Desig ning Ins t r uc t ion for Te c hno lo g y-En ha nced L e arning Patricia L. Rogers I DEA GROUP PUBLISHING Designing Instruction for Technology- Enhanced Learning Patricia L. Rogers Bemidji State University Minnesota State Colleges and Universities, USA Idea Group Information Science Publishing Publishing Hershey • London • Melbourne • Singapore • Beijing Acquisition Editor: Mehdi Khosrowpour Managing Editor: Jan Travers Development Editor: Michele Rossi Copy Editor: Jennifer Swenson Typesetter: LeAnn Whitcomb Cover Design: Tedi Wingard Printed at: Integrated Book Technology Published in the United States of America by Idea Group Publishing 1331 E. Chocolate Avenue Hershey PA 17033-1117 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: cust@idea-group.com Web site: http://www.com and in the United Kingdom by Idea Group Publishing 3 Henrietta Street Covent Garden London WC2E 8LU Tel: 44 20 7240 0856 Fax: 44 20 7379 3313 Web site: http://www.uk Copyright © 2002 by Idea Group Publishing.
All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Library of Congress Cataloging-in-Publication Data Designing instruction for technology-enhanced learning / [edited by] Patricia L. Includes bibliographical references and index.
Instructional systems--Design.33--dc21 2001039615 British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library. NEW from Idea Group Publishing • Data Mining: A Heuristic Approach Hussein Aly Abbass, Ruhul Amin Sarker and Charles S. Newton/1-930708-25-4 • Managing Information Technology in Small Business: Challenges and Solutions Stephen Burgess/ 1-930708-35-1 • Managing Web Usage in the Workplace: A Social, Ethical and Legal Perspective Murugan Anandarajan and Claire Simmers/1-930708-18-1 • Challenges of Information Technology Education in the 21st Century Eli Cohen/1-930708-34-3 • Social Responsibility in the Information Age: Issues and Controversies Gurpreet Dhillon/1-930708-11-4 • Database Integrity: Challenges and Solutions Jorge H. Doorn and Laura Rivero/ 1-930708-38-6 • Managing Virtual Web Organizations in the 21st Century: Issues and Challenges Ulrich Franke/1-930708-24-6 • Managing Business with Electronic Commerce: Issues and Trends Aryya Gangopadhyay/ 1-930708-12-2 • Electronic Government: Design, Applications and Management Åke Grönlund/1-930708-19-X • Knowledge Media in Health Care: Opportunities and Challenges Rolf Grutter/ 1-930708-13-0 • Internet Management Issues: A Global Perspective John D.
Haynes/1-930708-21-1 • Enterprise Resource Planning: Global Opportunities and Challenges Liaquat Hossain, Jon David Patrick and MA Rashid/1-930708-36-X • The Design and Management of Effective Distance Learning Programs Richard Discenza, Caroline Howard, and Karen Schenk/1-930708-20-3 • Multirate Systems: Design and Applications Gordana Jovanovic-Dolecek/1-930708-30-0 • Managing IT/Community Partnerships in the 21st Century Jonathan Lazar/1-930708-33-5 • Multimedia Networking: Technology, Management and Applications Syed Mahbubur Rahman/ 1-930708-14-9 • Cases on Worldwide E-Commerce: Theory in Action Mahesh Raisinghani/ 1-930708-27-0 • Designing Instruction for Technology-Enhanced Learning Patricia L. Rogers/ 1-930708-28-9 • Heuristic and Optimization for Knowledge Discovery Ruhul Amin Sarker, Hussein Aly Abbass and Charles Newton/1-930708-26-2 • Distributed Multimedia Databases: Techniques and Applications Timothy K. Shih/1-930708-29-7 • Neural Networks in Business: Techniques and Applications Kate Smith and Jatinder Gupta/ 1-930708-31-9 • Information Technology and Collective Obligations: Topics and Debate Robert Skovira/ 1-930708-37-8 • Managing the Human Side of Information Technology: Challenges and Solutions Edward Szewczak and Coral Snodgrass/1-930708-32-7 • Cases on Global IT Applications and Management: Successes and Pitfalls Felix B. Tan/1-930708-16-5 • Enterprise Networking: Multilayer Switching and Applications Vasilis Theoharakis and Dimitrios Serpanos/1-930708-17-3 • Measuring the Value of Information Technology Han T.
