Join me in Mobile, AL this November 2nd-4th for the Mid-South Educational Research Associations (MSERA) 2015 annual meeting. Click this link to see the full conference schedule. The conference takes place at the Renaissance Mobile Riverview Plaza Hotel on Water Street downtown. For more information on the MSERA, visit their Website. The cool thing about this conference is that everybody brings their paper and not just the PowerPoint slides to hand out to attendees. I ended up with tons of great research papers to read afterwards!
I’ll be making two brief paper presentations and chairing these same sessions. Here’s my schedule:
2:00 eLearning Session in Grand Bay Room I/II: November 3 (Thursday)
Rubric to Evaluate Online Course Syllabi Plans for Engendering a Community of Inquiry
Sandra A. Rogers & James Van Haneghan, University of South Alabama
10:00 Instructional Design Session in Windjammer Room: November 4th (Friday)
Magis Instructional Design Model for Ignatian-based Distance Education
Here’s a link to the PDF of this image. Pearson is closing its door on eCollege and eCompanion, so we adopted a new learning management system (LMS). Schoology by comparison has so many more features for our learners.
I’m a seller on TeachersPayTeachers (aka #TPT). I’m having a 15% off sale right now on everything! Here’s a description of my bundled middle school literature pack: (aligned with #CCSS)
3 Poetry Studies
Edgar Allan Poe: 1) Annabel Lee, 2) Leonore, and 3) The Sleeper. This product includes 11 questions and answers to be used after the students read all three poems. Links are provided to website with all three poems. The discussion questions address the Common Core State Standards (CCSS) for reading literature for craft and structure RL 6.4-12.4 and RL 6.5-12.5.
In the poem Annabel Lee, what do you think the poet is referring to when he says that she was taken to the kingdom on the other side of the ocean?
2 Novelette Studies
1. Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde:
Novel study activities include 17 questions and an answer key. One website resource is listed. Chapter activities are divided into two parts: Chapters 1-5 and 6-10. Story not included. This product is aligned with CCSS for RL 6.1-12.1, RL 6.2-12.2, and RL 6.3-12.3.
Do you think we all have a bit of good and evil inside of us?
Richard Bach’s book, There’s No Such Place as Far Away: 8 questions and answers provided for this literature study. Story not included. This product is aligned with CCSS for RL 6.1-12.1, RL 6.2-12.2, and RL 6.3-13.3.
This book synthesizes the philosophy of Richard Bach—nothing is impossible for those who pursue what they want. This is called objective reality. Do you believe in objective reality? First, discuss it in pairs, and then share your opinions with the group.
1 Novel Study
Stephanie Meyer’s Twilight: This product includes 20 questions, seven website resources, and an answer key. Four of the website resources include vocabulary flashcard decks based on the Twilight Saga created by Teacherrogers. Students will be able to access 25 vocabulary words from the Twilight novel, as well as 20 words from each of the other books in the series. The novel study is divided into three parts: 1) Chapters 1-4, 2) Chapters 5-13, and 3) Chapters 14-24. This product is aligned with CCSSS for RL 6.1-12.1, RL 6.2-12.2, and RL 6.3-13.3.
How do the Cullens differ from all the other students? Describe their appearance, mannerisms, and language. (Chapter 2)
1 Short Story Study
Henry James’ A Problem: 10 questions and answers are provided in this literature study. Questions focus on the key ideas and details in reading the literature. This products is aligned with CCSS for RL 6.1-12.1, RL 6.2-12.2, and RL 6.3-13.3. A link is provided to access a free electronic copy of the story.
The story includes fortunetellers. Do you believe some people can foretell the future of others? Why or why not?
***These literature activities are also available for sale individually. Other products include Spanish language editions. Thank you for shopping Teacherrogers store!
In my current gaming research study with EverQuestII® (EQII), I was pleasantly surprised to see a dominance of neutral words and only a slight majority of negative words over positive ones. This is based on the participants’ text-based, chat logs that I analyzed with the vocabulary concordancer called Range. Chat logs include language from the non-playing characters (NPCs), playing characters (gamers), and game alerts. Range parses the most frequently used words from a text file. Then we categorized the top 109 most frequently occurring words according to their positive, negative, and neutral attributes.
EQII is a text-heavy, massive, multiplayer, online, role-playing game (MMORPG). It’s a fantasy game with various virtual worlds, numerous characters to play, and thousands of quests, so the language encountered won’t be exactly the same for everyone. Nevertheless, I noticed some of the same language being encountered at the early levels of play. For my research study, I’m using some of these common words parsed from English language learning (ELL) participants’ chat logs for their pretest-posttest of new words learned from gameplay. I want to know if MMORPGs combined with ELL strategies are a good extracurricular activity.
As a computer-assisted language learning (CALL) budding researcher, I selected EverQuestII(EQ2) for my second language acquisition (SLA) research study based on a previous study and similar gaming literature. Little did I know how much reading and advanced vocabulary was involved in this game—vocabulary that you need to know in order to advance to the next level. Reading fiction is a good way to improve your vocabulary. Reading while immersed in the context is even better for the language learner!
