Courses and assignments completed so far:
MUN 6100 ~ Research Design & Methods in Education
Assignment 1: Locating and Analyzing Published Research in the Three “Traditions of Enquiry”
Assignment 4: Critical Analysis of Anderson’s Article Teaching (with) Disability: Pedagogies of Lived Experiences
MUN 6620 ~ Issues & Trends in Educational Computing
Assignment 1: Integrating Technology in Art Education
Assignment 2: Interactive White Boards and their Use in a Constructivist Educational Environment: An Analytical Literature Review (scroll to the bottom of the wiki)
Assignment 3: Where Do We Go From Here? The Future of Educational Technology & Learning: A Critical Reflection
MUN 6802 ~ Adult Learning and Development
Assignment A: Part 1: My Adult Learning Experience
Assignment A: Part 2: Summary
Assignment B: A Review and Analysis of Andragogy (group project)
Assignment C: E-Learning and the Adult Learner: A Critical Analysis
CBU 535 ~ Applications of Learning Theory in Education Multimedia Design
Assignment 1a: Position Analysis: Applications of Learning Theory in Education Multimedia Design
Assignment 1 b: Website Analysis
Assignment 2: Concept Map (group project)
Assignment 3: Multimedia Project (group project)
CBU 537 ~ Designing Web-Based Learning
Assignment 1: Ongoing Course Electronic Portfolio
Assignment 2: Concept Mapping (group project)
Assignment 3: Group Web Design & Lesson Plan (group project)
CBU 539 ~ Techology Planning for Educational Environments
Assignment 1: Classroom Level Technology Plan - Draft #1
Assignment 2: Standards, Professional Development & Self-Assessment
Assignment 3: Final Classroom Level Technology Plan
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A copy of our group's concept map for Assignment 2.
Norm Littlejohn, Glenda Davis, Jason Aue & Alanna Murphy
July 26, 2009
The following is a description of a multimedia module incorporating a theme of bats. Using a multiple intelligences approach to teaching and learning, students will use this theme to explore, create and interact. Included is a concept map exploring these ideas. A description of the learners, multiple intelligences, and the context for the learning will be considered.
This multimedia module will be aimed at students in primary (grades K-2). Students will explore, collaborate, and reflect on their interactions with the theme of bats. The goals of this multimedia module will be to challenge students thinking and be relevant to the student’s learning (Murphy, 1997).
Our preliminary idea involves using a webquest as a resource. This webquest will provide students with multimedia resources and enable them to work in small groups to research and explore new information about bats. The module will begin with the students discussing and recording what they know about bats before the exploration ensues. While discussing what students already know about bats, the teacher will record all responses into a chart. Students will use the chart to compare and contrast what they are learning as the module progresses. Students will then be put into groups of 3 to use the “Bat Webquest” to find out more information about bats. The teacher will demonstrate to the whole class how to use the website. Students will work together to explore the website and use the information found to record answers into their bat shaped books. They will present their findings to the class. The booklets will be used as a display in the classroom for further reference. Outcomes from science and language will be investigated.
As noted in Education 537 course readings, constructivist teachers engage students in experiences that might engender contradictions to their initial hypotheses and then encourage discussion. This approach will allow teachers and students to assess the learning and growth that has taken place before and after the module's completion.
Throughout this unit, students will work through activities that allow for success through a number of Multiple Intelligences. Specifically, the unit will focus on Naturalistic, Verbal-Linguistic, Interpersonal, Visual-Spatial, and Bodily-Kinesthetic Intelligences. Through the use of a webquest (Visual-Spatial), students will discover characteristics of bats, their habitat, food, and how they are helpful to humans (Naturalistic). The information will be presented through the use of audio clips (Verbal-Linguistic) and images (Visual-Spatial). Students will build a bat house and play an echolocation game (Bodily-Kinesthetic). In groups (Interpersonal), students will complete bat books. Additional activities like bat mobiles and bat clips may be used (Visual-Spatial).
By the end of this multimedia module about bats, students will have researched, explored, manipulated, and applied language and science to create bat books. Students will reflect on their work through discussion and be evaluated on their work based upon a rubric.
Bibliography
Murphy, E. (1997). Constructivist Learning Environments. In Learning Environments: Readings and Reflections. Retrieved May 26, 2009 from http://web.archive.org/web/20041015205520/www.cdli.ca/~elmurphy/emurphy/learning1.html
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