digitaltools

EDUC5101G

for knowledge construction5th Adobe Connect Session Agenda:Tuesday, March 8, 2016• Welcome• Check-in• Final Paper Reminders• Learning Theories and EdTech

• Break Out Activity 1• Break (7:30 – 7:45 pm EST)• Instructional Design Models and

Frameworks Using EdTech• Break Out Activity 2

• 3rd PBL Activity – Getting Started• Check-out• Next Session

checkin

finalpaperremindersImportant Dates:• Paper Due: Friday, March 18• Peer-Review Assignments Given: Sunday, March 21• Peer-Reviews Due: Friday, March 25• Responses to Peer Reviews Due: Friday, April 1

Requirements:• 6-8 pages (excluding references)• APA v6 formatting• Use the Final Paper Template• Review topic requirements on course website

Task 1: Submit Your Paper

Task 2: Blind Peer-Review

finalpapernext steps

finalpapernext steps

finalpapernext steps

Task 3: Respond to Feedback

finalpapernext steps

finalpapernext steps

Sample of peer-review response tracking for a professional journal (Power, et al., in press)

onlinepublishing

learningtheories

& educational technology

Activity TheoryBehaviourismConnectivismConstructivismFlow TheoryTransactional Distance TheoryZone of Proximal Developmentothers… a

z2

learningtheories

& educational technologyActivity Theory

a z2

learningtheories

& educational technologyBehaviourism

a z2

learningtheories

& educational technologyConnectivism

a z2

“The pipe is more important than the content within the pipe. Our ability to learn what we need tomorrow is more important that what we know today.”

George Siemens (2012)

Siemens, G. (2012) Connectivism and Learning Technologies. Available from http://www.slideshare.net/fastfonz/connectivism-final-draft

learningtheories

& educational technologyConstructivism

a z2

Reading

Hearing Words

Seeing

Seeing & Hearing (movies, exhibits, performances)

Discussing

Simulating

Building or Doing the Real Thing

Passive Learning

Active (Constructive)

Learning

learningtheories

& educational technologyFlow Theory

a z2

learningtheories

& educational technologyTransactional Distance Theory

a z2peers

teacher

learner

content

learningtheories

& educational technologyZone of Proximal Development

a z2

flippedclasslearning theories and EdTech

activity

Activity Theory: Because Things Are Actors Toohttps://youtu.be/mb-3ufwK6U0

Connectivism: A New Theory for a Digital Agehttps://youtu.be/gyA7uGkZlY8

Use a Learning Theory: Constructivismhttps://youtu.be/Xa59prZC5gA

Zone of Proximal Developmenthttps://youtu.be/Du6vqSOj7UU

v1

openingmindmup

openingmindmup

flippedclassabout flipped

classes

activity

Getting StartedOnce you have been assigned to a breakout room in Adobe Connect, click on the link provided to access your shared MindMup workspace

Group Instructions:• Watch the Video (can be opened directly from MindMup)• Choose a group recorder and reporter (can be the same person)• As a group, use MindMup to:

o Create a summary of the key pointso Describe how these key points affect educational technology choiceso Report your summaries to the class

mindmuplinksGroup 1:https://drive.google.com/file/d/0B9ufnp3wjEnbd0MzeC1Fbm1zZ0U/view?usp=sharing

Group 2:https://drive.google.com/file/d/0B9ufnp3wjEnbWVY0b3A1dU9IUWc/view?usp=sharing

Group 3:https://drive.google.com/file/d/0B9ufnp3wjEnbLW5rX1RrR1VIRkU/view?usp=sharing

Group 4:https://drive.google.com/file/d/0B9ufnp3wjEnbNFE5NmxidmRBUzQ/view?usp=sharing

breaktime

instructionaldesignmodels & frameworks

Theories?Models?

Frameworks?

What’s the difference?

instructionaldesignmodels & frameworks

A model is “a simplified description… of a system

or process, to assist calculations and

predictions”

Oxford English Dictionary (2013)

instructionaldesignmodels & frameworks

models [have] the ability to make predictions, and [allow] “analysts to test

specific parts of theories.”

Sherif (n.d.)

instructionaldesignmodels & frameworks

a framework [is] a “structure and support

that may be used as both the launching point and the on-going guidelines”

for a research investigation or task

University of Southern California (n.d.)

