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- 1. Brent Hirata Integrating Scenario-based Online Learning to Motivate Pre-service Teachers
- 3. Associate of Arts in Teaching “Preparing future teachers who will make a difference in the Leeward and Central Oahu communities.”
- 4. Educational Media & Technology Course Introductory course on integrating technology into teaching Promote innovative teaching with technology Online, elective course with low pre-requisite
- 5. Traditional Online Course Design Constructed in WebCT Discussion boards Post your introduction Post weekly response to a topic and then a reply to a peer
- 6. Traditional Online Course Design Very well organized and designed Weekly modules Topic Objectives Introduction Tasks Assignments Resources
- 7. Traditional Online Course Design Project based Focused on teachers using MS Office Lesson Plan Presentation Grade book
- 8. Innovative Experimentation Updated the main projects to reflect web 2.0 Voki/ SitePal weekly introductions to topic
- 9. Innovative Experimentation Learners’ Choice (chapter reviews) StudyMate or publisher games Multiple choice quizzes Fill in the blank quizzes VoiceThread
- 10. Integrating Scenario-based Learning to Motivate Pre-Service Teachers Why Diverse background of participants Assignments, interesting and stimulating How Attended Pacific Region Learning Summit 2010 Revised course w/ scenario Stimulating & Interesting Tasks and weekly milestones
- 11. Ala ‘Ike Course Interface https://sites.google.com/site/ed297aspring11/
- 12. Ala ‘Ike Scenario https://sites.google.com/site/ed297ascenario/ Welcome letter describing scenario Newly hired teacher at Ala ‘Ike school Letter from Principal placing them on a 21st Century teaching committee
- 13. Three main projects (tasks) Educational Technology Overview(Personal Learning Network) Deliverable= iGoogle Selecting a Web 2.0 Technology Deliverable= ScreenR Extreme Instruction Makeover (small group) Deliverable = Lesson plan & ScreenR presentation Ala ‘Ike Scenario
- 15. Different outlets for connecting with each other
- 16. More engaging
- 17. Problem based teaching makes a difference
- 18. You know exactly what to expect
- 19. Just getting through (the content)
- 20. Getting by, basically, with the work.
- 21. Ex. Discussion forumsStudent Feedback
- 22. Are assignments interesting and stimulating? After Before Agree/ Strongly Agree Agree/ Strongly Agree
- 23. Global appraisal: Considering everything how would you rate this course? After Before Good / Excellent Good / Excellent
- 24. Engaged me as a student? Agree
- 25. Brent Hiratabhirata@hawaii.edu Thank you for participating
Notas do Editor
- Discover how a community college online course focusing on educational technology for pre-service teachers transformed from a traditional online weekly module format to an innovative, creative and engaging scenario-based course.
- -Part of the University of Hawaii system-Oahu Hawaii-Serves high population underrepresented minority Native Hawaiian students-Rural coast-Enrollment is a little over 7,000 students
- -Recruit and prepare future teachers who will make a difference in the leeward and Central O‘ahu Communities.-Address critical teacher shortage in Leeward and Central O‘ahu-62 Credit Degree Program (Direct employment, first two years of a bachelors)-Introduction to the teaching profession-Offer first two years of a four year degree from a teacher credentialing program.-Also to service a Diverse population of high population of Native Hawaiian minority students and non traditional students.
- General Overview of the course-An online, elective introductory course on integrating technology into the teaching profession-Low pre-requisite, being a Community College, AAT theme is to be supportive, give students a taste of the profession.
- General Overview of the “Traditional” course-Built in WebCT LMS-Student interaction is computer to student, framed within a walled off expensive LMS.-Table tennis model of discussion boards, topic served, post a relpy, then post a response. Very predictable. Not resembling the exciting learning that takes place for outside of classroom.
- -The course was very well structured in a traditional weekly modules format. Example of simple html weekly overview in a traditional online course.
- General Overview of the traditional courseProject based assessment. Focusing around MS Office.Can you guess what type of projects we did?Word (Lesson plan), Excel (Gradebook), PowerPoint (for presenting and ePortfolio)
- One of the themes of this Innovations conference is to be innovative through experimentation.Since 2006 I had made various efforts to improve the course and increate student engagement while experiencing multiple styles of learning. Notably-Voki was limited in recording time, attention getter, but limited views.-Updated Projects:1. Personal Learning Network (Google Reader, Twitter, Delicious, iGoogle)2. Selecting a Web 2.0 technology3. Working in a scenario to Revamp and traditional lesson with a Web 2.0 tool.
- *** image of puzzle and game***In addition to updating the main projects and introducing a talking avitar as an attention getter. I also tried to address multiple learning styles with a semester long activity called Learners’ Choice.16 week semester = 4 of each type at the endIntended to address and illustrate mulitple learning styles.Was hard to grade and keep track of, low level learning and not constructivist or collaborative.
- -Dilema to address student confidence and motivation by having interesting and stimulating assignmentsWhy-Online, Elective course, entry level, non-traditional online students, ethnic minorities-Wide range of experience levels, non-to- currently teaching (Show data of teaching v not teaching).-Assignments needed to be updated, mildly interesting and stimulating.(Course Evaluation SP 10 )How-Attended Pacific Region Learning Summit: Scenarios Based Learning Track Summer 10.-Update the online teaching methodology to model SBL practices (make assignments stimulating -and interesting) (Data comparison SP09- FA10)
- Ala ‘ike path to knowledge, Hawaiian theme for target audience-Try to imitate a real school environment.-Still contains the core of being organized by Weeks and 7 parts of a topic each week.Topic- scenarioObjectives- Homeroom announcementIntroduction- Homeroom announcementTasks- Weekly BulletinAssignments- Weekly BulletinResources- Ala ‘Ike message from principal
- ***Ala ‘Ike artwork***Share about the story line Process of creating a scenarioPrimary objectives for the courseTask, challenge or real life problem and how it will be measured.Story line, overview, Tasks, milestones, deliverables, resources
- Personal Learning Network – student also follow each other. As part of getting up to speed they develop aPLNGoogle Reader, Delicious, Twitter Extreme Instruction Makeover- Peers share out in ScreenR-Interesting and stimulating assignments-Scenario Address multiple learning styles (phone, email, elluminate, face to face)-Group work issues, collaborative class goals, weekly individual blogs.-Address skills that they will need in the workforce (working collaboratively, literate, managing time, information etc.)
- *** Course Evaluation SP 10 compared to FA 10***Following my transition to Scenarios based learning.-Interesting and stimulating assignments
- ***End of Course Evaluation: Global Appraisal SP 10 to FA10***As I wrap things up I wanted to share two final graphs with you. This one is the overall global appraisal for Interesting and stimulating assignments rose 9% from one semester to the other.
- ***Scenario Survey data***Lastly I have some quotes from students related to their SBL experience:“I really enjoyed the class. I really enjoyed how there was a project that went beyond the book.“-FA ‘10In closing, as you seek to be innovative creative and engaging in your instructional approaches I hope that I have described for you another possible approach to consider.