EDTECH 512 - Concurrent DESIGN - Instructional and Motivational Strategies

8/4/2019 EDTECH 512 - Concurrent DESIGN - Instructional and Motivational Strategies

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Instructional

and

Motivational

StrategiesIntroduction to Teaching

Online with Blackboard 9.1

Thomas Robb | EDTECH 512 | Fall 2010


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CONTENTS

Orientation to learning (Course) ................................................................................................................................... 2

Overview Of Course (Week 1) ................................................................................................................................... 2

Objectives .................................................................................................................................................................. 2

Relevance ................................................................................................................................................................... 2

Stimulating Recall of Prior Knowledge....................................................................................................................... 3

Directions on Navigation/Proceeding ........................................................................................................................ 3

Orientation to Learning (Strategies repeated at beginning of each lesson) .............................................................. 3

Detailed Instructional Strategies for Each Module ........................................................................................................ 3

Module 1 (Week 2) .................................................................................................................................................... 3

Module 2 (Week 3) .................................................................................................................................................... 5

Module 3 (Week 4) .................................................................................................................................................... 7

Module 4 (Week 5) .................................................................................................................................................. 10

Motivational Strategies (Keller ARCS Model) .............................................................................................................. 12

Orientation to Learning ....................................................................................................................................... 12

Instruction on the Content .................................................................................................................................. 12

Measurement of Learning ................................................................................................................................... 12

Summary and Close ............................................................................................................................................. 12

Plans for Other Factors ................................................................................................................................................ 13

Class Size .............................................................................................................................................................. 13

Navigation and Learner Control........................................................................................................................... 13

Feedback .............................................................................................................................................................. 13

Interactivity .......................................................................................................................................................... 13


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INSTRUCTIONAL AND MOTIVATIONAL

STRATEGIES

TEACHING ONLINE WITH BLACKBOARD 9.1

ORIENTATION TO LEARNING (COURSE)

OVERVIEW OF COURSE (WEEK 1)

Learners will be introduced to the course by providing a welcome announcement in Blackboard.

The welcome statement will introduce salient benefits of having a portion of their faceto face course in a learning management system to facilitate and enhance their

students learning.

A graphic representing a web enhanced course will be included and a statement of thevariations in the way different learners vary the tools and activities they utilize in

Blackboard to facilitate a web enhancement of their course.

A short description of entry level skills will be provided. Course syllabus will be provided. A short overview of the four modules will be provided after the main objectives arepresented. Photos of the course facilitators will be provided.

OBJECTIVES

A short video introducing use of Blackboard will be presented. The goals and objectives will be listed.

RELEVANCE

A video demonstrating a first grader using Blackboard will be introduced. Short text will provide some stories of how Blackboard is being used in the K-12 setting

as well as statistics of students taking online courses.

The learners will be asked to participate in an opening discussion board introducingthemselves to the course, describing their chosen unit of study to be placed on

Blackboard, and what they hope to achieve by taking the course.


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STIMULATING RECALL OF PRIOR KNOWLEDGE

The discussion board will help to stimulate recall of prior knowledge with usingBlackboard.

Given a short video tutorial, learners will be asked to do a 30 second Animoto video thatcontains two pictures, a song they like, and 5 text slides that describe their prior

Blackboard experience. An example will be provided as a model.

DIRECTIONS ON NAVIGATION/PROCEEDING

A short tutorial video will describe the navigation structure of the site and how learnerswill proceed through the course and each Learning Module, what to expect in each

Module, and how they will proceed with each Module. The tutorial will also overview

their sandbox course shell they will use to develop their learning unit.

Learners will be provided with directions on how to review the Blackboard StudentOrientation to help them become familiar with specific tools in Blackboard.

ORIENTATION TO LEARNING (STRATEGIES REPEATED AT BEGINNING OF EACH LESSON)

A welcome announcement will be presented along with a short video tutorial by theinstructor to include visuals.

A paragraph of text at the beginning of each Module will review the previous moduleactivities and pose a question for learners to think about while they are proceeding

through the module.

The objectives for the Module will be included in the short video tutorial and as plaintext.

A tutorial video on how to start the lesson will be provided.DETAILED INSTRUCTIONAL STRATEGIES FOR EACH MODULE

MODULE 1 (WEEK 2)

Component Instructional Strategies

Orientation to Learning Overview

Welcome statement introducing navigation in Blackboard. Graphic of examples provided

Stated Objectives

Objectives are listed in text and narrated in audio by instructor. Objective is to develop a preliminary navigation structure of the course that

will be revised iteratively as they progress to next sections.


