Designing Online Learning Activities - Term Paper Example

EDGE904 Online Learning and Teaching Task 2 Part A. Designing online learning activities Conceptual Design The conceptual design is for the students (year seven students) to learn about natural disasters which include earthquakes, wildfires, floods and volcanic eruptions.  The students will learn what causes earthquakes, the types of earth quakes, areas in which earthquakes occur and some of the effects of earthquakes. For wildfires the students will learn what wildfires are, how they occur and what contributes to their spread. For the floods, students will learn what they are, the methods in which they occur and some of their effects on human life. For the volcanic eruptions, the students will learn how volcanic eruptions occur, parts of a volcanic eruption and places where these eruptions have a tendency to occur including some of their effects on the environment. The Students will be required to demonstrate an understanding of the different topics after the learning activity and their study period. Topic Focus and suitability The learning activity is geared towards designing of an appropriate website that will serve as an earth science lesson curriculum for year seven students. Given that this activity will take place outside classroom instruction some preparation will be required before the students embark on the activity to ensure success. Students will be required to demonstrate an understanding of the topic by identifying earth quakes, wildfires, floods and volcanic eruptions thorough pictures of these natural disasters occurred according to the learning objectives for the age group (Discovery Education, 2010). The students will also be required to comment on (review) one another’s work. Intended Learning Outcome The activity is mean to assist the students to achieve cooperative learning and through the activity the expected outcome of the learning activity will be: At the end of the activity the students will be able to use online resources to study earthquakes, wildfires, floods and volcanic eruptions which will be the relevant information. The student will also demonstrate knowledge about earth quakes, wildfires, floods and volcanic eruptions namely their causes, types and areas in which they have occurred. The students will be able to navigate the pages of the website and interact with the materials provided including posting information and answering questions on the web page. Rationale and explanation for pedagogical strategy employed Using the ‘website’ was chosen since it offers the best opportunity for the students to have discussions among students and the instructors. It is also a good tool to facilitate electronic exchange. (Mantyla, 1999). ‘website’ is available for unlimited time allowing for asynchronous mode of learning to be used for this activity. There are diverse tools at ‘website’ which would allow the student to interact with others and the instructor without limit. In addition the site allows for easy uploading of information, diagrams and pictures. The website gives students various ways in which to upload, for example from their computers making it easier for them to share this information. Before the commencement of the online activities, the instructor will have a classroom session with the students. During this class the instructor will access the students’ level of understanding on the subject of earthquakes, wildfires, floods and volcanic eruptions. This is important to establish the comprehension level and ensure that the online activities correspond to the students’ level. In addition the instructor will inform the students about the online activity and pass along necessary information that the students need or answer questions they may have. This will further allow the students to be prepared for the activity. The online activity will be divided into several related activities for the students to engage in. The activities will correspond with the expected outcomes where each activity will be geared towards delivering corresponding outcome. Activity A This will involve the students in looking for definition of earth quakes, wildfires, floods and volcanic eruptions and their causes. Students will be guided to materials that provide information on earth quakes, wildfires, floods and volcanic eruptions from which they have to seek the particular information they need. When they get to the website, they will read, analyze the information and extract what they need to give the definition and causes of earth quakes, wildfires, floods and volcanic eruptions. Activity B The students after extracting the information they need will answer the questions asked about the earthquakes, wildfires, floods and volcanic eruptions in the quizzes. They will do the quizzes and the final exam. Activity C The student will be asked to read teachers