PLO 3

PLO 3: Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners.

Blended learning is a combination of online and face-to-face activities for classroom instruction or other training modalities to help develop new knowledge and skills that can be transferred to the workplace environment. The use of blended learning is expanding globally (Vaughn, 2007). Blended learning is a rapidly growing, yet fairly new, option for the classroom. It has not been thoroughly researched, but there have been benefits from use with both older and younger learners.

An Online Learning Survey revealed that blended learning was expanding globally to the growth rate 46% or higher per year. Once organizational facilitators and instructional faculty members at the university and college become comfortable with blended learning applications, they are usually highly motivated to explore further new and improved ways of using blended learning for instructional services or managerial training activities (Allen, Seaman & Garrett, 2007).

References

Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended education in the United States. Needham, MA: Sloan Consortium. Retrieved from http://sloanconsortium.org/sites/default/files/Blending_In.pdf

Vaughan, N., (2007). Perspective on Blended Learning in Higher Education. International Journal on E-Learning, 6(1), 81-94. Chesapeake, VA. AACE: http//www.editlib.org/p/6310.

PLO 1 & 2

PLO 1: Demonstrate knowledge and skills related to learning using technology.

PLO2: Demonstrate knowledge and skills in current and emerging instructional technologies.

For this assignment I chose to revamp the Introduction to Topics as a Learning Activity for EDU 652. In the text Horton identifies a topic as a way to accomplish specific objectives. It is determined that topic learning is a low-level learning object in a course or knowledge product (Horton, 2012). Topic learning in the e-learning field can be enhanced with technology to peak student interest. 

In the text Horton explains that topics can vary in length and can include various types of media. Topics can include text, graphics, voice, animation, video and more. William Horton, states that topics accomplish individual learning objectives. They may consist of a single page or many. They may center on a single activity or may span multiple complex activities (Horton, W., 2012). They may mix text, graphics, voice, music, animation, and video. They may take minutes or hours to complete.

 I initially chose to present a lesson on what ways humans are impacting the water, nitrogen and carbon cycles? We will simulate the cycles through various demonstrations and determine our impact. We will also talk about preservation of natural resources and global impacts. The students would then work individually to develop a comic strip showing a villain destroying an ecosystem through the cycles listed.

To make the changes more student centered, Dabbagh (2006) says to  “focus is on how learners remember, retrieve, and store information in memory.” This changes will consist of cognitivist/pragmatism realm of theory. The biggest change will be the students will now create a digital comic strip, Powtoon or iMovie to integrate technology. They will also work with teams of three to promote cooperative learning.  

Cycles of Nature Slide Show

References

Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.

PLO 8

PLO 8:

Supporting Learning and Leadership with Technology

           Throughout the MATLT Program we have had many opportunities to examine how technology can shape us as educational leaders.  Program Learning Outcome eight focuses on this initiative and challenges us to “demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership.” One activity that I have completed to exemplify this notion was completed in EDU 658. During the course I produced a Slide Show that showed how small wins would be shared to agents of change during a change strategy.  

To redesign this activity I would apply behaviorism theories. The purpose of the slide show is to inform stakeholders in a change process of items that a progressing well. One of the major theories that I intend to integrate into the redesign is Connectionism. Dabbagh (2006) states, “Thorndike formulated his famous “law of effect”, which states that a given behavior is learned by trial and error, and is more likely to occur if its consequences are satisfying.”  Sharing small wins would allow for stakeholders to see the progress throughout the process and how the trial and error portion of change is going. I would integrate a bi-weekly email blast system to communicate with the stakeholders. 

The email system shows leadership because it takes initiative to inform stakeholders of needs for changes and how changes are being facilitated throughout the process. This will also increase morale and buy in around the change process.  According to Goleman and McKee (2002), “the fundamental task of leaders, we argue, is to prime good feeling in those they lead.” This communication will make stakeholders feel connected to the school and feel good about being a vital part of the change.

