report pol is

8/9/2019 Report Pol Is

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Polycarpos Aniftos- Gregoris

Student No: 14217904

Kyklaminon 5, 2322, Lakatamia, Lefkosia, CYPRUS

[email protected]

Principles and Practices of Online Learning, edu932j1x

Action ResearchAction Research

27th May 2005

Planning for change

Lecturers:

Celia O Hagan and Michelle Devlin
mailto:[email protected]:[email protected]


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edu932j1x. Action Research Report, Evaluation Report and Reflective Journal. Polycarpos Aniftos- Gregoris,

I would really like to welcome you on board!!

I am thrilled this course is finally setting to explore the benefits of online learning.

I am happy we are on this together!

Do not forget to use the messenger service for contact and individualised support

Polis Aniftos

The work produced for this course is currently displayed on the following address and is being accessed by my secondary targeted

audience. Some changes were made (e.g. dictionary with electronics terms in Greek) to allow for better access:

Arrangements have been made to have the site linked to by other websites, such as the World Association of Technology

Teachers (W.A.T.T), dataSCAN gateway (Techitout sister site), and Technology teachers association in Cyprus.

It also participates to the European the ELearningAwards 2005

2
http://elearningawards.eun.org/ww/en/pub/elearningawards2005/index.htmhttp://elearningawards.eun.org/ww/en/pub/elearningawards2005/index.htm


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http://www.technognosia.org.uk

3
http://www.technognosia.org.uk/http://www.technognosia.org.uk/


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Abstract from MT session webpage

Figure 1

2

: Abstract from webpage designed

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Table of ContentsAbstract from MT session webpage ..........................................................................................4

TABLEOF CONTENTS......................................................................................................................6

TASK 1 ..................................................................................................................................11

STAGE 1: ...................................................................................................................................11

IDENTIFICATION, EVALUATIONAND FORMULATIONOFTHE PROBLEM.....................................................11

IDENTIFYINGANISSUE, ORAPROBLEM..............................................................................................12

RECONNAISSANCE .........................................................................................................................12

Describing the facts of the situation/ explaining the facts of the situation ..............................12

CONSTRUCTINGTHEGENERALPLANFORACTION.................................................................................13

Problems identified: ................................................................................................................13

Issues to be considered: .........................................................................................................13

Constraints (challenges): .........................................................................................................14

Advantages: ............................................................................................................................14Action research (AR) objectives (criteria of success): ............................................................14

TASK 2 ..................................................................................................................................15

STAGE 2: ...................................................................................................................................15

DISCUSSION, INITIALRESEARCH, PLANOFACTION, NEGOTIATIONWITHPARTIESINVOLVED......................... 15

INITIAL RESEARCH.........................................................................................................................16

Plan of action ..........................................................................................................................16

Negotiation with parties involved ...........................................................................................16

Causing interactions ................................................................................................................16

STAGE 3: ...................................................................................................................................17REVIEWOF LITERATURE.................................................................................................................17

INVESTIGATIONOFTHEPRINCIPLESOFLEARNINGTOTHESTUDENTSPRACTICE..........................................18

The theories of how we learn ............................................................................................ ......18

The relevancy of subject and teaching strategies ....................................................................20

IDENTIFICATIONOFCURRICULUMDESIGNISSUESONLINE.......................................................................21

Creativity is a central aim in the d&t course ...........................................................................21

THE TECHNOLOGY TEACHER; 3/1/2005; HARRISON, HENRY L., III: THECREATEDENVIRONMENT: AN

ASSESSMENTTOOLFORTECHNOLOGYEDUCATIONTEACHERS: CREATIVITYDOESN'TJUSTHAPPENBYCHANCE;

THEPREPAREDENVIRONMENTNOURISHESIT. .....................................................................................21

Models of online instruction ...................................................................................................21

PRINCIPLESOFLEARNINGRELATEDTOE-LEARNING.............................................................................24

STAGE 4: ...................................................................................................................................25

REDEFININGORIGINAL PROBLEM ..................................................................................................25

REFINED HYPOTHESIS....................................................................................................................26

REFLECTION ......................................................................................................................27

STAGE 5: ...................................................................................................................................27

SELECTIONOF RESEARCH PROCEDURES............................................................................................27

A CRITIQUEOFMETHODOLOGIES......................................................................................................28

On method of current teaching and learning ...........................................................................28

On method of online teaching and learning ............................................................................28

On sampling ............................................................................................................................28

On choice of materials (curriculum planning) .........................................................................28

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EVALUATION REPORT ....................................................................................................30

STAGE 6: ....................................................................................................................................30

IDENTIFICATIONOFTHEEVALUATIONPROCEDURESTOBEUSED............................................................. 30

EVALUATIONOBJECTIVES................................................................................................................31

Time plan ................................................................................................................................31

TASK 3 ..................................................................................................................................32

STAGE 7: ...................................................................................................................................32

IMPLEMENTATIONANDMONITORINGOFTHEACTIONPLAN.................................................................... 32

ONLINE TEACHING........................................................................................................................33

MONITORINGMETHOD....................................................................................................................33

MONITORINGFREQUENCY...............................................................................................................33

EVALUATION REPORT ....................................................................................................34

STAGE 8: ....................................................................................................................................34

INTERPRETATIONOFDATAANDEVALUATION......................................................................................34

EVALUATIONBYMYTUTOR.............................................................................................................35

EVALUATIONBYTHESTUDENTSAT UU ............................................................................................35

EVALUATIONBYMYSTUDENTSANDPEERSAT GYMNASIO DROSHIAS ....................................................35

SELFEVALUATION. EVALUATIONAGAINSTSUCCESSCRITERIASETIORIGINALLY........................................36

WHATWILLBECONSIDEREDINTHENEXTCYCLEOF AR .....................................................................37

BIBLIOGRAPHY .................................................................................................................38

