IDT 510 Technology-Based Instruction: Applications and Methods
Fall 2021 - University of North Dakota
Instructor: Mark Grabe (my AboutMe page)
Office: On the road - feel free to contact me by email
E-mail: markgrabe@gmail.com
Office Hours: My circumstances are somewhat unique as I am an emeritus UND faculty member. I no longer live in Grand Forks and while there are two options for this course (on-campus and online), the course will be run entirely online. As nearly all students in 510 are also not on campus, most contact with students have to be online anyway. Please contact me via email. I access my Gmail account numerous times a day and we should be able to work out a way to communicate.
Number for UND technical support - 701-777-6305
ZOOM: (https://blackboard.und.edu/ - We will be using the ZOOM for the synchronous portion of our class. This is a new tool for me and perhaps for you. Because I teach only IDT courses occasionally, I may use the tools for online courses in a different way than you have experienced previously. I am not located on the UND campus and do not use the classroom assigned to the course. I initiate Zoom by leaving a link in Blackboard Announcements. When you join a class meeting, open Blackboard and use the link you find in Annoucements.
Course Description: The course addresses the integration of computer technology into the learning environment and learning theory/instructional design using technology. The course is intended to have a broad focus, but specific attention will be paid to the use of technology to individualize learning experiences (e.g., mastery learning) and the benefits of technology-based generative activities. The catalog describes the purpose of this course as familiarization with various methods for using technology to deliver and/or support instruction: tutorials, drills, simulation, interactive video, instructional games, intelligent computer-based instruction, performance support systems, job aids, testing, distance learning, intelligent tutoring systems, and instructional management systems. My version of this course expands this list of learning experiences and includes exposure to some of the online tools for offering such learning experiences to students so course participants are prepared to generate learning experiences.
Textbooks: Note - I assume you will read books using a Kindle or Kindle app. I have added the full titles if there continues to be an issue with the links. These are Kindle books available from Amazon.
Grabe, M. (2020). Layering for learning. (Designing Instruction Using Layering Services: Educators and students guiding learning)
Grabe, M. & Grabe, C. (2021). Integrating technology for meaningful learning (Integrating Technology for Meaningful Learning)
Note - these books have been formatted in the fixed page size format recommended by Amazon for textbooks. You can make use of this format on all Kindle devices and apps, but I prefer to read this format using the Kindle app on a computer. Features such as the use of embedded links seem to work better with this approach. Kindle books also offer a note-taking and highlighting system I think works best when used from more powerful devices.
Other assigned reading will include online resources associated with the Grabe and Grabe texts and Journal pdfs available from the UND library. The online resources may consist of more than a single web page. If the page has a continue link at the bottom, you should use this link and continue reading.
I treat this as an interactive syllabus. The reading expectations for each class will be identified. I will try to have as much of this information in place by the beginning of the course, but I will also make modifications as we go. IDT 510 is not my traditional teaching assignment within the program so I am still finalizing assignments. Hence, the online syllabus is the official guide for the course and you are encouraged to rely on this online syllabus rather than printing a document that may become dated by changes made.
Journal Articles:
McGrew, S., Breakstone, J., Ortega, T., Smith, M., & Wineburg, S. (2018). Can students evaluate online sources? Learning from assessments of civic online reasoning. Theory & Research in Social Education, 46(2), 165-193.
Pease, M. A., & Kuhn, D. (2011). Experimental analysis of the effective components of problem-based learning. Science Education, 95(1), 57-86.
Roediger III, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1), 20-27.
Shute, V.J. & Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33, 1-19.
Journal articles are available as pdfs you will be able to download through the UND library. You will need the information associated with your UND name and password to access this content.
Course Requirements:
Preclass and Review Questions: (20%) Each class will be associated with two discussion questions (using the Blackboard discussion board).
Your response to the first assigned question is expected before class. The pre-class question is intended as a knowledge activation task and should be completed before you process the assigned content for the week. I do not object to you doing some reading to answer this question, but this reading and your response to this question should be completed before you begin your study of the assigned material. This question will be related to the reading material for the week, but is not intended to evaluate your processing of this content. Responses to the answers provided by classmates can be offered, but are not evaluated. I will also respond to discussion responses.
