Making the Shift: From Classroom to Online Course Design

Day 3: Web 2.0 Technology Design

Themes from Day 2

Introduction

1. Determining technology's instructional functions1a. Introduce and present material1b. Support the learner's interaction with content, each

other, instructor, and resources1c. Assist the learner in constructing knowledge1d. Allow learner to practice1e. Assess learner's achievement

2. Mapping instructional technology tools to learning outcomes

1. DETERMINING TECHNOLOGY'S INSTRUCTIONAL FUNCTIONS

Affordances of Web 2.0?

• Web-based application,

• Typically free to the user,

• Can support collaboration and interaction,

• Highly responsive to the user

POLLWhich do young adults spend most time doing?

1. Social network2. Posting/sharing pictures3. Downloading music4. IM/texting

Grunwald, P. (2007). Kids' Social Networking Study. Grunwald Associates, 2007. http://www.grunwald.com/

Think about Your Project

How can Web 2.0 support learning?Where do possible challenges lie?

Tools by Name

Tools by Instructional Application

http://elearningtools.wetpaint.com/

Breakout Activity:

• Explore elearning tools• http://

elearningtools.wetpaint.com/

• What tools are a good fit for you?

• What instructional application is missing?

Explore the tools

1A. INTRODUCE AND PRESENT MATERIAL

Strategies to…

Introduce Material• Anticipatory Set• Advance Organizer• Outline• Novel situation, event,

phenomenon

Present Information• Lecture quips• Primary data• Historical records• Previous student

presentations• Examples

examples

1B. SUPPORT THE LEARNERS INTERACTION WITH CONTENT, EACH OTHER, INSTRUCTOR AND RESOURCES

Interaction with content

Specific to the course subject• Disciplinary• Processes• Documentation• Primary data• Secondary data

Types of Interaction• Manipulation• Simulation• Experimentation• Revision

examples

Interaction between students

• Collaboration• Cooperation• Critique• Ranking/rating

examples

Interaction with instructor

• Office hours• Critiquing• Scaffolding• Demonstrating• Modeling

examples

Interaction with resources

Specific to course subject• Primary Data Repositories• Virtual Worlds• Data Calculators

Types of Interaction• Research• Contributions• Verification/Corroboration

examples

Renaissance Island

http://www.wolframalpha.com/

http://www.loc.gov/index.html

1C. ASSIST THE LEARNER IN CONSTRUCTING KNOWLEDGE

Strategies

Our ideas• Competitions• Debates• Projects• Cases

Your ideas?

examples

1D. ALLOW LEARNER TO PRACTICE

Strategies

Our ideas• Field experiences• Simulated experiences• Role play

Your ideas?

examples

1E. ASSESS LEARNER’S ACHIEVEMENT

Provide multiple and alternative modes of assessments

Strategies

Our ideas• Portfolio• Peer critique• Self-assessment• Reflection• Storytelling

Your ideas?

examples

Challenges of Web 2.0

• Learner skills, abilities and access• Instructor demands and workload• Affordance of the technology• Effort required to assess use of technology

What NOT to do

• Require a different or separate assessment for each use of tool

• Assume the learner knows what to do• Assume the fun factor over rides the learning

requirements

Breakout Activity

1.Select one tool that you have decided will be important for your module.

2.Use Page 1 Web 2.0 Checklist to evaluate this tool.

3.Be prepared to share your evaluation.

Web 2.0 checklist

Key Points for Web 2.0 Tools

• Keep the learner in the forefront• Select tools that are easy to use• Make sure the tool supports the objective• Test tools for usability

2. MAPPING INSTRUCTIONAL TECHNOLOGY TOOLS TO LEARNING OUTCOMES

Assessment & Bloom’sProcesses Tools Attributes

Remember Recognizing, recalling Visual/Text/Audio stimuli, selecting, feedback

Understand Interpreting, classifying, comparing, summarizing, explaining

Sorting, tagging, labeling, entering, selecting

Apply Executing, implementing Manipulating, entering, feedback

Analyze Differentiating, organizing, attributing

Selecting, grouping, altering, tagging, labeling

Evaluate Checking, critiquing Commenting, entering, responding

Create Generating, planning, producing Adding, generating, combining, publishing

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Breakout Activity

1. Consider tool (s) you are considering for your course

2. Reference Page 4 Handout Pedagogy + Technology Matrix

3. At what level of Bloom's does your technology work? How can your tool be used to assess student learning?

4. NOTE: Be prepared to share.

What works for learning?

Key Points for Mapping Outcomes

• Keep the outcome at the forefront• Make sure the tool supports the objective• Consider level of thinking required in use of a

tool

Homework

1. Given your module, review your design and select at least five tools that could be used in a lesson, activity, assignment, or assessment.

2. Download the Session-2 Handout and use to enter your tools.

3. Post to Course Site Session 3 Homework.