THE TECHNOLOGY TEACHER; 3/1/2005; HARRISON, HENRY L., III: THECREATEDENVIRONMENT: AN

ASSESSMENTTOOLFORTECHNOLOGYEDUCATIONTEACHERS: CREATIVITYDOESN'TJUSTHAPPENBYCHANCE;

THEPREPAREDENVIRONMENTNOURISHESIT. .....................................................................................38

JONASSEN, MCALEESE & DUFFYS (1993), CONITNUUM OF KNOWLEDGE

ACQUISITION MODEL .....................................................................................................38

APPENDICES .......................................................................................................................39

APPENDIX 1 .................................................................................................................................40

APPENDIX 2 .................................................................................................................................41

ACTION PLAN (RELATEDTO TASK2 ANDTHE REFLECTIVE JOURNAL) ..................................................41

Initial Steps to follow: .............................................................................................................41

To cause interactions: .............................................................................................................41

APPENDIX 3 (RELATEDTO REFLECTIVE JOURNAL) .........................................................................43

APPENDIX 4 .................................................................................................................................44

APPENDIX 5 .................................................................................................................................45

APPENDIX 6 ................................................................................................................................46

APPENDIX 7 .................................................................................................................................49

From evaluation log: ..............................................................................................................50

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Label:

Task 1: Blue Grey

Task 2: Plum

Task 3: Violet

Reflective comments: Teal

Evaluation: Brown

Original ideas: Green

Other text: Black

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The Action Research


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Task 1

Stage 1:

Identification, Evaluation and Formulation of theProblem


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Identifying an issue, or a problem

I teach Design and Technology (D&T) at key stage 3. Year 9 students syllabus is dedicated

to electronics. The first problem is that they only have an exercise book but do not have a

textbook. Whatever material is appropriate for reading, in order to support their learning, I

have to prepare it by myself. In addition to this, I have been advised by the subject inspectors

counselor to be more practical in my teaching, for this is the new approach to teaching our

subject. This means that students are required to be more actively involved during the lesson;

and that I devote less time to cover theory.

Reconnaissance

Describing the facts of the situation/ explaining the facts of the situation

This advice originally sounds fair and reasonable, but when considering that more theory is

required by the syllabus and the curriculum of this course, from behalf of the time

requirements, than skill acquisition then you realize that more time should be devoted to

studying and comprehension exercises than application, design or practical work.

Current teaching and learning strategies employed:

In addition to this, it is widely assumed by students and parents that this subject should be

more practical than theoretical, and the students soon enough become less motivated toengage into activities that involve less practical work than expected and more theory and

knowledge acquisition. Yet, I, as a teacher, must not give in to the pressure, because the

curriculum is the A-Z for what I should teach, provided I have the time, (or not?). A different

teaching approach, e.g. Active learning, Group work or Cooperative Learning etc, could

solve this problem.

On the other hand, grade A students who are usually more theoretically oriented, usually

achieve poorly in D&T because they do not have the necessary kinesthetic intelligence or

making skills to produce fine artifacts, than below average students often do. They should

better be off with theory. In this group, according to bibliography, belong a larger percentage

of girls, which makes them a disadvantaged group with regards to the subjects objectives.

Current curriculum techniques:

The truth about the curriculum is that, its designers, being aware of this situation, have

planned so that it is gradually being adjusted to have a dual nature, in order to achieve

balance between theory and practice; and the teacher is thus required to provide a dual

approach in his own teaching and delivery of the lesson: theoretical for the first half of the

year and a more practical within the second and third term. It would be ideal, by implementing

web supported learning, to integrate theory and practical work throughout the year.


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Constructing the general plan for action1

Combining the two problems explained above, my work through this research, will involve the

design for an online curriculum to cover the theoretical part of the subject for the next half of

the year and provide reading material to support primarily grade A students, and girls that

may not be so much interested in practical work. This way, the dual mode of the subject will

be implemented inside and outside the premises of the school, in the cyberspace and in the

workshop. A number of students will gain the required knowledge through online delivery

while the remainder practical work will take place in the workshop with all the students, thus

freeing my time in the classroom for supervision. This way the curriculum will be covered, and

in surplus: collaborative learning through practical work and online learning will be employed,

active involvement of students is more applicable, as suggested by the inspectors counselor,

and above all, differentiation will be facilitated promoting equality above equity.

Problems identified:

No reading books

Students should be more actively involved

Curriculum provides more time for theory than practical work

Curriculum requires a dual mode of teaching, switching between practice and theory

High performers are unmotivated to do practical work (theory oriented, and more girls

than boys)

Poor performers are unmotivated for theory and knowledge acquisition and prefer

practical work

Issues to be considered:

Limited access to the WWW. The technologically restricted. The prolongation of the

disadvantaged groups.

Provision for disabled students in online instruction

Learning styles of students

Motivation

Time limitations (for online design and delivery, students time required for online

learning)

Depth and breadth of knowledge

Differentiation and progression within the online module

Funding for website hosting

Maintenance of the website

Students online Assessment and feedback

Evaluation of the course and the whole AR project

1 Appendix 2


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Material to be reused

Keep all informed

Keep students involved, stimulated and motivated

Make it a successful example for promoting online learning

Constraints (challenges):

Students/ parents may find it too demanding

School administration should be informed for support, funding and suggestions

Subject inspector should be informed. Support welcomed.

Material for online delivery should be soon identified, negotiated with all parties

involved (students, subject inspector)

Maintain manageability and controllability (a classroom issue turns out to have too

many involved that may provide obstacles)

Advantages:

Important to the students. All advantaged, in contrast to current situation.

Of major importance to me. Many problems solved through this work. A challenge for

a pioneering work, that may become appreciated by those involved in initial steps.

Important for the subject as a pilot work for web supported delivery that is pioneer, so

far.

A major step for the school for providing web supported learning.

