RSA # 4 Instructional Design

http://67.20.112.29/sharpe_eportfolio/attachments/article/5/DID%20presentation.pdf

According to Sharpe, The Dynamic Instructional Design Model was created by Lever-Dufy and McDonald (2011 p. 2).  It is made up of a six step model constructed around a frequent interior and exterior feedback circle with each phase containing opportunities for feedback and revision within it, as well as within the entire process (Sharpe, 2011, p. 2).  The steps are: Know the learners, articulate objectives, establish the learning environment, identify teaching and learning strategies, select technologies and Evaluate and Revise the design (Sharpe, 2011, p.2).  Sharpe goes on to say that the DID Model contains formative feedback and summative feedback.  The Dynamic Instructional Design Model helps you ask yourself the critical questions that will improve the quality of the instructional experience for both you and your students (Sharpe, 2011, p.7).

            Another important aspect to the Dynamic Instructional Design Model is writing objectives.  When it comes to writing objectives, it is vital for the teacher to make sure that the learning objectives lineup with assessment.  According to Jeff Hunt, “So many times our objectives and evaluation are not aligned” (Hunt,2014).  To avoid this from happening, teachers need to create statements about what exactly will be achieved as a result of instruction including performance objectives. Performance objectives are objectives that specify what the learners will be able to do when after instruction.  Objectives should be stated in a way that allows for measuring performance and that included multiple levels of critical thinking, thus allowing the teacher to utilize Blooms Taxonomy.

            Dynamic Instructional Design Model has a very positive outlook.  DID Model can be a good way to allow teachers to double check their lesson plan our unit plans to make sure everything is aligned.  I feel that both teachers and students can greatly benefit from this style.

Works Cited

Sharpe, A. (2011).  An iterative approach to design based on continual feedback, 2-8.

Hunt, J. (2014, June 8).  Dynamic Instructional Model. [Video file].  Retrieved from

            https://www.youtube.com/watch?v=KEfpgRfwB4Q 

RSA #3 Resource-Based Learning

Link: http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C040.fm.pdf

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      In week five of EDT 6030, the topic of the week was Resource-Based Learning.  While reading the required reading assignments and looking at other websites and videos, I learned many new facts about resource-based learning.  This theory is now my favorite learning theory so far because it is closely related to my teaching philosophy.  I also feel that students learn best while giving the opportunity to use multiple resources to demonstrate what they learned.  This is helpful to the student because they are able to use a media that they find interesting and engaging.   According to Campbell, Flageolle, Griffith and Wojcik (2002), Resource-Based Learning is as an educational model developed to actively involve students with multiple resources in both print and non-print form.  This allows the student to sit in the driver’s seat and takes responsibility for picking sources or medium to use when learning.  Medium such as but not limited to books/magazines/journals, blogs, vlogs podcasts are being used to bring excitement to learning (Campbell, Flageolle, Griffith and Wojcik, 2002, p.1)

        In the second article, “Research-Based Learning” Hannafin and Hill, the authors talk about how resourced-based learning has always been around.  Although, it has not been until the internet age where research–based learning has begun to thrive.  Hannafin and Hill state, “The digital age has changed the very nature of a resource. The resulting opportunities are considerable and range from increasing the number and availability through granularization, to repurposing component resources to address myriad individual needs, to providing multiple perspectives” (Hannafin, Hill p. 526).      

        Both sources indicate that Resource-based learning can develop a student’s understanding of a topic.   The articles support the unit topic of Resource-Based Learning because it gives a more complete idea of what is involved when a student takes part in this type of learning.

Resources

Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2002). Resource-based learning. In M.

        Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Retrieved

        from http://epltt.coe.uga.edu/

Hannafin, M. J., & Hill, J. (2007). Resource-based learning. Handbook of Research on

        Educational Communications and Technology, 525-536.

RSA # 2 Introduction to Inquiry Based Learning

Link to Article: http://www.ndtwt.org/blackboard/P2ssT2/inqu.htm

In week three, the topic of Inquiry Based Learning was the main focal point of this module .  After going through the week and reading the required readings and posting to the discussion boards, I quickly began to understand what Inquiry Based Learning was all about.  Simply stated, Inquiry Based Learning is the process of gaining and retaining information through questions developed from the interests, curiosities, and prior experiences of the learner.  However, the teacher still plays an important role in Inquiry Based Learning.  Their job is to stay in the background and facilitate the learning.  In other words, the teacher will pose  questions and model  it to the students.  This is done so that the students develop a higher order of thinking and not just memorize facts.  

