1. Redesign EPSY 356 May 2, 2002 Final Project Presentation Julie Coiro James Sulzen Haibei Zhang Dong Ping Zheng

2. Introduction js

3. 3 Introduction Redesign of EPSY 240 (Technology in Education) –Evolution, not revolution One-credit course –Required for Juniors entering pre-service program Current main objective: Offer a wide exposure to educational technologies Taught by a half-dozen TA’s –120 students spread across 11 sections –Meet 75 minutes per week

4. 4 Issues with the Current Course Known issues 1) Way too much work for one credit 2) Consistency across lab sections 3) Level 1 competency expectations 4) On-going technology obsolescence Needs analysis added: Student frustration with: 5) Course organization and assessment 6) Pragmatic application of technology

5. Theoretical Approach js & dpz

6. 6 ADDIE ISD Model (Schlegel, 1995) –Analysis, Design, Development, Implementation, Evaluation –Can cycle back at any point AnalysisDesignDevelop ImplementEvaluate Instructional Design Theory (ADDIE model) Design Development Evaluation Analysis

7. 7 Learning Theory Framework ISD grounded in theory (Wilson & Meyers, 2000) Constructivism (Duffy & Jonassen, 1992) Vygotsky Social Constructivism (Schunk, 2000) –Zone of proximal development For TAs as well as for students Case-based Reasoning (Kolodnor & Guzzdial, 2001) Gagne’s nine events of instruction (Gagne, Briggs, & Wagner, 1992)

8. Needs Analysis js

9. 9 Needs Analysis Methodology –Highly qualitative (interviews & course evaluations) –Validation of results by former TAs and instructor Data sources –Structured interviews with 16 faculty, senior Neag administrators & TAs –Student course evaluations, pre- & post-surveys –Existing documents (standards, course materials…) Results (themes) –Data was coded and categorized to produce a dozen “themes”

10. 10 Needs Analysis Results From Student Data –Course needs clearer organization & assessment –Objectives need to be practical & focused –Support for Level 1 competencies –Be exposed to a wide variety of technologies From Interview Data –Support for Level 1 competencies –Exposure to wide variety of classroom-relevant technologies –Effective use of Internet and other technologies for pedagogy support –Real world problems with technology

11. Course Redesign jc

12. 12 Course Redesign Basic design concepts Instructional Objectives Syllabus –Comparison between old and new syllabus Course Requirements & Grading Lesson Plan Project & Rubric Course Modules –Three sample course lessons were developed Each include a TA and a student component –Details on: Web site evaluation lesson plan

13. 13 Basic Design Concepts One initial lecture and then meet in lab sections –Well-structured modules for each week –Flexibility for each TA to adapt as needed Student Guide book (revised) Companion course website Bi-weekly TA meeting TA Guidebook Relationship to theoretical framework

14. 14 Instructional Objectives Instructional –Assistive, ethical, barriers & instructional issues Technology Tools –Mac & windows usage –Basic productivity software (WP, PPT, spreadsheets, graphics) –Exposure to technology use in education: Internet & content tools Professionalism –Attendance, collaboration, positive attitude

15. 15 Course Requirements & Grading Lab homework & participation (40%) Midterm exam (25%) Lesson Plan Project (25%) –Choice of Format L esson plan web page Webquest Videotape a lesson PowerPoint Presentation –Hardcopy of all lesson plan components –Presentation to classmates Level 1 Exam (10%) Optional Extra Credit (3 points)

16. Syllabus & Lesson Plan Project js & dpz

17. 17 Syllabus / Course Schedule Prior Course Lecture Hall: Same Lecture Hall: Terminology, Fair use & copyright Lab Introduction Terminology, Tech Jeopardy Treasure Hunt I Treasure Hunt II Databases, Search, & Spreadsheet Midterm Advanced Word processing Presentation software Hypertext & Multimedia Lesson plan working session Lecture Hall: Sharing Lesson Plans Weekly Topics WeekRevised Course 1Lecture Hall: Course Introduction 2Lab Introduction 3Terminology & concepts, Fair use & copyright 4Lesson plans & PowerPoint intro 5Technology Treasure Hunt: Part I 6Technology Treasure Hunt: Part II 7Networking and Internet technology 8Midterm 9Evaluating websites & using DBs 10Advanced word processing 11Lesson plan working session 12Lesson Plan Project presentations 13Lecture Hall: TA presentations

18. 18 Lesson Plan Project Rubric ACTIVITY ExemplaryProficientBasic (100%+) (90%)(80%) Class presentation15% Use of technology30% Learning Theory 5% Lesson Plan50% TOTAL POINTS 100%

19. Course Modules jc

20. 20 Course Modules Several developed course modules Module components: –Module / session objectives –Two simple case studies –Student activities and resources –Extended learning opportunities –TA guide and suggestions Three developed or partially developed modules –Web site evaluation and database useWeb site evaluationdatabase use –Internet searching for lesson plans & teaching resourcesInternet searching for lesson plans & teaching resources –Multimedia and PowerPoint usageMultimedia and PowerPoint usage

21. Evaluation Plan hz

22. 22 Evaluation Plan Formative Evaluation –Feedback for course development from TAs & instructor –One-to-one evaluation with individual students –Small group testing –Field trial Summative Evaluation –Comparison with prior-year students data: Level 1 performance Technology skills Student evaluations

23. 23 Summary Formative assessment results Limitations Further work required Summary of our experience

24. 24 Limitations Significant inconsistency with data collection and analysis procedures Needs analysis was not validated with students No end-user testing of materials or design Student Guidebook was not addressed