Edtk 3004 Assure Model Downwards

Well hello there!
I am
Smiley Stanley and today I
have a class to teach.
Preparation? No way! I’ll
just go and do my thing!
Wanna come along for the
ride? I am sure you’ll enjoy
my lesson. There’s really
no need for planning,
writing objectives an all that
jazz – it’s really just a waste
of time!!
What did I do wrong?
Help me pleeeeease!
What did I do wrong?
The ASSURE MODEL
Assuring effective use of media in

instruction
Michelle A McKoy
The ASSURE MODEL
All effective instruction requires careful
planning. Gagne’s research shows that well-
designed lessons begin with the arousal of
students’ interest, then move on to
presenting new material, involving students
in practice, assessing their understanding
and going on to follow-up activities. The
ASSURE model incorporates these events of
instructions as it pertains to the use of media
in the classroom.
The ASSURE Model
A---analyse the learner
S---state objectives
S---select methods, media and
materials
U---utilise media and materials
R---require learner participation
E---evaluate and revise
The ASSURE Model
Analysing your learners
– The first step in planning is to identify
the learners. You must know your
students to be able to select the best
medium to meet the objectives. The
audience can be analysed in terms of
1). general characteristics, 2) specific
entry competencies (knowledge, skills
and attitudes about the topic and 3)
learning style.
The ASSURE Model
Stating your objectives
– The next step is to state your objectives as
specifically as possible. The objectives may
be derived from a course syllabus, stated in a
textbook, taken from a curriculum guide or
developed by the instructor. They should be
stated in terms of what the learner will be able
to do as a result of instruction. The conditions
under which the student or training is going to
perform and the degree of acceptable
performance should be included.
The ASSURE Model
Selecting the methods, media and
materials
– Once you have identified your audience and
stated your objectives, you have established
the beginning points (audience’s present
knowledge, skills and attitudes) and ending
points (objectives) of instruction. Your task is
now to build a bridge between these two
points by choosing appropriate methods,
media formats, then deciding on the materials
to implement these choices. There are three
options: 1) select available materials, 2)
modify existing materials or 3) design new
materials.
The ASSURE Model
Utilising media and materials
– Having either selected, modified or
designed your materials, you must then
plan how the materials will be used to
implement your methods. First preview
the material and practise the
implementation. Next, prepare the
class and the necessary equipment and
facilities. Then conduct instruction
using the utilisation techniques
described.
The ASSURE Model
Requiring learner participation
– To be effective, material based
instruction should require active mental
engagement by learners. There should
be activities within the lesson that allow
learners to process the knowledge or
skills and to receive feedback on the
appropriateness of their efforts before
being formally assessed.
The ASSURE Model
Evaluating and revising
– After instruction, it is necessary to evaluate its
impact and effectiveness and to assess
student learning. To get the total picture, you
must evaluate the entire instructional process.
Did the learners meet the objectives? Did the
media and methods assist the students in
meeting the objectives? Where there are
discrepancies between what you intended and
what you attained, you will need to revise the
plan for the next time.
The ASSURE Model
Analyse learners
It is not feasible to analyse every trait
of your learners. There are,
however, several factors which are
critical in making good methods and
media decisions.
These are:
-General characteristics
-Specific entry competencies
-Learning styles
The ASSURE Model
Analyse learners
-General characteristics: broad
identifying descriptors such as age,
grade level, cultural or socio-economic
factors.
-Specific entry competencies:
knowledge and skills that the learners
possess or lack – prerequisite skills,
target skills and attitudes
-Learning styles : broad spectrum of
psychological traits that affect how we
perceive and respond to different stimuli
such as anxiety, aptitude, visual or
auditory preferences
The ASSURE Model
Analyse learners
-Learning styles
-Perceptual preferences and
strengths - sensory gateways :
auditory, visual, tactile and kinaesthetic
-Information processing habits – a)
concrete sequential (hands-on
experience presented logically – prefer
workbooks, programmed instruction,
demonstration) b) concrete random
(trial and error approach, prefer games,
simulations, discovery learning)
The ASSURE Model
Analyse learners
-Learning styles
-Information processing habits - c)
abstract sequential (decode verbal
and symbolic messages when
presented logically – prefer reading
and listening to presentations) d)
abstract random (draw meanings from
message, tone and style of presenter
– prefer group discussions, lectures
with question and answer sessions,
televisions, films.
The ASSURE Model
Analyse learners
-Learning styles
-Motivational factors - anxiety, locus
of control, motivation, competitiveness
etc
-Physiological factors - gender

differences, health, environmental
conditions etc
The ASSURE Model
State objectives
-What learning outcome is each