van der Zee/ 1-930708-08-4 • Business to Business Electronic Commerce: Challenges and Solutions Merrill Warkentin/ 1-930708-09-2 Excellent additions to your library! Receive the Idea Group Publishing catalog with descriptions of these books by calling, toll free 1/800-345-4332 or visit the IGP Online Bookstore at: http://www.com! Designing Instruction for Technology-Enhanced Learning Table of Contents Preface. ix Section I: Instructional Design: An Overview of the Field Chapter I: Teacher-Designers: How Teachers Use Instructional Design in Real Classrooms. Rogers, Bemidji State University Minnesota State Colleges and Universities (MnSCU), USA Section II: Foundations of Instructional Design Chapter II: Education, Learning, and Technology. Ana Donaldson, University of Northern Iowa, USA Nancy Nelson Knupfer, Digital Horizons, USA Section III: Designing for Learners in Primary and Secondary Education Chapter III: eTIPS–Educational Technology Integration and Implementation Principles.
56 Sara Dexter, University of Minnesota, USA Chapter IV: Teaching in the Digital Age: “Teaching as You Were Taught” Won’t Work. 71 Gay Fawcett and Margarete Juliana Kent State University, USA Chapter V: Constructing Technology Learning Activities to Enhance Elementary Students’ Learning. Judd, Valdosta State University, USA Section IV: Designing for Learners in Higher Education Chapter VI: Designing Discussion for the Online Classroom. Muilenburg, University of South Alabama, USA Zane L.
Berge, University of Maryland, Baltimore County, USA Chapter VII: Nothing but the Blues: A Case Study in the Use of Technology to Enrich a University Course. 114 Tracy Chao and Bruce Stovel University of Alberta, Canada Chapter VIII: Designing and Evaluating Instruction for e-Learning. 134 Som Naidu, University of Melbourne, Australia Section V: Designing for Learning Environments Chapter IX: Designing Hypermedia Instruction. 161 Lorna Uden, Staffordshire University, UK Chapter X: Applying Instructional Design Principles and Adult Learning Theory in the Development of Training for Business and Industry.
184 Anne-Marie Armstrong, Lucent Technologies, USA Chapter XI: A Blended Technologies Learning Community—From Theory to Practice. 209 Barbara Rogers Bridges, Mary C. Baily, Michael Hiatt, Deborah Timmerman and Sally Gibson Bemidji State University, USA Chapter XII: United We Stand–Divided We Fall! Development of a Learning Community of Teachers on the Net. 228 Sólveig Jakobsdóttir, Kennaraháskóli Islands, Iceland Chapter XIII: What to Do With a C.
in the Classroom. Krey, Christopher Stormer and Janet Winsand The College of St. Catherine, USA Afterword. 262 About the Authors.
271 vi Preface The majority of educators in pre-K-12 and higher education have access to some form of newer technology. We can make PowerPoint presen- tations, use email, design Web sites, or even author our own software. But many educators are unsure exactly how and why these newer technologies have any real impact on teaching and learning. The question is constantly raised: how do I connect my new skills to teaching? Is there a connection between technology and learning? Will my teaching change when new technology is introduced? How will I make the most of the technology in my school? Most often, when forced to use new technologies in teaching, teachers will default to a technology-enhanced lecture method, rather than take advan- tage of the variety of media characteristics that expand the teaching and learning experience.
For example, instead of presenting a static lecture on the laws of physics, we could design an interactive module that would allow students to experiment with physics without a large expenditure for elaborate equipment. For a small investment, science teachers can add various electronic probes to computers to read temperature, movement, heart rates and other measures critical to understanding physical and earth sciences, rather than have students read about such measures in books. How do teachers learn to take advantage of the expanded learning possibilities of technology in the classroom? This book addresses the connection between technology skills and application of those skills in teaching and learning. Using sound instructional design principles, authors in this book guide the reader from focusing on the technology to focusing on the educational environment.