The biggest challenge that would be faced with this assignment was being consistent in the email communication. As the school year progresses, responsibilities increase and communicating small wins may become more daunting for the change leader. To overcome this challenge, I would set up a reminder system in my work calendar. This would allow for gentle reminders and would keep a schedule for ensuring that stakeholders feel empowered.

Small Wins Email Flyer

References:

Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/mo

Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal Leadership: Learning to lead with emotional intelligence. Boston: Harvard Business Review Press.

Reiser, R. A. & Dempsey, J. V. (2007). Trends and Issues in Instructional Design (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc. 

PLO 6 & 7

PLO 6: Evaluate technology resources to facilitate effective assessment and evaluation.

PLO 7: Utilize technology to collect and analyze data, interpret results, and communicate findings

Assessment and Evaluation Using Technology

            Evaluating and assessing students is essential in the classroom environment. It allows for educators to gain insight and understanding on what students know, what needs to be taught and methods that work best in filling in educational gaps. Evaluation also gives a method for providing educators with feedback on what is working within a classroom, and what items may need to be changed. Evaluating and assessing needs and learning within a classroom are essential to creating comprehensive education for all students.

Assessment is much more that tests, quizzes and papers. To be substantive, assessments need to be both formative and summative as well as formal and informal. There should be varied forms of assessment and assessment of content should include the various learning styles so that all students can be successful. Instructional design principles should be utilized in all aspects of planning quality instruction. Providing varied opportunities for students to show what they know during any lesson is essential. Monitoring learning is a major part of successful teaching. “Performance measurement is the ongoing monitoring and reporting of program accomplishments, particularly progress toward pre-established goals” (United States Government Accountability Office2005). This process ensures that educator are able to set goals for their students and monitor their progress towards the standards set forth, often times by the state in which they teach.

Even when using technology to facilitate instruction, providing formative and summative assessment is essential. According to Bedard-Voorhees, Johnson, and Dobson “effective use of technology for formative assessment offers immediate learning feedback to students and can free up the instructor to provide feedback on more complex matters” (2011). This type of assessment allows for students to clear up miscommunications in the content, before more substantive summative assessments.

The assignment I would like to redesign is from EDU 656, Trends and Issues in Instructional Design and Technology. In this course we were tasked to prepare a data set, using a survey and analyze the results. The initial purpose of the survey was to determine if JIT (Just In Time) methods were appropriate for a school setting. The survey was facilitated using Survey Monkey, a popular online surveying tool, and was sent out the educators at the school via emailed link. The survey did test in regards to JIT methods, but was also inclusive to the overall preference of the educators when it comes to learning style.

To redesign this activity, I would integrate the principles of Cognitivism. Dabbagh (2006) states that learning and “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 (e.g. identifying prerequisite relationships of content).” In the current survey there is very little connection with mental activity and the survey taker. The proposition would be to integrate more cognitively rigorous forms of questioning for the survey takers. The potential issues with this would be the lack of motivation, on the survey takers part, that comes with extended surveys. It would also integrate a more subjective view of the results taken from the survey.

Professional Development Survey

References:

Bedard-Voorhees, A., Johnson, L.M., & Dobson, P. (2011). Letting them show what they know: Digital assessment strategies. [Book Submission Chapter Final Version]. In S. Hirtz and K. Kelly (Eds.) Education for a Digital World 2.0, Section F: eAssessment: Measuring in Ways that Matter. British Columbia: Province of British Columbia. 

Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

United States Government Accountability Office. (2005). Performance measurement and evaluation: Definitions and relationships. Washington, DC: Government Printing Office. Retrieved from http://www.gao.gov/new.items/d05739sp.pdf

PLO 5

PLO 5: Exemplify ethical practices of technology usages 

Ethical Practices of Technology Usage

Technology has become an ever more present part of our lives. With the increasing amounts of technology, naturally it has entered into the classroom. There are endless possibilities for integrating technology into the classroom and learning is no longer restricted to traditional learning styles. The most essential benefit of technology integration is increasing the world view of our students. Technology allows our students to access information from people all over the world.

