Have a Great Summer

Hi All,

Your projects were due last night, thanks to all who got them in on time. Now....go enjoy yourself for a bit before school starts. Hope you enjoyed class, I really enjoyed getting to know all of you. If you have any questions in the future, you have my contact information. Don't hesitate to contact me.

Sincerely,
Randy

Top Web 2.0 Tools for Education

I know you all are working on your benchmark assignments, but I wanted to post a listing of other resources for you. This is a list of some of the more popular Web 2.0 tools you should be familiar with as teachers.

(voluntary) Look over the list and you can comment on which you like and why: http://edudemic.com/2010/07/the-35-best-web-2-0-classroom-tools-chosen-by-you/

Bookmark this link...or add it to your Diigo site so you can try these later.
Let me know if you have questions.
Randy

Benchmark Assignment URL

http://myclass.nl.edu/tie/tie535/TIE535_Benchmark_AUSL.pdf

Final Benchmark Assignment Posted

Hey All,

The final benchmark assignment details and scoring rubric are posted in the resources section.

Let me know if you have questions.
Randy

Final Meeting

Hi all,

Hope you're ready for our final face to face meeting today. We'll review, discuss, and work on TPACK today. Then, I can answer any questions you might have for the final benchmark assignment and you'll have the rest of today and Wednesday as working sessions.

See you all soon,
Randy

TPACK and VoiceThread

Introduction
to TPACK for online class

Link to PDF version of Assignment

Technology is a fantastic and effective learning tool when used correctly.
The question becomes….what does correct and effective use of technology look like? How do we know when we are using it appropriately? What guides an educator in selecting cutting edge technology other then the ‘cool’ factor? Today, we’ll be looking at TPACK. Technological, Pedagological, and Content Knowledge (TPACK) is a model for technology integration…mainly applied to new, cutting edge tools, such as many popular Web 2.0 tools like Facebook and Twitter.

Today, you’ll be creating your own VoiceThread to enhance your blog pages with information about TPACK. Directions are listed below...step by step.

1. What is TPACK??

Watch the following VoiceThread introduction to TPACK: http://voicethread.com/share/1859321/

2. Want more text based information? Here's Punya's TPACK site. Read over: http://punya.educ.msu.edu/research/tpck/



3. Expand your understanding. Punya and Matt (guys who developed the expanded TPACK model) came up with a creative video to explain more about the model and it's use in education. Watch this video: http://www.youtube.com/watch?v=fNoijjIrPT8

4. Hopefully, you have a solid foundation for TPACK. The model is really designed to support new, innovative technologies in the classroom. If you'd like one last video overview, you can view this teacher created video on TPACK in the classroom: http://vimeo.com/16291486.

If you are comfortable with the foundation of TPACK, lets apply your understanding to creating your own VoiceThread. If you'd like more information, Google TPACK and review the many articles, websites, and videos.

Assignment

After reviewing the resources on TPACK, you should have a good idea about how it might work for you. The question is, can you explain that to a colleague? You’ll be creating a VoiceThread (www.voicethread.com) presentation. (If you are new to VoiceThread you can view the overview session here: http://voicethread.com/?#q.b409.i848804)

Your VoiceThread will be based on your understanding of what TPACK is, what it’s about and how it might help teachers to choose the correct technology that support their curriculum and teaching style. You will create a 5 slide (minimum) VoiceThread presentation that includes 3 images

Create VoiceThread Account

1. Visit VoiceThread (www.voicethread.com), log in, and click on the 'CREATE' tab.


2. Follow the step by step instructions to develop your VT.


3. Development Hint: Have your story created and your images selected prior to starting.


4. Create a storyboard/step by step list of ideas you will be talking about, then you can find images/media to support each of your ideas. You will need to download your images to create your VT. You can access images from the TPACK website, Google search the web, or free images at http://pics4learning.com/ or http://morguefile.com/

The audience will be other teachers in a school who have never heard of TPACK. Once you’ve completed your presentation, embed it within your blog as a "Posting"


Your have our 3 hour class meeting today (should be done with assignments), but if not you can complete for homework. All assignments are due by Monday, before class.

Email me with any questions.

Randy

Ahhh, it's UBD time!

Hey All,

Today we're going to look at your drafts of Stage 2 and 3. Well discuss each stage, the purpose and ideas behind the stage, look at your drafts (short time to edit if need be) then do a peer review.

By the end of today we should be done with the bulk of the content for the course. I'll be introducing the final benchmark assignment...which if you've not guessed will be a UDB unit and lesson plan!!

Planning ahead? Thursday is online.
See you soon,
Randy

UDB Stages 2 and 3

For the rest of this week, till class on Tuesday, we’re going to be expanding your UBD models to include Stages 2 and 3. Stage 2 revolves around developing assessments to make sure your students ‘understand’ the content. Of course, traditional tests / assessments / essays are acceptable evidence as formative assessments, the key will be in designing your performance task. UBD has the GRASPS models to help guide you through that process. Then, after you have your final assessment performance task, you can start to desing the learning experience. Previously we used Gagne’s Events of Instruction, which had rigid steps to the design process, Stage 3 of UBD is a little more flexible and open for the designer (teacher) to create the lesson plan.

