Evaluation Report Planning Document

This planning document outlines my ability to manage multiple infrastructures, people, and resources to meet the goal of evaluating a new technology used by the ASL department.

Evaluation Report Planning Doc – Word Document

 
Screen Shot 2016-10-17 at 1.51.07 PM.png

Advertisements

Integrating Technology Website

This website houses projects finished during my 541 course. The project page demonstrates my ability to create instructional materials using a variety of approaches. Here are links to the various projects all linking to an external site.

 

Relative Advantage Chart – Identified pain points in teaching ASL with accompanying technological resources to help student meet outcomes.

Computer Network Tutorial Project – A short tutorial course utilizing an online learning environment

Instructional Software Presentation – Each type of instructional software explained as it relates to teaching ASL along with examples.

Slide Presentation: Fingerspelling – A slide lesson on fingerspelling with an embedded quiz.

Spreadsheet Project – Example lessons and ideas on how to use spreadsheets in and ASL classroom.

Video Integration Lesson Plan and Video Library – A lesson plan using YouTube videos that demonstrate different aspects of Deaf culture.

Using the Internet for Instruction – A lesson plan that requires use of three different resources found online.

Community Building and Social Media Project – A project that requires students to collaborate with their peers and their local communities.

Deaf President Now: Content Area – A short unit that requires students to take a historians standpoint and discover what really happened during Deaf President Now.

Adaptive/Assistive Technology – A list of technological resources to use with special needs students in an ASL classroom.

 

Please See: Integrating Technology into the Classroom [Project List] for full access to these assignments.

Online Course Evaluation

Online Course Evaluations – Excel Sheet

Here I demonstrate my ability to evaluate the effective integration of technological resources and learning materials by comparing two online courses.

This activty was to select two online courses and evaluate them using a rubric you created or found. I chose to use a Quality Matters rubric because they are a non-profit organization that created standards for online courses. The results of my evaluations can be seen below.

While completing this activity I learned a few things. I learned that there are many courses available for free online that do not provide the proper information, support, or collaboration necessary for successful learning. I also learned that there are many aspects of an online course that go overlooked during creation. It is hard to remember all of the tiny things needed in an online environment without a checklist or rubric to follow. In my opinion, and from what I have seen during this module, is that a the minimum areas that need to be evaluated for an online course to be considered quality include: Content, Design, Objectives, Assessment, Activities/ Materials/Instructions, Student Support, and Accessibility.

My idea of a quality online course has changed due to this activity. Prior my idea of a quality online course was a course that had a simple design, clear instructions, appropriate use of technology tools, and a pedagogically sound structure. Now, I think quality online courses also have clear instructions when it comes to outside support, institutional goals, and communication plans.

My own online course design has already been affected by this activity. From now on, whenever I design and online course, I will consult with a quality rubric to make sure I cover all necessary features to support student learning. I will include more links to outside support and instructions on how to find not only academic support but also personal student support. I would also like to include more optional resources for my students to explore.

