ADDIE

Instructional design tasks

AR to manage change

ABSTRACT


This paper proposes an action research model as basis for the management of change in continuing professional distance education (CPDE). The model proposed emerged from the need to manage a
complex change process from traditional paper-based distance education to e-learning. In order to illustrate and support the model proposed, this paper describes and discusses such a change process in a CPDE Masters programme.
The Educational Management Action Research (EMAR) model conjugates pedagogical thinking, curriculum design and organisational context. This model facilitates dialogue of all parties engaged in the design and delivery of CPDE. This enables educational managers to effectively lead change in their courses.

Leading Change - John Kotter

John Kotter (who teaches Leadership at Harvard Business School) has made it his business to study both success and failure in change initiatives in business. "The most general lesson to be learned from the more successful cases is that the change process goes through a series of phases that, in total, usually require a considerable length of time. Skipping steps creates only the illusion of speed and never produces satisfactory results" and "making critical mistakes in any of the phases can have a devastating impact, slowing momentum and negating hard-won gains". Kotter summarizes the eight phases as follows



http://1to1schools.net/2009/10/1-to-1-schools-define-change-in-education.html

What is change?

What is change?

JISCInfoNet

Journals

British Educational Research


Educational Research

Journal of Interactive Learning Research

JSTOR (TESOL)

Plagiarism and academic fraud

http://www.bmartin.cc/pubs/plagiarismfraud.html

bloom's taxonomy to write learning outcomes

http://imuelearning.blogspot.com/2010/03/use-blooms-taxonomy-wheel-for-writing.html

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

http://hubpages.com/hub/Blooms-Taxonomy-Project

http://writing2.richmond.edu/writing/wweb/bloom.html

Assessment Theory and Practice

http://golddust.bdplearning.com/assessment_for_learning/assessment_theory_and_practice.php
Assessment for learning should be part of effective planning of teaching and learning.


“A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned.”

(taken from the 10 Principles: Assessment for learning, QCA 2007.

http://www.qca.org.uk/qca_4334.aspx )

Analysis of the use of Wiki-based collaborations in enhancing student learning

"Wiki" is an extension of a standard web-site that allows anyone to add new and edit existing content. The most famous example of the wiki usage is the “wikipedia” - the increasingly popular on-line encyclopaedia (www.wikipedia.com). Any malicious or accidental updates are safe-guarded against by an inherit version control system. Since their introduction in mid 90s (“WikiWikiWeb” developed by Ward Cunningham) wikis have been used as a tool to assist businesses (Leuf&Cunningham, 2001; Cortese, 2003; Goodnoe, 2005) as well as e-learning environments in schools and higher education (Leuf&Cunningham, 2001; Bruns & Humphreys, 2005; Richardson 2006), by providing new and simple ways for a web-based collaboration and authoring.


The main aim of this paper is to identify and assess the ways in which wiki technology can enhance students learning experience in a blended-learning environment. In the analysis we will focus on learning and teaching issues raised in the scenarios developed during the Semester B trial in the UH Business School, with a target group of 20 MSc students studying “E-business interactions” module. The module wiki is still available and can be accessed by UH account holders at: http://logos.herts.ac.uk/wiki_bs/index.php/Main_Page

The wiki way of learning

This paper presents the argument that the use of wikis in a learning environment involves a different way of thinking, learning and knowing than perhaps many practitioners are familiar with. In particular, wikis foster collaborative, egalitarian learning that is designed to foster group interaction instead of just individual performance. Moreover, wiki based learning involves community ideals and challenging modes of interaction for both learners and instructors. The paper begins by summarising the wiki way of learning. It presents a recent study conducted in a classroom environment into how students conceptualised wiki use and uses a case study of a course in mobile workforce technologies to present the basis for a wiki pedagogy. The paper concludes with a discussion on the both the practical and theoretical implications of using wikis in a tertiary education environment.

Good practice in using wikis to enhance learning, student support and retention for business students

The main aim of the project is to help in enhancing students’ learning experience through the use of new and increasingly popular Wiki technology.


Objectives:

• To assess usability of Wiki technology in enhancing students learning experience and quality of their work through timely, frequent and diverse feedback as well as through collaborative creation of a growing knowledge base.

• To introduce the concept of “on-line portfolios” in order to support more flexible delivery of learning and assessment

• To improve student support and retention for business students through their higher satisfaction with the delivery methods and their own learning experience

• To work with the Subject Centre to share best practice on using a wiki with the business education community

• To assist in raising the profile and awareness of pedagogic research and development issues within the subject area of business, management, accountancy and finance.

A Case Study of Wikis’ Effects on Online Transactional Interactions

Increasing interactions between learners and instructors is critical to help learners attain learning outcomes in online learning. Wikis, among a suite of Web 2.0 emerging learning technologies, are suggested to be effective in enhancing online interactions by mediating collaborative knowledge development processes. To enable online instructors to confidently utilize wikis to enhance online interactions, existing online learning theories must be applied to examine learning activities in wikis. Therefore this exploratory case study, grounded in transactional interactions, observed a graduate level learning module on (1) what activities learners experienced and (2) how they interacted with their peers and the instructor in an educational wiki. The collected responses indicated that learners perceived a significantly higher level of online interaction with their peers than did with the instructor. Their responses further revealed their activity patterns in accomplishing the weekly wiki assignments. The study suggested that the role of interactions in the wiki
might differ from those seen in other online learning tools (e.g., e-mails, online discussion forums) due to its unique utilities. Online instructors also need to implement strategies that consistently support learners’ wiki activities while allowing learner autonomy in order to support authentic wiki collaboration experiences.