In gaining access to so much of the world there are naturally ethical concerns that will need to be addressed. Among those concerns, is the issue of web accessibility for a diverse set of learners. Ensuring that students with disabilities are given the same opportunities as traditional students will be imperative online, just as it is in the traditional classroom.

Learning in the 21^st century has evolved with the advent of the internet and the addition of computers in the classroom. The availability of online based learning has created a shift in the traditional practice of teaching in a classroom setting. Over the last ten to fifteen years more educational institutions have begun to offer technology centered courses. This trend is largely noticeable in higher education, however, elementary and secondary educational systems have also integrated online components. E-learning is an innovative way to educate students using a variety of web-based tools.

Traditionally, learning and instruction models have been very teacher centered and classroom based.  With the shift towards online learning there has also been a focus on the student. Technology in the post-industrial instructional period allows teachers to make lessons that are more students centered. It allows for more options in distance learning and makes for ease of access to student data (Richardson& Newby, 2006). Student-centered instructional design can be a powerful paradigm shift because it tackles what was considered “traditional” teaching and learning head on. Teacher-centered or traditional learning focuses on the teacher as just that, the teacher. The teacher plans, develops, implements and assesses learning. The teacher controls the learning from start to finish. Student centered learning allows the student to focus on their own learning as the teacher facilitates to clarify and support.

 The project I chose to redesign is from EDU 655: Trends and Issues in Instructional Design and Technology.  The activity that I will redesign is the project entitled The Future of E-Learning. In this activity I outlined shifts toward online learning that will progress toward the future. I also outlined some tools that would be used to help further these shifts. I based my redesign on Siemen’s theory of “Connectivism”.  According to Siemen (2005), learning environments should promote group connectivity and collaboration experiences, which will help students, acquire the skills necessary to effectively participate in learning communities.

With my first tool, blogs, there are definitely chances for connectivity. There are also concerns for ethicality. Blogs allow an author to post virtually any thought or assignment and receive feedback from others. It allows for others to connect from any location on Earth with any person on Earth. . The ethical concerns with blogs is privacy and accuracy of information. I also explored Wiki pages. These pages are also able to be viewed and edited by many. They also create the same ethical concerns. They can also give a platform for cyberbullying.

Future of ELearning

References:

Lin, H. (2007). The ethics of instructional technology: issues and coping strategies experienced by professional technologists in design and training situations in higher education. Educational Technology Research and Development, 55, 411-437. Retrieved fromhttp://edweb.sdsu.edu/courses/ed690mb/ethics.pdf  

Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston, MA: Pearson.

PLO 4

PLO 4:  Apply research to support learning in a technology enhanced environment

The article that I reviewed this week examined the use of mobile devices, namely cell phones, in the classroom. In the article, a study was conducted on how teachers implement cell phones into their classrooms and their attitudes towards the effectiveness in the classroom. The article focuses on how the teachers felt about the support they received in using phones and their opinions about applications used in the classroom. They also examined challenges presented in using the phones in the classroom. At the time of this study there was very little other research completed on the topic and the results were a bit inconclusive. Thomas, O’Bannon and Britt (2014) found that “despite almost 60% of the teachers acknowledging the ability of mobile phones to support student learning, only 39% believed the [mobile phone] ban should be lifted” (p. 386).

This article relates to me as a current teacher. I am working at a school with a Bring Your Own Technology policy. All devices are permitted at the school, however, teachers appoint times at which they are appropriate for learning. I do see that there is some push back from some teachers, while other teachers embrace this whole heartedly. I do see some of the benefits associated with using technology in the class, but there are also challenges in managing students and acceptable use.

Reference

Thomas, K. M., O'Bannon, B.,W., & Britt, V. G. (2014). Standing in the schoolhouse door: Teacher perceptions of mobile phones in the classroom. Journal of Research on Technology in Education, 46(4), 373-395. Retrieved fromhttp://search.proquest.com/docview/1632518068?accountid=32521