Instructional+Delivery+and+Sequence

__Section IV: Instructional delivery and sequencing __
 * Team Member E **


 * //Delivery//**

Instruction will be delivered in a computer laboratory or lecture room with internet access and accomodated for adult learners. Participants will learn in the same context in which they will be expected to teach:
 * Situated and relevant,
 * Problem-based,
 * Collaborative, and
 * Socially interactive.

The 5E constructivist instructional model will be used. The instructional model places students in situations where they will engage, explore, explain, elaborate, and evaluate the use of wikis and YouTube in the classroom, The instructional program will use a combination of multimedia, print materials, reflection and discussion in both whole group and small group, cooperative instruction. Instructors will acts as facilitators as participants actively engage with the instructional materials and create new meaning in authentic, open-ended situations. The mixed choice of instructional materials, wiki, video, print, and reflection and discussion also addresses the diverse learning styles and preferences of participants.

The program will consist of various methods of delivery in order for learners to gain the most understanding and meet the objectives, which are to desire to integrate cloud computing into the classroom and to gain the skills to apply cloud based computing to enhance instruction. Students will begin the course in a large group presentation. According to Morrison, Ross, Kalman, and Kemp (2011), this seems to be the most valuable when used as an introduction, overview, or orientation to a new topic. Although whole group presentations are typically very passive, whole group learning is considered valuable “to provide such resources as a one-time guest speaker, a video, or other visual presentation that can most conveniently and efficiently be shown to the whole group at one time”(Morrison et al., 2011, p.222). Throughout the presentation there will be videos shown, all in whole group.

Another method of delivery being used is small group. This is when groups of 2-10 people work together to discuss, report, or question various topics. “This approach provides students an opportunity to synthesize the content and improve communication skills” (Morrison, et al., 2011, p.230). After watching the introduction video, [] or [|http://www.YouTube.com/watch?v=pMcfrLYDm2U] students will be required to discuss the benefits of cloud computing in the classroom, thus meeting the first objective.

To address the objective of incorporating cloud computing into the classroom to enhance instruction, students will gather in whole group format to watch another video showing how to set up and manage a wiki. Students will receive a handout that complements the video in explaining how to set up and manage a wiki site, along with a wiki plan chart handout that students will complete in small groups. “Learning is enhanced when learners are actively involved. Therefore, it is important to develop a plan for including learner participation activities when lecturing” (Morrison et al., 2011, p 222). Within the small group, students will have a collaborative discussion on the barriers of wiki sites and ways of overcoming them. Following the discussion, students will remain in their “small group sessions to promote active learning”(Morrison et al., 2011, p. 231) by creating a group wiki.

To further meet the objective of gaining skills to apply cloud base computing, students will also explore creating YouTube videos. This will be done by remaining in small groups and reviewing a few videos before beginning the task of creating and uploading one. They will then record an introduction of the group members, upload it on YouTube, and discuss ways that this tool can be integrated into instruction. As part of the assignment, students will then link the YouTube video to their class wiki, thus applying the skill of cloud computing.

As stated, multiple methods of delivery will be used for instruction. By incorporating whole group and small group, learners are given the opportunity to receive the same information and then discuss the videos viewed. “As learners think about a subject under discussion and present their view, learning can take place on higher intellectual levels (specifically analysis, synthesis, and evaluation) than is possible with a focus solely on the recall of information” ( Morrison et al., 2011, p. 231).

The overall goals for educational personnel is twofold: “Elaboration theory sequencing makes distinctions between the types of expertise the learner will develop (English & Reigeluth, 1996 as cited in Morrison et al., 2011). Using this theory, the course will be arranged in three sections.
 * //Sequencing description//**
 * **To desire to integrate cloud computing into their classrooms and**
 * **To gain the skills to apply cloud based computing to enhance instruction.**

I. Introduction II. Wiki III. You Tube The course is also arranged to facilitate the constructivist 5E model of instruction (Bybee et al., 2006). In the 5E model, learners solve problems and create meaning by actively engaging in authentic real world situations.


 * I. Introduction:**

Learners will:
 * //Engage (10 min.)//**


 * View a video demonstration (Retrieved from [] or [|http://www.YouTube.com/watch?v=pMcfrLYDm2U] ) of the impact of cloud computing on society and how education is reacting to the technological advancements. (3 min.)
 * Discuss the benefits of using Cloud Computing Technology in the classroom (7 min.)


 * __II. WIKI__**


 * //Engage (3 min.)//**

This phase of the lesson is intended to promote curiosity and elicit prior knowledge. The learners will:


 * View a video demonstration on how to set up a group wiki, organize it, add pages, navigation bars and links.


 * //Explore (5 min.)//**

This phase of the lesson provides experiences where the learner uses prior knowledge to explore questions and investigate possibilities. The learners will:


 * Plan on setting up a wiki, decide on a name, the number of pages to be included and the various uses for the wiki.
 * Fill the Wiki Plan Chart Handout


 * //Explain (5 min.)//**

In this phase of the lesson, learners report and discuss the findings from their investigation. The learners will:


 * Present group observations and conclusions regarding the different ways of using a wiki and share ideas with other groups


 * //Elaborate (5 min.)//**

In this phase of the lesson, the learners extend their understanding by applying the concepts in new ways. The learners will:


 * Identify at least two barriers related to the integration of this technology and list ways of overcoming it.


 * //Evaluate (7 min.)//**

This phase of the lesson provides opportunities for learner self-reflection and teacher evaluation. The learners will:


 * Set up a group wiki.
 * Add the pages (at least three distinct pages)
 * Add one link to a resources page
 * Send the link of the wiki to their personal emails.


 * __III. YouTube__**
 * //Engage (10 min.)//**

This phase of the lesson is intended to promote curiosity and elicit prior knowledge. The learners will:
 * Search the YouTube for a particular topic.
 * Plan and shoot a 3- minute video introducing the group members
 * Upload the video on you tube.


 * //Explore (3 min.)//**

This phase of the lesson provides experiences where the learner uses prior knowledge to explore questions and investigate possibilities. The learners will:


 * Discuss the different ways that YouTube can be used inside the classroom as part of the instruction.


 * //Explain (5 min.)//**

In this phase of the lesson, learners report and discuss the findings from their investigation. The learners will:


 * Present the group ideas and share them with other groups
 * List the advantages of using YouTube over the classical Power point presentation.


 * //Elaborate (3 min.)//**

In this phase of the lesson, the learners extend their understanding by applying the concepts in new ways. The learners will:
 * Explain how YouTube can be used for discussion or homework assignments.
 * Identify any barriers and list ways technology and supervisory personnel that can support the effort.


 * //Evaluate (3 min.)//**

This phase of the lesson provides opportunities for learner self-reflection and teacher evaluation. The learners will:


 * Add the link of the uploaded video on the group Wiki
 * Pose a question related to the uploaded video that can open a discussion.


 * Reflect: (10 min.)**

This is the Final Phase. Learners will:


 * Reflect on what they have learned.
 * Post their reflections on the group Wiki

Instructional Plan Table

References:

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N., (2006). The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications: Executive Summary. Colorado Springs, CO.: BSCS

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). (Chapter 6).Hoboken,NJ: John Wiley & Sons, Inc.