Dr. Sha LiAssociate ProfessorSchool of Education

Alabama A&M University

The Online Top Down Modeling

Model

Integrating Internet Technology

Into Daily Instruction

Problems

Lack of motivation and incentives1. Technology is intimidating and frustrating2. Resistance to learning/using technology for

educational settings

The lack of models to students: 1. Lack Models that impact learners on learning tasks2. Lack Models of integration of technology into

instruction (Seeing is believing) Many research efforts overlooked the effectiveness of

utilizing technology to model the hands-on learning process. A missing link exists.

How can we use web pages for our

daily instructional errands Need analysis The students’ learning needs

Need models and directions Need motivation and interests Need guidance Need time to understand and self-paced support Need resources related to their learning tasks

and projects Need increase self-image and confidence to

succeed

Cont’d

The Teacher’s Need The teacher’s instructional resources at fingertips Class related guidance for students Collection of models and samples set up for students Students needed supporting resources and FAQ Technical support and demonstrations Release of the class stress The teacher also sometimes needs reminders if you

cannot remember things

Abstract of the Online Top-Down Modeling Model

The online Top-Down Modeling Model is an approach of integrating Internet technology into instruction. It utilizes the teacher-prepared online learning resources combined with the project-based learning in the classroom to motivate and support students in learning activities.

It generated positive instructional results and learning outcome, and increased the instructional effectiveness.

This model is also applicable to other course instructions where requirements are different.

Design of the Web Site

Home Page

Programs Syllabus Resources Schedule & FAQ

Blackboard

Projects Models

Teacher’s Hidden Page – Learning & Fun

Teacher’s Samples and Models

Instructional PowerPoint files

Student’s model projects

Multimedia design

projects

The feature of the web site

Program Introduction: Course FED 529 Syllabus for FED 529 Models and samples Resources (teacher-made resources and external

resources) Assignments and schedule, FAQ, etc. Projects as models and samples Breaking down to pieces for understanding and learning

(FAQ) Building up skills and new projects coming out

Impact on the Students(Constructivist learning generated)

The impact of the models Aroused interest, curiosity, eagerness to learn/do the

same or better the requirements/criteria For the new learners to set up goals Peer’s work is more relevant to the learners in content

and styles Easier to understand than just explain in words Open to anybody anywhere and anytime Meet their time schedule and self-paced learning needs Fit cooperative projecting and brainstorm Focused Scaffolding

As to Constructivism * A learner-centered learning environment

Anytime and anywhere User-friendly Learning needs are realizable Find a bridge between the learned theories and the

concrete experiences Leave questions open to learners (leave much room

for imagination and creativity, no structured tasks or outcome)

Hands-on learning plus critical thinking (higher-order) Self-actuated learning Self-paced learning Discovery learning Observational learning Cooperative/collaborative learning (uniqueness

valued) Situated learning or authentic learning

How constructivism happens in class *

Interests stimulated Needs aroused for learning and eagerness A self-invented project generated/pre-designed in the

students’ mind (goal and objectives are set up) Questions generated (intrinsic motivation vs. extrinsic

motivation) Problems are thought about and solutions are hunted

around Teacher’s and peer’s support is expected and needed Talk/discussion among students starts earlier and

spontaneously

Increased active learning Increased sense of learning ownership,

leadership and responsibility Increased confidence of making decisions Increased self-image (Other people can do, then

I can do, or even I am thinking to do better than other’s)

A sense of learning safety and reliance (A reachable goal and the dependable online models and resources are always there for us)

Break the iceberg and enliven learning

How constructivism happens in class, Cont’d

Changes on the teacher’s side *

Access it anytime and anywhere Easy to access, prepare and update Save time and disks, avoid disk crashes A safe place to deposit your instructional kit Reduced load of teaching and individual support Strategy and Classroom management change Increased quality project Modeling incorporation of technology into instruction on

a daily base to students (Myself is a designed tool or model to students on integration)

Before class, during class, and after class effectiveness Relationship keeps growing after they exit the class

Impact on the Teacher *

A convenient tool and self-designed resource Meaningful multiple input/stimulations prepared for

learners Focused closely to the class content (relevance) At the appropriate level with the students The teacher designed and guided, but an options

available learning experience Leave learning, imagination and creativity open Shift learning ownership and leadership to students Computer skill growth coupled with growth in tech

integration Fit diverse learning styles and catch interests of all Technical support and demonstrations both available for

them

The Online Top-Down Modeling Model

Why top-down modeling online (top-down first, bottom-up second)? Motivating and involving learners Leave student active instead of passive Overall first, detailed learning and practice second Leave it open for all levels Save time and effort in producing high quality involvement

Can we bottom-up first? Passive learning, time-consuming, diverse levels cannot

exert their strength, extinguish strength, kill much of the creativity, imagination flexibility

Feedback

One hundred percent of the students reported to be impacted by the models on the web site

Eighty-four percent of them referred to the schedule and FAQ

Ninety-one percent of them used its resources to finish their assignments

Thirty-five percent of them referred to the models when they do the work outside of this class

One hundred percent evaluated the models’ impact as positive to their skill development and integration of technology into instruction

Student Feedback

The FED 529 course website is effective for learning

100%

I like to use the tutorials in the course website

93%

I think the previous students’ models online helped me to learn.

100%

The multimedia resources provided online is helpful to my project assignments.

89%

The cooperative learning enhanced my learning experiences and social skills.

96%

I will create a website like this for my class in my own school now or in the future.

74%

FED 529 class positively impacts me in my future career.

90%

The Screen Capture Tools

Windows Media Encoder (save in .wmv file, smallest size)

Instant Demo (save in .swf file, small size) jingproject.com/ (screen cast and share) Greenshot (More features than Zscreen) Zscreen Camtasia.com (Charged Program, Excellent)