Post on 07-May-2022
Figure 1-1. Coast Weather Research Center. http://www.southalabama.edu/cwrc/stfbill.html.
Figure 1-2. North Carolina Department of cultural Resources: DCR Kids Portal, http://www.ncdcr.gov/kids.htm.
Figure 1-3. e-Bay, http://e-bay.com.
Figure 1-4. Creativity Portal. http://www.creativity-portal.com/.
LOCATION
Same Different Same Not Distance Education Distance
Education Different Distance Education Distance
Education
Figure 1-5. Distance education occurs when there is a difference in either time or location or both.
TIME
Figure 1-6. Types of distance education systems.
Distance EducationDelivery Systems
Teleconference systems &
communication networks
Correspondence Courses
Broadcast Systems
Internet & World Wide Web
Computer & Digital
Technologies
Figure 1-7. Web-based learning environment and community.
Instructor
Instructional Support team***
Learners
* includes administrators & administrative support staff ** includes technical support staff *** includes instructional designer, mentors, etc.
Figure 1-8. Continuum of web-based learning communities.
Includes both independent &
interactive activities
Highly interactive.
collaborative activities
Highly independent,
self paced activities
Figure 2-1. Foundational areas of the WBID Model.
Systemic Systematic
WBID Model
Communication Theory
Learning Theories
Systems Theory
BehaviorismCognitivism
Constructivism
Message Graphic and Screen design
Traditional: Gagne Dick, Carey & Carey Smith & Ragan Generic ADDIE
Alternative:Elaboration Theory
ISD/SATMorrison, Ross & Kemp
Rapid Prototyping
ID Models
Distance Education
Delivery systems and media
Figure 2-2. Principles within learning theory bases.
Behaviorism Cognitivism Constructivism
Practice, Reinforcement, Punishment, Active Learning, Shaping, Modeling
Discovery Learning, Learner-Centered, Meaningfulness, Prior Knowledge Active learning
Scaffolding, Zone of Proximal Development, Learning in Social Contexts
Learning
Figure 2-3. Positive reinforcers via emails.
Positive Reinforcement via email If you look at Grades, you will see feedback on your matrices. There is an attached file for each of you with my notes and actual scores. (Knowledge of results with explanation) Scores ranged from 73-100. (Knowledge of results) Several of you did not identify the categories of characteristics that you used to compare the models. For those of you who did not include names of characteristics, you may re-submit the matrix to let me take another look at it. (Corrective feedback) Please remember to put your name on your files -- when I grade, I generally print the files and take them with me! (Reminder to encourage appropriate class behaviors)
Figure 2-4. An example of requirements for active participation within a threaded discussion.
Directions for threaded discussions Use the discussion areas for your group to share ideas about evaluation questions. Task #1: Based on the scenario that you have identified, develop an evaluation goal and post your goal to the discussion area. Task #2: Brainstorm at least 4 evaluation questions that can be used within your scenario and goal. List your questions on the Evaluation Planning Matrix. For each question, "evaluate" it, based on the ranking or selecting evaluation questions proposed by Fitzpatrick, Sanders, and Worthen (2004). Share your scenario, goal and evaluation questions with your group. Have questions about models? Want to share information about models? Visit the Discussion Link about Models. Use this topic to help you with your Model Comparison Matrix.
Figure 2-5. WebQuest example from QuickScience, http://quickscience.uwf.edu.
Figure 2-6. Integrated, multiple theoretical approach to learning.
Behaviorism
Cognitivism
Constructivism Practice, Reinforcement, Punishment, Active Learning, Shaping, Modeling
Discovery Learning, Learner-Centered, Meaningfulness, Prior Knowledge Active learning
Scaffolding, Zone of Proximal Development, Learning in Social Contexts
Figure 2-7. Simple model of communication between sender and receiver.
Figure 2-8. Interrelationship of the WBID stages. The Concurrent Design circle indicates an iterative process among the stages within the circle. Solid arrows are direct connections. The dashed arrows connect results of one stage to another. For example, evaluation planning is connected to conducting both formative and summative evaluations. Final planning of and conducting summative evaluation occurs after the full WBI implementation.
Development
Formative Evaluation
Summative Evaluation &
Research
Evaluation Planning
Full Implementation
Design
Analysis
Initial Implementation
Figure 3-1. Analysis stage of WBID Model.
