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Posts Tagged ‘edtech503’

 


Module 7 Reflection

November 29th, 2011 Comments off

This module was interesting.  In the past, I’ve always thought of evaluation and assessment as synonymous.  When I first started the module, I had thought that assessment would be driving my work for this module.  I see the importance of evaluation.  It’s like beta testing the instruction.  It doesn’t matter how carefully it is designed, it will still have flaws and items to be improved.  Also, nothing is ever perfect and can always stand to be evaluated, reevaluated, and improved upon.

 


Module 6 Reflection

November 15th, 2011 Comments off

This module was a bit tough for me.  I really had to examine my methods and plans for delivering this unit and adjust some things as necessary to provide a more logical flow as well as increased motivation.  I also want to make this unit flexible and independent of the method of delivery.  I want instructors to be able to deliver this to both in-classroom students as well online students.  I had thought to convert it to an asynchronous delivery method for online, but that might require more time  to complete, but the total instruction / practice time should be 2.5 – 3 hours.  We’ll see.  I need to clear up some of my steps and refine some of my activities.  My goals is for students to have the knowledge of where to find the knowledge so to speak.  I don’t want them to memorize the rules, but know where to find them since APA style changes so often.  By giving students this ability, it also opens them up to use a different style like MLA or Chicago very easily.  Since the information that is needed to make the citation is nearly identical across styles, students should have no problem transition from one style to another.  At least, that is my hope.

 


Module 4 Reflection

October 19th, 2011 Comments off

After reading my colleagues responses to my assessment matrix, I will make some changes, but I will leave the core on its own. There are no evaluation level test items that are explicit, but there is some implicit evaluation in the sense that students are required to evaluate an entry or citation for correctness to APA style. I might add some more objectives so that students can evaluate the actual style of a paragraph that includes citations, but that might be outside the scope of the project. I will have to consider it. I do plan on leaving many of the objectives and assessments in place since I feel that they accurately measure the students’ abilities, understanding, and knowledge. The goal of my project is for students to understand why we cite material, when it is necessary to cite material, and what information to gather to properly cite material. The actual style that the citation uses is not that important. It is the understanding of citation—the why’s of it—that is the true goal here. It is easier to include citations if a proper understanding is achieved.

 


Module 3 Reflection (Learning Task Analysis)

October 5th, 2011 Comments off

Writing sentences and paragraphs that accurately and correctly cite a source quotation is a process that I am very familiar with.  It was more challenging to break the task down into its constituent components.   I tried to make each step as simple as possible.  Maybe I’m a bit biased but as an English teacher with a background in creative writing, I feel that writing style is essential for a good piece of writing.  Varied methods of introducing an in-text citation make the paper more interesting to read and keep the reader’s attention much longer.

I realize that there are two components to proper citation, but for this assignment, I tried to focus on just one of those and give it a very thorough analysis.  My learning objectives, though, did include objectives from both learning tasks.  I felt that it is essential that the two tasks be linked in the student’s mind so that a student will gather the required information when making the citation to include a bibliographical representation.  As such, the objectives should be linked as well.

Having taught in the classroom, I realize that not all learners will have the same skill set and be at the same level as far as the prerequisites are concerned.  I plan on including some differentiation in the delivery of the activities to allow for all students to understand the need for citation, the appropriate times to cite and the basic information to gather regardless of style.  I think that these are the skills that I want my students to come of my project with.  They are the most important.  They are also the concepts that students have the hardest time with.

 


Reflection Module 2: ID Project Needs Assessment, Learning Environment, and Learner Description

September 19th, 2011 Comments off

After reading some of the feedback, I have some more questions and things to think about when it comes to designing my ID project.

I want to ask teachers what treads they see in student achievement.  Basically, I want them to identify what areas that they notice that students seem to struggle with the most.  This will give a bit of a starting point and an area to focus on when it comes to the actual instruction.

I hadn’t thought about it before, but it is true.  Teachers tend to be biased.  If a student does not understand, then the natural assumption is that the issue lies with the student.  It is difficult for teachers, me included, to recognize and take responsibility for the issue.  I might use teacher descriptions of aptitudes to be general rather than specific and only really use it to gauge a range of my learners.

My goal with this project is not to teach students everything to know about citation.  There is, by far, too much information to retain.  The important aspects of my project will be on identifying when to cite, how to introduce the material into the paragraph both grammatically and structurally, and where to look for the proper way to do it.  These are the keys to citation.  I still consult my references, the OWL at Purdue, being a frequent one as well as citation machine.  My goal is to provide them with a skill—knowing when to cite.  The particular rules and styles are not that much of a concern, however, knowing where to look to make sure that the rules are followed is a concern.

 


Module 2: ID Project Needs Assessment, Learning Environment, and Learner Description

September 16th, 2011 Comments off

ID Project Description
After two hours of instruction, high school juniors will be able to accurately create in-text citations and bibliographical citations for selected books, magazines, and other sources in APA format.
1.)The Needs Assessment
In order to conduct a needs assessment for my ID project, I would initially have to use the problem model.  In order to use the problem model for a needs assessment, “someone in management or administration; some member of the constituency, such as parents, clients, or community leaders; or some employees or students [need to] have identified that a problem exists” (Smith and Ragan, 2004). During my time in the classroom, I notice that many students could not properly cite their sources in their formal research and persuasive writing.  This is an important skill to have when entering college or in life as plagiarism is a serious offense.  A problem has been identified—students don’t know how to properly cite sources.  The needs assessment clearly calls for the problem model.
The following steps need to be taken:

