Upcoming: EDUC 629 Technology and Diversity

Course: EDUC 629 - Technology and Diversity


Instructor: Dr. Daniel Baer

Start March 20th, 2017

EDUC 633 - Instructional Design Team Project

Course: EDUC 633 -Principles of Design & Mgmt. in Distance Education

(Ready to Manage, 2017)

Professor: Dr. Jennifer Courduff

Course Rational: This course exists to give the student the skills needed to design and manage instructional projects in the growing and changing distance education environment. The student will learn about the importance of integrating the principles of instructional design into the development of training, support, and all facets of instructional technology management for various environments.

Description: The purpose of the module or workshop should be to assist pre-service educators, educators, administrators, or staff in developing an attitude, skill, or knowledge to assist them with the meaningful integration of technology or distance education in the classroom, school, university, or organization. Thus, the lesson maybe developed for a K-12 setting, higher education setting, corporate, or government setting. The project should be based on a real-world environment of your choice.

Assignment: Instructional Design Team Project

In this course, you will develop a web-based or mobile module or workshop based on best practices for distance education design and learning.  

The final project is comprised of four items:

(1) An instructional design report 

(2) Two recorded ISD team planning sessions,

(3) A web-based or mobile module or workshop.

(4) A statement of contribution

Click the link: ISD Team Project

Team Members:
Kathleen Andersen
Jennifer Houchin
Victoria Pierce
Evonne Dantzler

Reference

Ready to Manage. (2017). Instructional design [Clipart]. Retrieved from http://blog.readytomanage.com/why-is-good-instructional-design-more-important-than-ever-in-the-modern-world/

EDUC 633 - Best Practices for Distance Education

Course: EDUC 633 -Principles of Design & Mgmt. in Distance Education

(Flynn, 2017)

Blog Video: 

Best Practices for Distance Education

Best Practices for Distance Education

For this week blog posting I reviewed three journal articles on best practices for distance education. My research revealed; one of the most important practices was to is assessing students’ needs and identifying clear distance learning program objectives (Nsaih, 2013). Another best practice would be to emphasize the vision of virtual learning programs with the reality of needs, resources, capabilities (Nsaih, 2013). Along with these best practices, it is imperative to begin with a clear vision and strong leadership that can proactively support the structure and management of a distance learning program (Nsaih, 2013).

One of the articles was about incorporating Information and Communication Technology (ICT) into the adult education. It is important to have access to innovative technology for communication as well as technology that can manage the data (Mariki, 2013, p. 185).

According to Miller and King (2003) the following are best practices for distance learning; (1) when there are technology changes they should be clear and consistent to reduce impact on students; (2) provide online learner technical support; (3) the selection and implementation of technology should be user friendly and appropriate for different learning styles; (4) distance learning programs and degrees should include general education requirements; (5) synchronous or asynchronous should be used for teacher and student interactions; and (6) distance education courses should include documented assessments as well as data comparing students’ performance (p. 293). 

I concur with the best practices covered by these three journal articles. They contain all the best practices that I would consider relevant for online learning.

References

Flynn, K. (2017). Best practice clipart [Clipart]. Retrieved from http://blog.edmentum.com/blog/kristinflynn

Mariki, B. E. (2013). Use of ICT in distance education at Hanyang Cyber University: Possible best practices for the institute of adult education. Turkish Online Journal of Distance Education, 14(2), 185-195. Retrieved from http://content.ebscohost.com/ContentServer .asp? T=P&P=AN&K=89236848&S=R&D=ehh&EbscoContent=dGJyMMvl7ESepr Q4y9fwOLCmr0%2Bep69Ssqa4TbKWxWXS

Miller, T., & King, F. (2003). Distance education: pedagogy and best practices in the new millennium. International Journal of Leadership in Education, 6(3), 283-297. doi:10.1080/1360312032000118225

Nsiah, G. K. (2013). Best practices in distance education: A review. Creative Education, 04(12), 762-766. doi:10.4236/ce.2013.412108

EDUC 631 – Literature Review - Distance Education: Proliferation and Challenges

Course: EDUC 631 Foundation of Educational Technology and Online Learning

(Storify.com, 2016)

Professor: Dr. Daniel Baer

Course Rational: Foundations of Educational Technology and Online Learning gives the candidate a well-rounded introduction into one of the fastest growing fields in school systems today. This course creates a solid foundation of historical precedence and theoretical framework in the field. Thus, it gives the student the foundational tools required to become a successful contributor in the field of Educational Technology (Baer, 2016).

