10/27/08 Leadership

Find something that would benefit from educational technology leadership, based on what we have talked about in class. Identify an issue in my life that needs some technology leadership. Hand in this week needs - needs assessment, draft of timeline for project. About a paragraph - here's the problem, here's the plan, here is the things that will be delivered.

1. Legal Issues.
2. Teaching issues.
3. Funding issues.

Look at three part Venn diagram from sheingold article.
Proposals best if done by Nov 5th, 10th at the latest.

Next week - meeting up at Eccles Broadcast Center.

Instructional Design 10/09/08

Randy and Lisa do a presentation; Chapter 8, Declarative Knowledge

1. Names and labels
2. Facts and lists
3. Organized discourse

memorized by linking new knowledge to existing knowledge, must be integrated into prior knowledge
mnemonic devices

Instructional design implications

1. establish instructional purpose
2. preview the lesson material
3. stimulate relevant knowledge recall by using advanced organizers and mnemonic devices
4. present material in the best way to process it - mnemonic and images, chunking and clustering, devising generic rules
5. focus attention on important information
6. practice in the way it will need to be remembered
7. give appropriate feedback
8. summarize and review, which clarifies and ensures schema tuning in organized discourse, and gives extra practice for facts, lists and labels
9. assess and recall, not application of material

Names & Labels - present 1 of the 2 elements and have the learner identify the other
Facts & Lists - use verbatim recall
Organized Discourse - paraphrased recall

Concept Learning

The ability to apply knowledge across a variety of instances and circumstances
Compare and contrast
concrete - senses
abstract

INstRuCTionAl DesIgN 10/02/08

zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz, oh, we're doing something. better wake up and start paying attention.

Needs Assessment
look at;

• -what is - existing circumstances
• -what should be - target goal

Instructional Objectives and Performance Objectives

Goal Analysis

• Needs
• Standards (eg NCTM, ISTE, etc)
• Identify types of learning
• Identify intended learning outcomes

Identify types of learning

• given a bank statement and a checkbook, balance the checkbook - intellectual skills, problem solving
• using the shell as a tool, seperate the egg yolk from the white - psychomotor skills
• name the critical parts of a motor engine - verbal skills
• choose to make lifestyle decisions that reflect positive lifelong health concerns - attitude

each skill requires different kind of training.

"The goal or teaching ID is to help the students understand which ID model to use and when to use each model"

similarities & differences among the models

identify instructional objectives based on goals
identify suboordinate skills based on goals

Types of knowledge

• Learn the parts of an engine - declaritive knowledge - verbal skills
• practice assembling a model airplane - procedural knowledge - psychomotor skills
• learn to solve algebra problems by applying the commutative rules - procedure - intellectual skills

Performance Objectives

• condition
• action
• criteria/benchmark