Blogs, Wikis, Docs: Which is right for your lesson?

 

Hope this will be useful for you, friends.

https://docs.google.com/Doc?docid=ddnzwcn8_15g3jrbpdf

Week 10: Today I Learn, Today I Question

 

This week we learn about using web 2.0 in classroom. Pn Ng introduce a cool tool for us, that’s Microsoft Mouse Mischief. Mouse Mischief can transform classroom teaching. By Mouse Mischief integrated into Microsoft PowerPoint 2010 and Microsoft Office PowerPoint 2007, teachers can create interactive presentations, so that every classroom in which students are integrated into and enjoy the fun. 5-25 or so students via their mouse, while sharing the screen to answer multiple-choice questions and drawing. You can free download Mouse Mischief.

According to Microsoft, Mouse Mischief in the classroom using three powerful reasons:                 1. Enable students to actively participate in classroom teaching and to support collaborative  learning

With Mouse Mischief, you can integrate interactive technology into the curriculum to stimulate students' curiosity. Use different colors of the mouse pointer (such as robots, snow, more guitars and other shapes), students can be visually marked their answer on a shared screen to truly appreciate the joy of learning the true meaning. In group mode Mouse Mischief, will enable collaborative learning; in group mode, the group all members must cooperate and agree on the answer, and then can be selected.

2. Improve the overall classroom management and student participation

With Mouse Mischief, you will no longer need to wait for students raised their hands to answer questions; now, you can immediately see on the screen gives students the answer. With Mouse Mischief, all students, even those usually very quiet class students, are able to easily engage a regular basis, without fear of the answer wrong. This can help you better understand the progress of the whole class and knowledge to grasp the situation, thus immediately making course adjustments.

3. Familiar interface easy to use, and affordable

As the Mouse Mischief is integrated into a common technique in PowerPoint, so you do not need to spend time to learn new skills to use. In addition, you do not need to purchase expensive hardware to set up the classroom to show Mouse Mischief courses; many schools itself has a lot of mouse, and many shops are selling computer accessories mouse and USB hub for sale.

I can’t wait and quickly download in my laptop. Although I still don’t have chance to try, but after watching the demo video, I get some idea on how to design group activities in class using Mouse Mischief, I can imagine how students enjoy the games/competitions using their own wireless mouse  answer questions. This really will increase the involvement of students and engage them effectively. We normally be informed that technology is not designed for education, so we have to repurpose the technology, but this technology definitely designed for the use of educator. Hopes that there will be more technology like this.

 

As for Tubechop, it is a convenient tools allows us to easily chop a funny or interesting section from any YouTube video and share it. From the introduction found that it is really user friendly, find the video you want to chop. select & cut interesting part of the video, then share it with friends. This is a tools which must store in my computer as it is useful to shorten long speeches for wideos where smaller segments are of importance. With TubeChop I will be able to omit unnecessary information from videos.

 

Besides that, Dee introduce schoology in her presentation. Schoology.com is a social networking service and virtual learning environment for K-12 school and higher education institutions that allows users to create, manage, and share academic content. Also known as a learning management system (LMS) or course management system (CMS), the cloud-based platform provides tools needed to manage an online classroom.

Visually and functionally similar to Facebook, the service includes attendance records, online gradebook, tests and quizzes, and homework dropboxes. The social media features facilitate collaboration among a class, a group, or a school. Schoology can be integrated with existing school reporting and information systems and also provides the added security, filters and support that school districts require.

Schoology is offered to individuals, schools and districts free of charge. Revenue is generated by fees charged for premium add-ons such as customized branding, support packages, increased storage, single sign on (SSO), and data integration with existing student information systems (SIS).

Try to set up my own schoology space, found that although it is user friendly and very poweful, but to familiar to the new tools really takes times.

 

This week, every group take turn to show e-learning environment we create for our assignment 3. Most impress me is web-based environment created by Monica, Dee, Shakirah and Ezlin’s group. I know how tricky Wikispaces is for a beginner, but they really do a good job. I still remember I spend few months to develop my first wiki, but they only take few weeks time and manage to produce website better than I did before, may be this is the power of collaborative work. I also notice that there are bundles of online tools for ESL learners which are really useful in develop web-based environment to engage the students, as for Chinese language, we really difficult getting similar tools. I really envy them.    

Week 8: Today I Learn, Today I Question

 

This week we learn about Instructional Design Model. I haven attend IDD in previous semester, therefore it’s quite new to me, except ADDIE model which we apply in our assignment in TXGT 6104.

"Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity."

There have been multiple instructional design models that have been developed and implemented over the years. Below are just a few of today's most commonly applied and practiced instructional design models, theories, and methodologies:

Merrill's First Principles of Instruction

Many current instructional design models suggest that the most effective learning environments are those that are problem-based and involve the student in four distinct phases of learning: (1) activation of prior experience, (2) demonstration of skills, (3) application of skills, and (4) integration or these skills into real world activities. Figure 2 below illustrates these five ideas. Much instructional practice concentrates primarily on phase 2 and ignores the other phases in this cycle of learning.

