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Road MapRoad Map
Update: Emerging Tech Assignment
Debrief – Readings
Applying Theory Part 2
PLN: Google Sites or other designated website
Tech Tool: what all presenters need to know; Storytelling
reminders for next week…
Where we’ve been:
Where we are:
Where we’re going:
5 – 10 minute group PRESENTATIONPRESENTATION Highlighting an emerging technology Suggesting how it might be used in the
classroom
Emerging Technology Emerging Technology Preso!Preso!
Emerging Technology Presentation
Info and Examples:
Description: http://edweb.sdsu.edu/courses/edtec572comet/emergingtech.php
Examples See Assignments Page
Debrief: ReadingsDebrief: Readings
You are responsible for applying the principles in this book to your presentations and created instructional content!
We will continue to explore effective presentation of information over the next few weeks. - This is a process.
What is the take away point you came away with? Page #?
What is good or bad presentation you ever attended?
Why?
A few points from Chapters 4-6 (Williams):
Don’t let this be you!:
Task Analysis: #97Task Analysis: #97
Procedural: what’ll the learner do? Highly structured tasks. Concrete content.
Cognitive Task Analysis: the “ mental” steps in completing a task
Topic: content & structures (like Bloom’s)
Critical Incident Method : interpersonal skills & attitudes interview SMEs; job holders
Bloom’s overlaps Bloom’s overlaps Topic TA:Topic TA:
To analyze learning/task
And to create instructional strategies/activities
Instructional Strategy Selection Chart
Ensures the Alignment of Objectives, Activities and Outcomes
Ann: Job Task Analysis Joseph: the peanut butter and jelly
sandwich example (#98) Dow-Ning: how animation students use
tablets to drawImportance of lit review, interview SMEs
Scott: specifying cues to let the learner know that a step was complete
Josiah: train sales team (critical method, both novice & SMEs)
Dionna: CTA--to analyze and make decisions based on the particular situation
Lora: not everything learners need to know can be directly observed
Noel: why Army Air Force pilots were not learning to fly correctly in World War II (Critical Incident); field observation of the task
Erika: "win" the challenge of successfully having a member protect their loan with payment protection (interpersonal skills & attitudes)
Nora: SMEs and ID (different responsibilities)ContentOrganize and sequence the content
efficiently by applying learning and instructional theories.
Aaron: develop a pass-down book prior to job transfer; serve as your own SME
Anu: TA as the collection of procedures for defining the content of an instructional unit.
Jack: for Emerging Tool presentations—Poll everywhere
Task AnalysisTask AnalysisReview: HalloweenReview: Halloween
What are the cultural facts and concepts?
trick-treating, carving a pumpkin, or making costumes.
Task AnalysisTask AnalysisCooking!Cooking!
What are the facts and concepts, procedures?
How much time would each task take?
Task AnalysisTask Analysis(and how it relates to your final project) (and how it relates to your final project)
You will need to identify an appropriate “chunk” of instruction to develop
It may be a part of a larger unit of curriculum
Objectives align to tasks and sub-tasks
Regarding Your Final Project:
GROUP SIZE HOURS OF INSTRUCTION
1 = 2
2 = 3
3 = 4
4 = 5
Learning ObjectivesLearning Objectives(Chapter 5 Morrison) (Chapter 5 Morrison)
Once you’ve identified your content …
What will the learner DOto
DEMONSTRATEtheir learning?
Learning ObjectivesLearning ObjectivesA Reminder: Classifying ObjectivesA Reminder: Classifying Objectives
Classifying objectives helps prescribe the appropriateInstructional strategy
Facts Concepts Processes Procedures Principles
Apply Classify new examples
Develop a Process
Perform the Procedure
Solve a Problem. Make Inference
Remember Remember the Facts
Remember the Definition
Remember the Stages
Remember the Steps
Remember the Guidelines
Learning ObjectivesLearning ObjectivesA Reminder: Classifying ObjectivesA Reminder: Classifying Objectives
Classifying objectives helps prescribe the appropriateInstructional strategy
THE KNOWLEDGE DIMENSION
THE COGNITIVE PROCESS DIMENSIONRemember
(Knowledge)
Understand (Comprehension)
Apply(Application)
Analyze(Analysis)
Evaluate(Synthesis)
Create(Evaluation)
Factual
Conceptual
Procedural
Meta-Cognitive
Learning ObjectivesLearning Objectives(Chapter 5 Morrison) (Chapter 5 Morrison)
What areCONCRETE
andOBSERVABLE
outcomes?
Keep In Mind!Keep In Mind!Objectives are for Designers to
Communicate with Each other and their Clients
To your Learners: Use Plain English A few Paragraphs about
What you’ll learn Why it’s important or relevant
Learning ObjectivesLearning ObjectivesPractice: Observable VerbsPractice: Observable Verbs
The learner will understand ….
The learner will recognize ….
The learner will feel ….
Change the verb in each of the following phrasesto one that is observable:
Learning ObjectivesLearning ObjectivesPractice: Observable VerbsPractice: Observable Verbs
The learner will understand ….
The learner will recognize ….
The learner will feel ….
Change the verb in each of the following phrasesto one that is observable:
Classify, discuss, identify, select, analyze, distinguish ..
Learning ObjectivesLearning ObjectivesPractice: Observable VerbsPractice: Observable Verbs
The learner will understand ….
The learner will recognize ….
The learner will feel ….
Change the verb in each of the following phrasesto one that is observable:
Classify, discuss, identify, select, analyze, distinguish ..
Identify, select, categorize, indicate, locate ..
Learning ObjectivesLearning ObjectivesPractice: Observable VerbsPractice: Observable Verbs
The learner will understand ….
The learner will recognize ….
The learner will feel ….
Change the verb in each of the following phrasesto one that is observable:
Classify, discuss, identify, select, analyze, distinguish ..
Identify, select, categorize, indicate, locate ..
Express, attempt, defend, share, participate in, choose ..
Learning ObjectivesLearning ObjectivesPractice: Observable VerbsPractice: Observable Verbs
Morrison – Chapter 5 – Table 5-5 Table 5-5 Observable verbs for the
cognitive domain
Bloom’s Polygon PDF – Week 3
More examples:
Learning ObjectivesLearning ObjectivesPractice: Cognitive ObjectivesPractice: Cognitive Objectives
The learner will interpret a sales graph
Write a cognitive objective for the following task:
Learning ObjectivesLearning ObjectivesPractice: Cognitive ObjectivesPractice: Cognitive Objectives
The learner will interpret a sales graph
Write a cognitive objective for the following task:
- Determine the group that sold the most
- Determine the groups that were below average
- Determine the year with the greatest number of sales
Learning ObjectivesLearning Objectives and Task Analysis and Task Analysis
Final Project Takeaway: You will be most successful if you:
• Accurately estimate tasks and time needed (scope)• Specifically describe learning objectives and concrete behaviors
PLN: Google Sites .. PLN: Google Sites .. Or?Or?
Assignment for this week:
Continue the Tools Presentation
Develop a website (or webpage) that will be used to document your PLN and other EDTEC 572 work.
Google Sites You will continue to add to your site throughout
the remainder of the course
Devan’s