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Other objectives relate to naming the types of navigational items.Relevance

Learners are provided with a few examples of website navigation asgraphics (one good and one that might be more difficult to navigate) to

show the range of ways that websites navigation are developed. The URLs

are provided to learners and they are asked to explore each.

Learners post their responses to their journal.Recalling Prior Knowledge

Learners are asked to share a favorite website and whether it was easy andintuitive to navigate.

Learners are asked to share later in a discussion board.Directions

Directions are provided as to how learners should proceed. Assignments are provided at the end of a brief video introducing different

examples of how to design their navigation scheme in Blackboard.

A Technical Problems discussion board is provided for learners to share anytechnical problems they are having.

Instruction on Content Present Content InformationEach lesson will be within Blackboards learning module tool. This provides a linear

progression for this assignment and will include all of the following:

Use of short text explaining the different types of navigation features inBlackboard (Content links, course links, external links, and tool links).

Example navigation structure graphics with short explanations of whatothers have done in their course.

A tutorial video demonstrating how to add, remove, and hide navigationalfeatures.

A link to their blank sandbox course shell for developing a preliminarynavigational structure.

Provide Learning Cues

Visual graphics to support different ideas. Provide a checklist of aspects to think about when adding navigational

elements (ie, content, various tools including

discussions/chats/blogs/journals/wikis, external website links, links to

students grades My Grades).

Use of threaded discussion board to explain preliminary thoughts andfollow up thoughts and share different ideas of how to approach the

preliminary navigational structure.

Tutorial video that demonstrates how to add/remove/hide navigationalitems that displays the same default menu in their course shell.

Examples relevant to learners will be provided (ie, link to publisher sites,links to files in content areas, links to discussion boards, links to quizzes)

Present Opportunities for Practice

Create and link to a blank sandbox course with a default menu for learnersto develop their real navigation.

Journal for learners to describe the preliminary navigation schemedeveloped in their course and the intended purpose of each item.

Provide feedback

Self and peer evaluation of navigation will take place via threadeddiscussion forums through the use of rubrics.

Questions answered by email with facilitators.


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Facilitator reviews blank course shell after learner and provides feedback.Provide Review

Facilitator of course will highlight commonly used navigational features andcomment on navigational items created.

Will remind learners of tutorial videos that will support the procedures theyused to develop navigation.

Indicate next lesson topic and steps in Module 2. Measurement of Learning Assess Performance/Progress

Learners will complete a project of developing a preliminary navigationscheme for use with their students.

Require completion of discussion board to share ideas. Learners will provide a journal entry of their checklist along with a

statement of what navigational items they created and how they intend to

use these with their students.

Individual feedback will be provided on journals through the BlackboardGrade Center.

Advise Learners of Scores

Checklists will be provided for self and peer review. A complete/incomplete grade with feedback will be provided using

Blackboards Grade Center.

Announcement to be provided in Blackboard shell informing learners ofgrades within one week of the end of Module 1.

Summary and Close

Components

Retention Opportunities

A summary and review of the lesson with text will be provided. Main points of lesson will be emailed to the class. Examples of fully online course navigation menus will be provided as

graphics to help them see where they are going.

Remediation/Enhance Learning

Wrap up remarks to close the lesson will be provided. Summarize ideas presented in discussions. Highlight some key journal entries of how learners have developed their

navigation.

Link to website of quality navigational design will be provided to enhancelearning.http://edtechleaders.org/documents/OCD/Course_Dev_Check.htm

MODULE 2 (WEEK 3)



An announcement will provided in Blackboard previewing this weekslesson that includes a concept map, text, and graphics.

A concept map will be provided showing the varying types (text, images,digital mashups, textbook information, external files (PDF, Powerpoint,

Word).

Text and graphics describing content items and how broad and varied these
http://edtechleaders.org/documents/OCD/Course_Dev_Check.htmhttp://edtechleaders.org/documents/OCD/Course_Dev_Check.htmhttp://edtechleaders.org/documents/OCD/Course_Dev_Check.htmhttp://edtechleaders.org/documents/OCD/Course_Dev_Check.htm


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are in courses.