Quality Matters evaluation of two online courses

Standard Course 1: Canvas ASL Course 2: edX Spanish
Course Overview and Introduction 1 – 3 1 – 3
1.1 Instructions make clear how to get started and where to find various course components. 3 – Video and a written introduction of each section 3 – A video/screen cast is used with captioning
1.2 Students are introduced to the purpose and structure of the course. 2 – A basic purpose and overview of the structure is provided. 2 – a basic purpose is given and it is not explained who should take the course or how to take it. Only to follow the activities.
1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly. 1 – No Nettiquette rules are provided 1 – No Nettiquette rules are provided
1.4 Course and/or institutional policies with which the student is expected to comply are clearly stated, or a link to current policies is provided. 3 – Conditions of use are clearly provided 1 – No Conditions of use are provided
1.5 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated. 3 – Clearly stated prerequisites 3 – Clearly stated prerequisites
1.6 Minimum technical skills expected of the student are clearly stated. 2 – Tech requirements covered 1 – Tech skills not mentioned
1.7 The self-introduction by the instructor is appropriate and available online. 1 – No instructor introduction 1 – No instructor introduction
1.8 Students are asked to introduce themselves to the class. 3 – The first activity requires introduction 1 – No introductions required
Learning Objectives
2.1 The course learning objectives describe outcomes that are measurable. 2 – Outcomes are partially measurable 2 – Outcomes are partially measurable
2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. 3 – Outcomes are consistant 2 – Outcomes are partially consistant
2.3 All learning objectives are stated clearly and written from the students’ perspective. 2 – Not written from the student perspective 1 – Not clear or from the students perspective
2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly. 3 – Instructions are clear 2 – Instructions are infered
2.5 The learning objectives are appropriately designed for the level of the course. 3 – Objectives are appropriate 3 – Objectives are appropriate
Assessment and Measurment
3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. 3 – Assessments are consistant 3 – Assessments are consistant
3.2 The course grading policy is stated clearly. 3 – Grading policy clearly stated 3 – Grading policy explained
3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to the course grading policy. 3 – rubrics are provided for every assignment 3 – Criteria match the gradign policy
3.4 The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed. 3 – assesment materials are viaried and appropriate 2 – assesment materials are not varied
3.5 Students have multiple opportunities to measure their own learning progress. 2 – students can follow thier grades and self comprehension 2 – students can follow thier grades and self comprehension
Instructional Materials
4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives. 3 – The materials contribute to the course 3 – The materials contribute to the course
4.2 The purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. 3 – Materials are clearly explained 3 – Materials are clearly explained
4.3 All resources and materials used in the course are appropriately cited. 1 -Materials are not cited correctly 3 – Materials were created for the course
4.4 The instructional materials are current. 3 – Materials are current 3 – Materials are current
4.5 The instructional materials present a variety of perspectives on the course content. 2 – Materials offer a small variety 3 – Materials offer a variety
4.6 The distinction between required and optional materials is clearly explained. 2 – There are no optional materials 2 – There are no optional materials
Learner Interaction and Engagment
5.1 The learning activities promote the achievement of the stated learning objectives. 3 – Activities promote objectives 3 – Activities promote objectives
5.2 Learning activities provide opportunities for interaction that support active learning. 3 – Activities promote interaction 1 – No interaction required
5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated. 1 – No response time mentioned 1 – No response time mentioned
5.4 The requirements for student interaction are clearly articulated. 3 – requirements for interaction are stated 1 – no interaction required
Corse Technology
6.1 The tools and media support the course learning objectives. 3 – Media supports objectives 3 – Media supports objectives
6.2 Course tools and media support student engagement and guide the student to become an active learner. 3 – Media supports engagement 3 – Media supports engagement
6.3 Navigation throughout the online components of the course is logical, consistent, and efficient. 3 – Navigation is logical, consistnat, and efficient 3 – Navigation is logical, consistnat, and efficient
6.4 Students can readily access the technologies required in the course. 2 – Accounts need to be made 3 – Technology is easily accessable
6.5 The course technologies are current. 3 – Tech is current 3 – Tech is current
Learner Support
7.1 The course instructions articulate or link to a clear description of the technical support offered and how to access it. 1 – no tech support explained 1 – no tech support explained
7.2 Course instructions articulate or link to the institution’s accessibility policies and services. 1 – No link provided 3 – Link provided
7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help students succeed in the course and how students can access the services. 1 – No Link provided 3 – Link provided
7.4 Course instructions articulate or link to an explanation of how the institution’s student support services can help students succeed and how students can access the services. 2 – Instructions for access to student services provided 1 – No link provided
Accessablility
8.1 The course employs accessible technologies and provides guidance on how to obtain accommodation. 3 – Insructions are provided 1 – No instructions provided
8.2 The course contains equivalent alternatives to auditory and visual content. 3 – Alternatives provided 1 – No alternatives
8.3 The course design facilitates readability and minimizes distractions. 3 – Readable 3 – Readable
8.4 The course design accommodates the use of assistive technologies. 3 – Assistive technology friendly 3 – Assistive technology friendly
TOTAL 109/123 90/123

 

Project #1: Static Multimedia Instruction

In order to instruct users on how to set up a GoReact account I decided to use a static multimedia instruction approach. This allows them to see the process and features without having to rewind a video.

