Principles & Practices of Online Course *Creation & Instructional Design* (PPOCCID) Sp09 Class 3

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Published on February 18, 2009

Author: jeffkeefer

Source: slideshare.net

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These are the slides for class 3 of Principles & Practices of Online Course Creation & Instructional Design (PPOCCID) at NYU's SCPS for Spring of 2009.

Principles & Practices of Online Course Creation & Instructional Design (PPOCCID) Jeffrey Keefer February 17, 2009—Class 3 [email_address] X75.9901.001—Spring 2009 Tuesdays, 6:30pm – 8:00pm Location: http://www.epsilen.com/Inst/nyu

Agenda Review Critical Incident Questionnaire (CIQ) Team #1 Presentation Presentation Debrief Review Assignments Due Check-in: Course Process / Progress / Objectives Team Time Discussions of Readings Philosophies of Practice Tools for online engagement and communication (EDW) Critical Incident Questionnaire (CIQ)

Review Critical Incident Questionnaire (CIQ)

Team #1 Presentation

Presentation Debrief

Review Assignments Due

Check-in: Course Process / Progress / Objectives

Team Time

Discussions of Readings

Philosophies of Practice

Tools for online engagement and communication (EDW)

Critical Incident Questionnaire (CIQ)

Critical Incident Questionnaire Results: 8 5 Break out rooms 3 Interactive lectures 3 Handling of the readings 1 3 Working with classmates for assistance 4 Numerous communication types, including Epsilen outside class

Team #1 Presentation

What Works & What Does Not?

Evaluation Summarize Critically evaluate Support your perspectives http://flickr.com/photos/coffeegeek/2195029692/sizes/m/

Evaluation

Summarize

Critically evaluate

Support your perspectives

Rubric

Break

Review Assignments Due http://flickr.com/photos/teachandlearn/2899541656/sizes/m/

Review Assignments Due (Create and) Have at least one blog posting by Sunday (noon) before class Put name and blog name (link) to your blog in the wiki Post at least 2 Comments to class member blogs Check /reply in course forums Upload avatar (image) Readings

(Create and) Have at least one blog posting by Sunday (noon) before class

Put name and blog name (link) to your blog in the wiki

Post at least 2 Comments to class member blogs

Check /reply in course forums

Upload avatar (image)

Readings

Course Process / Progress / Objectives http://flickr.com/photos/8533266@N04/2193661213/sizes/m/

Time for Team Meetings

Use the ADDIE Instructional Design Model

Philosophies of Practice http://www.techsoap.net/techsoap/WindowsLiveWriter/Sprout.jpg

 

Philosophies of Practice Philosophy of practice is the paradigm through which we perceive and practice education

Philosophy of practice is the paradigm through which we perceive and practice education

Some Philosophies of Practice Behaviorist —observable behaviour indicates whether or not the learner has learned something Cognitivist / Analytical —rational transmission of knowledge; the amount learned depends on the processing capacity and the amount of effort expended during the learning process (there is a reality to be known, cf. post-positivism) Critical —promote political, social, and educational change Constructivist —the individual learner constructs meaning and knowledge by interpreting the information and the world according to their personal reality

Behaviorist —observable behaviour indicates whether or not the learner has learned something

Cognitivist / Analytical —rational transmission of knowledge; the amount learned depends on the processing capacity and the amount of effort expended during the learning process (there is a reality to be known, cf. post-positivism)

Critical —promote political, social, and educational change

Constructivist —the individual learner constructs meaning and knowledge by interpreting the information and the world according to their personal reality

http://flickr.com/photos/hodgiemullo/2851593823/sizes/m/

Understanding e-Learning Technologies-in-Practice through Philosophies-in-Practice (TPOL) Embedded in our opinions on e-learning technologies are views on the (non) neutrality of technology. The debate over technological neutrality revolves around whether or not technologies are neutral and whether or not biases can arise only from the ways in which technologies are used by teachers and students – or whether biases can occur through the technologies themselves. An analogy to contextualize and bring relevance to views on the neutrality of technologies can be gained from the catch phrase, “People kill people, not guns.” A comparable catchphrase in the field of e-learning might be, “Educators reshape education, not technologies.” Many educational technologists agree with Jonassen (1996), who asserts that “carpenters use their tools to build things; the tools do not control the carpenter. Similarly, computers should be used as tools for helping learners build knowledge; they should not control the learner” (p. 4). While Jonassen’s argument sounds solid in its rationale, media theorist Marshall McLuhan (1964) suggests otherwise. Specifically, even though the neutrality of a tool speaks to our common sense with respect to the ways in which tools are used, McLuhan and Fiore (1962) maintain that media can profoundly transform society and the human psyche. McLuhan also made famous the aphorism, “The medium is the message,” giving pause to the assumption of the non-neutrality of technology (p. 94).

Embedded in our opinions on e-learning technologies are views on the (non) neutrality of technology. The debate over technological neutrality revolves around whether or not technologies are neutral and whether or not biases can arise only from the ways in which technologies are used by teachers and students – or whether biases can occur through the technologies themselves. An analogy to contextualize and bring relevance to views on the neutrality of technologies can be gained from the catch phrase, “People kill people, not guns.” A comparable catchphrase in the field of e-learning might be, “Educators reshape education, not technologies.” Many educational technologists agree with Jonassen (1996), who asserts that “carpenters use their tools to build things; the tools do not control the carpenter. Similarly, computers should be used as tools for helping learners build knowledge; they should not control the learner” (p. 4). While Jonassen’s argument sounds solid in its rationale, media theorist Marshall McLuhan (1964) suggests otherwise. Specifically, even though the neutrality of a tool speaks to our common sense with respect to the ways in which tools are used, McLuhan and Fiore (1962) maintain that media can profoundly transform society and the human psyche. McLuhan also made famous the aphorism, “The medium is the message,” giving pause to the assumption of the non-neutrality of technology (p. 94).

Tools for online engagement and communication (EDW) After reading this chapter, you should be able to use important online tools such as digital stories, blogs, and wikis to: • Develop learners’ online identities and communicative abilities. • Engage learners with course content and with their peers. • Develop online learner communities. • Vary modes of participation.

After reading this chapter, you should be able to use important online tools such as digital stories, blogs, and wikis to:

• Develop learners’ online identities and communicative abilities.

• Engage learners with course content and with their peers.

• Develop online learner communities.

• Vary modes of participation.

Next Week’s Deliverables Team Projects Readings from TPOL and EDW Check / reply in course Forums and Wikis Post comments to at least 2 class blogs At least one blog posting by Sunday (noon) before class

Critical Incident Questionnaire (CIQ) Online http:// www.surveymonkey.com/s.aspx?sm=qXbIYrI6JHTsbmBEQ5VtaQ_3d_3d (v6)

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