The above problems may be resolved by considering web supported instruction:

Action research (AR) objectives (criteria of success):

To provide for web supported learning2

That involves most students

That motivates all students

That actively engages all students

That uses teacher time effectively (reading material should be prepared anyway)

That complies with subject inspectors recommendations

That adds to the curriculum and uses it more effectively

That allows for collaborative learning

That provides for differentiation and progression

That is reusable and re-purposeful

That is manageable and controllable

That is interactive and flexible

2 Assigned specifically appropriate learning opportunities for each objective of this research; e.g. chat,

threaded discussions, whiteboard etc are shown in Appendix 1


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Task 2

Stage 2:Discussion, initial research, plan of action,

negotiation with parties involved


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Initial Research

Plan of action3

Negotiation with parties involved4

All comments were positive and I was encouraged to proceed

Causing interactions5

Interactions are invisible. Their effects are demonstrated in peoples behaviour. I had noticed a

better attitude from the students and the management of the school towards me. Questions

concerning my project arose and how I was doing. I believe I have more support from and better

relationships with my colleagues. The management showed their support by allowing me some

extra time to work at home for the completion of my assignment.

3 Appendix 24 Appendix 35 Appendix 4


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Stage 3:

Review of Literature


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Investigation of the principles of learning to the students practice

The theories of how we learn

Blooms learning domainsBased on my current curriculum experience, through the lessons, learners should

demonstrate an advancement of learning based on Blooms taxonomy. So an effort was

made to provide the framework for this:

The session was divided6 in novice (lesson 1), advanced (lesson 2) and expert

(lesson 3) level in a relative sense.

Then the online learning activities were listed7and a selection was attempted

identifying/ matching the activities with the proposed learning domain. This attempt

was not based on scientific evidence but I used my experience and intuition, always

based on my own experience

Blending of the theories of Bloom and Steinberg was a creative and enjoyable task,

leading to the realisation that the scale that refers to the domains of learning also refers to

expert levels and with regards to learners characteristics, autonomy, approaches,

delivery methods and tasks. Thus Netskills lecture image below:

Figure 3: Netskill's blending of learners' characteristics, autonomy of learning, approaches and

delivery methods

6 Based on Jonassen, McAleese & Duffys (1993), Conitnuum of Knowledge Acquisition Model7 Appendix 5


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Could be modified as follows8:

The learning styles

Gardners Multiple Intelligences have not been widely considered in online learning. Yet

Kemalatha et al discuss their application with interesting findings; their survey indicates that

students with visual/spatial and interpersonal intelligences use and benefit more from online

learning and prefer them to traditional instructional strategies techniques when compared with

students whose intelligences are verbal/linguistic, logical/mathematical, bodily kinesthetic andintrapersonal. Furthermore, the findings show that some online activities appear to be generic

across all applications. Therefore I have planned for use of online activities that apply for most

types of learners, such as video conferencing and scaffolding activities. Perhaps in a future

application of the course a questionnaire which explores these characteristics of the learners

could be employed a prioryto suggest method of teaching (web-supported or classroom

based).

The affects of the environment

All interested parties (schools inspector, head teacher, students and parents) had approved

my decision for online revision at the end of the year. Students had expressed their concerns

for assessment and some of them for the lack of internet connection. A few stressed out that

they do not have the necessary computer and internet skills.

Recent innovations to Cypriot schools have promoted technology in many areas.

Unfortunately the d&t department is one of the last to accept these changes. No internet

connection is available and the PCs in the workshop are outdated. In a school wide research I

have found that 90% of year 7 students have the required skills and computer/ connection/

8

Indicative graphical representation of the breadth of learning objectives (levels of learning) of my MTsession with respect to learners characteristics, autonomy, approaches, delivery methods and tasks.

Figure 4: My adaptation of the previous figure. I have assigned tasks

to the lessons related to their taxonomic value.


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equipment to handle the material while 70% of year 9 students (secondary target audience)

are in the same position. Therefore to ensure equality of opportunity the material has to be

provided also in a CD package for each student and be installed in workshops PCs. For the

time being the alternative of emancipative participation in this pilot course was chosen; while

permission had been obtained for the students to use the computer lab.

Motivation

The relevancy of subject and teaching strategies

ATHERTON J S (2003)9 discusses the nature of motivation and judges Maslow in a unique

way; arguing that his hierarchy of needs is a model that restricts its end in its own being: by

setting a pre-requisition the satisfaction of physiological needs prevents altruism and

promotes individuality which imprisons the person below the level of self-actualisation of

which, altruism is a condition. He favours Herzbergs motivational hygiene model (Herzberg

196610) seen diagrammatically below:

Far from appealing designs, accessibility and skills issues are some factors that may not

encourage students from the very beginning and drop the course. Also tutors engagement is

central and attitude towards students in learning chats or discussions. All these factors were

carefully considered.

9

ATHERTON J S (2003)Learning and Teaching: Motivation to Learn (inc. Maslow) [On-line] UK:Available: http://www.dmu.ac.uk/~jamesa/learning/motivlrn.htm Accessed: 4 March 200510 HERZBERG F (1966) Work and the Nature of Man Cleveland: World Publishing Company

Figure 5: Herzberg's Motivational Hygiene Model
http://www.dmu.ac.uk/~jamesa/learning/referenc.htm#HERZBERGhttp://www.dmu.ac.uk/~jamesa/learning/referenc.htm#HERZBERGhttp://www.dmu.ac.uk/~jamesa/learning/referenc.htm#HERZBERGhttp://www.dmu.ac.uk/~jamesa/learning/referenc.htm#HERZBERGhttp://www.dmu.ac.uk/~jamesa/learning/referenc.htm#HERZBERG


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Identification of curriculum design issues online

Kathleen T. Brinkos11 questions concerning the design of a course are adequate to apply

when designing online activities, once you consider in addition, accessibility, usability and re-

usability related issues

Creativity is a central aim in the d&t course

Teaching design and technology (d&t) is profoundly concerned with nurturing creativity.

