adobe connect or Moodle to conduct the group seminar. The first thing that will be done is a review of one of the four systems that we done the power point on. We will take one system and I will present rides at the theme park on the screen to the group and each member will chime in on what each part of the system looks like to them or what it could represent in relation to the theme rides in the park. It will be more of a fun activity and each student can also present their own suggestions of what they feel it looks like to them concerning a ride or an attraction at a theme park.
Cognitivism/Pragmatism is the principle that I chose because it deals with interactivity and the student actually being more actively involved in their learning. The theory that would seem to fit this activity would be the mental model. In this activity, my intention was to help the student relate the systems of the body to something that they may find interesting and relate it to that in an effort to help the student remember or retain the information of what the system is and what it does.
Concerning the design process, the only issue would include making sure each student is able to use the software. Also another issue would involve each student being able to access the software or making sure their computer or whatever technology they are using is compatible with the software. Another issue may involve the aspect of making sure that each student truly understood the rules and ethic and etiquette involved in participating in the seminar. In order to make sure that each student was able to access the seminar, this is something that would be a part of the initial information at the beginning of the class. Students would definitely have information concerning what is required of them from a technological stand point concerning skills and physical software. If the student does not have the capabilities, there would be information available concerning suggestions as to where they could get the resources. The ethical rules and etiquette rules would be given at the beginning of class but also they would be presented at the beginning of each session. Students will be required to go in at least an hour before the seminar and read over the etiquette and ethical rules.
Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Sixth Grade Earth and Life Science.
https://www.coursesites.com/webapps/portal/frameset.jsp?url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_347909_1%26url%3D
Learning Outcome 4: Apply Research to Support Learning in a Technology-Enhanced Environment.
The theory that will be displayed is the Knowledge as tools theory which uses the analogy that in some ways knowledge is similar to a set of tools. Both knowledge and tools are only completely understood through use. Using them can change the way the user sees the world and results in the user adopting the culture in which they are used (Dabbagh, 2006). The principle that will be used is the cognitivism/pragmatism because it describes the learner being active in their learning.
The Activity and The Redesigned Activity
The activity includes a youtube video that includes a complete breakdown of the algebraic equation, all of its parts and the order of operations for an algebraic equation. In order to redesign the activity, I decided to give each of my students an assignment that included searching different places for resources that would aid them in learning more about the algebraic equation, its parts, and the order or operations for an algebraic equation. YouTube, the library attached to my learning management system, Google Scholar as well as other places were given within a list of places to search. Each student was to pick out five sources and tell me in one to two paragraphs why they felt the source was legitimate and would be effective in helping them to learn more about the algebraic equation.
Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Algebra I.
https://www.coursesites.com/webapps/portal/frameset.jsp?url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_370086_1%26url%3D
Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners
The theory that the redesigned activity will display is the information processing theory which states that students are actively processing, storing, and retrieving information, and teaching involves helping learners to develop information processing skills and apply them systematically to mastering the curriculum. Cognitive structures relate to structures relate to structure of the subject matter. Information processing emphasizes cognitive structures built by the learner (Dabbagh, 2006). The principle that will be displayed in the redesigned activity will be cognitivism/pragmatism. This principle deals with a learner being an active in their learning experience.
The Activity and the Redesigned Activity
The activity that was chosen can be found on my created Course sites page titled Algebra I. The activity was a power point that was instructional in manner. It was a power point presentation that included instructions and details about the parts and processes of the algebraic equation.
The redesigned activity would include each student creating a Jing presentation using www.screencast.com to add audio. The students would be required to submit a power point with audio using Jing explaining each of the slides and finally explaining how they feel about math and its difficulty level; whether it is easy or hard. The power point would include text, some video links, and visuals.
Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Algebra I.
https://www.coursesites.com/webapps/portal/frameset.jsp?url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_370086_1%26url%3D
It has been proven by many researchers that individuals learn differently. Therefore, since it is understood that individuals comprehend and/or perceive information differently, it is only logical that the approaches to instruction should support a variety of learners. If a teacher intends to be effective, they must get away from the “one size fits all” mentality of teaching. Not only must teachers get away from that; but also must the administrations and the Department of Education of many states. Concerning why it is beneficial for the instruction to be designed to support all learners needs, if the student is to be interested or engaged in the lesson, the lesson must be able to hold the students attention or interest. The student needs to be able to comprehend the lesson to the point of being able to retain the lesson and apply what they have learned to an assessment in order to show their mastery level. The instruction has to be presented in a manner that does not cause the student to be overwhelmed with information that he/she does not understand.The theory that is on display within this activity will Subsumption Theory which is the theory of Ausubel that is concerned with how individuals learn large amounts of meaningful material from verbal and textual presentation in a school setting (Dabbagh, 2006). The principle that will be on display in this particular activity will be cognitivism/pragmatism.
Activity and The Redesigned Activity\
...
a group.
Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Algebra I.
https://www.coursesites.com/webapps/portal/frameset.jsp?url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_370086_1%26url%3DDemonstrate Knowledge and skills related to learning using technolog
