The Course!

The following is meant to convey a flavor of this course. The assignments will be given during class and will be posted under media assignments elsewhere on this site! A great deal of what follows will be re-designed to meet the needs of the class as a whole and individual class members

Orientation to Instructional Technology and course overview. Read Chapter 1 (Heinich)(Media and Instruction) and Chapters 1 (Educational Technology) and 2 (Integration of Technology) (Robyler). Obtain introductory information for your computer account on duq3. You'll be using your computer account to send assignments via e-mail or ftp. We'll use the newsgroups as a discussion forum for timely instructional media topics. Telecommunications will play a major role in this course. Explore my home page site using Netscape or Internet Explorer. I've collected a great number of useful sites for teachers-to-be!
Introduction to Instructional Design Models, including the ASSURE model. Read Chapter 2 (The ASSURE model)(Heinich) and the Hannum article (on Library Reserve). Be prepared to discuss (summarize) the differences between traditional instruction and designed instruction--select five noted differences (see Hannum) and be prepared to explain/summarize them in your own words to the class. You'll most likely have an assignment based on your readings to submit in some electronic format!
Designed v. Traditional Instruction. Learning styles. You will have the opportunity to take a learning style inventory during class. We will examine the implications of the specific findings for you as a teacher; we will also examine the implications of learning style in general. Read the Andre & Phye article (on Library Reserve). Try to describe in your own words how we process information.
The human information processing model. We will talk and discuss and draw in class today! Read Chapter 11 (Heinich) about process technologies. You will be assigned to become an "expert" on one instructional technology and share that expertise with the class next time. Begin to explore instructional TV--watch channel 13 for some educational programming. Analyze what you viewed for effectiveness. Keep a log of what you view throughout the semester. Read Chapter 3 (Robyler) -- it's a terrific review of learning theories. There is an excellent link to information about various learning theories off my home page that you will find useful.
Jigsaw activity re: technologies of instruction. During class, you will have the opportunity to experience first hand the important role that prior knowledge plays in learning as we examine the ideas of schemata, assimilation, and accommodation. Read Chapter 3 (Heinich) to learn some important visual principles. In small groups you will design and share with the class several examples of visuals (homemade or otherwise) that exhibit principles of visual design and several examples which do not. Begin to explore public radio--try WDUQ. Keep a log of the programs you listen to throughout the term.
Principles of visual design - groups will share their visuals and explain the adherence to, or violation of, principles of visual design. Designed instruction ala Gagne. Be able to name and explain each of the five learned capabilities put forth by Gagne. Write at least one representative objective for each of Gagne's learned capabilities.
Designed instruction ala Gagne (continued). Strategies for designing and delivering instruction for each of the learned capabilities. Groups will give a brief demo lesson on corret ways to teach each of the five learned capabilities. Read Chapters 5(projected visuals) & 6 (audio)(Heinich). Groups will prepare demonstrations on how to use the overhead projector properly and applications of audio media in the classroom.
Learning with media--types of media, psychology behind media selection, evaluation, and utilization. Media selection models. Read the Kozma article (on Library Reserve). This article is excellent and filled with lots of good "stuff"; it deserves a second reading! Organize the material from the article in some suitable fashion--be prepared to share your "outline" with others in the class.
Demonstration lessons on how to and how not to! -- concept learning. Demonstration on the use and misuse of the overhead projector.
Demonstrations lessons on how to and how not to continued)! -- rule using. Demonstration on uses of audio media in the classroom.
Demonstration lessons on how to and how not to (continued)! -- verbal information. The use of realia in the classroom. Technical/safety aspects we should all be aware of when using equipment. Read Chapter 7 (Video and FIlm)(Heinich). Generate a list of appropriate and inappropriate uses of a camcorder.
Learn how to operate a Camcorder. You will then have the opportunity to use the camcorder to demonstrate appropriate and inappropriate instructional uses of a camcorder. Join a listserv on Internet on your own time. See the link off my home page for easy access to lists!
MIDTERM EXAMINATION Read Chapter 8 (Computers)(Heinich). Use the news reader on duq3 to subscribe to some news groups on your own time. Post, or respond to, an article or two or three!
History of computers in education. The computer as tutor/tool/tutee/game. Locate an article that reports research on computers in education; prepare to share your findings with the rest of the class. Read Chapter 4 in Robyler for information on using instructional software in teaching and learning.
Explore the spreadsheet and database capabilities of Microsoft Works or any other spreadsheet or database software you might have available. You will have an opportunity to build a small database and spreadsheet. Read Chapters 5 and 6 (Robyler) for background information on using the word processor, spreadsheet and database in teaching and learning as well as various other technology tools.
Research re: computers in education. Each of you will have 3-5 minutes to report your findings to the class. Appropriate uses of media to help in your presentation is required.
Teacher productivity enhanced with a computer. Students will begin to design (in groups) a slide presentation to teach a concept, a video presentation to teach a motor skill, and a collection of visuals to teach verbal information.
Software packages for the classroom. Evaluate an educational software package. Each of you will have the opportunity to share the software and your evaluations with the rest of the class. Read the Salomon articles (there are two of them on Library reserve). Groups will be responsible for effectively presenting the material therein to the rest of the class.
How teachers use computers in the classroom. Read Chapter 8 (Computers) and Chapter 9 (Multimedia)(Heinich).
Research presentations. Final project description-- design a lesson that incorporates a variety of media to appropriately serve different instructional events. This project will be submitted on the last day of the term.
Research presentations (if necessary). Telecommunications in education. By this time, all of you should feel comfortable with duq3 and The Internet. We'll discuss the role of telecommunications in education. Read Chapter 10 (Heinich) and Chapter 9 (Robyler), both about distance leaning.
Exploring The Internet. You will have an assignment to complete an exercise using the Internet. Read about copyright in Appendix B (Heinich).
Multimedia. Assignment: Explore Hypertext/Hypermedia in the Computer Lab. Read Chapter 8 (Robyler) on using hypermedia in teaching and learning.
Hypermedia/Hypertext. Explore the uses of Hypercard in education. Read Chapters 9 & 12 (multimedia and newer technologies) (Heinich).
Virtual reality and games. For next class, read Chapter 4 (non projected visuals)(Heinich) and Chapter10 (Emergine Technologies)(Robyler)
Final Exam (all of your projects/assignments this term are in lieu of a final exam!) Read Chapters 11 - 15 (Robyler) (whichever are appropriate to your subject area)

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