ETEC648 Assignment

  1. My plan: a course delivery (oral lesson) for English as a second language (ESL) class for beginners.

Objectives: improve learners’ listening and speaking skills, be able to communicate with others in daily language

Delivery method: A syllabus and a welcome email will be provided to all students

My audiences: limited English speaking skills who are planning on studying aboard. Students graduate with high school diploma in their native country, and learned English in their high school years. Students understand Basic English vocabulary, but have poor communication skills.

Time/Days: MWF: 13:00-14:00pm

  1. Good start:

Welcome Message:

Welcome to ESL101. I am your instructor, and I look forward to meeting everyone on September 1. Hope after completing the course, you guys are able to communicate in English for daily life conversation. You can find the textbook in bookstore or online purchase. The textbook is important for each class meeting, I suggest you purchase the textbook before class meeting. The class schedule will be provided in syllabus for your reference.

Best,

Ms. Michelle Yang

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Session 10

  1. Identify five key concepts or themes related to eLearning Design and Development and explain what you know about each.

1) Know the expectation of outcomes of the course you developed: Have basic idea on what technology can be provided to achieve the course design goal.

2) Teach what learners need to learn in the way they most naturally learn: Before design a course, need to make sure knowing learners learning abilities

3) Define clear learning objectives: Navigate on project development.

  • Focus on the right objectives: Concentrate and choose the correct objective to work on, try not to get overwhelming.
  • The power of testing: Evaluate and get feedback from learners.
  1. Speculate on the future of eLearning and what your role in that future might be.

The technology skill is rapidly developing in nowadays. ELearning will be used in teaching more often due to people’s high speed living life and they are using more technology in their daily living. More demand will be required on eLearning courses for learners than the traditional way of face to face meetings. My role would be helping more and more learners not only assess online courses through computers, but also any devices such as watches, electrical glasses, little robots, and more things we haven’t developed in current time to help learners get more assistant in learning without going to schools.

  1. Revise the eLearning development template/instructional design process you developed earlier for yourself. Be sure to:
  2. a) List all of the roles of people who will be involved in the typical development.

There are designer, instructor and learners are involved in a typical development. Because we had a group work together with Kim and John, we three are designers as a whole.

  1. b) Identify your role.

My role is one of the designers.

  1. c) Explain the type of courses or other eLearning development the template is for (higher education course, corporate training etc.)

The course was designed as a fully online history class for 50 undergraduate students to learn major events and themes of history from post WWII to present times.

  1. d) Provide a clear label for all included elements.

Learner-Content interaction

Learner-Instructor interaction

Learner-Learner interaction

Identify the Type of Activity: Absorb – Do – Connect

  1. e) Provide a clear description of each included element.

Learner-Content interaction is important, even essential. Without content interaction the course is at best a social meeting of intelligent people.

Learner-Instructor content can help focus a student’s interaction with the content, can provide motivation and can help correct errors in a student’s learning.

Learner-Learner interaction to be necessary to give students a similar experience as a face-to-face class and is important in keeping student motivated.

Absorb- We will use podcast with lecture notes to provide teaching information to students.

Do- We will use posting blogs method to examine learners’ learning abilities.

Connect- We provide modules for students to learn and learning activities can affect their blog posting levels.

  1. f) Provide a narrative explaining how the template would be used.

The template can be used to navigate design objective by designer to help learners in understanding eLearning. Design test for learners in setting up the test, supervise the test.

Session 9

Define the terms “Game” and “Simulation” as they relate to eLearning.

Games and simulations can provide practice, provoke discoveries, and test learning. A game can be thought of as a simulation that involves a personally challenging task. A simulation can be used for several different purposes.

  1. What are the key characteristics of a Simulation?

Learners decide and act.

Learning results from practice and authentic feedback.

Useful for educating and training workers.

  1. What are some of the strengths or advantages of Games and Simulations in eLearning?

In gamification method, to win the game can help learners to know more about the subject of the game and motivate learners in learning more.

  1. What are some of the weaknesses or disadvantages of Games and Simulations in eLearning?

Learners may need instruction or tutorial to participate the games and learn about the subject before trying their hand at the game. Also for disabilities learners, ADA is an important key requirement when design a game or simulation in eLearning.