learner expected to achieve?
-Objectives must be as specific as
possible
-Why objectives? You must know the
objectives to be able to select the
appropriate methods and media
-Objectives ensure proper evaluation
The ASSURE Model
State objectives
The ABCDs of good objectives.
A – Audience: For whom is the objective
intended?
B – Behaviour : learner performance, must
be observable, describes a real-world skill
C – Condition :equipment, tools, aids or
references which learner may or may not
use, special environment in which learner
should perform
D – Degree :time limit, range of accuracy,
proportion of correct responses
The ASSURE Model
State objectives
Given a list of performance
terms (condition), ED30D
students (audience) will be
able to compose orally
(behaviour) at least two of
three objectives correctly
(degree).
-Using the objectives created (condition),
ED30D students (audience) will be able
to identify the components (behaviour)
with 100% accuracy (degree)
Suggested performance terms
• Complete
• Add • Compose
• Alphabetise • Compute
• Analyse • Conduct
• Apply • Construct
• Arrange • Contrast
• Assemble • Convert
• Attend • Correct
• Bisect • Cut
• Build • Deduce
• Carve • Defend
• • Define
Categorize
• • Demonstrate
Choose
• Derive
• Classify
• Describe
• Colour
• Design
• Compare
• Designate
• Diagram
• Distinguish
• Drill
• Make
• Estimate • Manipulate
• Match
• Evaluate • Measure
• Explain • Modify
• Extrapolate • Multiply
• Fit • Name
• Generate • Operate
• Graph • Order
• Grasp (hold) • Organise
• Outline
• Grind
• Pack
• Hit • Paint
• Hold • Plot
• Identify • Position
• Illustrate • Predict
• Indicate • Prepare
• Install • Present
• Produce
• Label
• Pronounce
• Kick
• Locate
• Subtract
• Read • Suggest
• Reconstruct • Swing
• Reduce • Tabulate
• Remove • Throw
• Revise • Time
• Select • Translate
• Sketch • Type
• Ski • Underline
• Solve • Verbalise
• Sort • Verify
• Specify • Weave
• Square • Weigh
• State • Write
The ASSURE Model
State objectives
-Classification of objectives –
cognitive, affective, psychomotor or
motor skills domains
-Cognitive domain –intellectual
capabilities – memorisation, recall of
facts, manipulation of information,
thinking activities.
-Affective domain – feelings and
values
-Psychomotor domain – physical
skills, manual work, athletic activities
The ASSURE Model
Select the methods, media & materials
Choose method – In any given lesson you’ll

probably incorporate two or more methods to
serve different purposes at different times in the
lesson. Look at the following below:
Simulation – gains attention and arouses interest
Demonstration – present new information to the
learner
Drill and practice provides the practice that
students need to develop new skills.
The ASSURE Model
Choose media format – A media format is a

physical form in which a message is incorporated
and displayed. Media formats include:
Flip charts – still images and text, Slides –
projected images, audio- voice and music, video
– moving images on a television screen and
computer multimedia – graphics, text and
moving images.
The ASSURE Model
Choose media format – Media selection is

dependent on the:
Instructional setting/situation – large or small group
instruction, self-instruction.
Learner variable – reader, non-reader, auditory
preference
Nature of the objective – cognitive, affective,
psychomotor
Presentation capabilities – still images, motion
images, printed words, spoken words
The ASSURE Model
Choose specific material – You can use existing

material, modify existing material or design your
own.
Available material – Ready-made. One needs to
consider curriculum match, accuracy and clarity and
conciseness, motivation capabilities, learner
participation, guide to material, technical quality.
Modifying existing material – varies depending on
needs
Designing new material –consider objectives, audience,
cost, technical expertise, equipment, facilities, time
The ASSURE Model
Utilise media and materials
The next step is to utilise your chosen media and

materials – Consider the 5 Ps for this aspect
Preview the material – never use materials without previewing it
Prepare the material – gather materials and equipment,
determine sequence, what will you do with them, the
students?, copies needed?
Prepare the environment – arrangement furniture, working
equipment, seating, lighting, ventilation etc
Prepare the learner – introduction, rationale, motivating
statement…
Provide the learning experience – guide, facilitate, lecture….
The ASSURE Model
Require learner participation
Involve the students in the learning process:

Worksheets
Question and answer sessions
Role play/dramatisation
Games
Quizzes
Discussion
Application exercises etc
The ASSURE Model
Evaluate and revise
Evaluations should be done
before, after and during
instruction. Evaluation must
be done of the entire
instructional process (learner
achievement, attitude, media
and methods) and may utilise:
Formal assessment (pen and paper
test)
Alternative assessment – portfolio
etc
Performance checklist
Attitude scale
Informal discussion etc
The ASSURE Model
Evaluate and revise
Revision
Were there discrepancies in the
lesson?
What were they?
Are you satisfied with media, method,
material selected?
Did students fall short on one or more
objectives?
How did students react to the lesson?
If there are shortcomings you have to

go back to the plan and revise it.
Instructional Planning
 An instructional plan is like a recipe as it tells the
teacher what ingredients are needed and how to
combine them to produce learning in a particular
group of students (Newby, Stepich, Lehman &
Russell, 1996, p. 117-142).
 Are more likely to follow detailed instructional
plans.
 They tend to outline the content in detail.
 Carefully describe all activities, and follow the
plan closely to ensure that their instructions turn
out the way they want.
 May not follow their plans closely.
 They are able to vary it according to the learners,

what is known about the existing knowledge, and the
events of that occur in the learning environment.
 They are more comfortable rearranging the activities
or varying the amount of time that is spent on each
activity.
 They may even make adjustments to their plans on

spot.
 This refers to something that is done during a
lesson to help students to learn.
 Lesson Introduction
 Content or Information Facilitation/
Presentation/Sharing
 Application Information
 Analysis or Questioning
 Dependent or Independent Practice
 Evaluation of Teaching and Feedback
 Assessment of Learning
 This event is often brief and designed to help
students get into the substance of the
instruction very quickly.
 An effective introduction usually provides a
hook, a purpose and a context.
 Hook attempts to stir student interests, and motivate
them to participate in the lesson.
 Purpose information/activities that help students
understand what the desired lesson outcomes are.
 Context that is the overall learning context that the
lesson fits into.
When you are developing a lesson
introduction consider the following
questions:
1. How will the outcomes of the lesson be communicated to the