Relevance

A list of course objectives will be provided. Expected performance will be stated to identify, create, and develop digital

content in the form of text/graphics, file sharing, textbook information, and

a video.

Academic freedom policies will be reviewed and it will be explained thatlearners will need to choose what type of content they will share with their

students.

Recalling Prior Knowledge

Through the use of audio and graphics, learners will be reminded thatdigital content is the same as sharing a handout in class, providing in class

activities like watching movies, reviewing powerpoint lectures.

Learners will draw connections between in class activities and onlineequivalents by use of audio and graphics.

Learners will be asked to share experiences with learning on the web. Whattype of content did they discover? Videos, audio files, digital presentations,

and text/pictures. Learners will be asked to share what types of contentthey discovered and how it supported their learning or understanding of

what they were seeking.

Directions

A video will describe how to approach the reading, topics, and assignmentsfor the week.

Instruction on Content Present Content Information

Learners will go through a linear Learning Module that describes, with textand graphics, a content item (text/graphics) created within Blackboard, a

textbook content item, a digital content item (You Tube/Slideshare/Flickr),

audio, video, hyperlink/URL content items, folders and links to various types

of files including Powerpoint, word processed document, PDF file.

Learners will identify the content type(s) they will use based on the learningunit they have developed for use with their students and describe it on a

threaded discussion forum.

Learners will choose from a series of interactive video tutorials thatdemonstrates how to add content item of their choice.


Use of graphics/audio/interactive tutorials to guide the learner through theunit.

Key information and ideas will be generated by providing examples of eachcontent item with text and graphical references to each content type.

Bold, italicized text will be used to highlight different content types andtheir names.


Create and link to a blank sandbox course with a default menu for learnersto develop their digital content.

Journal for learners to describe the content developed in their course andthe intended purpose of each item.

Provide feedback

Self and peer evaluation of navigation will take place via threadeddiscussion forums through the use of rubrics.

Questions answered by email with facilitators.


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Facilitator reviews blank course shell after learner creates content andprovides feedback and encourages addition of other content items.

Provide Review

Facilitator of course will highlight commonly used content items. Will remind learners of tutorial videos that will support the procedures they

used to develop content and their availability outside of the course.

Will remind learners to check their navigation scheme learned in Module 1and ensure students can easily get to their content.

Indicate next lesson topic and steps in Module 3. Measurement of Learning Assess Performance/Progress

Learners will complete a project of developing one or more content itemsfor use with their students.

Require completion of discussion board to share ideas. Learners will provide a journal entry describing the content created along

with a statement of what navigational items they created and how they

intend to use these with their students.


Advise Learners of Scores.

A complete/incomplete grade with feedback will be provided usingBlackboards Grade Center.


Summary and Close

Components


A summary and review of the lesson with text will be provided. Main points of lesson will be emailed to the class.


Wrap up remarks to close the lesson will be provided. Summarize ideas presented in discussions. Highlight some key journal entries of how learners have developed their

navigation.

MODULE 3 (WEEK 4)



Welcome statement introducing interactive components (assignmentuploads, discussion boards, blogs, journals, and wikis) in Blackboard.

Stated Objectives

Objectives are listed in text and narrated in audio by instructor. Objective is to develop at least one choice of an interactive component in

Blackboard.

Other objectives relate to naming the types of interactive items.Relevance


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Learners are provided with a reminder of their use of InteractiveComponents used in previous modules.

Learners are provided with an article to review that describes the purposeof interactive tools used for Blackboard facilitated classroom activities.

Learners are asked to recall their review of the Blackboard StudentOrientation and how that prepares students for use of Blackboards

interactive tools.


Learners are asked to recall their use of the discussion board and journaland how it has facilitated their participation in the course.


interactive tools.

Learners are asked to think about how they interact with students in theirclassrooms as they proceed through the content in this section in order to

determine what tool might best facilitate an existing assignment in their

course and how this component might be done outside of class.

Directions Directions are provided as to how learners should proceed through the

content.

Assignments and activities list are provided to learners to include a readingassignment, a discussion board, creation of an interactive component in

their course, and a journal entry to reflect their decision, state the purpose

of the tool chosen and how they will utilize it to facilitate their lesson.



Each lesson will be within Blackboards learning module tool. This provides a linear


Use of short text explaining the different types of interactive features inBlackboard (Discussion Boards, Blogs, Journals, Wikis, Assignment Uploads).

