Instructional Goals- a General Plan for Course Development

Instructional designer shall collect data, core curriculum, existing syllabi and course profile (see appendix 3), abstract MoStep Teaching Standards*, ISTE Technology standards (appendix 2) and build course from ground up, including needs analysis, clearly defined objectives and iteratively mapped instructional tasks, and ultimately complete media design and production and development of course materials. Training materials are quickly dated, so they should not be textbook dependent. Review and redesign learning environment and then facilitate utilization of the benefits of an accessible multimedia equipped lab for the instructional environment in which students can get hands on experience with associated hardware and software. Course will be prototyped in Spring semester and revised for Fall 2001 semester.

Other Issues

*It was determined upon examination that the MoSTEP standards do not adequately address technology proficiencies to warrant their inclusion here.

Instructor control of lab.

Tech support for lab.

Alternative student access to course.

Course must become required element of program.

Ownership of course.

Prioritized Instructional Goals /Domain of Learning :Table 1

Goal

Priority

Domain of learning

Associated Conditions of Learning- proposals

a. Students will be able to demonstrate through hands on application an understanding of how a computer functions

Critical

Psychomotor Skills.

Intellectual Skills (concepts, rules, problem solving)

  • Model the functions of computer.
  • Guide the learner as they perform the skill.
  • Repeatedly perform the skill.
  • Provide immediate feedback.
  • Encourage the learner to mentally practice the routine.

b. Students will be able to effectively use a variety of software packages including Microsoft Office, Internet browser, email client, and Blackboard interface.

Critical

Intellectual Skills

(concepts, rules)

  • Ensure students are familiar with prerequisite skills such as keyboarding
  • Cue students verbally as to the order of a skill.
  • Sequence materials in tutorial fashion
  • Model then coach software usage from teachers station, allowing learners to follow, practice and revise.

c. Student will learn to use Office and Blackboard to manipulate and publish data

High

Psychomotor Skills,Intellectual Skills(concepts, rules)

  • Model the use with no hands on, then repeat with hands on .
  • Guide the learner as they perform the operations- do not leave anyone behind.
  • Repeatedly perform the skill-reiterate in discrete stages.
  • Provide immediate feedback-check to see if everyone is on same page.
  • Ensure students are familiar with prerequisite skills such as opening browser.
  • Cue students verbally and visually as to the arrangement of the interfaces

d. Students will create a web based learning environment and enroll in each others creations.

High

Intellectual Skills

(concepts, rules),

Cognitive Strategies

  • Ensure students are familiar with prerequisite skills such in Blackboard overview.
  • Sequence instruction on mapping content
  • Describe and demonstrate the strategy for organizing a site.
  • Allow students to practice the strategy across many novel problems-assign students to team.
  • Provide feedback regarding how well the strategy was employed by critique and peer feedback and discussion.

 

 

 

e. Students will be able to operate computer related peripheral devices

High

Psychomotor Skills

  • Model the usage of scanner, digital camera, etc
  • Guide the learner as they perform the skill in hands on lab setting.
  • Repeatedly perform the skill and let students coach each other.
  • Encourage the learner to mentally practice the routine.

f. Students will use computer technologies to research, analyze and propose solutions to an instructional problem.

High

Verbal Information,

Intellectual Skills

(concepts, problem solving),

Cognitive Strategies

  • Provide cues to the learner to encode the information (e.g., advance organizers, imagery in lecture portion of lesson)
  • Provide cues to aid information recall (e.g., mnemonics, keywords)
  • Utilize typographical cues to highlight important features (e.g., bold).
  • Illustrate relationships among pedagogies and technologies.
  • Practice with examples to aid recall.
  • Chunk information into logical segments.
  • Contextualize the information, demonstrate its relevance to realistic tasks to promote transfer.
  • Ensure students are familiar with prerequisite skills such as using search engines and internet.
  • Model then coach skills, allowing learners to practice and revise.
  • Describe and demonstrate examples of the strategy, then let students research alternatives.
  • Allow students to practice the strategy across a range of problems/disciplines.
  • Provide feedback and require same of students in communications forum

g. Students will design effective learner centered lesson plan that uses the computer

High

Intellectual Skills (concepts, rules, problem solving)

  • Ensure students are familiar with prerequisite skills such as platform communications tools.
  • Require students to sequence materials hierarchically.

h. Students will learn basic computer literacy skills by hands on exposure to hardware

Medium

Psychomotor Skills

  • Model the skill in lab.
  • Guide the learner as they perform the basic uses of a computer.
  • Repeatedly perform the skill.
  • Provide immediate feedback.
  • Encourage the learner to mentally practice the routine.
  • Have students do a scavenger hunt based discovery activity

i. Students will learn proper computer related terminology and vocabulary for communications purposes

Medium

Verbal Information

  • Provide cues to the learner to encode the information (e.g., advance organizers, imagery)
  • Provide cues to aid information recall (e.g., mnemonics, keywords, glossary)
  • Illustrate relationships among facts such as examples of extensions of artifacts into real world scenarios.
  • Practice with examples to aid recall.
  • Chunk information into logical segments according to hardware, software or protocols.
  • Contextualize the information, demonstrate its relevance to realistic tasks to promote transfer.

j. Students will complete assignments using Microsoft Office or Blackboard submissions.

