ETEC 649 Development of Online Courseware Spring, 2010
Building Collaborative Learning Spaces with VoiceThread: A Learning Object
This course provided opportunities to create a course in Laulima, develop a learning object, and present our work at the 15th Annual TCC Worldwide Online Conference. I developed a course in Laulima for my students at Kalama Intermediate that would get them started using Google mail. At the end of the semester I was able to use the Laulima files to develop the site in Google for my students.
For the second project I worked with my colleague Juli Umetsu to develop a learning object built in a Google website and eventually presented our work at the TCC Conference in April, 2010. VoiceThreads were a relatively new Web2.0 tool at the time, and provided versatility and most important, interactivity in an extremely simple, multimodal setting. VoiceThread also offered secure accounts for K12 settings and my students have been using them for three years now.The deliverables for this project were the learning object, and supporting documents including the need/rationale, audience description, instructional objectives and outcomes, a development log, and a reflection. Most of these pieces are part of the learning object and on the website linked below. Other supporting documents are attached below, including the TCC presentation in a podc
As part of the project, we contributed to a class blog with posts on our topic. This can be found at http://elearn2010.weebly.com/collaborative-learning-spaces-with-voicethread.html.
The learning object can be found at https://sites.google.com/a/hawaii.edu/building-collaborative-learning-spaces-with-voicethread/
TCC presentation slides have been uploaded to a VoiceThread which is embedded below. The VoiceThread can also be viewed at http://voicethread.com/share/1998668/
For the second project I worked with my colleague Juli Umetsu to develop a learning object built in a Google website and eventually presented our work at the TCC Conference in April, 2010. VoiceThreads were a relatively new Web2.0 tool at the time, and provided versatility and most important, interactivity in an extremely simple, multimodal setting. VoiceThread also offered secure accounts for K12 settings and my students have been using them for three years now.The deliverables for this project were the learning object, and supporting documents including the need/rationale, audience description, instructional objectives and outcomes, a development log, and a reflection. Most of these pieces are part of the learning object and on the website linked below. Other supporting documents are attached below, including the TCC presentation in a podc
As part of the project, we contributed to a class blog with posts on our topic. This can be found at http://elearn2010.weebly.com/collaborative-learning-spaces-with-voicethread.html.
The learning object can be found at https://sites.google.com/a/hawaii.edu/building-collaborative-learning-spaces-with-voicethread/
TCC presentation slides have been uploaded to a VoiceThread which is embedded below. The VoiceThread can also be viewed at http://voicethread.com/share/1998668/
The following AECT standards were addressed in the development of this project:
Standard 1 DESIGN: Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.The specific performance indicators for design evident in this project were:
- 1.1.a Utilize and implement design principles which specify optimal conditions for learning.
- 1.1.1.a Write appropriate objectives for specific content and outcome levels.
- 1.1.1.b Analyze instructional tasks, content, and context.
- 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.
- 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
- 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
- 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.
- 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.
- 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
- 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.
- 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
The specific performance indicator for development evident in this project was:
- 2.0.1 Select appropriate media to produce effective learning environments using technology resources.
- 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.
- 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
- 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in
the portfolio. - 2.2.1 Apply principles of visual and media literacy for the development and production of instructional
and professional materials and products. - 2.2.2 Apply development techniques such as storyboarding and or scriptwriting to plan for the development
of audio/video technologies. - 2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.
- 2.3.2 Design, produce, and use digital information with computer-based technologies.
- 2.3.3 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer based
instructional materials. - 2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.
- 2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.
- 2.4.3 Combine electronic and non-electronic media to produce instructional materials, presentations, and products.
Standard 3 UTILIZATION: Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
The specific performance indicator for utilization evident in this project was:
3.4.3 Identify and apply copyright and fair use guidelines within practice.
Standard 4 MANAGEMENT: Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project resource, delivery system, and information management.
The specific performance indicator for management evident in this project was:
4.4.1 Apply information management techniques in various learning and training contexts.
Standard 5 EVALUATION: Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles, theories, and research related to problem analysis, criterion referenced measurement, formative and summative evaluation, and long-range planning.
The specific performance indicator for evaluation evident in this project was:
5.0.4 Identify and apply strategies to develop and implement a long-range plan for an ECIT program or project.
| voicethread_support.pdf |
| tcc2010vt.m4a |
