Barbees A3 607

SWX 410- Severe Weather Course
Virtual Oklahoma K-12

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
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.
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
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.
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.
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
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.
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.
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
Vygotskys
zone of
proximal
development
Bruners
scaffolding
Developmental Theories
(Adequacy & Questions)
(Continuous Support & Availability)
(Learning Objectives)
Potential Barriers
&
Resolutions
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.
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.
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
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
Module 1 - Discussions
Module 1
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
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
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
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
2 1 8
My Introduction- Lisa Lampanelli
Lisa Lampanelli posted Jun 3, 2014 8:41 AM
4 3 14

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
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.
Module 1 - Assignments
Gagns
Events of
Instruction
1, 3, 4, 5,
6, 8, 9
Module 1
Assignments
Assignments
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

Assignment 2

Assignment 3

Assignment 4
100%

87%

92%

100%

2

1

1

1
Jun 8

Jun 16

Jun24

Ju
View History
Link to TurnItIn.com
Collaborative Setting
Groups
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

Document Date Submitted

Group-Assignment1.docx June 20, 2014
Group-Assignment2.pptx July 1, 2014
Gagns
Events of
Instruction
1, 3, 4, 5,
6, 9
Other Course Elements
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

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SWX 410- Severe Weather Course

Virtual Oklahoma K-12

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