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Instructional Design Storyboard

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  • 1. Developing a Reflective Journal for youre-Portfolio Course Design & Development StoryboardPresented by; Jennifer Byrne, Gerry Mc Cann & MichaelGleeson

2. ProjectThis storyboard provides an overview of the design criteriaemployed to develop an e-learning resource for instruction.The instruction aims at providing the learner with thenecessary skills and knowledge to develop and maintain aPenzu reflective journal in Mahara e-Portfolio.The ADDIE instructional design model was selected todevelop the learning programme because the modelprovides flexible design for online e-learning 3. Rationale Reflective journals promote deeper learning Provides feedback between the student and instructormonitoring the learning progress Promotes analytical and critical thinking Enables students to identify areas that need improvement Reinforce the knowledge required for practical application 4. AimProvide the learner with the necessary skills and knowledgeto develop and maintain a Penzu reflective learning journaland embed it into Mahara e-Portfolio 5. Audience The programme is designed for third level studentscompetent in the use of computers and users of socialnetwork sites. This programme is designed for a first yeargroup completing an ordinary degree in TimberTechnology DT169Their Needs ? Understand the content of reflective journal Realise the benefits of a reflective journal Internet access 6. AudienceModule: Jointing Techniques &Furniture 1Practical class were asked to keepa diary of events and to write theirreflections regarding the productionand development of their coursework.Students produced hardcopy of reflective diaries.Students were asked and agreed to create and publishtheir journals online. 7. Environment & Delivery The resource will be delivered using the Reasons for using this platform: Students have access toBlackboard and are very familiar with using this platform. Many DIT Modules are delivered using Black Board. The resource shall consist of PowerPoint slides ofinstruction, demonstration and self assessment questionsfor the learner to monitor their own performance 8. AccessibilityDIT provides digital software called Read & Write 9 GOLD.It provides comprehensive literacy support through a unique set of features for the user with literacy or learning difficulties.The newer version is called Read Write 10 Gold. 9. Read & Write 9 GOLDRead & Write 9 GOLD is a simple to use toolbar thatfloats on top of any open application. Assistance can theneasily be called upon as the user works.An image of the tool bar is shown belowThis software allows the student to highlight text in manydifferent formats and listen to a narration of this text.It also reads PDF documents. 10. Read & Write 9 GOLDSome students read better from a coloured background.The background can be changed to any of these colours.Pages from books or magazines can be scanned and read bythe computer.It also includes word prediction-as the user is typing Readand Write Gold offers a predictive list for the next word thatit thinks the user wants-a little like predictive text on yourmobile phone but infinitely more powerful. . 11. New features of Read & Write 10 GOLDPicture Dictionary to improve comprehensionVerb Checker to identify correct verb conjugationsVocabulary Tool to expand vocabularyEnhanced Text-to-Speech, Translator and Study SkillsEnhanced Speech Maker to convert text to MP3Enhanced Screenshot Reader to read inaccessible textEnhanced Homophone and Confusable wordshttp://www.edtech.ie/details.asp?ptid=20117&ID=15457 12. AssessmentSuccessfully published Penzu Journal embedded in Mahara 13. ConstraintsStudent Use of the technology Time for updating 14. Identify learning Units Unit 1 Introduction & Resources (FAQs) Unit 2 Navigation and use of journal Unit 3 Embedding into Mahara e-Portfolio 15. Identify subject matter of each unitUnit 1 Introduction & Resources Learning Outcomes Rationale for learning journal Journal entries Content of journal Sample journal Resources FAQs Unit 1 progress self assessment 16. Identify subject matter of each unitUnit 2 Navigation and use of journal Locating electronic journal Penzu on internet Adding content (Text, Video Links and PhotographicMaterial) Saving entries Reviewing entries Unit 2 progress self assessment 17. Identify subject matter of each unitUnit 3 Embedding to e-Portfolio Locating Mahara e-Portfolio Identifying location for journal in e-Portfolio Embedding journal Up-dating journal on e-Portfolio Unit 3 progress self assessment 18. Select delivery methodBlackboardLearn 19. Build content, Assignments, AssessmentsThe following slides provide an outline of lessons:Unit 1 Introduction & Resources (FAQs)Unit 2 Navigation and use of journalUnit 3 Embedding into Mahara e-Portfolio 20. Unit 1 Introduction & Resources (FAQs)Students were directed towards blackboard were they hadaccess to a Power Point presentation which gave step bystep instructions on:The meaning of reflection.Benefits of reflection.Models used for reflections.Advice on creating and keeping a journal. 21. Unit 1 Introduction & Resources (FAQs) 22. Unit 1 Introduction & Resources (FAQs) 23. Unit 1 Introduction & Resources (FAQs) 24. Unit 2 Navigation and use of JournalStudents were directed towards blackboard were they had access to step by step instructions on:Creating an account with Penzu.Creating journal entriesUploading photographic material to their pages.Saving their work.Publishing their work. 25. Unit 3 Embedding to e-Portfolio 26. Upload content and test operationUpload to Blackboard Platform and test on sample audience 27. Screen Shot of Blackboard learn + 28. Sample Student 1 29. Implement Students were given an online questionnaire to find out how user friendly our resources were. Results of questionnaire/ online survey etc can be viewed on our e-Portfolio pages 30. EvaluateLearning Object ReviewInstrument (LORI) 31. Bibliography Arkun, S. & Akkoyunlu, B. (2008). A Study on the development process of a multimedia learning environment according to the ADDIE model and students opinions of the multimedia learning environment. Interactive Educational Multimedia, 17, 1-19 Biggs, J. & Tang, C. (2007)Teaching for Quality Learning at University: What the student does. (Society for research into higher education) England. Open University Press Boud, D., Keogh, R. & Walker, D.(1985) Promoting reflection in learning: a model. In Boud, D., Keogh, R. & Walker, D. (eds.) Reflection: Turning Experience into Learning, New York: Nichols, 18-40, 32. Bibliography Clarke, A. (2011) How To Use Technology Effectively In Post- Compulsory Education. USA. Routledge Finlay, L.(2008) Reflecting on Reflective practice. UK http://www.open.ac.uk/cetl-workspace/cetlcontent/documents/4bf2b Levy, S. (2003) Six Factors to Consider when Planning Online Distance Learning Programs in Higher Education. Online Journal of Distance Learning Administration 6(1), 1-19 33. Bibliography Kennedy, G.E., Judd, T.S., Churchward, A., Gray, K. & Krause, K.L. (20080 First year students experiences with technology: Are they really digital natives? Austrasian Journal of Educational Technology, 24 (1) 108-122. http://www.ascilite.org.au/ajet/ajet24/kennedy.html Maier, P. & Warren, A, (2000) Designing learning environments. In Integrating Technology in Learning & Teaching. London: Kogan Page Limited. Schn, D. A. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983 34. Bibliography Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology & Society, 3(2), 50-60. Visser,W. (2010). SCHN: Design as a reflective practice issue 2 of Collection, on "Art + Design & Psychology," pp. 21- 25. http://hal.archives-ouvertes.fr/docs/00/60/46/34/PDF/Visser_Collect