Medium

Verbal Information

  • Provide cues to the learner to encode the information using data projector
  • Provide cues to aid information recall such as architectural similarities in packages
  • Require consistency and adherence to proper standards

k. Students will complete internet based assignments using web browsers, search engines and web based submission forms.

Medium

Intellectual Skills

(concepts)

  • Ensure students are familiar with prerequisite skills.
  • Model then coach skills using multiple assignments, allowing learners to practice and revise.

l. Students will create and deliver a presentation using multimedia enabled software.

Medium

Intellectual Skills

(rules)

  • Ensure students are familiar with prerequisite skills such as word processing.
  • Cue students verbally and visually as to the order of a skill.
  • Sequence materials hierarchically- do not proceed until all students finish each stage of sequence.
  • Model then coach skills, allowing learners to practice and revise.

m. Students will apply best practices for instructional uses of computers in education by creating appropriate unit lesson plans.

Medium

Attitudes,

Intellectual Skills

(concepts, problem solving)

  • Ensure students are familiar with prerequisite skills such as word processing.
  • Cue students verbally and visually as to the order of a skill.
  • Sequence materials
  • Model then coach practices
  • Provide feedback regarding performance, reinforce positive performance.

n. Students will learn to create a Powerpoint presentation.

Medium

Verbal Information,

Problem solving

  • Provide cues to the learner to encode the information (e.g., advance organizers, imagery)
  • Provide cue sheets for software
  • Illustrate relationships among Office suite.
  • Practice with examples to aid recall.
  • Chunk information into logical segments.
  • Contextualize the information, demonstrate its relevance .

o. Students will discuss and reflect on issues regarding ethical and legal issues pertaining to computers in education.

Medium

Attitudes,

Verbal Information

  • Show learners that those with the desired attitude are successful professionally
  • Allow students to demonstrate the attitude.
  • Provide feedback regarding performance, reinforce positive performance.
  • Provide cues to the learner to encode the information (e.g., advance organizers, imagery)
  • Illustrate relationships among legal and ethical issues
  • Practice with examples to aid recall.
  • Chunk information into logical segments.
  • Contextualize the information, demonstrate its relevance to realistic tasks to promote transfer.

p. Students will compile a resource page from the internet and publish it.

Medium

Verbal Information

  • Provide cues to the learner to encode the information (e.g., advance organizers, imagery)
  • Provide cues to aid information recall (e.g., mnemonics, keywords)
  • Utilize typographical cues to highlight important features (e.g., bold).
  • Illustrate relationships among facts.
  • Practice with examples to aid recall.
  • Chunk information into logical segments.
  • Contextualize the information, demonstrate its relevance to realistic tasks to promote transfer.

q. Students will report on a recent journal article related to computers in education.

Medium

Verbal Information

  • Provide cues to the learner to encode the information
  • Illustrate relationships among facts.
  • Contextualize the information, demonstrate its relevance by using online just in time examples

r. Students will work collaboratively to create a pedagogically sound web resource.

Medium

Intellectual Skills

(concepts, rules, problem solving),

Cognitive Strategies

  • Ensure students are familiar with prerequisite skills.
  • Sequence materials hierarchically.
  • Model then coach skills, allowing learners to practice and revise.
  • Describe and demonstrate the strategy.
  • Allow students to practice the strategy in course environment
  • Provide feedback regarding how well the strategy was employed and allow for peer critique.

s. Students will demonstrate knowledge of alternative means to accommodate ADA requirements related to computers in education.

Medium

Verbal Information

 

  • Bring in subject matter expert to speak to class
  • Illustrate relationships among facts.
  • Practice with examples to aid recall.
  • Chunk information into logical segments.
  • Contextualize the information, demonstrate its relevance to realistic tasks to promote transfer.

t. Students will explore a variety of learner centered activity examples that use the computer.

Medium

Intellectual Skills

(concepts)

  • Ensure students are familiar with prerequisite skills.
  • Cue students verbally as to purposes of the activity
  • Sequence materials according to course content
  • Demonstrate with examples and discuss

u. Students will describe and establish a rationale for a best practice for using computers in a learning environment.

Medium

Attitudes,

Intellectual Skills

(concepts, rules, problem solving),

Cognitive Strategies

  • Show learners that those with the desired attitude are successful professionally.
  • Use models to demonstrate the best practice
  • Allow students to demonstrate the practice.
  • Provide feedback regarding performance, reinforce positive performance.
  • Sequence materials hierarchically.
  • Model then coach skills, allowing learners to practice and revise.
  • Describe and demonstrate the strategy for organizing a learning environment.
  • Allow students to practice the strategy across many novel problems-assign students to team.
  • Provide feedback regarding how well the strategy was employed by critique and peer feedback and discussion.

 

v. Students will review and critique a variety of computer related instructional tools.

Medium

Attitudes,

Verbal Information

  • Show learners that those with the ability to discern and make value judgments are successful in some capacity.
  • Use models to demonstrate the uses of the tools.
  • Bring in exemplary models
  • Contextualize the information, demonstrate its relevance to realistic tasks.

w. Students will explore a variety of alternative technologies for distance learning- satellite feeds, telecommunications, video conferencing, chat, and virtual reality.

Low

Intellectual Skills

(concepts)

  • Ensure students are familiar with prerequisite vocabulary.
  • Cue students verbally as to the uses of the technologies.
  • Sequence materials hierarchically-build links between technologies.