Using Online Learning to Study the Holocaust ASSURE Case Study Using Online Learning to Study the Holocaust Presentation Developed By: Christine Campbell Mike Dillon Jeff Pierce CMP 555: Designing and Producing Educational Technology Karen Wright, Facilitator July 10, 2006

Steps in the ASSURE Model The case study will be analyzed using the six steps of the ASSURE Model. Those steps are: Analyze the learners State the objectives Select methods, media, and materials Utilize media and materials Require learner participation Evaluate and revise

Case Study Information Instructional Technology and Media for Learning The case study can be located in Chapter 8 of the e-book: Instructional Technology and Media for Learning The information for case study was taken from the e-book and the premise of the case study is as follows: “High school social studies teacher Mr. Plosnik wants to develop a lesson for his students to study the Holocaust and its implications for their lives today and in the future. He wants to dispel misinformation his students may have about the Holocaust. One question he wants to address is, ‘Could the Holocaust happen again?’” (Smaldino et. al., 2004)

ASSURE – Analyze Learners The lesson is designed for students with the following characteristics: Juniors and seniors Variety of interest levels in the material Variety of background knowledge about the Holocaust Different academic skill levels Different computer skill levels In general, the lesson is designed for a mainstream classroom that has students with a range of learning needs, skill levels, learning styles, and so forth.

The entry level competencies include: ASSURE – Analyze Learners The entry level competencies include: The students have read about Germany’s role in World War II. The students have studied the historical events of World War II. The students have read about current events that can be compared to the Holocaust of the 1940’s.

ASSURE – Analyze Learners The following learning styles will be addressed over the course of the lesson: A wide range of learning styles will be used. Many of the students prefer to search for information independently and discuss their findings with each other.

ASSURE – State Objectives Objectives are divided into three categories: Cognitive: Students will review information from the given Website and answer questions from a workbook. These answers will be formatted for grammatical correctness, and quotes will be properly referenced. Students will locate 3 sites on the Internet relating to the Holocaust and select video clips, images and sound clips that reflect their personal interest.

ASSURE – State Objectives Objectives are divided into three categories: Affective: Students will speak and write from the position that the Holocaust could have been avoided, and was not an inevitable event. Stereotypes will not be included in any discussion or writing.

ASSURE – State Objectives Objectives are divided into three categories: Technological: Students will use the Internet as an educational resource and a research tool. Students will use search engines to find websites and navigate the World Wide Web.

The teacher used the following methods: ASSURE – Select Methods, Media, and Materials The teacher used the following methods: The teacher consulted with a college professor familiar with the Holocaust. Students were provided with a teacher-created workbook. The discovery method was used along with the workbook.

The teacher used the following media: ASSURE – Select Methods, Media, and Materials The teacher used the following media: Over 240 websites, containing video, photos, songs sung by prisoners and allowing virtual tours of important Holocaust locations Materials in the school library and the media center

The teacher used the following materials: ASSURE – Select Methods, Media, and Materials The teacher used the following materials: Teacher-created workbook Internet Websites Computer Library and Media Center Resources

ASSURE – Utilize Media and Materials The utilization of materials was conducted using the following four steps from the ASSURE model: Preview Materials Prepare Materials Prepare Environment Prepare Learners

ASSURE – Utilize Media and Materials PREVIEW MATERIALS Teacher and consultant college professor previewed many materials to ensure they were appropriate for the students.

ASSURE – Utilize Media and Materials PREPARE MATERIALS The teacher created a workbook for the students which included: Questions List of resources and Internet sites Suggested activities

ASSURE – Utilize Media and Materials PREPARE ENVIRONMENT The teacher: Spent more time in Computer Lab Scheduled lab time for the class Checked Internet connections and availability of websites

ASSURE – Utilize Media and Materials PREPARE LEARNERS The teacher let the students know their thoughts and opinions mattered. Students were to think deeply and critically about historical questions regarding the Holocaust and answer them using given resources.

The students participated in the lesson in following ways: ASSURE – Require Learner Participation The students participated in the lesson in following ways: The students answered questions in the a teacher-created workbook designed to focus thinking about basic information regarding the Holocaust.

The students participated in the lesson in following ways: ASSURE – Require Learner Participation The students participated in the lesson in following ways: The students explored learning resources on the Internet independently and discussed their findings with other members of the class.

The students participated in the lesson in following ways: ASSURE – Require Learner Participation The students participated in the lesson in following ways: The students used the Internet to take virtual tours of the Anne Frank house and the U.S. Holocaust Memorial Museum.

The students participated in the lesson in following ways: ASSURE – Require Learner Participation The students participated in the lesson in following ways: The students selected images of the Holocaust and explained the significance of the images.

ASSURE – Evaluate and Revise Assessments were provided by the class workbook and a quiz was given to evaluate the level of understanding of the objectives. The students created their self evaluation of what they had learned based on the original objectives. It is important when teaching about the Holocaust or other extreme tragedies to create an atmosphere where the students have empathy and provoke thought and discussion. Discussion on the Holocaust can be used to discuss issues such as the genocide in Rwanda and in the Darfur Region.

ASSURE – Evaluate and Revise It is always important to revise the assessment prior to the next time the lesson is used. Allowing the student to make comments and provide input will enhance the learning experience for future classes.

Use of Media in the Case Study The case study dealt primary with the use of online resources as part of the lesson. This media was used: To gather information about the Holocaust To locate images that reflect the nature of the Holocaust To spark student interest in the issues associated with social crises To help students relate to information they obtained in their searches

Use of Media in the Case Study The case study dealt primary with the use of online resources as part of the lesson. This media was used: The Internet served as the primary online media. However, the Internet provided access to written, visual, and audio artifacts and information related to the Holocaust.

References Smaldino, S. E., Russell, J. D., Heinich, R., & Molenda, M. (2004). Instructional Technology and Media for Learning. Upper Saddle River, NJ: Pearson Prentice Hall Inc.