At the top level the instructional design prescriptions based on first principles are as follows:

Learning is facilitated when learners are engaged in solving real-world problems.

Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.

Learning is facilitated when new knowledge is demonstrated to the learner.

Learning is facilitated when new knowledge is applied by the learner

Learning is facilitated when new knowledge is integrated into the learner's world.

Source: http://id2.usu.edu/Papers/5FirstPrinciples.PDF

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ADDIE Model

The ADDIE instructional design model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools.

Analysis

In the analysis phase, the instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner's existing knowledge and skills are identified.

Design

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific.

Development

The development phase is where instructional designers and developers create and assemble the content assets that were blueprinted in the design phase. In this phase, storyboards are created, content is written and graphics are designed. If e learning is involved, programmers work to develop and/or integrate technologies.

Implementation

During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures.

Evaluation

The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users which were identified.

It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE instructional design model; other models include the Dick & Carey and Kemp Instructional System Design (ISD) models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix. Figure 1 below illustrates the ADDIE model:

Source: http://en.wikipedia.org/wiki/ADDIE_Model

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Kemp's Instructional Design Model

The Jerold Kemp instructional design method and model defines nine different components of an instructional design and at the same time adopts a continuous implementation/evaluation model.

Kemp adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. The model is systemic and nonlinear and seems to encourage designers to work in all areas as appropriate (Steven McGriff).

The model is particularly useful for developing instructional programs that blend technology, pedagogy and content to deliver effective, inclusive (reliable) and efficient learning.

According to McGriff, Kemp identifies nine key elements:

1. Identify instructional problems, and specify goals for designing an instructional program.      

2. Examine learner characteristics that should receive attention during planning.

3. Identify subject content, and analyze task components related to stated goals and purposes.

4. State instructional objectives for the learner.

5. Sequence content within each instructional unit for logical learning.

6. Design instructional strategies so that each learner can master the objectives.

7. Plan the instructional message and delivery.

8. Develop evaluation instruments to assess objectives.

9. Select resources to support instruction and learning activities.

Source: http://edutechwiki.unige.ch/en/Kemp_design_model

Figure 3 below illustrates the Kemp instructional design model:

Figure 3 Kemp Instructional Design Model

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Gagne's 9 Events of Instruction

Robert Gagne is considered to be the foremost contributor to the systematic approach to instructional design and training. Gagne and his followers are known as behaviorists, and their focus is on the outcomes (or behaviors) resulting from training.

Gagne's book, The Conditions of Learning, identified the mental conditions for learning. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. See the nine events of instruction below:

1. Gain attention

2. Inform learner of objectives

3. Stimulate recall of prior learning

4. Present stimulus material

5. Provide learner guidance

6. Elicit performance

7. Provide feedback

8. Assess performance

9. Enhance retention transfer

Source: http://edutechwiki.unige.ch/en/Nine_events_of_instruction

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Bloom's Learning Taxonomy

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.

Figure 4 Kemp Instructional Design Model

Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

Source: http://www.officeport.com/edu/blooms.htm

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Kirkpatrick's 4 Levels of Training Evaluation

Donald L Kirkpatrick, Professor Emeritus, University Of Wisconsin (where he achieved his BBA, MBA and PhD), first published his ideas in 1959, in a series of articles in the Journal of American Society of Training Directors. The articles were subsequently included in Kirkpatrick's book Evaluating Training Programs (originally published in 1994; now in its 3rd edition - Berrett-Koehler Publishers).

Donald Kirkpatrick's 1994 book Evaluating Training Programs defined his originally published ideas of 1959, thereby further increasing awareness of them, so that his theory has now become arguably the most widely used and popular model for the evaluation of training and learning. Kirkpatrick's four-level model is now considered an industry standard across the HR and training communities.

The four levels of Kirkpatrick's evaluation model essentially measure:

1. REACTIONS-What they thought and felt about the training

2. LEARNING-The resulting increase in knowledge or capability

3. TRANSFER-Extent of behaviour and capability improvement and implementation/application

4. RESULTS-The effects on the business or environment resulting from the trainee's performance

All these measures are recommended for full and meaningful evaluation of learning in organizations, although their application broadly increases in complexity, and usually cost, through the levels from level 1-4.

Figure 5 Kirkpatrick's 4 Levels of Training Evaluation

Source: http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm

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After presentation, we discussion in small group to produce a road map. Below is the road map from our group.

