Stephanie A. Barbee Instructional Designer 7/24/2014 SWX 410 Stephanie A. Barbee DETT 607 - 9020 7/24/2014 SWX 410 Stephanie A. Barbee Course Description Learning Materials Course Justification Needs Analysis Characters Learning Management System Guiding Principles Kellers ARCS Model Gagns Nine Events of Instruction Developmental Theories Constructivism Module 1 Outline Module 1 Course Content Module 1 Discussion
Module Setting, a Sampling Course Setting, a Sampling Course Welcome Collaborative Work Other Course Elements 3 4 5 6 7 8 9-13
14-17 18-20 7/24/2014 SWX 410 Stephanie A. Barbee SWX 410 (Severe Weather) This course includes an overview of the structure of the Earths atmosphere and dynamics that facilitate severe weather conditions. Students will be required to complete individual and collaborative learning activities that focus on the evolution of severe weather phenomena and the impact these storms have on the environment and surrounding communities. In addition to weather basics, this course will cover the following severe weather events: wind storms, hurricanes, winter storms, floods, thunderstorms, lightning, hail, and tornadoes. This is an 8 week course, worth 3- credits. Course Description: Prerequisites: ALG 210 (algebra) PHS 101 (physics) ERS 101 (earth science) SWX 410 is an elective course for high school seniors, who are seeking more specialized courses that may help narrow down a collegiate focus. 7/24/2014 SWX 410 Stephanie A. Barbee Learning Materials Rauber, B., Walsh, J., & Charlevoix, D. (2009). Severe and hazardous weather: An introduction to high impact meteorology. Dubuque, IA: Kendall Hunt Publishing. VOk Virtual Library Internet Resources Audio Files T E X T B O O K Assignment Feedback Learning Modules and Other Documents 7/24/2014 SWX 410 Stephanie A. Barbee A recent evaluation found that Virtual Oklahoma (VOk) offered fewer elective courses to high school seniors than traditional face-to-face schools in surrounding districts. In addition, seniors preparing for college often struggle to decide on a major to pursue, and more specialized courses may help students decide on a collegiate focus. A severe weather course, partially funded by the University of Oklahoma Meteorology Department, will be one of many new elective courses to address these two concerns. 7/24/2014 SWX 410 Stephanie A. Barbee Needs Analysis The following two slides include a list of objectives that students will complete as they progress through the SWX 410 course. Each objective is measurable and can be observed in specific student behaviors. This needs analysis is summarized by a set of course objectives, developed to facilitate a proper learning environment for SWX 410. 7/24/2014 SWX 410 Stephanie A. Barbee Characters Professionals: Student Characteristics: High school seniors enrolled in an online K-12 institution Comfortable learning in an online setting Students have completed algebra, physics and earth science prerequisites Some seeking more specialized courses to refine interests Most preparing for college in the coming year Some have goals of becoming a meteorologist Students: Faculty: Instructor TA Writing Coach
Course Support Staff: Expert Visitors Student Tutors Library Support Technological Support 7/24/2014 SWX 410 Stephanie A. Barbee Class announcements and important information from the instructor and course team. This can include changes to the syllabus or deadlines, reminders, and/or general information not included within the course content. Faculty names and contact information New discussions Newly posted grades Upcoming Due Dates And Deadlines The Learning Management System Online Classroom Desire2Learn This LMS is a world- leading provider of enterprise eLearning solutions that enable institutions and other organizations to create teaching and learning environments that reflect exceptional values, goals and pedagogical approaches. Desire2Learn supports more than 5 million learners worldwide. McLeod, J. (2009). Environmental and economic benefits of online learning. Retrieved from http://www.d2l.com/press/releases/environmental-and-economic- benefits-of-online-learning-focal-point-of-desire2learn-roundtable-discussion/ Guiding Principles - 1 Kellers ARCS Model - Motivation Attention A.1. Perceptual arousal capturing interest A.2. Inquiry arousal stimulating inquiry A.3. Variability maintaining attention Relevance R.1. Goal orientation meeting learners needs R.2. Motive matching providing choices, responsibilities R.3. Familiarity linking instruction to learner experiences Confidence C.1. Learning requirements building expectations for success C.2. Success opportunities building learners belief in their own competence C.3. Personal control linking learner success to their efforts Satisfaction S.1. Natural consequences meaningful application opportunities S.2. Positive consequences reinforcing learners successes S.3. Equity helping learners anchor a positive feeling of success Gagn, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5 th ed.). Belmont, CA: Wadsworth/Thomson Learning. 