  1. Explain the term, “Gamification” and explain how this concept might apply to eLearning.

Gamification is the use of game thinking and game mechanics in non-game contexts to engage users in solving problems and increase users’ contributions. It can be used widely in eLearning, because all learners can participate online games without having gender, age, race or skin color, clothing, hair, voice, personality and movement differences. Every learner is equally treated in the game method.

  1. Pick a topic and describe a game or a simulation or gamification concept that would be effective.

Translate objectives to a story is an effective way to attractive learners in learning. It can motivate and interest learners when they participate online studies. Story providing can be easily absorb for learners in the concept of learning and help them understand objectives.

Session 8

  1. List the two levels of testing as outlined in the presentation and discuss each one in turn. Then describe the types of testing activities for each level of testing.

There are the fidelity of the media used to present the material and testing done to ensure that the material presented leads to the desired student outcomes.

There are two basic levels of media fidelity testing. One is at the point of media creation, another one consists of having someone review the materials as they will be situated when the consumer of those materials uses them.

Another type of testing that needs to be addressed is testing to ensure that the materials adhere to guidelines established to ensure that individuals with disabilities can access and use the materials that have been created.

  1. What is ADA and how does it apply to the design and development of eLearning materials?

ADA is the Americans with Disabilities Act of 1990. Disabilities and their accommodations include: Color Blindness, Low Vision – No Vision, Seizure, Auditory, and Motor, the testing ensures the materials adhere to guidelines established to ensure that individuals with disabilities can access and use the materials that have been created.

  1. What is your institutions (You may use CSUSB’s) policy towards ADA and eLearning? Explain what this means in practical terms and what you think the strengths and weaknesses of the policy.

http://policies.csusb.edu/ada_procedures_and_guidelines.htm

The ADA provides an array of regulations and standards for organizations. These are interpreted as requirements to which organizations must comply. In a practical sense, beyond the minimum requirements established by ADA, are desirable environmental conditions and individual expectations. These latter two levels are commonly the ones that come under some type of review by either the Advisory Committee or the ADA Management Group.

Whether or not a specific item within the realm of ADA arises with the Advisory Committee, is directly presented to the Management Group, or arrives at a specific office, the process will consist of the following approach:

  1. Identification of the interest, problem or concern.
  2. An analysis of the factors involved, including cost and funding sources.* refers to:
  3. A review of the alternatives possible, including cost.
  4. A response to the originator of the item.
  5. Implementation of the solution.
  6. Closure of the process.

The strength of the policy is given full attention for disabilities, try to help individuals in his/her needs as possible.

The weakness of the policy is under each one condition, there will be different situation for instructor to face and solve, and it is hard to cover every circumstance in teaching process.

  1. Revisit the 11 instructional design steps presented in chapter 1 of the text (Design Quickly and Reliably).* Revise this 11 step system using what you now know about development and testing. Try to create your own instructional design process/template that you might actually use. Briefly explain your modifications.

*11 step instructional design process as presented in the text:

Identify your underlying goal

Analyze learners’ needs and abilities (Add an analysis of content and instructor needs/abilities/preferences.)

Identify what to teach

Set learning objectives

Identify prerequisites

Pick the approach to meet each objective

Decide the teaching sequence of your objectives

Create objects to accomplish objectives

Create tests (Add other methods to determine whether or not objectives are met as appropriate.)

Select learning activities

Choose Media (Add a discussion of activity structures and interactions.)

My Own instructional design:

Determine the purpose of the design

Analysis the design goal

Set learning objectives

Design the objectives, choose suitable technology tools

Develop the objectives with technology tools

Implement the objectives

Evaluate the objectives for learners

Session 7

  1. Why is media selection important in eLearning?

Media selection is a revolution for eLearning. With the mature of technology and reduce of cost, more and more people choose media tools in eLearning.

  1. Define “new media”?

A major concept of new media is ease of sharing, but more than that, is the ability for others to use, reuse, link to and comment upon shared works. New Media is a 21st Century catchall term used to define all that is related to the internet and the interplay between technology, images and sound.

  1. Choose a “new media” and explain it’s strengths and weaknesses for supporting eLearning.

Twitter is one of “new media” in today’s use. It is current and easy to follow. The weaknesses is some inaccurate information posted from users can effect learners’ eLearning.

  1. Explain the term “Mobile Learning” and discuss the importance of “Mobile Learning in the current eLearning environment and in future eLearning environments.