The second question will be posted during class and time set aside for your completion of this question. This question is intended to more directly access your understanding of the assigned content for the week. Your response is to be completed without access to the assigned material or other content that may be retrieved via search. Conflicts may prevent students from participating during class time. Should this be the case I expect to be informed ahead of time and will provide an alternate way to respond to a similar question.
This discussion board has been set up to require moderation. You will not see the responses of other students until I make their responses available. At that time, you are free to read and comment on other responses and to my comments in reaction to your responses or the responses of other students
Evaluated products:
Group project (25%). Assume your group has been asked to serve as consultants for a large K-12 school district. District administrators have learned about the Kahn Academy at various conventions and are interested. However, they wonder what else might be available. Identify and analyze one commercial education platform (content and instructional infrastructure) similar to Kahn Academy. Your analysis should demonstrate your understanding of Kahn and identify relative strengths and weaknesses in the systems you select for analysis. A group will consist of 3-4 students.
The focus of your investigation should be a system that offers content and activities in multiple areas and is intended for multiple grade levels. K12 and ixl would be popular examples of such a system (search online curriculum). Some parents who home school use similar systems. The work of the Modern Classroom Project relies on content developed within a K12 district, but also assumes an individual progress system and so assumes the sequence of learning activities and standards for mastery be established to define the scope of a course. This is not a perfect fit here, but I include it because it is based on a similar continuous progress model with content being developed locally.
What type of resources are provided or created? How is student learning assessed? What does the system offer in terms of data collection and record keeping? How do these data inform instruction? What forms of individualization are provided? What type of supervision/support is expected in support of students? What evidence does the company provide in support of the system? Can you locate external information about the company and what does this information indicate? What options are available to purchase the program?
How about this as a delivery system - to gain experience with collaborative writing, I think the content of each group should be generated as a collaborative Google doc and then shared with the group. One of the resources I have written provides some information, but you should be able to learn by exploring online how to collaborate and then share your finished product with the rest of us. If I examine the document history, I should be able to see that all have contributed. Do not send your content to a team member to be integrated into the document. (see tip #7 from this site) (My simple tutorial)
Create a WebQuest (20%). Generate as a Google site or some other accessible service. A Google Doc with embedded web links would also work. Think in terms of a resource you could provide to learners so the delivery system depends on the service you want to use and/or learn. Your WebQuest should be based on an authentic problem. Include at least 3 online sources relevant to the problem you provide. Your project should be original and clearly differentiated from existing WebQuests that are easy to find online (you might want to explore some of these projects to help you understand the model. Note - all available WebQuest examples are not necessarily good problem-based tasks.) In addition to the WebQuest, I would like you to submit a justification of your WebQuest as an information problem-solving activity. This additional content should be sent to me rather than being attached to the WebQuest.
CBI assignment (25%) – (Option 1) - Develop a 20 to 30 minute self-instructional package on a topic (equity, bullying, copyright/fair use) related to the final Grabe and Grabe chapter using PowerPoint (or an Apple or Google equivalent) or an HTML editor and hosting system (Google sites, Weebly, or a similar system of your choice). The instructional package should incorporate multimedia (images, audio, and video), hyperlinks, and an evaluation task.
This project was used in previous versions of the class and I wanted to be certain I was being consistent with previous course goals. Note that my version requires a specific topics (a topic from the final chapter) so I feel I have some relevant background for reviewing the projects. This does not mean that the background you bring to your choice of topics should be limited to the content in the textbook. If you select the slideshow option for your delivery system, I would suggest you add “instructor notes” to the slides. I do not believe it is good practice to try to put all information on slides so either propose a narration or provide instructor notes. You could use a “slide-based” tool such as Explain Everything if you want. Note that your CBI projects should also go beyond presentation. Consider how you might add other instructional tactics to encourage processing of your presentation - perhaps embed questions or brief reflective writing assignments. Note that this project does not link to external information as was the case with the WebQuest. Content should be immediately available within the product you create. It is important to provide references for this content. One more thing - note the instructional time expectation and identify a topic accordingly. Equity and SES would likely be too too broad, but SES and home access might be appropriate.
