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Facebook in Education
Teacher In-Service Workshop ID Project #1
This is an instructional design project that details the implementation of social networking sites into instruction for the Washington County, SC school district.
Vertoria Lagroon Dr. Jarek Janio EdTech 503 - Instructional Design July 11, 2010
The purpose of this project was to design instructional materials for an in-person teacher in-service workshop for the training of 160 teachers in the Washington County, SC school district. The teachers that will attend the workshop will be referred to as trainees for the remainder of this document. The topic of this training will be educational uses of Facebook, a highly-popular social networking site. This workshop will last from one to three hours and will include both hands-on and follow-up activities. The training will take place in a computer lab with broadband access.
INSTRUCTIONAL DESIGN MODEL
This design projects goal is to produce a packet of instructional materials that can be successful learned between one and three hours. Thus, the outcome of this design project is a product. Therefore, this design project will follow a product-oriented instructional design model. According to Gustafson and Branch, there are four key assumptions that characterize product-oriented models (2002). Key components of this project align with the characteristics of product-oriented models. Those components are (1) the product developed will be several hours in duration, (2) an instructional product is needed, and (3) the product must be usable by learners with only facilitators available (Gustafson & Branch, 2002).
Figure 1. The Seels and Glasgow ISD Model 2: For Practitioners. Note. From Making Instructional Design Decisions, Second Edition (p. 178), by Seels and R. Richey, 1998. Obtained from http://2short.net/rd
The plan for analyzing the learning context will consist of two dimensions: (1) the substantiation of a need for instruction to help learners reach learning goals and (2) a description of the learning environment in which the instruction will be used (Smith & Ragan, 2005). The initial focus will be on the need for instruction. A needs assessment will be performed using the innovation model. Facebook is a relatively new social
The analysis of the learners will be completed by researching the topic of instruction and the learner itself. First, information will be collected concerning the recent trends of the usage of social networking sites in education. Teachers with experience using the modern tools will be interviewed as well as instructors that have previously delivered workshops or designed instruction on this new movement. Interviews will be conducted through electronic mail, video conferencing, and face-toface meetings. Information will be obtained from correspondence with experts in the field, educational technology journals, and Facebook application creators. Secondly, a sample of the teachers within the Washington County, SC school district will participate in a survey. An electronic survey will be sent to the 160 trainees, of which at least 70% are expected to participate. The purpose of the survey is to gather fundamental information about trainees. Background information about the workshop participants such as years of teaching experience and learning styles will be collected in order to effectively design instruction. Major focuses of the survey will be computer and internet skills and attitude towards educational technology. The surveys will address trainees prior knowledge and skills in technical tools in the classroom. The surveys will also look densely at participants knowledge of social networking sites and how they can be used in education. Questions will be asked to determine whether or not participants are supportive of the new method of educating students. Questions will also attempt to predict the frequency in which Facebook will be used.
The survey will be a Google Documents form that will be delivered to the 160 trainees via email. The survey will consist of 13 questions. Surveys will be sent out 5 weeks prior to the in-service workshop and the deadline for completion will be 3 weeks before the training is to take place. Link to the survey: http://bit.ly/dtWsek
REPORT
Ninety-two percent of the trainees, 147, completed the survey within the specified time frame. The data collected has been organized in the following graphic organizers.
The chart above illustrates the years of teaching experience the trainees possess. Twenty-nine percent of those surveyed possess a year or less of teaching experience.
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50 40 Social Networking Sites
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20 10 0 No account Facebook Ning Twitter Second Life
The data showed consistent results concerning learning styles and delivery preferences for new content. Seventy-seven percent of participants favor small group settings. Presentations including visual and aural items were the preferred instructional delivery method.
Facebook Uses
80 60 40 20 0 Facebook Uses
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When given access to Facebook, trainees will create a secret course group and invite dummy students including an introductory message. When given access to Facebook, trainees will create a course fan page, consisting of a page photo, welcome note, and link to site related to the course content.
TASK ANALYSIS
The flow charts below provide a detailed task analysis for completing the learning goals by illustrating the steps for creating an effective course group, fan page, and quiz on Facebook.
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The objectives and sub-objectives for this instructional design project are located in the Appendix. There are four prerequisite skills that workshop participants should possess. Refer to the chart for a list of objectives and corresponding outcomes.
