EDUC%20260:%20Week%204

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EDUC 260 Week 4

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Outline

• Administrivia
• Feedback on Reading Response 1 Discussion
• Instructional Design Basics
• Introduction to WebQuests
• For next week

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Administrivia

• Most significant
• keeping the class up-to-date
• going over the ins-and-outs of the position paper
• Turnitin program
• online conferencing
• Other comments
• Hard to keep on top of workload when we meet only
  once a week (suggestion WebCT, syllabus Next
  Week Slide)
• Reading responses
• take a lot of time and work for 5/a little
  overwhelming (any hints to deal with this to be
  more efficient?)
• valued for thinking about issues
• Suggestion time to converse in the chat room
  together

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Suggestions

• Use reply with quotes sparingly
• i.e. respond to a specific idea.
• Active and regular participation with peers
• Encouragement, support, challenging their ideas,
  and sharing resources.
• Use the questions on the website to provide a
  basis for your thinking
• to build upon rather a final answer.
• Spend less time reiterating what is in the
  readings
• Instead, develop your own insight into an issue
  and use resources to support your views or
  support/refute those of others.
• Progress with the discussion
• points may have already been covered and the
  class may have moved on.

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Instructional Design Basics
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Instructional design

• Definition
• A set of systematic procedures for developing
  teaching materials and setting up learning
  environments
• Links theory with practice in designing effective
  instruction
• Example a cookbook
• There are numerous instructional design models

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Instructional Design Models

• Simplest model ADDIE

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(No Transcript)
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More about ID models

• ACPDDIE Analyse, Create, Personalise, Design,
  Develop, Implement, and Evaluate
• Resources
• ADDIE http//www.personal.psu.edu/faculty/s/j/sjm
  256/portfolio/kbase/IDD/ADDIE.pdf
• McGriffs pages on ADDIE, Dick Careys, and
  Kemps Models http//www.personal.psu.edu/faculty/
  s/j/sjm256/portfolio/kbase/IDD/ISDModels.html

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Writing Objectives

• Specific (expected behaviour/action stated
  clearly)
• Measurable (outcome tied to the assessment)
• Acceptable (to student and instructor)
• Realistic
• Time-bound (completed within a timeframe)
• ________________
• Behaviour
• Conditions
• Criteria

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Wording

• After this unit/lesson/etc. you will be able
  to (Learner focused).
• Suggested verbs Blooms taxonomy
• See
• http//www.acoem.org/education/jointsponsor/Learni
  ng20Objectives.pdf

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Resources

• Examples of Objectives
• http//www.distance.uvic.ca/faculty/object_ex.htm
  
• Blooms Taxonomy
• http//www.coun.uvic.ca/learn/program/hndouts/bloo
  m.html
• General Guidelines
• http//www.glencoe.com/sec/teachingtoday/downloads
  /pdf/objective_statements.pdf
• http//www.nwlink.com/donclark/hrd/templates/obje
  ctivetool.html
• Writing Learning Objectives for Unit/Lesson Plans
• http//www.harding.edu/USER/dlee/WWW/objectives.do
  c
• More (detailed) info
• http//med.fsu.edu/education/FacultyDevelopment/PD
  F/writingobjectives.pdf

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WebQuests
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Why WebQuests?

• Originated with Dr. Bernie Dodge in 1995.
• Based on the concern that K-12 students spent far
  too much time searching the web, and not enough
  time thinking about, or thinking with, what they
  find.
• WebQuest
• specific kind of web page
• usually built by a teacher
• design focuses on helping students use particular
  web-based (or other) materials as resources
• for problem-solving
• Enormously popular!

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WebQuest Resources

• Assignment 4
• Integrated Resource packages http//www.bced.gov.b
  c.ca/irp/irp.htm
• Six required primary components of a WebQuest
  http//schools.sd68.bc.ca/webquests/
• Five Rules for Writing a Great WebQuest
  http//www.iste.org/LL/28/8/featuredarticle/dodge
  /index.html

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Additional Resources

• WebQuest building blocks and examples
  http//projects.edtech.sandi.net/staffdev/building
  blocks/p-index.htm
• Create a task rubric http//webquest.sdsu.edu/rubr
  ics/rubrics.html
• Reading and training materials http//webquest.sds
  u.edu/materials.htm

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WebQuest Activity Groups

• Divide into Groups
• Middle/High School
• Elementary

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Activity Instructions

• Go to http//webquest.sdsu.edu/materials.htm
• Under A WebQuest about WebQuests, select
  Elementary or Middle and High School
  depending on your group.
• Take 10 minutes to read the instructions and
  organize your group
• Individually, spend up to 7 minutes on each site
  to complete your worksheet (35 minutes max.)
• Regroup and answer the questions as a group. Make
  sure you have someone recording and ready to
  report out (25 minutes max. Let Stephanie know
  when youre done)
• Larger group discussion

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For Next Week

• Be prepared to start the online discussion for
  Reading Response 2
• Review information about the Position Paper
• Position paper outline for discussion
• Post any questions in the WebCT QA