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National Educational Computing Conference 2005 Philadelphia, Pennsylvania

National Educational Computing Conference 2005 Philadelphia, Pennsylvania. ISTE/SIG TE Workshop on Teacher Education Sunday June 26 Room 108 B Pennsylvania Convention Center 9:00 until 4:00. Topic 4: Online, hybrid, and computer-assisted learning. Donna Russell, Ph.D.

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National Educational Computing Conference 2005 Philadelphia, Pennsylvania

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  1. National Educational Computing Conference 2005Philadelphia, Pennsylvania • ISTE/SIG TE Workshop on Teacher Education • Sunday June 26 • Room 108 B • Pennsylvania Convention Center • 9:00 until 4:00

  2. Topic 4: Online, hybrid, and computer-assisted learning. Donna Russell, Ph.D. University of Missouri-Kansas City School of Education Assistant Professor Curriculum and Instructional Leadership Learning Technologies russelldl@umkc.edu http://r.web.umkc.edu/russelldl/ 816.235.5871

  3. Online Professional Development • Background Information • Course Design Principles • Example of Graduate Course • Dialog • “Thus we seek ideas for moving beyond the scaffolding of contributions and relationships, to tools that allow teachers and students to dynamically and reactively structure their history of interactions so as to maximize future learning opportunities.” (Roschelle, Pea, 1999, p. 24)

  4. Online courses UMKC Cognition and Technology Assessing the Role of Technology in Education Development of Learning Technology Programs Special Topics in Education Curriculum Development Curriculum Organization Advanced Ed Psych UMKC: New masters in curriculum and instruction with an emphasis on learning technologies (NETS standards) UMSL: The Psychology of Teaching and Learning Webster University: Online MAT program- Advanced Child Development

  5. Design Considerations Considerations during design of the course for developing online dialogs: course content types of understandings you want the students to develop the students themselves, what are their goals and diversity. whether students work in groups or individually evaluation of online dialogs

  6. Asynchoronous Dialogs Discussion Boards: Defined by initial threads- set up initial question on information in text, lecture. Structured response and can be tied to the development of course concepts Suggestions Monitor the db for student responses Define a date of response to keep dialog current to course schedule Set up an listserve type of email initiation of dialog Encourage student addition of information from other sources, correlating concepts and new concepts. –assessment-

  7. Curriculum Development Course

  8. Outside experts • Message no. 161Posted by .. on Friday, June 27, 2003 10:16 am Subject Constructivist Methods in the Classroom • When are constructivist methods used effectively in aclassroom? Which topics suit constructivist methods? • While the curriculum and assessment framework • suggests several learning experiences that teachers can • incorporate into the day, all of the learning • experiences are based on a belief about how we should • teach to match what we know about how students learn. • The primary aim of the Project Construct approach is to • help teachers foster the development of each child as an • autonomous learner. Autonomy refers to the ability of • individuals to be self-governing---socially, morally, • and intellectually---in the context of relationships • with others.

  9. Synchronous Dialogs Chatrooms: Open forum-more personalized Develops student personal concepts as well as course goal understandings can be used to develop class dynamics and interactions Suggestions: Set an agenda; theme; topic; scenario to place the chat in context and structure online time invite experts-outsiders to add to scenario, simulation development.

  10. Online Group Dialogs Online Group projects incorporate group dialogs-communications Design Online workspace- load projects, review and edit projects. Online communication: Students discuss assigned readings Students establish schedules and develop projects

  11. Assessment Process: Your evaluation processes of online dialogs should consider the initial course goals for the types of understandings you want the students to develop. Model your assessment process throughout the course Give students criteria as soon as possible in the course. Structured responses- assess on the development of course goals Did they respond to course information and/or add new information from other sources? Make connections among ideas?

  12. Productive Online PD Open discussions- assess on the progression of student’s individual reconceptualizations- Have they developed new personal understandings of course information? Correlated information to create new functionalities? Group work- assess on level of contribution to group project Did they review work, discuss work with others and/or add new information to the project? Add strategies to solve problems, create projects? Methods: Scaled rubrics points for completion checklists self-evaluation

  13. Faculty Responses

  14. Faculty Responses

  15. CONCEPTUAL FRAMEWORK DESIGN MODEL UMKC School of Education Masters Degree in Curriculum and Instructional Leadership with an Emphasis on Learning Technologies Design Principle 1 The program at every level is organized around the problems of practice Design Principle 2 The program must provide opportunities for reflection-in-action and reflection-about-action among novices and experts Design Principle 4 The program at every level is organized around state and national program standards EFFECTIVE EDUCATORS are REFLECTIVE and INQUIRING PROFESSIONALS Design Principle 3 Evaluations of candidates must include assessment of performance in complex situations of practice appropriate to the practitioner’s level

  16. Development of Learning Technologies ProgramsEDCI 573 online courseMasters of Arts in Curriculum and InstructionEmphasis Area: Learning Technologies Course Description • The purpose of this course is to review a variety of technology programs currently implemented in traditional and non-traditional settings. The course readings will expose students to a wide variety of technology-based learning environments in order to develop the students’ conceptual understanding of the potential benefits and costs of developing technology programs. Intended Learning Outcomes • This course is part of a program to develop educators with the capability to design, develop, and evaluate learning technologies into a variety of learning environments. The students will research topics, dialog in online workgroups, write proposal papers, present their final solution, and evaluate other group’s projects. In this course the learners will: • Design and develop a plan for implementation of a technology-based program. • Evaluate the effectiveness of the plan of actions designed in this course. Learner Activities • 1. Students in this course will design a strategy to address a problem using a technology-based solution. They will work online in collaborative groups in order to design a plan of action. • 2. The students will work design a program for evaluating the effectiveness of the plan of action and analyze the responses of others.

  17. Potential problems for consideration • Design the online curriculum for a graduate course involving professors in differing countries. Survey all professors Identify common trends in curriculum Design online curriculum • Design an online data mining agenda for the SOE NCATE review in 5 years including: Management of server-- on-site or out source Middleware design Design forms for faculty and students • Design professional development program for new STAR lab at the School of Education Survey of local districts for inservice needs Survey preservice students for needs • In service – on site or in SOE Productivity training for pre service • Design presentation for laptop program for SOE. Research university policy Research other public universities programs Develop proposal for laptop program • Develop a wireless handheld program Write a grant for a technology-based solution Develop a pd for a current technology program

  18. Template for Online PBL Unit

  19. PBL Phase 1 First Artifact Hand Held Group Online Higher Ed Group

  20. PBL Phase 2 Second artifacts Hand held group Online higher ed group

  21. PBL Phase 3

  22. Curriculum Internship =SS2005 • Handhelds Group • Present PD for Continuing Ed • Present PD for Board • Online Curriculum Design • Present research results to collaborating professors • Develop second iteration of curriculum model • Initiate second iteration of data gathering • Write presentation of panel symposium for AERA

  23. Questions and Concepts • Online Learning • Knowledge formation online • Conceptual knowing online • Dialogs online (CMC) • Design of Online Learning Environments • Quality interactions online • Quality of process online • Quality of product online

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