(Option 2) - Create a tutorial using Google Sites focused on how to use a specific tool or online service you feel would be valuable to educators. This tool/service might be used by the educator personally or be used by the students of an educator. Your tutorial should provide sufficient information to allow the educator to understand potential applications of the tool or service, gain access to the tool/service, provide and control access for students if that is the goal, and master core functions of that tool. The instructional package should incorporate multimedia (text, images, audio, and video) and unlike a WebQuest, your content should provide all instruction needed. You can link to necessary external sites such as providing a link to the service for those who may want to use your instruction to try a service and perhaps to the page providing price options as these options may change after your tutorial has been completed. The second expectation of this project is that you have some suggestions for how the tool/service can be used for educational purposes. Suggestions should offer more than a brief general description of such applications. You are not required to provide examples (e.g., sample projects) of these possible applications. Products created if you select this option will be part of the Google Site instance prepared for this class - https://sites.google.com/d/12sv5FBpS0F_wCtYUO16hdPlAOMxuyTLE/p/1B4mg8TiHORmcH9yR9ZMxt9jJKlDi35r2/edit - you will be added as an editor of this site.
Here is a set of Sites tutorials if you have no experience.
Smaller products (10%) - this category consists of smaller class projects that result in a submitted product (e.g., layering demo/unit)
Units:
Note: The links here are often to the first page in a series. You are responsible for the entire series. Links at the bottom of a page either take you back to the resource page or on to the next page in the series.
Note - I use G&G to refer to the Grabe and Grabe (2021) book.
Special Needs:
If you have special needs as addressed by the Americans with Disabilities Act and need course materials in alternative formats or need any special accommodations, please notify your course instructor and contact the Disability Support Services (DSS) office (190 McCannel Hall, 777-3425 v/tty).
Non-discrimination statement:
As part of its commitment to providing an educational environment free from discrimination, UND complies with Title IX of the Education Amendments, which prohibits discrimination and harassment based upon sex in an institution’s education programs and activities. Title IX prohibits sexual harassment, including sexual violence, of students at UND-sponsored activities and programs whether occurring on-campus or off-campus. Title IX also protects third-parties, such as visiting student-athletes, from sexual harassment or violence in UND’s programs and activities and protects employees from sexual harassment and discrimination. Prohibited harassment includes acts of verbal, nonverbal or physical aggression, intimidation or hostility based on sex, even if those acts do not involve conduct of a sexual nature; sex-based harassment by those of the same sex; and discriminatory sex stereotyping. UND will take prompt action to investigate and resolve reports of sexual harassment or sexual violence in accordance with Title IX. UND’s Title IX coordinator is Donna Smith, Director of Equal Employment Opportunity/Affirmative Action, 401 Twamley Hall, 264 Centennial Drive Stop 7097, Grand Forks, ND 58202-7097, 701-777-4171, donna.smith@und.edu. Retaliation against any person who initiates an inquiry or complaint or participates in the investigation of a complaint is prohibited. Such conduct will be further cause for disciplinary action.
How to seek help when in distress:
We know that while college is a wonderful time for most students, some students may struggle. You may experience students in distress on campus, in your classroom, in your home, and within residence halls. Distressed students may initially seek assistance from faculty, staff members, their parents, and other students. In addition to the support we can provide to each other, there are also professional support services available to students on campus through the Dean of Students and University Counseling Center. Both staffs are available to consult with you about getting help or providing a friend with the help that he or she may need. For more additional information, please go to http://und.edu/und-cares/.
Brief Information about reporting:
Any student who has been impacted by sexual violence (sexual assault, domestic violence, dating violence, stalking) or gender-based misconduct is encouraged to report and seek appropriate resources on campus. Please contact the Title IX Coordinator (Donna Smith, donna.smith@und.edu or 701-777-4171) to discuss your options. To view the policy and additional resources, please visit: http://und.edu/finance-operations/university-police/sexual-violence-programs.pdf.