Ed Tech 504 Final Synthesis Paper

What a project! The rubric and instructions for the paper can be found by clicking ET504 Syllabus for Summer 2014. A big thank you to my peer reviewer and Dr Friesen for their incredibly helpful comments in rearranging the paper and adjusting the wording.  Dr Friesen gave us an extra week to complete the paper, but because we were leaving for Mexico the day the class was scheduled to end, I needed to pass it in before the new deadline.  I worked all week re-writing and re-arranging the paper.  Feel free to offer any feedback.  Cooney Synthesis paper w corrections (1) is my final paper.

I chose the following standards:

1.1 Instructional Systems  Design, and in poarticular 1.1.c Identify learning theories from which each model is derived and the consequent implications.  The paper concentrates on how to use the flipped classroom model to implement a constructivist environment.

1.4 Learner Characteristics, in particular, 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.

2.3 Computer Based Technolgies, in particular 2.3.4* Incorporate the use of the Internet, online catalogs and electronic databases to meet the reference and learning needs of students and teachers.

2.4 Integrated Technologies, in particular 2.4.8* Prepare instructional materials, bibliographies, resource lists for instructional units, and other materials as appropriate to support students and teachers.

 

Week 6, Unit 5 reading and discussion on theory

This week we continued our development and knowledge of learning theory as we read the following articles.

Seeley, et al on Situated Cognition

J Kolodner on the Learning Sciences

C Hoadly on Community of PracticeCHAP12HOADLEY

Video from MIT on Anthropology

As we watched and read, we were asked to think about the following questions:

1. What are anthropology and ethnography? Why did cognitivist educational researchers begin to find it necessary to incorporate elements from these studies into their studies (and to make cognitive science “scruffy”)?

2. In “The Learning Sciences: Past, Present, and Future,” Janet Kolodner tells a kind of “story” about the emergence of the “Learning Sciences” as a field. What does her account indicate about the way fields and research agendas change and re-form?

3. What is a community of practice and why is it important to teaching and learning?

4. What do Seely Brown, Collins & Duguid define as being “indexical” language, and why might it be so important in teaching and learning?

Here is my initial response:

As I read the articles and watched the videos, certain ideas jumped out at me.

First, I see that learning theories evolve and emerge, and both anthropology and ethnography  have had some influence as both are concerned with the study of people in terms of culture and society.  In particular, anthropology studies how groups of people apply knowledge to solve human problems. (http://www.aaanet.org/about/whatisanthropology.cfm)

In terms of developing learning theory, culture plays an impact on constructivist learning theory, and newer ideas including situated learning and communities of practice.

As I read the article by Kolodner, I couldn’t help but think, the evolution of Learning Science is a microcosm for a community of practice.  The emergence and growth of the field and journal , mirrors how a community of practice works together.  One thing I found interesting is the distinction between learning sciences (LS) and Instructional design systems (ISD).  I see the two as complementary.  The role of ISD is to integrate sound theory from LS that has been tested , and shown to be an effective tool for learning.

Lastly, the article by Seeley, et al was fascinating to me.  They set forth that learning is situated and culturally dependent.  I see a  lot of overlap w/ constructivism as constructivism asserts that “learning is subjective…it is constructed through discovery, interactions …with others, society.’ (Larson & Lockee p 77).    It is how people use the knowledge in context rather than the knowledge by itself that makes for true learning.  I thought there were some excellent examples of how learning is situated from the acquisition of language to developing math skills.  I like that emphasis is on the process (something I always tell my physics classes), and that there is more than one way to solve a problem.

 

Ed Tech 503 Final Project :Instructional Design Project

For this final project, which actually was completed through out the course, I created a three hour instructional design project on “introduction to the rock cycle”.  Thinking like an instructional designer is very different than thinking like a teacher.  As a teacher, I create lessons based on state standards, and what students should know, and create assessments (either project based or traditional) to assess if students have mastered the material.

