Instructor: Stephanie T.L. Chu
Teaching Assistant: Irina Tzoneva

• Guest visitor (re: Co-op)
• Administrivia
• Course website and syllabus
• Review of assignments
• Assignment #1 (in-class)
• Review of readings
• Assignment #2: Joining a Listserv
• Introduction to instructional design
• For next week
EDUC 260: Week 2 2

• Feedback from last week
• Student Questionnaire results
• Remark about attendance and participation
• Questions/comments?
EDUC 260: Week 2 3

• Syllabus activities/topics may change; reading responses and assignments will not
• More readings to be added (with reading responses)
• Changes announced in WebCT
• Review of assignments
• Questions?
EDUC 260: Week 2 4

• Perform part A. Show Irina or
Stephanie what you have done. (2 marks)
• Perform part B by sending the email as indicated. (3 marks)
EDUC 260: Week 2 5

Readings review: Learning theories and their impact
Behaviorism
• Can only study behaviour, not processes
• “Teacher” role (Sage on stage vs. Guide on the
Side)
• Impact
– Writing objectives
– Drill and practice
EDUC 260: Week 2 6

Readings review: Learning theories and their impact
Cognitive Theories
• Need to address “cognition” – how people think
• People process information through different systems
• Training needed to develop skills
• “Teacher” role
• Systems that adapt to learning
EDUC 260: Week 2 7

Readings review: Learning theories and their impact
Constructivism
• Students construct their own sense of the world
• Situated, active, socially constructed learning
• Scaffolding
• “Facilitator” (Guide on the side)
• Scenarios, cases, online communities, exploring material
EDUC 260: Week 2 8

Readings review: Learning theories and their impact
EDUC 260: Week 2 9

Readings review:
Researching on the web
• Search engines perform different types of searches based on how they
“index” (e.g. weight or nearness)
• Popularity changes over time
• Some pages may not be added
EDUC 260: Week 2 10

• Sheer size (need to refine searches)
• Credibility of content
– Accuracy
– Screen sites (help direct students to this)
• Use of the web is educationally meaningful
EDUC 260: Week 2 11

• ???
• More current information
• Links to other sites
• Multimedia resources
EDUC 260: Week 2 12

Readings review: How technology facilitates constructivism
• Repository of information (general and expert)
• Online communities (social interaction)
• Packaged sources (less online intensive, directs students to specific content)
• Use of imagination (tools)
EDUC 260: Week 2 13

• Review assignment
• Start now, due November 6.
EDUC 260: Week 2 14

• Definition
– A set of systematic procedures for developing teaching materials and setting up learning environments
– Links theory with practice in designing effective instruction
– Example: a cookbook
• There are numerous instructional design models
EDUC 260: Week 2 15

• Simplest model: ADDIE
EDUC 260: Week 2 16

• Dick and Carey’s Theory Systems Approach
Model
EDUC 260: Week 2 17

• Kemp’s Instructional Design Plan
EDUC 260: Week 2 18

EDUC 260: Week 2
Note the similarities in process and components
19

• ACPDDIE: Analyse, Create, Personalise, Design, Develop,
Implement, and Evaluate
Resources
• ADDIE: http://www.personal.psu.edu/faculty/s/j/sjm256/portfo lio/kbase/IDD/ADDIE.pdf
• McGriff’s pages on ADDIE, Dick & Carey’s, and Kemp’s
Models http://www.personal.psu.edu/faculty/s/j/sjm256/portfo lio/kbase/IDD/ISDModels.html
EDUC 260: Week 2 20

• Refer regularly to WebCT and Post an introductory message
• Try to submit text and a file via the test assignment in Turnitin (closing date Sept. 15)
• Read the Healy Interview
• Be prepared to start the online discussion for
Reading Response #1
• Review information about the Position Paper
• Post any questions in the WebCT Q&A
EDUC 260: Week 2 21

• Based on the Tiene & Ingram chapters and the Healy Interview.
• Online discussion starts next
Thursday until the following Tuesday
• Initial discussion question posted by
Thursday before class
EDUC 260: Week 2 22