Harrison, Henry L., III12writes:

Creativity is foundational to the development of technology.

And as Knight 2002:1 describes it:

Creativity constructs new tools and new outcomes new embodiments of knowledge

It constructs new relationships, rules, communities of practice and new connections new social

practices

An analogy to the informed professional, in the d&t practice, would be a creative d&t teacher.

And a successful student (future designer or technologist) is the one who manages to design

and build original products using his creativity; because, as Norman Jackson13 from LTSN

puts it:

Enabling students to be creative is a worthwhile and desirable goal for higher education and any

programme can be vivified to make it more favourable to fostering creativity

So, when teaching d&t our effort as teachers is to preserve our goals on enhancing creativity

while focusing on the different areas of the curriculum.

Thus spoken, it has been my overall aim during this assignment to establish a framework forpromoting creativity through a creative curriculum design.

Models of online instruction

There are several models for designing online instruction. Kyriaki Anagnostopoulou14

categorises them in Classroom, Product and System instructional design models15:

1. Heinich, Molenda, Russell & Smaldino (Heinich et al, 2002) is a representative model

of the first category, where selection of materials is more likely than content

development:

11Kathleen T. Brinko, Appalachian State University: Envisioning Your Course: Questions to Ask as

You Design Your Course , derived from: http://www.irc.uci.edu/trg/28.html[online], accessed:

24/5/2005. Source: The Teaching Professor, February 199112

The Technology Teacher; 3/1/2005; Harrison, Henry L., III: The created environment: an

assessment tool for technology education teachers: creativity doesn't just happen by chance;

the prepared environment nourishes it.

13 Norman Jackson, ltsn generic centre (Learning and Teaching Support Netwrok:Designing forCreativity: A Curriculum Guide14

All three figures provided in the next page are cited in Kyriakis Anagnostopoulou:Designing to

Learn and Learning to Design: an overview of instructional design models (2002). LTSN genericnetwrk.UK15 Gustafson et al, 1997
http://www.irc.uci.edu/trg/28.htmlhttp://www.irc.uci.edu/trg/28.htmlhttp://www.irc.uci.edu/trg/28.html


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2. Following Bergman and Moores (1990 cited in Gustafson et al, 1997) Product

category, as a sole purpose production (that cannot be the product of modification of

existing materials) aimed to be reusable by many instructional providers:

3. Finally,Dick and Careys (1978 cited Joliffee et al, 2001, p60)which is formed by a

team of professionals whose task is the design of a whole course curriculum. All

these models apply the same methodology of the ADDIE approach, in an either

cyclical, spiral or linear procedure:

Figure 8: Dick and Carey (1978 cited Joliffee et al, 2001, p60)

Figure 6: Heinich, Molenda, Russell & Smaldino (Heinich et al, 2002)

Figure 7: Bergman and Moore (1990 cited in Gustafson et al, 1997)


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Kyriaki Anagnostopoulou suggests that prior to selection of any of the models one has to

identify oneself whether being a behaviourist, a cognitivist, or a constructivist, amongst other

content and procedural related considerations.

Being unable to distinctively identify myself belonging solely to any one of the movements,

rather being in favour of a layering or relational approach to this matters, I chose to use a

hybrid model depending on my subject and learners requirements for every course unit

(lesson). The layering or relational approach is based on my assumption that these

educational, and not only, theories are concentrating on different layers of the pedagogic

being (subjects, relationships, resources) rather than being right or wrong. In a way they are

all correct to the degree of depth they are examining pedagogy. This view enabled me to fly

up and down these layers depending on my lesson objectives, learners needs and content

utilisation or transferability, and exploring their breadths.

Through this exploration I have come to realise16 how new theories have emerged in the

context of current technologies in education.

Also, I have defined my role as an e-tutor and my responsibility to online instruction and

learners17.

16DERIVED FROM MY REFLECTIVE JOURNAL: It has come to my knowledge that behaviourists have only explored a

small area of the vast abyss of the subconscious, compared to the cognitivists who are dealing with more theories concerning thehuman intelligence as a concept, and constructivists, in their turn, have only stated one or two functions of the mechanisms of the

human brain, upon which they base their theories. It appears to be that behaviourists deal with the subconscious, cognitivists with

the conscious mind and constructivists with the mechanics of the vessel of the prior two. Contemporary theories although not

questioning, tend to place the individual in groups and teams and assessing against his own potentials, thus giving a humanisticaura to their approach, while maintaining an organisational and managerial view of learning proving their optimum production

scope.

So education can be seen from the following philosophic and historical aspects:The well being of the individual (humanistic)- renaissance

From its role to the productive society (meritocracy)- industrial and modern era

From both (optimum discreet compromise)- post modern era

New emerging technologies in the third millennium provide the opportunities for a change. But first, it is of major importance to

identify that all three preceding aspects require a physical building placed in a specific geographical area and which has bondswith that environment. This has now changed. So it does not surprise us to observe that new theories involve an individualistic

approach to learning, more learner-centred and above all more opportunistic, in the global economy context. The big question

now is what next?The current aim is towards off campus courses from anywhere by everyone. But would it be too daring to speculate that with

current science orientations learning would bring anything and anywhere towards everyone?

The current shift towards learners needs shows the bold step of education to reach students but doesnt also provide the fear that

we are approaching critical mass? When everyone has access to any education anywhere he likes this suggests that severalestablishments will disappear and many students will lack the motivation to join in since, with globalization, the whole world has

become a closed system and in my place we have a saying regarding closed systems frying ones leaver with ones body fat

showing the cannibalistic nature of humans when reaching critical (economic) mass conditions and operating in optimum energyconservation conditions. This is happening now. Shall we manage to attract newcomers that would otherwise be out of schooling

or shall we facilitate home education or just provide an excuse for no education at all?

