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Factors
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Description
|
Advantage or Constraint
|
Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors |
|
| Age | 22-65 | + |  |
Non-homogeneous grouping |
| Teaching Experience | 1-30+ years | + |
|
Teachers can learn from each other |
| Sex Distribution | Probably 60%f, 40%m | + | |
Allows male and female perspective |
| Racial, Ethnic Diversity | Hispanic, African-American | + |
|
Allows perspective from different races |
| Educational Level | B.A., M.A., Ph.D. | + | |
Non-homogeneous grouping, teachers can learn fron one another. |
| Prerequisite Knowledge | Computer fundamentals, Internet | - | Partner up varyling levels of computer profeciency | |
| Related Experience | Ipod, Internet | + | |
Demonstrate using Podcasts with an Ipod. |
| Motivation for Learning | Improve student attitude | + | |
Show examples of successful student work. |
| Attitude Toward Subject | varies | - | Show how students already use technology | |
| Expectations from Session | Improve technology integration | + | |
Let educators know the direction education is heading |
| Stage of Integration | Various levels | + | |
Collect ideas from all levels of integration |
Environment factors that may impact learner-centered instruction. Analyzing the environment is a means to identify the issues that will impact the (a) process of the design and production, (b) implementation, and (c) outcomes of the learning experience |
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| Factors | Description | Advantage or Constraint | Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors | |
| Design and Production Factors: |
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| Materials Required |
None | + | |
|
| Production Equipment Available |
Computer Lab (Internet), projector, microphones (10) | + | |
Schedule the time in the computer lab weeks in advance |
| Time for Design and Production |
2 hours | |
- | Reserve sufficient time in the lab |
| Department Technology Requirements |
Internet, Audacity | |
- | Download necessary software before session |
| Implementation Factors: | ||||
| Class Size |
10-20 | + | |
Allow hands-on practice |
| Class Period Length |
2 hours | + | |
Last half hour for practice |
| Location |
Undetermined | + | |
Ensure computer lab availablity |
| Seating Arrangement |
Parellel rows of tables with computers | + | |
|
| Lighting |
NA | + | |
NA |
| Temperature |
NA | + | |
NA |
| Noise |
Computer Lab | |
- | Shut the door to the lab |
| Equipment |
NA | + | |
|
| Technology Support | Yes | |
- | Ensure a tech is available for session |
| Outcome Factors: | ||||
| Employer Needs |
Ensure session meets staff development requirements | |
- | |
| Co-worker Needs |
Work together in cooperative setting | + | |
Have them create a checklist of their goals from the beginning and then address a timeline for remaining ones to complete |
| Student Needs |
Students will learn about Podcasting and how to Podcast. | |
- | |
| Other Factors: | none | |
- | |
| Content factors that may impact learner-centered instruction. Analyzing the content is a means to identify in general terms the topics to be addressed in your course and to analyze these topics in terms of the prequisite sub-topics, and degree of learning difficulty |
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| Main Topics | Sub-Topics (What Is Involved In Learning Each Main Topic?) | Readiness To Learn (Prerequisites Mastered) | Degree of Learning Difficulty (Real / Imagined) | Possible Instructional Strategies to Reduce or Manage Learning Difficulty |
| What is Podcasting? | Backgound of Podcasting | History and uses of Podcasting | This should be relatively easy to learn (factual knowledge) | Powerpoint presentation on technology |
| Current uses of technology (who podcasts?) | Why podcasting can be an effective educational resource. | This should be relatively easy to learn (factual knowledge) | Examples of Podcasts. | |
| Suggestions for Integrating Podcasting | Class Podcast | Reasons for creating a class podcast | This should be relatively easy to learn (factual knowledge) | Show examples of class podcasts |
| Vocabulary Review | Why use Podcasts for vocabulary review | This should be relatively easy to learn (factual knowledge) | Show examples of vocabulary review podcasts | |
| Podcast of student's story | Why these podcasts can increase student enthusiasm. | Easy to learn (factual knowledge) | Show examples of story podcasts | |
| Steps for Podcasting | Create the audio file | What is an audio file and what software and hardware is necessary to cretae one. | Moderate Difficulty | Demonstrate hardware and software involved. |
| Upload your audiofile | Why and where do we upload the file | Moderate Difficulty | Explain and demonstrate process of uploading files to servers | |
| Create your show notes on the website | What are show notes and why they are important | Moderate Difficulty | Show examples of show notes | |
| Create and publish your RSS feed | What is an RSS feed and how do you create one. | Moderate Difficulty | Show examples creating an RSS feed | |
| Tell everyone you know where to find your RSS feed | Explain the power of podcasting | Moderate Difficulty | Show other examples of RSS feeds | |
| Practice Podcasting | Guided Example | Review the steps necessary for podcasting. | Challenging | Demonstrate each step for whole group |
| Group students to create a podcast | Each group follows the steps to create their own podcast. | Challenging | Groups show their podcasts when complete | |