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WIT 570 Pin-Up Session

[J. Ferrell] Getting Started with RCHS Teachernet: Basic Instructional Plan
by

Jeff Ferrell

on 2 September 2010

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Transcript of WIT 570 Pin-Up Session

1: Project Background
Getting Started
with RCHS TeacherNET

WIT 570 Pin-Up Presentation
J. Ferrell
1.1 Instructional Need
RCHS Teachers currently use outdated software with limited design possibilities to produce web sites that can only be updated from their classroom computers.
1.2 Main Instructional Goal
This course seeks to introduce teachers to the advanced functions and features of a modern blogging system, ultimately enabling them to create a professional-looking web site that is easy to update and can be edited from home or school.
1.3 Terminal Outcome
1.4 Target Learner
1.5 Learning & Performance
Contexts
By following steps presented in the instruction and using the blogging software provided at rchsteachers.org, the learner will create a basic functioning web site containing an assignment log for two classes, a contact page, and a general information section made up of pages for classroom rules, materials lists, and class syllabi.
The target learners for this instruction are teachers with varying experience with the Internet and web site creation.
The learning and performance contexts for this instruction are in essence the same — an individual in front of a computer working with software. The location and even type of computer may change, but the software and basic context remains the same.
Time for instruction: One 3­5 hour session.
Ideally, they are motivated by the desire to use the web as a communication medium, and a desire to have a high quality web site.
Learners may be familiar with basic concepts of working with software and the Internet: buttons, menus, form fields, web addresses (URL’s), etc., although such familiarity is not an absolute necessity.
2: Content &
Treatment
The scope of this course is introductory — the content is limited to basic skills, and designed as a "follow along" tutorial in which the learners will configure a "typical" teacher web site.
As the participants create a sample site, they will become familiar with the basic components and workflow of the software, and can apply those concepts later to either modify their sample site to suit their needs, or start over from scratch.
The course of instruction can be broken into roughly six components:
2.1 Register & Log On
2.2 Configuration & Set-up
2.3 Working with Pages
2.4 Creating Categories
2.5 Working with Posts
2.6 Creating Custom Menus
3: Outcomes & Assessments
» A majority of my learners will have limited technology skills, but will be eager to learn new ones.
Some Assumptions about the Learners & Learning:
» The learners will be highly motivated and interested, since participation in the instruction is voluntary.
» Learners will be goal-oriented, and not necessarily interested in bells & whistles.
Therefore—
» Instruction is introductory in scope—enough to get started. More advanced courses can be offered for those who'd like to go farther.
» Instruction is highly structured as a set of step-by-step procedures that demonstrate the basic functions of the system.
1.0 Following instructions on the rchsteachers.org web site, the learner will successfully register an account and configure basic options and settings.
Outcome
Assessment
1.0 Enter the URL http://www.rchsteachers.org and click “Create a new site”—follow the instructions there to register an account. Once everyone has registered and logged in, we will configure some basic options together.
Outcome(s)
Assessment
2.0 Following steps and examples given by the instructor, the learner will successfully edit a pre-existing Page on his or her web site to include a contact form.
2.0, 3.0, 3.1, 3.2 Using the techniques you’ve learned, add a new Page called “Materials,” with a sample class materials list. Add a “Class Syllabus” page for a sample Class 1 and Class 2, and include sample content on each. Parent the pages to your “General Information” Page, so that links to the “Materials,” “Class 1 Syllabus,” and “Class 2 Syllabus” Pages appear there.
3.0 Following steps and examples given by the instructor, the learner will successfully add a new Page to his or her site, and title it “General Information.”
3.1 Following steps and examples given by the instructor, the learner will successfully add a new Page to his or her site, title it “Classroom Rules,” and parent it to the “General Information” page.
3.2 With minimal help and prompting from the instructor, the learner will apply their knowledge of adding and parenting pages to create “Materials” and “Class Syllabus” Pages, and parent them to the “General Information” page.
Outcome(s)
Assessment
4.0 Following steps and examples given by the instructor, the learner will successfully change the pre-existing Home category to News.
4.1 With minimal help and prompting from the instructor, the learner will apply their knowledge of editing categories to create a category called Class 1 Log and Class 2 Log.
4.0, 4.1 Using the techniques you’ve learned, add two new Categories, called “Class 1 Log” and “Class 2 Log.”
Outcome(s)
5.0 Following steps and examples given by the instructor, the learner will successfully edit the content of a pre-existing post, by changing the title to read Welcome Back!, and modifying the body content.
6.0 Following steps and examples given by the instructor, the learner will successfully create a new post, title it Read Chapter 1, add appropriate body content, and assign it to the Class 1 Log category.
6.1 With minimal help and prompting from the instructor, the learner will apply their knowledge of creating and modifying posts to create a new post titled “Welcome to Class!,” add appropriate body content, and assign it to the Class 2 Log category.
Assessment
5.0, 5.1, 6.0 Using techniques you’ve learned, add a post to the Class 2 category titled “Welcome to Class!” Add appropriate sample body text.
Outcome
7.0 Following steps and examples given by the instructor, the learner will successfully configure a menu bar or his or her site, that displays links to the main sections.
Assessment
7.0 Navigate to the Plugins page, and follow my instructions to configure the menu bar plugin to display the post categories and Pages we’ve created.
Because of the nature of the content of this course, all assessments
are alternative rather than formal. If the learner is following the instructions and using the software correctly, their sample site project will function properly. If not, their failure will have a direct effect on their project.
4: Questions
4.1: Strategies?
My instruction is pretty much "lather, rinse, repeat"—I'm not sure the learners I'm dealing with need (or even want) much more.
What do you think? Beyond the "summer camp craft" introduction of "here's what we're going to make today...," should I spend brain cycles trying to come up with creative hooks for each section to "gain attention"? Or is once at the beginning enough?
4.2 Make-it, take-it, break it?
Speaking of strategies, I had two possible directions to take when designing this course:
(1) Try to present a broad overview of the options and techniques, and then let the learners go to it, trying to create whatever they wanted, or—
(2) Limit the learners' choices, but provide a regulated, step-by-step framework that demonstrated the most common functions of the software.
I've chosen option 2, of course.
As an adult learner yourself, do you think I've made the best decision? Or would you find it frustrating to sit through such "follow along" instruction?
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Current system: outdated style, difficult to update
RCHS TeacherNet: clean styles, easy to update
That's all I've got—thanks for watching!
—Jeff.
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