Here is my reflection for week 6: http://leahamoon.edu.glogster.com/leahas-reflection-from-redmond-oregon-jun-29-2015/

Instructional design theories and principles can impact the potential to make educated decisions based on the utilization of technology to support leadership and learning by presenting guidance or a process through various models which can take teachers through a detailed process of analyzing technology to fit the needs of the students and their purposeful learning outcomes. These theories and principles are a design for teachers, to guide them on how to use technology as a tool to create an exceptional lesson plan trimmed down to each student’s individual needs. The theories and principles educate teachers on the variations of each learner and how to utilize these differences to seek out the proper type of technology to allow them to enhance their learning experience.

An example of this is shown through the constructivist theories and principles and how it helps teachers to comprehend that the student’s needs should be in an environment where they can learn to socialize and to collaborate with each other to solve problems. This presents the direction for searching out for technology that allows for collaborations for success of the learning outcome. Additionally, it also embraces the utilization of technology which will allow the students to experience real-world situations which can aid them in their growth, for example, utilizing simulation practice technology. Instructional design theories and principles, like constructivist theories and principles, allows for teachers to recreate education by observing what can work best for the student (Edge, 2012).

In one way or another, we all use some type of technology in our everyday lives whether it is, engaging in social media, using our cell phones, emailing, text messaging, etc. Instructional design theories and principles present that teachers analyze what it is that captivates their students and utilizes this in a effective manner to entice them into learning. This is a difficult task as it necessary to have skill to recreate something usually made for entertainment purposes, in order for it to be engaging in a learning environment. As a matter of fact, it could be creativity at its best. Instructional theories and principles empowers and guides teachers in grasping the knowledge from analyzation, by observing what has been analyzed and integrating technology to utilize this for the advantages of the students educational experiences (Wagner, E. and Ice, P., 2012). I have personally seeked out what works best for my own children based on their learning styles and would often times seek out and find games, toys, etc., that were embedded with learning, when thought it was just a fun thing to do or play with, it was a win-win situation for me. Consequently, instructional design theories and principles are nothing short of brilliance in utilizing observation in tricking technology to perform in an educational environment to help engage even the most reluctant or arduous learner.

References

Edge (2012, September 9). Reinventing society in the wake of big data. Retrieved from Edge: http://www.edge.org/conversation/reinventing-society-in-the-wake-of-big-data

 

Wagner, E., & Ice, P. (2012, July/August).Data changes everything: Delivering on the promise of learning analytics in higher education. Educause Review, 33-42. Retrieved from http://net.educause.edu/ir/library/pdf/ERM1243P.pdf

 

 

 

Assessment and Evaluation using Technology

Technology provides instructors various present day tools that can be utilized in any classroom environment. Utilizing the proper technology, instructors can monitor and assess their student’s production and capabilities in the classroom. Nevertheless, if there is a collaboration of students having a hard time with ideas or even performing poorly on a particular subject matter, technology can provide aid for the instructor to aim in on their own methods, probably because if the student is not comprehending the idea, then there is possibly an issue with how the instructor is presenting the information. An example of a technology tool that can aid the instructor to evaluate their instructional program is called “Diagnoser”. Various science and math instructors are utilizing this particular technology tool that inquires a variety of questions that are created to observe comprehension. Utilizing the student’s replies, the instructor can get an insight into the student’s previous understanding or knowledge of the concept. When the instructor makes the observation, they can create a lesson plan based on the students needs (www.diagnoser.com).

I feel that when an instructor utilizes this sort of technology tool, so they can aid students in recognizing their weaknesses and their strengths, they are demonstrating that, “teaching, learning, and technology work together to achieve the ultimate goal of effective knowledge transfer. When you consider the process of teaching and learning as a holistic system, you can begin to sense how all the elements of the process, from the learning environment to teaching strategies, to learning activities, to support technologies, and interact the support of the learner. When you take the time to carefully examine each component and its interaction with other components, you are better able to design an effective process that will help you teach and help your students learn (Lever-Duffy, J. and McDonald, J., 2011, pg.84).”

Every instructor should have the main goal of aiding in students education, but each student is different, therefore, they have various learning styles. Instructional design theories and principles can aid instructors to comprehend the process of learning and based on the comprehension, instructors are capable of creating lesson plans that integrate a variety of resources for each student within the classroom.

A previous MATLT activity that demonstrates attainment of program learning was from my EDU652 class, where we were asked to create and effective test or survey instrument.  I aimed in on a parent survey for students attending a K12 program online, focusing on if the student’s needs are being met and if the parents are also involved with the program.