NOTE: On second thought, the system is closed in the economical sense only, or if there is an attempt of reproduction of

knowledge. In the case of new knowledge production, an open system is maintained (considering the input of new students everygeneration). Thus the needs gap is already trying to be bridged through the online blogs and newsgroups that are full of new

ideas and exchange of knowledge

17 Appendix 6


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Principles of learning related to e-learning


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Stage 4:

Redefining original Problem


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Refined Hypothesis

In the light of the time constraints emerged, I have decided to use my material only

for revision purposes. Because of the reason that my students do not have to sit examsin d&t at the end of the year, I will not force them to revise, but I will offer the

opportunity to be involved in the course only to those choosing to do so. Therefore

there will be no mandatory participation. For assessment and motivation purposes,

extra marks will be allocated to those involved.


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Reflection

Stage 5:Selection of Research Procedures


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A critique of methodologies

On method of current teaching and learning

Although I could consider my self a good teacher, especially when listening to students

opinion, I am not happy with my teaching. I expect more on my behalf with respect to results.

For this to happen, I need more teaching resources, that, as mentioned before, I design my

self. So, most of my time is absorbed by this task. During holiday breaks I plan my teaching

by devising from the curriculum the objectives I will consider next, in my teaching, and during

weekends I revisit my plans and update them, also I allow time for marking. Weekdays are

spent for the next days lesson planning and material collection from books and the internet. I

am most of the time one week ahead in my planning so to allow for photocopying and other

unsuspected delays. Further on, I have to study for this course. No time is left for social

activities. I would like to be more efficient in my preparation and at work, in addition to

bettering the quality of teaching. I come to realise that the only solution to this is by applying a

blended, hybrid model of teaching to free up my time by ensuring re-usabilityof my content.

Initial designing will be more time consuming but after the first two years of teaching it will be

come more time effective. By lifting the bourdon of daily teaching towards afternoon and

individual online learning, I could free up my time and resources to concentrate in the

quality of my teaching in the classroom and online. I will be able to plan f2f lessons

with meta-cognitive and extra-curricular objectives and enhance the experience of

learning for every single student.

On method of online teaching and learning

Littlejohn, 2002, suggests storyboarding as a useful technique for planning online courses.

Value is given to the communication of text and ideas between the design team. Jolliffe et

al18, however have a more scientific but nevertheless practical and professional approach to

the whole process, breaking it into 18 steps.

On sampling

Data collected is adequate for an evaluation. Further data are expected to be collected by my

secondary target audience in the week to follow. Had my teaching been 2 weeks advanced I

would have the data collected by now. But I am already ahead of schedule, since revision is

not provisioned in my planning scheme, the allocated hours in the curriculum are just right to

the end of the course, leaving no space for changes or flexibility.

On choice of materials (curriculum planning)

My curriculum planning as mentioned, was based on Jolliffes handbook. Furthermore, when I

advanced in his described steps, I decided to proceed in my own way. Planning for face to

face instruction habits helped me in handling issues of critical decisions, like time allocations,

18 Jolliffe, Jonathan Ritter & david Stevens: The Online Learning Handbook: Developing and Using

Web-Based Learning(2003). The Times Higher Education Supplement, London.


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judgements concerning what goes in and what goes out. I did not feel needed any formal

script for presenting my planning, like storyboarding due to the fact that the course was short,

and I had not the facility to communicate my ideas with a team. This saved me time, with out

reducing my planning capacity. More or less, in an experiential way I knew what I had to

consider, but perhaps a more see-through way could be used to have my planning outlinedfor the purpose of documenting in this report. The only thing left to describe it is the

presentation shown, as a zipped file called polisappnedix8.zip attached with the report. This

helped me a lot in the initial steps of my planning; followed by an artistic approach freeing my

convergent thinking to a divergent and creative style, and intuition as a practitioner to take

place. I have come to the conclusion that when time is pressing this method is more

productive and efficient, and produces better results. I preferred to end product quality results

with expense in documenting all my thoughts and visually displaying it on paper.


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Evaluation Report

Stage 6:Identification of the evaluation procedures to be used


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Evaluation objectives

In review of our success criteria and the Action Research objectives, in Stage 1, the following

evaluation criteria were derived:

Were all students involved in web supported learning?

Were students motivated?

Was teachers time used effectively?

Were subject inspectors recommendations met?

Was the curriculum enhanced?

Was collaborative learning encouraged?

Was there provision for differentiation and progression?

Was the material developed reusable and re-purposeful?

Was the course manageable and controllable?

Were there interactivity and flexibility?

Time plan

Evaluation spans from the first day of implementation (9 th of May, 2005) towards the end of

the week (14th of May, 2005) for the Microteaching sessions (primary group), to the 17 th of

May, 2005 when the official MT session evaluation took place, up to the implementation

period for the secondary group which started on the 19th of May, 2005 until 3rd of May, 2005.

During this time, data were selected from the students in the form of an evaluation rubric,

selected and adapted to meet my requirements.

Furthermore, the discussion script of the evaluation session held by course tutors, was

considered in greater extend.

FInal evaluation was constructed in the light of the data and sources described during the

writing up of this report.

In the meanwhile, interviews, emails and in person comments were collected by various

others, with relevant experience in the field. Such as19Ted from www.datascan.com, V. Ryan

from World Association of Technology Teachers, Subjects inspector, colleagues, students,

Head of departments, IT related friends.

19 Appendix 7
http://www.datascan.com/http://www.datascan.com/http://www.datascan.com/


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Task 3

Stage 7:Implementation and monitoring of the action plan


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Online Teaching

Three of the students participated in MTsessions. None went through the end though. I

received evaluation reports with excellent comments from all three.

I had planned to assist students in their work, and was logged on for several hours waiting for

the sound notice from my laptop that another user added me to their contact. This never

happened, but with more audience it will be possible and individual support will be given as

planned. The whiteboard facility could be used to exchange text, diagrams, sketches and

ideas. Even videoconferencing or plain audio chats were planned to take place.

