1. Edu 560 Session #7 June 5, 2013 http://edu560summer12013.wikispaces.com

2. Welcome Back! O Today’s Agenda: Tech in Ed Presentations Digital Stories Upcoming Assignments Google in Education Instructional Design Models WebQuests Web 2.0 Cool Tool: Voki

3. Tech in Ed Presentations Bloom’s Taxonomy: Laura Flash Mobs/Smart Mobs: Elizabeth

4. Digital Stories Jazleen Elizabeth

5. Digital Stories Feedback Wiki page (needs to be there for me to grade) Look for email within the next week Add it to your professional website

6. PLN Assignment Create a Twitter account (you may use an existing account). Find 10 (or more) education related people/organizations to follow. Check back every few days (but at least 1 time per week). On June 9 th your 4 th blog post will be due. You will write about 1 resource you found through your PLN and how this resource can help you in the classroom. In your blog: Add a link to the resource you found. Give attribution to the person that posted the link.

7. PLN Assignment Worth 10 points total: (3) Is your assignment turned in on time? (2) Can I access your site? (make sure your tweets aren’t protected) (2) Can I identify the 10 educational people or organizations you followed? (3) Is your blog post substantive? Did you create a link to the resource so others can find it? Did you give attribution to the author of the tweet? Please fix your Twitter link on the wiki

8. Tech Tac Toe Tools O Requirements: 1. Create a sample of the technology tool you have chosen. For example if you were showing “BibMe” you would create a sample bibliography. If you were showing “Prezi” you would create a sample Prezi. 2. Add a link to your sample (embed the sample) on your professional website. You may choose to have all three samples together on one page of the website or give each tool their own page 3. Create a separate blog post for each tech tool (a total of 3 blog posts). Give some background on what your sample is showing us. Reflect on the tool: was it easy to learn and use? Can you see it helping with student instruction? Would you use it in your classroom? Embed or place a link to your sample for us to see. Remember: the best blog posts should be written for total strangers! O Example: http://nluwinterweb20workshop.blogspot.com/2012/02/lisas- module-4-sceencast-o-matic.htmlhttp://nluwinterweb20workshop.blogspot.com/2012/02/lisas- module-4-sceencast-o-matic.html Presentations Monday

9. Google in Education

10. Google What does Google own? http://en.wikipedia.org/wiki/List_of_Google_products http://en.wikipedia.org/wiki/Google_acquisitions

11. Google This… is now …This (?)

12. Google Docs in Plain English http://youtu.be/eRqUE6IHTEA

13. Google Google Docs is a suite of services: Documents Spreadsheets Forms Presentations Drawing -Any documents you create are automatically saved to Google Drive -5GB free

14. Google

15. VS.

16. Google, Etc. http://support.google.com/drive/bi n/answer.py?hl=en&answer=2500 820 http://googledocs.blogspot.com Third party apps info: http://www.google.com/intl/en/about/products/

17. Google Ideas O Collaborative lesson plans with grade level partners (D) O Staff meeting notes in real-time (D) O Translated letters home (D) O Exit slips (F) O Digital spelling tests (F) O Online reading records (F) O Discipline/observation trackers (F) O Choose your own adventure stories (F) O Shared calendars (C) O Calendars for lab/equipment sign out (C)

18. Break

19. + Instructional Design Models There are several different models and methods that have been developed and implemented over the years ADDIE Model Dick & Carey Model Kemp’s Instructional Model Merrill’s First Principles of Instruction

20. Do You Recognize This?

21. At the beginning of each school year hundreds of teachers across grade levels give their new class “Student Interest Surveys.” Teachers are curious to learn as much as they can about their new students in order to see how they learn best. By doing so, teachers are beginning the process of Instructional Design

22. What is Instructional Design? O Instructional Design is the practice of creating “instructional experiences which make the acquisition of knowledge and skills more efficient, effective, and appealing.” (Wikipedia) O Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis or learning needs and goals and the development of a delivery system to meet those needs. (University of Michigan) O Instructional Design involves: O knowing your students, what they already know, and knowing what methods work best in teaching them

