Categories
Instructional Design Online Pedagogy

The week 4 of the Pedagogy First! course

This week the reading of the Chapter 3: Course Design and Development, starts with the presentation of two different approaches regarding the conversion of the course content to an online shape. The cases described are similar in general term to real situations in several educational institutions.

The proposal of the authors is an excellent starting point for any analysis. I think I recognize these situations: you’re in front of course content represented by text documents, diagrams, pictures, presentations, videos, quizzes, homework and other materials traditionally used in the face-to-face sessions, and you have difficult to find a starting point and a way forward to transform it into an online or blended course.

I personally found good tips to help organize a project of transformation to avoid a mechanical conversion of the materials in online content.

No wonder that many times instead of transforming each material individually, the recommended option is a radical proposal associated with a new instructional design that considers the context in which this course will be located, as expressed in the 5 points described on page 53:

  1. Target group
  2. Delivered online content
  3. Student Internet access
  4. Instructional Design support available
  5. Available tools

The Difference between goals and objectives

  • Goals are broad objectives are narrow.
  • Goals are general intentions; objectives are precise.
  • Goals can be known; objectives can be demonstrated.

What may seem like an intellectual lucubration expresses a common reality: it is easier to express goals that Learning Objectives.

Personally I have used Bloom’s Taxonomy on several occasions in curriculum redesign projects. For this reason I found
particularly important the following book references:

Introduction to HTML

Good course, not necessary to write HTML but to understand just in case you meet a cryptic html page. Each time I needed to produce web pages, a WYSIWYG tool has been the natural choice.

Prezi

An attractive tool to produce dynamic presentations. I just looked the tutorials and presentations, so the next step should be to produce one…

Course Design

I’m just planning a block (3weeks) about collaborative work with online web tools, of a blended course “Socio-cultural Communication and Media”.

Learning Objectives

  • (Understand) Identify the benefits of collaborative work in education
  • (Apply) Build a personal web space
  • (Apply) Build a collaborative web space
  • (Apply) Develop content for didactic unit

Following the book’s Table 3.2 example: each week will include the following details:

Instructor-generated content and presentation:

  • How to interact with the LMS platform (Blackboard) and group organization (first week)
  • Lectures (face-to-face)
  • Guided tutorial
  • Video Links

Discussion/ Interaction / Communications:

  • Discussion in the weekly forum based on readings, FAQ and assignments
  • Feedback and responses from the teacher and other students
  • Feedback from group work

Readings and Web resources

  • Text assigned reading: selected web articles
  • Wikis and Blogs workshop
  • YouTube videos (how-to)

Assessments: (individual and group)

  • Weekly forum Participation
  • Wiki/Blog construction

Categories
Instructional Design Online Pedagogy

My reflections for week 3

Another week with interesting perspectives and references to useful resources. Thank you for your work Jim and Lisa!.

I started with the questionnaire in which I got 11 points, which shows my tendency toward a constructivist formula. I think the result may vary slightly depending on the content of instruction: different if for the unchanged machine operation or if it’s a reflection on strategy. It may also influence the group of students, their prior knowledge and experience. If it’s an undergraduate or a master course student.

Probably will use teaching methods that may vary slightly in the middle between the constructivist and instructivist alternatives.

The reading of the chart and the video for “Getting Started Chart” shows a very good path structure, depending on personal preferences and skills, but also depending on the instructional content and the target group. I find it particularly useful as a reference when deciding an instructional design strategy.

The article: Chickering and Ehrmann, Implementing the Seven Principles: Technology as Lever (1996) is a well-selected resource in this POT course. I add the phrases that were particularly relevant to me:

  • “Any given instructional strategy can be supported by a number of contrasting technologies”.
  • “Any given technology might support different instructional strategies. For any given instructional strategy, some technologies are better than others”.
  • “With the new media, participation and contribution from diverse students become more equitable and widespread… when a student or instructor (or both) is not a native speaker of English; each party can take a bit more time to interpret what has been said and compose a response”.
  • “Learning is enhanced when it is more like a team effort than a solo race”.
  • (Students) “… must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives”.
  • “Knowing what you know and don’t know focuses your learning: Prompt Feedback”.
  • “Allocating realistic amounts of time means effective learning for students and effective teaching for faculty”.
  • “Expecting students to perform well becomes a self-fulfilling prophecy”.
  • “Different students bring different talents and styles to college”.

About my pedagogical goals and Objectives for a possible or current class:

  • Encourage the creation of content created by the students, both for the current course content to use as future versions of the of course.
  • Reinforce the active participation of students, by using tools like wiki, blogs, social bookmarking, etc.
  • Create relevant application Assessment of Proposals to assess skills (easy to say, hard to do)
Categories
e-Learning

my second week of the Pedagogy First course.

I write a few lines after a week of enriching and attractive exploration and reading in this second week of this Pedagogy First course.

Of the proposed teaching blogs I find interesting points of view in:

  • Delaney Kirk, in a dynamic interview with Chris Brogan, author of books on social media. Chris also expresses his opinion on the Google + potential on Facebook and Twitter as a tool in education.
  • Cool Cat Teacher Blog, with an interesting post that describes how to pick the Perfect Font Size Using The Fibonnaci sequence.

I Already set-up my newsreader in Google Reader account to subscribe to news about Society and technology, so I added the Pedagogy First! blog feed to my reader.

I expanded my exploration to other topics of social networking:

  • The use of Twitter About in education. I found interesting tips in: Thirty Interesting Ways * to use Twitter in the Classroom.
  • Experiences in the construction of PLN: Personal Social Networks.
In short, a profitable week…
Categories
Lifelong Learning

My presentation to Pedagogy First!-course

My name is Jaime Oyarzo. I work as Associated Professor in the Department of Computer Sciences in Alcala University, Madrid-Spain and I am working as e-learning consultant, author and teacher for blended courses and diploma programs targeting Latin American universities.

I enjoy learning new things, particularly related with the innovation in the teaching and learning process with help of TICs and the Web.

This course is a good opportunity to gain experience in online pedagogy.

Cheers!

Categories
Lifelong Learning Web 2.0 Tools

My Personal Learning Network

I started the creation of a personal site with iGoogle for some years ago, connecting my favourites news sites, my blog, additional interesting blogs, Web 2.0 tools and some useful personal bookmarks, both in English and Spanish.

The last months I have reflected a lot about the way I’m working with my personal learning, specially using technology to expand my learning network.

I participated recently during 8 weeks in a MOOC course (Massive Open Online Class), EduMOOC “Online Learning Today…and Tomorrow”, conducted by the Center for Online Learning, Research and Service at the University of Illinois Springfield.

One of the discussions handled with how the personal online learning networks are changing the way we learn.

So now am I changing my personal site and creating my own personal learning network.

This picture reflects my preliminary conclusions. Probably I’ll create 3 tabs:

  • General (news, information),
  • Resources (OER),
  • Web 2.0 Tools.
Ideas to enhance my PLN
Categories
Web 2.0 Tools

Blogs in Plain English

A good explanation…

Categories
Web 2.0 Tools

Blogs

What is your opinion?

Can blogs gives support to a Face-To-Face class session?