EDER 677 Telecommunications in Education Information Literacy

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EDER 677 Telecommunications in
Education-Information Literacy-

• Norm Vaughan

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Goals of this Session

• Review of online discussion assignment
• Online teaching and learning activities
• Defining information literacy
• Seek and be found on the web

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Instructional Design

• Effective principles of planning and organizing
  teaching and learning
• Concepts that are intuitively understood and used
  by instructors every day
• Use of technology or distance education requires
  systematic and disciplined use of these
  principles
• A Hypertext History of Instructional Design
• http//www.coe.uh.edu/courses/cuin6373/idhistory/i
  ndex.html
• Instructional Design Models
• http//carbon.cudenver.edu/mryder/itc_data/idmode
  ls.html
• Instructional Design Theories Site
• http//www.indiana.edu/idtheory/home.html

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Instructional Development Model
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Analysis Stage

• Is the web for me and my students?
• Learner (audience) Analysis
• What kind of student learning do I want the web
  to support?
• Learning and Content Analysis

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Analysis Stage

• Where and how will my students be able to access
  the web?
• Setting Analysis
• What can the web do for me and my students?
• Needs Analysis

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Analysis Stage - Learner

• Learner Analysis - Knowing Your Audience
• age range
• gender ratio
• full-time vs. part time status
• previous education
• area of study
• known pre-requisites for your class or course
• level of computer literacy
• level of Internet/www experience
• Internet access

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Analysis Stage - Learning

• Learning Analysis Student Learning and
  Outcomes
• Personal Teaching Goals Inventory (TGI)
• http//www.uiowa.edu/centeach/tgi/index.html
• Self-assessment of instructional goals
• b) Course or Program Specific Learning Outcomes
• c) MRC College Wide Learning Outcomes
• - thinking skills - ethical reasoning
• - communication - group effectiveness
• - information retrieval evaluation - computer
  literacy

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Analysis Stage - Setting

• Where will my students be able to access the
  web?
• a) From my classroom
• b) From one of the schools computer labs during
  a scheduled lab period
• c) From the school library or an open computer
  lab
• d) From home
• e) Other?

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Analysis Stage - Setting

• How will I use the web with my students?
• Educational Models for the WWW
• a) Self-directed learning - the WWW is used as a
  stand alone learning tool for students (e.g.
  online tutorials and quizzes)
• b) Distance delivery - the WWW is used only for
  dissemination of educational material to distance
  students, such as course descriptions,
  educational software
• c) Augmentation to lecture - the WWW is used to
  complement classroom based teaching (e.g.,
  on-line communication tools, activities, lecture
  notes, assessment features)
• d) Virtual classroom - the WWW is used with
  emphasis on collaboration and computer mediated
  human interaction

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Analysis Stage - Needs

• What institutional resources are available?
• Student support
• Instructor support
• Technology/media support

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Analysis Stage - Needs

• Can the web be used as a catalyst to enrich and
  enhance the learning experience for my students?
• Seven Principles for Good Practice in
  Undergraduate Education (Chickering and Gamson,
  1987)
• http//www.hcc.hawaii.edu/intranet/committees/FacD
  evCom/guidebk/teachtip/7princip.htm
• Implementing the Seven Principles Technology as
  a Lever (Chickering and Ehrmann,
  1997)http//www.tltgroup.org/programs/seven.html
• Seven Principles of Effective Teaching A
  Practical Lens for Evaluating Online Courses
  (Graham, Cagiltay, Lim and Duffy 2001)
• http//horizon.unc.edu/TS/default.asp?showarticle
  id839

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Analysis Stage - Needs

• Seven Principles of Good Practice
• 1. Encourages contacts between students and
  teachers
• 2. Develops reciprocity and cooperation among
  students
• 3. Uses active learning techniques
• 4. Gives prompt feedback
• 5. Emphasizes time on task
• 6. Communicates high expectations
• 7. Respects diverse talents and ways of learning

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Design Stage - Ideas

• What are the pedagogical strengths of a
  computer?
• Visualization
• Communication
• Collaboration
• Organization
• Problem Solving
• Research
• Calculation
• "Doing it again thoughtfully
• Repetition

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Design Stage - Ideas

• Using the web as a tool to design learning
  materials and activities for my students
• Ideas?
• Individual Think (1 minute to generate your own
  list of ideas)
• 2-4 Person Sub-Groups (5 minutes to compare and
  add to your list)
• Full Group (10 minutes to generate a group list)

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Design Stage - Ideas

• Online learning activities and ideas

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Design Stage - Ideas

• Web-based learning activities
• Posting instructional material
• Creating web based resource links
• Multimedia Elements or Objects
• Communication
• E-mail
• Threaded discussion forums
• Chat rooms
• Document sharing
• Journals
• Assessment opportunities

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Information Literacy

• Definitions?

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The Three Ls of Searching

• Language use specific terms, appropriate
  terminology for best results. Searching by
  phrases can be useful, as can paying attention to
  Capital Letters, and using wild cards
• Logic Read the help files to determine how to
  translate Search logic into the particular
  dialect of the tool youre using e.g. Boolean,
  s and s, all/any of these terms, etc
• Limiting Limit searching to a particular field
  title to find the good stuff fast image to
  find the images or URL/domain to restrict to
  specific kinds of web pages

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Search Engines vs. Subject Guides

• Search Engines are good for specific
  information, images, names etc.
• Subject Guides are better for exploring whats
  available on more general topics

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Search Engines

• Northern Light http//www.northernlight.com
• Tip Use as a wildcard e.g. instruct for
  instructors, instruction, instructional
• Google http//www.google.com
• Tip Use allintitle to limit the title use
  inurl to limit to a type of site
• Altavista Canada http//altavista.ca
• Tip Search here to limit your search to
  Canadian sites

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Subject Guides

• About.com
• http//www.about.com
• National Library of Canada
• http//www.nlc-bnc.ca/caninfo/ecaninfo.htm
• MRC Library Internet Subject Guides
• http//www.mtroyal.ab.ca/library/Subguide/libsubgu
  ide.htm

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Evaluating Information

• Check the address for clues - edu/org/com
• Check types of domains at http//www.iana.org/gtld
  /gtld.htm
• Check geographical domains at http//www2.iana.org
  /gtld/gtld.htm
• Signed and dated is better than anonymous and
  ageless
• Ask Why the site exists? (information/persuasion/a
  dvertising)

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Being Found

• Why some sites are easier to find than others
• ltTITLEgttags
• META tags
• What you can do to help people find you
• watching letter case
• why its important to sign and date pages
• getting listed in the right places
• How to find out who has linked to you (in
  Northern Light)
• linkhttp//your address

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To-Do for Next Session

• Contribute to this weeks discussion forum
  Information Literacy
• Prepare for our next session Module Three
  Readings WWW Tools and Design Principles
• Do you have ftp access and an html editor to
  create your web based student portfolio?