Issues in Using the Internet in Instruction
PLANNING AN ACTIVITY FOR INTERNET INSTRUCTION
Following are activities generated at a July 13, 1999, workshop for faculty and trainers. I made no quality judgments, posting everything that was offered. Please send other contributions to sally.kuhlenschmidt@wku.edu
1. Briefly Describe Your Target Population
Students vary from 18/19 to just out of school to returning/retraining in the late 20s-50s.
2. Briefly Describe Your Course or Workshop.
Computer Information Systems - Systems Analysis and Design Course
3. Learning Objective for the Activity.
Upon completion of the activity the student will have acquired the following...
| # | Action verb/perform an action | Criterion for success | Under these conditions |
| 1. | Critically question established processes | Accurate identification of problem(s) | On the web and in person |
| 2. | Develop new processes/procedures | Solution appears to solve problem | On the web and in person |
Bloom's Taxonomy Classification: Application
4. Brief Description of Activity
Students will be divided into groups. Each group of students will be given a description of a company with problems. They will have to investigate the company and determine the actual problem(s). They will have to review written material, actual processes and interview personnel. They then will prepare both a written and oral report. They will finally present the oral presentation to the class as a whole.
5. Scoring Rubric or Method for Evaluation of Learner Performance
Series of essays
Final report summarizing the problem and recommended solution
Oral presentation
6. Additional Consideration for Learners
| Time requirements: | Considerable |
| Location requirements | Some personal contact needed |
| Technology requirements: | Internet access/chat rooms |
| Other aspects: |
7. Additional Considerations for Teachers
| Time requirements: | Considerable - Need to be available on line or in person |
| Location requirements | Immaterial |
| Technology requirements: | Internet access/chat rooms |
| Other aspects: |
8. Other Explanatory Comments
9. This is an activity that could be done either face-to-face or on-line with minor adaptation
10. This activity is best done in groups
1. Briefly Describe Your Target Population
CIS Students
2. Briefly Describe Your Course or Workshop.
Creating a WORD document with a clip art from the Internet
3. Learning Objective for the Activity.
Upon completion of the activity the student will have acquired the following...
| # | Action verb/perform an action | Criterion for success | Under these conditions |
| 1. | Shall create a Word document and download to clip art image and insert it into document | Production of a Word document with a clip art image in it | Using MS Office 97 and the Internet |
Bloom's Taxonomy Classification: Analysis
4. Brief Description of Activity
Students will type a short newsletter and insert a clip art image in the document from the Microsoft Clip Art gallery from the Web.
5. Scoring Rubric or method for Evaluation of Learner Performance
If student can produce a Word document with a clip art image in it.
6. Additional Consideration for Learners
| Time requirements: | 50 minutes |
| Location requirements | Computer lab |
| Technology requirements: | Access to Internet |
| Other aspects: |
7. Additional Considerations for Teachers
| Time requirements: | 50 minutes |
| Location requirements | Computer lab |
| Technology requirements: | Access to Internet |
| Other aspects: |
8. Other Explanatory comments.
Instruction in copyright law regarding images should be included.
9. This is an activity that is (select one) a face-to-face activity transferred on-line
10. This activity is best done (select one) by individuals
1. Briefly Describe Your Target Population
Medical Laboratory Technician Students
2. Briefly Describe Your Course or Workshop.
Immunochematology
3. Learning Objective for the Activity.
Upon completion of the activity the student will have acquired the following...
| # | Action verb/perform an action | Criterion for success | Under these conditions |
| 1. | Substitute a unit of PRBC | Safely transfused | When patient's blood type is available |
Bloom's Taxonomy Classification: Synthesis
4. Brief Description of Activity
Given the blood type of a patient, the student will need to be able to safely give a unit of packed red blood cells that will not harm the patient. Provide student with information of ABO antigens on the rbc and the corresponding antibodies present in the patient's blood. Since in many situations (life-threatening), the learner would need to determine rather quickly due to potential stress involved (patient bleeding to death) must be able to resolve situation quickly and accurately.
5. Scoring Rubric or Method for Evaluation of Learner Performance
Utilize different scenario - different patient's with varied blood types. Depending on the blood bank inventory (which could vary with each scenario) to allow the students to apply their knowledge of the ABO System (antigens and antibodies present). 100% accuracy.
