Talk:LOOP IN PASCAL Course Instructional Design - PORTFOLIO

Hi Prof.Zhang,

I interest on PBL also Blended Learning. Since I am new in both in PBL, Blended Learning and Moodle, I think I will need some time and much advice to create module/lesson that cover those three areas.

Another thing is I wonder if alright for me to make some assumptions in this lesson, for example students are used to working in PBL setting or students are used to using Moodle. Or should I explain how PBL and Moodle works?

As I know, PBL will require student to think in high order thinking. It seems like student with low level thinking (student with low IQ) will have difficulty to learn with this model. Am I right?. I am thinking about if we have both type of students in class, students who can work with high order thinking will take benefit from this model but at the same time, student with low order thinking maybe can't catch up with they peers.

Thanks,

Instructor comments on your project -- Jz833665 21:18, 14 October 2011 (EDT)

Alex- You've had a nice beginning of this project, with a clear focus and helpful instructional analysis conducted. A few suggestions:

• Since your project will demonstrate how to use Moodle, can you say more in your first paragraph about Moodle and how you will use it to support online teaching. This will help other educators understand what they may learn from your project.

• Beyond Moodle use, have you thought about your teaching method to address your focal topic (e.g. programing, loop structure), such problem-based, or case-based learning?

• Please work on the performance-based learning objectives following what we have learned this week.

Instructor comments on your task analysis and ICM -- Jz833665 14:01, 14 November 2011 (EST)

Alex, Your performance objectives and task analysis have been conducted nicely. Two suggestions: 1) reword your objectives (currently stated as follow): Objectives mean to describe what learners will be able to do after your teaching, not during the teaching (i.e. learning activities). Although your learning/teaching is contextualized using the following real world problem, your objective is to have students understand loop in general so they will be able to solve and identify other problems too. So you may want to reword the two objectives accordingly: 1) Given a real world problem that needs to be solved using loop structures, first year undergraduate students will be able to analyze the problem, create solutions using loop commands using Pascal language... 2) will be identify example real problems that require loop commands, and solve the problem by ...

 Based on this real problem question (" Normal 0 false false false EN-US JA HE Mr. A have a saving account amount of $100 per month. He want to know amount of his money for 1 – 5 years later if he have 2%, 3%, 4%, and 5% annual interest. How you solve his problem with Pascal?"), students are expected to:

Given mini-lectures and authentic question in PBL setting, first year undergraduate students (in group) will analyze the problem, create and discuss possible solutions in Moodle. First year undergraduate students will reflect their understanding of loop commands implementation in another problem by create example real problem that require loop commands 2) Your ICM: Not sure why say "classify" in the top of you ICM. Think of an alternative verb. Do you mean "understand" or "program using loop structures"

Re: Instructor comments on your task analysis and ICM -- ALEX DE KWELDJU 17:56, 20 November 2011 (EST)

Thanks Prof.Zhang,

I fix them and create new curriculum map