Projects
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... Site or PPT file
Anderson, Bradford Daniel
Civilization WebQuest
Barget, Andra G
Nation…
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Site or PPT file
Anderson, Bradford Daniel
Civilization WebQuest
Barget, Andra G
National Geographic Magazine Research Article
Bowers, David Michael
Patriots v. Loyalists
Module 3 Design
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... After asking around (I thought PowerPoints were more popular among my peers), a colleague who …
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After asking around (I thought PowerPoints were more popular among my peers), a colleague who teaches speech offered to share this PowerPoint with me. He said he created it to illustrate a "how to" speech. As you view it, you'll see a huge issue--the videos embedded in the PowerPoint do not work! Yup, he's aware of this, but he wasn't sure what the problem is, so my apologies. It is unfortunate, because I suspect the videos, which he informed me are video clips that illustrate the drumming techniques, would have made a major contribution to this PowerPoint.
This is a far more interesting and visually appeal PowerPoint than my other entry--and it does meet several more of Mayer's principles: Spatial contiguity--text is printed in conjunction with graphics--in fact, the text is sometimes on top of illustrations, which may create confusion or may lead to misreading/misinterpretation; Redundancy--there is no narration, so there's no overlapping with on-screen text; Multimedia--photos/clip art are presented along with words--the coordination of texts and images reinforces key aspects and assists in greater, more significant learning; Personalization--there is a readily accessible communication styles, which is augmented by some humor tied to the clip art in particular; Pretraining--there's extensive naming of the key components of this activity--the Pretraining, however, requires a fairly high level of previous knowledge, so I question if this is truly effective in this presentation; Coherence--any material deemed extraneous is omitted, although some sections to offer additional informational text, and this may assist learners in grasping these key elements; Signaling--essentials to the aspects of drumming are highlighted and reinforced, which serves to prepare students for the information. While this PowerPoint has much to offer, it is still flawed, and if I were a student, I think I would be truly disappointed and concerned about the missing video content. Still, much more interesting that the "mostly text" offering I submitted above. --GMM
Author: Todd Wilms
Website: http://www.slideshare.net/
10 Leadership Lessons I Wish I Learned In My 20's from Todd Wilms
The slideshow, 10 Leadership Lessons I Wish I had learned in my 20’s describes the past 20 years of Todd’s experience in leadership positions. During the past 2 decades, he has learned (the hard way)several strategies that help businesses and employers find success. The complex relationship a person has with their job can seem difficult at times, but Todd has pointed out some major aspects of leadership with 10 simple points.
According to Richard Mayer’s 10 Principles of Multimedia Learning, Mr. Wilms has connected with a couple of the keys to presentation success. The contiguity principle which recommends that People learn better when corresponding words and pictures are presented near rather than far from each other in time or on the screen is exactly what Wilms has done. He has eye appealing visuals that match a phrase he has stated. Wilms also connected with Mayer’s ideas through the coherence principle. This principle states that People learn better when extraneous words, pictures, and sounds are excluded rather than included. The format is simple, to the point, and the words and pictures are formatted to present his ideas in a simplistic fashion. TR
Module 1 Glossary
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... Glossary of Terms EDU 643
IMPORTANT Message: please feel free to add more details to the defi…
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Glossary of Terms EDU 643
IMPORTANT Message: please feel free to add more details to the definitions already listed below and/or others. Add your own contribution by entering your name -- using your own words so everyone can benefit :-). ADDIE: This is a [[#|instructional]] [[#|systems design]] model (ISD). It stands for Analyze, Design, Develop, Implement, and Evaluate. Analyse- instructional problem is clarified, goals and objectives are defined, and the environment and lerner characteristics are identified. Design- instructional strategies are disnged and media choices are made. Development- materials are made. Implement- testing of prototypes, creating the project and [[#|training]] learning and instructors. Evaluation- formative evaluations in each stage and summative evaluation tests for criterion-related referenced items to provide feedback from users. Andra Barget
Accommodations - Can take place during the assessment process and are actions that allow for students with disabilities or special needs the opportunity to succeed. Tony Reinke
ADDIE: This is a [[#|instructional]] [[#|systems design]] model (ISD). It stands for Analyze, Design, Develop, Implement, and Evaluate. Analyse- instructional problem is clarified, goals and objectives are defined, and the environment and lerner characteristics are identified. Design- instructional strategies are disnged and media choices are made. Development- materials are made. Implement- testing of prototypes, creating the project and [[#|training]] learning and instructors. Evaluation- formative evaluations in each stage and summative evaluation tests for criterion-related referenced items to provide feedback from users. Andra Barget
Analyze Phase (ADDIE Model): In this phase components such as the audience, instructional goals, instructional objectives, delivery options, competency, the timeline, learning differences, and pedagogical considerations are all determined prior to the next phase of development. Lisa Graham