Development
Formative Evaluation
Summative Evaluation &
Research
Evaluation Planning
Full Implementation
Design
Analysis
Initial Implementation
Figure 3-2. Instructional component analyses.
Analyze goal and outcome
level
Analyze Context
Analyze Learners
Analyze Content
Figure 4-1. Analysis stage of WBID Model continues.
Development
Formative Evaluation
Summative Evaluation &
Research
Evaluation Planning
Full Implementation
Design
Analysis
Initial Implementation
Figure 4-2. Examples of learning task items from various LTMs stated in a phrase and their identified outcome level included underneath.
Their Corresponding Outcome Levels
Format resumé
Rule using or application
Identify maple
leaves.
Concrete concept or comprehension
Various Learning Task Items
Name state
capitals
Verbal information or knowledge
Figure 4-3. Examples of the numbering for learning task items from various LTMs. The 5.0 indicates that this learning task item is a major step and the others are subskills.
2.2
Identify maple leaves
Concrete concept
Numbers for various learning task items
3.2
Name state capitals
Knowledge
5.0
Format resumé Rule using
Figure 4-4. Hierarchical analysis and LTM format. The dotted line separates the start of the instruction (learning task items) from entry-level skills.
2.0 Identify Maple tree Concrete concept
Step 3.0 Step 1.0
IDENTIFY TREES OF NORTH AMERICA
2.2 Identify maple leaves
Concrete concept
2.1 SUBSKILL
2.2.1 State 2-6 inches wide Verbal information
2.2.2 State 3-to 5- lobed Verbal information
2.2.3 State change colors seasonally Verbal information
0.1 Identify trees as plants Defined concept
0. 2 Label parts of tree Concrete concept
Figure 4-5. Procedural analysis and LTM format. The arrows indicate a specified order for the learning task items.
Identify states & their capitals for each US geographical regions
Comprehension
Step 1.0 Step 2.0 3.0 Identify US Northern states & capitals Comprehension
Step 4.0
Subskill 1.2
Subskill 1.1
3.2 Name their state capitals Knowledge
3.1 Name states northern region Knowledge
0. 1 Entry Skill
≈
Figure 4-6. Combination analysis and LTM format. Both procedural and hierarchical analysis are used.
// //5.0 Format offline resumé Rule using
5.2 Proof content Rule using
5.1 Select layout Rule using
5.1.1 Use white paper Rule using
5.1.2 Use standard fonts Rule using
7.0 Format online resume Rule using
Prepare effective resumés for job search
1.0 Outline skills & abilities
Entry skill 0.1
Subskill 2.2
3.0 Prepare resume content
Entry skill 0.2
Subskill 2.1
Subskill 2.2.1
Subskill 2.2.2
Figure 5-1. WBID Model.
Development
Formative Evaluation
Summative Evaluation &
Research
Evaluation Planning
Full Implementation
Design
Analysis
Initial Implementation
Figure 5-2. Integration of formative evaluation with WBI design and development.
Development Tasks
Formative Evaluation Tasks
Design Tasks
Create design plan
Develop WBI prototype
Analysis Findings
Create Formative Plan
Evaluate WBIdesign plan
Evaluate WBI prototype
Initial WBI Implementation
WBI FieldTrial
Figure 6-1. Design processes of the Concurrent Design stage of WBID Model.
Summative Evaluation &
Research
Evaluation Planning
Full Implementation
Design
Analysis
Initial Implementation
Formative Evaluation
Development
Figure 6-2. Preplanning activities for the Concurrent Design stage.
Finalize the design approach
Identify specific tasks with concurrent design & development processes
Establish WBI project timeline
Figure 6-4. Example of formative evaluation and feedback.
Figure 6-5. Summative assessment containing multiple choice questions from a Desire2Learn site.
Figure 7-1. Design processes of the Concurrent Design stage of WBID Model.
Summative Evaluation &
Research
Evaluation Planning
Full Implementation
Design
Analysis
Initial Implementation
Formative Evaluation
Development
Example 1: Global Feedback to the Class To: class Cc: Bcc: Subject: Your Instrument Discussion ------------------------------ I wanted everyone to know how much I appreciate all of your hard work and feedback on each other's instruments. I am extremely happy and pleased -- and can see how the feedback has been increasingly detailed and effective as we've gone through this exercise. Thank you for all of your efforts.
