RSA#4 Design plan

RSA #4

Design plan

http://www.arastirmax.com/system/files/1066/article_18_0.pdf

“FROM PHYSICAL BENCHMARKS TO MENTAL BENCHMARKS:

A Four Dimensions Dynamic Model to Assure the Quality of Instructional Activities in Electronic and Virtual Learning Environments”

This article discusses four aspects in a model designed for virtual learning environments.  According to the article, the four areas are:

Cognitive presence activities, psychological presence activities, social presence activities, and mental presence activities .

Cognitive presence activities start with what the author calls “opinionators.”  This allows students to make decisions and take a position on a topic.

Psychological presence activities include observable behaviors that can be transferred into authentic actions.

Social presence activities include just that, activities that involve collaboration.

Lastly, Mental presence activities show that the learner takes on the role of coach, or self-mentor, to gain more knowledge or to further a skill set.

By applying this model, Dr. Abdelaziz claims that e-learning activities will have a better learner outcome if all four of the above mentioned areas are included in the instructional design. 

Through the use of computer networking technologies, teachers are facilitating learning by providing resources to the learners.  The suggested model increases quality of learning by allowing students to choose the way they learn.  Assignments such as information collection, problem solving, and constructivist activities are just a few examples of learning tasks.    In addition, the use of online instructional techniques and activities to address various learning styles is used to create lessons that will allow students to connect with the assignment.

This article relates directly to the Dynamic Instructional Design model in that they both focus on the outcome of the learner using strategies that are student centered .

(ABDELAZIZ, 2013)

 

http://www.senecac.on.ca/quarterly/2006-vol09-num04-fall/bolan_bolan.html

 

A Model for Developing International Education: Bringing It All

Together

This article uses instructional design as one of three main components of developing a model for international education.   According to Bolan, Instructional design is the systematic approach to the analysis, design, development, implementation, and evaluation of effective learner-centered

instruction. (Bolan, 2006)  Similar to the module on dynamic instructional design model, this model uses learner-centered instruction. 

For an international design to be effective, the article states that a universal instructional design is to be used regardless of the audience being local or international.  The two other components of culture and communication come into consideration when analyzing the learner’s needs. 

Each step of the process is similar to the dynamic instructional design model in that instructional goals are developed, teaching/learning resources are developed, and a strong evaluation tool is used.

This model discusses the use of technology in the design.  Planning needs to keep in mind the availability, accessibility, and reliability of technology that will be used.  Questions about the user, whether it is the instructors or the students, need to be asked.   Tech support needs to be put into place so that learners and instructors are able to become familiar with the technology.  In addition, educational timelines need to be addressed as well as a discussion about finances.  Financial planning is another important aspect of this international design model.  Who will pay for the cost of the program?  An agreement must be reached.

Other factors such as language barriers, , economic state, and religion present a challenge to the development of the plan.  Language includes both verbal and non verbal communications.  In some countries, personal space is not an issue.  This may become challenging for those that require space while working.  Economic state must be studied to determine the stability of the economic state of the country.  Funding could be effected by this issue.  Religion will affect scheduling regarding holidays and developing norms for dress code procedure.

(Bolan, 2006)

 

ABDELAZIZ, D. H. (2013). FROM PHYSICAL BENCHMARKS TO MENTAL BENCHMARKS:. Turkish Online Journal of Distance Education-TOJDE.

Bolan, C. M. (2006). A Model for Developing International Education: Bringing It All. College Quarterly, 9.

RSA #3 Resource based learning

RSA#3-Resource based learning

The APEF Foundation document for Language Arts defines resource-based learning as learning that “actively involves students, teachers and teacher librarians in the effective use of a wide range of print, non print and human resources.” (www.du.pe.ca/bil/bil.asp?ch1.s2gdx)

Research skills are crucial for a student to have in order to be successful.  Such skills allow students to analyze the content they are studying and think critically about how to apply the ideas they have learned to the assignment at hand.  In Sir Ken Robinson’s “Bring on the Learning Revolution” he brings up the point that education must be transformed into something else (2011).  Resource based learning is a way to transform the traditional lecture from the teacher to an exploration for the students.  It allows students to provide a backbone to support his or her point of view on a topic, as well as provides evidence to compare and contrast a topic.

