1. Designing Opportunities for Learning with Technology Dr. Eileen K. VanWie October 24, 2007 Learning – complex interaction of individual cognitive processing, the learner’s environment, and his/her historical relationships with culture, language, and media. Norton & Wiburg. (2003). Teaching with Technology, p. 98.

2. Models of Learning – Chapter 2 Norton & Wiburg. (2003). Teaching with Technology Efficiency Constructivist (See Norton & Wiburg p. 35 for Table 2.2)

3. Understanding by Design (2 nd ed.) Wiggins, G. & McTighe, J. (2006). NJ: Pearson Education, Inc. Backwards Design: Stage 1. Desired Results – content, process, and technology standards, goals (knowledge, skills, and dispositions), essential questions, resources Stage 2. Assessment Evidence – multiple assessments, preassessment, integrated with learning, tools (e.g. rubrics, portfolios) Stage 3. Learning Experiences – projects and activities that are authentic, build knowledge, construct ideas, and share results

4. FACTS of Design - Chapter 3 Norton & Wiburg. (2003). Teaching with Technology  Foundations (Stage 1. Desired Results)  Activities (Stage 3. Learning Experiences)  Content (Stage 1. Desired Results, Stage 2. Assessment, and Stage 3. Learning Experiences)  Tools (Stage 1. Desired Results, Stage 2. Assessment, and Stage 3. Learning Experiences)  Systems of Assessment (Stage 2. Assessment) http://obsidian.gmu.edu/twt/opener.htm

5. Systems of Assessment – Chapter 9 Norton & Wiburg. (2003). Teaching with Technology Strategies for Assessment:  Traditional  Alternative or Authentic Processes for Assessment:  Align standards, curriculum, pedagogy, context, and assessment.  Use technology. (Included in Stage 2. Assessment Evidence in Understanding by Design)

6. Designs for Knowledge – Chapter 4 Norton & Wiburg. (2003). Teaching with Technology  Learn about content structures and processes (See p. 85 for a social studies example)  Use narrative and expository discourse to support learning of structures.  Use electronic technologies to promote different habits of thinking and additional patterns of discourse. (p. 82-84) What are the structures in the disciplines you teach? (Included in Stage 1. Desired Results of Understanding by Design)

7. Designs for Problem Solving – Chapter 5 Norton & Wiburg. (2003). Teaching with Technology Memory (p. 101)  Information processing requiring: acquisition, retention, and retrieval.  Skills: Some processes depend on repetition; look for patterns, chunks, clusters, associations.  Skills: Analyze concepts and construct web of connections/meaning: concept mapping. Technology Tool: Inspiration or Free Mind Map (http://www.snapfiles.com/get/FreeMind.html - Free Mind Map is open source [free] software similar to Inspiration)http://www.snapfiles.com/get/FreeMind.html

8. Designs for Problem Solving – Chapter 5 Information-Extending Processes (p. 105)  Inductive thinking: the development of general rules, ideas, or concepts from sets of specific instances or examples.  Three categories of processes: selective encoding, selective combination, selective comparison.  Skills: elaborating, synthesizing, imagining, designing, problem-solving, decision-making. Technology Tool: Hyperlink feature of PowerPoint.

9. Designs for Problem Solving – Chapter 5 Information-Rearranging Processes (p. 107)  Deductive thinking: systematic process of thought that leads from one set of propositions to another based on principles of logic.  Skills: identifying causes and characteristics, drafting innovations, evaluating, analyzing, problem solving, using logic. Technology Tool: well-planned spreadsheet activities.

10. Designs for Problem Solving – Chapter 5 Metacognition (p. 110)  The monitoring and guiding of one’s own thought processes; it is mind observing itself and correcting itself.  Ask students to explain what they are doing in any learning situation. Technology Tool: Simulations

11. Designs for Problem Solving – Chapter 5 Anchored Instruction An anchor creates interest and enables students to define problems and pay attention to their own perceptions and comprehension of the problems. Authentic, complex, ill-defined problems Problems provide meaning and reasons for why information is useful (Included in Stage 3. Learning Experiences)

12. Designs for Problem Solving – Chapter 5 The ABCS of Problem-Based Learning  Authentic Activities  Building Knowledge Activities  Constructing Activities  Sharing Activities (Included in Stage 3. Learning Experiences)

13. Designs for Problem Solving – Chapter 5 Identifying Problems  Monitor your experiences and resources to identify “inspiration” pieces  Pay attention to events in the current social context  Think about the kinds of challenges various occupations confront  Observe relevant problems that the students are facing

14. Designs for Problem Solving – Chapter 5 In a small group, use a videogame Website to design/draft a problem-based learning experience that addresses problem-solving skills (memory, information-extending, information-rearranging, or metacognition). Select a grade level and subject of your choice. Use the backward design model to outline ideas (1. Desired Results, 2. Assessment Evidence, 3. Learning Experiences). Choose a recorder to post the draft on the Main Discussion Board by Thursday, October 25, 11:55 PM.

15. Designs for Problem Solving – Chapter 5 1. http://www.fffbi.com/ - The Fin, Fur and Feather Bureau of Investigation uses humor to help children develop critical-thinking, problem- solving, reading, and research skills.http://www.fffbi.com/ 2. http://www.eastoftheweb.com/games/index.html - Hyperfiction (London) provides word games and short stories for educational purposes.http://www.eastoftheweb.com/games/index.html 3. http://pbskids.org/ - Public Broadcasting Service provides videogames that encourage problem- solving.http://pbskids.org/

16. Designs for Literacy – Chapter 6 Expanded Definition: “The power to encode and decode meaning through any of the forms that humans use to represent what they have come to know.” (Eisner, 1994 in Norton & Wiburg, p. 137) Symbolic systems include: spoken language, alphabetic, musical-notational, visual or graphic, mathematical. Developing literacy requires:  Symbolic Competence  Cognitive Strategies  Discourse Forms  Communication Skills  Website Evaluation Skills

17. Designs for Literacy – Chapter 6 Website Evaluation:  http://lib.nmsu.edu/instruction/evalcrit.html - The NMSU Library (Susan Beck) provides criteria for evaluating Websites at this link. http://lib.nmsu.edu/instruction/evalcrit.html  http://school.discovery.com/schrockguide/assess.html - Kathy Schrock provides valuable resources to teachers. This link leads to rubrics, including Classroom Web Page Evaluation Criteria. http://school.discovery.com/schrockguide/assess.html  http://school.discovery.com/schrockguide/eval.ht ml - This link on Kathy Schrock’s Website provides information for teaching media literacy, especially in relation to the www. http://school.discovery.com/schrockguide/eval.ht ml

18. Reflections: Designing Opportunities for Learning with Technology What ideas do you have for your Interdisciplinary Technology-Related Curriculum Design project as a result of our discussion?