instructionaldesignmodels & frameworks

a framework is different from a model because it does not have predictive

capabilities

Sherif (n.d.); Power (2015)

instructionaldesignmodels & frameworks

FRAMEKoole, M. L., (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training, 25-47. Edmonton, AB: AU Press. Retrieved from http://www.aupress.ca/index.php/books/120155

instructionaldesignmodels & frameworks

The CSAM FrameworkPower (2015). CSAM. http://robpower.weebly.com/csam.html

instructionaldesignmodels & frameworks

ADDIE

Evaluate

Analyze

Design

Develop

Implement

ReviseRevise

Revise

Revise

Educational Technology (2014). The ADDIE Model: Instructional Design. http://educationaltechnology.net/the-addie-model-instructional-design/

instructionaldesignmodels & frameworks

https://youtu.be/0vXegHDzrBg

instructionaldesignmodels & frameworks

ASSUREEducational Technology (2015). ASSURE: Instructional Design Model. http://educationaltechnology.net/assure-instructional-design-model/

instructionaldesignmodels & frameworks

The Kemp ModelEducational Technology (2016). Kemp Design Model. http://educationaltechnology.net/kemp-design-model/

instructionaldesignmodels & frameworks

The ARCS ModelKeller (2013). ARCS Explained. http://www.arcsmodel.com Purdue University (2013). Identify student learning characteristics. http://www.arcsmodel.com

instructionaldesignmodels & frameworks

https://youtu.be/EteajgPEwRE

ARCS?

instructionaldesignA teacher’s perspective on models & frameworks

https://youtu.be/syN_7t7ecVY

breakoutactivityTime: 10 minutes

Which of the instructional design models discussed this evening:1. meets the definition of a model?2. meets the definition of a framework?3. seems like the easiest for you and your peers to use

when planning for educational technology integration?

NOTE – it’s okay if there are strong differences in opinion within your randomly assigned break out group, considering the range of personal and professional contexts! Feel free to explain why some of you chose a different model (or framework), if that is the case!

Useful Link:http://educationaltechnology.net/category/frameworks-and-theories/

gettingstartedthird PBL activity

Now it’s time to get down to the business of preparing educators at your institution to effectively plan instruction that utilizes the new technology resources.

Congratulations! Your working group’s grant application (2nd PBL Activity) has been accepted, and you’ve received a grant to proceed with your educational technology integration project.

Designing for Technology Integration

gettingstartedthird PBL activity

Your problem is that you (and your institution) want to make sure the educational technology is used effectively, and that lessons learned in your upcoming pilot project are used to improve learning experiences on an ongoing basis.

gettingstartedthird PBL activity

Your working group needs to:

1. Select an instructional design model (or framework) that can be used to guide the instructional design process.

2. Explain to your peers why you chose that particular model (or framework), and why it is a better fit than other popular instructional design models (or frameworks).

3. Demonstrate how you will use that instructional design model (or framework) to guide the development and implementation of your pilot project.

NOTE – you do NOT need to produce an entire lesson plan… just demonstrate how the model (or framework) will guide your process from start to finish

gettingstartedthird PBL activity

Your final project must include:

1. An online collaboration site for your working group where you:• Specify the scope of your problem, and project• Identify your knowledge and skills gaps that need to

be addressed in order to solve your problem• Share the tasks needed to propose a solution• Share (publish) your proposed solution

2. Present your problem and solution in an upcoming Adobe Connect session (20 minutes, including Q & A)

moreresourcesVideos: Activity Theory: Because Things Are Actors Too. https://youtu.be/mb-3ufwK6U0

ADDIE Instructional Design Process. https://youtu.be/0vXegHDzrBg

ARCS: A Story of Motivational Design. https://youtu.be/EteajgPEwRE

Connectivism: A New Theory for a Digital Age. https://youtu.be/gyA7uGkZlY8

Instructional Design Models. https://youtu.be/syN_7t7ecVY

Instructional Design: The Models. https://youtu.be/RwBUsAJLiqY

MindMup 2.0 Quick Introduction. https://youtu.be/--v7ZfTHNJ8

Kemp’s Instructional Design Model. https://youtu.be/tj7g_Fcs5gs

Use a Learning Theory: Constructivism. https://youtu.be/Xa59prZC5gA

Zone of Proximal Development. https://youtu.be/Du6vqSOj7UU

Online Resources: Educational Technology (2014). The ADDIE Model: Instructional Design. http://educationaltechnology.net/the-addie-model-instructional-design/

Educational Technology (2015). ASSURE: Instructional Design Model. http://educationaltechnology.net/assure-instructional-design-model/

Educational Technology (2016). Kemp Design Model. http://educationaltechnology.net/kemp-design-model/

Keller (2013). ARCS Explained. http://www.arcsmodel.com

Koole, M. L., (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training, 25-47. Edmonton, AB: AU Press. Retrieved from http://www.aupress.ca/index.php/books/120155

Power (2015). CSAM. http://robpower.weebly.com/csam.html

Purdue University (2013). Identify student learning characteristics. http://www.arcsmodel.com

checkout

nextsession

To Do List:• Weekly blog posts and responses

• Week 9 Post due by Sunday, March 13• Week 9 responses due by Friday, March 18

• Final Paper – Due Friday, March 18• Submit two (2) copies:

• Copy 1: Complete copy, including your name, UOIT ID, and preferred email address• Copy 2: Complete anonymized copy (excluding your name, UOIT ID, and contact

information)

• 3rd PBL Assignment – Due Tuesday, March 22• Work with your group to develop your online resources and presentation

Adobe Connect Session #6• Tuesday, March 22, 2016• Group PBL Presentations

• Designing Instruction with Technology