Assignment: Literature Review:

As we progress through the course, you will submit a literature review on a topic of your choice, related to educational technology or distance learning. The paper will be submitted in three stages. The first stage is an annotated bibliography. The second stage is a rough draft. The last stage is the final paper (Baer, 2016). Please click the link to see the completed assignment

Distance Education: Proliferation and Challenges

References:

Baer, D. (2016). EDUC 631 Syllabus [Microsoft word]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_344430_1&content_id=_16141888_1

Storify.com. (2016). Technology in education [Clipart]. Retrieved from https://storify.com/trmccoolCAT200/educational-technology

EDUC 696 – Christian Integrations

Course: EDUC 696 - Current Issues in Education

Healey Library. (2016).

Professor: Dr. Michael Patrick

Course Rational: Case studies in specific areas of academic interests are studied to enhance professional growth and development. This course is for candidates who are not pursuing licensure nor completing field experience hours (Patrick, 2016).

Assignment: Christian Integration

Create your own mock case study scenario describing a situation that teachers, administrators, or school counselors might encounter in the classroom setting. Address key areas that educators face in today’s schools such as parent-teacher communication, behavior management, and classroom management (Patrick, 2016). Please click the link to see the completed assignment:

Christian Integration

References:

Healey Library. (2016). Law of education [Clipart]. Retrieved from https://healeylibrary.wikispaces.com/ADM+G627+Law+of+Public+Education

Parker, L. W. (2016). EDUC 504: Historical and philosophical foundation of education [Microsoft word]. Retrieved from https://learn.liberty.edu/webapps/blackboard

/content/listContent.jsp?course_id=_293955_1&content_id=_10856008_1&mode=reset

EDUC 637 - Social Studies Strategy Portfolio

EDUC 637 Teaching Social Studies in the Middle School

(Clipart Fox, 2016)

Professor: Dr. Carol Gillespie

Course Rational: Cognitive skills evolved from the need to place a heavier emphasis on content being developed in the General Studies while the technique for communicating those skills to middle-grade children has been designated as the role of the School of Education. In social sciences, the focus must be upon the development of cognate skills as opposed to the mere retention of facts. Current teachers must stay abreast of the latest approaches to instructional practice in middle education social studies, to include general philosophical approaches and specific tools and techniques (Gillespie, 2016).

Assignment: Social Studies Strategy Portfolio

For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends (Gillespie, 2016). Please click the link to see the assignment:

Social Studies Strategy Portfolio

References:

Clipart Fox. (2016). Social studies [Clipart]. Retrieved from https://clipartfox.com/categories/view/93eca038a8e3cfea167c9cd50b43433351a7e335/kids-social-studies-clipart.html

Gillespie, C. (2016). EDUC 637 syllabus [Microsoft Word]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_303144_1&content_id=_12431154_1

EDUC 625 – Field Experience

Course: EDUC 625 – Secondary Instructional Procedures

(Muskurado, 2016). 

Professor: Dr. Andrea Beam

Course Rational: “If the student hasn’t learned, then the teacher hasn’t taught” may not always be true. However, it is imperative that the candidate, as a teacher, utilize research-based teaching practices and procedures that produce positive outcomes in learners (Beam, 2016).

Assignment: Field Experience

The student will write a Field Experience Summary after completing their 10-hours field experience (Beam, 2016).  Please see the link for completed assignment:

Field Experience

References:

Beam, A. (2016). EDUC 625 syllabus [Microsoft Word]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_323863_1&content_id=_14274972_1

Muskurado. (2016). Teach encourage [Clipart]. Retrieved from http://muskurado.com/teach-encourage-instruct-mentor-praise-influence-guide-inspire.html

EDUC 623 – Mini Lesson & Presentation

Course: EDUC 623 - Principles of Behavior Management

(Clipart Kid, 2016)

Professor: Dr. John J. Pantana

Course Rational: "Even a child is known by his doings, whether his work be pure, and whether it be right" (Proverbs 20:11).  An understanding of behavior management serves as a foundation for classroom success with special education and general education students (Pantana, 2016).

Assignment: Mini Lesson & Presentation

Teach a 15 minute "mini-lesson" using lesson plan assignment created and submitted earlier (Pantana, 2016). Please click link to see completed assignment: 

Mini Lesson

References:

Clipart Kid. (2016). School lesson plan [Microsoft Word]. Retrieved from http://www.clipartkid.com/lesson-plan-cliparts/

Pantana, J. J. (2016). EDUC 623 syllabus [Microsoft Word]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_310206_1&content_id=_12665323_1&mode=reset

EDUC 571- Curriculum Project

Course: EDUC 571 - Curriculum Fundamental

Curriculum Project

 

(Clipart Library, 2016). 