comment and respond about their progress to the instructor. In addition they will make corrections if applicable that the instructor suggests. The students will also participate in making comments and discussion on the website. How the heuristics inform the design These learning activities are based on heuristics. Online learning strategy has unique challenges since it is not like the traditional classroom setting (Mantyla, 1999). To foster maximum benefits the learning for students of this age the learning design was chosen because of the simplicity of use by the participating students (Greenberg, 1998). This is important because if the students cannot use the designed online activities they cannot learn. Thus this design offers a simple way in which students can learn using internet skills they already have. Another reason for the use of this design is the continuous support that the students have with the instructor interacting with the students (Greenberg, 1998). Even when students are not logged on at the same time as the teacher, they can keep correspondence through the teacher’s comments and notes which then the students can incorporate in their work. According to Mantyla (1999) through this method students are also in touch with each other which is quite helpful. According to Greenberg (1998) the feedback and response that the students get goes a long way in helping them appreciate a different point of view and accept positive criticism. They also get trained in critical thinking through the opportunity to assess the work of others. This will boost their learning confidence. This support has been found to be most helpful even for mature learners engaged in distance learning. Rationale for selection of the tool to implement the activity The tools to implement the activities were chosen primarily because of the topic of study which often determines the appropriateness of a distance learning method (Valentine, 2002). To understand earthquakes, wildfires, floods and volcanic eruptions well the students need to read diverse material based on the topic of earthquakes, wildfires, floods and volcanic eruptions which the website will provide them with. They also need to use pictures to understand the concept of earth quakes, wildfires, floods and volcanic eruptions clearly and what the effects of earth quakes are to the environment. The interaction with teacher through the site provides the timely support and corrections to improve their learning. The discussion of their fellow classmates work through the site improves what they have already learnt and helps them to synthesize it more. Roles For the learning activities to work the instructor and students need to fulfill certain respective roles which enable the learning to occur smoothly (Conrad and Donaldson, 2004). According the roles below are suited for this particular online learning. Instructor The key role of the instructor is: Prepare the students for the online activity through assessment of their level Prepare the learning materials and set up for the activities on the site. Ensuring that each student is progressing on the learning activities by checking on their updates. Offering assistance according to the students need The student The roles for the students are: Follow the website directives and identify the task to be done Complete the quizzes/ answer all questions Check on the instructor’s guidelines and incorporate it in their work Assessment criteria Online Activities Pass Credit Distinction Activity A Defined an earthquake, wildfires, floods and volcanic eruptions Gave one cause of it Defined an earth quake, wildfires, floods and volcanic eruptions and gave two cause Adequately defined an earth quake, wildfires, floods and volcanic eruptions and gave three causes for it Activity B Did some quizzes and did the final exam Did all quizzes and the final exam Did all the quizzes on time and the final exam Activity C Read the teachers instructions during activities Read the teachers activities during activity and responded on time Read the teachers activities during activity, responded on time and incorporated it in their work Over all presentation Finished all online activities Finished all online activities on time and demonstrate good knowledge on topic Finished all online activities on time and demonstrate excellent knowledge on topic. Task 2 Part B. Designing online learning activities PROTOTYPE Page 1 Earthquakes Cause of earthquakes (Internet Geography, 2009) Tutorial Earthquakes refer to movements on the earth’s surface. These movements are caused by the often unseen or unnoticed movements of tectonic plates. Since 1177 BC there has been a record of earthquakes. This record was found in China. It was only in 508 BC that Europe recorded their earthquakes. The greatest earth quake in the US occurred in Missouri in 1811-12. It had many and long after