Mobile learning has two main meanings: (1) participation in learning events while mobile and (2) learning from the world in which we move.

Because technology is rapidly developed in nowadays, in current eLearning environment we have used mobile devices to check emails, read materials, search key words etc. in future eLearning environments I am sure mobile learning will be more important because people rely on technology skills more often.

  1. Explain the term “Virtual Classroom”. Describe how a “Virtual Classroom” can be used in eLearning.

A virtual classroom is an online learning environment.  The environment can be web-based and accessed through a portal or software-based and require a downloadable executable file.  We can use blackboard in eLearning, especially discussion board section, learners and instructor can interact with each other and get feedback.

  1. Thinking about the class you have been designing, what are some ways you could potentially use some new media?

I will use skype, blackboard and blog posting to design a course. Course materials can be found on blackboard, and discussion board allowed learners to ask questions as needed. Learners have to participate skype meeting for course related questions, then they will post their assignments on blogs.

Session 6

In the previous session you worked as part of a team to conduct an analysis and develop a course plan. In the first activity below you will be asked to use what you learned from that experience to respond to some development tasks.

  1. Describe an “Absorb” type activity for one of the objectives in your course plan.

We will use podcast with lecture notes to provide teaching information to students.

  1. Describe a “Do” type activity for one of the objectives in your course plan.

We will use posting blogs method to examine learners’ learning abilities.

  1. Describe a “Connect” type activity for one of the objectives in your course plan.

We provide modules for students to learn and learning activities can affect their blog posting levels.

  1. Choose one of the above activities and discuss the process you would use to create this presentation. For this task assume that you have no additional assistance other than the instructor who would be able to write content as you describe it and perform for a recording as needed.

I will choose “absorb” type activity. When I provide lecture notes to students, I will also insert some graphs and timeline description to attract students’ interests in learning history. To be able to motivate students, I will also add gamification tools to help students get better understanding in the history content.

  1. Discuss how you would approach for the above task would be different if you were directing the development efforts of a team that included a graphic designer, a video editor and a web programmer along with all of the tools that such a team would typically use.

If I were directing the development efforts of a team, I would first ask my teammates to contribute their opinion on how to design a course. The video editor can help us on creating a video for history, and the graphic designer can design a timeline table to help students get better understanding in learning. The web programmer can combine our sources and develop a good website for students to participate online class.

  1. The text presents test types and presents a list of common types of test questions. In light of these, describe a test that would be appropriate for the class your team planned in the previous session.

“Open-book” tests is good for online class. I think if we want to test students’ learning abilities, it is better for students to input their thoughts and post on line. To be able to do so, posting blogs is a good way, students can use “open-book” test to improve their memory in historical events.

Session 5

I am working on the project with John and Kim. Here is my part:

Identify your underlying goal

Teaching a fully online history class for 50 undergraduate students to learn major events and themes of history from post WWII to present times.  The goal for the project is to give the undergraduate students certain understanding in American history and they are able to identify major events during that time period.

Analyze learners’ needs and abilities (Add an analysis of content and instructor needs/abilities/preferences.)

 The undergraduate students are required to take this course in their undergraduate studies and their technology levels are not same. The students have basic knowledge in American history and a prerequisites of earlier American history from WWII. Because this is a required course, students are motivated for learning to complete it and they will be able to graduate from university. The podcast is the primary tool for students to attend class on blackboard, and also documentary films are provided during the course session. Because this is a fully online class, students can manage their time to learn the course material flexibly. They can attend online class anytime and anywhere, each class session will be one hour, and the online class are held once a week. Students have interaction in discussion board to help them get better understanding and active participation in the class.

The history instructor has little experience in technology but not fully tech savvy. He needs to adopt some technology tools to apply his lectures. He will use podcast to lecture some class materials online and also provide some films to interest students in learning. to be able to assist students in learning and master students understanding level, the instructor provides discussion board to interact and give feedback to students.

Identify what to teach

The core of essentialism for this history course is to help students understand the important timeline from WWII to present. One open-ended question will be provided after each class, and it can monitor students’ activities in participation and understanding level. The course is designed in 10 modules, and it is a ten weeks course in one quarter session. Students are expected to know some of the events without taking the course and the class can help them get better understanding in the important events and more knowledge in the course. Students can post their ideas in the discussion board.