National Educational Computing Conference 2005 Philadelphia, Pennsylvania  ISTE/SIG TE Workshop on Teacher Education  Sunday June 26  Room 108 B  Pennsylvania Convention Center  9:00 until 4:00

Topic 4: Online, hybrid, and computer-assisted learning. Donna Russell, Ph.D. University of Missouri-Kansas City School of Education Assistant Professor Curriculum and Instructional Leadership Learning Technologies

Online Professional Development  Background Information  Course Design Principles  Example of Graduate Course  Dialog “Thus we seek ideas for moving beyond the scaffolding of contributions and relationships, to tools that allow teachers and students to dynamically and reactively structure their history of interactions so as to maximize future learning opportunities.” (Roschelle, Pea, 1999, p. 24)

Online courses UMKC: New masters in curriculum and instruction with an emphasis on learning technologies (NETS standards) UMKC Cognition and Technology Assessing the Role of Technology in Education Development of Learning Technology Programs Special Topics in Education Curriculum Development Curriculum Organization Advanced Ed Psych UMSL: The Psychology of Teaching and Learning Webster University: Online MAT program- Advanced Child Development

Design Considerations Considerations during design of the course for developing online dialogs: course content types of understandings you want the students to develop the students themselves, what are their goals and diversity. whether students work in groups or individually evaluation of online dialogs

Asynchoronous Dialogs Discussion Boards: Defined by initial threads- set up initial question on information in text, lecture. Structured response and can be tied to the development of course concepts Suggestions Monitor the db for student responses Define a date of response to keep dialog current to course schedule Set up an listserve type of initiation of dialog Encourage student addition of information from other sources, correlating concepts and new concepts. – assessment-

Curriculum Development Course

Outside experts Message no. 161Posted by.. on Friday, June 27, :16 am Subject Constructivist Methods in the Classroom 1.When are constructivist methods used effectively in a classroom? Which topics suit constructivist methods? While the curriculum and assessment framework suggests several learning experiences that teachers can incorporate into the day, all of the learning experiences are based on a belief about how we should teach to match what we know about how students learn. The primary aim of the Project Construct approach is to help teachers foster the development of each child as an autonomous learner. Autonomy refers to the ability of individuals to be self-governing---socially, morally, and intellectually---in the context of relationships with others.

Synchronous Dialogs Chatrooms: Open forum-more personalized Develops student personal concepts as well as course goal understandings can be used to develop class dynamics and interactions Suggestions: Set an agenda; theme; topic; scenario to place the chat in context and structure online time invite experts-outsiders to add to scenario, simulation development.

Online Group Dialogs Online Group projects incorporate group dialogs- communications Design Online workspace- load projects, review and edit projects. Online communication: Students discuss assigned readings Students establish schedules and develop projects

Assessment Process: Your evaluation processes of online dialogs should consider the initial course goals for the types of understandings you want the students to develop. Model your assessment process throughout the course Give students criteria as soon as possible in the course. Structured responses- assess on the development of course goals Did they respond to course information and/or add new information from other sources? Make connections among ideas?

Productive Online PD Open discussions- assess on the progression of student’s individual reconceptualizations- Have they developed new personal understandings of course information? Correlated information to create new functionalities? Group work- assess on level of contribution to group project Did they review work, discuss work with others and/or add new information to the project? Add strategies to solve problems, create projects? Methods: Scaled rubrics points for completion checklists self-evaluation

Faculty Responses

Design Principle 2 The program must provide opportunities for reflection-in- action and reflection-about- action among novices and experts Design Principle 4 The program at every level is organized around state and national program standards Design Principle 1 The program at every level is organized around the problems of practice EFFECTIVE EDUCATORS are REFLECTIVE and INQUIRING PROFESSIONALS CONCEPTUAL FRAMEWORK DESIGN MODEL UMKC School of Education Masters Degree in Curriculum and Instructional Leadership with an Emphasis on Learning Technologies Design Principle 3 Evaluations of candidates must include assessment of performance in complex situations of practice appropriate to the practitioner’s level

Program Matrix Competency Phases DesignDevelopmentImplementation Cognitive Theory and Technology Cognition and Technology Online Assessment with Technology Online Curriculum Internship The design of a new learning technology program. online Instructional Design and Technology Instructional Design in the 21 st Century Curriculum and Instructional Technology Action Research: Implementation of a new technology program. blended Learning Technologies And Mediational Effects. Assessing the Role of Technology in Education Online Development of Learning Technologies Programs online Culminating Event- Thesis Project: Evaluate research program on technology program and write thesis paper. blended

Development of Learning Technologies Programs EDCI 573 online course Masters of Arts in Curriculum and Instruction Emphasis Area: Learning Technologies Course Description  The purpose of this course is to review a variety of technology programs currently implemented in traditional and non-traditional settings. The course readings will expose students to a wide variety of technology-based learning environments in order to develop the students’ conceptual understanding of the potential benefits and costs of developing technology programs. Intended Learning Outcomes  This course is part of a program to develop educators with the capability to design, develop, and evaluate learning technologies into a variety of learning environments. The students will research topics, dialog in online workgroups, write proposal papers, present their final solution, and evaluate other group’s projects. In this course the learners will:  Design and develop a plan for implementation of a technology-based program.  Evaluate the effectiveness of the plan of actions designed in this course. Learner Activities  1. Students in this course will design a strategy to address a problem using a technology-based solution. They will work online in collaborative groups in order to design a plan of action.  2. The students will work design a program for evaluating the effectiveness of the plan of action and analyze the responses of others.

Potential problems for consideration  Design the online curriculum for a graduate course involving professors in differing countries. Survey all professors Identify common trends in curriculum Design online curriculum  Design an online data mining agenda for the SOE NCATE review in 5 years including: Management of server-- on-site or out source Middleware design Design forms for faculty and students  Design professional development program for new STAR lab at the School of Education Survey of local districts for inservice needs Survey preservice students for needs  In service – on site or in SOE Productivity training for pre service  Design presentation for laptop program for SOE. Research university policy Research other public universities programs Develop proposal for laptop program  Develop a wireless handheld program Write a grant for a technology-based solution Develop a pd for a current technology program

Template for Online PBL Unit

PBL Phase 1 First Artifact Hand Held Group Online Higher Ed Group

PBL Phase 2 Second artifacts Hand held group Online higher ed group

PBL Phase 3

Curriculum Internship =SS2005  Handhelds Group Handhelds Group Present PD for Continuing Ed Present PD for Board  Online Curriculum Design Online Curriculum Design Present research results to collaborating professors Develop second iteration of curriculum model Initiate second iteration of data gathering Write presentation of panel symposium for AERA

Questions and Concepts  Online Learning Knowledge formation online Conceptual knowing online Dialogs online (CMC)  Design of Online Learning Environments Quality interactions online Quality of process online Quality of product online