1. EDUC 260: Week 4

2. 2 Outline Administrivia Feedback on Reading Response #1 Discussion Instructional Design Basics Introduction to WebQuests For next week

3. EDUC 260: Week 43 Administrivia Most significant: –keeping the class up-to-date –going over the ins-and-outs of the position paper –Turnitin program –online conferencing Other comments: –Hard to keep on top of workload when we meet only once a week (suggestion: WebCT, syllabus & “Next Week” Slide) –Reading responses: take a lot of time and work for 5%/a little overwhelming (any hints to deal with this to be more efficient?) valued for thinking about issues –Suggestion: time to converse in the chat room together

4. EDUC 260: Week 44 Suggestions Use “reply with quotes” sparingly –i.e. respond to a specific idea. Active and regular participation with peers –Encouragement, support, challenging their ideas, and sharing resources. Use the questions on the website to provide a basis for your thinking –to build upon rather a final answer. Spend less time reiterating what is in the readings –Instead, develop your own insight into an issue and use resources to support your views or support/refute those of others. Progress with the discussion –points may have already been covered and the class may have moved on.

5. EDUC 260: Week 45 Instructional Design Basics

6. EDUC 260: Week 46 Instructional design Definition –A set of systematic procedures for developing teaching materials and setting up learning environments –Links theory with practice in designing effective instruction –Example: a cookbook There are numerous instructional design models

7. EDUC 260: Week 47 Instructional Design Models Simplest model: ADDIE

8. EDUC 260: Week 48

9. 9 More about ID models ACPDDIE: Analyse, Create, Personalise, Design, Develop, Implement, and Evaluate Resources ADDIE: http://www.personal.psu.edu/faculty/s/j/sjm256/portf olio/kbase/IDD/ADDIE.pdf http://www.personal.psu.edu/faculty/s/j/sjm256/portf olio/kbase/IDD/ADDIE.pdf McGriff’s pages on ADDIE, Dick & Carey’s, and Kemp’s Models http://www.personal.psu.edu/faculty/s/j/sjm256/portf olio/kbase/IDD/ISDModels.html http://www.personal.psu.edu/faculty/s/j/sjm256/portf olio/kbase/IDD/ISDModels.html

10. EDUC 260: Week 410 Writing Objectives Specific (expected behaviour/action stated clearly) Measurable (outcome tied to the assessment) Acceptable (to student and instructor) Realistic Time-bound (completed within a timeframe) ________________ Behaviour Conditions Criteria

11. EDUC 260: Week 411 Wording “After this unit/lesson/etc. you will be able to:” (Learner focused). Suggested verbs: Bloom’s taxonomy See: http://www.acoem.org/education/joint sponsor/Learning%20Objectives.pdf

12. EDUC 260: Week 412 Resources Examples of Objectives –http://www.distance.uvic.ca/faculty/object_ex.htmhttp://www.distance.uvic.ca/faculty/object_ex.htm Bloom’s Taxonomy –http://www.coun.uvic.ca/learn/program/hndouts/bloom.h tmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.h tml General Guidelines –http://www.glencoe.com/sec/teachingtoday/downloads/p df/objective_statements.pdfhttp://www.glencoe.com/sec/teachingtoday/downloads/p df/objective_statements.pdf –http://www.nwlink.com/~donclark/hrd/templates/object ivetool.htmlhttp://www.nwlink.com/~donclark/hrd/templates/object ivetool.html Writing Learning Objectives for Unit/Lesson Plans –http://www.harding.edu/USER/dlee/WWW/objectives.d ochttp://www.harding.edu/USER/dlee/WWW/objectives.d oc More (detailed) info –http://med.fsu.edu/education/FacultyDevelopment/PDF /writingobjectives.pdfhttp://med.fsu.edu/education/FacultyDevelopment/PDF /writingobjectives.pdf

13. EDUC 260: Week 413 WebQuests

14. EDUC 260: Week 414 Why WebQuests? Originated with Dr. Bernie Dodge in 1995. Based on the concern that K-12 students spent far too much time searching the web, and not enough time thinking about, or thinking with, what they find. “WebQuest” –specific kind of web page –usually built by a teacher –design focuses on helping students use particular web-based (or other) materials as resources –for problem-solving Enormously popular!

15. EDUC 260: Week 415 WebQuest Resources Assignment #4 Integrated Resource packages http://www.bced.gov.bc.ca/irp/irp.htm http://www.bced.gov.bc.ca/irp/irp.htm Six required primary components of a WebQuest http://schools.sd68.bc.ca/webquests/ http://schools.sd68.bc.ca/webquests/ Five Rules for Writing a Great WebQuest http://www.iste.org/L&L/28/8/featuredarticle/d odge/index.html http://www.iste.org/L&L/28/8/featuredarticle/d odge/index.html

16. EDUC 260: Week 416 Additional Resources WebQuest building blocks and examples http://projects.edtech.sandi.net/staffdev/b uildingblocks/p-index.htm http://projects.edtech.sandi.net/staffdev/b uildingblocks/p-index.htm Create a task rubric http://webquest.sdsu.edu/rubrics/rubrics.ht ml http://webquest.sdsu.edu/rubrics/rubrics.ht ml Reading and training materials http://webquest.sdsu.edu/materials.htm http://webquest.sdsu.edu/materials.htm

17. EDUC 260: Week 417 WebQuest Activity: Groups Divide into Groups: Middle/High School Elementary

18. EDUC 260: Week 418 Activity Instructions Go to: http://webquest.sdsu.edu/materials.htmhttp://webquest.sdsu.edu/materials.htm Under A WebQuest about WebQuests, select “Elementary” or “Middle and High School” depending on your group. Take 10 minutes to read the instructions and organize your group Individually, spend up to 7 minutes on each site to complete your worksheet (35 minutes max.) Regroup and answer the questions as a group. Make sure you have someone recording and ready to report out (25 minutes max. Let Stephanie know when you’re done) Larger group discussion

19. EDUC 260: Week 419 For Next Week Be prepared to start the online discussion for Reading Response #2 Review information about the Position Paper Position paper outline for discussion Post any questions in the WebCT Q&A