7/24/2014 SWX 410 Stephanie A. Barbee Guiding Principles - 3 Gagns Nine Events of Instruction 9. Enhancing retention and transfer 8. Assessing the performance 7. Providing feedback about performance correctness 6. Eliciting performance 5. Providing guidance 4. Presenting the stimulus material 3. Simulating recall of prerequisite learned capabilities 2. Informing the learner of the objective 1. Gaining Attention Gagn, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5 th ed.). Belmont, CA: Wadsworth/Thomson Learning. 7/24/2014 SWX 410 Stephanie A. Barbee 7/24/2014 SWX 410 Stephanie A. Barbee Driscoll, M. P. (2005). Psychology of learning for instruction (3 rd ed.). Boston, MA: Pearson. Knowledge achievable with support Current knowledge Beyond current reach zone of proximal development scaffolding Increasing challenge Guiding Principles - 4 Vygotskys zone of proximal development Bruners scaffolding Developmental Theories (Adequacy & Questions) (Continuous Support & Availability) (Learning Objectives) Potential Barriers & Resolutions 7/24/2014 SWX 410 Stephanie A. Barbee Guiding Principles - 5 Constructivist Values for Instructional Systems Design Provide a context for learning that supports both autonomy and relatedness Embed the reasons for learning into the learning activity itself Strengthen the learners tendency to engage in intentional learning processes, especially by encouraging the strategic exploration of errors Support self-regulation through the promotion of skills and attitudes that enable the learner to assume increasing responsibility for the developmental restructuring process Maintain a buffer between the learner and the potentially damaging effects of instructional practices Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41(3), 5-16. 7/24/2014 SWX 410 Stephanie A. Barbee Module 1 Outline: Introduction to Severe Weather Learning Objectives Describe commonly used weather instruments that gather data and monitor weather conditions. Explain and summarize the importance of forecasting and early warning systems. Required Reading Rauber, Walsh & Charlevoix text: chapters 1,2 Read the following Internet resource: Hathaway, B. (2010). Weather Instruments. Retrieved from www.windows2universe.org/earth/Atmosphere/weather_i nstruments.html Watch This NASAconnect, a YouTube video on forecasting: https://www.youtube.com/watch?v=dqpFU5SRPgY Activities Assignment 1: Weather instruments writing assignment. A description of assignment requirements is available in the assignments area of course content. Discussion Topics Introductions: Introduce yourself and describe any interesting weather situations youve encountered. Describe situations where advanced warning systems have benefited the public. 7/24/2014 SWX 410 Stephanie A. Barbee Course Welcome Course Home SWX 410 Severe Weather The course home page will be the first page that students will see upon entering the classroom. On this page, students can view messages from the instructor, upcoming due dates, grade and discussion alerts, and a calendar. Since this is the first page students will see when they log in, it is important to use this area to guide students through any changes or updates. For this course specifically, the instructor will use this area to grab the students attention. This will be accomplished by including personalized and informative comments from the instructor and by including interesting graphics and images. NEWS Welcome, Introductions, & Module 1: Posted August 3, 2014 Welcome to your first official week of class! You should take the first few days to go over the syllabus and familiarize yourself with classroom aspects specific to this course. Take time to post an introduction, and be sure to respond to as many of your classmates as you can. The more comfortable we are with each other, the more meaningful our time together will be. Afterwards, start with module 1, which can be found under course content, go over the learning objectives, reading/viewing assignments, and start preparing responses for the discussion board. The first assignment will be due at the end of the week. See you in class! Gagns Events of Instruction 1, 4, 5, 6 7/24/2014 SWX 410 Stephanie A. Barbee SWX 410 Severe Weather Learning objectives are presented in the syllabus and at the beginning of each module. Learning content and materials are also