students?
2. What motivational strategies will be used throughout the

lesson?
3. How will the context in which the lesson fits be

communicated to the students?
 When facilitating/presenting or sharing content,
ask the following questions:
 What of this content do I want students to learn?
 What is the best way to help them learn the desired content?
 Which approach to content delivery [facilitation, presentation

or sharing] will be most impactful?
 You should also consider how they should be
encouraged to apply the new information.
 Under what circumstances should this application
occur.
 How can I get them to interrogate the new
information?
 What can be done to get them to wonder,
hypothesize, analyze and synthesize this new
information?
 What activities will promote supervised as well
as unsupervised practice or use of the new
information?
 How will I know that they understand the
Lessons?
 What will I do to ensure that they have received
the intended message?
 What will ask them to do to demonstrate what
they have learnt from the lesson?
Methods of Teaching
Methods of Teaching
In this class, teaching methods refer to the
procedures of instruction that are selected to
help learners achieve the objectives or to
internalise a body of content or a message.
•
Methods
Include:
• presentation,
• demonstration,
• discussion,
• drill and practice,
• tutorial,
• cooperative learning,
• gaming,
• simulation,
• discovery,
• problem solving
Presentation
• In the presentation method, a source
tells, dramatizes or otherwise
disseminates information to learners.
• The communication practice that drives

this method is one-way and usually
controlled by the source, with no
immediate response from or interaction
with the learner.
Presentation cont…
• The source could be a textbook, an

audiotape, a videotape, a film, an
instructor, a computer, and so forth.
• Therefore, reading a book, listening to

an audiotape, viewing a videotape, and
attending a lecture are examples of the
presentation method.
Demonstration
• In this method of instruction the learner
views real or life-like example of the
skill or procedure to be learnt.
Demonstrations may be live, or recorded
for play by means of media such as
video or film.
• If two-way interaction or learner

practice with feedback is desired, a live
instructor or tutor is needed.
Discussion
• As a method, discussion involves the exchange
of ideas and feelings among students or among
student and teacher. It can be used at any stage
of the instructional process, whether in tutorials,
small groups, or large groups.
• It is a useful way of assessing the knowledge,

skills, and attitudes of a group of students
before finalizing instructional objectives,
particularly if it is a group that the instructor has
never taught before.
Discussion
• Discussion can help the teacher to establish
the kind of rapport with and within the group
that fosters collaboration.
• It can be used to prepare learners for a

presentation by arousing their curiosity or
directing their attention to key points.
Discussion Vs Recitation
A classroom exchange that encourages little interaction among
students, and ensures that it is the teacher’s thoughts that
influences the understanding that students interpret most is
called a recitation.
Recitation uses a response model called IRE:

Initiate-Respond-Evaluate (IRE) Model
In this model the teacher initiate the exchange with a
Question that is directed at specific students. The target
students respond, then the teacher evaluates the
response.
Discussion Vs Recitation
• During discussions the thoughts, ideas, feelings, and
responses of all participants who have read a given
text contribute to the event and that event has an
influence on a participant's eventual interpretation.
• As participants gather in social context to exchange

thoughts, new understandings and meanings may
emerge as they interact with each other.
Discussion cont…
• Post-presentation discussions are essential
forums for questions and answers and for
ensuring that all students understand the what
the lesson intended.
• These discussions also ensure that each learner

internalizes the message, and incorporates it
into his or her mental framework.
• It is a good technique for evaluating the

effectiveness of teaching.
Drill and Practice
• In this method, the learner is led through a
series of practice exercises designed to
increase fluency in a new skill or to refresh an
existing one.
Drill and Practice
• This method is commonly used to study math

facts, learning a foreign language, and
building a vocabulary.
Drill and Practice
• To be effective the drill and practice exercises
should include feedback to correct and
remediate errors that learners make along the
way.
Tutorial
• This method describes a tutor in the form of a
person, computer, or special printed materials
that presents content, poses questions or
problems, request learner responses, analyses
the responses, supplies appropriate feedback
and practice until the learner demonstrates a
predetermined level of competence.
Tutorial cont…
• Tutoring is most often done on a one-to-one basis

and is frequently used to teach basic skills, such as
information processing, application basics etc.
Tutorial cont…
Tutorial arrangements could include:
– Socratic dialogues [instructor-to- learner]
– Programmed tutoring [learner-to-learner]
– Computer assisted tutorial software [computer-to-learner]
– Branched programmes instruction [print-to-learner]

Cooperative Learning
• This method of teaching grew out of a body of
research that claims that students learn from each
other when they work on projects in teams.
• It supports the claim that two or three children at a

computer terminal learn more than one child at a
computer because they carry on discussions while
working through the assigned problem that help
them to learn from each other.
Cooperative learning
• This method is also based on the premise that
learners need to develop skills in working and
learning together because their eventual workplaces
will require teamwork.
• Cooperative learning doesn’t only involve students
learning together by discussing texts and viewing
media, but also producing media such as video,
slides and transparencies.
What is Cooperative Learning?
• It implies that students work together in small
groups to achieve goals that are beneficial to all.
• It require teachers and students to work together
to ensure that everyone participates and
everyone learns.
• Unlike traditional groups, cooperative learning
stresses social skills and problem solving
through group processing.
What is the teacher’s role?
• The teacher guides and facilitates the learning
experiences of the students.
Types of cooperative groups
• There are three types:
– Informal
– Formal
– Base
Informal Cooperative groups
• These groups last for a short amount of time
and are spontaneously formed.
• They could last for a part of a lesson.
• It offers meaningful ways to focus students
before learning or to develop closure at the
end of a lesson.
• This type of grouping increases interaction and
help students to process what they learn.
Formal Cooperative Groups
• The members of such groups work together on a
specific project over a longer period of time. The
strive to achieve a group goal through a project.
Once the project ends or the group goal has been
achieve the relationship ends.
• These groups could last for one class period or up to