6. Additional Consideration for Learners
| Time requirements: | |
| Location requirements | |
| Technology requirements: | |
| Other aspects: |
7. Additional Considerations for Teachers
| Time requirements: | |
| Location requirements | |
| Technology requirements: | |
| Other aspects: |
8. Other Explanatory comments
9. This is an activity that is (select one) a face-to-face activity transferred on-line.
10. This activity is best done (select one) by individuals
by Jim Hunley
1. Briefly Describe Your Target Population
Students within first 30 months of gen. ed.
2. Briefly Describe Your Course or Workshop.
Introduction to Art: An art appreciation class
3. Learning Objective for the Activity.
Upon completion of the activity the student will have acquired the following...
| # | Action verb/perform an action | Criterion for success | Under these conditions |
| 1. | Use nonobjective, abstract, representational Cite specific elements in each image | Approximately ???????? | To new images |
| 2. | To support the use of the team |
Bloom's Taxonomy Classification: Synthesis
4. Brief Description of Activity
5. Scoring Rubric or Method for Evaluation of Learner Performance
Holistically on 10 pt scale
6. Additional Consideration for Learners
| Time requirements: | Hour |
| Location requirements | Any place/any time within 2 weeks |
| Technology requirements: | Computer will allow downloading images |
| Other aspects: | None. Read section in text discussing these terms |
7. Additional Considerations for Teachers
| Time requirements: | 5-10 minutes per requirement to read and comment upon |
| Location requirements | |
| Technology requirements: | Computer |
| Other aspects: |
8. Other Explanatory Comments
Could also put students in groups based on response. Ask students in each group to read "opposition" and respond.....
Must consider intellectual property issues with images.
9. This is an activity that is (select one) a face-to-face activity transferred on-line
10. This activity is best done (select one) by individuals
by Anonymous
1. Briefly Describe Your Target Population
Microbiol. students
2. Briefly Describe your Course or Workshop (include your discipline if pertinent).
Lab-based survey of microorganisms
3. Learning Objective for the Activity. (If new to this process, focus on one objective per activity.)
Upon completion of the activity the student will have acquired the following...
| # | Action verb/perform an action | Criterion for success | Under these conditions |
| 1. | Observe | Visual; monitor/computer | |
| 2. | Interpret | 3 part answer |
Bloom's Taxonomy Classification:
Application
4. Brief Description of Activity
Given a picture of a Gram stained clinical specimen, determine, arrangement, morphology and Gram reaction (3 points)
5. Scoring Rubric or Method for Evaluation of Learner Performance
Morphology 1
Arrangement 1
Gram Reaction 1
6. Additional Consideration for Learners
| Time requirements: | 1 minute |
| Location requirements | |
| Technology requirements: | Computer system requirements |
| Other aspects: |
7. Additional Considerations for Teachers
| Time requirements: | |
| Location requirements | |
| Technology requirements: | |
| Other aspects: |
8. Other Explanatory Comments
9. This is an activity
that is a face-to-face activity transferred on-line
10. This activity is best done by individuals
by Anonymous
1. Briefly Describe Your Target Population
Faculty
2. Briefly Describe Your Course or Workshop.
Workshop - Tools for online learning
3. Learning Objective for the Activity. (If new to this process, focus on one objective per activity.)
Upon completion of the activity the student will have acquired the following...
| # | Action verb/perform an action | Criterion for success | Under these conditions |
| 1. | Review online courses that utilize the eduprise.com, course in a box, and one other format of your choice |
|
Bloom's Taxonomy Classification: Evaluation
4. Brief Description of Activity
5. Scoring Rubric or Method for Evaluation of Learner Performance
Group develops "criteria" for a "best" online course.
6. Additional Consideration for Learners
| Time requirements: | |
| Location requirements | |
| Technology requirements: | |
| Other aspects: |
7. Additional Considerations for Teachers
| Time requirements: | |
| Location requirements | |
| Technology requirements: | |
| Other aspects: |
9. This is an activity that is unique to Internet instruction, would be difficult to impossible to do in a face-to-face classroom.
10. This activity is best done by either groups or individuals.
by Altay Ozgener
1. Briefly Describe Your Target Population
High school graduates who had at least two years of algebra, geometry and trigonometry.
2. Briefly Describe Your Course or Workshop.
Students will learn the basics of plane trigonometry and its applications.