Keywords: Online interaction, wiki, transactional interaction, collaborative learning, collective knowledge development

The Effects of Peer- and Self-Referenced Feedback on Students’ Motivation and Academic Performance in Online Learning Environments

This study examined how graphical feedback on students’ performance in the class affected their motivation and academic performance in an online course. The study applied motivation theory to contrast two forms of feedback (self- vs. peer-referenced) and used innovative graphical displays to present this feedback. A cross-over experimental design was used to compare two types of feedback on students' achievement goal orientations, interest in the course, punctuality of assignment submission, and essay length. In one condition, students first received peer-referenced graphical feedback, designed to have them compare their performance with their peers, on the punctuality of their assignment submission for the first half of the course. They then received self-referenced graphical feedback, designed to prompt them to reflect on their own performance over time, on the length of their essays during the second half of the course. In the other condition, this feedback was given in reverse order. Results showed that students became more performance goal-oriented after receiving peerreferenced feedback and that they became more interested in the course after receiving self-referenced feedback. The findings were consistent with predictions though not statistically significant. Further theory-guided research is crucial for continuing to provide effective, individualized, real-time feedback in online environments.

Keywords: peer-referenced feedback; self-referenced feedback; motivation; achievement goal orientations; interest; punctuality; essay length; graphical feedback; online course

Technology and Instructional Communication: Student Usage

This study examines 81 undergraduate students' perceptions of virtual office hours



(VOHs). VOHs enable students to interact with their professors through Yahoo Instant Messenger from on-campus and off-campus locations. The purpose of this study is to examine college students’ perceptions and usage of virtual office hours in four undergraduate courses. These students’ perceptions and VOH usage were examined by focusing on the following research question, "What are undergraduate students' perceptions of virtual office hours (VOHs)?" A majority (70 percent) of the students contributed favorable responses towards VOHs. However, only 12 percent of the students in this study actually used the VOH feature. Through this study, the authors present undergraduate college students’ perceptions and usage of VOHs to communicate with faculty.

Keywords: virtual advising, office hours, online teaching, synchronous communication, instant messaging, hybrid courses, college students instructor interactivity, online technology, online communication

Why Wikis? Student Perceptions of Using Wikis in Online Coursework

MERLOT Journal of Online Learning and Teaching Vol. 6, No. 1, March 2010


Abstract

In recent years, Web 2.0 tools such as blogs, wikis, and podcasts have skyrocketed in the number of users. These applications have led to new innovations for teaching and learning. Elementary education professors at a large southeastern College of Education conducted a study for the purpose of exploring student perceptions regarding the use of wikis in online instruction and potential uses for wikis in the K-12 classroom as perceived by respondents. Participants in the study were 40 students enrolled in 1 of 3 graduate level social studies methods courses. Data were collected using surveys and written reflections. Though students reported initial hesitation at learning a new technology, their overall experience using the wikis was positive. The students felt that wikis were a great collaboration tool. Principle themes that emerged from the data were the potential uses of wikis as instructional tools, potential uses for information dissemination, benefits or
advantages to using wikis, and limitations regarding the use of wikis. The authors provide a list of questions developed as a result of the study that, when used prior to implementing wikis as a learning tool, will minimize the limitations associated with their use.

Keywords: wikis, online learning, collaborative learning, Web 2.0 tools, computer based

instruction, teacher preparation, learning communities, distance learning, K-12

classrooms

Formative Assessment: Definition,Elements & Role in Instructional Practice - Ziad M. Baroudi

ABSTRACT. In recent times, many educational theorists, practitioners and policy makers have emphasised the need for assessment to be used to support student learning. Assessment is said to be formative when it yields information which can be used by teachers and students “to modify the teaching and learning activities in which they are engaged”. (Black & Wiliam, 1998a, p. 2). This article advances a definition of formative assessment and describes five practices that characterise this function of assessment together with examples of how these practices can be implemented in classroom instruction. The article ends by describing the tension between formative and summative assessments and proposes a model for combining the two functions as a way of alleviating this tension.
http://www.edfac.unimelb.edu.au/research/resources/student_res/postscriptfiles/vol8/Ziad_Baroudi.pdf

John Biggs' SOLO taxonomy

The SOLO taxonomy stands for:



Structure of

Observed

Learning

Outcomes



It was developed by Biggs and Collis (1982), and is well described in Biggs and Tang (2007)



It describes level of increasing complexity in a student's understanding of a subject, through five stages, and it is claimed to be applicable to any subject area. Not all students get through all five stages, of course, and indeed not all teaching (and even less "training" is designed to take them all the way).



There are fairly clear links not only with Säljö on conceptions of learning, but also, in the emphasis on making connections and contextualising, with Bateson's levels of learning, and even with Bloom's taxonomy in the cognitive domain. Like my pyramidal representation of Bloom, the assumption is that each level embraces previous levels, but adds something more:



Reflection
I confess to a slight distrust of this kind of "progressive" model, which aspires inexorably to a final state. I am not convinced that every subject area fits the model, but nevertheless it is quite a good guide, and gives some idea of the place of the Gestalt insight (at the fourth, relational level). What it does not deal with is the student who establishes a relational construct which is nevertheless wrong, and those who pursue wild geese at the extended abstract level because they are insufficiently informed at more modest levels. See Umberto Eco's "Foucault's Pendulum".


However, the emerging field of work on Threshold Concepts and Troublesome Knowledge links in very effectively with the SOLO yaxonomy and offers some points about how the above issues might be addressed. Go here to follow up.

ATHERTON J S (2009) Learning and Teaching; SOLO taxonomy [On-line] UK: Available: http://www.learningandteaching.info/learning/solo.htm Accessed: 3 May 2010