educ 498z designing learning with technology

EDUC 498ZDesigning Learning with Technology

University of MarylandEducational Technology Outreach

Director: Davina Pruitt-Mentle

2001 Maryland Technology Academy2001 Maryland Technology AcademyFrederick County Public Schools Satellite AcademyFrederick County Public Schools Satellite Academy

2001 Satellite Academy Davina Pruitt-Mentle 2

ObjectivesObjectives

• MSDE: Backward Design Process– School Data Analysis– State Standards/Goals/Outcomes/Indicators

• FCPS: Web Enhanced Activity – WebQuest– fcpsteach.net - Frederick Learning Village

• UMCP/ETO: Technology Outreach– Technology integration– Technology applications– WebCT– Other course offerings


Introduction to Designing Introduction to Designing Learning with TechnologyLearning with Technology

• UMCP EDUC 498Z Course offering• 3 modules = 3 graduate credits• FCPS Satellite Academy will cover 2 modules


Class Format/ProceduresClass Format/Procedures

• Face to face (F2F)• Web enhanced (WebCT & Frederick Village)• Guest speaker - Rodney Petersen: Cyberethics• Asynchronous -threaded discussions• Synchronous guest speaker• Mini group activities


ContentContent

• Data Analysis• Standards/Goals/Outcomes/Indicators• Backward Design Process• Reflective Teaching• Rubric Development• Web-enhanced activity (WebQuest)• Educational Technology

– where we are headed– theories and learning models– “technology integration”


Using WebCTUsing WebCT• Start Browser• Go to http://www.courses.umd.edu/• If you have never done so before, click on Student Resources on left, and then

University of Maryland Security Certificate on right. Follow directions to install Univ. of MD Security Certificate for the browser you use.

• Click on Maryland Course Listing on the left– Click on EDUC Education– Click on EDUC 498Z (Summer 2001)– Enter Username (first initial-last name, i.e. calvarado) and password (mta)– Click on Create MyWebCT Login– Enter information and go.

• Next Time– Go to http://www.courses.umd.edu/– Click on myWebCT on left– Enter Username and password

• NOTE: You can change your password on the myWebCT page.


EDUC 498Z: Designing EDUC 498Z: Designing Learning with TechnologyLearning with Technology


Online Pre-AssessmentOnline Pre-Assessment

• Click on Pre-Assessment Icon on Homepage


Backward Design ModelBackward Design Model

To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.

Stephen R. Covey, The Seven Habits of Highly Effective People


Understanding by DesignUnderstanding by Design

• Makes use of Backward Design Model• Written by Grant Wiggins & Jay McTighe• Design of ASSESSMENTS to reveal the extent

of students UNDERSTANDING• Design of curriculum to ENGAGE students

and DEEPEN their understanding


Issues Illustrated by: Issues Illustrated by: Understanding by DesignUnderstanding by Design

• Explores common curriculum, assessments, and instruction practices that may interfere with student understanding

• Examines a backward design process and considers its value in helping to avoid common inadequacies in curriculum and assessment planning

• Presents a theory of 6 facets of understanding• Proposes approaches to engage students in inquiry, promote

“uncoverage,” and make use of understanding the big ideas• Examines a continuum of assessment practices focusing on the

degree of student understanding• Considers the degree of student misunderstandings


Similar Educational InitiativesSimilar Educational Initiatives

• Problem-Based Learning (Stepien & Gallagher, 1997)• Project -Based Learning -Engineering Design (Leifer, Stanford, 1998)• Socratic seminar, 4-MAT (McCarthy, 1981)• Dimensions of Learning (Marzano & Pickering, 1997)• The Skillful Teacher (Saphier & Gower, 1997)• Wiske model (Wiske, 1997)• Teaching and Learning Project Zero model (Harvard Graduate School,

Blythe & Associates, 1998)• Designing and Assessing Courses and Curricula (Diamond, 1997)• Course Design (Felder & Brent, 1999)


Backward DesignBackward Design

• Stage 1: Identify Desired Results• Stage 2: Determine Acceptable Evidence• Stage 3: Plan Learning Experiences and

Instruction


Why MSDE Interest in Why MSDE Interest in Understanding by DesignUnderstanding by Design

• http://www.mdk12.org/index.html– The Office of Educational Research and

Improvement (OERI) Grant http://www.mdk12.org/interact/bts/oeri.html


HistoryHistory

• A Nation At Risk published in 1983– US K-12 education not working well– US students poorly on NAEP- National

Assessment of Educational Progress• School Reform Effort

– Education Summit -1989– President Clinton’s Goals 2000 legislation

• Call for higher performance standards


History (continued)History (continued)

• Students and their families, teachers, and the entire school community must understand, embrace, work toward, and be held accountable for attaining legitimate and high standards of accomplishment.– New types of assessment to measure what students

know– Decision making at the local level/data driven


Background to Background to Maryland School ReformMaryland School Reform

• 1989 - implementation of MSPP - Maryland School Performance Program– Rigorous performance standards– High academic expectations

• 1990 - Maryland Learning Outcomes– Rigorous content standards– Grades 3,5,8,11– Reading, writing, language usage, math, science, & social studies

• Needed to determine student achievement/school performance– ~1990 MSPAP, Maryland School Performance Assessment Program– Grades 3, 5, & 8– Also indicators- dropout, attendance & Functional Test scores

****Note the backward design model


MSPP DataMSPP Data

• Starting Point to identify major need areas of school improvement

• Responsibility for school improvement = (SIT) School Improvement Team

• Site-based principles to develop an annual school wide plan to improve MSPP


SnagsSnags

• Data disseminated in paper format• Data underutilized• Statistical format with little comparison and

planning

How do we compare with other schools?What is the target goal?


http://www.mdk12.org/http://www.mdk12.org/Site ProjectSite Project

• Objective 1: – 1997, development of a computer-based decision support system to:– analyze and interpret statewide school reform data– link the data analyses to research-based planning and instructional

strategies

• Objective 2:– 1999, evaluation of the effects of this system in 3 pilot schools on

• SIT member decision making• classroom practice• student performance on statewide performance based assessment


System OverviewSystem Overview

See HandoutSystem (mdk12.org) Overview Scenario


Education as a BusinessEducation as a Business

• Educational Community realized they are not meeting their goals

• Successful businesses are involving entire workforce• Education moves to business model

– New “processes” to succeed– Everyone must understand the processes– Teachers must understand goals, tests, assessments, and

statistics to design for the classroom

You are the leaders of your school because of your knowledge of this model.

Standards

Evaluation

Assessments

Indicators

Outcomes

Goals

Criteria referenced

Norm Referenced

EmbeddedTaskFormativeTestIntegratedPortfolioPerformanceOn DemandSummative

Your Classroom

Other IndicatorsDrop out rateAttendanceFunctional TestsState/NationalMSPAP-Math/Reading-Grades 3, 5, 8CitizenshipSAT

1989 MSPP MD School Performance Program1990 MD Learning Outcomes (3,5,8,11)-Reading-Writing-Language Usage-Math-Science-Social Studies

Benchmarks

Performance

Content


Deciphering the JargonDeciphering the Jargon

• Exploring School Achievement Scavenger Hunt

educ 498z designing learning with technology

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