Designing Hybrid Instruction Learning Technologies January 24, 2003

Who is here? Division, college Have been with the district more than 5 years? Full time - Part time? Have taken a hybrid or online course? Have taught a hybrid or online course? Have taught a distance learning course? Online, video based Currently has a Manila web site, other web site, uses WebCT Knows at least three other people in this room?

Agenda Sign up for course credit Meet your curriculum partner What is learning technology Course goals Introduction to the course WebCT Enduring understanding for courses Bloom’s taxonomy Wiggins and McTighe - Backward Design Closing

Course for Credit Twenty-four (24) hours of time –9 hours in class –15 hours online Two (2) units Pass/Fail Hybrid delivery Jan 24, 31, Feb. 7 face-to-face meetings 12:30 to 3:30 Don Bautista Room, Hinson Center Feb. 9 end of course

Curriculum Partner Will offer feedback for the following: –Enduring understanding –Goals and Objectives –Assignments –Lesson design or redesign

What is Learning Technologies? Learning technologies is the use of technology to produce a long-term change in human capability. The technology we use can be one or more of the following: tools, process, methods, and knowledge that produce repeatable, predictable, and desired results.

Research on Instructional Design - (Carnegie-Mellon) Problem-based learning leads to higher performance and greater retention than lecture- based. Concept development is enhanced when definitions and “real-life” examples are included. Multiple representation modes allows for more students to be successful. Individual learning (mentor-student) consistently leads to the highest levels of learning.

FHDA Realities Measure E and increased enrollment impact our facilities Non-traditional students are our majority population Home access to technology (web access) for students and faculty is *probably* above 85%

Course Goal Participants will follow the instructional design process to create a design document for a hybrid lesson. Participants will increase their understanding of the process by sharing their lessons with other instructors and reflecting what they have learned in the course.

Maybe Even More Important! Redesign or create a lesson Share with other instructors Observe oneself as a student in a hybrid course Consider alternatives for how lessons are developed and delivered Get to know the learning technologies group at FHDA and how we can support your efforts Enjoy the next two weeks

Course Requirements Complete 4 online assignments and prepare a presentation Due dates –Sun, Jan. 26 introduce yourself – Tues. Jan. 28, post your goals and objectives –Thurs. Jan. 30, critique your curriculum partner’s goals and objectives –Wed. Feb. 5 post your design doc. –Thurs. Feb. 6 Prepare a brief presentation –Sun. Feb. 9 critique the course View course from multiple perspectives

Course Overview Five Topics –Warm Up –Class Notes –Resources (not in every topic) –Assignment Course URL

WebCT WebCT is a course management tool. WebCT is one component in technology enabled learning. WebCT is one of the world's leading learning management system especially for education.

Enduring Understanding from Wiggins and McTighe Enduring At the heart of the discipline Needing uncoverage Potentially engaging Worth remembering over the long-term

Enduring Understanding for DHI Have I designed my lessons so students can achieve the outcomes I have identified as important? Have I provided multiple opportunities for students to demonstrate the highest levels in the cognitive domain? Have I taken advantage of available technology, media, tools, and the classroom to maximize the learning experience for all my students?

Enduring Understanding Write the enduring understanding for your course. Share this information with your curriculum partner. Give feedback to your curriculum partner related to his/her understanding.

Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

Bloom’s Taxonomy Knowledge –Recall and recognize (define, state, name write) Comprehension –Understand and puts into own words (explain, identify, illustrate) Application –Use the information (demonstrate, show, perform)

Bloom’s Taxonomy Analysis –Break down into parts (compare, analyze, justify) Synthesis –Form something new (summarize, discuss, relate) Evaluation –Judge the value (determine, defend, criticize)

Assignments Work with your curriculum partner to identify the level of Bloom’s Taxonomy for each objective listed. Compare your answer with another group.

Bloom’s Taxonomy (My answers) 1.Comprehension 2.Analysis 3.Synthesis 4.Application 5.Synthesis/ Evaluation 6.Analysis 7.Comprehension 8.Knowledge 9.Evaluation 10.Comprehension

Six Facets of Understanding Wiggins and McTighe Explain (knowledge, comprehension) Interpret ( comprehension, analysis) Apply (Application) Perspective Empathy Self-Knowledge

Assignment 2 Review the objectives, classify according to Wiggins and McTighe. Work with your curriculum partner.

Wiggins and McTighe (My answers) 1.Explain 2.Interpret 3.Perspective 4.Perspective 5.Self-Knowledge 6.Perspective 7.Empathy 8.Interpret 9.Self-Knowledge 10.Interpret

By Next Friday Introduction, Goals and Objectives, Critique goals and objectives of your partner Review in course –Orientation –Develop Goals and Objectives –Develop an Assignment