A tutorial video overviewing various articles is provided. Faculty are asked to read a series of articles related to uses of each

interactive tool.

A series of interactive tutorials demonstrating how to create eachinteractive tool reviewing all options available is presented.

A link to their blank sandbox course shell for developing a preliminarynavigational structure.


Visual graphics to support different ideas. Suggested strategy to read articles related to each interactive tool and to

review each example provided and to think of ways they might use each

interactive tool.

Use of threaded discussion board to share ideas is provided. Learners areasked to explain interactive component they plan to use, the related

assignment, and how their chosen tool facilitate an out of class assignment.

Choice of interactive tutorial videos on how to setup an interactivecomponent are presented for faculty choosing.


Create and link to a course shell for learners to develop their interactive


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tool.

Learners are encouraged to create and play with multiple tools to decidewhich one might best suit their lesson plan.

Discussion Board to share ideas for use of each. Journal for learners to describe the interactive tool developed in their

course and the intended purpose of each tool chosen.

Provide feedback

Self and peer evaluation of interactive tool will take place via threadeddiscussion forums through the use of rubrics.

Questions answered by email with facilitators. Facilitator reviews blank course shell after learner develops interactive tool

and provides feedback and information to further their knowledge as well

as examples if needed.

Provide Review

Facilitator of course will highlight each tool once again and comment ontheir use in the class (who used what and purpose).

Will remind learners of tutorial videos available outside of Blackboard thatwill support the procedures they used to develop each interactive tool.

Indicate next lesson topic and steps in Module 4.Measurement of Learning Assess Performance/Progress

Learners will complete a project of developing their interactive tool(s) foruse with their students.

Require completion of discussion board to share ideas and project plans. Learners will provide a journal entry of their chosen tool and plan along

with a rationale for their interactive tool used that they created and how

they intend to use these with their students. Learners will also state why

they decided against another tool.


Advise Learners of Scores A complete/incomplete grade with feedback will be provided using

Blackboards Grade Center.


Summary and Close

Components


A summary and review of the lesson with text will be provided. Main points of lesson will be emailed to the class. Examples of tools used by each learner in their class will be provided as well

as how they intend to use the tool.


Wrap up remarks to close the lesson will be provided. Summarize ideas presented in discussions. Highlight some key journal entries of innovative ways other learners have

developed tools within their course.


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MODULE 4 (WEEK 5)


Orientation to Learning Overview Welcome statement introducing online communication plan and this

weeks activities.

Stated Objectives

Objectives are listed in text and narrated in audio by instructor. Objective is to develop a communication plan using one or more tools in

Blackboard to facilitate the plan.

Relevance

Learners are provided provided with text and examples of ways face to faceteachers communicate with students and the equivalent or similarities

between ways it is done online.

Learners are provided with different ways information is communicated onBlackboard .


Learners are asked to recall the ways we have communicated with theprevious weeks Modules.


communication tools.

Learners are asked to think about all the ways they communicate withstudents (syllabus, announcements, calendars of important dates, task lists,

and discussion forums)

Directions

Directions are provided as to how learners should proceed through thecontent.

Assignments and activities list are provided to learners to include reviewinga communication plan, a discussion board, creation of a communication

tool, and a journal entry to reflect their decision, state the purpose of the

tool chosen and how frequently they will use it with their students.



Each lesson will be within Blackboards learning module tool. This provides a linear


Use of short text explaining the different types of communication tools inBlackboard (Announcements, Calendars, Tasks, Email, Early Warning

System).

An example communication plan is presented. Articles to effective online communication are provided. Articles to online message design are provided. A series of short videos demonstrating how to utilize each communication

tool is presented.

A link to their blank sandbox course shell for practice using eachcommunication tool is provided.


Visual graphics to support different ideas.


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Use of threaded discussion board to share ideas. Learners are asked toexplain communication tools they plan to use and their plan to ensure

students know what to do with their lesson and how to proceed. Learners

will align their communication plan with the effective online

communication article provided previously.


Create and link to a course shell for learners to develop their interactivetool.

Learners are encouraged to create and play with multiple tools to decidewhich one might best suit effective communication strategies for students.

Discussion Board to share ideas for use of each. Journal for learners to outline their communication plan and relate it to

effective communication in an online environment.

Provide feedback

Instructor will provide feedback via the Blackboard Grade Center for theinstructors developed online communication plan.