Technology is pre- sented as a tool, as a learning partner, and as an integral part of the classroom that supports and facilitates the teaching and learning experience. The intended goal of this book is to pool the expertise of many practitioners and instructional designers and to present that information in such a way that teachers will have useful and relevant references and guidance for using technology to enhance teaching and learning, rather than simply adding technology to prepared lectures. The chapters, taken together, make the connection between intended learning outcomes, teaching strategies, and instructional media. This book is meant to be a resource for “teacher- designers” at beginning and intermediate levels of designing instruction that is enhanced by newer technologies.
In Section I: Instructional Design: An Overview of the Field, I vii introduce the concept of “teacher-designer” and discuss how instructional design is applied in real classrooms. I include a practical working model adapted for teachers and provide a brief overview of the field. Section II: Foundations of Instructional Design. The chapter, written by J.
Ana Donaldson and Nancy Nelson Knupfer, provides excellent documentation of the history of instructional design, its origins in educational psychology, developmental theory, and the field’s current orientation grounded in constructivist theory. Several excellent Web sites are provided as resources for teachers. Section III: Designing for Learners in Primary and Secondary Education. This section is dedicated to designing instruction for elementary students, but as with all of the chapters in this book, there are many practical and useful strategies and suggestions for designing for students at all levels.
Sara Dexter begins the section with eTIPS, a set of educational technology integra- tion principles appropriate for integrating technology in classrooms. Next, Gay Fawcett and Margarete Juliana discuss designing for middle school students and describe the success of their university’s Ameritech classroom and provide brief case studies of how teachers using the classroom have changed their teaching strategies and how their students have gained new knowledge. Finally, Diane Judd offers guidance on designing for elementary classrooms and provides plans and activities for several tested projects for using computers in the classroom. Diane has also built a Web site for resources for the projects included in this book (see her article for specific URLs).
Section IV: Designing for Learners in Higher Education. The higher education section begins with Lin Muilenburg and Zane L. Berge’s article on designing for discussion in the online classroom. Many of us have had difficulty with students having meaningful discussions in e-learning courses, and this article offers sound advice for overcoming such problems.
Next, Tracy Chao and Bruce Stovel describe an undergraduate English course that focused on blues lyrics as lyric poetry. Far more than a listening/writing course, the case study described in this article is an excellent model of the vast possibilities of online learning. Completing the chapter on higher education is Som Naidu’s article on designing and evaluating e-learning. Since many institutions are concerned about the quality and effectiveness of their online programs, this timely article from an expert in evaluation should become a part of every administrator’s reference list.
Section V: Designing for Learning Environments. This section includes articles that address training and learning environments rather than designing for just one course. This collection of articles should be required reading for anyone planning to infuse technology in their curriculum. First, viii Lorna Uden takes on the large and complex world of designing for hypermedia.
Lorna’s article makes a strong connection between models of learning theories and how best to apply them in hypermedia design. Similarly, Anne-Marie Armstrong describes instructional design from the adult learning theory per- spective in her article on training. Though she is focused on the very active field of workforce training, Anne-Marie’s insight and application of constructivist models in learning are appropriate for any level. Anne-Marie has also provided easy-to-read and practical methods of writing objectives, matching media to methods, and useful checklists for teacher-designers.
Next, Barbara Rogers Bridges, Mary C. Baily, Michael Hiatt, Deborah Timmerman, and Sally Gibson describe a “paradigm shift” in a teacher education program. In the article, they document exactly what it takes to change a traditional campus-based program into a program for distributed learning. Brief narratives from key faculty and administrators are included.
Expanding the story of changing a university’s approach to teacher education, Sólveig Jakobsdóttir documents the journey from campus-based to distance education at the Iceland University of Education. This university is now graduating students from its successful program and is in the midst of an extensive internal and external evaluation. We know this model program is doing something right when we consider that their retention rate in distance education courses is consistently between 80 and 95 percent.