Professor:  Dr. Leah Kinniburgh

Course Rational: Administrators and teachers are responsible for the planning and implementation of curriculum that best meets student needs and fosters maximum growth. To make educationally sound decisions and to implement decisions in a manner that is productive for students, educators must know the parameters, advantages, and disadvantages of the various curriculum models and must analyze the research data which supports or discredits those conclusions.

Assignment: Curriculum Project

The curriculum project consists of several graded steps in the course.

1. Curriculum Essentials Assignment - consists of creating: a mission statement using the template provided, a simplistic character education plan, and a standards assignment.

Curriculum Essentials Assignment

2. Horizontal Mapping Assignment - configure a “map” that displays “when” and “how long” certain standards (content or skills) will be taught in the grade level for which he/she chooses for the Curriculum Project.

Horizontal Mapping Assignment

3. Sample Curriculum Planning Charts - The candidate will produce a shorter version of the Curriculum Project for the instructor to grade; with a legend and 2 weeks of curriculum following the sample.

Sample Curriculum Planning Charts

4. Resource List - compile a list of at least 25 diverse resources that were used or cited during the Curriculum Project.

Resource List

5. Self-Analysis & Evidence of Curriculum Requirements - list five ways in which the following elements are incorporated into the Curriculum Project: integration, fine arts, health, PE and movement, character education, diversity and accommodations, critical thinking and problem solving activities, active learning experiences, involvement of the mission statement, technology, collaboration and assessment.
Self-Analysis & Evidence of Curriculum Requirements

References:

Clipart Library. (2016). Lesson plan [Drawing]. Retrieved from http://clipart-library.com/plan-cliparts.html

Kinniburgh, L. (2016). EDUC: 571: Syllabus [Microsoft Word]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_323662_1&content_id=_12253094_1&mode=reset

EDUC 539 – Content Competency

Course: EDUC 539 Current Issues in Content Area

Content Competency

(The Holmes Education Post, 2016)

Professor: Dr. Lisa Reason

Course Rational:

This course is designed to provide learners an opportunity to strengthen demonstration of content competencies in order to demonstrate competence and scholarship in a respective area of instruction. Students will review and complete tasks necessary for successful completion of their respective program. Students will also review research in their respective content area.

Assignment: Content Competency

The assignment requirement was to write about content competencies that needed to be strengthening for me to complete the program requirements. I had to describe the competencies, plan for improvements, and discuss the outcome of my efforts.  You can review my completed assignment by clicking the hyperlink below:

Content Competency Assignment

References

Liberty University. (2016). EDUC 539: Current issues in content area [Word document]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp? course_id=_285443_1&content_id=_10631956_1

The Holmes Education Post. (2016). Current issues and answers [Photograph]. Retrieved from http://theholmeseducationpost.com/booke-store/

EDUC 501- Developmental Case Study

Course: EDUC 501 - Advanced Child Development 

Developmental Case Study

Professor: Dr. Joyce Harth

Course Rational:

“And Jesus increased in wisdom and stature, and in favor with God and man” (Luke 2:52, King James Version). This statement of Jesus’s human development encompasses the domains examined in this course: cognitive, physical, social/emotional, and spiritual. An understanding of child development is essential for developmentally appropriate practice in the classroom (Liberty University, 2016).

Assignment: Developmental Case Study

The assignment requirements were to identify 2 students with various levels of development. I had to obtain permission to observe each student and make notes on the three developmental domains; physical, cognitive, and social/emotional.  The attached document describes what I observed on each student.  

You can review my completed assignment by clicking the hyperlink below:

Developmental Case Study

Reference

Liberty University. (2016). EDUC 501: Advanced child development [Word Document]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp? course_id=_285296_1&content_id=_10631334_1

Urban Child Institute. (2016). Developmental domain [photograph]. Retrieved from http://www.urbanchildinstitute.org/sites/all/files/publications/otags/uci-otags-fg-1-1.png

EDUC 504 – Historical & Philosophical Foundation of Education

Course: EDUC 504 -  Historical & Philosophical Foundation of Education

Education Equals Knowledge

(ClipartFest.com, 2016)

Professor: Dr. Leonard W. Parker

Course Rational: 

The purpose of this course is to expand the student’s awareness of 

how their own personal beliefs about education compare to those in

the knowledge base of the field (Parker, 2016). 