several weeks.
• The groups responsibilities are to maximize
individual learning and to maximize the learning of
all other group members.
Base Cooperative groups
• In this approach students assume additional
responsibility to for one another and stay
together for a long period of time.
• These groups are long-term therefore its
members get to know each other well.
• The group operates over an extended time

period.
Traditional Vs Cooperative Groups
Traditional Cooperative Groups
– Each group member takes responsibility for – Group members are responsible for helping
self learning. one another learn.
– Individuals are concerned with their own – Individual grades and successes are
grades. connected to the grades and successes of all
group members.
– Team work is not taught.
– Teamwork is taught.
– A group leader is chosen.
– There is no leader.
– Social progress is not emphasized.
– Social progress is an important element.
– Groups range in size from five to twelve.
– Groups range in size from two to six.
– Groups are homogeneous in ability.
– Groups are heterogeneous to gender,
ethnicity, and ability.
– One or two students do most of the work.
– Each student has a job.
– Group goals are not set.
– Group goals are set.
Simulation
• The simulation method makes it possible for
the learner to confront a scaled-down version
of a real-life situation.
Simulation
• It allows realistic practice without the expense
or risk otherwise involved in real settings.
• It may involve participant dialogue,

manipulation of materials and equipment, or
interaction with a computer.
Discovery
• The discovery method uses inductive or inquiry,
approach to learning; it presents problems to be
solved through trial and error.
Discovery
• The aim of this method is to foster a deeper
understanding the content through involvement with
it.
Discovery
• The rules or procedures that the learners discovered
may be derived from previous experience, based on
information in reference books, or stored in a
computer database.
Discovery cont…
• This method could take different forms:
– For example, helping students to seek information that
they wish to know about a topic of specific interest to
them.
This approach is called student inquiry or information

research. It is a time-consuming method, but an effective
way to get students to explore knowledge beyond the
limits of their textbooks.
Problem Solving
• This method involves learner’s use of previously

mastered skills to reach a resolution for a
challenging problem.
• It calls on the learner to define the problem more

clearly, examine data, and generate a solution.
The expectation is that through this process the
learner will arrive at a higher level of
understanding of the phenomenon under study.
Gaming
• This method provides a playful environment
that call on learners to follow prescribed rules
as they strive to attain a challenging goal.
Gaming
• This is a highly motivating technique, especially for
tedious and repetitive content.
• A game may involve just one learner or groups. They