Example 2: Automatic Feedback to an Individual Student To: student Cc: instructor Bcc: Subject: Your Assignment ------------------------------ You have successfully uploaded your file to the dropbox. You are ready to move to the next lesson. Figure 7-2. Examples of e-mail feedback.
Example of Proactive Interaction: Learners are presented with a problem and directed to make sense of the situation as they discuss with others. Review the information in the case study and the supporting documents. Take the perspective of one of the stakeholders in your view of the data. Interpret the data, based on your perspective and develop recommendations that go along with those interpretations. Share your interpretations and recommendations with your group. Collectively, develop a group set of interpretations and recommendations to share with the class. Individually critique at least one other group's summary. In your comments, identify strengths and weaknesses and explain why. <threaded discussion> <reply> <reply> <reply> <reply> <reply> <threaded discussion> <reply> <reply> <reply> <reply> <reply> <reply> <reply> <etc.> Figure 7-3. Proactive interaction discussion.
Figure 8-1. Development and formative evaluation processes of the Concurrent Design stage of WBID Model.
Summative Evaluation &
Research
Evaluation Planning
Full Implementation
Design
Analysis
Initial Implementation
Formative Evaluation
Development
Figure 8-2. Font style examples and nonexamples for WBI (shown in 12 point size).
Suitable Font Styles for WBI Font Styles Not Suitable for WBI
Verdana Arial Trebuchet Georgia Times New Roman Courier New
Decorative styles: Matisse itc
Curtz MT
Bernard Fashion
Script: Bradley Hand ITC
Brush Script
Nimbus Script
Typo Upright
Figure 8-3. Graphical nonexamples containing low contrast, shadowing, or other visual clutter that do not clearly convey the message of connecting to the Web.
Figure 8-4. Graphics that convey the message of connecting to the Web with clarity and without visual clutter.
Figure 8-5. Icons used in metaphors and analogies.
CommunicationE-mail
Initiate Media
Figure 8-6. Flowchart that outlines the navigation in a simple WBI lesson.
Start Lesson
Directions
Introduction
Instruction
Practice
Assessment
Summary
End Lesson
Completed?
Yes
No
Assessment
Figure 8-7. Detailed storyboard (not shown in full scale).
GraphicDirections and Instructional Text Comic Sans, 12 point
Site
Lin
ks T
o Le
sson
Act
iviti
es
Gra
phic
al-B
ased
Lin
ks
Home Graphic
Lesson Link
Assignment Link
Help/Contact Graphic Link
Resources Link
Page Title, Comic Sans, 14 point
Direction/Instruction Window (color that matches overall scheme)
Navigational Graphical Links (where needed)
Graphic
American Holly Ilex opaca - Aquifoliaceae Hollly family Hardy into zone 5 - 9 Cross between Alaska white Cedar & Monterey Cypress in England in late 1800s. Slow to medium growth to heights of 40 - 50 ft with spread of 18 - 49 ft at full maturity. Leaves thick, prickly green. Red berries. Hardiest known broadleaf evergreen tree. Features: well-formed, handsome specimen. Full sun to partial shade. Good cover for songbirds and mammals. Fruit is used by bluebirds and thrashers. (Sources: Grelen, 2005; The National Arbor Day Foundation, 2005;)
Site
Lin
ks T
o Le
sson
Act
iviti
es
Gra
phic
al-B
ased
Lin
ks
HOME ICON
Unit 5: Types of Holly trees
See Your Assignments
Need Help? E-mail your teacher
Resources
All about Trees - Evergreens, Holly family
Holly
Navigational Graphical Links (where needed)
Figure 8-8. Example of a detailed storyboard (not shown in full scale).
Streamlined Storyboard for All about Trees & Their Leaves Objective/Title of
Page Text Summary Navigation/Sites Other/Comments
Home/Title Page Welcome to our lesson on Trees! We are glad to have you be part of our team. We will be taking a trip to the country to find all of the different types of trees that we can AND be able to identify them by their leaves. To start your investigation into trees, go to this week’s lesson using the Lesson Link.