Surveys can involve businesses, groups, students, parents, and teams in gathering data to aid in decision-making about services, products and other various programs that may need the input of information on various subjects. Many use surveys in all aspects of business and even in life and can also be used for assessments and evaluations. Surveys can be utilized for monitoring and evaluating a student’s progression and comprehension of materials and to gain an understanding of a student’s needs. Feedback from surveys can be an important part in deciding whether or not the survey was successful so you can move forward with your agenda or not.

In my redesign, I would incorporate various assessment an devaluation tools that can be effective, while providing formative and summative assessments, whether individually or combined, to make assessments and evaluations easily effective (Garrison, C. and Ehringhaus, M., 2014). Some other technology tools that can be useful for assessing and evaluating may include pretests, essays, posttests, student observations, performance assessments, student interviews, achievement tests, interactive simulations and/or online games. Utilizing computers is a great way to manage and interactive simulation assessment because it could be easily used by students, whether in group or individually and can produce immediate test results (Niko, A., 2001).

These particular technology tools can be useful in collecting and observing data and information, they can interpret results and communicate findings whether it by through emails, report cards, classroom grading, feedback or student interviews. In my redesign I would incorporate website examples and visual applications technology and tools to can be helpful in assessments and evaluations. Training in these technologies in schools, in both the instructors and the students, will be useful for challenges of the 21^st century, especially in the area of employment.

The instructional design theories and principles that I utilize in my redesign comes from Merrill’s display Model Theory and cognitvist theory. Merrill felt that to create a proper and complete program at a minimum the aspects of the design should include the following fragments: objective-which describes an equilateral triangle (remember-use), generality-connects (relationships, attributes), instance-representations and attributes, and elaborations-they aid in context and prerequisites (Dabbagh, N., 2014). Cognitvist teaching strategies help students to incorporate new data and information to their previous knowledge, enabling them to make the proper adjustments to their existing framework to accommodate that data or information. While cognivists permit the use of “skill and drill” strategies in the memory of formulas, facts and lists, they aim in the importance of methods that aid students in presenting new material. An example of this is asking the student to present new material based on their own thoughts and ideas that can aid them in incorporating it by making them re-expressing the new concepts and ideas in their existing vocabulary (Dabbagh, N., 2014).

The implementation and design confrontations that I had dealt with during the redesign process was having the ability to connect the instructional design theories and principles with my redesign by making sure that the theories and principles that I had chosen would correlate with the redesign of my projects. Often times the theorists ideals run simultaneous in concept but position different processes, so you may have to examine each one individually to make sure they represent the theory or principle that you support. I succeeded in this challenge by researching the theorists and theories that rendered to that theory and how they both produced similar outcomes when combined to together.

 

The use of educational technology for assessments and evaluations can be an advantage, especially when measuring students learning. These assessments and evaluations are becoming more common as instructors seek out advanced educational tools that can help them in the process. It is vital to identify that instructional design and technology should be integrated together in a successful way in order to perform the assessments and evaluations. With the help of implementing e-Learning and other various technologies; it is becoming simpler to accepting that each student has their own learning style. Already available are technology and learning models that are already supplied with these functions which will document the students monitoring and progression. In this present day, technology provides both instructors and students with various possibilities for inventive educational assessment through newer assessment undertakings and possible influential scoring, publication and real-time feedback devices (Scalise, K., 2006).

It is vital to take notice that computer based assessments and evaluations are more precise in determining the capability of what a student can accomplish and evaluating their progression. Assessments can provide effective tasks in which the students can exhibit their comprehension, knowledge and skills (Reiser, R. and Dempsey, J., 2012). These assessments were also created to give real-time effective feedback to the instructor and the student. Educational technology designers involve technology to make various effective assessment and evaluation strategies easier to use. Hey involve technology in assessing students learning by utilizing various assessment methods and they help instructors in utilizing technology to advance instruction and learning through assessment and evaluation of data and fabrications.

Evaluations are often separated into two categories: summative and formative. A summative assessment is a strategy of deciding if a program is going to be successful at the end of the program activity. The aim is on the outcomes. In this type of assessment, there are various methods of collecting data such as surveys, questionnaires, observations, interviews and testing. The methodology or model used to collect the data should be a particular step-by-step system. It should be attentively created and executed in making sure that the data is valid and accurate (Clark, D., 2013). A formative assessment is a technique for deciding if a program is going to be successful with the program activities are being developed. This part of the evaluation aims in on that process and allows the instructional creators, instructors and learners to observe if instructional objectives and gals are successfully being met. The main idea is to stop weaknesses so that the correct learning interventions can occur that will allow the learner to be proficient in their knowledge and skills (Clark, D., 2013).