shock waves lasting months. In Chile was the record made for the biggest earthquake. It stood on the Richter scale at 9.5. Seismology is the study of earthquakes. Only in this century have earthquakes have been understood and can be measured. Source: Internet Geography (2009). Pictures of earthquakes. Retrieved on 1st October, 2010, from http://www.geography.learnontheinternet.co.uk/topics/earthquakesintro.html “The Pacific Ring of Fire refers to the locations on which most number of volcanic eruptions and earthquakes occur. These locations lie at the Pacific Ocean. This area is affected because of the sequence of volcano belts and eruptions, trenches in the ocean, and movements in the tectonic plates that occur more than in other places. This area covers about forty thousand kilometers. As a result of this most earthquakes about 80% occur along this area. The most notable areas are what is known as Alpide belt. This area covers the area from Java to Himalayas. It extends through Mediterranean to Atlantic. The next area with earthquakes is Mid Atlantic ridge. Mexico is an example of a country that has recently hit by an earthquake. As can be seen earthquakes can be quiet destructive. At (Yuprocks, 2010 from US geological Survey) Source: Yuprocks. (2010). Earthquakes. Retrieved on 1st October, 2010, from http://www.yuprocks.com/earthquake_pictures.shtml Task One: Answer the following questions. 1. Where do earthquakes occur? a. Where plates meet. b. At the epicenter c. At focus d. At epicenter 2. What causes earthquakes? a. Bad weather b. Hurricanes c. Movements of tectonic plates d. Shaking of the ground 3. What is the pacific ring of fire? a. A place where most wild fires occur b. A place where Volcanoes occur c. A place where most volcanoes and earthquakes occur d. A circle of volcanoes 4. Where did the greatest earthquake on USA occur? a. Boston b. Missouri c. Texas d. California 5. What is seismology? a. The study of earthquakes b. The prevention of earthquakes c. The study of earth movements d. The study of geography 6. What is the scale of the greatest recorded earthquake? a. 10 b. 8.9 c. 9.5 d. 11 Page 2. Wildfires A picture of an intense wildfire (Google, 2010). Source: Google. (2010). Google wildfire images. Retrieved on 2nd October, 2010, from http://www.google.com/images?oe=UTF-8&gfns=1&q=wildfires&um=1&ie=UTF-8&source=univ&ei=3vqmTMPOHc7BswaAoKyRDA&sa=X&oi=image_result_group&ct=title&resnum=4&ved=0CE0QsAQwAw&biw=1024&bih=584 Tutorial Wildfires refer to fires that occur out in the natural environment especially in forests and bushes. Wildfires usually start in natural habitat when ignition occurs to very dry vegetation. The biggest effect on wildfires is the weather. This is because the weather affects the beginning of fires, how they develop and how easily they can be stopped. The picture below shows a raging wildfire. A picture of a wild fire taken September 2008 in California, USA (Google, 2010). Wild fires are usually influenced by three factors. These are wind, humidity and temperature. Windy conditions enable wildfires to spread. They fuel the fire with oxygen. High humidity can make it hard for fires to start and to spread. Low humidity affects the fire by making it easier for them to spread. Source: Google. (2010). Google wildfire images. Retrieved on 2nd October, 2010, from http://www.google.com/images?oe=UTF-8&gfns=1&q=wildfires&um=1&ie=UTF-8&source=univ&ei=3vqmTMPOHc7BswaAoKyRDA&sa=X&oi=image_result_group&ct=title&resnum=4&ved=0CE0QsAQwAw&biw=1024&bih=584 As noted high temperatures make it easier for sparks to start. High temperatures develop the fire by making materials in the wild dry and easy fodder for fire. Most fires usually occur during the summer or hottest part of day. Task two: Answer the following questions. 1. What are wildfires? a. Any fire that can not be controlled b. Fire that occurs from cut down trees c. Large fires d. Undesired fires that occur in natural habitat 2. What gives the greatest effect on wildfires? a. The animals b. Human beings c. Weather d. Dry vegetation 3. One of these factors has little influence on fire? a. Humidity b. Wind c. clouds d. Temperature 4. When do most fires occur? a. During sunny mornings b. During summer c. During cutting of trees d. When animals migrate 5. Which of these are likely to start a wildfire? a. Cooking at barbeques b. Smoking a cigarette c. Camping in wilderness d. Throwing lit cigarette butts in bushes 6. One of these does not indicate how weather affects wildfires? a. The weather affects the beginning of fires b. The weather affects how wildfires develop c. The weather affects how easily wildfires can be stopped d. The weather affects how firefighters fight fire Page 3. Floods Floods in Indonesia that left many people homeless. (Google, 2010). Source: Google. (2010). Google flood images. Retrieved on 2nd October, 2010, from