3. Learning Objective for the Activity.
Upon completion of the activity the student will have acquired the following...
| # | Action verb/perform an action | Criterion for success | Under these conditions |
| 1. | Understand basic notation nomenclature | Effectively use it in solving problems | On the web and/or unprinted material |
| 2. | Translate daily life problems into algebra/trigonometry | Set up algebraic/trigonometry equations and solve them | Taking tests, quizzes, assignments |
Bloom's Taxonomy Classification: Knowledge
4. Brief Description of Activity
After making themselves (students) familiar with the notation, etc., students are expected to read/understand/comprehend the material from the textbook. Be able to solve the problems following each section. Be able to ask questions. As semester progresses, students will be able to "attach' real-life problems from different field (physics, chemistry, engineering).
5. Scoring Rubric or Method for Evaluation of Learner Performance
Other than turning in written assignments, taking quizzes/exams on line, they are expected to participate in weekly discussion. Each week, a student is supposed to e-mail me and at least one student from class. There will be a comprehensive final examination at the end of the semester.
6. Additional Consideration for Learners
| Time requirements: | At least 1 hour of studying each day. |
| Location requirements | N/A |
| Technology requirements: | Be able to navigate the net, i.e., has to have "comparable" browser. |
| Other aspects: |
7. Additional Considerations for Teachers
| Time requirements: | About one hour every day. |
| Location requirements | N/A |
| Technology requirements: | Same as above. |
| Other aspects: | Be able to fix server, web and similar problems. |
8. Other Explanatory Comments
9. This is an activity that could be done in either a face-to-face or on-line setting with minor adaptation.
10. This activity is best done by either groups or individuals.
1. Briefly Describe Your Target Population
Non-Science majors taking Human Ecology course.
2. Briefly Describe Your Course or Workshop (include your discipline if pertinent).
Human Ecology is a course for the non-major AA candidate to introduce the interaction of humans to the local and international environment.
3. Learning Objective for the Activity. (If new to this process, focus on one objective per activity.)
To compare the major biomes of the world.
Upon completion of the activity the student will have acquired the following...
| # | Action/verb/perform an action | Criterion for success | Under these conditions |
| 1. | Name and describe | All the major biomes | From memory |
| 2. | Discuss in detail | One biome of choice | In a short paper |
Bloom's Taxonomy Classification: Comprehension
Students will read about biomes in text book. Students will search the Internet for information on a biome of their choice. Students will download pertinent information to document and describe features of that biome. Students will write a short 3-8 page paper on the biome.
5. Scoring Rubric or Method for Evaluation of Learner Performance
Knowledge about identifying biomes and contrasting them.
Knowledge of specific nature about one biome.
Quality of resources quoted.
Writing skills.
Personal opinion or observation.
6. Additional Consideration for Learners
| Time requirements: | Two weeks |
| Location requirements | Send paper in via E-mail attachment |
| Technology requirements: | Internet access |
| Other aspects: |
7. Additional Considerations for Teachers
| Time requirements: | Reading time of papers |
| Location requirements | None |
| Technology requirements: | Internet connection |
| Other aspects: |
8. Other Explanatory Comments
by Gail Finney, Ruth Oltman, Brenda Hawkins
1. Briefly Describe Your Target Population
Entry level students in Allied Health and Nursing
2. Briefly Describe Your Course or Workshop.
3. Learning Objective for the Activity.
The student will explain confidentiality as it relates to the medical record.
Upon completion of the activity the student will have acquired the following...
| # | Action verb/perform an action | Criterion for success | Under these conditions |
| 1. | Explain criteria for confidentiality | With 100% accuracy | After reading 4 medical record scenarios |
Bloom's Taxonomy Classification: Comprehension
4. Brief Description of Activity
After reviewing four medical record scenarios, the student will identify what information can be released and why or why not.
5. Scoring Rubric or Method for Evaluation of Learner Performance
Give 2 points on correctly identifying if information could be released.
Give 2 points if they correctly identified the principle involved.
6. Additional Consideration for Learners
| Time requirements: | |
| Location requirements | |
| Technology requirements: | |
| Other aspects: |
7. Additional Considerations for Teachers
| Time requirements: | |
| Location requirements | |
| Technology requirements: | |
| Other aspects: |
10. This activity is best done by either groups or individuals
Issues in Using the Internet in Instruction
Contact the author with comments or questions about this site by following the directions at this page (which will open in a new window.)