designing educational/instructional technology: hands-on from the field

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Designing Educational/Instructional Technology: hands-on from the field Dept of Computer Science University of Victoria Mary Sanseverino Feb 13, 2003

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Designing Educational/Instructional Technology: hands-on from the field. Dept of Computer Science University of Victoria Mary Sanseverino Feb 13, 2003. Goals:. Overview Instructional Technology in Theory and Practice Examine how IT fits into the curriculum Is there a disconnect? - PowerPoint PPT Presentation

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Page 1: Designing Educational/Instructional Technology: hands-on from the field

Designing Educational/Instructional Technology: hands-on from the field

Dept of Computer ScienceUniversity of VictoriaMary SanseverinoFeb 13, 2003

Page 2: Designing Educational/Instructional Technology: hands-on from the field

Goals:

Overview Instructional Technology in Theory and Practice

Examine how IT fits into the curriculum– Is there a disconnect?– Models we might use. – How GILD is doing it.

Let’s do it! Let’s go orthogonal.

Page 3: Designing Educational/Instructional Technology: hands-on from the field

Instructional Technology / Educational Technology: Definitions

Instructional Technology is the theory and practice of design, development, utilisation, management, and evaluation of processes and resources for learning. Seels, B.B. & Richey, R.C. (1994). Instructional technology: The definition and domains of the field. Washington, DC: Association for Educational Communications and Technology.

Interdisciplinary: – cognitive psychology, social psychology, psychometrics,

perception psychology, management, software engineering.

Page 4: Designing Educational/Instructional Technology: hands-on from the field

What is IT (in theory)?

Goal Analysis

Evaluation &Revision

MaterialsDevelopment

Instructional Strategy

Development

PerformanceProblem

Situational Assessment

M. Tessmer and J. Wedman, (1992)"The practice of instructional design: A survey of what designers do, don't do, an why they don't do it.” American Educational Research Association.

Page 5: Designing Educational/Instructional Technology: hands-on from the field

What is IT (in practice?)

Uses of Instructional Technology: A Survey of Student Views and Experiences (2002). UMass, Amherst. <http://www.umass.edu/oapa/assessment/instruct_tech_in_courses.pdf>

Page 6: Designing Educational/Instructional Technology: hands-on from the field

How does IT fit the curriculum?

Is there a disconnect? What tools can we use to bridge these gaps?

– Models– Goals– Evaluation methods

Examples? – The GILD project.

Page 7: Designing Educational/Instructional Technology: hands-on from the field

Learning and Assessment Model:The task-activity cycle

Proposed learning outcomes Task

Revised activity

AssessmentAdditional learning

not assessed

instructorpeersself

Actual learning outcomes

Activity

Feedback

Activity loop

Settinglearning

goals

Assessment MethodsFrom Integrating Technology in Learning and Teaching. Maier & Warren, 2000

Page 8: Designing Educational/Instructional Technology: hands-on from the field

Setting Learning Outcomes and Objectives

At the end of thismodule you will understand the

use and ramifications

of BC’s Recall Legislation.

At the end of this module you will be able to: 1). Understand how BC’s Recall Initiative Act works.2). List the components of the Act3). Demo/explain the use of the act for different purposes4). Judge and evaluate the how appropriate the act is.5). Judge and evaluate how effective the act is. 6). Create a Professor Recall Initiative Act.

Learning OutcomeLearning Objectives

Page 9: Designing Educational/Instructional Technology: hands-on from the field

Assessment Methodologies

Criterion-referenced Assessment:– To prove you are competent to lead the bike tour, take your

bike apart and put it correctly back together. Norm-referenced Assessment:

– To prove you are the most competent one to lead the bike tour, take apart and put back together as many bikes as possible.

Summative FormativeWordsEmphasis on FeedbackUseful for Generic SkillsStudent Learning

End-PointNumericalHigh StakesMust be Reliable

Page 10: Designing Educational/Instructional Technology: hands-on from the field

The GILD example

Building a curriculum-based Integrated Learning and Development environment for first year CSC courses.