usually require learners to use problem-solving skills
or to demonstrate mastery of specific content which
demands a high degree of accuracy and efficiency.
and its uses in Education
 Digital storytelling refers to a short form of
digital film-making that allows everyday
people to share aspects of their life story.
 Digital stories are often presented in
compelling and emotionally engaging
formats, they are usually less than 8 minutes
long and can be interactive.
 One can define digital storytelling as the
process by which diverse peoples share their
life story and creative imaginings with others.
 This newer form of storytelling emerged with
the advent of accessible media production
techniques, hardware and software, including
but not limited to digital cameras, digital
voice recorders, iMovie, Movie Maker and
Final Cut Express.
 These new technologies allow individuals to
share their stories over the Internet on
YouTube, Vimeo, compact discs, podcasts,
and other electronic distribution systems.
 One can think of digital storytelling as the
modern extension of the ancient art of
storytelling, now interwoven with digitized
still and moving images and sound.
 Simply put, digital stories are short 2 to 3
minute multimedia movies that combine
photographs, video, animation, sound,
music, text, and often a narrative voice.
 Digital stories may be used as an expressive
medium within the classroom to integrate
subject matter with extant knowledge and
skills from across the curriculum.
 The Center for Digital Storytelling (CDS) in
Berkeley, California is known for developing
and disseminating the Seven Elements of
Digital Storytelling, which are often cited as a
useful starting point as you begin working
with digital stories.
 For greater details, see diagram of the 7
Elements of Digital Storytelling Explained
 1. Point of View
 What is the main point of the story and what is the
perspective of the author?
 2. A Dramatic Question
 A key question that keeps the viewer's attention and
will be answered by the end of the story.
 3. Emotional Content
 Serious issues that come alive in a personal and
powerful way and connects the story to the audience.
 4. The Gift of Your Voice
 A way to personalize the story to help the audience
understand the context.
 5. The Power of the Soundtrack
 Music or other sounds that support and
embellish the storyline.
 6. Economy
 Using just enough content to tell the story
without overloading the viewer.
 7. Pacing
 The rhythm of the story and how slowly or
quickly it progresses.
 The specific requirements of an educational
digital story vary a little from the original
Seven Elements for Digital Stories.
 Therefore, a few new items were added to
make them more applicable to the types of
digital storytelling the students should create
at the University of Houston.
 1. The Overall Purpose of the Story
 2. The Narrator’s Point of View
 3. A Dramatic Question or Questions
 4. The Choice of Content
 5. Clarity of Voice
 6. Pacing of the Narrative
 7. Use of a Meaningful Audio Soundtrack
 8. Quality of the Images, Video & other
Multimedia Elements
 9. Economy of the Story Detail
 10. Good Grammar and Language Usage
 Digital Storytelling by students provides a
strong foundation in many different types of
literacy, such as Information Literacy, Visual
Literacy, Technology Literacy and Media
Literacy.
 Brown, Bryan and Brown (2005) have labeled
these multiple skills that are aligned with
technology as “Twenty-first Century
Literacy,” which they describe as the
combination of the following.
 Digital Literacy – the ability to communicate with an
ever-expanding community to discuss issues, gather
information, and seek help;
 Global Literacy - the capacity to read, interpret,
respond, and contextualize messages from a global
perspective
 Technology Literacy - the ability to use computers
and other technology to improve learning,
productivity, and performance;
 Visual Literacy - the ability to understand, produce
and communicate through visual images;
 Information Literacy - the ability to find, evaluate
and synthesize information.
 When students are able to participate in the
multiple steps of designing, creating and
presenting their own digital stories, they
increase a full complement of literacy skills,
including:
 Research Skills: Documenting the story, finding
and analyzing pertinent information;
 Writing Skills: Formulating a point of view and
developing a script;
 Organization Skills: Managing the scope of the
project, the materials used and the time it takes
to complete the task; and others’ work.
 Technology Skills: learning to use a variety of tools, such
as digital cameras, scanners, microphones and multimedia
authoring software;
 Presentation Skills: Deciding how to best present the
story to an audience;
 Interview Skills: Finding sources to interview and
determining questions to ask;
 Interpersonal Skills: Working within a group and
determining individual roles for group members;
 Problem-Solving Skills: Learning to make decisions and
overcome obstacles at all stages of the project, from
inception to completion; and
 Assessment Skills: Gaining expertise critiquing their own
 1. Select the topic for your story.
 2. Write your story.
 3. Select the media to present your story
visually eg. Pictures, videos
 4. Arrange and organise the media chosen
 5. Narrate the story written (or add sounds).
 6. Include captions and credits.
 7. Modify the timing and visual effects
 8. Save and Publish Story (if desired)
 http://en.wikipedia.org/wiki/
Digital_storytelling
 http://digitalstorytelling.coe.uh.edu/
7elements.html
 http://electronicportfolios.com/digistory/
index.html
 Robin, Bernard. The Educational Uses of
Digital Storytelling retrieved from
http://faculty.coe.uh.edu/brobin/homepage/E
ducational-Uses-DS.pdf
Teachers Discovering Computers
Integrating Technology and
Digital Media in the Classroom
6th Edition
Chapter 2
Communications, Networks, the

Internet, and the World Wide Web
Chapter Objectives
 Define communications
 Identify the basic components of a
communications system
 Describe how and why network computers are
used in schools and school districts
 Explain how the Internet works
Chapter 2: Communications, Networks, the Internet, and the World Wide Web 104
Chapter Objectives
 Describe the World Wide Web portion of the

Internet
 Explain how Web documents are linked to one
another
 Explain the use of Web browser software
 Explain how to use a Web search tool to find
information
Chapter Objectives
 Identify several types of multimedia products available on

the Web
 Explain how Internet services such as e-mail, newsgroups,
chat rooms, and instant messaging work
 Describe the educational implications of the Internet and
the World Wide Web
 Describe different ways to connect to the Internet and the
World Wide Web
 Describe the pros and cons of Web 2.0 tools for teachers
and students
What Is Communications?
 A process in which two or more computers or

devices transfer data, instructions, and
information
 Sometimes called telecommunications
What Is Communications?
 Electronic mail (e-mail)

 Voice mail
 Facsimile (fax)
 Telecommuting
 Online services
 Videoconferencing
 Internet
 World Wide Web
Communications Networks
 Basic communications system

 Two computers, one to send and one to receive
data
 Communications devices that send and receive
data
 A communications channel over which data is sent
 Communications
channel
 Transmissions media
 Twisted-pair cable
 Digital vs. analog

signals
 Dial-up Modem
 External modem
 Internal modem
 Network interface
cards
 Local Area Networks (LAN)

 Covers limited geographical area
 Server manages resources
 Wide Area Networks (WAN)
 Covers large geographical area
 Can consist of several LANs
 Home Networks
 Connects multiple
computers in your
home or home office
 Share Internet
access
 Share peripherals
 Can be wired or
wireless
Networking the Classroom, School,
and District
 School network server
 Example classroom
 Three Macintosh
computers
 Printer
 Example school network
 Classrooms
 Administration
 Computer lab
and District
and District
 Example school
district
 Central office
 Various schools
and District
 Wireless schools and
classrooms
 Keep in touch with
family and friends
from anywhere
 Smart phones
 Handheld or netbook
computers
 Notebook computers
 Wireless technology
brings the computer
lab to students
and District
 High-Speed or Broadband Access
 Government works to provide high speed Internet
access to classrooms
 Broadband technology transmits signals at much
faster speeds
The Benefits of Computer Networks in
Education
 Sharing of computer
hardware, software,
and data resources
 Unlimited educational
resources
 Communicate with
other educators and
students
What Is the Internet?
 Worldwide group of connected networks that allow

public access to information and services
 No single organization owns or controls
 Estimated over one billion users
 Variety of users
What Is the Internet?
History of the Internet
 Started as a network of four computers at the

University of California at Los Angeles in 1969
 Advanced Research Projects Agency (ARPA) –
ARPANET
 More than 350 million host computers today
 Backbone first provided by National Science
Foundation (NSF) – NSFnet
 Backbone now provided by variety of corporations

