Difference between revisions of "Current events"

From KNILT
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*Sequence the learning objectives and their prerequisites (enabling and supportive objectives), organize corresponding contents into small units, represent the structure of your whole course using an instructional curriculum map (see Gagne: Fig 9-1), update your portfolio wiki-page to report the above work. I understand that many of you still need some time to read more and think more about your topics. You may continue this task into Weeks 9 and 10, but should have a finalized course-level map and get ready to design the materials of each unit by Week 10.
 
*Sequence the learning objectives and their prerequisites (enabling and supportive objectives), organize corresponding contents into small units, represent the structure of your whole course using an instructional curriculum map (see Gagne: Fig 9-1), update your portfolio wiki-page to report the above work. I understand that many of you still need some time to read more and think more about your topics. You may continue this task into Weeks 9 and 10, but should have a finalized course-level map and get ready to design the materials of each unit by Week 10.
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== Tasks for Week 13 ==
 +
This week will be fully devoted to our project work. You need to:
 +
* review what you’ve done in this project, particularly your instructional curriculum maps, and finalize your objectives for each unit, make sure they are properly sequenced and connected. Remember that your course should be as focused as possible. If there is anything belongs to the category of knowing it is great but not knowing it is fine (won't undermine your major focus), think about leaving it out.
 +
* draw on what you’ve learned in Weeks 9-12 to think about specific learning methods you'll use. Try to implement the ideas of problem-based learning and interactive learning wherever they are applicable. Briefly write down your thoughts about your choice of learning methods in your portfolio wiki-page;
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* produce one unit as a prototype, which will be tested by a peer in week 14 as developmental tryout ('''I decide to move this tryout one week earlier to week 14, so that you can receive feedback early''' ).
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== Tasks for Week 14 ==
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* Developmental tryout: Each of us will partner with a peer to tryout each other's prototype unit. Please pretend to be a target learner/user, read the course-level and unit level learning objectives, and go through learning pathway embedded in the prototype unit. Please evaluate and provide feedback about the following:
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** Overall: Can this unit help me learn something meaningful and achieve the stated objectives?
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** Specific issues: see [[Criteria]]

Revision as of 20:17, 9 April 2008

Tasks for Week 6

  • Register in this wiki using your true name.
  • Learn to use this space
    • Go to Help:Contents, learn how to edit, format, create, and link wiki-pages.
    • Go to the main page, click the About us link to go to the About Us page, click "edit" on the top of that page, add your name on the list of members followed with a brief self-intro, mark your name as a link to a new page (ie., put it in "[[ ]]"). Click "preview" at the bottom, if OK, click "save" to save the page. Then your name will be shown in red in the page. Click your name to start to create your page. In your page, please try using headings, bulletin lists, pictures. After you save your page, you'll have a personal page linked with the About Us page. To revisit the personal page you've just created, you can go to the About Us page from the Main Page or the Community Portal on the left, then click your name in the About Us page.


  • Project topic

- Browse existing wiki-courses (http://wiki.albany.edu go to ETAP623) , decide on a topic for your wiki-course. You can choose between: (a) developing a new mini-course that addresses a new topic or further elaborates a sub-topic covered by an existing mini-course; or (b) implementing one of the new learning approaches in your classroom (if you are currently a teacher) and contribute a case-based study report, including your classroom contexts, educational goals, lesson plan, processes, findings, and implications.

  • Needs assessment/learner analysis

Conduct needs assessment (if possible for your context, optional) and learner analysis focusing on the topic you’ve chosen, write a portfolio wiki-page to report your work and thoughts titled "X's portfolio page". Link this page to your personal intro page noted above (please see Anne's pages for an example: Anne Canale Stalnecker )

  • Questions

If you have any questions about this project and wiki use, please report in the Design Project view in KF or in this wiki space by editing the page: Questions and answers You should check if your questions have already been raised and answered.

Tasks for Week 7 (3/2-8)

The Design Project continues: identify and write performance objectives for your whole wiki-course (not the units yet), that is, what will the learners be able to get out of the course? what will they be able to do and understand? Put them into your portfolio wiki-page.

  • The objectives of your course should focus on “big ideas” related to the selected topic (i.e., ideas that can transform teachers’ understanding of and approaches to learning)
  • should be communicated using clear, performance-based terms (e.g., Gagne, p. 134).
  • I'm sure you'll need to modify these objectives as you proceed; but writing them down as clear as you can will help you clarify where you are going.

Tasks for Week 8 (3/9-15)

  • Edit this Main Page to add your name and the title of your course under "Index of courses." You can still change the title later if you need.
  • Based on the target learning objectives you've identified, in this week you need to conduct task analysis to identify prerequisites (enabling and supportive objectives) for each of the target objectives.
  • Sequence the learning objectives and their prerequisites (enabling and supportive objectives), organize corresponding contents into small units, represent the structure of your whole course using an instructional curriculum map (see Gagne: Fig 9-1), update your portfolio wiki-page to report the above work. I understand that many of you still need some time to read more and think more about your topics. You may continue this task into Weeks 9 and 10, but should have a finalized course-level map and get ready to design the materials of each unit by Week 10.

Tasks for Week 13

This week will be fully devoted to our project work. You need to:

  • review what you’ve done in this project, particularly your instructional curriculum maps, and finalize your objectives for each unit, make sure they are properly sequenced and connected. Remember that your course should be as focused as possible. If there is anything belongs to the category of knowing it is great but not knowing it is fine (won't undermine your major focus), think about leaving it out.
  • draw on what you’ve learned in Weeks 9-12 to think about specific learning methods you'll use. Try to implement the ideas of problem-based learning and interactive learning wherever they are applicable. Briefly write down your thoughts about your choice of learning methods in your portfolio wiki-page;
  • produce one unit as a prototype, which will be tested by a peer in week 14 as developmental tryout (I decide to move this tryout one week earlier to week 14, so that you can receive feedback early ).

Tasks for Week 14

  • Developmental tryout: Each of us will partner with a peer to tryout each other's prototype unit. Please pretend to be a target learner/user, read the course-level and unit level learning objectives, and go through learning pathway embedded in the prototype unit. Please evaluate and provide feedback about the following:
    • Overall: Can this unit help me learn something meaningful and achieve the stated objectives?
    • Specific issues: see Criteria