Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Hypercontent-designed Instruction

Hypercontent-designed Instruction: This design includes units, modules, and topics. Modules are identified and organized into topics and topics are turned into learning experiences presented through text, audio, graphics, pictures, and video, all followed
by

Brian Taylor

on 14 April 2010

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Hypercontent-designed Instruction

Hypercontent-designed Instruction
H-D I

H-D I has units, modules, and topics.
Units are broken down into modules
Modules are identified and organized into topics
Topics are turned into learning experiences
Topics are turned into learning experiences
They are presented through text, audio, graphics, pictures, and video.
All modules are followed up with assessments.
Satisfactory completion of the module must be done to move on to the next module in the sequence
Spanish I Class
Using H-D I for Spanish
The Hypercontent-Designed Instruction Model
The Module at a Closer Look
The H-D I Model would create a self-learning method for the student, who would be responsible for studying modules on his or her own.

The student is able to choose which portions of the lesson s/he wants to do in order to master the content.
The Student
The Teacher
In the H-D I Model, the teacher would prepare lessons via texts, audio, and video as well as using graphics and pictures to create learning experiences for the students.

The teacher would also provide links to other web sites that would allow the learner to explore various methods of learning based on his or her style.

The teacher would need to be available at certain times to via phone, chat, video conferencing, e-mail, and various other manners to collaborate with students who need assistance in language learning.
Group Questions
Research on H-D I
References

Smith, Robin M. "Design with Learning in Mind." Conquering the Content A Step-by-Step Guide to Web-based Course Development (Online Teaching and Learning Series (OTL)). San Francisco: Jossey-Bass, 2008. Print.


Twigg, Carol A. "Innovations in Online Learning: Moving Beyond No Significant Difference." 2001. Web. 25 Feb. 2010. <http://www.widernet.org/decisionmakers/TechTour03/Presentations/Webs/InnovationsOnlineLearning.htm>.

Virtual Schools and 21st Century Skills. Proc. of The North American Council for Online Learning and the Partnership for 21st Century Skills. North American Council for Online Learning, 2001. 1-11. Print.
“Innovations In Online Learning: Moving Beyond No Significant Difference” by Carol Twigg

Discussed several case studies & the effectiveness models several methods of online instruction.

Looked at courses with Branched Design Models.

Found that a benefit of it is that it individualizes instruction.

It engages students in active learning.

They can go through the program at their own time & pace.

This allows them to go quickly through topics they know & spend long time on topics that they are learning.

Downfalls of this method are that not all students are motivated and/or do not feel like part of a learning community, which can lead to high attrition rates.
“Virtual Schools and 21sCentury Skills”

Online teaching is the wave of the future and doesn’t have to wait until college to begin

In the future K-12 programs may implement it, as the North American Council for Online Learning and the Partnership for 21st Century Skills discussed

Among other benefits, students will have many technical, problem solving, and time management skills needed to compete with their global counterparts who have not learned in this environment.

When the virtual class is divided into modules and units, students gain independence and learn to pace themselves to get the job done.

Some schools, such as the Florida Virtual School which is in existence now, are even letting students choose where to do the course work, when to do it, and their own type of assessment.

This will be the wave of the future and will allow for more personalization of instruction.
“Design with Learning in Mind”

How web based learning is different from classroom learning?

In the classroom the teacher can access the non-verbal communication of the student and adjust the tone of communication based on questions or feedback. Web based learning needs to be precise in creating a clear path of direction to the learning modules for the students to achieve mastery in the subject.

Web based learning allows the learner the opportunity to be self-selecting in the content order or course work, within their own timeframe in a location best suited for the student’s style of learning with access around the clock to keep pace with their parts of the content the student already comprehends.

The student’s role in web based learning is to seek out their own knowledge within the course. The responsibility of the student is to commit to an unlimited amount of time to accomplish the content.