We believe that ADDIE should be the main idea which we should consider while planning e-learning course or create an e-learning environment. Started from ANALIZE students’ learning problem or skills they should acquire. From there, continue with DESIGN a suitable plan to solve the problem or plan so that students will acquire certain skill. While DESIGNING, actually should consider a lot of things, such as PLE, aspects visual web-based learning, model of learning engagement and also learning theories. We believe that TPACK is the suitable framework guide the design, where all the four element should be consider within Technological Pedagogical Content Knowledge area. In DEVELOPMENT phase, IMPLEMENTATION phase & EVALUATION phase, TPACK also leads the four elements so that e-learning environment will be create.  

Week 7: Today I Learn, Today I Question

Week 7’s focus was on “How to Design a Web-based environment for Learning and Usability”.  This was my topic. While searching for some suitable web as example to show in presentation, I found that although I have a little bit experience in create a learning environment (wikispaces) for T&L before, but actually I didn’t actually emphasize in webpage design. This assignment made me realize that I should also put some of my energy decorate the house I prepare for students. First impression is always important, especially for teenagers.

I agree with Kong Joo that designing a dynamic website is really take times especially when we still new, but since we have spend most of the time for the content, why don’t we also distribute some of the time to decorate with the purpose of engaging our audient. (We can’t denied that we as adult also attracted by dynamic website, right?) Of course effectiveness of the website should be the most important factor we as educator should consider. In fact, we won’t be able to do like professional webpage designer, but I believe that design for achieve certain purpose shouldn’t be a problem for us, that’s the simple guidelines for me.

Unexpectedly, that day’s internet connection facing some problem, luckily I still manage to open few website which I plan to show in presentation, if not, it will really ruin my plan. This incident actually teach me a lessons that we should always have a plan B while using technology, especially in the process of T&L.

After presentation, Pn Ng gave us a comprehensive explanation in designed our web-based environment, I found that actually I left out a few important feature during presentation. She mention also storyboard. I actually didn’t plan the storyboard on paper, but I think I did planed my storyboard in mind intentionally, of course not that detail, only have a roughly idea, then slowly improving gradually.

Design a web-based environment indeed a major project, points to pay attention really endless. What I can do is learn while designing, we can’t really learn before we jump into the pool.

Actually I still struggling with the ppt one day before presentation. I really lost confidence after Dr Tee’s class, it was the very first time I did so bad even Sailor asked why I failed so completely this time. Thanks my dear friends, Sailor, Pearl, Monica for accompany me at that thunderstorm night and gave me encouraging the next day. Without your moral support, I won’t be able to stand in front to carry on my presentation. Thanks a lot, my dear friends

Week 6: Today I Learn, Today I Question

 

Week 6’s focus was on PLE (Personal  Learning Environment). Actually I only manage to download all the material from Moodle, really don’t have time even to go through. I think this probably first time I enter lecture without reading any material. Too many responsibility to fulfill, too many works to make up, suddenly feel panic. Everything seems in disarray, unable to calm down……

I feel guilty and hope that I will be escape, but unfortunately Pn Ng wants us to write something about PLE……Fortunately Pearl’s presentation at least gave me a simple concept about PLE.

The term PLE describes the tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals. A typical PLE for example might incorporate blogs where students comment on what they are learning, just like what we do in class PXGT6110. Other than this, learners might store and share information and connect to peers and their collections of resources in a virtual learning platform. A PLE also puts learner in charge of their own learning processes, challenging them to reflect on the tools and resources that help them learn best. As a learning platform that is by difinition always evolving, a PLE requires students to engage in ongoing decision making to maintain, organize, and grow their learning environments. The process of self-directed learning requires a degree of self-awareness, and it must be given time to mature.

Most of the material did mention that PLE will be our future, our higher education system is gradually operation in this direction. But in primary school & secondary school, I think there still a long way to go. As I know, most of the secondary students is like a parrot, hardly have their own opinion. Even teacher pick suitable dishes to spoon feed them, some of them still feel lazy to open their mouth. Want them to in charge of their own learning, must start with changing their own mind-set, but most of all, teacher should the one to change their mind-set first. We are fortunate to be able to receive all those latest information in advance, what about millions of teachers who still using chalk & talk in T&L and strongly believe that is the only and most effective ways to teach. It is sad to say that in Malaysia still have a huge numbers of teacher don’t even have email account. In their opinion, internet is just a place for games, for social interaction……but not for learning, how are they going to make use of all those web 2.0 tools enhance T&L, I ‘m wondering. If most of our teachers still using traditional method to teach, how can our student keep up the pace of social progress. 

Our group manage to discuss with Pn Ng and show her our wikispaces set up for assignment 3. We only manage to put in 3 activities meant for enhanceing F2 students's essay writing but still don't have time to beautifying the platform. Our wikispaces look blank and dull.Pn Ng gave us some idea to decorate the house we prepare for our students. Besides that, she also let us realise that we shouldn't scare our audients from the first impression.Therefore we decide to name the platform as "Paradise of Learning" and minimize all those heavy words, replace with some feature which will made students enjoy learning in virtual learning environments. Hopes that what we have done will successfully engaging students.