EDCI 56900 Introduction to ELearning About Assignments About

EDCI 56900 Introduction to E-Learning About Assignments

About Assignments

Overview of Assignments The assignments in this course will lead you to complete a single project: an e. Learning lesson. E-Learning Project Proposal Final Report & Digital Prototype Paper Prototype Supported by Discussion

What is that e. Learning lesson? • Fully functional digital learning lesson (as defined by Horton, 2012) – Whether you’re planning on using it on a face-to-face or hybrid setting • Students must be able to go through it on their own – That means that, packaged in this lesson, you need • all the instructions for students, • content (whether it is text, audio, video, animation, graphics, documents etc. ), and • assessments

e. Learning Lesson Structure Lesson Intro or Welcome Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Intro Intro Objective Objective Absorb Absorb Do Do Do Connect Connect Assessment Assessment Lesson Closure (as defined by Horton, 2012)

About Topics

e. Learning Lesson Structure Lesson Intro or Welcome Disclaimer Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Intro Intro Objective Absorb Optional Do Connect Assessment • No, you won’t be exclusively • You can have more Objective designing lessons with this pages/screens than those structure through the rest of You may listed here. In the paper Absorb your life! Absorb combine • However, be wise about how prototype, I vary the • This is just to ensure a activities for You do not need to grade students on your lesson. much you’ll be able to chew need to know Do manageable scope for this Do Do order of valid However, as instructional designer, you must have on 7 weeks… where you project! pedagogical evidence of achievement of objectives. activities Connect have reasons combined (Horton, Assessment activities. 2012) Lesson Closure Objective Absorb Do Connect Assessment

e. Learning Lesson Structure 1 Lesson Intro or Welcome • Keep. Topic 3 Topic 1 K 2 Topic 2 7 Intro • It Objective I Objective 3 Absorb 8 Absorb 4 Do 5 Connect S 9 12 Intro Objective 13 Absorb 14 Do • Do. Simple, 10 Connect 15 Connect 16 • Student Assessment 6 Assessment 11 S Assessment 27 Lesson Closure Topic 4 17 Intro Objective Topic 5 22 Intro Objective 18 Absorb 23 Absorb 19 24 Do Do 20 Connect 25 Connect 21 Assessment 26 Assessment

e. Learning Lesson Milestones By Week 2 By Week 5 By Week 6 By Week 7 • Figure out what you will teach • All the content (as paper draft) • Instructions • Content (including media and documents) • Assessments • Instructions for developers • Undergo formative evaluation with potential learners • Digital prototype is complete

Your Choices Subject Educational Technology Context to Design, Develop and Deliver

The Impact of Your Choices Content If you want to deal with new content and/or learn a new technology, make sure you have plenty of time!!!! It is in your best interest if you already know Technology Instructional Design Keep Murphy’s Law in Mind!

How Do You Choose the Subject? A relatively simple subject NOT just a presentation of text that can be broken down into 5 topics (as defined by Horton) Choose a subject that lends itself to having students • Teach parts of the subject from simpler to more complex in 5 stages • Teach 5 elements, components, steps, characteristics, etc. of the subject • Learn about it • Practice or otherwise engage with it, and • Reflect on it and/or apply it to the real world, their jobs, or more advanced courses Teach to a specific and accessible group of people. You will have to • Conduct a learner analysis • Use a few actual learners formative evaluation Something you’ll be able to evaluate In a way that is aligned with the objectives • Resist the urge to go for a topic that you won’t be able to evaluate or evaluation won’t make sense for whatever reason • You must assess each objective my_boring_life. (Photographer). (2013, September 15). Miss Barbie Universe 2013 [digital image]. Retrieved from Flickr

What Else Should You Keep in Mind When You Choose the Subject? Your interest in or passion for the subject Applicability in a real The level of skills -world context • It should target higher • Your workplace • A social group you belong to or know of (e. g. non-profit, community organization, charity) How easily it can be developed for an online format. For example, level learning skills • Horton’s (2012) primary objectives • Required interactions can • Bloom’s four highest be replicated online levels (apply, analyze, • Required skills can be evaluate, create) practiced via simulations Not required; just nice to have!

More about Assignments

To Recap Lesson Defined on Horton (2012) online chapter 12 5 Topics Defined on Horton (2012) chapter 6 1 Objective per Topic Following Horton’s (2012) OR Krathwohl’s (2002)/Mager’s (1997) format 1 Absorb, 1 Do and 1 Connect Activity per Topic • Introduced on Horton (2012) chapter 1, p. 52 • Explained in detail in chapters 2 -4 1 Assessment per Topic • Introduced on Horton (2012) chapter 1, p. 50 • Explained in detail in • chapter 5 or Shrock & Coscarelli (2007), chapter 7 for objective tests • Part of chapter 5, Shrock & Coscarelli (2007) , chapter 8, Stevens & Levi (2012) for performance tests

Assignment Policies • Instructions for Submission – There assignment requirements documents for each assignment. There you will find: • what (content and format), when, where, how to submit • Documents supersede any explanation offered via email, etc. • Resubmission Options – None • Make-up Credit – None

Assignment Policies Deadlines Are Important! • 11: 59 PM ET – +8 -hour grace period • To accommodate time zones, etc. • Late Submission Penalties – 3% - after the deadline • but within 24 hrs Late to the Movies? Students Ready for Class? – 5% - after 24 hrs • but within a week – 10% - after a week

Assignment Policies • What counts as a valid, ontime submission? – Submission that has been uploaded – Submission that opens – Submission that contains the required assignment • Late penalties will be assessed if your file does not meet these requirements!

Grades