23. Does Instructional Design Look the Same for Everyone? O Instructional Design looks different in different organizations. For example, it looks different in K-12 education then it does in the government, the military, or within corporations O Instructional Designers must take care to be aware of the organization’s goals, rules, policies, and available materials. O In education teachers act as Instructional Designers. As teachers, we look at the following to aide our Instructional Design: O Standards O Assessments O Time O Goals O Curriculum O The needs of our learners

24. Different Models Image source: http://kristinahollis.wordpress.com/2012/10/23/a-brief-history-of-instructional-design/

25. Merrill’s First Principles of Instruction O Created by M. David Merrill, these principles are used to identify good instructional design, regardless of teaching strategy. O The 5 Principles are: O Task/Problem: students learn when instruction centers around real-world tasks or problems O Activation: students learn when prior knowledge is activated O Demonstration: students learn when new knowledge is demonstrated to them in the context of real world problems O Application: students learn when they perform real world tasks and receive feedback O Integration: students learn when they integrate new knowledge into their existing world

26. Dick and Carey Systems Approach Model O Originally published by Walter Dick and Lou Carey in 1978 O The approach to this model is to see instruction as an entire system (as opposed to looking at it as the sum of isolated parts) O It focuses on the interrelationship between: O Context O Content O Learning O Instruction

27. Kemp’s Instructional Model O Developed by Jerold Kemp O Defines 9 different components of instructional design and a continuous implementation/evaluation model O The key to Kemp’s model is that it is a continuous model that requires planning, design, development and assessment O The 9 components are: O Identify instructional problems and specify goals O Examine learner characteristics O Identify subject content and analyze task components related to goals O State instructional objectives for the learner O Sequence content within each instructional unit O Design instructional strategies so each learn can master content O Plan the instructional message and delivery O Develop evaluation instruments to assess objectives O Select resources to support instruction and learning activities

28. The A.D.D.I.E. Model

29. O The A.D.D.I.E. Model is thought to be one of the most commonly used models for creating instructional materials (lessons or units) O It contains 5 phases: O Analysis O Design O Development O Implementation O Evaluation O Each phase has its own sub- set of tasks

30. Analysis Design Development Implementation Evaluation O There are 4 parts to the Analysis phase: 1. Development of Instructional Goals: what is it you want your students to learn? 2. Instructional Analysis: what are all of the steps needed to carry out the objectives and meet the goals? 3. Learner Analysis: what do your students already know how to do? What knowledge on the subject do they already have that doesn’t need to be taught? Surveys and questionnaires can be given to determine this 4. Learning Objectives: what should your students be able to do when instruction is complete? “By the time my students finish this lesson they should be able to________________.” Strong Verbs: describe/demonstrate/ show/explain

31. Analysis Design Development Implementation Evaluation http://www.youtube.com/wat ch?v=JZdv5lrJs4U

32. Analysis Design Development Implementation Evaluation O The Design phase is the second phase in the A.D.D.I.E. model. It has 3 components: 1. Design Assessments: it’s important to know how you will assess if your instruction was effective. Keep the following in mind when designing assessments: O What are your goals? O What do your learners already know? O Try to teach in context and appropriate settings (for example, if you are teaching how to create a PowerPoint slide show it makes sense to teach your learners in a computer lab where they can demonstrate practice and knowledge) O Make sure assessments are written clearly and grammatically correct. No trick questions! You are testing your student’s skill knowledge, not their test-taking ability

33. Analysis Design Development Implementation Evaluation 2. Choose a Course Format: what delivery system(s) will you use to deliver your instruction? Examples include: O In Class Lecture O Online module like this one O Self paced workbook O Webinars O Blended learning (a combination of different formats)

34. Analysis Design Development Implementation Evaluation 3. Instructional Strategy: how will you deliver your instruction? Examples include: O Lectures O Readings O Discussions O Projects O Worksheets O Activities O Group work Things to keep in mind: how will you motivate your learners? How will you illustrate your objectives? Make sure your content is concise. Will your learners participate and practice? Will you provide feedback?

