EDUC 260: Week 2

1
EDUC 260 Week 2

• Instructor Stephanie T.L. Chu
• Teaching Assistant Irina Tzoneva

2
Outline

• Guest visitor (re Co-op)
• Administrivia
• Course website and syllabus
• Review of assignments
• Assignment 1 (in-class)
• Review of readings
• Assignment 2 Joining a Listserv
• Introduction to instructional design
• For next week

3
Administrivia

• Feedback from last week
• Student Questionnaire results
• Remark about attendance and participation
• Questions/comments?

4
Course website and syllabus

• Syllabus activities/topics may change reading
  responses and assignments will not
• More readings to be added (with reading
  responses)
• Changes announced in WebCT
• Review of assignments
• Questions?

5
Assignment 1

• Perform part A. Show Irina or Stephanie what you
  have done. (2 marks)
• Perform part B by sending the email as indicated.
  (3 marks)

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Readings review Learning theories and their
impact

• Behaviorism
• Can only study behaviour, not processes
• Teacher role (Sage on stage vs. Guide on the
  Side)
• Impact
• Writing objectives
• Drill and practice

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Readings review Learning theories and their
impact

• Cognitive Theories
• Need to address cognition how people think
• People process information through different
  systems
• Training needed to develop skills
• Teacher role
• Systems that adapt to learning

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Readings review Learning theories and their
impact

• Constructivism
• Students construct their own sense of the world
• Situated, active, socially constructed learning
• Scaffolding
• Facilitator (Guide on the side)
• Scenarios, cases, online communities, exploring
  material

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Readings review Learning theories and their
impact
10
Readings review Researching on the web

• Search engines perform different types of
  searches based on how they index (e.g. weight
  or nearness)
• Popularity changes over time
• Some pages may not be added

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Issues of vast resources

• Sheer size (need to refine searches)
• Credibility of content
• Accuracy
• Screen sites (help direct students to this)
• Use of the web is educationally meaningful

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Advantages for using the web

• ???
• More current information
• Links to other sites
• Multimedia resources

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Readings review How technology facilitates
constructivism

• Repository of information (general and expert)
• Online communities (social interaction)
• Packaged sources (less online intensive, directs
  students to specific content)
• Use of imagination (tools)

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Assignment 2

• Review assignment
• Start now, due November 6.

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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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Instructional Design Models

• Dick and Careys Theory Systems Approach Model

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Instructional Design Models

• Kemps Instructional Design Plan

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Note the similarities in process and components
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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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For Next Week

• Refer regularly to WebCT and Post an introductory
  message
• Try to submit text and a file via the test
  assignment in Turnitin (closing date Sept. 15)
• Read the Healy Interview
• Be prepared to start the online discussion for
  Reading Response 1
• Review information about the Position Paper
• Post any questions in the WebCT QA

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Reading Response 1

• Based on the Tiene Ingram chapters and the
  Healy Interview.
• Online discussion starts next Thursday until the
  following Tuesday
• Initial discussion question posted by Thursday
  before class