With evaluations, successful technology tools in education can help decide the needs, skills and interests of all students. They can also help in assessing a student’s comprehension of programs content and collecting information to help them in mid-term program adjustments. And through this, an instructor can provide real-time feedback about organization and course content. Some of these technology tools are interactive online quizzes, surveys and questionnaires in which you can utilize to get feedback from your students. Some technology tools can aid in the creation of web-based, threaded discussion boards for students to discuss assignments, compare notes and collaborate with one another online (University of Washington, 2013).

In regards to learning theories, there are idealist presumptions that effect formative assessments. Knowledge is not discovered but constructed by the learner, learning is a communal process of debated significance; the role of an instructor is to provide a platform for students learning and learners need to participate in demonstrating tasks, methods and goals of instruction (Clark, D., 2013).

References

Clark, D. (2013). Types of evaluations in instructional design; knowledge jump. Retrieved from: http://www.nwlink.com/-donclark/hrd/isd/types_of_evaluations.html

Reiser, R. and Dempsey, J. (2012). Trends and issues in instructional design and technology. (3rd Ed.). Boston, MA: Pearson.

Scalise, K. (2006). Computer-based assessment in e-learning: A framework for constructing "intermediate constraint" questions and tasks for technology platforms. The Journal of Technology, Learning, and Assessment.

University of Washington (2013). Facilitate Evaluation; Learning with Scholarly Technologies. Retrieved on December 19, 2013 from http://www.washington.edu/lst/help/teaching_guides/evaluation

Ethical Practices of Technology Usage-Week 3 Assignment

In learning, technology innovation is fast and the integration of it in school, universities and institutions, may cause issues that need to be faced. The styles of teaching utilized by teachers to enable students learning can differ depending on the ideas that are being instructed in the classroom. Teachers have the responsibility of making sure that they have created successful instructional techniques that can be utilized to enable the learning process, knowing that each techniques has its pros and cons (Leh, S., 2002). The learning process can be strengthened by utilizing the ideas of instructional design which can be implemented when creating materials by utilizing the ethical practices of technology usage in instructional design to elevate the learning process (Leh, S., 2002).

The subject of instructional design has increased over time and has even affected the way learning is advanced, inside and outside the classroom. Using technology in the learning process can also have its challenges; therefore, it is vital for teachers to create successful methods that can be utilized to face those challenges that may come about from using technology in the learning process. Instructional design is a methodical task of designing learning materials to help the learning process (Felder, M. and Brent, R., 2005). An instructional creator can be in a situation to create successful learning materials by observing the learners needs and then creating materials that will help to enhance the learners preferences and needs to learn (Felder, M. and Brent, R., 2005).

My MATLT redesign is that of a PowerPoint presentation I did in my EDU652 course which focused on the usage of fonts and how they need to be easily read. We also focused on not using images that have nothing to do with subject or even be used at the wrong time. We also aimed for not using to verbiage, making it easier to understand the presentation. Utilizing graphics and bullet points were also encouraged in the PowerPoint presentation. Some of the challenges that I had experienced in this activity is definitely determining which images that would be necessary and effective to use in the presentation, choosing the proper images can be a challenge based on the fact that what images you choose to use can affect the reader or observer of the presentation. When redesigning this project, I had conquered this challenge by taking my time and choosing the proper images needed to make my point in the presentation, it helps that I have also gained more knowledge since I had taken this course. Lessening the verbiage was definitely a challenge in this redesign because I wanted to make sure I was still getting my point across without losing the important information, in the end, I was able to condense my main points. Using some specifications and aspects of technology was also a challenge but I was able to use them properly after taking some short tutorials (Linda, A., 2014)

Utilizing technology for learning definitely has its pros and cons and it is vital for teachers to create ethical guidelines for students to comply with. Unethical practices could occur due to using technology for learning in the wrong way. It is important for all those involved to be educated on the significance of managing the highest guidelines for ethics. It is vital for teachers to create successful learning material and instructional design and to be in the position of encouraging ethical standards when it entails to use of technology (Leh, S., 2002).

 

                                                                      References

-Felder, M., & Brent, R. (2005). Understanding student differences. Vol. 94 Issue 1, pgs. 57-72. Journal of Engineering Education.

