Sunday, April 10, 2011
CEP812: PART B: The Wicked Problem - Application of TPACK
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The Technology-Pedagogy knowledge. I am proposing the use of a learning management system (LMS) like Moodle with a web conference tool such as Adobe Connect or WizIq to support the teaching strategies and methods I use for teaching online courses. It is an instructional goal for an educator like me to promote learning retention. To meet this goal, an LMS and web conferencing have interactive features such as polling, chatting, screen sharing, and discussion posts which can always keep the learners engaged in learning. Discussion is an instructional strategy that encourages active participation among adult learners. Also, the chosen technology allows me to easily design, organize, and arrange customized training modules based on specific learning needs. I can assign online projects that provide learners an opportunity to apply the computer concepts and acquired skills to practical situations. Learning contracts is also an effective strategy for an online course. Due to diversified educational needs and interests, online courses can help the educator and learner share the responsibility for learning. This can be accomplished by having an agreement between the learner and the teacher to plan and act on how to effectively perform the assigned projects and how to successfully meet the learning goals.
The Technology-Content knowledge. An LMS like Moodle provides accessibility of the course content to learners through the internet. An LMS makes the course available anytime and anywhere to one or more students. This technology ensures the consistency of the instructional design and content when retrieved by students. Scheduling virtual sessions with students through the use of a web conferencing tool adds value to the course content because it enables both the learner and the teacher to focus on specific issues that are related to the course. The technology facilitates the agreement between the student and the educator and it encourages problem solving after brainstorming ideas with other classmates. The course content in an online environment communicates relevant and updated information on concepts, instructions, activities, and assessments that enhance project-based skills. Online sessions are used to discuss details on what will be learned, how the learning will be accomplished, and the specific evaluation criteria to be used in evaluating the completion of the learning.
The Pedagogy-Content knowledge. The proposed project will support me as I reinforce student performance by making the syllabus, objectives, expectations, and learning path accessible. Student progress can easily be tracked and the generated reports can highlight their success and help strengthen the skills that students need to develop. Students receive a set of completion dates for projects or activities, and this is a great approach for planning and time management. The pedagogy and the course content can also be easily evaluated by receiving immediate feedback from students through forums, surveys, emails, chats, and real-time interactions. After a learner completes an assigned online project, it produces a sense of accomplishment. The course content is supported by links to additional resources, audio and/or video clips, step-by-step instructions, and practical applications and examples that further clarify key learning points.
The Technology-Content knowledge. An LMS like Moodle provides accessibility of the course content to learners through the internet. An LMS makes the course available anytime and anywhere to one or more students. This technology ensures the consistency of the instructional design and content when retrieved by students. Scheduling virtual sessions with students through the use of a web conferencing tool adds value to the course content because it enables both the learner and the teacher to focus on specific issues that are related to the course. The technology facilitates the agreement between the student and the educator and it encourages problem solving after brainstorming ideas with other classmates. The course content in an online environment communicates relevant and updated information on concepts, instructions, activities, and assessments that enhance project-based skills. Online sessions are used to discuss details on what will be learned, how the learning will be accomplished, and the specific evaluation criteria to be used in evaluating the completion of the learning.
The Pedagogy-Content knowledge. The proposed project will support me as I reinforce student performance by making the syllabus, objectives, expectations, and learning path accessible. Student progress can easily be tracked and the generated reports can highlight their success and help strengthen the skills that students need to develop. Students receive a set of completion dates for projects or activities, and this is a great approach for planning and time management. The pedagogy and the course content can also be easily evaluated by receiving immediate feedback from students through forums, surveys, emails, chats, and real-time interactions. After a learner completes an assigned online project, it produces a sense of accomplishment. The course content is supported by links to additional resources, audio and/or video clips, step-by-step instructions, and practical applications and examples that further clarify key learning points.
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