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Presenting E-Learning & Design Concepts

This document presents an e-learning portfolio that incorporates constructivist teaching principles. The portfolio includes 7 lessons that engage students in absorb, do, and connect activities using educational technology tools. These activities allow students to actively construct knowledge through critical thinking. The lessons are designed to assess student understanding, build on their prior knowledge, and teach content in an interactive way. By incorporating technology, the lessons aim to develop students' skills in creating, collaborating, communicating and problem solving.

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Tiffany Bull
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51 views5 pages

Presenting E-Learning & Design Concepts

This document presents an e-learning portfolio that incorporates constructivist teaching principles. The portfolio includes 7 lessons that engage students in absorb, do, and connect activities using educational technology tools. These activities allow students to actively construct knowledge through critical thinking. The lessons are designed to assess student understanding, build on their prior knowledge, and teach content in an interactive way. By incorporating technology, the lessons aim to develop students' skills in creating, collaborating, communicating and problem solving.

Uploaded by

Tiffany Bull
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Running head: PRESENTING E-LEARNING & DESIGN CONCEPTS

Presenting e-Learning & Design Concepts Tiffany Bull EDU697 Capstone: A Project Approach Dr. D. Lawrence February 4, 2013

PRESENTING E-LEARNING & DESIGN CONCEPTS

In order to prepare students for college or a career today, teachers need to prepare lessons that allow students to be technologically fluent so that they can create, collaborate, communicate and use critical-thinking skills in all their learning experiences. Incorporating educational technology tools help students develop these four qualities. The five activities presented in this portfolio are designed to let the learner, no matter the age, participate in Absorb -type activities, Do type activities and Connect - type activities. These activities lets learners get actively involved in the process of learning by using suitable educational tools that create critical thinking for long term learning. Constructivist teaching believes that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than students passively receiving information (Applefield, Huber, & Moaller, 2007). My lessons are based on the belief that instructors reflect on all aspects of teaching when reflecting on planning, materials, the environment of the classroom, and the expectations of all the students no matter what age group they belong. The blog based lesson that is labeled unit 2 along with unit 5 and 7 all provide a needs assessment that lets the instructor know exactly what the students already know and what they need to know so that knowledge can transform into long term memory. According to Dabbagh (2006), Constructivist teaching is emphasized on the building blocks of knowledge, which identifies with prerequisite relationships of content. The constructivist theoretical framework is set at a standard where learning builds upon the knowledge that student already knows. When each student uses the read along book provided in the blog they are engaging in the active process of learning. The evaluation activity which lets each student post a story structure on the blog emphasizes critical thinking skills gathered from processing and engaging in the previous activities that mentally prepared them for independent work. These Absorb-type activities, Do-

PRESENTING E-LEARNING & DESIGN CONCEPTS

type activities, and Connect type activates are under the guidelines of the constructivist theory which states that teaching should foster critical thinking, and creates motivated and independent learners. Unit 5 teaches cyber ethics for your classroom. One of the primary goals of this lesson is to let the learners get the proper training necessary to incorporate educational technology into the classroom. This activity is using constructivist teaching by letting the students learn how to learn by giving them the training to take initiative for their own learning experiences. Again the technology allows the learners to create, collaborate, communicate and use critical thinking skills when they work together as a team to produce a video on cyber ethics in the classroom. Each activity incorporates the use of educational technology. The activities are interactive and student-centered. The characteristics of a constructivist classroom are to have all learners actively involved in learning and the instructor facilitates learning by encouraging students to be self-directed. Unit 6 is a lesson on world hunger that uses multi-media tools to engage students in real world activities. Focusing on a huge world issue, the students work in groups to gather knowledge and learn in an interactive and dynamic setting. In this lesson the focus is on communication and collaboration skills, as students share ideas. The blog is a great tool for students to learn by creating, communicating and collaborating with emphasis on critical thinking skills. None of the lessons concentrate on letting students work in isolation. Unit 7 activities are based on photosynthesis. The game that lets students label the parts of the plant to show the process of photosynthesis is based on the constructivist theory. Constructivism emphasizes on structuring, organizing and sequencing information to facilitate optimal process (Dabbagh,

PRESENTING E-LEARNING & DESIGN CONCEPTS

2006). Watching the video of the photosynthesis song helps students remember the process easily and learning takes place in a fun manner. Teachers are the experts in the classrooms. They need to design reliable activities that create meaningful learning. Educational technology tools are the means to designing exceptional lessons that provide momentous learning. Education is an active learning process, in a mindson sense as well as a hands-on sense (Margaret Ricahrdson, 2007). These tools can aid teachers in providing student-centered learning for learners where instructors no longer have to provide the knowledge, but facilitate learning as students discover knowledge and skills as they create, collaborate and communicate. Technology combined with great teaching, can reach all students no matter what learning style is preferred.

PRESENTING E-LEARNING & DESIGN CONCEPTS

References
Applefield, J., Huber, R., & Moaller, N. (2007). Constructivism in theory and Practice: Toward a better understanding. Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from classweb.gmu: http://classweb.gmu.edu/ndabbagh/Resources/IDKB/index.htm Margaret Ricahrdson, E. D. (2007). Constructivism in Education: An overview of constructions to the literature and to the JPACTe annotated bibliography.

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