How? – Problem recognition– Dimensions of the problem

Mind Map– Determining process

Steeped in dimensions Workshop

Page 11: Designing Educational/Instructional Technology: hands-on from the field

The GILD Example: Workshop Process Pre-workshop:

– identifying your personal objectives – Sketch what you think would be the key features

Part 1: Create a landscape of the broad nature of the project:– List stakeholders, – summarize broad, high-level goals, – map out our expertise to these goals– 2-3 year vision

Part 2: Narrowing the focus– What are constraints?– Select specific goals– Prioritize the goals – Determine key research questions

Part 3: Chart our course– detail software requirements– select our roles

Page 12: Designing Educational/Instructional Technology: hands-on from the field

Workshop outcomes

Page 13: Designing Educational/Instructional Technology: hands-on from the field

Let’s do it ourselves

Tools: – Learning problems– Learning styles– Bloom’s Taxonomy– IT matrix

Page 14: Designing Educational/Instructional Technology: hands-on from the field

Problem Solving: How do you think? The Block Problem:

Visualisation Draw a pictureMathematically

•How did you do it?

•Were you successful on the first or second attempt?

•Did you use more than one strategy? (ie. Visualise and deduce that blocks have eight corners)

Page 15: Designing Educational/Instructional Technology: hands-on from the field

How do you think? The Sticks Problem:

Visualising Drawing Manipulating Objects

If you manipulate objects: Be aware of how it feels to do solve the problem this way. Are you carrying on a verbal dialogue (verbalizing)? .

Page 16: Designing Educational/Instructional Technology: hands-on from the field

How do you think? The Who Did It problem: In this problem only one statement is true. Determine from the information given who did

it? A said, "B did it." B said, "D did it." C said, "I did not do it." D said, "B lied when he said I did it."

Verbal/Logical solution

Easy to confuse the information statement with the problem statement: Many learners try to figure out which statement is a true, rather than which person is guilty.

Page 17: Designing Educational/Instructional Technology: hands-on from the field

How do you think? The Who Did It problem continued:

Begin by assuming A is guilty, determine if it is the case that only one statement is true, then assume B is guilty, and so on until you find that only one statement is true.(This method is most common for those who do solve the problem, and will result in a correct answer)

•If you noticed that since only one statement is true and C says that he didn't do it, one need only discover that one of A, B, or D is telling the truth to establish that C is guilty (if A, B, or D is true, C is false; thus C did it). Since B and D contradict each other, only one of them can be true. Since we've found one true statement (it doesn't matter whether it's B or D), we can deduce that C did it.(A more efficient, but often overlooked strategy).

Page 18: Designing Educational/Instructional Technology: hands-on from the field

Determining Your Learning Styles Principles of Thinking Styles ACTIVE AND REFLECTIVE LEARNERS

Characterise and Active Learner. Characterise a Reflective Learner.

SENSING AND INTUITIVE LEARNERS Characterise a Sensing Learner. Characterise an Intuitive Learner.

VISUAL AND VERBAL LEARNERS Characterise a Visual Learner. Characterise a Verbal Learner.

SEQUENTIAL AND GLOBAL LEARNERS Characterise a sequential learner. Characterise a global learner.

Page 19: Designing Educational/Instructional Technology: hands-on from the field

ScenarioGOALS WHY ACTIVITY

Explain/understandthe history behind BC’sRecall Initiative Act

To put the Act in some context. Students comprehend the intricacies better if they understand the context.

Students write a program without a repetition structure. KNOWLEDGE

Demo/explaindifferent uses of the Act.

To further definecontext.

Students role play various players required in the Act. APPLICATION

Discuss why, when, and how one might want to usethe Act. Pros and cons.

To get the students thinking of legislation as a problem-solvingtool.

Ask students to develop a just Professor Recall Initiative Act. SYNTHESIS

Examine and evaluatethe efficacy of two different usesof the Recall Initiative Actin BC.

To develop critical thinking skills. Conduct a formal debate on the

current Recall case. ANALYSIS

Page 20: Designing Educational/Instructional Technology: hands-on from the field

Orthogonal

Using the learning matrix to evaluate IT. – How?