Designing Hybrid Instruction Learning Technologies August 12, 2002.
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Transcript of Designing Hybrid Instruction Learning Technologies August 12, 2002.
Designing Hybrid Instruction
Learning Technologies
August 12, 2002
Who is here? Division language arts, CIS/Bus, other? Have been with the district more than 5 years? Full time - Part time? Have taken a hybrid or online course? Have taught a hybrid or online course? Have taught a distance learning course? Online, video
based Currently has a Manila web site, other web site, uses
WebCT Knows at least three other people in this room?
Agenda
Sign up for course Meet your curriculum partner Course goals Instructional design Enduring understanding for courses Bloom’s taxonomy Wiggins and McTighe - Backward Design Closing
Course for Credit
Twenty-four (24) hours of time– 9 hours in class– 15 hours online
Two (2) units Pass/Fail Hybrid delivery Aug 12, 19, 22 face-to-face meetings 12:30 to
3:30 Hinson Center Conference Center B Aug. 26 end of course
Curriculum Partner
Will offer feedback for the following:– Enduring understanding– Goals and Objectives– Assignments– Lesson design or redesign
Course Goal
Participants will follow the instructional design process to create a design document for a hybrid lesson.
Participants will increase their understanding of the process by sharing their lessons with other instructors and reflecting what they have learned in the course.
Maybe Even More Important!
Redesign or create a lesson Share with other instructors Observe oneself as a student in a hybrid course Consider alternatives for how lessons are
developed and delivered Get to know the learning technologies group at
FHDA and how we can support your efforts Enjoy the next two weeks
Course Requirements Complete 4 online assignments Due dates
– Tues. Aug. 13, 9:00 PM introduce yourself – Thurs. Aug. 15, 9:00 PM post your goals and
objectives – Sun. Aug. 18, 6:00 PM critique your curriculum
partner’s goals and objectives– Wed. Aug. 21 9:00 PM post your design doc.– Sun. Aug. 25 9:00 PM critique the course
View course from multiple perspectives
Course Overview
Five Topics– Warm Up– Class Notes– Resources (not in every topic)– Assignment
Course Table of Contentshttp://ets.fhda.edu/hybrid/toc.html
Course Conferences
Course Facilitatorshttp://forum.fhda.edu/cgibin/dcforum/dcboard.cgi
– Cindy Vinson– Diane Wang
Click on hybrid course assignment, then post to correct assignment.
Posting to a Conference
Click on your assignment Read the assignment Select reply to post your assignment No need to login if you are want to cut and paste
or type into message box. Login to attach a word document Cindy (user name) dhi “Flaming free zone”
Research on Instructional Design - (Carnegie-Mellon)
Problem-based learning leads to higher performance and greater retention than lecture-based.
Concept development is enhanced when definitions and “real-life” examples are included.
Multiple representation modes allows for more students to be successful.
Individual learning (mentor-student) consistently leads to the highest levels of learning.
FHDA Realities
Measure E and increased enrollment impact our facilities
Non-traditional students are our majority population
Home access to technology (web access) for students and faculty is *probably* above 85%
Instructional Design
Instructional Design is the systematic development of instruction using educational theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.
Process of Instructional Design
Analysis Design Develop Implement Evaluate
Enduring Understanding from Wiggins and McTighe
Enduring At the heart of the discipline Needing uncoverage Potentially engaging Worth remembering over the long-term
Enduring Understanding for DHI
Have I designed my lessons so students can achieve the outcomes I have identified as important?
Have I provided multiple opportunities for students to demonstrate the highest levels in the cognitive domain?
Have I taken advantage of available technology, media, tools, and the classroom to maximize the learning experience for all my students?
Enduring Understanding
Write the enduring understanding for your course.
Share this information with your curriculum partner.
Give feedback to your curriculum partner related to his/her understanding.
Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Bloom’s Taxonomy
Knowledge– Recall and recognize (define, state, name write)
Comprehension– Understand and puts into own words (explain,
identify, illustrate) Application
– Use the information (demonstrate, show, perform)
Bloom’s Taxonomy
Analysis– Break down into parts (compare, analyze,
justify) Synthesis
– Form something new (summarize, discuss, relate)
Evaluation– Judge the value (determine, defend, criticize)
Assignments
Work with your curriculum partner to identify the level of Bloom’s Taxonomy for each objective listed.
Compare your answer with another group.
Bloom’s Taxonomy (My answers)
1. Comprehension
2. Analysis
3. Analysis
4. Application
5. Synthesis/Evaluation
6. Analysis
7. Comprehension
8. Knowledge
9. Evaluation
10. Comprehension
Six Facets of Understanding Wiggins and McTighe
Explain (knowledge, comprehension) Interpret ( comprehension, analysis) Apply (Application) Perspective Empathy Self-Knowledge
Assignment 2
Review the objectives, classify according to Wiggins and McTighe. Work with your curriculum partner.
Wiggins and McTighe (My answers)
1. Explain
2. Interpret
3. Perspective
4. Perspective
5. Self-Knowledge
6. Perspective
7. Empathy
8. Interpret
9. Self-Knowledge
10. Interpret
Assignment Dates
Introduction - Tues. Aug. 13, 9:00 PM Goals and Objectives - Thurs. Aug. 15,
9:00 PM Post a critique of your partner’s G and O
- Sun. Aug. 18 Design Document Wed. Aug. 21 Critique of Class Sun. Aug. 25
By Next Monday
Introduction, Goals and Objectives, Critique goals and objectives of your partner
Review in course– Orientation– Develop Goals and Objectives– Develop an Assignment
Designing Hybrid Instruction Table of Contents