Intercultural Analysis of Supply, Demand, and Trade

Leave a comment

Intercultural Analysis of Supply, Demand, and Trade

 

This project started with the notion that students will be more engaged in the learning process, if they are required to collaborate online with students on another continent.  Follow the following link above, to review the cross-cultural challenge that we have created for our students.

This project satisfies the following AECT standards
 
  • 1.1.a Utilize and implement design principles which specify optimal conditions for learning.

    1.1.1.a Write appropriate objectives for specific content and outcome levels.

    1.1.1.d Compare and contrast curriculum objectives for their area(s) of preparation with federal, state, and/or professional content standards.

    1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.

    1.1.2.c* Integrate information literacy skills into classroom and media center instruction.

    1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

    1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

    1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

    1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

  • 1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.
  • 1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.
  • 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
  • 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.
  • 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
  • 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.
  • 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
  • 1.4.d* Describe and/or document specific learner characteristics which influence the selection of instructional strategies and resources within the media center.
  • 1.4.e* Describe and/or document specific learner characteristics which influence the implementation of instructional strategies and resources within the media center.
  • 2.0.1 Select appropriate media to produce effective learning environments using technology resources.
  • 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
  • 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.
  • 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.
  • 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.
  • 2.1.1 Develop instructional and professional products using a variety of technological tools to produce text for communicating information.
  • 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
  • 2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
  • 2.2.1 Apply principles of visual and media literacy for the development and production of instructional and professional materials and products.
  • 2.2.3 Use appropriate video equipment (e.g., camcorders, video editing) to prepare effective instructional and professional products.
  • 2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.
  • 2.3.2 Design, produce, and use digital information with computer-based technologies.
  • 2.3.3 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer-based instructional materials.
  • 2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.
  • 2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.
  • 2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.
  • 3.0.2* Use automated processes and technologies related to school media center operations.
  • 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.
  • 3.1.3* Provide services and resources to all users in all formats that support curriculum needs and recreational reading interests of the students and teachers that are consistent with the mission, goals, and objectives of the local school community.
  • 3.2.2* Publicize the value of school media programs within the school, community, and local school district.
  • 3.3.1 Use appropriate instructional materials and strategies in various learning contexts.
  • 3.3.5* Use automated processes and technologies related to design, production and implementation of instructional materials and information systems in the operations of the school media program.
  • 3.4.1 Identify and apply standards for the use of instructional technology.
  • 3.4.2 Identify and apply policies which incorporate professional ethics within practice.
  • 4.0.1 Demonstrate leadership attributes with individuals and groups (e.g., interpersonal skills, group dynamics, team building).
  • 4.0.3* Develop a collaborative working relationship with school administration and staff which results in a strong understanding and widespread use of the school media program.
  • 4.3.1 Apply delivery system management techniques in various learning and training contexts.
  • 4.4.2* Apply a planning process for the development of school media programs using tools such as flowcharts and timelines.
 

Advertisements

PBL Reflection: Assessments and Rubrics

Leave a comment

Video Introduction

Name:_________________________________

4. Above Standard 3. Standard 2. Approaching Standard 1. Below Standard
Video Content:
Information required for the video introduction.
All information was clear and relevant and followed the instructions. Responses were thoughtful and well planned All the information requested was included in the video. Important information was included but the video was missing specific information in the instructions A video was recorded but the student clearly did not follow the instructions.
Presentation Quality:
The quality of the narration of the recording.
Narration was clear.
Narrator varied voice and volume for interest. When appropriate,
narrator spoke naturally rather than reading it word for word.
Narration was clear and interesting, but did not have a natural flow Narration was either too loud or too soft. It seemed monotone and sounded like a boring presentation. Project included no narration.
Technical:
Following the instructions for sharing and posting the video.
The video was labeled correctly according to the instructions and the link was posted before the deadline. The video link was posted within the deadline. The video link was posted late to the appropriate document. The student either did not complete the assignment or was not able to post the link to the document.
Written Response:
After watching your partner’s video introduction, a response is written below the link.
An appropriate
length response was written courteously. The font color of the response
was changed according to the instruction.
An appropriate length response was written and was courteous. The response was either too short or too long. The response was not appropriate or the student did not write a response

MyT4L Rubric

www.tech4learning.com

This week we were asked to consider the assessments of a project and to make a rubric that reflects the learning goals and expectations through the activity.  The table above show the thought that went into the assessment of this particular assessment called “Video Introduction”.