PART 5 ASSESSMENT OF THE LEARNING
The assessment of the learning will take place with two activities. One of the assessments will be completed during the workshop, while the other will be completed at a later time. Both assessments will be projects in which the trainees will have to demonstrate the ability to successfully complete the learning goals. The assessment activity to be completed in the training will be to create a Facebook fan page for a course of the trainees choosing. The fan page must be complete with a photo and description. The trainee must write and publish a welcome note for the page and upload or post instructional material on the page. The follow up assessment activity is for the trainee to create a group on Facebook dedicated to a specific course that he or she teaches. This group will need to have a complete profile with a photo, description, and invited members. The invitation that is sent to the students must have a message attached informing the prospective members what the group is about and what is appropriate to take place within the group setting. The trainee will be required to post a minimum of one discussion post and facilitate a discussion on a topic of their choosing. This assessment is to be completed after Facebook is implemented into the school district and students acquire accounts. Rubrics for both activities are included below.
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Component
Create a course fan page.
Meets Expectation
Fan page has an uploaded
Below Expectation
No photo or irrelevant
photo relevant to the course photo, no description of the and a description of the page that explains the purpose. Welcome note A welcome note to students has been written and published on the fan page. Instructional media has been posted or uploaded. A minimum of two instructional resources have been uploaded or posted. These items may include links to related websites, instructional videos, photos, etc. One or less resources are posted. Resources are not related to the content of the page. A note is not written or is not published. page.
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Component
Create a course group.
Meets Expectation
Group has an uploaded photo relevant to the course and a description of the group that explains the purpose.
Below Expectation
No photo or irrelevant photo, no description of the group.
Invitation to students
Students have been sent an invitation to join the group that contains a message about the group and what should take place in the group setting.
A minimum of two instructional resources have been uploaded or posted. These items may include links to related websites, instructional videos, photos, etc.
One or less resources are posted. Resources are not related to the content of the page.
Discussion
A discussion post has been posted and a conversation with the students has been facilitated.
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Gustafson, K. L., & Branch, R. M. (2002). Survery of Instructional Development Models. Fourth Edition. Syracuse, NY: ERIC Clearinghouse. Smith, P. L., & Ragan, T. J. (2005). Instructional Design. 3rd Edition. Hoboken, NJ: John Wiley & Sons, Inc.
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* Required
very uncomfortable
very comfortable
2. Which internet browser do you prefer? * Internet browsers are computer programs that allow you to access the internet. Please check only one.
yes no
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5. Are you currently using social networking sites with your instruction? *
yes no
6. How do you feel about the use of social networking sites in education? *
horrible idea
very interested
Alone With a partner In small groups With someone of equal knowledge With someone with more knowledge Other:
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Visual (spatial) - pictures, images Aural (auditory-musical) - sound, music Verbal (linguistic) words, speech, writing Physical (kinesthetic) - hands, touch Logical (mathematical) - logic, reasoning Social (interpersonal) - groups Solitary (intrapersonal) - alone, self-study
10. How will you use Facebook with your instruction? * Check all that apply.
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Applications Blogs Discussion Boards Downloading Files Friends Fan Pages Groups Hyperlinks Messaging Menus Navigation Notes Uploading Files
12. How much are you looking forward to this training workshop? *
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Not at all!
Very excited!
13. Please write your feelings about attending this workshop and your opinion of using Facebook in your instruction. Please include concerns and apprehensions you may have. *
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Submit
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Learning Task 1.0 Create a teacher Facebook account. 1.1 Edit profile information in a professional manner.
Learning Objective
Given access to Facebook, the trainee will be able to completely edit a profile page that includes only appropriate and professional information. Given access to Facebook, the trainee will be all to successfully upload an appropriate profile picture for their teacher account. Given access to Facebook, the trainee will be able to adjust privacy settings to limit communication with students.
2.0 Create a course group on Facebook. 2.1 Create a secret Facebook group.
Given access to Facebook, The trainee will create a group for the course that has secret restrictions. Given access to Facebook, the trainee will be able to invite students to join the course group including a message. Given access to Facebook, the trainee will post discussion questions and facilitate a discussion with the students within the course group. Given access to Facebook, the trainee will post instructional media such as links, photos, videos, etc in the course group to enhance instruction.
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