FINAL PROJECT REFLECTION

Connie S. DarrHE 547March 21, 2015

mLearning

eLearning

Current Environment of Learner-Centric Instruction

Digital Citizenship

Table 2. Respect, Educate and Protect (REPs)

Respect Your Self/Respect Others- Etiquette- Access- Law

Educate Your Self/Connect with Others- Communication- Literacy- Commerce

Protect Your Self/Protect Others-Rights and Responsibility- Safety (Security)- Health and Welfare

Table 2 Source: Ribble, M. (2015). Nine Themes of Digital Citizenship Retrieved from http://www.digitalcitizenship.net/Nine_Elements.html

Table 1: Nine Themes of Digital Citizenship

1. Digital Access

2. Digital Commerce

3. Digital Communication

4. Digital Literacy

5. Digital Etiquette

7. Digital Rights & Responsibilities

8. Digital Health & Wellness

9.   Digital Security (self-protection)

7. Digital Rights & Responsibilities

Table 1 Source: Ribble, M. (2015). Nine Themes of Digital Citizenship Retrieved from http://www.digitalcitizenship.net/Nine_Elements.html

Backward Design Stages of Curriculum/Unit

Planning

Ask the Right Questions, Ensure Alignment & Appropriate Assessment

1. Identify the Desired Results2. Determine Acceptable Evidence3. Plan Learning Experiences

(Wiggins & McTighe, n.d. p. 3)

Social ConstructivismSocial constructivism is not a method…it is a view of learning that provides a theoretical base for making decisions about pedagogy and curriculum.It emphasizes

• the role and nature of interaction with others

• to challenge what is known, • to enhance connections with

existing knowledge• and build new pathways for

additional ideas

(Bryant & Bates, 2015, p. 17).

Collaborative Learning

Strategies and Skill Set Foundational Elements 

Create a Social & Active Learning Community

Enrich my Skill Development for Working in a Team

Demonstrate Leadership Value Seamless Technology

Over Communicate Impart Purpose & Clear Instructions

Resolve Conflict Exhibit the Presence of a Leader

Monitor Student Progress & Provide Feedback

Source: Morrison, D. (2014b).

Enhance Social Presence

Source: Morrison, D. (2014a).

People are active sense-makers who engage in active cognitive processing during learning Attending to relevant information Mentally organizing it into a coherent structure Integrating it with what they already know

Goal of effective instruction = present information + encourage learner engagement in appropriate cognitive processing using multimedia to reduce extraneous processing.

Provide opportunities for deep learning interaction with others collaborative group work

Cognitive Theory of Multimedia Learning

Source: Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia instruction (3rd ed.). San Francisco, CA: Pfeiffer

Remember the Principles, Less is More!

Use Evidence-Based Research

Cognitive Presence learners’ ability to construct & confirm meaning through sustained reflection & discourse

Social presence learners’ ability to identify and communicate in a trusting environment

Teaching Presence  the design, facilitation & direction of cognitive & social processes = personally meaningful & worthwhile learning outcomes

Source: Garrison, R., Cleveland-Innes, M. & Vaughan, N. (n.d.) CoI model. Retrieved from https://coi.athabascau.ca/coi-model/

An educational Community of Inquiry is a group of individuals

who collaboratively engage in purposeful critical discourse and

reflection to construct personal meaning and confirm mutual

understanding

Bloom’s Taxonomy & Web 2.0 Tools

Source: Harris, T. (2012, February 10). Web 2.0 Tools and Bloom’s Taxonomy. How do they stack up? [Blog post]. Retrieved from

http://www.tracystechytidbits.com/2012/02/web-20-tools-and-blooms-taxonomy-how-do.html

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia instruction (3rd ed.). San Francisco, CA: Pfeiffer

Bryant, J. & Bates, A. (2015). Creating a constructivist online instructional environment. TechTrends 59(2), 17-22.

CAST (2011). Universal design for learning guidelines version 2.0. Wakeeld, MA: Author.

Garrison, R., Cleveland-Innes, M. & Vaughan, N. (n.d.) CoI model. Retrieved from https://coi.athabascau.ca/coi-model/

Harris, T. (2012, February 10). Web 2.0 Tools and Bloom’s Taxonomy. How do they stack up? [Blog post]. Retrieved from http://www.tracystechytidbits.com/2012/02/web-20-tools-and-blooms-taxonomy-how-do.html

Morrison, D. (2014a, February 10). Five elements that promote learner collaboration and group work in online courses [Blog post]. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/10/five-elements-that-promote-learner-collaboration-and-group-work-in-online-courses/

Morrison, D. (2014b, February 17). Five essential skills instructors need to facilitate online group work & collaboration [Blog post]. Retrieved from https://onlinelearninginsights.wordpress.com/2014/02/17/five-vital-skills-instructors-need-to-facilitate-online-group-work-collaboration/

Ribble, M. (2015). Nine Themes of Digital Citizenship. Retrieved from http://www.digitalcitizenship.net/Nine_Elements.html

Wiggins, G. & McTighe, J. (n.d.). Understanding by Design, Chapter 1. What is Backward Design? Retrieved from https://www.fitnyc.edu/files/pdfs/Backward_design.pdf

References