Instructional Design

Transcript

Spring 2012 Graduate Program School of e-Education Principles of Instructional Design 210PID105 Training Module for English Department Teachers at Sheikh Sultan Bin Saqar governmental school in Sharjah Supervised by: Dr. Khadeegha Prepared By: Khaldoon Abdalhadi ID No. : 122100002 1 Preface The instructional Problem Among other schools in Sharjah Educational Zone, Sheikh Sultan Bin Saqar School received a formal letter from Sharjah Educational Council asking for educational projects (proposals) by the school and their teachers targeting students’ needs and within the general framework of enhancing learning outcomes. The project I submitted through my school to Sharjah Educational Council days ago emphasized on shifting from traditional Face-Face instruction delivery towards E-class. But traditional instruction shall remain due to certain restrictions imposed. The E-class shall be an addition to the educational process which will assist students of grades 6-9 to learn outside school walls and after school time restrictions anytime and anywhere. The project posed a challenge that all English language teachers need to undertake an intensive training workshops conducted just before the implementation phase of the E-class project. 2 Instructional Design Model used I have decided to use the KEMP model of instructional design because as Dr. Siribaddana has mentioned in 2009, “...the ‘kemp model’ in Instructional Designing, has broken the shackles of confinement and interdependability and thus gave the designers the much needed freedom in designing an effective instructional process”. The model can be explained by looking at the diagram on the right. And as shown in the diagram there are nine steps, they are:  Problem identification  Target group identification and analysis  Analyze the tasks ahead  Defining the instructional objectives  Sequencing the content  Determine the instructional strategies  Design the instructional material or the instructional message  Deliver the instructions  Develop the evaluation process for instructional objectives 3 Learners’ Characteristics /Targeted Population The training module is designed for English language teachers. There are four of them at the school. They all hold Bachelor degree in their discipline with expertise ranging from 15-23 years. They are all computer literate, their mastery level using the computer is varied, but their readiness to learn and enthusiasm is encouraging. Delivery The workshops (Training) will be conducted in a fully equipped lab. There will be a data show, internet connection, personal computers. The instructor will use CBT instruction method or the information shall be delivered through the data show to the learners. Financial Cost The workshop will not cost anything since the instructor has voluntarily prepared the material and is ready to give the workshops free of charge to his peer teachers. The equipments are freely provided by the school too. Planning the Curriculum Framework The training module aims to train the teachers how to: 1-Create quizzes using HOTPOTATO. 2-Conduct online quizzes using Classmarker. 3-Create an E-Class using Schoology. The table in the following page contains the modules intended to be given to the teachers in workshops and the time frame needed to execute each module. It also contains evaluation tools for each module besides supporting material and objectives of each module. 4 Module Length 6 hours Objectives To create test or quizzes Evaluation Tool Creating quizzes using the program Supporting Material Handout or link to download manual http://hotpot.uvic.ca/hotpot6_help.pdf 1 Using Hotpotato (an hour a day) Familiarization 2 with Classmarker Familiarization with Schoology 3 4 hours (an hour a day) 10 hours sessions (an hour a day) -To create test or quizzes -To prepare an online exam. -To create tests. -To create an E-Class. Uploading o online quizzes creation Creating an Eclass with all related material with pilot testing with real class students Classmarker.com Schoology.com Table (1) 5 Task Analysis As mentioned earlier, English language teachers at Sheikh Sultan Bin Saqar School which is a governmental school in Sharjah are expected to undertake training workshops prior to the start of launching E-Class initiative (Project) in school. The modules shall be given consequently starting with Hotpotato module which will be given in a six hours workshop distributed on six days. Then teachers will be introduced to Classmarker in a 4 hours workshop which will be distributed on four days. Finally the teachers will be introduced to Schoology and they will be trained on using the website, creating an E-class, Importing documents from Goggle Docs or their personal computers and the will also be trained on how to create tests by the tools available at the site itself .The module will be given in a 10 hours workshops distributed on 10 days. During and by the end of each module there will be formative and summative evaluation process to measure teachers’ understanding and mastery level of the content delivered. Modules Description 1) Hot Potatoes It is free software used to create interactive exercises which includes six applications. The program is totally free of charge and easy to use. It needs some training to master creating the exercises. It is a handy tool to create interactive content useful for E-class and online learning. The following table shows the contents of the program. 6 JQuiz (question-based exercises) JMatch (matching exercises( JCross (crosswords) Table(2) Source: : http://hotpot.uvic.ca JCloze (gap fill exercises( JMix (jumble exercises) The Masher (building linked units of material). The following explanatory material is taken from the software website. JQUIZ JQuiz is a tool for making question-based exercises. Each quiz can consist of an unlimited number of questions. There are four basic question types: Multiple-choice questions Short-answer questions The student chooses an answer by clicking on a button. If the answer is correct, the button caption will change to a smiley face :-), and if it's wrong, it will change to an X In short-answer questions, the students has to type the answer into a text box on the page, and press a Check button to see if it is correct. The page will try to match the student's answer to a list of correct or incorrect answers you have defined. If a match is found, the feedback for that answer will be shown A hybrid question In this type of question, the student is first presented with a text box and asked to type the answer. A multi-select question The student is asked to select several of a specific set of items. The idea here is that the student must select all the correct items, and not select all the wrong items. This type of question might take the format "Which of the following are nouns?", followed by a list of words Table (3).Source: http://hotpot.uvic.ca Supporting Material: http://hotpot.uvic.ca/wintutor6/jquiz1.htm 