EQ2 is in the game genre of massive multiplayer online role-playing games (MMORPGs). Scholars like Millard (2002) believe that modern technologies can improve literacy. I’m using EQ2 combined with SLA strategies as an after school intervention with English language learners’ to see if it will improve their grammar, reading, and vocabulary.
Chapelle (2001) developed criteria for CALL media selection that included language learning potential, learner fit, meaning focus, authenticity, positive feedback, and practicality. Other SLA researchers have used it to vet video game selection for their research (Miller and Hegelheimer, 2006). This criteria is a great way for me to share how impressed I am as an ESL educator with EQ2 as a medium for informal learning. Here are my initial understandings of the fit with the CALL criteria proposed by Chapelle: (albeit brief…)
Language Learning Potential: Text-based and/or live chats with native English speakers; written support of all communication in chat logs and speech bubbles; scaffolded introduction to each player’s role; and environment, animation and audible alerts enhance understanding
Learner Fit: Current literature indicates promise for gaming for educational purposes; EQ2 is rated T for Teen (ESRB, 2016) for a more approachable theme; and participants are university students who are familiar with online gaming
Meaning Focus: Role-play takes on meaning of several narratives on various kingdoms; and encounters provide salutations, skirmishes, and humor,
Authenticity: 5000 creatures to encounter on 8000 quests for situated learning encounters with non-playing characters and gamers; capability to build your own virtual identity; and possibility of failure
Positive Feedback: Level-up announcements; tokens for continuance in gameplay; game currency for quest completion; and rewards for being courageous, etc.
Practicality: Free up to 91 levels of play; online for ease of access anytime; and tutorials available in-game and on YouTube; and user-friendly tips and error messages.
Drawbacks include the need to have sufficient computer graphic card, hard drive storage space, and the support of a “gaming coach” for those first-time gamers. I realize that EQ2 is no longer the most sophisticated or popular game since its heyday was around 2011. Actually, this is why I selected this video game for my research study—so that participants will likely not be familiar with it.
Millard, E. (2002). Boys and the Blackstuff. National Association of for the Teaching of English (NATE) Newsletter, 16, January.
Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge, MA: Cambridge University Press.
Miller, M., & Hegelheimer, V. (2006). The Sims meet ESL: Incorporating authentic computer simulation games into the language classroom. International Journal of Interactive Technology and Smart Education, 3(4), 311–328.
I wanted to celebrate the milestone of reaching 1000 followers on my blog! Thanks to all of you who subscribe to Teacherrogers’ blog on WordPress. My first blog post was in 2010, but I didn’t really become active until 2011. This will be post #139. I also blogged for TESOL International Association during 2011-2012 on their website. Additionally, I blogged for a workforce education nonprofit I spearheaded in 2007-2009. Some of those blogs have been republished here.
As a subscriber or regular reader, you know that I strive to provide you with relevant information on instructional design, learning theories, integration of technology and social media into the learning environment, as well as specific information in my areas of interest (second language acquisition, gaming, and e-learning). My blog posts also serve as an archive of my learning. This provides me with a place to review and reflect. I hope my blogs have provided you with the information you needed or, at the very least, an idea or link to follow up.
Thanks again for following me on this journey of social blogging! Please join me in this celebration by leaving me a comment.
Instructional design (ID) is commonly segmented into 5 iterative phases: analysis, design, development, implementation, and evaluation. Instructional analysis and learner analysis are processes in the systematic approach of ID of a learning event or product. These occur simultaneously in the analysis phase along with a context analysis because they’re intrinsically tied to the performance objectives, which is the outcome of the analysis phase. Other important activities in the analysis phase are the needs assessment (NA) and the performance analysis, both of which precede the instructional analysis and learner analysis.
The NA will identify the gap between the optimal status and actual status of the learners. The performance analysis is conducted to determine if the problem can be addressed with instruction. If so, a goal statement is produced based on the findings of the performance analysis. The instructional analysis breaks down the goal statement into supraordinate, subordinate, and entry level skills by identifying the aspects that will need to be taught to reach the goal. The learner analysis identifies the learners’ current knowledge, skills, attitudes, as well as other pertinent information such as preferences or cultural contraints that may impact learning. Overall, the goal of ID is to design effective, efficient, and innovative learning experiences.
In the instructional analysis, the instructional designer determines what the learners will actually be doing to reach the goal and the instructional pathway. During the goal analysis, the instructional designer will graphically display the specific steps needed. In the diagram of your analysis, she can include alternative actions, breaks in the process, and the type of learning. Types of learning outcomes include: verbal, intellectual, cognitive strategy, psychomotor, or attitudinal. The type of learning condition requires different types of analysis. For example, verbal information can be clustered according to a particular schema. For intellectual or psychomotor skills, instructional designers use a hierarchical approach because a subordinate skill must be achieved before a supraordinate one.
The outcome of the goal analysis becomes the supraordinate skills. During the subordinate skill analysis of a complex skill, the supraordinate steps are broken down into main rules, concepts, and discriminations. The corresponding verbal information and attitudinal skills are attached horizontally. Once the substeps have been fleshed out, the instructional designer determines the entry level skills. These are what the learner should already know how to do in order to successful achieve the new learning goal. For example, the instruction will generally require a certain reading level, language ability, and topic specific knowledge.