The instructional design process goes far beyond that process utilizing the ADDIE model of instructional design. ADDIE stands for: analyze (learner needs, stakeholder needs), design (instruction and assessment), develop (instruction tools, assessments, evaluations), implement (run the instruction), evaluate (determine if instruction worked, where it needs to improved or changed).  The process is ongoing, and the different components can affect change to other areas.

For me, the initial surveys were quite interesting; I enjoyed learning about what fellow teachers and students thought about instruction and content.  One of the challenges for me was creating a good set of objectives, and then creating a flow chart of tasks from that.  The flow chart was done prior to the objectives, which to me seemed backward.  I couldn’t create a thorough flow chart, until the objectives were done.  I originally created a flow chart for part one, then when I completed my objectives for part tow, the flow chart needed to changed completely.  As I reflect on the project, I plan to update the flow chart one more time.  At this point, the flow chart is a regurgitation of the objectives, but I need to create a task flow chart based on each objective.  I had this epiphany after passing in my final project, so while grading wise, i may lose some points here, I feel like I finally have a good understanding of what it should like!

Creating both the assessments (did students learn the material) and evaluations (was instruction effective) was interesting.  In the past, as a teacher, I would assess students’ learning, and informally evaluate the process.  Using a survey tool for both students and teachers will help me to know if the instruction was successful.

Here is the link to the final project.   IDProjectReportfinal

I chose the following AECT standards: Standard 1: Design: 1.1 Instructional Systems Design, 1.23 Message Design, 1.3 Instructional Strategies, 1.4 Learner Characteristics,

Standard 2: Devlopment: 2.2 AV Technologies, 2.3 Computer-Based Technologies

Stndard 4: Management: 4.1 Project management, 4.3 Delivery System,

Stndard 5:Evaluation: 5.1 Problem Analysis, 5.3 Formative and Summative Evalutaion

Down to the wire…This week, Voicethread presentation on the ID project.

I realized as I was preparing for the Voicethread that not only did I need to make adjustments to my project based on peer feedback, but also would need to do some updating to the objectives.  The objectives are part of the “part 2”, but for me, my corrections to part 1 (the flow chart) are based on the objectives.  Here is the Voicethread presentation w/ comments by my peers.  Overall, the process was helpful.  My favorite part of the online classes is the interaction w/ peers, and the ability to give & receive feedback.  I find it very helpful in terms of the process.

 

 

Ed Tech 502 Module 11 Webquest, Final Project of Summer Semester!

This week was the webquest.  Very time consuming in terms of pulling together information, and then the coding!  I had trouble w/ the spacing of the main container using vertical navigation links (I could get it to work w/ horizontal, but I wanted to use vertical), so I needed to use the how to video, but did not rely on it as much as in the past.

Creating websites has been challenging, fun, and time consuming.  Since it is new to me, its not a quick process at all.  As a classroom teacher, I think it will be difficult to create pages given the time constraints of teaching.  I think, for me, it will be easier & more efficient to use  pre-made websites such as Google sites, WordPress, Haiku Learning, etc for my classes.  Coding pages will be left to summer  and or vacation week projects!

Here is my webquest on the Physics of Mobiles, and here is my 502 project page, now complete!

AECT standards:

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

2.4.5 Develop effective Web pages with appropriate links using various technological tools.

Ed Tech 502 Module 10: Virtual Field Trip to Earth’s Center:

In this week’s assignment, we created a virtual field trip.  I almost did a trip through solar system, but chose to go down & do a trip through the layers.  Finding content was challenging in that most every website, movie, image, is of all the layers rather than just one.  I will use this in class this year, most likely, students will have to do some of this outside of school as YouTube is blocked at our school.

The code was time consuming, but satisfying to create the  CSS once & then have it go to all the pages.

Here is the fieldtrip. Here is my 502 page.

AECT standards:

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

2.4.5 Develop effective Web pages with appropriate links using various technological tools.

Ed Tech 502 Module 9 Ed Tech home page: default.html

In this week’s assignment, we were supposed to use  a template to create our default homepage.  Great, I thought, I will follow along in the template, and basically fill in the blanks. Not so easy!  It really requires looking at both the HTML & CSS code, to interpret the template.  Also, very important to read the comments.