 Various organizations help define standards
 Internet2 (I2)
 Extremely high-speed network
 Develop and test latest Internet technologies
 Members include more than 200 universities in the
United States, along with 115 companies
How the Internet Works
 Data is divided into packets

 Routers send packets across the Internet
 At the destination, the packets are reassembled
into the original message
 Transmission control protocol/Internet protocol
(TCP/IP) is the communications protocol used by
the Internet
 Internet Access Providers

 Have permanent connections to the Internet
 Provide temporary connections to individuals and
companies for a fee
 Regional and national ISPs
 Online service providers offer members only areas
 Connecting to the Internet

 Business or school network connected to the
Internet
 Dial-up access
 Cable TV (CATV)
 Digital subscriber line (DSL)
 Public Internet access point
 The Internet Backbone

 Acts as a highway
 National ISPs use dedicated lines to connect
directly to the Internet
 Regional ISPs connect through leased lines to
national ISPs
 Internet Addresses
 Numeric addresses
 Domain name
 Domain type abbreviations
 Country code abbreviations
The World Wide Web
 Started in the early

1990s
 Hyperlinks
 Uniform Resource
Locator (URL)
 Hypertext transfer
protocol
The World Wide Web
 How a Web Page Works

 Hypertext
 Hyperlinks
 Target
 Relative
 Absolute
The World Wide Web
 Web Browser Software

 Interprets HTML and displays Web pages and
enables you to link to other Web pages and Web
sites
The World Wide Web
 Web Browser
Software
 Interprets HTML and
displays Web pages
and enables you to link
to other Web pages
and Web sites
 Also interprets:
 XHTML
 XML
 CSS
The World Wide Web
The World Wide Web
 Searching for
Information on the
Web
 Directory maintained
by a search engine
company
 Helps find
information on the
Web
 Search engine
 Subject directory
The World Wide Web
 Multimedia on the Web

 Web pages incorporate graphics, animation, audio,
video, and virtual reality
 Plug-ins
The World Wide Web
 Multimedia on the
Web
 Graphics
 Used to enhance text-
based Internet
 Graphics formats
The World Wide Web
Web
 Graphics
 Used to enhance text-
based Internet
 Graphics formats
 Thumbnails
The World Wide Web

 Animation
 Marquees
 Animated GIFs
The World Wide Web
Web
 Audio
 MP3, WAV, WMA,
RealAudio, and
QuickTime
 Players
 Streaming audio
 Podcasting
 RSS
The World Wide Web
Web
 Video
 Streaming video
The World Wide Web

 Virtual Reality
 Simulation of real or
imagined environment
that appears as a three-
dimensional (3-D) space
 VR worlds
Other Internet Services
 E-mail
 Primary communication method for both personal
and business use
 E-mail programs
 Mailbox
 Mail server
 E-mail address
 User name
 FTP (file transfer

protocol)
 FTP sites and
servers
 Allows file downloads
and uploads
 Anonymous FTP
 FTP programs
 Newsgroups and Message Boards

 Online area in which users conduct written
discussions about a particular subject
 Usenet
 News server
 Article
 Posting
 Threaded discussion
 Message board
 Mailing Lists
 Group of e-mail names and addresses given a
single name
 Subscribing and unsubscribing
 LISTSERVs
 Instant Messaging
 See when one or more
people are online
 Exchange messages
and files
 Join a private chat
room
 Text messaging
 Short Message Service
(SMS)
 Chat Rooms
 Real-time conversation
 Chat rooms
 Chat clients
 Voice Over IP (VoIP)

 Also called Internet
telephony
 Uses the Internet to
connect calling parties
 Low cost
 magicJack
Netiquette
 Internet etiquette
 The code of acceptable
behaviors users should
follow while on the
Internet
Internet Security
 Firewall
 Filtering software
 Acceptable Use Policy (AUP)
The Impact of the Internet and the
World Wide Web on Education
 The Web is the Gutenberg
printing press of modern
times
 Collaboration with other
teachers and students
 ePALS
 New instructional
strategies
The Future of the Internet
and the World Wide Web
 The Web will continue to evolve as the primary
communications channel for people around the
world
 By 2012, more than two billion wireless
communication devices will be in use worldwide,
and many of these products will have the ability to
access the Web wirelessly
Chapter Summary
 Define communications
 Identify the basic components of a
communications system
 Describe how and why network computers are
used in schools and school districts
 Explain how the Internet works
Chapter Summary
 Describe the World Wide Web portion of the

Internet
 Explain how Web documents are linked to one
another
 Explain the use of Web browser software
 Explain how to use a Web search tool to find
information
Chapter Summary
 Identify several types of multimedia products available on

the Web
 Explain how Internet services such as e-mail, newsgroups,
chat rooms, and instant messaging work
 Describe the educational implications of the Internet and
the World Wide Web
 Describe different ways to connect to the Internet and the
World Wide Web
 Describe the pros and cons of Web 2.0 tools for teachers
and students
6th Edition
Chapter 2 Complete
Communications, Networks, the

Internet, and the World Wide Web
7th Edition
Chapter 6
The Changing Face of Education –