To begin, you’ll need to read chapters 7, 8, 9 of the book, which as you know is an easy read and quite informative. There is also the great example in the back of the book. The text will really cover the content and ideas, but you can review the PowerPoint’s for Stages 2 and 3 as an overview.

The key to Stage 2 is a well defined performance task – make sure it’s real world/authentic, students assume a role (or at least identify with a role), etc. This is the final summative assessment where the students put all the knowledge and skills together to demonstrate (in a performance method) their understanding. As they relate to the authentic role / nature of the task, they can identify the critical components within the 6 facets of understanding.

As you develop your performance task, keep that in mind. What authentic experience will the students be able to relate too? Reminder, it doesn't need to be ground breaking, but something that the students will be able to perform and demonstrate your objectives and the 6 facets of understanding. Of course this is your summative assessment. You will also have formative assessment along the way (other evidence in Stage 2). Reminder: if you have an objective you must be assessing that objective in the lesson either with the final performance task or via the other evidence (test, quiz, essay).

Be sure to view Stage 3 Overview as well:

The WHERETO is a very open ended model as you can see. Essentially, you notice that there is none of the Analysis phase from ADDIE. It's really up to you to create the lesson based on your knowledge of the participants, their backgrounds, the environment. Is that good? Is it too open ended? Try it and we can discuss on Tuesday.

Now, putting it all together. You can review Appendix 6, page P329, of a completed design using the food groups and food pyramid. The completed example walks through Stages 2 and 3 with good detail and a great example of a performance task with other evidence as supporting assessment criteria. Interesting to see how they worked in the self – reflection to make sure students can reach all 6 facets including the self-knowledge

Assignment

You’ll then need to update your templates you finished for today with content for Stages 2 and 3. You do not have to do a fully developed rubric for Tuesday. List all that you want to use a rubric and how it's going to assess your performance task. You do have to list the other evidence of assessment in Stage 2: test on_____, quiz to review ______, or essay on ________. You can be generic but start to think through having some type of assessment (formative or summative) that covers each of your objectives.

The template you have now only has Stage 1. I've added an updated template with the ‘shell’ for Stages 2 and 3 in the resources section. You don't have to use the updated template, you can add those sections on your own. You can copy / paste the template into your paper with Stage 1 if you’d like, then all you need to do is fill out the appropriate sections. This is practice, do the best you can to apply the information / knowledge, to the template. You’ll need to bring your completed UDB lesson to class on Tuesday where we will pull it apart, discuss the sections, and redo in class to make sure you are comfortable with the model. You must have a working draft for Tuesday.

Randy

UBD Homework: Stage 1

For this assignment, you’ll be applying the knowledge from today’s discussion on Stage 1 of the Understanding by Design model (goals / objectives; knowledge & skills; enduring understandings; essential questions (topical & overarching).

Using your ADDIE Design Document as the basis, re-purpose the goals and objectives into creating Stage 1 of the UBD model. I’ve provided a template in the resources section.

You can copy and post your response to your blog by Thursday at noon. You’ll need to respond to 2 of your colleagues by next Tuesday before class. Follow the PQP format, praise something they’ve done, ask a question about something they wrote / said, then suggest a way they might want to polish up the work.

Thursday I’ll post the information / assignment for Stage 2 of the UBD model.

Let me know if you have any questions.

Randy

UBD Stage 1 Overview

Welcome Back to Class!

Hi Everyone,

I hope you enjoyed your break from meeting face to face. Today we'll start our discussion of Understanding by Design, we have a group project and then your homework. This Thursday's class will be online....a continuation of our discussion today.

See you soon,
Randy

ADDIE Design Document and UBD Reading: Due July 12th

We are done reviewing the ADDIE Model. Now, it’s time for your summative assessment activity; to create your own ADDIE Design Document. For the design document, specifics are available in the Resource section on this blog, you’re going to apply the concepts of the Analysis phase and Gagne to create a learning experience.

Since you don’t have a true environment to analyze, you will have to make up your problem statement, gap, and ultimate goal (try something new to you to ‘challenge’ yourself. You can choose the audience to analyze, can be a friend, your family, people at the holiday party you are attending, the last class you taught, or you can create a fictional ‘class’ (let me know you are making it up.) Using that information, you can list all your tasks, develop terminal and enabling objectives, and design a learning experience (Gagne’s events with rubric. You might have multiple lessons to reach your goal, but you only need to do 1 learning experience.

Email me your Design Document when you are done. The document is due by July 11th, prior to our next class.

Understanding by Design Reading
For our next class, we’re going to explore at a new design model, Understanding by Design or UBD. Our text book is available online, directions to access are in the screencast below, you will need to read Chapters 1, 2, and 4 prior to the next class.