Linda, A. (2014), Teaching & Learning Inquiry: The ISSOTL Journal, Vol. 2, No. 1, pp. 95-102.

Leh, S. (2002): Action research and changing roles of the instructor and the learner. Vol. 46 Issue 5, pp. 44-47. Technology Trends.

 

Option One: Reflect on the required resources for Week Three and your personal and professional experiences in relation to the points conveyed in the resources. Review the hypothetical below and discuss the issues involved using the example questions as a guide.
     Hypothetical: Some of your learners are struggling with a concept in your class. You decide to use a “Google Hangout” study session and invite students who are struggling to attend for additional synchronous help. During the Hangout some of your students convey personal information about how and why they are struggling in class. Consider the ethical issues that might arise from the design of this synchronous study session. For example, could you record and reuse the Hangout for another class? Could you prevent students from recording and distributing the Hangout? How would you design the synchronous study session to exemplify and ensure ethical usage of the technology?

     I had read a blog in the Huff Post Tech (2013), from Tim McDonald, on the subject of Google Hangouts. He had noted that there are two types of Hangouts: Hangouts and Hangouts on Air. He noted that Hangouts cannot be posted to YouTube but are ideal for private video chats. Now the Hangouts on Air, are completely different, this is more ideal for public chats or views, even to YouTube. If you are wanting to use Hangouts on Air in your classroom but do not want everyone to know about it then, “the only people who you share the link with can find and watch the video (support.google.com, 2014)”. If I had decided to use the Hangout on Air tool and integrate into my classroom, I would probably need to speak with the administrator and get their permission. I would also probably need to speak with the students parents and get their permission also. I would need to go over that the students would need a Google+ account that they would need to be in attendance to participate, and I would go over all the ethical problems utilizing this platform. I would then make sure that I can mediate any activity on the Google accounts. I would even to go as far as encouraging the parents to participate and see how Google Hangout works, hoping that would show them it could help in the learning process of my students.

     I am a History major, so for example, if I were utilizing the Google Hangout tool, I would integrate an interactive whiteboard application or IWBs for short, where students could use to drag and drop a major historical event onto a timeline or you could use it to list reasons why a major war occurred. It could be used in so many various ways. As we look back again at ethical practices, I would definitely be observing to make sure students are not sharing any personal information while I am utilizing the Google Hangout tool. If something were to come up where a student’s was not following the rules, there is actually an eject button on the application that allows me to prevent that student from participating any further. I know at times, there will always be that one student who may want to rebel but again; there is always an option for opting them out.

     References
     McDonald, T (2013) Intro to Google Hangouts, The Blog, retrieved from http://www.huffingtonpost.com/tim-mcdonald/intro-to-google-hangouts_b_3429669.html
     Hangouts on Air: Get started with Hangouts on Air (2014) retrieved from https://support.google.com/plus/answer/2553119?hl=en&ref_topic=2553242
     Computer skills: Google Hangouts for study sessions (2014) Gordon State College Student Success and Career Services Center, retrieved from http://www.youtube.com/channel/UCNpqaNM2_oFgmmQvghZYnkQ/videos

 

Supporting the Needs of All Learners-Week 2 Assignment

Based on what I have learned thus far in my personal experiences, what I have learned in prior courses and our week 2 discussion is that supporting the needs of all learners is very important during the design process. Instructional design can be created to fill the necessity of each individual’s skills, needs and/or situation. Those who decide to create an instructional design will need to comprehend the advantages and disadvantages of every learning theory to enhance and to integrate into their class strategies and design process for each individual. Each individual would require a needs assessment, so the creative design or necessary tools can be decided upon to tend to their needs.

It is very important that each individual, whether it is ELL’s (English Language Learners), the gifted, or special needs, can be given guidance to identify and follow with success. “Teaching, learning and technology work together to achieve the ultimate goals of effective knowledge transfer. When you consider the process of teaching and learning as a holistic system, you can begin to sense how all of the elements of the process, from the learning environment to teaching strategies, to learning activities, to support technologies, interact in support of the learner.” (Lever-Duffy & McDonald, p. 36).

 I have been volunteering at my daughter’s school and one thing they require you to do when you’re volunteer is to also involve yourself in the special needs program, where I have found that each individual has their own educational plan based on their own needs. Some students may require one-on-one while others may need assistive tools during their learning process. I have definitely gained a lot just being in that learning environment, it feels good to be doing something good for others and knowing they are getting an education that will help them later in life is such a rewarding experience.

