1) What have you learned about analyzing learning task and objectives? How can you plan to apply this new information (new to some of you who have not taken an instructional design course) to your design project?
That was a nice review of task analysis, objective writing, instructional sequencing and instructional strategies. As I have a specific project in mind, the review of those instructional design phases becomes more meaningful and effective. The task analysis chapter addresses each of the six information type: facts, concepts, principles and rules, procedures, interpersonal skills, and attitudes. My specific Fundamentals of Technology course will mostly include facts, concepts, procedures, attitudes and principles. For example, types of computers is a fact learning, performing common printing functions is a procedural learning, identifying how to use computers and the internet safely, legally, ethically and responsibly is an attitude learning. Each of the information type requires designer/instructor to design and develop a different instructional strategy. For example, in order to address a learning objective: Be able to search the internet for information, which is procedural information, it is not appropriate to use mnemonics as the instructional strategy. The designer/instructor has to analyze the task in order to find out the type of learning/information and outcomes and plan the instructional activities (by using instructional strategies) based on those types of learning/information and outcomes.
2) Given the learning objectives/tasks you have identified, what instructional strategies or activities you have identified from Bonk and Zhang’s book are useful for your target community members (or learners) to achieve their goals/objectives?
As I reviewed Bonk and Zhang’s (2008), I have identified several good instructional activities for my Fundamentals of Technology course design project. For example, I will ask students to post webliographies about the different uses of computers in their specific areas. This will allow students to practice searching the internet and finding, evaluating, and selecting the relevant Web resources to create a webliography. Bonk and Zhang (2008) state that "this activity includes online exploration, self-directed learning, decision making, and digital literacy skills in browsing, filtering and compiling information" (p. 57).
Another activity that I will use from Bonk and Zhang's (2008) textbook is individual reflection papers activity. I will ask students to reflect on the trendy and useful software of their own areas. This activity will not only help students to learn the concept of software but also relate the concept to their own area.
I am looking forward to design and develop this course. It is amazing that we have so many resources and ideas to use in that project.
Friday, April 9, 2010
Sunday, April 4, 2010
Reflective Summary II
Using Technology to Scaffold Learners and to Facilitate Learning
Why do we really use technology in instruction? Obviously, we use technology for several purposes including communication, storing the data, creating instructional products, collaborating, utilizing the media it supports, etc. So, it serves us to facilitate learning. Gay, Rieger and Bennington (2001) have made a research regarding the educational implications of using mobile computers in field experience. Gay et. al (2001) state “The purpose of developing mobile computing applications is to provide resources and communication abilities where they are needed as well as to help prepare students for applied scientific practice. Mobile computing can potentially enable students to share information, coordinate their tasks and more generally, function effectively in collaborative activities. Such skills will prepare students to make the transition to a working world that increasingly stresses the interdisciplinary teamwork” (p.525). In the context of that research, the researchers believe that they should help learners to develop their collaborative skills, and that’s why they chose to use mobile computers as tools to achieve that goal. Some of the activities that learners do through mobile computers are entering notes, uploading data to a central site where their classmates can access all of the collected data, analyzing group findings, and making comments and annotations. So, the mobile computer technology facilitates collaboration through its attributes, and learning occurs. Below is an illustration of the relationship among the goal, instructional strategy and technology as a tool:
Goal: Involvement in teamwork to prepare for working world
Instructional Strategy: Encouraging collaboration in field experience
Tool: Mobile Computer
(It can enable students to share information, coordinate their tasks and more generally, function effectively in collaborative activities)
How about the role of instructor in such a context? We have discussed several times in this course that the instructor is only the facilitator as opposed to being the authority in collaborative learning environments. The instructor only monitors and provides support whenever needed.
My Virtual Learning Community
“I will design and develop an online course for the institution I work. The course is going to be about Fundamentals of Technology. That course will provide students with the fundamental concepts, principles, and ideas needed to understand how business is operated and managed in a rapidly changing global environment, which is needed for success in business-related careers. Basic computer, database and Internet skills will be covered. This course will also provide job readiness skills and soft skills that are critical for success in any workplace setting (Ataman, 2010)”. In my course several instructional strategies/scaffolding will be used. For example, in order for learners to improve their computer skills to get ready for their career, the instructor will demonstrate computer procedures and record instructional videos to be posted online. Smith and Ragan (2005) suggest that demonstrations are useful for teaching procedures.
Also, sharing computer-related resources and ideas will be encouraged in discussion board to facilitate peer interaction and collaboration. Additionally, students will be encouraged to open a LinkedIn account, which is a professional social networking community, to be involved in community of practice to get information about the uses of computer in their field. This will also motivate the learners. “Community of practice is a concept closely related to situated cognition because the community provides a meaningful context for active knowledge construction and meaning making. Students learn to think like professionals while engaging in meaningful, real-world problem solving activities, as shown in the example of Brown and Campione’s (1996) Fostering a Community of Learners (FCL), where the learning community extends not only horizontally across a classroom, but vertically across grades, which allows for learning topics to be revised at increasing levels of disciplinary sophistication (Ge, 2010)”.