Teaching Online
Any time, Any path, Any pace, Any place
 The 21st century has seen many advances in

instructional technologies
 Web 2.0
 Communications tools
 The Tipping Point is the level at which the
momentum for change becomes unstoppable
165
Distance Education
 is defined as the delivery of instruction from one location to

another
 A Web-based course is a course delivered via the Web
 Online education may be:
 Synchronous
 Asynchronous
 Instructor-led
 Self-paced
 Combination
166
Distance Education
Try Me
167
Distance Education
 The delivery of distance learning courses can take

on different forms
 Web-based training
 Online tutorials
 Online workshops
 Web conferencing
 Webinar
 Webcast
168
Will technology replace teachers?
 http://www.insidehighered.com/news/2013/01/08/survey-finds-online-enrollments-slow-continue-grow
170
Growth of Online Schools and
Programs
 Research revealed that in 2011 over 500,000 K-
12 students attended some type of virtual school
or online charter school full-time and three million
additional K-12 students were enrolled in some
type of education offered online
171
 Computers can definitely help students in a big

way to learn. Similarly they can help teachers in
teaching more effectively. But computers can
never replace teachers completely.
 To begin with teachers are needed to decide and
tell computer software developers what the
computers will teach and how they will teach it.
Distance Education
 Today, all federal and state governments, most local

governments, as well as many businesses and
organizations in the United States, provide employees with
some type of Web-based training in order to teach new
skills or upgrade current skills
 Thousands of online classes are available in virtually all
disciplines and millions of undergraduate and graduate
students take online classes every term
 Walden University is one of the leading fully accredited
100 percent online universities in the world
173
Distance Education
 States and school districts are adopting online

training as a way to train their teachers in many
areas
 A number of school districts and most states have
developed online portals for their teachers to enroll
in professional development courses, access
resources, and receive assistance
 Many companies and universities now work with
school districts to provide graduate courses and
online professional development training for
teachers and administrators
174
Distance ED also called
 eLearning, also referred to as electronic learning,

online learning, distributed learning, virtual
learning, and distance learning, utilizes a local
network or the Internet for delivery of content and
interaction between students and teachers, as
well as content
 Classes take place in a virtual classroom
environment or virtual learning environment
175
Hybrid & F2F Course
 Many schools and universities use terms such as

eLearning, online, and virtual to define classes
that are delivered completely online and terms like
blended, hybrid, or mixed mode to define classes
that are a combination of both F2F and online
 Brick-and-mortar or F2F school refers to a
traditional school with physical buildings for
teachers and students to gather
176
Not much different?
 A virtual school, also called a virtual charter

school, cyber school, or cyber charter school,
refers to an institution not bound by brick-and-
mortar buildings
 Like F2F teachers, virtual teachers coordinate
daily lessons, interact with the students, and
teach core content
Chapter 6: The Changing Face of Education – Teaching Online 177

Flexibility
 Most virtual schools are very flexible in how they address

students’ learning needs and schedules but their content is
still standards-based and performance-driven
 Virtual schools and brick-and-mortar schools hold the
same high standards

LMS & CMS
 A Learning Management System (LMS), also

called Content Management System (CMS), is a
secure, restricted, Internet-based comprehensive
package that includes instructional tools for
school administrators, documentation, student
tracking, online courses and classes content, and
training content
179
10 most popular
180
Moodle

Types of online experience
 Virtual school programs are created by school districts or

commercial eLearning companies and are school
programs that contain an online component
 Parents who homeschool their children have the option of
purchasing the curriculum they use to homeschool their
children in an online format from an eLearning company
 A learning coach (Online Tutor) is a teacher or instructor
who creates individualized lessons and engages with the
learner through effective personal communication,
feedback, and assessment, as well as provides support
and encouragement
 Blackboard Collaborate
182
Types of online experience
 Some high school virtual school programs have developed

joint relationships with colleges and universities so their
students can do dual enrollment
 A Credit Recovery program provides a student with a way
to regain credit toward graduation for a course that the
student was previously unsuccessful in earning academic
credit
 Blended learning, also called hybrid learning or mixed
mode learning, combines traditional classroom-based
(F2F) courses with some type of eLearning instruction
183
Examples of Blended Learning
institutions
http://sloanconsortium.org http://educators.k12.com
184
Differentiated instruction
 Differentiated instruction, also referred to as

differentiated learning, involves providing students
with different opportunities and ways to master
content
185
Transitioning to Teaching Online
 The daily tools you will use as an online teacher

include a course administration and/or learning
management system (LMS), a word processor
program, a presentation program, a calendar
program, an e-mail program, a spreadsheet
program, different Web browsers, your favorite
Web 2.0 tools, a screencast recording program,
and a plagiarism detection service
186
Transitioning to Teaching Online
 Stay up to date with current educational

technologies
187
Things to do
 Develop the curriculum

 Create supplemental materials
 Compose letters welcoming students to your
courses, reminding students of learning goals and
deadlines, and giving feedback
 Create a screencast
 Use an online whiteboard, also known as an
eLearning whiteboard

Use Elluminate live & Collaborate

Things to do
 Test the learner experience

 Teachers with in-depth content knowledge can
find multiple ways to present the material
 An established curriculum should have been
developed to rigorous standards and include age,
grade, and content appropriate questions
 You should present Bloom’s Taxonomy to students
so they can understand and strive for higher levels
of learning
190
Things to do
 Time management is the process you develop and tools

you use to organize your day to be more efficient and
productive
 Virtual office hours
 your schedule will require constant adjustments

Things to do
 Team teaching is a method of instruction in which

two or more teachers work together to combine
their individual talents into one class or course
 Guest speakers