Links to • Lesson • Assignments • Resources • E-mail to teacher Forward arrow goes to first lesson.
Include graphics for heading and links and holder graphic next to text.
Lesson Introduction
In our lesson, we will identify trees and types of leave that we will find on a Tree Journey. Are you ready to get started? Pick one of the leaves below to start your journey. When you’re finished with that leaf, you’ll come back to this page and you’ll be able to pick another leaf.
Links to • Fir(graphic) • Cypress
(graphic) • Pine (graphic) Graphic Link (maple leaves) to Home Forward Arrow goes to next screen. Back Arrow goes Home
Each link is a graphic of the different leaf.
1.1.1 Identify a maple tree leaf.
Cypress do not lose their leaves in the Fall. Their foliage looks like [insert graphic]. (include other facts about cypress) Are you ready to practice?
Links to • Lesson
Graphic Link to Home Forward Arrow goes to Fir tree screen. Back Arrow goes to Lesson Introduction
Include self-check from Are you ready to practice? Add resources to Do you want to learn more about leaves?
Streamlined Storyboard for All about Trees & Their Leaves Objective/Title of
Page Text Summary Navigation/Sites Other/Comments
Do you want to learn more about the cypress?
Figure 8-9. An example of a streamlined storyboard.
Figure 8-10. Example of web page from storyboards.
Figure 9-1. Implementation State of WBID Model; implementation processes for either initial or full implementation.
Summative Evaluation &
Research
Evaluation Planning
Full Implementation
Design
Analysis
Initial Implementation
Formative Evaluation
Development
Figure 10-1. Summative Evaluation and Research stage of the WBID Model.
Summative Evaluation &
Research
Evaluation Planning
Full Implementation
Analysis
Initial Implementation
Formative Evaluation
Design
Development
Summative Evaluation &
Research
Evaluation Planning
Full Implementation
Analysis
Initial Implementation
Formative Evaluation
(Title Page) Evaluation Planning Worksheet for:
______________________________________________ by
(Name, Location, Date)
(Worksheet Pages)
The Summative Evaluation Plan
Who are the stakeholders? • Primary: • Secondary: What is being evaluated? Who are the evaluators? • Internal or external evaluator(s) • Who will be asked to participate in the evaluation? What are the evaluation methods and tools? How are data collected and analyzed? How are evaluation results reported? Figure 10-2. Evaluation planning worksheet for summative evaluation.
Tasks Time Frame
Week 1
Week 2
Week 3
Week 4
Week N
Proposed Distribute consent forms to evaluation participants Actual
Proposed New learners complete pre-assessments or surveys Actual
Proposed Gather old pre-assessment or survey data Actual
Proposed Conduct interviews with
learners Actual
Proposed Conduct interviews with learners Actual
Proposed Observe current learners in WBI
Actual
Proposed Collect data on Time-on-task Actual
Proposed Gather midpoints data as identified Actual
Proposed Interview instructor
Actual
Proposed Interview mentor, other staff, or administrators Actual
Proposed Code data
Actual
Proposed Analyze data
Actual
Proposed If needed, identify recommendations and write Evaluation Report Actual
Proposed Communicate and discuss results to stakeholders Actual
Figure 10-3. Timeline for summative evaluation data collection and analysis procedures in Gantt format.
Figure 10-4. Learner performance scores.
Learner performance
0
20
40
60
80
100
120
Performance and Gain Scores
N = 20 students per course offering Figure 10-5. Presentation of learner performance and gain scores.
COURSE OFFERINGS
Average Pretest
Average Posttest
Gain Score
Course 1 50.6 89.3 38.7
Course 2 59.3 90.5 31.2
Course 3 35.3 75.2 39.9
Learner Perceptions of Learning Online
N = 40 learners Figure 10-6. Data presentation of learner perceptions.
QUESTIONNAIRE ITEM
Strongly Agree N (%)
Agree N (%)
Disagree N (%)
Strongly Disagree
N (%) The instruction met my needs.
17 (42.5%)
20 (50%) 2 (5%) 1 (2.5%)
I was able to apply the content at my work.
12 (30%) 27 (67.5%) 0 (0%) 1 (2.5%)
I liked learning in an online environment.
10 (25%) 27 (67.5%) 2 (5%) 1 (2.5%)