Tuesday, October 27, 2009

Friday, October 2, 2009

Taa- Nasto

What do you want your students to learn in an online Course?

Addressing this topic is not an easy task. However; simply, teachers want students to learn everything in the course. As my course is addressing history and culture of Fulani people, generally, I want my students to demonstrate some knowledge about how historical and cultural elements impacting education. Current educational research encourages teachers to get to know each of their students in order to enhance their classroom performance, motivation, and desire to learn. Most teachers create activities and implement strategies that they hope will engage students in the content and promote a lifelong love of learning. I understand the importance of knowing and caring about each student and his or her learning needs. Also, I understand that all students learn differently, and that my course will address the diverse learning styles in the classroom.

Within my course of three units that I am designing and covering, what are the most accurate time and way to discover our students’ learning styles? I can use my own assessing tools (formative & summative) to assess my students and get to know their learning styles, such as tests, project assignments, personal interviews, surveys, questionnaires or even quizzes or I can use the pre-made assessing tools, like Kaleidoscope profile, if the course is for high school students as Kaleidoscope has two versions of assessment, One is covering grades 3-6 and the other one is covering grades 7-12.
The Kaleidoscope Profile is an all-inclusive assessment of learning styles, revealing each student’s sensory preferences, perceptual styles, organizational styles, and temperament. It’s another opportunity for teacher to get to know his/her students better and for them to get to know one another on a deeper level.

Discovering student learning styles benefits you as a teacher, as well as your students. Meanwhile, knowing my students learning styles helps me:-
• Create an environment that supports how they learn.
• Understand how learning can be fun.
• Discover how they learn best.

Every teacher has different ways to help motivate lower level- students to improve for example, teacher’s expectation is playing an important role to make students interact effectively with course and classroom activities, giving frequent, early, positive feedback that supports students' beliefs that they can do well, assigning tasks that are neither too easy nor too difficult, helping students find personal meaning and value in the material, creating an atmosphere that is open and positive, helping students feel that they are valued members of a learning community.

Since my course allows integrating technology while addressing different historical and cultural topics into teaching process, it makes the lessons more interesting, engaging and motivating to students simultaneously helps students to reach higher levels of thinking in synthesizing, analyzing and evaluating sensitive historical and cultural issues.

Research has also shown that good everyday teaching practices can do more to counter student apathy and weakness than special efforts to attack motivation directly (Ericksen, 1978).

Most students respond positively to a well-organized course taught by an enthusiastic teacher who has a genuine interest in students and what they learn. Thus activities you undertake to promote learning will also enhance students' motivation.

Bloom taxonomy is like Ibrahim Maslow’s Hierarchy of needs. A learner can not go up the hierarchy, unless all the biological needs are being met. So Bloom’s Taxonomy is starting from knowledge and ending by evaluation to know the learning objectives have been realized. Also I can use the assessing tools that I have already set to know my students’ outcomes.

Part Two
Robert Gagne’s theory of instruction has provided a great number of valuable ideas to instructional design, trainers and teachers. I will be integrating some technological tools to gain my students’ attention, such as PowerPoint slides, video and still pictures. My online course is on History and culture consists of three units. The learning objectives will be listed under each unit and by the end the students will be able to:
• Demonstrate an understanding of various cultures & historical events in the world through knowledge gained about their countries.
• An understanding of current historical events and cultural issues impacting education.
• Describe at least two major social/cultural problems of 21st century Sudan.
Material will be chunked into sections in two text books required for reading and assignments in addition to other two recommended books for further reading on specific topics as guidance for assignment. Learning will be facilitated by giving students some cues related to their own history & cultures to help them compare or discuss historical and cultural issues. Students will be easily tapped into prior knowledge by talking about their own historical and cultural elements and features to lead them to explore new knowledge. Thus, also motivates students to participate in different activities to improve their achievement. Students will be working in groups in the classroom and at homes as well as individual assignments to be accomplished by the end of the course. Students will gain skills that help them to deal, analyze and evaluate historical and cultural issues to settle conflicts that might occur in their communities. Different assessing tools such as formative assessment for ongoing activities and summative assessment for final course exam with quick feedback will be used to check and evaluate students’ performance and competency, as well as rubric will be used on the final course project as an extra work for extra credits, based on five criteria:- content, organization, relevance, creativity and presentation.
Date Modified: 26 Aug 09 3:59 PM MST

What do instructional Designers Do in Higher Education? A Written Symposium

Part: I:
What do instructional Designers Do in Higher Education? A Written Symposiu
The chapter starts to present the similarities and differences between USA and Australia in Higher education system. The five writers focused on the role of the instructional designers in higher education as their lives are similar to other faculty and professional staff members in higher education. The difference is their training and areas of professional concentration. Instructional designers working in support areas such as distance education or faculty development are practitioners. As the use of technologies increases in higher education, these individuals are becoming more critical to success of an organization. Instructional designer’s roles are to facilitate the development of learning and teaching strategies and introduce to faculty to distance learning production processes. This role needs sound knowledge of ID theory. Instructional designers should have sufficient skills to perform all tasks assigned to them. The role of instructional designers has changed from working with individual course leaders to group approach to meet the needs of changing educational initiatives to help build an online interaction among the students, and between students and instructor. Instructor designers might keep up to date with ID literature and educational theory and practice (e.g., constructivism, online pedagogy blended learning and so forth). The chapter also presents the basic components of instructional design such as what is need for educational program, goals, objectives, learners, contents, teaching methods technology (media) and how learners will be assessed and the course evaluated.
The chapter concludes the discussion of five professors to assure the role of instructional designer as a faculty developer, facilitator of the development of learning and teaching strategies, or developing of distance learning materials and community member.