www.ifets.info/search_simple.php

The article in Educational Technology & Society supports the success of resource based learning.  In this particular assignment, seventh grade students were learning Chinese poems.  The main focus of the study was how learners were able to locate appropriate resources for Chinese poems.  This study was student centered, which is a basis for resource based learning.  Students were given hand held devices to conduct their research.  The study found that students have more of a positive attitude toward learning when using a hand held device (Yang, Tseng, Liao, & Liang, 2013).  Since students typically have difficulty appreciating poems, a resource based approach was used to help them simulate the setting of the poem in order to get a deeper understanding.  The use of trust worthy multimedia sources helped the learner connect to the poem in ways using a textbook would not be able to accomplish.    

www.ied.edu.hk/apfslt/download/v13_issue2_files/soching.pdf

This article from Asia-Pacific Forum on Science Learning and Teaching also supports the use of resource based learning.  In this article, teachers prepare online resources for primary level students in an effort to get feedback on resource based elearning.  The framework of RBeLEs includes four areas:  creation of contexts, selection of resources, use of tools and adoption of scaffolds (So & Ching, 2012).  Three teachers were asked to prepare 90 minute science lessons.  One teacher used a computer lab where each student used their own desktop computer.  The other two teachers taught their lessons in traditional classrooms with textbooks where students sat in groups a shared a notebook computer.  Teachers stated that they observed the online resources raised student’s interest in the topic. 

So and Ying found that there were challenges that pupils faced while interacting with the online resources. Students found it difficult to switch between different websites.  In addition, some video resources had a language barrier issue.  Many students needed teacher directed guidance on where to look.  In addition, one teacher had difficulty finding appropriate online resources for the students to use.  Despite these challenges, students indicated they were generally in favor of learning with online resources (So & Ching, 2012).

Resources

(Yang, Tseng, Liao, & Liang, 2013)

(So & Ching, 2012)

RSA#2-Inquiry Based learning

http://elearningindustry.com/inquiry-based-learning-model

This week we are discussing inquiry based learning.  The above website mentions several 

informative topics including the history of inquiry based learning, steps involved in inquiry-based 

learning, and the principles surrounding this type of learning. 

The history of inquiry based learning, according to elearning, involves the work of Joseph Schwab in 

the 1960s.  As one of the key founders, his idea states that social experiences are used to investigate 

and learn how to solve problems in certain scenarios.

As we all know, the basis of inquiry based learning is the question at hand.  Teachers need to 

remember that inquiry-based learning is a process and that it will help learners grasp a deeper 

understanding for the topic at hand.  According to the elearning website there are 5 steps to inquiry 

based learning:

     

         1. Ask questions

         

         2.  Probe into various situations

         

         3.  Conduct analyses and provide descriptions 

       

         4.  Communicate findings, verbally or in writing

         5.  Think about the information and knowledge obtained

These 5 steps are supported by the first assigned reading this week.  The four step inquiry process 

includes the following:

1.   Pose real questions

2.  Find resources

3.  Interpret information

4.  Report findings. 

The elearning website goes on to support this week’s reading with four principles.  Each principle 

aligns with the four step inquiry process.    

RSA#2: Case based learning

RSA#2:Case-based learning

The topic of this week’s module was Case-based analysis on online and blended learning communities.  Online resources I used included the course readings and Edudemic: connecting education & technology www.edudemic.com/blended_learning_trends. www.edudemic.com/teacher-shortage

 

 

               

These online resources pertain to our Module 2 topic of trends seen in online and blended-learning

 schools.  In one of this week’s reading assignments, Harvard Business School Professor Clayton M.

Christensen’s states that this trend is a disruptive innovation ().  He goes on to say that this

disruptive innovation replaces expensive, inaccessible products or services with much less

expensive, simpler alternatives.   One of Edudemic’s  ten blended learning trends posts that 72% of

schools in the United States are lacking the broadband access necessary to support digital learning. 

This idea contradicts what Christensen stated.  This data shows that not only are school districts

lacking the broadband support, but more than likely it is an issue concerning the cost of this

broadband width. 

Another topic in this week’s reading stated that the trend of online and blended learning schools is

being accelerated by teacher shortages.  Edudemic has an article by Katie Lepi titled “The World’s

Chronic Teacher Shortage.”  In the article, she states thae UNESCO’s studies predict that at the

current rates, serious teacher shortages will happen by 2030.  These blended and online learning

communities provide learning access globally and may be a cost cutting alternative to staffing.

According to this week’s reading, Keeping Pace, a benchmark was created using Florida Virtual

Schools to compare states online and blended learning.  Facts shared in the reading include: Florida

Virtual Schools (FLVS) is the largest state virtual school and 410,962 students enrolled in courses

and completed those courses successfully.  Our group completed a case-based study that supports

these statements.