presented here, and learning objectives are assessed with a short weekly assignment that requires students to use prior knowledge and reflection to build new knowledge. Discussion topics and links to the discussion board are available here, encouraging interaction and socialization. Multimedia tools and resources outside of textbook readings motivate and encourage learners. Available after Monday, May 19, 2014 12:00 AM EDT Course Content Week 1 Learning Objectives Describe commonly used weather instruments that gather data and monitor weather conditions. Explain and summarize the importance of forecasting and early warning systems. Rauber, Walsh & Charlevoix text: chapters 1,2 Read the following Internet resource: Hathaway, B. (2010). Weather Instruments. Retrieved from www.windows2universe.org/earth/Atmosphere/weather_in struments.html Week 1 Reading Assignments Week 1 Watch This! NASAconnect, a YouTube video on forecasting: https://www.youtube.com/watch?v=dqpFU5SRPgY Module 1 Content In each module the reasons for learning are embedded into the learning activity itself, and activities are increasingly challenging. Modules are developed so that knowledge is achievable with support. In addition, real-life scenarios and a variety of assignments reflect guiding principles. Module 1 Course Content Gagns Events of Instruction 1, 2, 4, 5, 9 Module 1 7/24/2014 SWX 410 Stephanie A. Barbee Module 1 - Discussions Module 1 Available after Monday, May 19, 2014 12:00 AM EDT Topic Week 1 Topic 1. Introducing Ourselves (click to begin) Week 1 Topic 2. Introduction to Severe Weather Describe situations where advanced warning systems have benefited the public. Tell us a little about yourself and any interesting weather situations youve encountered. In addition, include your plans after graduating high school. Questions and comments about the course Please post your questions and comments about the overview of the course and our work this semester. Discussions List SWX 410 Severe Weather The conference area is set up in a way that is easy to navigate and organized well. Learners will know how to proceed from topic to topic. Topic questions that require critical thinking and reflection are emphasized and relate directly to course learning objectives. Meaningful conversation and the sharing of perspectives promotes the building of new knowledge from prior knowledge. Discussions offer students the chance to reflect and critically analyze discussion topics. In addition, students can use prior knowledge to develop meaningful conversation. Instructors can use this area to provide guidance and assess a students knowledge level. This can help with retention and transfer. Gagns Events of Instruction 1, 3, 4, 5, 6, 9 7/24/2014 SWX 410 Stephanie A. Barbee Module 1 - Discussions Week 1 Topic 1. Introducing Ourselves (click to begin) Tell us a little about yourself and any interesting weather situations youve encountered. In addition, include your plans after graduating high school. Discussions > Topic SWX 410 Severe Weather This is a view inside a specific discussion topic. When students enter this area, they have access to all student postings to the topic, and they can view, respond to others, and create their own original post. Each post will show the number of unread, replied to, and viewed posts. Each post will include an image of the student and when they last posted. In this area students use critical thinking and reflection skills to respond to discussion topics. In addition, students can collaborate and debate ideas and issues surrounding the topic statement. The instructor will assess posted responses and provide guidance and feedback. Introduction- Robin Williams Robin Williams posted Jun 3, 2014 12:17 PM Hi Everyone, my name is Sara Evans and I plan on majoring in.. 0 0 10 Unread Replies Views
HELLO- Chevy Chase Chevy Chase posted Jun 3, 2014 5:33 PM Hi Everyone, my name is Sara Evans and I plan on majoring in.. 2 1 8 Unread Replies Views My Introduction- Lisa Lampanelli Lisa Lampanelli posted Jun 3, 2014 8:41 AM Hi Everyone, my name is Sara Evans and I plan on majoring in.. 4 3 14 Unread Replies Views
Meet and Greet- George Lopez Last Post 6/3/14 Last Post 6/3/14 Last Post 6/4/14 Gagns Events of Instruction 1, 3, 4, 5, 6, 7, 8, 9 7/24/2014 SWX 410 Stephanie A. Barbee Available after Monday, May 19, 2014 12:00 AM EDT Assignments Topic Week 1 Assignment 1: Assignment 1 requires each student to write a short paper on the benefits of one commonly used weather instrument. Explain what it is, how it is used, and the benefits it provides to forecasting. In addition, use personal experiences and prior knowledge to explain how this weather instrument has benefited you personally.