This project demonstrates my ability to select and use and appropriate type of technological recourse to support learning.

Learning Objectives:
Instructors will be able to :
– Set-up a new course
– Add student activities to that course
– Navigate and understand activity options

Design Notes:
To make this instruction I learned about the software and as I followed the steps to accomplish the learning objectives I took screenshots.

Multimedia and Contiguity Principles

The multimedia principle advocates for words and images to appear at the same time and the contiguity principle calls for them to be close together so the viewer knows they are related.

I applied those concepts to this document by making sure the text appeared at the same time as the graphic and was close to what it was referring to in the graphic.

Static Multimedia Instruction Project File – Pdf Document

BaughmanProject_1_Page_1

BaughmanProject_1_Page_2

BaughmanProject_1_Page_3

BaughmanProject_1_Page_4

BaughmanProject_1_Page_5

BaughmanProject_1_Page_6

The Internet for Educators

This site, Internet for Educators (Links to external site), is one that I hand coded using HTML5 and CSS ( I also used a little Java Script but not much). It displays all of the projects I create din EdTech 502. It is a good demonstration of my ability to create instructional materials using a variety of approaches. The following links all open an external website.

Netiquette page: Rules of etiquette for Online communications.

Accessibility hot links page: Links to resources pertaining to website design for people with disabilities.

Copyright scavenger hunt: Learning activity with questions and linked resources to teach fundamental issues of copyright and fair use. This lesson was created to help ASL students learn more about copyright and fair use as it relates to signing music.

Interactive concept map: Information page with an image of a concept map containing hotspots that link to related information Online. This short instructional page is meant to give a brief overview of language choices for deaf children.

Jigsaw Internet search activity: Cooperative learning activity to teach Internet search skills.

m-learning activity: A learning activity designed for use with mobile phones or other hand-held devices. It encourages community involvement and collaboration.

Virtual field trip: A virtual tour using multiple Web pages and multimedia to guide learners through an Online visit to a remote destination.

WebQuest: A higher-order thinking activity that integrates Online resources. Multiple Web pages and a CSS menu are used to create this project.

Reflection and Final Project for EdTech 541

My final project for this course is found here: Integrating Technology into ASL Instruction. This site demonstrates my ability to manage technological resources in order to promote collaboration of teachers.

The Educational Technology Department at Boise State University outlines in their  mission statement that they “support the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources”. This course, EdTech541, has provided me with the tools and knowledge necessary to meet this goal. Throughout this semester I have “created, used, managed, and evaluated” many technological tools as they relate to “improving learning of a diverse population”. To get an idea of how the work I completed during this course demonstrates mastery of AECT standards, visit the AECT Standards page on my project showcase website. The projects and artifacts I created for this course integrate multiple technological tools and are guided by the theory from The George Lucas Educational Foundation that states “Properly used, technology will help students acquire the skills they need to survive in a complex, highly technological knowledge-based economy.” No longer is a pen and paper enough to satisfy the creative thinker in our students. They grow up in a digital world with access to all of human knowledge at their fingertips, it is our responsibility as their teachers to show them how to navigate and use this knowledge to confront new problems, create innovative solutions and inspire our ever changing world.

This course has not only allowed me to develop my instructional practice, it has encouraged me to improve as a professional educator. I have learned how to “integrate complex roles” in order to support “high levels of student achievement” and utilize online professional connections in order to prepare students to “contribute to a complex world”.

The biggest things I will take from this course are the flexibility of technological tools to reach a variety of diverse and distant learners, and the ability of these tools to allow for real-time learning, collaboration, and assessment. This course has immensely widened and improved the lens at which I look at learning and professional development. As a result form taking this course my lessons will include more technology, allow for more differentiation, and be accessible to a diverse set of learners.