Pat: II: Community of Practice
The role of an online instructor is to create and prepare a curriculum that fits teaching online and allows integration of different technologies. Instructor also prepares an online instructional environment setting that ties students to interact and collaborate in groups work. I use different communication tools to help students communicate with instructor and each other, such as blogging, group work and emails. Students have access to instructor email for any assistance and clarification related to course syllabus and assignment. I was able to build up an online virtual community to engage and tie my students in different activities through virtual asynchronous communication, using a discussion board or an email. Thus helps students individually to complete their assignments and display their inputs in discussion board, and every student at least receives one response from his peers. I, as an instructor of an online course insert my comments on student’s inputs and opinions related to the topic under discussion. Students will be assigned to read a chapter from the required textbook and make a reflection of one page. There are external links, recommended textbook, and an online book for extra reading on the topic. These resources help students to gather additional information about the required assignment. Students also will work on collaborative groups for multimedia presentation project; each group of three students is assigned to work on one topic and come together to share their findings in groups’ asynchronous presentation. Finally, students will asked to lodge their assessment & comments on each group work for rating, according to the rubric designed by the instructor on criteria: content, relevance, participation, organization, creativity and presentation.

Sunday, September 27, 2009

What is Web 2.0

Refers to what was perceived as a second generation of web development and web design. It is characterised as facilitating communication Web 2.0 is a new generation and development of Webs that helps the useres disply his ideas and share knowledge with others in a collabrative virtual community. It facilitates the e-learning, distance learning and online courses. Many tools can be used to communicate with others to form a social netwoking net, such as black board, online Journal Twilker, blogging, Wikis, emails , tagging, Ajax, Flicker... so on. Listen to the delveloer of Web 2.0, Tim O'Reilly giving a definition to Web 2.0 and as well as the application of Web 2.0 is our life.Watch Three videos that show how web 2.0 does work and offer a soul and spirit to online community collaboration and interactions globally and makes our life easier to communicate learn from each other.

Thursday, September 24, 2009

The Use of Rich Media

The course textbook defines the rich media as learning products that incorporate high -end media such as video, animation, sound and simulation (p.312). Another definition is found from this link: http://www.devshed.com/c/a/Smartphone-Development/Getting-Started-with-Rich-Media/ rich media is the single most defining characteristic of rich media content is its dynamic motion, which can either occur over time or as a direct result of user interaction. Examples of this “dynamic motion” include streaming newscasts, which occur over time, and webcasts that include a synchronized slide show, which require user interaction. Watch this video: http://www.cisco.com/web/solutions/dms/digital_signage.html
I. Rich media has great potential to incorporate sound into lessons. Audio is most commonly used in one of three ways: to present words in the form of narration; to add environmental sounds such as mechanical noise in a lesson on equipment or to add background music to the instruction, Moreno and Mayer (2002). A number of studies have compared learning from an animation with learning from a series of still pictures. The studies have found there is no significant difference between the two. However; in reviewing many literatures favored the use of graphics in helping students to recall the prior knowledge and experience to present lesson. Thus can be found in an online course of 16 weeks titled: Gender and Society submitted by Rosemary Dixon from University of Nevada, Reno: Course Tour the developer developed a course of 16 weeks. The course concentrates on Race, Gender, Class and Sexuality. The well organized course conations 6 icons and students every time they log in will see the home page and the third icon take the students directly to the syllabus. The developer used different graphics and icons pictures to gain the students’ attention and make the course very attractive to students simultaneously make surfing on the course topics very easy. Students will be able to transport from section to another without going back to the beginning of the course. The course was appropriately linked together. The course graphics help students to relate the current course topic with their previous experience and knowledge that existed in the long term memory ( schemata) in a way that reduces the cognitive load because the well organized course with explanatory graphics facilitate the interaction between the prior knowledge and current new lesson content. The developer used Camtasia slides to display the course content to make the material more interesting and at the same time without depressing the learning. The developer presented subject matter in a well organized way that attracts students to easily engage in different activities. Also using Camtesia slides with sound, animation and video helps the developer meet the needs of diverse learners’ styles. Students are assigned to engage in a discussion platform, online reading and learning, paper research and final essay. Thus also offers students another opportunity to get good scores and credit points. Assessments are designed to encourage students to utilize and demonstrate critical thinking skills. Assessment based on three exams, multiple questions, writing questions and feedback will be given along with rubric when grading. Students also are given a chance to complete feedback survey in weeks 4 and 10 and all reasonable adjustment could be made were made in real time. At the end of the semester students completed an overall course evaluation.


About Me

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I am working with Defense Language Institute at Monterey Bay. I have received my education in Sudan, Yemen and America. I have got MA in educational technology, 2010 at Chapman university, Monterey City California and Post master at the University of North Carolina at Greensboro. (UNCG). in 2004and MBA in Sudan in 1998. I got American citizenship in August 2008. I am married; I have five children , two in college and one in high school.Suheil still early grade one and Suheib is a baby of three years old, playing at home. My email address is assiraiwoo@yahoo.com. Phone number is 8312246829.