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formative evaluation that would be built in to the online course. They can be viewed collectively on the Evaluation Planning page within this project. According to Davidson-Shivers and Rasmussen (2006), "The implementation stage of the WBID Model brings the results of previous stages to fruition. Implementation procedures begin after concurrent design activities are completed. The major focus of implementation is creating the learning community, however it is designed. For implementation to be a success, each member of the learning community must understand online teaching and learning and must employ appropriate facilitation and management strategies." (p. 277) In my project this was accomplished by creating a Time and Budget Allocations document, a Preparing for Implementation of WBI spreadsheet, and a Day-To-Day Management of the WBI document, all of which can be viewed on the Implementation Plan page within this project. The finale of the online course design project was to plan for summative evaluation of the course. This course was designed for more than just a project to fulfill a master's level class. This course was actually commissioned by my employer at RMCHS who needed a new course to fill a requirement mandated for all seniors in the state of Idaho beginning in 2013. The plan for this course included a beta test in the spring of 2012 and would be followed by a summative assessment, which would provide important insight to be used to revise the course and prepare it for full implementation in the fall of 2012. The summative evaluation plans include a Summative Evaluation Planning Worksheet, a Student Opinion Survey, and a Data Collection and Analysis Timeline, all of which can be viewed on the Summative Evaluation page of the course project.
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I chose to design an independent resource for a unit I currently teach called Fractions and Mixed Numbers. As I teach online, I have found that many of my students don't understand or have a fear of fractions and mixed numbers. I teach full-time online high school students, many of whom are taking some sort of remedial math to enhance their skills and understanding of basic math concepts to enter Algebra and to pass the Idaho Standard Achievement Test (ISAT) required for graduation. I felt that if these online students were given a unit designed using the principles of message design, they would be more relaxed and would experience less cognitive overload as they worked to connect prior knowledge with new material. I chose to use the blue as the foundation for this message design because it is considered a color that "can be used to calm, soothe, and reassure" (Lohr, 2008, p. 162). Each individual lesson carries on this color scheme, thus producing the feeling of sameness and organization, which in turn aids in reducing cognitive overload. I chose to put the navigation on the right side of each of the lesson pages as opposed to the more traditional left side to create a feeling of closure on the page. According to Lohr (2008), closure aids the mind in gaining a general understanding of the material presented. She quotes Luchins and Luchins (1959) when she states that "closure is a key factor in cognitive organization" (Lohr, 2008, p. 162). I felt that if the lessons were bounded by the navigation on the right side and the title on the top and the footer on the bottom, it would help create a feeling of closed organization for students. The principles of Shape, Figure-Ground, Color-Depth, Color-Space, and Organization/Hierarchy are all addressed through this unit design. EDTECH 502: Online Course Development Concept Map A concept map is a graphical tool for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between the concepts are indicated by a connecting line (Novak, J.D. & Canas, A.J., 2006, 2007). In this short project, I designed a concept map that uses icons readily recognized to represent links to various tools to be used by teachers as they work to create their own online course
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designs. Using recognizable icons for links allows the user to know what they will be viewing before they click to leave the page. These icons were grouped together into one image and each image became a clickable hot spot. Learning this concept map technique has given me a new way to present material to my online students using graphics instead of text. I have incorporated this technique into various materials I now use in my online courses. For example, I used this technique in the final project I created for EDTECH 506, which is an independent resource my students can use to study Fractions and Mixed Numbers.
several actual locations in our world and participate through multiple-sensory experiences. While I will probably not use this actual virtual field trip in my online courses, I have learned a valuable technique to group a series of lessons into one complete unit that is concise and user friendly and utilizes many forms of multimedia in one compact unit. I intend to use this concept when redeveloping my Foundation Skills Math courses for online access.
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particular mathematician, I can leverage the student's ability to multi-task when working on a lesson for school. I haven't finished the list of podcasts yet, but it is on the docket when this master's degree is completed. EDTECH 513 Multimedia: Digital Story In the Digital Story project, I used several applications, including the virtual world of Second Life, and the following software - Fraps for making short machinimas in Second Life, Audacity for recording and remixing the sound bites, and Premier Pro for organizing the short machinimas and sound bites into one coherent video. My computer, which houses all of the aforementioned applications, was an invaluable tool to bring this all together into a resource used by a company that needed to make a presentation in a very short time frame.