Questions answered by email with facilitators. Facilitator reviews blank course shell and review any communication tools

utilized, and provide feedback and information to further their knowledge

as well as examples if needed.

Provide Review

Facilitator of course will highlight each tool once again and comment ontheir use in the class (who used what and purpose).

Will remind learners of tutorial videos available outside of Blackboard thatwill support the procedures they used to utilize each communication tool.

Will remind learners to check their navigation scheme learned in Module 1and ensure students can access their communication mechanism.

Review all four previous Modules and provide a look into what they havelearned throughout the week.

Measurement of Learning Assess Performance/Progress Learners will complete a project of developing an effective communication

plan with their students and create that information, if applicable, in

Blackboard.

Require completion of discussion board to share ideas and communicationplans.

Learners will provide a journal entry indicating their chosen communicationtool and plan along with a rationale for the communication tool that they

created and how they intend to use these with their students. Learners will

also state why they decided against another tool.


Advise Learners of Scores

A complete/incomplete grade with feedback will be provided usingBlackboards Grade Center.


Summary and Close

Components


A summary and review of the lesson with text will be provided. Main points of lesson will be emailed to the class. Examples of tools used by each learner in their class will be provided as well


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as how they intend to use the tool.


Wrap up remarks to close the lesson will be provided. Summarize ideas presented in discussions. Highlight some key journal entries of innovative ways other learners have

developed tools within their course.

Provide links to ways other instructors use video and podcasting tools tocommunicate with students.

MOTIVATIONAL STRATEGIES (KELLER ARCS MODEL)

The ARCS model describes four types of strategies that enhance motivation in learners. These include focusing

attention, establishing relevance, instilling confidence, and facilitating learner satisfaction.

ORIENTATION TO LEARNING

The creation of an animoto video as an ice-breaker activity (facilitating satisfaction) Regular announcements each week with audio and video (attention to learning and facilitate satisfaction) Assignment lists and announcements (relevance and confidence)

INSTRUCTION ON THE CONTENT

Weekly discussion boards provide ways to engage students and facilitate idea generation within acommunity of learners (facilitating confidence, establishing relevance, facilitating satisfaction)

Permit learners to choose the tools they wish to explore. (learner satisfaction) Content of each lesson provides hands on practice and projects used facilitate real projects being

conducted (facilitating confidence) Learners share ideas in threaded discussions and emals (learning community, facilitating confidence,

establishing relevance)

Audio and video uses conversational tone (promote confidence) Learners encouraged to practice all tools outlined in the lesson. (promote confidence) Examples and suggestions will provide ideas for utilizing various tools (promote confidence and develop

learner attitudes)

MEASUREMENT OF LEARNING

Discussion boards provide peer feedback (establish learning community, develop learner attitudes) Feedback used throughout lessons (promote confidence, develop attitudes, learner satisfaction)

SUMMARY AND CLOSE

Learners will be reminded of offline tutorials for long term retention of concepts and procedures to createcontent. (learner satisfaction, develop attitudes, promote confidence)

Learners will be encouraged to continue sharing ideas with their classmates via email or othermechanisms. (satisfaction, community)


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PLANS FOR OTHER FACTORS

CLASS SIZE

Class size is limited to 10 learners because of interactivity level and various projects designed in thecourse.

Several discussions and journals to be graded requires high level of feedback. Instructional strategies being tested are part of formative evaluation and subsequent class sizes may be

increased as experience is gained.

NAVIGATION AND LEARNER CONTROL

A degree of learner control will be provided on tutorial videos and other audio in terms of playback,pause, rewind.

A lesser degree of navigational control will be possible as the modules are linear in design. This will makethe navigation more intuitive as the Modules progress.

The same icons and graphics will identify various links as they are components of Blackboard.FEEDBACK

Peer feedback within weekly discussions. Instructor feedback within weekly journal entries. Built in feedback within interactive tutorials.

INTERACTIVITY

Many of the video tutorials provided will be interactive. Peer disscussions and instructor feedback will provide interactivity. The Animoto video created during the initial week of instruction will provide students an opportunity to

interact with each others creation.

Peer feedback during Module 2 will provide student to student interactivity. Grades will be posted to Blackboard each week to provide a level of interaction between instructor and

the learners.

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EDTECH 512 - Concurrent DESIGN - Instructional and Motivational Strategies

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