Rubrics provide essential guidelines for reaching a particular standards.  As a student, I have been able to guide my own progress and completion of a task by checking the grading expectations.  As a teacher, I have also implemented the use of simplistic rubrics.  I teach with the International Baccalaureate (IB) system, specifically in the Middle Years Program (MYP).  This curriculum provides a rubric as a guideline for assessment.  The rubric is a little meaty for my students so I trim it down to a more suitable consumption.  I created the user friendly rubric so students could use it for their own measurement.  In one instance, the students were able to use the rubric to make judgements of their peers.  On another occasion I had a fun write for my advanced students; I asked them to write about a topic by specifically targeting a rating on the rubric, then I had to guess which rating they were targeting.  Some of the students intentionally lowered their level to see if I could guess which lower rating they were trying to reach.

I like the idea of allowing students to create their own rubric as long as they are aware of the standards that they need to reach.  It would be nice to see how well they can word the expectation.  Unfortunately for the most part, the students that I have worked with lack the maturity and independence to take on such a task.

For the purpose of this rubric, the main content that will be assessed is checking how well they use their reading skills for the instructions and how well they use their language skills to respond to the prompts.  I based the expectation categories as the example rubrics that were on the Buck Institute for Education, therefore, I chose the indicators Above Standard, Standard, Approaching Standard, and Below Standard rather than to assign point values.  The MYP rubric is based on a point value of eight, so this system will translate better to the MYP rubric.

This assignment meets the following AECT standards

  • 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
  • 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.
  • 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
  • 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
  • 2.1.1 Develop instructional and professional products using a variety of technological tools to produce text for communicating information.
  • 5.3.2* Develop and implement a school media program evaluation process.
  • 5.3.3* Use a variety of summative and formative assessment techniques for the evaluation of the school media center and for the school media program.

502 Web Pages

Leave a comment

This post is dedicated to the semester long course (Spring 2012) of EDTECH 502, Internet for Educators. Dann Mosteller’s EDtech 502 Web Page

When I started out this semester, I had never made a web page and I was not familiar with the XHTML code language and the Cascading Styles Sheet formatting.  This part of the learning process was a challenge in the beginning, but as the semester progressed, I became more familiar with the code and I was able to problem solve my way through many layout and design situations.

Also, as I went deeper into the course the tasks became more challenging, which required much planning, research, and development of the content.  This became the most time consuming part of the course, but as a result, I have satisfied more AECT standards based on the design of the content and the instruction.

The following AECT standards were met in this course:
  • 1.1.a Utilize and implement design principles which specify optimal conditions for learning.
  • 1.1.1.a Write appropriate objectives for specific content and outcome levels.
  • 1.1.1.b Analyze instructional tasks, content, and context.
  • 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
  • 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.
  • 1.1.2.c* Integrate information literacy skills into classroom and media center instruction.
  • 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.
  • 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).
  • 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.
  • 1.1.4.d* Organize, classify, and maintain bibliographic records within the media center to ensure efficient access to resources for students and teachers.
  • 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
  • 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
  • 1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
  • 1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.
  • 1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.
  • 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
  • 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
  • 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
  • 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.
  • 2.0.1 Select appropriate media to produce effective learning environments using technology resources.
  • 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
  • 2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
  • 2.2.1 Apply principles of visual and media literacy for the development and production of instructional and professional materials and products.
  • 2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.
  • 2.3.2 Design, produce, and use digital information with computer-based technologies.
  • 2.3.3 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer-based instructional materials.
  • 2.3.4* Incorporate the use of the Internet, online catalogs and electronic databases to meet the reference and learning needs of students and teachers.
  • 2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.
  • 2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.
  • 2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.
  • 2.4.5 Develop effective Web pages with appropriate links using various technological tools (e.g., print technologies, imaging technologies, and video).
  • 2.4.7 Use appropriate software for capturing Web pages, audio wave files, and video files for developing off-line presentations.
  • 2.4.8* Prepare instructional materials, bibliographies, resource lists for instructional units, and other materials as appropriate to support students and teachers.
  • 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. (KFS)
  • 3.4.1 Identify and apply standards for the use of instructional technology.
  • 3.4.3 Identify and apply copyright and fair use guidelines within practice.
  • 3.4.4 Identify and implement effective policies related to the utilization, application, and integration of instructional technologies. (KFS)
  • 3.4.7* Identify and apply contemporary laws related to copyright, fair use, and intellectual freedom in the school media program.

503 Instructional Design Project

Leave a comment

The following link provides a descriptive outline of my ID project.  The learning goal is as follows: A group of K-12 instructors and administrators will be able to effectively make online surveys and quizzes using Polldaddy, after they take 3 sessions of one hour instruction.  The document lists the AECT standards met with this project.