The teacher’s role is to become the facilitator between the students understanding of the content rather than the source of the content. The teacher’s role is to make the knowledge based information relevant, understandable and useful to the student instead of memorization of the content.
Summarize in a paragraph: What modules would you use to divide your current teaching course/job assignment into modules for a virtual course?
What do you perceive as challenges for yourself as an educator as we head into the future where there will be more and more courses offered online, and you will be expected to have online learning in modules and units, often being more hands off with your students?
As we all know, every learner learns in different ways. Therefore, it is obvious that each subject will also be taught in various manners. This will be no exception with online instructional designs. What academic subjects do you think would be most beneficial to teach in this hypercontent-designed instruction model, and which ones do you think would not work well to teach using it? Justify your answer.
What academic subjects do you think would be most beneficial to teach in this hypercontent-designed instruction model, and which ones do you think would not work well to teach using it? Justify your answer.
In a truly virtual school, is it possible to use only one instructional design model or will educators always cross the line into parts of other models? Explain your reasoning.
What would H-DI look like in various subjects?
Science –

Module - Student learning occurs mainly through video, interactive learning, and texts. Texts will discuss the foundations of learning, but video would be used to bring the text to life and show how to use and implement the mathematical concepts. Interactive websites will be useful to practice activities and enhance learning.
Teacher - Active Role –
Teacher will create asynchronous videos to explain concepts for students to use. Collaborates online via video conferencing and webcam, e-mail, and discussion boards.

Student -
Chooses topics in module to work on, does topic activities, takes quizzes and moves to next module. Students may take an active collaboration with the teacher through video for help in learning, as well as use Wikis and blogs to show learning has occurred.
Student’s Role
o Takes active role in learning
o Responsible to seek out knowledge
o Studies modules/picks lessons to complete task
o Repeat lessons when needed
o Completes module with assessment
o Works on one module at a time
This is a Learner-centered Environment
o Allows repetition of the content
o Self-selected course work
o Time – 24hour access
o Pace of learning for unit reinforcement
o Has multiple topics in module to accomplish learning
Teacher - Active Role –
Teacher will make asynchronous videos to explain concepts for students to use. Collaborates online via video conferencing and webcam, e-mail, and discussion boards.

Student -
Chooses topics in module to work on, does topic activities, takes quizzes and moves to next module. Students may take an active collaboration with the teacher through video for help in learning.
Math –

Module - Student learning occurs mainly through teacher-created and published videos, interactive learning through internet links, and texts. Texts will discuss the foundations of learning, but video would be used to bring the text to life and show how to use and implement the mathematical concepts. Interactive websites will be useful to practice activities and enhance learning.
Faculty Role
o Creates a Learner-centered environment
o Creates short learning segments
o Ability to repeat and review
o Ability to pause learning
o MUST give clear direct instructions
Teacher - Passive Role -
Collaborates online via e-mail, discussion board, blogs, and Wikis.

Student -
Chooses topics in module to work on, does topic activities, takes quizzes and moves to next module. Students will also collaborate by way of Wikis and blogs to show learning has occurred.
English –

Module - Student learning occurs mainly through texts. Texts will discuss grammar points as well as be pertinent for the literature sections of Language Arts. Audio and video can also be used to enhance learning for literary purposes. Interactive websites will be useful to enhance grammar activities and writing.
Social Studies / History –

Module - Student learning occurs mainly through texts and videos. Texts will be used for the learner to focus on historical points, timelines, and cultural means. Interactive websites will be useful to enhance learning. In addition, blogging and Wikis can be used for writing activities and discussing points.
Teacher - Passive Role -
Collaborates online via e-mail, discussion board, blogs, and Wikis.

Student -
Chooses topics in module to work on, does topic activities, takes quizzes and moves to next module. Students will also collaborate by way of Wikis and blogs to show learning has occurred.
http://animoto.com/play/npDtMdKldKnVyRl6KfaX8g?utm_source=project_complete_email&utm_medium=email&utm_campaign=project_complete_email&utm_content=challenger
Student Has Control
Random Order of Topics
Units
Modules
Topics
Module Assessments
What would a Spanish class look like in the H-D I Model?
Video Link
Colors & Song
Numbers
Colors & Activity
Adjectives
Verbs
Body Parts
Family
School Schedule
Telling Time
Days of the Week
Months
Classes
Assessment
Assessment
http://www.proprofs.com/quiz-school/story.php?title=in-classroom-classroom-objects-spanish
Classroom Objects Assessment
http://www.proprofs.com/quiz-school/story.php?title=spanish-colors
Colors Assessment Link
Video Link - Colors
http://ipstube.ips.k12.in.us/video/166/Gambold-Spanish-Lesson-1-Colors
Module #1
Module #2
Module #3
Hypercontent-designed Instruction
By...
Julie Kiefer
Brian Taylor
Cindy Cash
Full transcript