Course Website for Instructional Media Tools

This website represents my learning as I explored several instructional media tools including Dreamweaver, Coursebuilder, Hot Potatoes, and Flash.  In addition the course paper demonstrates my understanding of how how instructional tools can be used to build expertise.

Adapting Kagan Cooperative Learning Structures to Asynchronous Online Learning Communities

Abstract:  Cooperative learning has been shown to expand a student’s range of experience, foster skills of communication, promote higher-level thinking, and increase social interaction.  Additional benefits included acceptance of diversity in students, and improved attitudes for school and learning. Kagan cooperative learning structures have been used successfully in traditional classrooms for nearly three decades.  To transfer the benefits of cooperative learning to the virtual course room, these structures were analyzed as to their adaptability for use in asynchronous online learning communities.  Suggestions have been made to facilitate the integration of these structures in distance learning situations.  The integration of cooperative structures in asynchronous electronic learning environments can serve to eliminate feelings of isolation and increase the socialization of distance learning students.

Evaluation of Web-based “Quest-type” Formats using Bloom’s Taxonomy

Abstract::  Educators are progressively utilizing the Internet more as an instructional tool rather than as a mere source of information.  In the last decade, numerous web-based “quest-type” activity formats have been developed.  The increasing importance of information-processing skills demands that these formats incorporate higher level thinking skills.  Bloom’s Taxonomy of the Cognitive Domain serves as a measure by which to evaluate these activity formats.  A review of the six levels of the taxonomy is provided.  The subsequent evaluation and categorization of the “quest-type” activity formats based on the incorporation of higher level thinking skills is included.

Assignment Structures that Thwart Plagiarism

Abstract:  Internet technologies deliver to students an abundance of information at the click of a button.  This has created unparalleled opportunities for the improvement of learning.  However, these opportunities are accompanied by potential ethical dilemmas.  Internet technologies have made it all too easy for learners to copy the intellectual property of others and present it as their own work. As a result “cyber” plagiarism is on the rise. Educators must accept some of the responsibility for the increase in plagiarism because they have failed to align and restructure their assignments for the digital age. Teaching in the digital age demands that educators consider the impacts of Internet technologies when structuring assignments. The structure and requirement of assignments that can assist educators in preventing plagiarism is the focus of this paper.

Online Bookmarking:  An Information Age Organizational Strategy

Abstract:  Educators, who use the Internet and World Wide Web as a teaching and learning tool, need Information Age organizational strategies to effectively deal with the overwhelming supply of digital resources.  Bookmarks are an invaluable organizational tool that can assist educators with this task.  Online bookmarking services provide a central repository of resources that can be accessed from home or school by all members of a learning community. This paper presents the results of an analysis of online bookmarking services using criteria of most benefit to teachers and learners in educational settings.

Analysis of Instructional Design and a Rationale for the Model of Instruction for a Graduate Level Educational Technology Course in Hypermedia

Abstract:  The attributes of hypermedia offer clear advantages over many traditional teaching and learning tools.  The known benefits of hypermedia have created an increased demand for hypermedia skills and products within educational institutions.  To meet this demand, educators must understand the pedagogical basis for the integration of hypermedia into instruction.  Furthermore, they must receive technical training to develop skill in using hypermedia tool software.  This paper provides an analysis of instructional design theories and principles that result in the creation of an eclectic model of instruction for a graduate level educational technology course in hypermedia.