As aforementioned, the learner analysis is done simultaneously with the instructional analysis because they inform one another. The learner analysis functions include understanding the wide array of variables that affect the learner. These variables include entry skills, educational level, prior topic knowledge, attitudes toward content, attitudes about the delivery system, attitude toward the organization, learning preferences, group characteristics, and motivation. The instructional designer collects information on the learners by conducting structured interviews with those familiar with the current performance. Additionally, the instructional designer conducts site visits to observe the learners in the performance and instructional contexts. Furthermore, they can collect data on the learners via pretests, self-reports, or one-on-one informal discussions.
The output of the learner analysis is a report on all the previously mentioned variables potentially affecting the learner. The context analysis is interrelated with the learner analysis as it collects information on another category of variables affecting the learner: administrative support, physical site, social aspects of the site, and relevance of skill (goal) to the workplace/school.
All three analyses (instructional, learner, and context) are critical to the appropriate design and development of instruction. If any of the skills (supraordinate, subordinate, and entry level) are overlooked or learning context variables not addressed, this will diminish the effectiveness of the instruction. For example, if your target audience is English language learners, you’ll need to collect data on their language skills, reading levels, and cultural norms; otherwise, the instruction created will not meet the needs of the learners, and therefore be a waste of time, money, and effort.
This summer, I started my research study for my dissertation on massive multiplayer online role-playing games (MMORPGs) combined with second language acquisition (SLA) strategies. I want to find out if free, commercial video games, MMORPGs in particular, are useful in helping English language learners (ELLs) acquire English. Could MMORPGs be used to supplement language programs or personal learning agendas? I’ll be using EverQuest II combined with three language strategies, as an after school add-on in a pretest-posttest control group design.
In my literature review and my previous case study on gaming and language learning, ELLs self-reported that they learn a lot of English from playing video games. Also, researchers on this topic are reporting positive gains for ELLs in vocabulary and language skills (reading, writing, listening, and speaking). My study focuses on vocabulary and reading gains, as well as student attitudes toward gaming as a language learning tool. I’ll use statistical techniques to control for prior gaming experience and vocabulary and reading knowledge.
The goal of my study is to foster ELLs’ communicative competence—no matter their locale or socioeconomic situation. Free role-play gaming (EQII provides 91 levels of free play) can provide opportunities to access authentic learning environments for experiential learning. MMORPGs may challenge ELLs linguistically but with accessible themes and embedded support systems. Literature on gaming indicates gamers practice information literacy skills (seeking & disseminating information), collaboration, problem-solving, and decision-making through meaningful and relevant tasks.
I’ll keep you posted on my progress and findings on this blog.
Quality Matters™ (QM) is a peer-review process for providing feedback and guidance for online course design. According to the QM website, it originated from the MarylandOnline Consortium project in 2003. They received a grant from the US Department of Education to create a rubric and review process based on research and best practices. In 2014, it became its own nonprofit organization. Through a subscription service, the organization now provides training, resources, conference events, and research collaborations. They currently have 5000 QM certified reviewers to assist subscribers with the peer review process of their online courses.
Who uses it?
QM provides specific rubrics and guidelines for the quality assurance review process for K-12, higher education, publishers, and continuing education programs that offer distance education. QM has a new program to bring the rubric and process to students. The QM process is specifically for hybrid and fully online courses; it’s not for web-enhanced face-to-face courses. QM currently has 900 subscribers. Subscription prices are adjusted to the size of your online programs.
How does it work?
A subscribing institution (or individual) requests a QM review of their course and submits an application. QM recommends that you familiarize yourself with the rubric through the training process in advance of the review. They also recommend that the course for review not be new—that it has been through a few semesters to work out the bugs. A QM coordinator for your course assigns you a team of reviewers consisting of a team leader and two other certified peer reviewers, one of which is an subject matter expert. They read your self-report about the course and review your course using the rubric and guidelines. The rubric covers these general standards: 1. Course Overview & Introduction, 2. Learning Objectives (Competencies), 3. Assessment & Measurement, 4. Instructional Materials, 5. Course Activities & Learner Interaction, 6. Course Technology, 7. Learner Support, and 8. Accessibility & Usability. The team contacts you with questions throughout the 4-6 week process. Then they present you with your evaluation with time to address any major issues before finalizing the report.
What are the benefits?
Those courses that pass the review process receive recognition on the QM website. Even if you meet the standards, the peer reviewers provide you with recommendations for further improvements. Instructors can use this feedback for other courses they teach or debrief with colleagues about it. This serves as an ongoing continuous improvement process. This is something that institutions can promote to their clients and instructors can add to the curriculum vitae. From personal experience in becoming a QM certified peer reviewer, I can attest to the benefits of knowing the best practices and accessibility requirements for online course design. It has helped me to become a better online instructor and provided me with a wealth of knowledge for my work as an instructional designer. I’m grateful to the Innovation in Learning Center at the University of South Alabama for training me on the QM process and providing the opportunity to become a certified peer reviewer.
“The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled.― Paulo Freire