35. Analysis Design Development Implementation Evaluation http://www.youtube.com/watc h?v=BhLIiF9QyTo

36. Analysis Design Development Implementation Evaluation O The Development phase is where you will create and assemble your content O After developing all of your content be sure to complete a run-through O Its important to look back at your Leaner analysis- you need to know what your students already know so you don’t waste instructional time repeating content

37. Analysis Design Development Implementation Evaluation http://www.youtube.com/ watch?v=VzYDNWhQWYA

38. Analysis Design Development Implementation Evaluation O While the Implementation phase is where you will deliver instruction there are some tasks that need to be complete in order to do so 1. Train the Instructor: in most instances the teacher will be developing and implementing the content. If this isn’t the case this is when you would train the person delivering instruction 2. Prepare Learners: make sure your students are ready for instruction. Are there prerequisites they need? Do they need to attend any orientation before they receive your content? 3. Arrange the Learning Space: gather any materials you will need to complete your instruction. If using technology be sure to TEST IT FIRST to make sure it will work! Don’t wait until you have students in front of you!

39. Analysis Design Development Implementation Evaluation http://www.youtube.com/wat ch?v=q8yky6-P1Uw

40. Analysis Design Development Implementation Evaluation O There are two parts to evaluation: formative and summative O Formative Evaluation: you should be evaluating your instructional materials and objectives as you go. Is everything you are doing planned toward meeting the goal objectives? O Summative Evaluation: tests that show whether content was mastered. There are different areas to be evaluated O Reaction: how did the students respond to your content? Surveys can be used for this phase. Consider open ended questions as well O Learning: posttest tests. Multiple choice, performances, questionnaires O Behavior: with training, this is performance within a setting

41. Analysis Design Development Implementation Evaluation http://youtu.be/CB oI0wBo4vw

42. Understanding by Design Image source: http://barbenglish.wordpress.com/2012/02/27/understanding-by-design/

43. Understanding by Design O Developed by Grant Wiggins & Jay McTighe O Also known as “Backwards Design” O A “framework” for designing curriculum units (not individual lessons), performance assessments, and instruction that leads to greater understanding by students

44. Three Stages of Backwards Design O Stage 1: Identify Desired Results O What should students be able to know, understand, and be able to do? O What knowledge do we expect students to have when this unit ends? O During this stage think about goals and state standards

45. Three Stages of Backwards Design O Stage 2: Determine Assessment Evidence O How will we know students met their goal? O What will we accept of evidence of transfer of knowledge? O “6 facets of learning”- if students understand they can: O Explain in their own words/justify positions/show reasoning O Interpret data/text/experiences through analogies, stories, models O Apply new knowledge O Demonstrate perspective (see the big picture) recognize point of view O Empathize with others by showing sensitivity O Have self-knowledge by showing awareness, reflection O Not all facets need to be addressed in every assessment

46. Three Stages of Backwards Design O Stage 3: Planning Learning Experiences and Instruction O What knowledge and skills do students need to achieve the desired result? O What activities, sequence, and resources are best suited to accomplish the goal?

48. UbD Template Overview

49. Typical 3 rd Grade Lesson

50. Same 3 rd Grade Lesson: UbD

51. WebQuests

52. About WebQuests WebQuests are inquiry-based activities where students work to solve a problem using resources from the Internet* *some resources may be “offline” but the main focus is online content Resources are preselected by teachers so time is not wasted searching for sources WebQuests are used across levels from elementary students to graduate students

53. Where Did WebQuests Begin? Bernie Dodge, Professor of Educational Technology at San Diego State University Concept first introduced to pre-service teachers in 1995 Tom March, fellow with Pacific Bell

54. WebQuest Odds & Ends Most WebQuests are done in groups Short Term: -1-3 class periods -acquisition and transfer of knowledge Long Term: -1 week to 1 month -in depth understanding of material, application of knowledge Learners are given a task and resources to go on a ‘quest’ for knowledge Knowledge is acquired, applied, and presented

55. WebQuest Components Introduction Task Process Resources Evaluation Conclusion “Teaching Guide”

56. WebQuest Components 1. Introduction 2. Task 3. Process 4. Resources 5. Evaluation 6. Conclusion 7. “Teacher’s Guide” O Introduction Give the learner a sense of what is coming Provide background information if necessary Assign roles Promote excitement for the project In long term quests the introduction can be repeated to reinvigorate students. Non- technology components (posters, models, guest speakers) can keep students interested and on track

