Linda Sellers

Instructional Architect Teacher Professional Development Handouts

Mimi Recker et al. — Thu, 15 Dec 2011 15:21:07 PST

Three handouts for the teacher professional development workshops on the Instructional Architect (IA). Starting spring 2009 the face-to-face workshop was changed to be three different days of learning about how to use the IA, inquiry based and problem based learning, evaluation of IA projects with a rubric, and creating IA projects.

Experiences in the Field: The Evolution of a Teacher Technology Professional Development Model

M. Brooke Robertshaw et al. — Thu, 15 Dec 2011 15:21:05 PST

The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media—a diverse range of viewpoints with little consensus—this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities.

Integrating Technology and Problem-based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs

Andrew Walker et al. — Thu, 15 Dec 2011 15:21:03 PST

This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) activities for their students. To align with current professional development prescriptions, in the first enactment, teachers learned PBL design skills concurrently with technology skills. Following aspects of design-based research, the professional development theory, participant feedback, and results from the first enactment informed the design of the second. In this second enactment, technology skills were separated and presented prior to learning about PBL. Results from a mixed-methods study of impact indicated that both professional development enactments were associated with large increases in teacher knowledge, experience, and confidence with regards to technology use and integration. Variations in the level of PBL usage by teachers in their activities, and the degree to which they discuss PBL and technology integration are presented alongside limitations, practical significance, scholarly significance, and planned future work.

Connecting People with Online Resources: The Instructional Architect (PBL)

Mimi Recker et al. — Thu, 15 Dec 2011 15:21:01 PST

The National Science Foundation (nsf.gov) has funded a large initiative to catalog collections of high-quality online resources into the National Science Digital Library (nsdl.org). The mission of the NSDL is to help improve education for all teachers and students.

The purpose of this module is to help you find high-quality online resources, learn strategies for incorporating them into a free software tool called the Instructional Architect, and use these projects in an instructional situation.

In this module, you will learn to access online resources and to use tools to help solve instructional or learning problems or issues that you currently face in your classroom. You will also learn about reviewing IA projects to help you in choosing projects you can reuse and in designing your own.

Connecting People with Online Resources: The Instructional Architect (Technology)

Mimi Recker et al. — Thu, 15 Dec 2011 15:20:59 PST

Evaluation Report on Online MS Program for ITLS Dept, USU

Linda Sellers et al. — Thu, 27 May 2010 16:11:18 PDT

The Instructional Technology and Learning Sciences Department at Utah State University is interested in expanding their face-to-face Masters of Science degree program to include distance education (online) learning. The faculty is hoping it will bring in more students and funding for the current MS program. The Performance Systems Class, Instructional Technology 6470, examined the current MS registration process, program, and the beginning course development and conversion process to online education. After reviewing three research questions, recommendations on improving quality and efficiency have been made. The suggestions are based on the value stream mapping of the current state of the program. The future state is then delineated and other possible barriers to efficiency and quality have been described. The recommendations are as follows. First, a cyclical process which may include use of the FACT center or graduate students is suggested for developing online classes. The goal for course development is six weeks. Second, to enrich the student experience the following may be considered: secondary application deadlines, higher accessibility to department information, and more frequent contact time with advisors. Third, the alternative processes from several universities are described to provide the department with knowledge of possible routes in creating the online MS degree.