The prior assignment I decided to redesign was from my EDU649 (Technologies for Teaching and Learning) class, in which we were required to Plan, Implement and Evaluate (PIE) if we were an instructor, this would be for our students. I have been really committed to teaching phonics, to very young children because I believe it truly makes a difference in their reading later in life. I believe that E-books and/or interactive books are the key to their success, whether they have challenges (blind, special needs, etc) or not. Here is my redesign:

PLAN

The task is having the ability of matching and connecting consonant/vowel letters and sounds, completing this task along with sentence completions. Students will already have the basic information of how to listen to stories along with understanding picture clues to aid comprehension. Students will have access to the internet, library, books, videos, chalkboard, and overhead projector, to show storybook activities.  The students will practice reading words that have similar letter sounds, listen to stories, and will even create a story by choosing words, and using picture clues. The most effective and efficient way of making this task successful is interacting with the instructor, collaborating other students and using various tools that are accessible and/or available (internet, books, library, etc.). The most ideal technology tools and /or other tolls that would be useful in this task would be pictures, videos, and books that will help students visually. For more auditory students who may be blind or have special needs would be E-books, other various auditory tools and collaborations with other students and the instructor will also help learn the new information. This can be an advantage because the students get a head start in learning how to read, which is very important in everyday life. Books already exist, the internet is available for students in and out of school, and instructors and even parents are available for assistance. If the students are put into groups, they will be divided up accordingly to their needs, matching students with other students to help encourage one another. Special needs students will be given the equipment to aid them in their activities such as text and speech devices. The instructor will also be available on an individual basis, if needed. To maintain their attention and interest, it is important to make sure the stories read are interesting, maybe also finding games and/or activities that will keep their attention and make learning more enjoyable. A good way to see if they learning anything would be to assess them with a list of words that we have already gone over and observing if they have learned any other words on their own.

IMPLEMENTATION

Implementation amplifies the standard of instructional materials utilizing the electronic abilities of the computer. It increases the all around success of instructional materials through strengthened presentations while decreasing the time needed to create, construct and reconstruct instructional materials. It combines videos, graphics, text and audio forms of media into a single, cohesive instructional presentation. You can swiftly obtain vast amounts of data and information, interact with others at both distant and near whereabouts and it also can be used as a productivity tool, in which the student utilizes the computer to finalizing an assignment or to problem solve. Having the capability of utilizing technology in the classroom is hugely impactful. Instructors have the capability of constructing and reconstructing evaluations and lesson plans at the easy of their fingertips.

EVALUATIONS

Evaluations can work as an instructional specialist, in which the computer can make determinations about stages of students learning, suggesting learning and media experiences to students and then chooses and submits the learning and media experiences. Technology is so adaptable and flexible that not only can it be utilized to construct lessons plans but it can also be utilized to assess a students’ progress and make recommendations as to what is necessary to address or change in the lesson plan in future utilization.

This redesign is a great way to enhance, involve, assess and inspire each individual and their learning style. Integrating various technology tools, some old-school tools and even assistive tools, while help them in their learning needs and processes. The most important thing along the way will be communication and/or collaborations, whether it is via instructors, students, parents, administrators, and/or the community. This activity will also be based on Robert Gagne’s Learning Theory, which include various types of learning; intellectual skills, motor skills, verbal data, cognitive strategies and behavior/attitude (Gagne, R., n.d.).

The design and implementation challenges that I would be facing would be making sure that improvements are consistently made for each individual student to be successful. As time moves forward, hopefully, I will make this design into the best design it could be through constant redesign. In the beginning I thought just an interactive book would be feasible in learning phonics but after researching more, I have realized there is more tools out there to fit the needs of everyone, I just need to find them all and figure out which one fits each individual. In conclusion, Instructional design presents evolution in the process of learning due to constant changes, replacement and alterations, especially in technological advances. Whether as an instructor you are creating a program for learning or even training, the various tools available contain so many various applications, possibilities and opportunities in the 21^st century.

Reference

Gagne, R. (n.d.). Conditions of Learning.  Retrieved from http://www.instructionaldesign.org/theories/conditions-learning.html

Lever-Duffy J., McDonald J.; 2012.  Teaching and Learning with Technology. Fourth Edition. P. 36-37.

Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., & Ottenbreit-Leftwich, A. (2011). Educational technology for teaching and learning (4th Ed.). Boston, MA: Pearson Education, Inc.