1. MAKING THE SHIFT: FROM CLASSROOM TO ONLINE COURSE DESIGN: SESSION 3 Patricia McGee, PhD and Veronica Diaz, PhD

2. Themes from Day 2

3. Introduction 1.Determining technology's instructional functions 1a. Introduce and present material 1b.Support the learner's interaction with content, each other, instructor, and resources 1c.Assist the learner in constructing knowledge 1d.Allow learner to practice 1e.Assess learner's achievement 2.Mapping instructional technology tools to learning outcomes

4. 1. DETERMINING TECHNOLOGY'S INSTRUCTIONAL FUNCTIONS

5. Affordances of Web 2.0? Web-based application, Typically free to the user, Can support collaboration and interaction, Highly responsive to the user

6. Web 2.0 Typically Open Stand alone Embedded

7. POLL Which do young adults spend most time doing? 1.Social network 2.Posting/sharing pictures 3.Downloading music 4.IM/texting

8. Grunwald, P. (2007). Kids' Social Networking Study. Grunwald Associates, 2007. http://www.grunwald.com/

9. Think about Your Project How can Web 2.0 support learning? Where do possible challenges lie?

10. AudioblogsBackchannelBlogs Collaborative Writing Concept Mapping ConferencingePortfoliosIM Learning Objects Mashups PodcastsPresentationsRSS Social Bookmarking Social Networking Videocasts Video Video Editing VCOP Virtual Worlds Vlogs WebcamWikis Tools by Name

11. CollaborationDiscussionGroup Work Knowledge Generation Knowledge presentation Polling Surveying Project Planning Publication Reflection & Reporting Representation Sharing Knowledge Telling Stories Tools by Instructional Application

12. http://elearningtools.wetpaint.com/

13. 1A. INTRODUCE AND PRESENT MATERIAL

14. Strategies to… Introduce Material Anticipatory Set Advance Organizer Outline Novel situation, event, phenomenon Present Information Lecture quips Primary data Historical records Previous student prese ntations Examples

15. examples

16. 1B. SUPPORT THE LEARNERS INTERACTION WITH CONTENT, EACH OTHER, INSTRUCTOR AND RESOURCES

17. Interaction with content Specific to Subject Disciplinary skills Processes Documentation Primary data Secondary data Types of Interaction Manipulation Simulation Experimentation Revision Contribution

18. examples Data Masher

19. Interaction between students Collaboration Cooperation Critique Ranking/rating

20. examples

21. Interaction with instructor Our ideas Office hours Critiquing Scaffolding Demonstrating Modeling Your ideas? Post in chat

22. examples

23. Interaction with resources Specific to Subject Primary Data Repositories Virtual Worlds Data Calculators Types of Interaction Research Contributions Verification/Corroborati on

24. examples Renaissance Island

25. 1C. ASSIST THE LEARNER IN CONSTRUCTING KNOWLEDGE

26. Strategies Our ideas Competitions Debates Projects Cases Your ideas? Post in chat

27. examples

28. 1D. ALLOW LEARNER TO PRACTICE

29. Strategies Our ideas Field experiences Simulated experiences Role play Your ideas? Post in chat

30. examples

31. 1E. ASSESS LEARNER’S ACHIEVEMENT

32. Instructor-Assess QuizHomework Peer assess RankingCritique Self assess Pre-testRubric Provide multiple and alternative modes of assessments

33. Strategies Our ideas Portfolio Peer critique Self-assessment Reflection Storytelling Your ideas? Post in chat

34. examples

35. Challenges of Web 2.0 Learner skills, abilities and access Instructor demands and workload Affordance of the technology Effort required to assess use of technology

36. What NOT to do Require a different or separate assessment for each use of tool Assume the learner knows what to do Assume the fun factor over rides the learning requirements

37. Breakout Activity 1.You will be divided into 6 groups and placed into breakout rooms. 2.You will chose a SCRIBE who will record the groups conclusions. 3. You will chose a LEADER who will moderate the discussion. 4.You select ONE of the following tools to discuss: 1.Blogs 2.Wikis 3.Google Applications 5.Use Page 1 of the handout Web 2.0 Checklist to evaluate the tool you have been assigned. 6.Be prepared to share the results of your evaluation. What did you learn? Web 2.0 checklist

38. Key Points for Web 2.0 Tools Keep the learner in the forefront Select tools that are easy to use Make sure the tool supports the objective Test tools for usability

39. 2. MAPPING INSTRUCTIONAL TECHNOLOGY TOOLS TO LEARNING OUTCOMES

40. Assessment & Bloom’s ProcessesTools Attributes RememberRecognizing, recallingVisual/Text/Audio stimuli, selecting, feedback UnderstandInterpreting, classifying, comparing, summarizing, explaining Sorting, tagging, labeling, entering, selecting ApplyExecuting, implementingManipulating, entering, feedback AnalyzeDifferentiating, organizing, attributing Selecting, grouping, altering, tagging, labeling EvaluateChecking, critiquingCommenting, entering, responding CreateGenerating, planning, producingAdding, generating, combining, publishing

41. Example: Creating

42. Team Activity 1.What tool (s) are you considering for your course? 2.Reference Page 4 of the handout Pedagogy + Technology Matrix. 3.At what level of Bloom's does your technology work? How can your tool be used to assess student learning? 4.NOTE: Be prepared to share an assessment idea in the chat. What works for learning?

43. Key Points for Mapping Outcomes Keep the outcome at the forefront Make sure the tool supports the objective Consider level of thinking required in use of a tool

44. Assignment 1.Given your module, review your design and select at least five tools that could be used in a lesson, activity, assignment, or assessment. 2.Using your completed Session 2 Assignment revise and enter your tools. 3.Post to Course Site Session 3 Assignment.