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Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer (Seels & Richey, 1994, p. 40). Integrated technologies are typically hypermedia environments which allow for: (a) various levels of learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video, and graphic environments. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide Web. EDTECH 502 National Parks Virtual Field Trip In EDTECH 502, I created a virtual experience for students to visit several national parks located within the western United States. Embedded in this project are opportunities for students to use an interactive map to see the relative locations of the four national parks, to watch videos produced by the National Park System and others who have visited these parks, Wikipedia articles, photo slideshows, YouTube news telecasts, and an animated fly-through of the Grand Canyon that gives a bird's eye view - a perspective not normally experienced when visiting this national park in person. There are also questions for students to answer as they move through the experience, and an answer sheet is provided for them to do self-assessment. I thoroughly enjoyed creating this project and it stimulated other ideas for ways I could use this method of instructional content delivery with my mathematics students. EDTECH 511 Front End Estimation I have been teaching my Foundation Skills Math class for almost twelve years and I have discovered one concept that students regularly struggle with. When it was time to settle on a project for the Interactive Courseware Design class known as EDTECH 511, I had no trouble deciding to use the concept of Front-End Estimation to create my interactive tutorial around. This tutorial is created on a Flash foundation. It allows the learner to move through a short series of web-like pages using a menu structure at the bottom of the screen. On each subsequent page there are differing activities to participate in including a video explanation of the concept, an animation based quick tutorial showing how to proceed, and a short quiz to test the student's retention of the material. This project is now used in my Foundation Skills class and has produced a large gain in student understanding of this concept. This information is taken from
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the RMCHS LMS student statistics for 2010 and 2011, before and after deployment of this tutorial. Before deployment of this tutorial, student scores for this assignment averaged between 0% and 50%. After deployment, student scores now average between 90% and 100% upon completion of this assignment.
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In EDTECH 505 we were introduced to the process of evaluation. This type of evaluation is not testing or assessment of students. This type of evaluation is the process through which one goes when considering a new approach or when making decisions regarding a program that is already in place. The evaluation is conducted to gather pertinent information and to evaluate that data. For my final project in this course, I conducted a full evaluation and prepared a final report. This evaluation was conducted to find and evaluate online graphing resources in a timely and efficient manner utilizing the power of Personal Learning Networks (PLNs) and Math Groups that are disseminated through the Internet. These resources are needed to replace the current method of student participation in graphing exercises, which is to use paper, pencil, and a straightedge; and to send these back to the teacher via a scanner or fax machine; tools that most students don't have in their homes. The main concern about these online graphing tools is being able to choose the best tool for use in the new Math courses at Richard McKenna Charter High School in the most efficient amount of time. The evaluation consisted of two separate surveys sent out to current Algebra teachers. An analysis of the first survey results indicated that there was no clear consensus of either the graphing tool used or the characteristics for using them. Therefore all of the tools recorded were used in the follow up survey for rating them. An analysis of the second survey indicated that most teachers preferred either the Geogebra tools for graphing online or the Wolfram Alpha family of websites. Following this analysis of the results, a rubric was generated for use in evaluating future online graphing tools and can also be used as a guide in preparing a more generic rubric to be used in any academic discipline. This information was disseminated to several of the RMCHS Mathematics Department teachers through the use of the final evaluation report. The purpose of doing this evaluation and disseminating the information gathered was to streamline awareness, interest, trial, and adoption of a new graphing tool that could be used online by the students.