Since I am still working toward a solid understanding of the code, it took quite a while to understand the CSS & the CSS comments.  For me, I would read the CSS code, and change one thing such as background color to get a feel for what the CSS code went with on the page, I would then make the changes that I wanted, and create my own comment to go along with page.   I also used Inspect mode to figure out where there was too much space on the page.  I left the template comments because they were helpful to me.  All of my comments have -cooney in them to help distinguish them.

I ran into some trouble saving, didn’t  realize I needed to click on site root when I saved.  Also, the copy & paste of the CSS validation badge kept giving me errors, so I found a CSS badge and linked that to the CSS validator site.

This week’s assignment is specifically not for use in our classrooms, so I ventured away from MHS Hornet Green, Black & Gray.  I wanted to use my favorite color purple, but purple can sometimes be difficult to read, so I went with a gray and pink themed page.

Here is my default.html page.

Here is my 502 Projects Page.

AECT standards for this week:

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

2.4.5 Develop effective Web pages with appropriate links using various technological tools.

Ed Tech 502 Module 8 Jigsaw Activity: Sun, Earth, Moon system

Our second assignment for this week was to create a Jigsaw Activity on the topic of our choice.  I chose the Earth, Sun, Moon system as I needed to update this lesson plan, and the topic lends itself nicely to a Jigsaw.  Here is my main 502 Projects page.

A couple of observations for this week.  The Lynda.com videos were very helpful, more so than in past weeks.  I don’t know what I will do when this class is over & I need to create a page without access to Boise State “how to videos” or the Lynda.com videos.   Both sets of videos are my bibles as I create pages;  I am constantly referring back to both current week’s videos, and past week’s modules.

I created my skeleton in a Google doc, and when I copied & pasted into Dreamweaver, all kinds of errors were present.  Lesson here is  use Word documents for copying and pasting into Dreamweaver.  A couple of times, I left out my hyphen or semi-colon in CSS & it took a while to recognize that!

I kept the page in the same color family, but used a brighter green on the Jigsaw, which I like better.

AECT standards for this week:

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

2.4.5 Develop effective Web pages with appropriate links using various technological tools.

Ed Tech 502 Module 7: Concept Map for 1 Dimensional Motion

This week’s assignment involved creating a concept map on a topic of our choice.  I chose one dimensional motion, and broke the concept map into 3 topics: vocabulary, graphs, and equations.  The coding seemed to be a little easier.  I finally understand the /*linkstyles*/ including  a:link {color:#___}, a:visited {color:#___;},a:hover {text-decoration:none; color:#___;}.

Using Fireworks was a fun experience,(once I figured out that I needed to buy it still!).  For some reason, I thought it was part of Dreamweaver!  Fireworks is filled with lots of cool tools.  I ran into some navigation problems, but with practice, those should be reduced.

Here is the link to the concept map, and the link to my 502 projects page.

AECT standards:

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

2.4.5 Develop effective Web pages with appropriate links using various technological tools.

Ed Tech 502 Module 6: Copyright & Plagiarism Scavenger Hunt

The second project for this week was to create a scavenger hunt activity to teach a targeted audience about a topic relating to plagiarism, copyright infringement, etc.  I chose plagiarism & copyright in the high school classroom.  I had no problems developing a topic and questions.  I created a list of questions w/ the websites in Google Documents.  When I created my page in Dreamweaver, I copied the text from the doc.

A few snags (of course, this coding process really is a long process for me w/ lots of trial & error).  A couple of my anchored links would NOT work, but eventually worked through it.  Also, my copy and paste wasn’t working when I tried to copy the CSS validation badge.  The biggest problem was trying to get a You Tube video on the page or a good image.  I originally posted w/o either, but went back, and was able to add the image.  I hope I gave proper credit, especially since that was the point of the assignment!

The AECT standards this week…

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

2.4.5 Develop effective Web pages with appropriate links using various technological tools.

3.4.3 Identify and apply copyright and fair use guidelines within practice.

3.4.5 Identify policies and regulations which apply to the utilization, application, and integration of distance delivery technologies.