Assignment: Personal Education Philosophy

The title of my paper was “Education Equals Knowledge”.  Please

click Personal Education Philosophy to review my completed

assignment:

Personal Education Philosophy

References

ClipartFest.com. (2016). All children can learn [Drawing]. Retrieved from https://clipartfest.com/categories/view/1f0408e7f784e929e51f4b5fa7da4de619042af4/philosophy-of-education-clipart.html

Parker, L. W. (2016). EDUC 504: Historical and philosophical foundation of education [Microsoft word]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?

EDUC 631 - Equivalency Theory

EDUC 631 - Foundation of Educ. Tech Online Learning – Equivalency Theory

My YouTube Video: Equivalency Theory

https://youtu.be/bD18nXFammM

Educational institutes should base their distance education programs on the equivalency theory because this concept will ensure students have an equal opportunity to the same learning experiences (Simonson, Schlosser, & Hanson, 1999, p. 70). Basically, the instructional designer’s primary goal should be to design a curriculum that will adequately address equivalent learning experiences (Simonson, Schlosser, & Hanson, 1999, p. 70). It is imperative for instructional designers to make sure each student have equivalent learning experiences and those experiences should be tailored to their learning environment (Simonson, Schlosser, & Hanson, 1999, p. 71).

Through the course of development, implementation, and managing online courses and degrees instructional designers should prepare lessons that have equal value, anticipate, and provide a collection of experiences as well as content should be suitable to the needs of the individual learner (Simonson, Schlosser, & Hanson, 1999, p. 71). On a broad scale, the use of equivalency theory should ensure the outcome of each online course is measurable and implemented appropriately. 

Garratt-Reed, Roberts, and Heritage (2016) included a statement from Simonson (1999) online and face-to-face learners will reach equivalent learning outcomes when equivalent learning experiences were provided (p. 1). Results from a study reached students’ grades were not significantly different between online and face-to-face students. However, online students performed poorly when the assignment was based on group-work assessment (Garratt-Reed, Roberts, & Heritage, 2016, p. 1).  Nonetheless, both groups displayed high students’ satisfaction in the context that was being taught (Garratt-Reed, Roberts, & Heritage, 2016, p. 2).

References

Garratt-Reed, D., Roberts, L. D., & Heritage, B. (2016). Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory. Frontiers in Psychology. Retrieved from http://ezproxy.liberty.edu/login?url=http://go.galegroup.com. ezproxy.liberty.edu/ps/i.do?p=AONE&sw=w&u=vic_liberty&v=2.1&it=r&id=GALE%7CA457547403&sid=summon&asid=2f7fcd2efadd5b3c9718822cc67fdcae

Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education: A new discussion. American Journal of Distance Education, 13(1), 60-75. doi:10.1080/08923649909527014

EDUC 631 Copyrights

EDUC 631 - Foundation of Educ. Tech Online Learning – Copyrights

My YouTube Video: Copyrights

https://youtu.be/Sl7pIRIjqUk

For this week discussion board blog, I choose topic 5: “What are the unique copyright issues present in the corporate, for-profit training sector?”

My reading and research, revealed copyrights protects “authorship”, basically, the original work produced by the creator of the material. According to Find Law (2017) website, there are seven categories of copyrighted materials and they are: Literary works, Musical works, Dramatic works, Dancing and Gestures, Pictures, Graphics, and Sculptural works, Motion pictures (movies) and other Sound recordings.

Copyright issues have become a strong media subject and some public debate.  There are legal issues and social uncertainties concerning copyright issues which range from bootlegging, counterfeiting, knock-offs, and just out right theft of someone’s work (Mirghani, 2011, p. 116). According to Mirghani (2011) there has been an increase in information and digital technologies that allows reproduction of others’ copyrighted property which is one of the key reasons for piracy being publicly debated (p. 120).

One of the unique copyright issues in the corporate world is, “Can a corporate officer be held personally liable for the patent infringement of his or her corporation” (Oswald, 2015, p. 557)?  According to Oswald (2015) to understand, one must first comprehend the limits of the liability rules for corporations, shareholders, and officers (p. 560). For corporate structures, there are three primary legal doctrines (corporate, tort, and agency law) that must be considered (Oswald, 2015, p. 560).  We must remember a corporate is a legal entity; separate from shareholders and owners, who cannot be held accountable for corporate wrongdoings. However, under extraordinary circumstances, legal ramifications can be attached to officers and shareholders (Oswald, 2015, p. 560).

