Murano 3304
Michelle Simms | Director of Instructional Technology, Gwynedd Mercy University

Learn how to make online activities engaging, fun, collaborative, authentic and as close to actually “being there” as possible.  Sessions looks at how Gwynedd Mercy University is building its fully online programs in Blackboard and designing EIAs (Equivalent Instructional Learning Activities) that really get the students motivational juices going.

Gwynedd Challenges:

  • Requires demonstration and documentation of 42 contact contact hour equivalent instructional activities and 14 hours of seat time per 3 credit hour course.
  • Gwynedd reputation is high-quality – how to transfer reputation to online programs.

Questions

  • How to design accelerated programs (7 weeks) to be just as effective.
  • How to best leverage learning technolgies to offer meaningful and rigorous content that takes full advantage of technology.

ERIC Online Activities

E – Engaging
R – Relevant
I – Interactive
C – Collaborative

*Use list of accompanying technology for instructional equivalent activites.  A list of matching instructional activities and complementary technology.

Example Class – Tech Applications for Educators – Master Teacher Program

Seven Week Course week Weeks content area and each week has its own folder (module).  Modules are outlined in each week folder and it is aligned to course objective.  Each Module includes resources and activities, supplemental resources and activities and assignments.

Based on EIA list, this course emphasized three popular Conceptual Frameworks:

  • Bloom’s Revised Taonomies
  • TPACK – Technology, pedagogy and content knowledge.
  • SAMR – Substitution, Augmentation, Modification and Redefinition

Activities

  • Web based learning resources include: Wordles, audacity, infographics, prezi, pedagogy wheel, glgosters, powtoon, goanimate, embedded twitter, feed, padlet etc..
  • IceBreakers – (Student Bios and Riddles)  – Introduce yourself and solve a riddle.  Twelve pears hanging high twelve men came riding by, Each took a pear, and left eleven hanging there. How did they do it?
  • Pre/Post Quizzes – Establish a baseline and provide a way to see how far they have come.
  • Extended Journals & Blogs – Students posted their personal teaching reflections blogs and turned their posts into wordles.  (Search- 50 Interesting Ways to Use Wordle in the Classroom) – Go beyond
  • Weekly Animated lectures – Audacity, Powtoon, and Vimeo introduce each week’s topics.
  • Incorporate Bloom’s Revised Taxonomies – and an -ING.  (Creating, Evaluating, Analyzing, Applying, Understanding, Remembering.
  • Students explore the differences between revised taxonomies and original and how it would impact 21st century teaching and learning.

    Bitstrips for Schools (has subscription fee) – Comic Strip Generator (Activity)

  • Collaborate in Group Wiki Debates – In this activity, students use the Bb Wiki tool to debate which learning theory has had the most impact in the last 100 years.  (Team Constructivism, Team Objectivism, Team Cognitivism etc..)  (pre build areas in wiki to place team info and then comment on each team’s place for debate.  Another – Should cursive writing still be taught in schools?
  • Design Collaborative Script Writing – Bloomin Apps (Goggle earth, Google Maps, Google Translate, Google Lit trips (marry google earth/google maps and story telling), You Tube, Google Calendar  Assignment was to create a script writing project in teams using tools.
  • Use wiki or google docs on collaborative story telling.

Look at “Padagogy Wheel”.

Other Activities:

  • Building padlet walls (like pintrest
  • Creating WebQuests – (Students “interviewed” any historical figure asking three qeustions about their thoughts on the 21st century education by researching works, biography.  Answer from figures point of view and cite.
  • PBL Case Studies
  • Live Twitter Feed embedded in course
  • Build own assessment tools using Bloom’s chart.
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