  1. I have to determine is there really is a problem or if the students are just no performing for me.
    1. I would do this by conducting an informal survey, possibly online, with other teachers in language arts, history, and the sciences in my district and others to determine if the trend that I have noticed happens in their classrooms as well.
  2. If I determine that there really is a problem, then I must determine if the cause of the problem is related to student achievement in the classroom.
    1. I would take into consideration, whether or not students used proper citations in their writing.  To do this I would use a survey as well conducted concurrently with the previous one as to whether or not students used correct citations.  I might also ask students, through a survey, some general questions pertaining to citations and score their answers based upon their knowledge.
  3. Since there is currently instruction that covers the use of citations in most science and English classrooms, I would move onto the discrepancy model for further assessment.
  4. The discrepancy calls for some data analysis.
    1. A list of desired goals must be prepared
      1. Students will use proper in-text citations for direct quotes.
      2. Students will be able to properly use in-text citations for paraphrased material
      3. Etc.
    2. Next I have to determine how the above goals are already being achieved.
      1. This can be done by analysis of past assignments and teacher surveys.
      2. It can also be achieved through student pre-tests
    3. The gap between what is happening and being achieved and what ought to happen needs to be determined.
      1. Rubrics should be created to measure performance base upon standards.  All students should be held to the rubrics.
      2. Teacher surveys could also be used to identify gaps through the use of similar rubrics
    4. Appropriate priorities need to be established so that instruction developed to close the gaps that are deemed most important.
      1. Teacher surveys could be implemented here.
    5. After determining the gaps and setting priorities, a determination has to be made as to which gaps can be increased through instruction.
      1. This is also done with data analysis, observation, and surveys.

2.) The Learning Environment
The learning environment for my ID project is the traditional brick and mortar classroom.  It consists of a teacher that is competent and knowledgeable in his content area (English) and that the students have a decent rapport with.  The students would be typical 11th grade English students.  The classroom and facilities will include and projector / screen or interactive whiteboard as well as computers for student use either in the classroom of in a computer lab.  The instruction will be delivered via electronic presentations and class discussions as well as various short interactive modules on the computer.  The lessons can be delivered in the computer lab as well as the classroom.

3.)Learner Characteristics
The learner characteristics that are important in my ID project are general aptitudes, prior knowledge, learning styles, and motivation.
I would ask teachers to generally describe their student’s general aptitudes and motivation.
I would conduct surveys of students to determine prior knowledge and pre-conceptions about plagiarism and citation.
I would conduct surveys of student’s learning styles or ask that the teachers conduct these surveys.
I would also conduct surveys designed to determine what motivates students and what their interests are so that some of the instruction can be tailored to those motivations and interests.

 


Module 1: Design, Systematic, and Educational Technology.

September 2nd, 2011 Comments off

1.) What do you think the word “design” implies? What does “instructional design” means to you? How does the meaning change when adding the word “systematic” in front of “instructional design”?
The word design implies a plan or strategy.  Design does not happen by accident or chance.  Design implies consideration and planning.  For example an interior designer looks at a room, chooses colors and then chooses furniture, paint, wall hangings, paintings, and other decorations to present a mood in the room.  In essence they design the room to induce a particular feeling or emotion.  In this case and in other cases design indicates planning and forethought about how all items and components tie into the whole.
The term instructional design, to me means design of instruction for a classroom or other training environment.  It is the application of all aspects of design to the task of creating an instructional unit / lesson / goal.  It is planning instructional components to and tools to produce a specific learning outcome.  For example a corporation that employs a customer service department has to plan and design the curriculum for training of its agents.  This is instructional design.
Systematic instructional design is the design of instructional or teaching materials into a cohesive plan that is done so with a model in mind.  Each component meets the needs of a specific component of a particular model.  It is systematic because it follows a system or model.  The systematic approach guarantees that the instructional materials that and plans adhere to a specific learning outcome or goal.

2.) In your opinion, how does Instructional Design relate to Educational Technology?
Instructional design relates to educational technology in the fact that technology use in an educational environment or education through the use of technology (i.e. online classrooms) cannot just be thrown in.  It has to undergo planning and integration.  Without the planning and design process, the technology can often distract and interfere with learning.  It is through sound instructional design and learning goals that technology can be successfully integrated into an educational environment.  Without careful planning, technology can be an explosive component or have undesired results.
3.) Share your own experiences to illustrate your point(s) above. When you share your experiences, be sure to describe the process you use to design or create learning experiences for others. It does not need to be in formal learning environments such as schools or professional development courses.
I only have a brief year of teaching experience currently, but during that year, I attempted to integrate more technology into my daily lessons and units so that my students would be better prepared for the technology that they would be expected to use in college and the workplace.  I made several tools available, but did not adequately teach the students how to use them right away and as a result most students did not use them.  After I realized this, I took some class time and helped the students practice using these tools and showed them the value that the tools provided.  This was a case when better planning and design in the early stages of the semester would have benefited not only my students but me as well.  My students would have had an easier time completing their assignments and I would have had an easier time delivering content to them.  I found that a well planned unit that involved an internet scavenger hunt and web quest was better received and more useful to my students.  During the planning process, I attempted to anticipate any issues that might arise for my students and tried to provide tools and proper links that would assist them in finding the correct solutions on their own.  To a large part, these types of projects proved more successful than just providing tools via technology.
4.) Share a short description of the topic you plan to work on for the required Instructional Design project in this course.
Instructional Design Project:
Rationale – During my time in the classroom, I notice that many students could not properly cite their sources in their formal research and persuasive writing.  This is an important skill to have when entering college or in life as plagiarism is a serious offense.
“After two hours of instruction, high school juniors will be able to accurately create in-text citations and bibliographical citations for selected books, magazines, and other sources in MLA and APA format”

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