http://www.google.com/images?oe=UTF-8&gfns=1&q=pictures+of+floods&um=1&ie=UTF-8&source=univ&ei=RdemTIisFJXf4Aayj9m2Ag&sa=X&oi=image_result_group&ct=title&resnum=1&ved=0CCUQsAQwAA&biw=1024&bih=584 Tutorial Floods occur on land when excessive water flows over land and covers it leaving it immersed. Floods can occur through overflow of water from lakes, rivers or the ocean. It can also happen because of excessive rains. Floods can be caused by tornadoes and hurricanes that result in heavy rains. Most floods occur on the Asian continent with Indonesia and Bangladesh being the most affected. Flooding leads to a lot of loss of life and increase in waterborne diseases. In many areas crops are lost and transport becomes very hard. In addition clean water supplies are affected when mixed with contaminated or dirty water. Flooding occurs through two methods. Floods can either occur slowly over time or can occur quite suddenly. This can be due to prolonged rains. When floods happen very fast, they are called fast floods. These occur when there is sudden outpouring of water for example through thunderstorms or breaking water containment bodies. Water collected from floods can be used for irrigation. The picture below shows a car caught up in a flood. Floods that occurred in Florida in 2005 due to a storm (Wikipedia, 2010). Wikipedia. (2010). Floods. Retrieved on 2nd October, 2010, from http://en.wikipedia.org/wiki/Flood Task three: Answer the following questions. 1. Which of the following can cause floods? a. Moderate rain b. A big lake c. Sudden rain d. A hurricane 2. Which of the following is not an effect of floods? a. Deaths b. Water borne diseases c. Poverty d. Property destruction 3. Which of the following is an effect of slowly occurring floods? a. Prolonged heavy rains b. Sudden heavy rains c. A broken dam d. A leaky main water pipe 4. What are fast floods? a. Floods that occur suddenly b. Floods that can not be explained c. Floods that end fast d. Rains from passing storm 5. Most floods are recorded in which continent a. Asia b. Europe c. Africa America 6. Which of these natural disasters can influence floods a. Volcanic eruption b. Wildfires c. Hurricanes d. All of the above Page 4 Volcanic eruptions Diagram on the process of a volcanic eruption (Google, 2010) Google. (2010). Google volcanic eruption images. Retrieved on 2nd October, 2010, from http://www.google.com/images?oe=UTF-8&gfns=1&q=pictures+of+volcanic+eruptions&um=1&ie=UTF-8&source=univ&ei=bfumTJeLO8ySswboqtmxDA&sa=X&oi=image_result_group&ct=title&resnum=1&ved=0CCQQsAQwAA&biw=1024&bih=584 Tutorial Volcanic eruptions refer to the often violent release of magma through chambers in the ground forcing the magma out. The magma goes through what is referred to as conduit. It is released through the vents of the volcano. Magma is made up of silica, gases and often water. If there is more silica the magma is thicker. If the magma has more gases it is less viscosity. The magma can also have very hot steam if it has high levels of water. Lava refers to magma that proceeds to the surface of the earth. There are different types of volcanoes. Volcanoes are usually grouped according to the material they are built of. Another way used to group them is the type of shape they have. The last method of grouping them is according to how they erupt. Example of volcanic eruption Volcanic eruptions in Chile and Ecuador (Google, 2010) Google. (2010). Google volcanic eruption images. Retrieved on 2nd October, 2010, from http://www.google.com/images?oe=UTF-8&gfns=1&q=pictures+of+volcanic+eruptions&um=1&ie=UTF-8&source=univ&ei=bfumTJeLO8ySswboqtmxDA&sa=X&oi=image_result_group&ct=title&resnum=1&ved=0CCQQsAQwAA&biw=1024&bih=584 Volcanoes can be quite hazardous and people who live near them need to be careful. They can start fires when the hot lava spreads to flammable materials. The lava can also destroy homes and forests. Wild animals are also affected by the lava. But still volcanoes can be helpful in that they enrich the soil. In addition they give off energy which can be harnessed and are beautiful creating tourism in some countries. Task four: Answer the following questions. 