Monitoring method

My monitoring was ensured through the reception of homework1 and quiz1 and assignment.

Quiz 2 was planned to provide a metacognitive feedback to the learners and also the

feedback for required for evaluation, further guidance on how to proceed.

Monitoring frequency

MSN Messenger provided a means of continuous and whenever required monitoring.

Therefore in addition to the daily receipts of mail the frequency of monitoring was to the

highest degree possible. The evaluation document at the end gave the formative feedback.


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Evaluation Report

Stage 8:Interpretation of data and evaluation


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Evaluation by my tutor

Tutors comments were positive. In contrast to my fears that low participation was a negative

factor, my peers and tutor pointed out that I did motivate my students in discussion boards

and with the material presented. It turned out human resources where not adequate for my

ambition to teach the whole group.

2 points of satisfaction from the implementation:

1. I felt happy about the fact that i completed the design in less

time than I thought, and the results surprised me in a positive

way

2. Since I designed the whole curriculum before hand (previous

month) I felt i was in control of the different aspects, theory

and implementation, and I could lead my way through the work. i

felt i knew what i was doing

2 points I was not happy about:

1. I would really like to be able to make it more interactive

(although i antcipated that factor by linking to an interactive

site for an activity work)

2. Participation. I think this is going to be the most difficult

part in my carrer, To attract and motivate learners in my courses

Reflecting, I would suggest to myself to allow for collaborative thinking in online learning.

That would be a motivating factor.

Evaluation by the students at UU20

in summary the content was appropriate; pitched at the level of the learner, good direction

with simple design, with great resources and links . Scaffolding assisted the 'new' learner.

Questions could be posed, perhaps as a Q-A forum to help students learning.

Pedagogic strategies used, allowed for novice learners induction and motivation.

Discussion threads were visited and updated continuously; this motivated learners to

participate and interact with each other. My idea of students meeting in face was considered

good.

Evaluation by my students and peers at Gymnasio Droshias

No data collected in writing. Feedback gave some positive comments, no negative comments.

A constructive comment tha caught my attention was that of my colleague and d&t teacher21:

he suggested, with regards to design, was to add a site map page, and make it more

interactive, like the assessment for example. Generally I received positive comments for the

design, the idea and the content: professional look (did you use a template?)

20 Appendix 721 Appendix 7


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Self evaluation. Evaluation against success criteria set ioriginally

Were all students involved in web supported learning?

Both, from the primary and the secondary targeted audiences participation was not as

expected. Time constraints, other obligations, lack of connectivity and skills where the primary

issues for this situation.

Were students motivated?

From their comments they were motivated enough. The results, nevertheless show the

opposite. Low participation is in most cases associated with low motivation to participate. Not

meaning that the effort to design what is acceptably a motivating content would result in the

desired engagement. External to the educator factors always intervene. The medium offering

online learning, hence the internet, is strangulated by the ether in between the web server

and learners desktop. Everything and everybody in between those long kilometers separating

physically the two device is a potential obstruction. Was teachers time used effectively?

In fact the answer is affirmative. Both for the design and the delivery of the lessons totally,

less time was spent in contrast to f2f delivery. It is expected that design is demanding in time

but when the material is implemented over a large group of learners the compensation in time

is immediate.

Were subject inspectors recommendations and tutors expectations met?

From their feedback both were pleased, and provided positive comments cited in the

appendices

Was the curriculum enhanced?

My curriculum was greatly enhanced, in ICT skills, revision content and from the systems

approach to the content of electronics, I have employed, as a teaching strategy.

Collaborative learning will take place in the sense that students have arranged to meet

together to handle the material online together.

Was collaborative learning encouraged?

I am planning for next week and when they engage fully in the course to suggest they

exchange their contact information on MSN messenger so that they can tackle the tasks

collaboratively and without requiring me online presence.

Was there provision for differentiation and progression?

Differentiation in the content came in the form that allowed different design assignments for

the learners. In the process by the relaxed schedule provided to allow tackling of the material

in their own span. And by outcome in the different answers and assignments provided by the

learners. Progression through the content was very obvious. Material progresses from

transmission of knowledge to scaffold activities for transaction of knowledge and ends with

transformation of learners in the highest level (lesson 3) of skill acquisition, the synthesis and

evaluation (Bloom).

Was the material developed reusable and re-purposeful?


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I intend to re-use the material next year and enrich its content. Provision for this was taken in

the sense that the format of text and files allows for re-use. Images can also be used as they

are for other purposes because the circuits where saved as images instead of the simulation

programme extensions solely. Consideration was taken to split the material into the smallest

chunks of learning bits (legos) so that they will be reused.

Was the course manageable and controllable?

In my surprise it was. With greater participation, though, things could become tougher

specifically in online chats. An estimated number of maximum 6 learners are considered to be

ideal.

Were there interactivity and flexibility?

Interactivity was provided not as much as by the content I designed, than in the lrefered

material (likewww.dtonline.org and crocodile clips) in this sense it was highly interactive.

Tests could be made interactive and fun to attract attention and motivate engagement.

Generally I am pleased with my work. I could spend more time with documenting my steps,

including collaborative activities and making interactive quizzes. But my aim was not a techie

outlook but a resource I could actually use in a productive and effective way, and this in

overall was achieved.

What will be considered in the next cycle of AR

1. Incorporation of the rest of the electronic content to support web blended learning.

Issues that derive from this, like design and implementation. Effectiveness.

2. Usability/ accessibility: language selection (bilingual content)

3. Interactivity, especially with assessment

4. Question and Answer facility

5. Factors that encourage student participation in online learning
http://www.dtonline.org/http://www.dtonline.org/http://www.dtonline.org/http://www.dtonline.org/


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Bibliography

The Technology Teacher; 3/1/2005; Harrison, Henry L., III: The created

environment: an assessment tool for technology education teachers: creativity

doesn't just happen by chance; the prepared environment nourishes it.