and culture of an organization (Seels & Richey, 1994, p. 47). The purpose of implementation is to facilitate appropriate use of the innovation by individuals in the organization. The goal of institutionalization is to integrate the innovation within the structure and behavior of the organization. EDTECH 504 Final Paper: Immersive Learning, Will It Change Math Pedagogy? This paper synthesizes the research of many studies completed to look at the potential of using virtual worlds as a tool in educational settings. It is interesting that in a report authored by Catheryn Cheal (2007), she shares the fact that when she went on to become a teacher, she began teaching the same way she was taught - "largely through lecture" (Cheal, 2007, p. 207). The argument is made in this paper that because of many new and immerging technologies, and because of a highly technology-rich and social environment that most school age students grow up in, the way mathematics is currently being taught needs to change to reflect new and emerging learning styles. It focuses on the use of 3D virtual worlds as an innovative way to implement and institutionalization that change.
short-lesson, students are introduced to the difference between formal and casual communication, when each is used, and what is acceptable within each. They are given a Netiquette WebQuest to complete where they can use resources to learn about Chatiquette, netiquette rules, and how to read and create their own "NetLingo." EDTECH 502: Creative Commons Scavenger Hunt As students move to more and more online delivery of their own work, they learn very quickly that there are a lot of resources out there on the Web that are readily available, and they learn just as quickly how to capture them and use them in their own work. This short-lesson introduces students to the concept of Creative Commons. They learn that everything out there has been created by someone somewhere and it belongs to that person. However, they learn that using much of these resources involves only following the guidelines established through the Creative Commons. Through the scavenger hunt activity, students search the Creative Commons Website for answers to common plagiarism questions. The culminating activity teaches students how to use someone else's work that is protected under the Creative Commons in their own work by sending them to a common photo storage website, picking a photo that is shared through the CC, naming its license and showing the correct attribution for that license. Just as importantly, this lesson teaches students how to license their own work under the CC license.
technology is of utmost importance. This presentation is not the Tech Use plan itself, it is instead an organizational tool to be used to begin the planning process and to guide the project management as it progresses. EDTECH 512 Online Course Design: Project Plan I also chose to showcase the Project Plan video created for use in the development and management of creating my online course. Actually everything that was accomplished throughout this entire EDTECH course was a lesson in project management. I learned how to move through the development of an online course as if I were a member of a team charged with this responsibility. Each phase of this course from the project plan, to the Analysis, the TOAB, the Evaluation Plan, the Implementation Plan, and the Summative Evaluation Plan centered around being a project manager who is guiding a team of people through the course creation process.
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Included within the Implementation Plan is a document that addresses the issue of resource management called the Time and Budget Allocations document? In this document, each person that was identified in the Allocations and Competencies of Personnel report previously prepared is considered and their time for this online course is determined. This was done based on the statistics already in place in the school.
Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning (Seels & Richey, 1994, p. 51). Information is available in many formats and candidates must be able to access and utilize a variety of information sources for their professional benefit and the benefit of their future learners. EDTECH 512 Online Course Design: The Mathematics of Personal Finance The link provided for this artifact will take you to the actual course I created as my final project for EDTECH 512 Online Course Design. The online course I built is housed in a Google Site as part of the school's Google Apps account. All of the information needed by the students to complete this course is included in this site. While creating this course and populating it with the lessons, I learned that the use of a template would improve efficiency and would help create a more consistent atmosphere for students. I used this template for each and every lesson. I also learned that the school's Google Apps account is directly tied to their LMS called Acquire, thus allowing incarcerated students to access the contents of the course as well. Our incarcerated students are not allowed to deviate outside of the RMCHS environment, so by building this course and housing all of the information within this site; it is accessible to all students that attend RMCHS.
evaluation project for EDTECH 505 for online graphing resources, I did just exactly this. The purpose of this evaluation was to find the best and most widely used online graphing tools as indicated by current high school Algebra teachers. I planned this project because we needed to upgrade how we asked students to prepare, store, and turn in their graphing projects. The methods we were using were archaic and most of the students didn't have the needed tools, such as a fax machine or scanner in their homes. I began this project by preparing a survey instrument and asked teachers to tell me what online tools they were currently using within their own classrooms to aid in graph construction. I also asked them to tell me why they chose that tool. When I received back the surveys and analyzed the data, I found there was a very diverse population of online graphing tools with none of them standing out as a clear winner. I took this data and created a new survey including all of these tools and many of the characteristics mentioned by the teachers, and developed a new survey. From this second survey, I found that most teacher would use the Geogebra Online graphing tool because of its ease of use and the fact it is free. This evaluation project was instrumental in deciding which online graphing tool to offer to our online students at RMCHS.