ARCS model: This [[#|instructional design]] model was created by John Keller in the 1980’s. The ARCS model, which focuses on the motivational aspects of the learning environment, has two major parts. The first part consists of categories of motivation, which are “arousing interest, creating relevance, developing an expectancy of success, and producing satisfaction through intrinsic/extrinsic rewards” (Keller, 1983). The second part consists of a process in which appropriate motivators are designed specifically for student learners. Jessica Noguera
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New Bloom's Taxonomies: New levels of Bloom's Taxonomies established by Anderson and Krathwohl that has more of a technology focus to them. Uses human cognition and learning theories to extend Bloom's original levels. The new levels, from low to high are: Remember, Understand, Apply, Analyze, Evaluate, and Create. Mike Kowalski. The New Bloom's Taxonomies also introduced the use of verbs, rather than the previously used nouns, to describe the new levels; this effectively reflects learning as an cognitive act, something to participate in constructively, rather than an passive state of being. Gayle Mercer
Nine Events of Instruction: Robert Gagne is known for his development of the Nine Events of Instruction. The nine events are (1) Gain Attention (2) Inform the Learner of Objective (3) Recall Prior Knowledge (4) Present Material (5) Provide Guided Learning (6) Elicit Performance (7) Provided Feedback (8) Assess Performance and (9) Enhance Retention and Transfer. Melissa Low
Norm-Referenced Assessment – This is an assessment which provides data that allows for individual or group performance to be compared to the data of a bigger group. Tony Reinke
Operant Conditioning: B. F. Skinner used this term to describe the effects of the consequences of a certain behavior on the future occurence of that same behavior. The four types of Operant Conditioning are: Positive Reinforcement and Negative Reinforcement(they strengthen behavior) and Punishment and Extinction(they weaken behavior). Andrea Harden
Performance Technology Movement: Movement from the late 1980s-early 1990s which emphasized front-end analysis, on-the-job performance, business results, and non-instructional solutions to performance problems. This movement broadened the scope of instructional design by challenging instructional designers to conduct more careful analyses of the causes of performance problems, concluding that poor training (or lack thereof) was not always the cause. Joe Sinn
Module 1 Glossary
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... IMPORTANT Message: please feel free to add more details to the definitions already listed belo…
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IMPORTANT Message: please feel free to add more details to the definitions already listed below and/or others. Add your own contribution by entering your name -- using your own words so everyone can benefit :-).
ADDIE: This is a [[#|instructional]] [[#|systems design]] model (ISD). It stands for Analyze, Design, Develop, Implement, and Evaluate. Analyse- instructional problem is clarified, goals and objectives are defined, and the environment and lerner characteristics are identified. Design- instructional strategies are disnged and media choices are made. Development- materials are made. Implement- testing of prototypes, creating the project and [[#|training]] learning and instructors. Evaluation- formative evaluations in each stage and summative evaluation tests for criterion-related referenced items to provide feedback from users. Andra Barget
Accommodations - Can take place during the assessment process and are actions that allow for students with disabilities or special needs the opportunity to succeed. Tony Reinke
Analyze Phase (ADDIE Model): In this phase components such as the audience, instructional goals, instructional objectives, delivery options, competency, the timeline, learning differences, and pedagogical considerations are all determined prior to the next phase of development. Lisa Graham
ARCS model: This [[#|instructional design]] model was created by John Keller in the 1980’s. The ARCS model, which focuses on the motivational aspects of the learning environment, has two major parts. The first part consists of categories of motivation, which are “arousing interest, creating relevance, developing an expectancy of success, and producing satisfaction through intrinsic/extrinsic rewards” (Keller, 1983). The second part consists of a process in which appropriate motivators are designed specifically for student learners. Jessica Noguera
Module 2 ADDIE and UBD
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... Feedback is an effective tool for improving student learning outcomes. Both stages recognize a…
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Feedback is an effective tool for improving student learning outcomes. Both stages recognize and value the use of formative evaluation methods as a means of improving student learning outcomes. It may be that UBD focuses less upon summative evaluation than ADDIE, which is indicative of a different, more learning process-oriented educational environment through UBD. (Mercer)
Feedback is a key attribute in the learning process. Formative assessments can be devised and implemented that will provide students opportunities to improve their learning products through rethinking, revising, and furthering understanding. Feedback offered through the means of formative assessment supports the understanding of material as an ongoing element innate in education. (Mercer)
During the Analysis stage of ADDIE, data provided through assessments and student generated outcomes provide the teacher valuable information in creating specified learning opportunities.(Reinke)
fpursue. (Reinke)
During the UBD process, the teacher must decide the evidence provided in order to show student understanding or learning. (Reinke)
