2008

Elementary and Special Education


Developing Online Literacy Lessons for Instructional Purposes

Education and Behavioral Sciences
Beverly Boulware
boulware@mtsu.edu

Though the use of creative aspects of computer-based technology, students in Dr. Boulware's classes have transformed traditional models of instruction into innovative web-based learning lessons designed for elementary and secondary school students. Specific examples of students' work can be found at http://www.mtsu.edu/~mtsuliteracy/

The results of the project "Developing Online Literacy Lessons for Instructional Purposes can be viewed at http://www.mtsu.edu/~mtsuliteracy MTSU Literacy Students constructed online lessons in the content areas. These lessons were created for classroom use. Teachers will find from the activities and accompanying trade books concepts that will enable their learners to develop content knowledge linked with the Tennessee Curriculum Standards.

Each of the Tennessee Curriculum Standards addressed connects with text and incorporates an instructional framework appropriate for use in the content area of language arts, mathematics, science, or social studies. Students can participate in online activities where they integrate technology with literature and hands on tasks. Most of the lessons may be done independently or in small groups.

Besides the tasks written into the online lessons, teachers can modify the content to include lectures, discussions, role-playing activities, and independent studies. Students can work with their peers to enhance their communication skills. This will enable them to effectively share the information they learn with others in oral and written formats. Students engaging in the online tasks acquire foundational knowledge in the various topics covered in the lessons posted. They will be asked to think, write, and speak critically about subject matter related to the content of the print materials from which the lessons are taken.

This project is ongoing and the website will be updated as future groups of MTSU literacy students create additional web-enhanced lessons as a part of their classroom assignments.


History


Across Time and Space: Integrating Video Instruction and Course Management Software to Improve Graduate Archival Education

Ellen Garrison 


Psychology


Development of Research Methods Instructional Media

Education and Behavioral Science
John Pennington

 

Interactive On-line Lectures

Education and Behavioral Science
Steven Jones
sdjones@mtsu.edu

 

Enhancement of the ROCC 3590 Personality Psychology Course

Education and Behavioral Science
Tom Brinthaupt
tbrintha@mtsu.edu

The purpose of this fellowship was to complete a major enhancement of an existing online course, Personality Psychology (PSY 3590) – a popular and successful TBR Regents Online Campus Collaborative (ROCC) course. A great deal of time and effort was required to shift the course content so that it utilizes appropriate technologies. My goal was to create enhancements that include narrated Powerpoint presentations of selected content, StudyMate self-tests for all the major modules, video components to enhance specific content, and the addition of content that increases the ADA compliance of the course.

During the summer as well as throughout the fall semester, I was able to:

Meet with adjunct instructors of the course and discuss ways to revise and enhance the existing course.

Ask an MTSU online faculty mentor to review the course. His suggestions were incorporated into the course enhancement.

Shift course assessments from closed-book to open-book. This process included the generation of a new set of more applied and integrative exam questions, which were added into the D2L question database for linking to specific exams.

Write clear learning outcomes for each course module. These were brief video clips that introduced each of the major modules.

Create a detailed Keywords, Concepts, and Glossary for the course.

Create Self-Assessment Components using StudyMate. For each course module, I created multiple-choice/true-false/matching self-tests that will allow students to assess their understanding of the content. These self-tests will provide immediate feedback and will not count toward students' course grades.

Develop Additional Online Resources for each content module. To create these resources, I located specific learning objects (e.g., through the MERLOT learning objects repository and through Web searches) and provided links to these using simple html files.

The enhanced course will be offered for the first time in spring 2009. I and the adjunct instructors will administer end-of-semester course evaluations that will focus specifically on the new course enhancements. I expect that the enhancements will be received favorably by the students and that the course will continue to be a popular offering. ROCC conducts its own student course evaluations each semester. In comparing the enhanced course to its previous version, I expect to find that students' assessments will be more favorable.