Chapter 9 Overview

Chapter 9 Summary               

-         -  Just the facts indented

(application and reminders – bracketed)

(Create a lesson prototype to save time and serve as a base for all lessons)

-         -  Create working backwards from the goal or objective

-          - There are many free LMS servers, school districts also often have an LMS

-         -  Modules are better for lessons, folders for non-sequential content

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Engaging and Orienting Students with an Orientation

-         -  Tie to real world activity (avoid creating busy work by over doing this)

-         -  Tie to an activity

-        -   Make sure to state objective clearly and include a summary (give a bare bones synopsis of what you are wanting to accomplish that goes with the real world scenario – this also helps those of us who do not want to be bogged down with a lengthy wordy story line)

-          - Make sure to hyperlink to navigate between parts of the site

Organizing Lesson Activities Online

-          - Make sure that organization has a linear progression instead of organizing by type.

Make the Home Page a Hub

-          Update often, and make sure information is easy to find quickly

(Most relevant information can be easily found on the Homepage)

Usability for Start to Finish

-         -  Create navigation and streamline usability for easy access

-         -  Brevity

 (Have several people test the site before launch)

Image Source: http://blogs.nd.edu/kaneb/files/2012/08/syllabus.gif

Constructing the Blended Syllabus

-          - Remember create with the end goal in mind

-        -   Structure the syllabus to meet the course

-         -  Make sure the the site contains a schedule that is easy to follow with due dates, locations, etc

-        -   Provide an overview of a typical lesson and include expectations

-         -  Provide a description of regular activities

-         -  Provide expectations for student participation

-         -  Explain what can be expected of from the teacher

-         -  Grades

-         -  Summary and standards (course goal objectives might be a great idea for K-12 too)

Chapter 7 and 8 Overview

Chapter 7 and 8 Overview

- Points that are of set are overviews
(bracketed points are reflective and indicate points for consideration)

Designing Activities for Efficiency and Purpose

 - Activities should remain pointed toward specific outcomes
 - Decide if the activity is best onsite or in the classroom
(make sure to vary activities)

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Interactive Lectures, Presentations, and Demonstrations

 - Traditional lectures lack immediacy in application, and interaction
 - Keep lectures to ten minutes, starting with a one minute overview, and ending with a hook to interest the listener in the next segment.
 (For me its important to break up information into relevant smaller chunks.  As my kids say, :"stop talking in paragraphs when you can use sentences")
(Remember with out immediate application, much lecture is lost)
(Don't forget to "think aloud" and model what you are trying to get the students to learn)
- Start lectures by pointing out common misunderstandings - to combat preconceived incorrect assumptions
- Lectures are considered interactive when they are preceded with and activity, or followed by an application.

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Producing Digital Audio and Video

 - keep it simple
 - protect privacy (blogs and applications should be locked)
 - use standard file settings
 - use good equipment (editors, microphones, cameras)
 - use audio when visuals aren't needed
 - use student permission forms
(Think about adding creative commons license to lectures, not just photos)

 - Worked examples - are examples where the teacher demonstrates how to do a formula or anything the student is supposed to replicate.

 - Hands on" guided practice - allows students to try for themselves - either with supervision or not.

- Authentic - or near to real world activities, help engage students and increase buy in (subsequently verbose unrealistic scenarios just create busy work and turn off students)

(Don't create to much supplemental material - it puts an extra load on a student and impedes motivation)

- Dynamic content with smaller text bites, and video and visuals are more likely to be processed by students

 - Online self assessment can be useful for student.  It can include quizzes which can be randomized online to create variety
  - online pre-reading quizzes, labs, and practice are all good examples of online self assessment

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Weaving Content Driven Activities

 - Online activities connect with onsite activities
 - Content driven activities tend to work well in online delivery
- All new information should be followed by activities to reinforce learning

Community Driven Learning Activities

- Capitalize on human interaction
- Blogs and learning journals
- Reading reviews
- Collaborative class blogs (have the same draw backs of traditional group work - unless specific activities are assigned to specific people, and individual grades given)
- Synchronous peer instruction (pre-check work for accuracy before peers teach peers)
- Polling
- Class discussion
- Topic Discussion
- Pre-Class Q and A
- Onsite discussion
- Bridging Discussion

(Try using rubrics to clearly define expectations and make the activity more than just an activity)

(Highlight when it's being done well)

(Make sure that students can set their privacy)

Reflection Chapter 4 and 5

Reflection Chapter 4 and 5

- Book points are indented
(Thoughts on application to project are bracketed)
Some are both and get italics

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Rethinking course design
 - Try to incorporate new ideas instead of just redoing things the way they have been done.
    (For me this means I want to try a platform for this project that is not based upon one that I have          seen before)
 - Be sure not to being creating new content, without replacing old content
     (not just including supplemental which requires more time to get through the same materials - this is probably my biggest area of weakness, providing to much information - you probably never would have guessed)
 - Do not use technology for technologies sake
      (try stuff to make sure it works before - instead of including it to try something new)
 - Be sure the mode is not a misfit
      (make sure you are using the right technology for the task)

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Going Backward
 - Designing with the end goal in mind
 - Keep it learning centered
- Align with goals
    (weed out content that does not focus on the goals)

Iterative Development
- Designing
- Engaging
- Evaluating
  (Constantly look at the process and what is working and what is not - change as you go and revise for next time)

Plan your Course from the Goals and Outcomes
 - Use a course design map
- Write a concise course description: include audience, course goals, and strategies
- Make sure to focus on goals verses outcomes
     (adjust these for levels)

Write Specific Learning Outcomes
- Expand the goals into outcomes

Add a timeline to Goals and Outcomes
 - Determine sequence and timing for semester

Make sure that goals outcomes and timelines are on the Online course and easy to find.