References:

AECT Standards. (2012). Association for Educational Communications and Technology. Retrieved from: http://www.aect.org/newsite/

The George Lucas Educational Foundation. (2007). Why do we need to integrate technology. Edutopia. Retrieved from: http://www.edutopia.org/technology-integration-guide-importance.

Following is a list of blog entries assigned for this course and a self-assessment of each entry:

1. Vision Statement:

Content – Proficient

Readings/Resources – Outstanding

Timeliness – Outstanding

Responses to other students – Outstanding

2. Acceptable Use Policies

Content – Outstanding

Readings/Resources – Outstanding

Timeliness – Outstanding

Responses to other students – Proficient

3. Relative Advantage of Instructional Software

Content – Outstanding

Readings/Resources – Outstanding

Timeliness – Outstanding

Responses to other students – Proficient

4. Relative Advantage of Presentation Use in the Classroom

Content – Outstanding

Readings/Resources – Outstanding

Timeliness – Outstanding

Responses to other students – Proficient

5. Relative Advantage of Spreadsheets and Databases

Content – Proficient

Readings/Resources – Proficient

Timeliness – Outstanding

Responses to other students – Proficient

6. Social Networking and Walled Gardens

Content – Outstanding

Readings/Resources – Outstanding

Timeliness – Outstanding

Responses to other students – Proficient

7. Video Blog

Content – Basic

Readings/Resources – Outstanding

Timeliness – Outstanding

Responses to other students – Proficient

8. Internet Safety

Content – Outstanding

Readings/Resources – Outstanding

Timeliness – Outstanding

Responses to other students – Proficient

9. Integrating Technology into the Content Area

Content – Outstanding

Readings/Resources – Outstanding

Timeliness – Outstanding

Responses to other students – Proficient

10. Obstacles and Solutions to Integrating Technology into Content Area

Content – Outstanding

Readings/Resources – Outstanding

Timeliness – Outstanding

Responses to other students – Proficient

11. Assistive Technologies

Content – Outstanding

Readings/Resources – Outstanding

Timeliness – Outstanding

Responses to other students – Proficient

12. Assessing Two Students Final Projects

Outstanding

13. Final Course Reflection

Content – Outstanding

Readings/Resources – Outstanding

Timeliness – Outstanding

Due to the proficient but not outstanding level of my responses to classmates posts and some lack of content on a few blog posts I give myself a 125/140.

The Advantage of using Spreadsheets in Education

This lesson was designed to teach student about why deaf people tend to live in larger cities. I decided to approach this lesson using spreadsheets as it gives the student experience with them and allows them to see clearly where deaf people reside. They will then brainstorm the why.

My ability to select and use appropriate technological resources is displayed here with the unique use of spreadsheets.

If there was one skill I wished I had learned in school it would be Microsoft Excel or some sort of spreadsheet software. Why you ask, well spreadsheets can so quickly turn data into visual graphs and charts that the time a previously spent creating them I now use to interpret and learn from them.  Tke a took at these points from Teachnology as to why Excel is so good:

  1. Use of quick graphics allows for a better understanding of data
  2. Excel reduces the difficulty of plotting data and provides a way to interpret it.
  3. Students can reverse the process and collect data from charts to better their understanding of the connection between the two.
  4. Excel can convert any sheet into a webpage allowing students to publicly share their work.
  5. Students can see how different charts and graphs can be used to represent the same data set and why one might the better then the other.
  6. You can easily compare data from other classes around the world.

It is easy to see the benefits of using spreadsheets in the classroom. The only thing holding us back is fear. A lot of teachers have admitted a fear to use spreadsheets in class because they themselves do not know how to use them. Should schools provide courses on this software? The site Teachnology provides a quick and easy tutorial on how to use Excel. It also provides teachers with many other resources to strengthen their spreadsheet skills.

Check out this lesson framework I created for an American SIgn Language 101 course.

American Sign Language 101
Deaf Culture: Deaf Population

References:

Teachnology. (1999-2012). The Online Teacher Resource. Excel in the Classroom. Retrieved from: http://www.teach-nology.com/tutorials/excel/