Tools for Online Learning
 mLearning is a type of learning that incorporates the use

of cost efficient, lightweight, portable devices such as
smartphones or tablet computers
 Today, there are over 50,000 apps that were created
specifically for educational purposes, including thousands
for K-12 teachers and students
 A rapidly emerging trend is the use of curriculum-specific
apps on mobile devices or mobile learning apps to
supplement online teaching and learning, a concept called
app-based learning or app-enhanced learning
 What do you think?
193
Tools for Online Learning
https://itunes.apple.com/us/app/grammar-up/id313112265?mt=8
http://www.archives.gov/social-media/todays-doc-app.html
https://play.google.com/store/apps/details?id=com.ted.android&hl=en
https://play.google.com/store/apps/details?id=us.mathlab.android&hl=en
194
Web making tools
 Google Sites
 WebBlender 2
 iWeb
 TeacherWeb
 Weebly
 Wix
 Word Press
195
Blogs
 Students can use blogs to practice writing and

communication skills
 Teachers can use blogs to post daily or weekly
assignments, generate thoughts, stimulate
classroom discussion, connect with parents, and
much more
196
Examples of Blog tools
197
Wikis
 This ease of interaction and operation makes a wiki

a great tool for group authoring — a powerful tool for
use in teaching students team work, writing skills,
and so much more
 Wikipedia
 You can integrate wikis in virtually any curriculum
 Wikis are great tools for journalism and collaborative
writing
 There are numerous Web sites that will walk you
through creating a wiki and will even host your wiki
for free
198
Wiki Spaces

Podcasts & Vodcasts
 Podcasts are a popular way people share information on

the Web using audio
 A podcast is recorded audio stored in a file on a Web site
 Video podcast (vodcast)
 The host or author of a podcast is often called a podcaster
 A podcast can be downloaded to a computer or many
mobile devices
 To create a podcast, you need a computer with a
microphone to capture the audio input, software that
allows you to export the audio file in the MP3 file format,
software that lets you create an RSS feed, and a site to
upload your podcast to
200
Multimedia authoring software
 Multimedia authoring software is used to create

electronic presentations, simulations, and software
demonstrations that can include text, graphics,
video, audio, animation, and screen captures
 Camtasia Studio
 Adobe Flash
 Raptivity
 ZebraZapps
 Blender
 Powtoon
201
Assessing Online Learning
 Any instructional or supplemental materials

should include an appraisal or assessment tool
 A rubric is an explicit set of criteria that the
student can use to self-evaluate his or her work
prior to submission and that the teacher can use
to provide feedback to the student
 Alternative assessment?? uses nontraditional
methods to determine whether students have
mastered the appropriate content and skill level

Assessing Online Learning
 Formative assessment is the evaluation of student

learning based on a specific time span at multiple
points by gathering various activities and
assignments to make sure the learner is
developing the knowledge, skills, and ability to
master the content
 Summative assessment is the process of
evaluating the student learning at any given point
in time

Putting It All Together:
The Florida Virtual School
 First virtual school in the nation
 Founded in 1997
 Teachers interact with students regularly through
multiple communication modes
204
Putting It All Together:
The Florida Virtual School
 Another effective strategy used by FLVS teachers
is the use of virtual reality
 Teachers at FLVS use me Studying apps to
engage students and supplement their online
curricula
205

Edtk 3004 Assure Model Downwards

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Edtk 3004 Assure Model Downwards

Uploaded by

Copyright:

Available Formats

Well hello there!

Assuring effective use of media in

-Physiological factors - gender

-What learning outcome is each

Choose method – In any given lesson you’ll

Choose media format – A media format is a

Choose media format – Media selection is

Choose specific material – You can use existing

The next step is to utilise your chosen media and

Involve the students in the learning process:

If there are shortcomings you have to

 They are able to vary it according to the learners,

 They may even make adjustments to their plans on

1. How will the outcomes of the lesson be communicated to the

2. What motivational strategies will be used throughout the

3. How will the context in which the lesson fits be

 What of this content do I want students to learn?

 Which approach to content delivery [facilitation, presentation

• The communication practice that drives

• The source could be a textbook, an

• Therefore, reading a book, listening to

• If two-way interaction or learner

• It is a useful way of assessing the knowledge,

• It can be used to prepare learners for a

Recitation uses a response model called IRE:

• As participants gather in social context to exchange

• These discussions also ensure that each learner

• It is a good technique for evaluating the

• This method is commonly used to study math

• Tutoring is most often done on a one-to-one basis

Tutorial arrangements could include:

– Socratic dialogues [instructor-to- learner]

– Programmed tutoring [learner-to-learner]

– Computer assisted tutorial software [computer-to-learner]

– Branched programmes instruction [print-to-learner]

• It supports the claim that two or three children at a

• These groups could last for one class period or up to

• The group operates over an extended time

• It may involve participant dialogue,

This approach is called student inquiry or information

• This method involves learner’s use of previously

• It calls on the learner to define the problem more

• A game may involve just one learner or groups. They

Communications, Networks, the

 Describe the World Wide Web portion of the

 Identify several types of multimedia products available on

 A process in which two or more computers or

 Electronic mail (e-mail)

 Basic communications system

 Digital vs. analog

 Local Area Networks (LAN)

 Worldwide group of connected networks that allow

 Started as a network of four computers at the

 Backbone now provided by variety of corporations

 Data is divided into packets

 Internet Access Providers

 Connecting to the Internet

 The Internet Backbone

 Started in the early

 How a Web Page Works

 Web Browser Software

 Multimedia on the Web