References

Find Law. (2017). Current copyright issues. Retrieved from http://corporate.findlaw.com /intellectual-property/current-copyright-issues.html

Mirghani, S. (2011). The war on piracy: Analyzing the discursive battles of corporate and government-sponsored anti-piracy media campaigns. Critical Studies in Media Communication, 28(2), 113-134. doi:10.1080/15295036.2010.514933

Oswald, L. J. (2015). The divergence of corporate officer liability doctrine under patent and copyright law. American Business Law Journal, 52(3), 557-619. doi:10.1111/ablj.12052

EDUC 633 - E-Learning and the Science of Instructions

Course: EDUC 633 – Principles of Design & Mgmt. in Distance Education 

E-Learning and the Science of Instructions – Chapter 6 – Applying the Modality Principle:

This document will summarize chapter 6, “Applying the Modality Principle: Present Words as Audio Narration Rather than On-Screen Text”; written by Ruth C. Clark and Richard E. Mayer (2008).

Modality Principle

The modality principle is concerns with using more than one type context for learning. Chapter 6, “Applying the Modality Principle: Present Words as Audio Narration Rather than On-Screen Text”, emphases the use of text, visual, and audio for e-learning. The information contained in this chapter is based on observed evidence that revealed greater learning gains from using audio instead of on-screen text to describe graphics. Furthermore, the use of audio presentation has a psychological advantage due to incoming information because there is a split between two cognitive channels (auditory channel and visual channel) (Clark & Mayer, 2008, p. 116).

Modality Principle: Present Words as Speech Rather Than On-Screen Text

Whenever presenting graphics (animation, video, or statics frames) it is best to teach them with spoken words as well as text on screen to help e-learners gasp both simultaneously. Moreover, it is best to avoid e-learning courses that deliver presentations that contain complex graphics with only text because the information can cause a cognitive overload. As mentioned earlier, there is a great need for verbal clarification when there is text and multidimensional graphics. This recommendation is based on possible overload of visual/pictorial channel when graphics and printed words should be simultaneously processed by the learner. For a greater learning experience e-learning courses should be designed to lessen learner’s chances of overloading visual/pictorial channels. It is essential to consider and apply the modality principle when designing a multimedia course (Clark & Mayer, 2008, p. 117-118).

.

Limitations to the Modality Principle

Certain learning environments prevent the use of the modality principle from being applied due to technological demands such as bandwidth, hardware, sound cards, and headset. Plus, the implementation of sound mechanism is associated with unreasonable expenses. Certainly, it is profoundly important to contemplate and apply the modality principle when planning a multimedia course (Clark & Mayer, 2008, p. 119-120).

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Psychological Reason for the Modality Principle

There are psychological reasons for considering the modality principle when designing and implementing a multimedia e-learning course; which are based on how human learn and how they process information using the cognitive theory.  The human brain is made up of two information processing channels; visual / pictorial processing and auditory / verbal processing. When information is presented simultaneously the learners may not process the information adequately due to visual channel being overloaded. The overload can be reduced if words are used to explain the complex crucial graphic information as well as having text on the multimedia screen (Clark & Mayer, 2008, p. 121-123).

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When the Modality Principle Applies

The purpose of using the modality principle is to reduce cognitive overload in learners. This technique and process will not be used all the time; however, it is suggested to use the modality principle when presenting crucial complex graphics and text that must be processed simultaneously. It is important for some terms, unfamiliar words, and technical language to be displayed and verbally spoken to assist learners in processing e-leaning information (Clark & Mayer, 2008, p. 128).

Reflection

I concur with everything I read in this chapter on modality principle. I did not know about the modality principle prior to this reading this chapter; however, all the information applies to my learning style. As for me, I require verbal, text, and graphical images for me to learn complex information. As for a change in my view or ideas pertaining to e-learning and teaching, this chapter helped me to realize it is normal to need verbal spoke words, text, and graphical images to improve learning. This view is relevant to the ISD project because this chapter reinforce the need for words as well as graphics to learn. I have always taught the way I learn; especially since I work at an alternative school and most of my students are visual and hands-on. After graduation, I will continue to use verbal explanations, text, and graphical images to help students learn and place information into long-term memory.

References

Clark, R. C., & Mayer, R. E. (2008). Applying the modality principle: Present words as audio narration rather than on-screen text. In E-learning and the science of instruction (3rd ed., pp. 114-131). San Francisco, CA: Pfeiffer - An Imprint of Wiley.