1. Norman Jackson, ltsn generic centre (Learning and Teaching Support

Netwrok:Designing for Creativity: A Curriculum Guide

2. Kathleen T. Brinko, Appalachian State University: Envisioning Your

Course: Questions to Ask as You Design Your Course , derived from:

http://www.irc.uci.edu/trg/28.html[online], accessed: 24/5/2005. Source: The

Teaching Professor, February 1991

Jonassen, McAleese & Duffys (1993), Conitnuum of Knowledge Acquisition Model

3. Gustafson et al, 1997

4. ATHERTON J S (2003)Learning and Teaching: Motivation to Learn (inc.

Maslow) [On-line] UK: Available:

http://www.dmu.ac.uk/~jamesa/learning/motivlrn.htm Accessed: 4 March

2005

5. Kyriaki Anagnostopoulou:Designing to Learn and Learning to Design: an

overview of instructional design models (2002). LTSN generic netwrk.UK

6. HERZBERG F (1966) Work and the Nature of Man Cleveland: World

Publishing Company
http://www.irc.uci.edu/trg/28.htmlhttp://www.irc.uci.edu/trg/28.htmlhttp://www.irc.uci.edu/trg/28.html


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Appendices


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Appendix 1

This resource is given as a powerpoint presentation format in

appendix8presentation.zip


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Appendix 2

Action Plan (Related to Task 2 and the Reflective Journal)

Initial Steps to follow:

To cause interactions:

1st week December:

First I will speak to the closest colleague (D&T Gregoris) and my supervisor (Evdokia) for their

support and get some feedback of how this sounds and who else might be interested to help.

Then I must speak to the subject inspectors counselor informing him for the problem I have

identified and my considerations for taking action. I expect a positive reaction to my approach

and I count on considerable help with regards to curriculum design and further guidance.

2nd week December:

If I find positive responses, I will talk to students about my plans and identify those originally

motivated for online learning. They will be my partners in achieving this through the school

hierarchy. The subject inspector may also ask from the administration to provide any help

required for my work.

The next step is to speak about this to my principal or a vice principal first (for support) and

ensure that funding for hosting or web space will be provided by the school (more preferable).

Any advice or oppositions will be negotiated. If students are supporting this I see no reason

for lack of support from the school.

3rd week December:

Students willing to participate will be identified and parents will be informed once

administration says ok through post. Students must have an OK signed by parents

referencing to appropriate Assessment Contracts that will be provided later.

Christmas Holidays:In the mean time I will be working on adapting the curriculum to incorporate online learning

and employment of strategies more suitable to my students. This will be negotiated in

advance with subject inspector or her counselor.

By 15th of January :

A plan must be ready by then on how to access the material and what is expected by them.

Students and teacher will sign assessment contracts.

After 15th of January:


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Start the design of the online course. It must be finished by end of February when I plan to

proceed to practical work at school. Read Joliffes et al Handbook to online learning and

prepare notes for guidance during the design phase.

Because assessment is highly considered in my country: Feedback will be provided online fortests, while class time will be spent on practical activities that will lead to a project work. There

will be more work for students engaged in web supported learning and appropriate measures

will be taken to ensure fairness of assessment provided the work load with the quality of

learning taking place.

4th week of April and first week of May:

Design of the webpage and finish off. Teaching starts on the 9th of May. Initially it was agreed

on the 16th of May but it was suggested by my tutor to change to earlier date so that I will

have time to write the report.

2nd week of May:

Implementation

3rd week of May until 1st week of June:

Evaluation


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Appendix 3 (Related to Reflective Journal)

On my meeting with inspectors counselor Yiannakis Efthymiou a few weeks ago (November

2004), he has suggested that our lesson should proceed to a more practical approach. Inspite

the theoretical nature of the subject curriculum, teachers should make it more practical and

promote collaborative and peer learning;

Having these in mind and the fact that more able students may be disadvantaged by the lack

of differentiation so far, I have decided to proceed to blended learning. This approach will

enable me to support differentiation for more able students through online learning while

practicals will be held at class time.

Grade A students with access to the www will be selected to take part in this project which willbe a mandatory part of their study. It should be their choice with their parents consent, and

the support from the administration of the school. Ministry of education should be informed.


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Appendix 4Action Plan: Interactions and Steps to follow (Related to Task 2)


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Appendix 5

E-moderating Activities (instructional strategies at micro-level, relating to lesson

objectives). (Task 2 related):

Reading From text on html page From slideshow presentations From following hyperlinks From interactive animated applications

Writing On note taking utility On interactive quizzes On word editor (own pc) On chats On discussion forums

Interacting Hyperlinks Quizzes Chats Discussion forums Navigating Calendar Downloaded electronics simulation programme Video conferencing Streaming video/ audio MS Producer 2003

Communicating Chat Discussion forum Messenger Video/ audio conferencing Email Newsletter/ listserv

Problem Solving Group activities

discussion forums

email,

video conferencing, messenger Project work

web expeditions

web contests

Mind Map tools

Downloaded software for flowcharting etc.

Role playing

Video conferencing/audio

chat


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Appendix 6

Notes from my Reflective Journal concerning my role as an online instructor nad my

responsibilities to the learners. (Related to Reflective Journal):

1. What is online teaching for you?

For me, online teaching is a high capacity vessel sailing towards unexplored lands.

A part of this trip I am learning through this course as a passenger.

And it is my duty, through this module, to embark on a boat with some of my own students and sailtowards a nearby island, found in our course, that I have visited beforehand in order to let them find outin person and in their unique personal way the natural treasures on this island.