Proficient, and Drifting. This will allow students to see where their writing falls and to be able to make adjustments that will make their writing better. EDTECH 512 What Do You Value? Rubric In the online course I designed, developed, and will deploy in March 2012, each lesson is project-based. Because of this, I created a rubric for each and every project throughout the course. This link will take you to one of these rubrics and it is representative of all of the other rubrics. This rubric is a bit different from the norm. Most rubrics provide for several levels of mastery by showing varying amounts of points. In this course, I decided that since I'm not fussing over quality so much as mastery of the concept, I would offer one level of mastery. If the item asked for is in the project, then it fills the requirement. This is a deviation for me from what I am used to doing. I am anxious to see how this new approach to rubrics will work.
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they would like to be using. This survey was a tool used to help guide our plans for future technology training and implementation. EDTECH 512 Online Course Design: Summative Evaluation In the book The ABC's of Evaluation, it is stated that summative evaluation is often referred to as final evaluation and is conducted at the end of a program or cycle to aid in making decisions about whether to use the program again as it is or to make improvements before beginning another cycle (Boulmetis, J., & Dutwin, P. 2005). As a part of designing my online course in EDTECH 512, I planned for and created a summative evaluation to be given to the students towards the end of the course. This evaluation will be used to make any necessary changes or improvements in this course while it's in the beta form before deploying it in full force in the fall of 2012. When the above link is clicked, the Summative Evaluation page of my Online Course Design page will open and several documents will be displayed as links. Planning Worksheet provided for planning of what would be evaluated, who the evaluators are, what tools and methods would be used, how the data would be collected and analyzed, how the results would be reported, and who the stakeholders are. The Student Opinion Survey is the actual survey that will be deployed at the end of the beta test of this online course. There is also a Data Collection and Analysis Timeline that indicates when each part of the summative evaluation should take place. Now that I'm preparing to deploy the beta version of this online course with my students, I am so grateful that I took the time and was instructed to prepare these documents. With them securely in my Google Docs account, I can open and review them as needed when the time is right to do so.
formal efforts to address the future of this highly dynamic field including the systematic review and implementation of current ECIT developments and innovations. EDTECH 501 Technology Use Planning This Technology Use Planning presentation was developed to aid in the actual development of a Technology Use Plan for my home district where I teach. This planning will be conducted over 5 phases and will culminate after one school year. At which time a Technology Use Plan will be implemented for five years. At the end of that time, the plan will be evaluated and revised as appropriate.
Conclusion
This has been one of the most rewarding programs I have ever been a part of. Before embarking on this journey, I was starting to feel like technology was leaving me behind, like I couldn't keep up. Now I feel confident that I can not only keep up, but that I can be a contributing member of Educational Technology throughout the educational system of which I am a part. Each project was focused on an area that existed in my real world. I appreciate courses and projects that have been designed so that a candidate can immediately apply what he or she is learning in their own lives as it's appropriate for them. This has taught me a great deal that will go with me throughout my teaching career.
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References
Association for Educational Communications and Technology. (n.d.). AECT. Retrieved March 1, 2012, from http://www.aect.org/standards/advstand.html Boulmetis, J., & Dutwin, P. (2005). The ABCs of evaluation: timeless techniques for program and project managers (2. ed.). San Francisco, Calif.: Jossey-Bass. Cheal, C., (2007). Second life: Hype or hyperlearning? On the Horizon, 15(4), 204-210. Lohr, Linda, L. (2008). Creating Graphics for Learning and Performance, Upper Saddle River, NJ: Pearson. Novak, J. D. & A. J. Caas, The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008, available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf Seels, B., & Richey, R. (1994).Instructional technology: the definition and domains of the field. Washington, D.C.: Association for Educational Communications and Technology. Shivers, Gayle V., and Karen L. Rasmussen. Web-based learning: design, implementation, and evaluation. Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall, 2006. Print.
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