Teaching with Technology Initiative explains Inquiry based learning perfectly.  According to Teaching with Technology Initiative (2003), “Memorizing facts and information is not the most important skill in today’s world.  Facts change, and information is readily available.  Inquiry based learning provides students the opportunity to construct the understanding necessary to produce deeper learning.” (“Inquiry-Based Learning”, 2003).  To go along with this, Scott Crombie expands on this in a Youtube video.  He goes on to say that that “Inquiry-Based Learning is broken down into three levels”, which are structured, guided and open (Crombie, 2014).  Depending on how familiar the students are with Inquiry Based Learning with determine which approach the teacher will take.Structured is the first level of Inquiry where the teacher drives the class by asking questions.  With this approach, the students are able develop research skills.  The next level is guided.  At this level, the teacher asks more generalized questions and the students accept a bigger role.  When  researching the information, the students are then guided by the teachers.  Lastly, at the open level,  the students develop their own questions along with research.  This is where the students have to analyze their data.  This is the most complex level of Inquiry because it deals with “higher order thinking” (Crombie. 2014).

Inquiry Based Learning is on rise in school districts across the U.S..  With technology becoming cheaper and more available, more schools are finding it easier to go in this direction.  IBL is a great way for teachers to get students to think outside the box and become producers of information as opposed of consumers.  Knowing this, teachers in any subject have the ability to use it in their classroom.    

References

Teaching and Learning Strategies.  (2003).  Inquiry-based Learning.  Retrieved from

http://www.ndtwt.org/blackboard/P2ssT2/inqu.htm

Crombie, S.  (2014, May 26).  What is Inquiry-Based Learning? [Video file].  Retrieved from

http://www.youtube.com/watch?v=u84ZsS6niPc.  

RSA1: Virtual Charter Schools: Pros and Cons of the Growing Trend

Link to Article: Virtual Charter Schools: Pros and Cons of the Growing Trend

When it comes to education, there has only been one viable option for both parents and students, which was public or private schooling.  Even if  parents felt that their child was not getting the best possible education due to reasons including behavioral, medical and social issues, students not being challenged enough or feelings of  hopelessness there has really been no adequate alternative.  However, this trend is now changing.  With the introduction of virtual schools, parents now have the opportunity to educate their child online with the help of fully accredited schools along with certified teachers.  According to Chen (2014), “Across the country, elementary, middle, and high school students are opting out of traditional public schools in favor of attending virtual charter schools.” (p. 1).  This idea originally started for college students, but soon spread quickly to elementary and high schools.  Currently, there are 200 online schools around the United States during the 2008-2009 school year.  Chen states (2014) that, “Experts expect this number to grow, as the K-12 online learning industry is expanding at an estimated annual pace of 30%.”  (p. 1).

After reading the articles, the one topic that was present in all four articles was social interaction.  Being able to interact with the teacher and classmates plays a big role in the development of the child.  Students that do the majority of their schooling online may not learn the social skills because there is an absence of one on one conversation. (Kaufman p. 1).  Kaufman later explains that that it is up to the parents to make sure that the child has interactions so that he does not feel alone and secluded *Kaufman p.1).  To remedy this problem, Hyo-Jeong So and Curtis J. Bonk (2010) are advocates for blended learning.  Blended learning is a combination of both traditional school mixed with online learning.  This is important because it allows the students to get crucial face to face time with teachers and other students.  (Chen p. 1).  

The online articles agree with the facts that were pros and cons in virtual education.  More social interaction with the teacher leads to students completing the required course.  Students that are having a difficult time functioning in virtual school may need face to face interaction with their teacher and fellow students.   According to Hawkins, Grahamb, Sudweeksb &

Barbourc (2013), “increased levels of quality and frequency of interaction resulted in increased student completion (Hawkins, 79).  Being able to talk to a teacher and receive immediate feedback has many advantages to it.          

References

Chen, Grace.  (2014).  Virtual Charter Schools: Pros and Cons of the Growing Trend. Retrieved     

from http://www.publicschoolreview.com/articles/170.

Hawkins, A., Graham, C. R., Sudweeks, R. R., & Barbour, M. K. (2013). Academic

Performance, Course Completion Rates, and Student Perception of the Quality and

Frequency of Interaction in a Virtual High School. Distance Education, 34(1), 64-83.

Hyo-Jeong, S., & Bonk, C. J. (2010). Examining the Roles of Blended Learning Approaches in  
Computer- Supported Collaborative Learning (CSCL) Environments: A Delphi Study. Journal Of Educational Technology & Society, 13(3), 189-200.

Kaufman, Clare.  (2011).  Online elementary schools: pros and cons for parents who work.  

Retrieved from

http://www.onlineschools.com/in-focus/online-elementary-schools-parents-work.