503 ID Project: Polldaddy

Instructional Design Concept Map

Leave a comment

It may look a bit like the chaos of Custer’s military stance at Little Big Horn (because there are arrows everywhere), but believe me there is organization in the madness.  This assignment had many layers which once compressed together, you get a concept map comparing four instructional design (ID) models with ADDIE.

PDF Version:  ConceptMapofIDModels                  Google Docs Version: ID Concept Map

So who is this ADDIE anyway?  Many specialists in the field consider her the core concepts within all ID models.  ADDIE represents analyze, design, develop, implement, and evaluate.  These are very active and threaded in many ID models, but the four that I chose are:

  1. The Heinich, Molenda, Russell, and Smaldino ASSURE Model: A great model for classroom instruction in general.
  2. The Newby, Stepich, Lehman, and Russell PIE Model:  A model specifically designed for the implementation of technology into classroom instruction.
  3. The Bergman and Moore Model for interactive multimedia:  A model that considers how technology can be developed for learning environments.
  4. Smith and Ragan Model: A systematic approach to creating instructional strategies.

Since we were given the liberty to develop the concept map based on the four models that we chose, it is logical that my classmates would have likely chosen other models or represented the same models in a different way.  Based on my observations, I found one model similar to mine in that the four represented models were not interconnected for the most part.  One of my colleagues clearly showed four models but managed to find a way to connect them together while at the same time they connected to ADDIE.  There was one other concept map that did not clearly show which four models were being represented.

Since ADDIE can be considered like the back-bone of instructional design, I decided to place it like a vertebrae in the middle of the page.  This gave me easy access to the concepts as I laid out the more specific steps within each model.  The color coding was designed to associate each element with a specific model, therefore you see some elements repeated.  I decided not to expand the page when I started so therefore many of my elements had to be contracted into smaller spaces.  I alluded to common elements within each model which could have been a way of showing an interrelationship between them, but since each model was designed with a specific instructional strategy or goal, I felt it was best to keep them separate.

The layout of ADDIE on the page practically forced each model to be represented in a linear fashion, but not all models are meant to be linear.  Even linear models can have a circular need when revision requires new analysis.  If the concept map was able to focus on just one model, I could have more liberty to show how the train engine relates to the caboose.

Reference:
Gustafson, Kent L.; Branch, Robert Maribe, (2002) Survey of instructional design models. fourth edition, Eric Clearinghouse on Information and Technology, Syracuse, NY.
 
This Assignment Completes the following AECT Standards:
  • 1.1.b Identify a variety of instructional systems design models and apply at least one model.

  • 1.1.c Identify learning theories from which each model is derived and the consequent implications.

  •  

    1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

  • 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.

  • 2.1.2 Produce print communications (e.g., flyers, posters, brochures, newsletters) combining words and images/graphics using desktop publishing software.

  •  

    2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.

 

Technology Use Plan

Leave a comment

Click the link below if the embeded video does not play properly.

Technology Use Plan: A Narrated Production

This project gave me an opportunity to take a deeper look at the planning process that is required when an educational entity is looking to develop a plan for technology implementation.  I found all the steps are very important to establish a clear goal or objective when beginning a technology plan in a school.

One of the most important reasons for organizing a thoughtful plan, is for accountability.  Technology plans will require schools to invest in expensive equipment, software, or web-based services.  This type of expense needs justification.  Therefore, the team of staff will set the foundation for the use of a technology plan, which will be followed by many others in the school.

Of course, the greatest objective lies in how it will benefit students and their ability to contribute to society.  A technology plan requires many steps prior to putting it in the hands of students for practical use.  The team will determine the appropriate technology, the area of focus, and the best way to train staff for the purpose of using a technology plan.  Once all of this established, the students can use technology to develop their own skills for learning.

As I considered the personal benefit of this project, I copied the following AECT standards that I believe are satisfied by the outcome.

  • 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.
  • 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.
  • 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
  • 2.2.4 Use a variety of projection devices with appropriate technology tools to facilitate presentations and instruction.
  • 2.3.2 Design, produce, and use digital information with computer-based technologies.
  • 2.4.7 Use appropriate software for capturing Web pages, audio wave files, and video files for developing off-line presentations.
  • 3.0.1* Assess, analyze and design a media facility for optimal use and functionality to support contemporary educational goals of the school media program.
  • 3.3.3 Identify strategies to maintain use after initial adoption.
  • 3.4.1 Identify and apply standards for the use of instructional technology.
  • 4.1.1 Apply project management techniques in various learning and training contexts.
  • 5.4.2* Develop and update a long-range strategic school media program plan.