1. All three of the following forms part of magma. Which does not? a. Gases b. Ash c. Water d. Silica 2. What is a conduit? a. It is magma formed during eruptions b. Where the magma passes during an eruption c. The flowing of magma d. It is lava 3. Which of the following is not a way used to group volcanic eruptions? a. The way they erupt b. The material they are made of c. How big they are d. The type of shape they have 4. Which of these is untrue about volcanic eruptions? a. They enrich the soil b. They can attract tourism c. They give off energy d. They can enrich the air 5. Which of the following is untrue about volcanic eruptions? a. They can be violent b. They endanger human life c. They can start wildfires d. They can be controlled 6. How can volcanic eruptions most likely cause fires? a. The hot lava can spread to dry trees b. The heat increases temperature c. Animals can carry the fire d. All of the above Page 5 Final Exam Answer all the following questions which are your final exam. 1. The earliest recording of earthquakes was in which year a. 1177B.C b. 1177A.D c. 7711B.C d. 7711A.D 2. Which of these changes in on the earths surface is not related to earthquakes a. Mountains b. Valleys c. Forests d. Wildfires 3. Earthquakes occur when pressure between plates is a. Released b. Built in c. Minimized d. Maximized 4. What is a common characteristic of earthquakes a. They can be measured b. They can be seen c. They can be felt d. They can be heard 5. What equipment is used to measure the strength of an earthquake a. Richter scale b. Barometer c. Seismology d. All of the above 6. Wildfires usually happen in which season a. Winter b. Summer c. Fall d. Spring 7. What does wind do to wildfires a. It stops them b. It minimizes them c. It fuels them d. It doesn’t affect them 8. Which of these increases wildfires a. High humidity b. Low humidity c. Low winds d. Cold season 9. A wild fire is most likely to occur at a. 2AM b. 6PM c. 3PM d. 10AM 10. What material feeds/fuels most wildfires a. Trees b. Bushes c. Trees and bushes d. None of the above 11. Which are the two methods that floods occur through a. Fast and violent b. Fast and sudden c. High and low d. Fast and slow 12. Which of these are not affected by floods a. Transport b. Tourism c. Water supplies d. Buildings 13. Which of the water bodies and sources is not likely to cause floods a. Ocean b. Rivers c. Lakes d. Heavy prolonged rainfall e. Light rains 14. Which of these is a benefit from floods a. Cleared skies b. Irrigation from flood water c. Attraction of tourists d. Beautiful rivers 15. In volcanic eruptions a main vent a. Takes magma to the surface b. Is a hollow vent c. Takes magma to the side of the eruption d. Contains the ashe cloud 16. Water that comes with the magma is a. Hot liquid b. Hot steam c. There is no water d. Vapor 17. Which of these statements is untrue a. Almost all volcanic eruptions have different shapes b. Almost all volcanic eruptions have different sizes c. Almost all volcanic eruptions have different material d. Almost all volcanic eruptions have different sources 18. Which of the following is a benefit of volcanic eruptions a. They make the soil rich in nutrients b. They make beautiful scenery c. They can be used for energy d. They can burn unwanted vegetation 19. Identify the part that is not there in a volcanic eruption a. Pyroclastic flow b. Secondary cone c. Secondary vent d. Tectonic plate 20. What would be the benefit of studying natural cause a. To avoid disasters b. To understand them better c. To utilize them their benefits d. All of the above References Conrad, R and Donaldson, J.A. (2004). Engaging the Online Learner: Activities and resources for creative instruction. (1st ed.)San Francisco, CA: Jossey-Bass. Discovery Education. (2010). Lesson plan library: Earth science lesson Grade 6-8. Retrieved on 30th September, from http://school.discoveryeducation.com/lessonplans/earthsci.html#6-8 Greenberg, G. (1998). Distance education technologies: Best practices for K-12 settings. Technology and Society Magazine. IEEE. Vol 17, 4: 36-40. Google. (2010). Google flood images. Retrieved on 2nd October, 2010, from http://www.google.com/images?oe=UTF-8&gfns=1&q=pictures+of+floods&um=1&ie=UTF-8&source=univ&ei=RdemTIisFJXf4Aayj9m2Ag&sa=X&oi=image_result_group&ct=title&resnum=1&ved=0CCUQsAQwAA&biw=1024&bih=584 Google. (2010). Google volcanic eruption images. Retrieved on 2nd October, 2010, from http://www.google.com/images?oe=UTF-8&gfns=1&q=pictures+of+volcanic+eruptions&um=1&ie=UTF-8&source=univ&ei=bfumTJeLO8ySswboqtmxDA&sa=X&oi=image_result_group&ct=title&resnum=1&ved=0CCQQsAQwAA&biw=1024&bih=584 Google. (2010). Google wildfire images. Retrieved on 2nd October, 2010, from http://www.google.com/images?oe=UTF-8&gfns=1&q=wildfires&um=1&ie=UTF-8&source=univ&ei=3vqmTMPOHc7BswaAoKyRDA&sa=X&oi=image_result_group&ct=title&resnum=4&ved=0CE0QsAQwAw&biw=1024&bih=584 Internet Geography. (2009). Pictures of earthquakes. Retrieved on 1st October, 2010, from http://www.geography.learnontheinternet.co.uk/topics/earthquakesintro.html Mantyla, K. (1999). Interactive distance learning exercises that really work. Alexandria PA: America Society for Training and Development. Valentine, D. (2002). Distance learning: Promises, problems and possibilities. Retrieved on 30th September, 2010, from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html Wikipedia. (2010). Floods. Retrieved on 2nd October, 2010, from http://en.wikipedia.org/wiki/Flood Yuprocks. (2010). Earthquakes. Retrieved on 1st October, 2010, from http://www.yuprocks.com/earthquake_pictures.shtml Read More