I will be the captain of the boat and their guide in an online tour. Boarding is optional, but the capacityof this vessel allows for secondary audience (other future students or current visitors of the website)apart from the main group (my students); this is why the excitement we all have about this trip in anadventurous approach (student intrinsic and extrinsic motivation) is in contrast to the alternative oflistening to stories (through f2f instruction) about the island [active learning-humanistic model(reflective-experiential-Gestalt-constructionist) versus instructional behaviourist model (behaviourism-

cognitive-)].

The boat is my resource, the island is my curriculum, the route is my methodology, the navigation ismy approach and the tours on the island, once there, are my lessons.

My compass is my reflectively informed practice. The obstacles and dangers of the trip are associatedwith the difficulties found in online delivery. Some problems exist while sailing and some when we areon the island. Always aware of their needs, I must be there for them.

This trip has a starting point (student previous knowledge) and an end (learning objectives). It has aschedule (learning activities) that we all must meet that I as a captain must plan ahead.

The blue water surface of the ocean represents the major change that this hybrid model promises tobring to us all and the depth is the educational gap that is potentially going to be bridged.

2. How will you blend learning with current practices?

I intend to blend learning with my current practices as seamlessly as possible. Seams are the points ofintersection and are identified in the following areas:

distinct learning activitieso From f2f instruction to online tutorials,

o from group activities to video conferencing,

o from lecture to online slideshow,

o from focused practical task (FPT) to video demonstration,

o from investigative, disassembly and evaluation activities (IDEAs) to interactive

applications ando From lesson recap to formative assessment (online quiz).

Cognitive skills:o From listening to reading,

o From verbal to visual

o From speaking to writing texto Information to knowledge

o From comprehension to application

o From analysis to synthesis

o From evaluation to reflection

o From cognition to meta-cognition

Social skillso From class group work setting to the online community building

o From class rules to netiquette

o From cooperative learning to collaborative learning,

o From verbal and non- verbal communication skills to ICT skills,

o From plain reality to role playing,

o From facial expressions to emoticons,

o From body language to the promotion of linguistic acquisition

From the above demonstration of the contrast between the new and current learning, seamlessblending seems impossible. But what if I try to smear the different variables into undistinguishableoutcomes? This will become apparent once blended learning is supported in a way that the two layers


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4. What resources will you require?

Access to a VLE

Flash memory stick

CD writer

Frontpage or dreamweaver

Powerpoint

Fireworks and Photoshop Crocodile Clips

2 more PCs in the workshop (to be borrowed)

Compatibility between VLE and stored html pages on PCs

5. How will you deliver your curriculum online?

Partly from home access for students and partly from class daily updates of web material. The greatestvolume of the course will be stored initially from a Cd. Only some students will take part in the onlinecurriculum and arrangements will be made to customise their assessment form. An instructor-studentcontract must be generated describing what is required and underlining their commitment. (Parentsmust be informed?).


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Appendix 7

Data collected form various individuals through email:

From: George Hadjioannou [[email protected]]

Sent: , 24 2005 9:30 To: '@polis'

Subject: RE:

. site . :

web design professional. ( Template design ? ) buttons . external link . sidetracking. site map. interactive. .. quiz multiple choice .

. links.

.

.

From: Tech it Out [[email protected]]

Sent: ?a?as?e??, 20 ?a??? 2005 1:32 To: [email protected]

Subject: Add a site

Hi Polis,

Thanks for your message and link to DT Scan. I believe that we have been in contact before.

I have looked at your interesting site and will add a link to it. Is it aimed at teachers to use with their studentsonline or for the students to use as a source of self-learning?

Have you looked at my 60+ pages on electronics www.techitoutuk.com/tio8/knowledge/electronics/I wrote them because I had to teach electronics at a school where the previous teacher removed all books/materials.

They are data pages with no attempt to teach/homework. I did that in class.I have developed an inteactive quizwww.techitoutuk.com/tio8/projects/tags/quiz/

Feel free to use any of my material/diagrams

It's nice to find a kindred sprit,

Tony

----- Original Message -----From: "www-data"

To: Sent: Thursday, May 19, 2005 2:52 PM

Subject: Suggested Site

>


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>> Site was submitted on May 19, 2005 @ 2:52 pm:>

> ------------------------------------------------------->

> Bgcolor: #ffcc99>

> Text Color: #a0522d>

> Name: Polis Aniftos>

> Email: [email protected]>

> Organisation: Technognosia>

> State: Cyprus>

> Suggested-New-Site: www.technognosia.org.uk>

> Description: Subject: Basic Electronics- A systems approach, for Key Stage> 3, Year 9(Language: English).

> A pilot study on e-learning. The original material was used as a> postgraduate assignment, currently running as web supported learning

> resource for my students' revision, at Gymnasio Droshias.>

> End Of Data: Submit Your Site>

> -------------------------------------------------------

From evaluation log:

Annette Bolger--(16082704)>>1. Scaffolded approach was well thought out and

with plenty of resources for the learner to engage with and find answers to

the questions Polis posed.

Annette Bolger--(16082704)>>2. This type of learning approach would be thebest and most effective for me in particular for this subject had I the time

to participate fully.

Michelle Devlin--(10164420)>>why Annette? what was good?

Annette Bolger--(16082704)>>3. I find the whole area of physics,

electronics, science etc. not an easy one to comprehend but the approach

that Polis took was

Annette Bolger--(16082704)>>exploratory and 'forced' the learner to engage,

but in a relaxed way.

Annette Bolger--(16082704)>>It was good because it was a true

scaffolded approach, where there was direction of learning withlearning outcomes in mind

Sinead Blair--(16012604)>>I thought the web resource was content rich and

very easy to navigate through

Michelle Devlin--(10164420)>>how was this achieved ?

Sinead Blair--(16012604)>>Given the time restrictions I had I could not go

through everything

Sinead Blair--(16012604)>>His design was plain and simple... but effective

Sinead Blair--(16012604)>>the white background made the text easy to read

Sinead Blair--(16012604)>>and the I really liked the links for the

lesson and quiz


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report pol is

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