The paper should be between 450-800 words. Use 11 or 12 pt. Times New Roman font and one inch margins. The assignment will be graded based on the Assignment 1 Rubric, which can be found below. Use this rubric to ensure you address the main elements that will be graded. Due date is Each assessment is graded based on an assignment- specific rubric that outlines the major requirements of each assignment. The reasons for learning are embedded in the activity itself, and emphasize Gagns Nine Events of Instruction. Every assignment throughout the semester is different; some require collaborative work, while others are individual assignments. Utilizing Vygotskys zone of proximal development and Bruners scaffolding method, each assignment builds on the last and increases in difficulty as the semester progresses. Assignments provide instructors the opportunity to assess a students performance and provide feedback and guidance. The overall learning experience can enhance retention and transfer, while giving students a chance to reflect on and critically analyze content. SWX 410 Severe Weather Module 1 - Assignments Gagns Events of Instruction 1, 3, 4, 5, 6, 8, 9 Module 1 7/24/2014 SWX 410 Stephanie A. Barbee Assignments Assignments SWX 410 Severe Weather The page is where students will go when they have to turn in an assignment or to view assignment grades and feedback. If students click on each individual assignment, it will take them to the assignment requirements section of the Content tab. There is a link to view submission history and to the TurnItIn website. Students can also check due dates and see how many documents they have submitted to the folder. The instructor will grade and provide feedback for every assignment submitted. The feedback will be constructive & will serve as guidance as they begin working on following assignments. Utilizing scaffolding, each assignment increases in difficulty as the semester progresses. Gagns Events of Instruction 1, 4, 5, 7. 8 Folder Score Submissions Feedback Due Date View Feedback View Feedback View Feedback View Feedback Assignment 1
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Ju View History Link to TurnItIn.com 7/24/2014 SWX 410 Stephanie A. Barbee Collaborative Setting Groups SWX 410 Severe Weather The Groups area of the classroom is for collaborative assignments. The instructor divides students into groups, and each group will have access to a page where they can work on the assignments together. Student can choose to enter any of the pages listed above numbers, where they can access the information relating to each of the headings. In a collaborative setting, students can share perspectives and reflect on prior knowledge collectively to build new knowledge. Applying a constructivists view, the instructor will be there to facilitate interaction, but will not dominate it. The instructor can access each are to provide feedback and guidance. My Groups Groups Members Assignments Discussions Locker Email Sections Section 5 14 5 1 5 1 Locker
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Group-Assignment1.docx June 20, 2014 Group-Assignment2.pptx July 1, 2014 Gagns Events of Instruction 1, 3, 4, 5, 6, 9 7/24/2014 SWX 410 Stephanie A. Barbee Other Course Elements SWX 410 Severe Weather On the top row, students have a choice of nine different rooms within the classroom. My Tools, Resources, and Help are drop-down menus where students have a variety of choices that facilitate a structured and student- centered learning environment. With access to all of these different elements, students can ensure they meet learning objectives and deadlines for the course. These drop-down menus can be accessed from all pages within the course. Each of the pages accessed through the drop-down menus help present information, offer guidance, restate feedback, and provide an overview of their progress in the course. NEWS Welcome, Introductions, & Module 1: Posted August 3, 2014 Welcome to your first official week of class! You should take the first few days to go over the syllabus and familiarize yourself with classroom aspects specific to this course. Take time to post an introduction, and be sure to respond to as many of your classmates as you can. The more comfortable we are with each other, the more meaningful our time together will be. Afterwards, start with module 1, which can be found under course content, go over the learning objectives, reading/viewing assignments, and start preparing responses for the discussion board. The first assignment will be due at the end of the week. See you in class! Gagns Events of Instruction 1, 4, 5, 6, 9 System Check Help Guide Class Walkthrough FAQ Tech Help TurnItIn Library Writing Help Chats Grades Groups Locker Assessments Surveys User Progress 7/24/2014 SWX 410 Stephanie A. Barbee