Instructional Technology
First Day Stuff
In addition to the standard first day stuff, I also do some activities to warm up my students for upcoming course work. Below are the two warm-up activities I currently do on the first day of class.
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Teaching PhilosophyWhat is my biggest role in this course? What do I tell my students on the first day of class? Instructional technology involves learning to use technology and there are so many technology tools out there. How can I make sure all the 60 students with varying technology knowledge, skills and needs will learn to use relevant tools and use them effectively?
My philosophy is not about spoon-feeding everything or doing all the heavy lifting for them. I need to make this point clear on the first day.
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Classroom Management Tools
Students are introduced to these tools and systems on the first day of class as they will be regular parts of the coursework throughout the semester.
Self-Check VideosSelf-check questions are embedded in the lesson videos so that students can check their understanding as they watch the lesson videos. Students must complete assigned self-check videos before coming to class. I use EDpuzzle to create self-check videos.
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TodaysMeetTodaysMeet is a live feed tool. We use TodaysMeet for me to share some links and quick information with students and for students to share their thoughts and asnwers to my questions in the classroom.
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Q&A ForumsStudents must post all course-related questions to these forums instead of emailing me. I encourage my students to check the forums when they have a course-related question as someone might have already asked the same question.
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Group Project ReportI currently have each project group fill out the project report form for each group project in order to encourage everyone in a group to contribute to the group project responsibly. This is still an experimental practice until I know whether it is effective or not. The result will be shared through some sort of publication at the end of this semester.
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Create Digital Citizen
These are the lessons I have designed to increase students' awareness and knowledge of digital citizenship from the perspectives of both students and teachers.
Self-Check Videos (U.S. Copyright & Fair Use)These self-check videos provide the basic information about the U.S. copyright and fair use. I use EDpuzzle to create self-check videos.
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U.S. Copyright & Fair UseI use animated cartoon videos I created and multimodal polls to teach my students about US copyright and fair use. Polls were created by using PollEverywhere.
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Digital FootprintsEach semester, I look up each student on the internet and share what I found out about them in class. It helps them realize the importance of creating positive digital presence.
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Digital PortfolioThis is a continuation of the Digital Footprints lesson. Students will design and develop their professional digital portfolio to create a positive and professional digital presence. We use LinkedIn as the platform for the portfolio.
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Quick ResearchEach group explores a topic pertaining to digital citizenship and gives a short presentation about it. Topics include: how hackers steal personal information; how to protect our personal information; different methods/forms of cyber bullying; how to prevent cyber bullying; and digital and internet piracy.
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Lesson VideosThese are the lesson videos that are assigned for this module. Students must watch these lesson videos before coming to class.
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Pedagogic Design Principles
In this module students learn how to design digital media effectively based on various pedagogic design principles - i.e., the cognitive theory of multimedia learning (CTML), principles of multimedia learning (MLPs), graphic design prinicples (GDPs), death by PowerPoint (DBPP), and research findings from other related fields.
Self-Check VideosThese self-check videos cover the classic principles of multimedia learning, graphic design principles, and causes of death by PowerPoint.
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Good vs. BadThis assignment is design to reinforce students' understanding of the eight important graphic design principles introduced in this module. Students must find images on the web that are good and poor applications of the design principles and discuss how the graphic design principles are applied well or poorly in the images they found.
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Presentation CritiqueThis is a small group in-class exercise. Students will watch a video presentation. As they watch the presentation, they will analyze and critique its design according to the MLPs, GDPs, and DBPP. We use VideoAnt for video annotation.
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Image Principle PracticeWe explore when we should and should not appear on screen when creating a video lesson by using my mobile green screen kit. We use OBS Studio to produce a live green screen effect.
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Technology AutobiographyStudents create a screencast video presentation about their technology autobiography. Students must apply their knowledge of various pedagogic design principles and their videos are rigorously evaluated and graded. We use free screen recorders such as Apowersoft Free Online Recorder or Screencast-O-Matic for screen recording.
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Design Principles Presentation Students are already introduced to the basic pedagogic design principles through my video lessons. In the classroom, I provide the scientific reasoning and proof for those design principles through fun gamified demonstrations.
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MLP QuizUnfortunately, I had to resort to giving a quiz to test students' knowledge of various pedagogic design principle as in the past five years students consistently did not learn the design principles adequately when the test was not given. It is an open-book, take-home exam and all the exam questions are given to students at the beginning of the semester.
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Technology for Creative ProductionIn this module, students learn a collaborative production process to plan, design, develop, test, and revise an instructional product.
Maker ExperienceThis is a semester-long group project. By following a human-centered instructional design model (Kemp's model), students will design and develop tools/devices/games that should improve the existing instructional practice in their own fields.
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Technology for Collaboration
In this module, students explore better ways and useful tools to collaborate for different purposes.
Technology for Collaborative ResearchThis is a quick in-class group exercise. Students must devise the best possible way to search, find, and manage information collaboratively to the best of their knowledge. Their methods must meet a set of criteria I set up.
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Technology for Collaborative ProductionThis is a quick in-class group exercise. Students must devise the best possible way to produce a movie collaboratively to the best of their knowledge. Their methods must meet a set of criteria I set up.
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Lesson VideosThese are the lesson videos that are assigned for this module. Students must watch these lesson videos before coming to class.
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Technology for Creative Communication & Assessment
In this module students learn how to use various technologies to exploit the untapped communication channels and methods in order to assess learners' understanding in a classroom. Students also learn to design interactive whiteboard lessons to promote and assess learners' understanding.
Self-Check VideosThese self-check videos cover the feedback principle, generative drawing principles, and worked examples principle.
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Creative Assessments with SRSThrough this in-class group project, students learn to use student response systems (aka classroom response systems) and design effective creative response questions to hold a multimedia-enhanced interactive Q&A session.
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SMART BoardThrough this in-class group project, students learn to incorporate corrective and explanatory feedback and design generative drawing exercises by using SMART Board and SMART Notebook.
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Technology Integration
In this module, students survey the current state of technology integration in school and learn to integrate technology into their own teaching effectively.
School Technology SurveyEach student visits the school where they would like to work in the future and surveys and documents how technology is implemented for teaching and learning. Each student needs to create a video report to report the findings back to class.
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Teaching InnovationThis is a continuation from School Technology Survey (STS). Each student must identify a possible instructional technology problem during their school visit for their STS project. In this project they design an innovative instructional technology solution to the identified problem, and demonstrate it in class.
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Group TeachingThis is one of the long-term long-term group projects. Through this project, students reflect on their own instructional technology skills and improve and develop their own instructional technology styles.
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Applied Technology Weekly ForumsEvery week, I pick a technology tool (e.g., 360 degree video, virtual reality) for students to explore and each student has to share their idea about how to use the tool in education. Each student has to post their idea(s) to the forums on Canvas. Their ideas are graded based on their educational relevance.
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