57. WebQuest Components 1. Introduction 2. Task 3. Process 4. Resources 5. Evaluation 6. Conclusion 7. “Teacher’s Guide” O Introduction O http://projects.edtech.sandi.net/sessions/frog s/index.htm http://projects.edtech.sandi.net/sessions/frog s/index.htm

58. WebQuest Components 1. Introduction 2. Task 3. Process 4. Resources 5. Evaluation 6. Conclusion 7. “Teacher’s Guide” O Task Describe in a summary format what the learner is expected to be able to do when the project is over and what the final product will be Tasks should be “Google-proof” to some extent- the WebQuest should involve inquiry, problem solving, defending a position, etc. http://projects.edtech.sandi.net/sessions/fro gs/index.htm http://projects.edtech.sandi.net/sessions/fro gs/index.htm

59. WebQuest Components 1. Introduction 2. Task 3. Process 4. Resources 5. Evaluation 6. Conclusion 7. “Teacher’s Guide” O Process Step by step instructions that helps the learner achieve the end goal Could be broken up if roles were assigned Teacher could include advice Should be clearly stated- no trick questions http://projects.edtech.sandi.net/sessions /frogs/index.htm http://projects.edtech.sandi.net/sessions /frogs/index.htm

60. WebQuest Components 1. Introduction 2. Task 3. Process 4. Resources 5. Evaluation 6. Conclusion 7. “Teacher’s Guide” O Resources Websites the teachers has already checked and selected that will help the learner reach the end goal Meant to keep the learner focused on the topic as opposed to spending time searching for reliable information Not limited to only technology- can include textbooks, interviews, videos, manipulatives, field trips, etc. Some newer webquests combine the process/resource pages http://projects.edtech.sandi.net/sessions/frogs/i ndex.htm http://projects.edtech.sandi.net/sessions/frogs/i ndex.htm

61. WebQuest Components 1. Introduction 2. Task 3. Process 4. Resources 5. Evaluation 6. Conclusion 7. “Teacher’s Guide” O Evaluation Rubrics: students are given explicit information on how they will be assessed http://projects.edtech.sandi.net/sessions/fro gs/index.htm http://projects.edtech.sandi.net/sessions/fro gs/index.htm

62. WebQuest Components 1. Introduction 2. Task 3. Process 4. Resources 5. Evaluation 6. Conclusion 7. “Teacher’s Guide” O Conclusion Summary of the experience/quest “Wrap up” May provide additional exploration resources Allows for reflection http://projects.edtech.sandi.net/session s/frogs/index.htm http://projects.edtech.sandi.net/session s/frogs/index.htm

63. WebQuest Components 1. Introduction 2. Task 3. Process 4. Resources 5. Evaluation 6. Conclusion 7. “Teacher’s Guide” O Teacher’s Guide O Any instructions teachers may need to know Grade level Prerequisites for learners Estimated Sessions State Standards Instructional Design Model Credits http://projects.edtech.sandi.net/sessio ns/frogs/t-index.htm http://projects.edtech.sandi.net/sessio ns/frogs/t-index.htm

64. Exploring WebQuests http://www.thirteen.org/edonline/concept2class/w8-resources.html#sites http://www.teach-nology.com/teachers/lesson_plans/computing/web_quests/ http://www.diigo.com/list/jidavis1/webquests http://edu560countrywebquest.wikispaces.com/home http://pokerwebquest.wikispaces.com/home https://sites.google.com/site/williamandelizabethsworld/ http://watercycleedu560.wikispaces.com/home http://edu560brainquest.wikispaces.com/home http://googleart.wikispaces.com/home

65. WebQuests Assignment Alone or Collaboratively with a partner (it is highly recommended that you work with a partner) Your WebQuest must include: -a technology component (ex: Blabberize, Prezi, QR codes, etc.) -an instructional design model And should be designed online (Google sites, wiki, blog, etc.)

66. “Admin” -Debra -Melissa -Kristen “SpEd” -Tim -Anissa -Elizabeth -Jazleen “Art” -Nina -Laura “High School” -Mickey (science) -Erica (social studies) “Other” -Sara -Ali

67. Cool Tool: Voki http://voki.com

68. Due Sunday @ Midnight Reflective post: PLN Tech Tac Toe due Monday (start of class) samples & blog posts