7 JCloze (gap fill exercises) JCloze is used to make gap-fill or cloze exercises. The idea of a gap-fill exercise is that the student completes all the answers before checking; in other words, it's a holistic exercise. When all the answers have been entered, the student presses the check button to mark the answers. Correct answers will be inserted into the text; any incorrect answers will be left in textboxes, so that they can be corrected. When the student checks an answer that is not completely correct, a penalty is incurred, so the score depends on the number of checks required before the answer is completely correct. Supporting Material: http://hotpot.uvic.ca/wintutor6/jcloze1.htm JMatch (matching exercises) JMatch is used to create matching exercises. Basically, this means that a list of items appears on one side, and each one must be matched up to an item on the other side. JMatch output comes in two types: standard and drag-drop. The standard output uses a drop-down list of items on the right. This is the format to use when you have more than seven or eight items, and the items on the right are only text; if you have only a few items, and especially if the items are graphics, you may want to use the dragdrop format (see this example). Don't use the drag-drop format if you have more than eight items, because scrolling on the page will make dragging and dropping difficult. To make a JMatch exercise, enter each pair of items on the same line, as in the picture below. When you export to create the Web page, the program will shuffle the items on the right for you. Supporting Material: 1-http://hotpot.uvic.ca/wintutor6/jmatch1.htm 2-http://hotpot.uvic.ca/wintutor6/jmatch2.htm 8 JMix (jumbled sentence or jumbled word exercises) JMix is used to make jumble exercises. You can jumble the words in a sentence, or the letters in a word. Like JMatch, JMix has two output formats: standard, and drag-drop. For examples, see this standard exercise and this drag-drop exercise. Supporting Material: 1-http://hotpot.uvic.ca/wintutor6/jmix1.htm 2-http://hotpot.uvic.ca/wintutor6/jmix2.htm JCross (crosswords) JCross is used to make crossword exercises. There are two steps to making an exercise: first enter your letters in the grid, and then add the clues. To enter letters in the grid, click on a square and type a letter. Supporting Material: http://hotpot.uvic.ca/wintutor6/tutorial.htm?___q;0; The Masher (building linked units of material) The Masher is a different kind of application from the others in the Hot Potatoes suite. It's intended to help you make larger units of materials, linked together. The Masher is used to upload files which are not Hot Potatoes exercises to the www.hotpotatoes.net server. Supporting Material: http://hotpot.uvic.ca/wintutor6/mashertutorial.htm 9 Formative Evaluation Teachers will be asked on daily basis to produce sample exercises matching the new expertise that was introduced. The program can be downloaded from http://hotpot.uvic.ca/. The 2) Class Marker Even as a free user, the website has many features that enables one to create many forms of exercises or tests: (Multiple choice tests, Free text, Punctuation, Essay, True/false) tests which can be stored to the website online question bank. An instructor (teacher) can invite users (learners) in many ways: 1-Send them registration codes to create their own accounts 2-Create their (user names/passwords) and send them through. The website also allows you to benefit from some interesting features, for example: 1- Assign a certain amount of time for a specific test. 2- Assign your test to be shown on a certain date at a certain hour or to make it available 24/24 hrs a day. 3- Check the results by an individual user or by all group members you previously created. 4- Print a full result report for all users or for an individual user. You also can check the results and the amount of time spent taking the test. Also it shows those questions that were answered wrongly. 10 Using the website is so easy .After registering as an instructor and validating your account you are allowed to create tests, add learners who will undertake the test then you have to assign the test and when the test is taken by your group of learners the results show to you either per learner or for the whole group of learners. Formative Evaluation Teachers are asked to create and assign tests for themselves as a small sample to practice using the website. 3) Schoology  This is totally free LMS provided for instructors. With Schoology, educators can posting assignments, quizzes and links to additional resources or conduct online courses, provide one-on-one remediation, or hosting discussions. It also connects students and parents to educators and learning resources anytime, anywhere in a safe, secure online environment. (Source: Schoology.com). The website provides the following features to its users: 11 Learning Management System (LMS) Social Networking Interface Organizable Lessons & Course Pages Threaded Discussions Google Apps Integration Administrative Tools User Creation & Course Enrollments Custom Roles, Permissions, Settings Table (4).Source: Schoology.com 100% Cloud-based Service Customized Look and Feel Authentication (SSO) Content Migration & Imports Micro-Blogging Groups/Learning Communities Instructional Tools A very useful feature is that the website gives you the opportunity to import questions from: Google Docs Blackboard Examview Table (5) .Source: Schoology.com 12 Khan Academy Moodle 13 You can also engage the students 14 Sharing Materials 15 Even when you need other tools to help you create quizzes and tests this is your sanctuary: 16 It also provide analytical tool to measure students activity 17 Formative EVALUATION Teachers are asked to:    Create an account at the website. Create or import quizzes, tests or exercises. Practice attending as learners at each other’s E-Classes to measure it validity. Summative Evaluation The teachers are asked to: 1- Design a set of tests designed by Hotpotato and uploaded to both Classmarker and Schoology. 2-Create a class; assign tests, assignments, and course material. 3-Test their final product by choosing real class students and ask them to be part of the project and check the results in a sense of its validity ,usefulness and ability to accept E-Class learning. Supporting Service provided by the modules instructor 1-Has to keep a close eye on final products created by the teachers and make sure that the steps are implemented properly by the teachers. 2-Be ready to advise and guide whenever needed. 3-Adjust and add any new suitable material needed for the training modules. 18 References - www.Classmarker.com - Dr.Siribaddana, Pandula. 2009. Instructional Designing: The Kemp model. [ONLINE] Available at: http://www.helium.com/items/1682282-what-is-kemp-model-or-mrk-model-or-instructional-designmodel-kemp. [Accessed 08 March 12]. - http://hotpot.uvic.ca/ - www.schoology.com 19