Technology provides great opportunities to scaffold and motivate the learners during the learning process, however this doesn’t mean that use of any technology would be helpful. Technology should be selected carefully and used appropriately to achieve our learning goals. Also, students should never be left alone while learning through technology. Instructor or technical support should be provided any time to ensure learning.
References
Ataman, I. (2010, February, 28). Reflective Summary I. Message posted to http://technologyineducation-perspectives.blogspot.com/
Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: on procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: new environments for education. Mahwah, NJ: Erlbaum.
Gay, G., Reiger, R., Bennington, T. ( 2002 ) Using mobile computing to enhance field study. In Miyake, N., Hall R, and Koschmann, T. (Eds.). Carrying the conversation forward. Mahwah, NJ: Erlbaum
Ge, X. (2010). Community of Practice Definition in “Situated Learning and Constructivist Perspective” PowerPoint Presentation.
Smith, P. L., & Ragan, T. J., (2005). Instructional Design (3rd ed.). NY: Wiley.
Why do we really use technology in instruction? Obviously, we use technology for several purposes including communication, storing the data, creating instructional products, collaborating, utilizing the media it supports, etc. So, it serves us to facilitate learning. Gay, Rieger and Bennington (2001) have made a research regarding the educational implications of using mobile computers in field experience. Gay et. al (2001) state “The purpose of developing mobile computing applications is to provide resources and communication abilities where they are needed as well as to help prepare students for applied scientific practice. Mobile computing can potentially enable students to share information, coordinate their tasks and more generally, function effectively in collaborative activities. Such skills will prepare students to make the transition to a working world that increasingly stresses the interdisciplinary teamwork” (p.525). In the context of that research, the researchers believe that they should help learners to develop their collaborative skills, and that’s why they chose to use mobile computers as tools to achieve that goal. Some of the activities that learners do through mobile computers are entering notes, uploading data to a central site where their classmates can access all of the collected data, analyzing group findings, and making comments and annotations. So, the mobile computer technology facilitates collaboration through its attributes, and learning occurs. Below is an illustration of the relationship among the goal, instructional strategy and technology as a tool:
Goal: Involvement in teamwork to prepare for working world
Instructional Strategy: Encouraging collaboration in field experience
Tool: Mobile Computer
(It can enable students to share information, coordinate their tasks and more generally, function effectively in collaborative activities)
How about the role of instructor in such a context? We have discussed several times in this course that the instructor is only the facilitator as opposed to being the authority in collaborative learning environments. The instructor only monitors and provides support whenever needed.
My Virtual Learning Community
“I will design and develop an online course for the institution I work. The course is going to be about Fundamentals of Technology. That course will provide students with the fundamental concepts, principles, and ideas needed to understand how business is operated and managed in a rapidly changing global environment, which is needed for success in business-related careers. Basic computer, database and Internet skills will be covered. This course will also provide job readiness skills and soft skills that are critical for success in any workplace setting (Ataman, 2010)”. In my course several instructional strategies/scaffolding will be used. For example, in order for learners to improve their computer skills to get ready for their career, the instructor will demonstrate computer procedures and record instructional videos to be posted online. Smith and Ragan (2005) suggest that demonstrations are useful for teaching procedures.
Also, sharing computer-related resources and ideas will be encouraged in discussion board to facilitate peer interaction and collaboration. Additionally, students will be encouraged to open a LinkedIn account, which is a professional social networking community, to be involved in community of practice to get information about the uses of computer in their field. This will also motivate the learners. “Community of practice is a concept closely related to situated cognition because the community provides a meaningful context for active knowledge construction and meaning making. Students learn to think like professionals while engaging in meaningful, real-world problem solving activities, as shown in the example of Brown and Campione’s (1996) Fostering a Community of Learners (FCL), where the learning community extends not only horizontally across a classroom, but vertically across grades, which allows for learning topics to be revised at increasing levels of disciplinary sophistication (Ge, 2010)”.
Technology provides great opportunities to scaffold and motivate the learners during the learning process, however this doesn’t mean that use of any technology would be helpful. Technology should be selected carefully and used appropriately to achieve our learning goals. Also, students should never be left alone while learning through technology. Instructor or technical support should be provided any time to ensure learning.
References
Ataman, I. (2010, February, 28). Reflective Summary I. Message posted to http://technologyineducation-perspectives.blogspot.com/
Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: on procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: new environments for education. Mahwah, NJ: Erlbaum.
Gay, G., Reiger, R., Bennington, T. ( 2002 ) Using mobile computing to enhance field study. In Miyake, N., Hall R, and Koschmann, T. (Eds.). Carrying the conversation forward. Mahwah, NJ: Erlbaum
Ge, X. (2010). Community of Practice Definition in “Situated Learning and Constructivist Perspective” PowerPoint Presentation.
Smith, P. L., & Ragan, T. J., (2005). Instructional Design (3rd ed.). NY: Wiley.
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