Access the Understanding by Design Book Online
The following screencast will walk you through how to access the textbook via the NLU library ebook system.



Let me know if you have questions / problems.
See you on the 12th!
Randy

Thursday, June 30th

So, today we'll review 'embedding' and Google docs. There were a few issues, so I want to make sure you have the technical component down.

We're going to review your lessons using Gagne's Events of Instruction and talk about your scoring rubrics. After a discussion of the remaining steps of ADDIE, we have a fun, new tool to practice. By end of today, we'll be ready to do our ADDIE Design Document...the final project for this model.

See you all soon,
Randy

Gagne's Events of Instruction (June 28th online class)

Welcome to our first online class. Today we're going to look at the design phase of the ADDIE Model. If you remember, the Analysis phase provided the background and context for designing the lesson. You identified the rationale for developing the lesson (problem statement), the deficit content that will need to be covered (gap) and the specific steps/ideas to learn within that gap (task analysis). Putting this all together you can now develop a lesson.

Using the same Analysis from our class, e.g., your class as the participants for the training, you are now going to design a learning experience (lesson). You can take some liberties with the 'analysis', since the focus on this part is the ADDIE model. To design your learning experience, we're going to be using Gagne's events of instruction as our framework.

Overview of Gagne's Events

Presentation of the Events Again

Assessment

Critical to the learning experience is the scoring rubric. Since the events require a summative activity where the instructor assesses performance, you need to provide the students clear criteria for success. This is usual done with a scoring rubric that is provided to the students prior to beginning the final performance task.

How to design your Scoring Rubric

I'm sure you all know what a scoring rubric is and should look like. Still, I want to cover it here. A scoring rubric provides students with the criteria they will be graded on as well as the levels of success for that criteria. Usually provided in a table form. There are a lot of different types of rubrics, but the key idea is to list the important elements of the lesson that you want to grade, then describe (specifically) what success looks like. This is the hard part, since most of the time we use subjective terms. Example, for a PowerPoint presentation you might have the criteria 'use of images', then for success list for 5 points (on a 5 point scale or 100%) 'uses images to support content'. Well what does that mean to you? It mean something a bit different to everyone.

You'll need to create a scoring rubric for your lesson plan's summative performance task. Here's a website that provides clear ideas on how to create your scoring rubric: http://pareonline.net/getvn.asp?v=7&n=25

If you'd like a PDF version, you can click here: http://www.learner.org/workshops/tfl/resources/s7_rubrics.pdf

Assignment (you are working for 3 hours today, should be able to finish)

This activity will build on your knowledge of Gagne’s event of instruction to design a lesson. You will identify a “topic” for a learning experience (can be simple) using your class as your participants (we’ve already done the Analysis phase for your class, so consider that background information).

Gagne’s 9 Events of Instruction (overview)

1.Gain Attention

2.Establish purpose

3.Stimulate recall of prior learning

4.Present content

5.Guided learning

6.Elicit performance

7.Provide feedback

8.Assess performance

9.Enhance retention

Procedure (suggestion)

1. Identify a content topic for your lesson. Examples of topics could be: writing a letter to persuade _____, How to multiple 2 digit numbers, History of _________, etc. (remember, the topic focus is on content , not technology)


2. Using Gagne’s 9 Events of Instruction, develop an outline / brief description of each stage of the lesson. Provide enough detail so the class / instructor will understand the activities during that ’event’.


3. After you have your ‘lesson’ plan developed and final performance task identified, you will need to create your scoring rubric.


4. Publish your 9 Events descriptions and scoring rubric to your Google Doc’s account and embed the document as a ‘post’ on your blog.

We’ll discuss the events and scoring rubric design on Thursday.
Randy

VoiceThread Homework

Hope you enjoyed the ADDIE overview and discussing the Analysis phase. The homework assignment is twofold. First, to review ADDIE and the Analysis phase. Second is to practice a new Web 2.0 tool, VoiceThread.

Your homework is to create a 5 slide VoiceThread on your understanding of Instructional Design through a description of the ADDIE model and the details/components of the Analysis phase. Cover the topics so that a non-educator will understand what ADDIE is, why it is used/important, and what the Analysis phase is all about. Adding examples might help. You can create your own media or use images from the web (morgue file or pics4learning).

When finished, embed your VoiceThread in your blog as a blog posting. Your posting needs to be completed by Monday, June 27th, 11:59 PM.

Our next class, Tuesday June 28th will be online. Check back to the class blog for details, directions, and your assignment. Assignments and projects from this online class are due by June 30th.

ADDIE Model

Hi Everyone,

Today we are going to begin discussing Instructional Design models, starting with ADDIE. We'll be working in small groups to begin our ADDIE projects.

See you soon!
Randy

TIE535 Welcome to our First Class!

Hi Everyone,

Just wanted to welcome you to your first TIE535 Instructional Design course. Looking forward to getting to know everyone and seeing what you all design!

Randy