EDU 652: Topics as a Learning Activity

Early Childhood Education Researcher Project:  Topics Learning Activity

Students who participate in this activity are a part of a post-secondary education class pursuing their Associate’s or Bachelor’s degrees.  The activity is meant to be self-guided with frequent feedback at checkpoints by the instructor.

A “topics” learning activity is “the lowest-level learning object in a course or other knowledge product, it is the building block of instruction that accomplishes a single learning objective” (Horton, 2012).  The learning objectives, as stated in the Needs Assessment, are to

-Create a presentation that summarizes research.

-Know basic facts about an Early Childhood Education researcher.

It is of great importance to the work of Early Childhood professionals that they are rooted in the work of the past.  “Knowledge of history of early childhood education gives early childhood educators a sense of their roots in the past and an idea of how current approaches to working with children and families have grown out of previous thought and practice” (Feeney et al., 2010).

First, read the Needs Assessment to fully understand the purpose and objectives of this activity.

Needs Assessment

Next, follow the link to view the wiki assignment created through WikiSpaces.  Notice how each step is outlined clearly and has feedback options attached to it.  Each step of the learning activity could be considered a “topics” learning activity, in that it is a basic accomplishment of the learning objective attached to the assignment.

Early Childhood Education Researcher Assignment

Once the assignment has been viewed, it is important to go back to the previous mentioned learning objectives to note if and how the assignment accomplished them.  

Some additional resources for student reflection are as follows:

• Think about ways that the history of your family, community, culture, or country has influenced your life.
• Reflect on why it might be important to know about your own history and history in general.
• How did programs that you attended as a child, or that you have observed or taught in, seem to reflect what is described in the history of Early Childhood programs?
• Which of the programs researched could you picture yourself working in, teaching in, or running the overall program of?

(Feeney et al., 2010)

Resources

Christensen, D., Feeney, S., Moravcik, E., Nolte, S.  (2010).  Who Am I in the Lives of Children? An Introduction to Early Childhood Education (8th ed.).  Upper Saddle River, NJ:  Merrill.

Horton, W. K. (2012). e-Learning by Design (2 ed.). San Francisco: Pfeiffer.

EDU 652: Connect-Type Activity

Parent-Guided Scenarios: Connect-Type Activity
This connect-type activity allows participants in the previous "do-type activity" to make their learning come to life!  Students who participated in the Home Alone class in which they learned key skills in independence and safety can partner with their families to practice their skills.

After the scenario or scenarios are complete, family members are encouraged to give feedback on their experiences through a simple survey conducted through SurveyMonkey.  This allows instructors of the class to formulate next steps when evaluating appropriate class structure and learning objectives, as well as prepare future students and families for their classes.

First, read the Needs Assessment to fully understand the purpose and objectives of this activity.

Needs Assessment

Next, follow the link to complete the survey that gives feedback to instructors and administration of the Home Alone class. The survey involves three short pages of questions, each involving different aspects of the class, child, and experience.

Parent-Guided Scenario Survey

This activity focuses on a "job aid" philosophy in which students are given tools to "provide help performing a task right when and where they need it" (Horton, 2012).  As students progress through a sample scenario like staying home alone, losing a loved one in a crowded place, or waking up to the smell of fire, they learn to rely on their parents for advice, but practice recalling key ideas from the material in their class.  The home connection is an integral part of the successful student's progress because it "leads to self-confidence, curiosity, the enjoyment of mastering new tasks, and other healthy attitudes, all of which contribute to successful learning" (Scholastic.com, 2013)  This type of interaction with one's family creates an accepting learning environment in the home.

Resources

Free online survey software & questionnaire tool. (n.d.). SurveyMonkey. Retrieved July 15, 2013,

from http://surveymonkey.com

Horton, W. K. (2012). e-Learning by Design (2 ed.). San Francisco: Pfeiffer.

The Home-School Connection | Parents | Scholastic.com. (n.d.). Scholastic, Helping Children

Around the World to Read and Learn | Scholastic.com. Retrieved July 16, 2013, from http://www.scholastic.com/parents/resources/article/parent-teacher-partnerships/home-school-connection.

EDU 652: Instructional Design and Delivery: Do-Type Activity Assignment

Choose the Ending: Do-Type Activity
In this type of assignment, learners are asked to perform functions in order to better understand material or processes.  "Do activities transform information into knowledge and skills.  In Do activities, learners discover, evaluate, condense, refine, and most importantly, apply knowledge" (Horton, 2012).  Specifically, in this "practice activity", learners take skills they already have and refine them, expand on them, and acquire new abilities (Horton, 2012).
A non-linear slideshow can be an ideal practice activity for older children or junior high students because they interactively connect with the material.

First, read the Needs Assessment to fully understand the purpose and objectives of this activity.

Needs Assessment

Next, follow the link to the slideshow presentation and work through it as if you were a middle-school aged student, between the ages of 10 and 14.

Choose the Ending Slideshow Presentation

Keep in mind:

• The slideshow is meant to be worked through independently, not slide-by-slide.
• Older children will benefit from the humor, the amount of wordiness, and the choice in vocabulary.
• The evaluation process at the end is meant to be face-to-face between learner and instructor to affirm that the appropriate knowledge was gleaned from the assignment.

Ideally, this assignment would be used in a small-group setting, perhaps a Home Alone class offered by the Police Station or Park District, and would be coupled with a real world scenario basis highlighting situations that reflect realistic feelings, ideas, and criteria.


Resources

Dominguez, M. Children's Safety in Public Place--10 Useful Tips. Ezine Articles. Retrieved July 8, 

2013, from ezinearticles.com/?Childrens-Safety-in-Public-Places---10-Useful-Tips&id=47778

Horton, W. K. (2012). e-Learning by Design (2 ed.). San Francisco: Pfeiffer.

Haley, C. Taking Care of Your Latchkey Kid | Parenting | Disney Family.com. Disney Family.com

Recipes, Crafts, Parties and Family Time Ideas. Retrieved July 8, 2013, from

http://family.go.com/parenting/pkg-teen/article-782592-taking-care-of-your-latchkey-kid-t/

Sparky-Home-Page. Sparky the Fire Dog. Retrieved July 8, 2013, from http://www.sparky.org/

EDU 652: Instructional Design and Delivery: Absorb-Type Activity Assignment

Website Analysis: Absorb Activity
This activity includes elements required by the text entitled e-Learning by Design.  It consists of "information and the actions learners take to extract and comprehend knowledge from that information" (Horton, 2012).  They are known to be an "efficient way to extend current knowledge and skills" for learners who "understand the fundamentals of a field and can increase their knowledge by absorbing new details".  Allowing users to understand and complete the activity at their own pace creates independence and self-direction during completion.

First, read the Needs Assessment to fully understand the purpose and objectives of this activity.

Needs Assessment

Next, follow the instructions below, pertaining to this website:

Magda Gerber's RIE Philosophy

1. Review the entire website, reading each page thoroughly for the best possible understanding of the material proposed.

2.  Consider the following:

• How you could use the content in your own center or classroom.
• How the content is relevant to our mission as Early Childhood Educators.
• How appropriate the ideas are in lineage with your personal vision as a leader in the childcare field.
• If you are an Infant or Toddler teacher, what significant changes (positive or negative) in the children exposed to these principles will be realized.
• What sort of principles are missing in the philosophy.

3. Complete the survey to offer opinions and enlightenments.

RIE Philosophy Survey

Finally, the results and offerings from the surveys will be tabulated and shared with the entire group once everyone has contributed.

Thank you for your participation in this important project!

Resources

Horton, W. K. (2012). e-Learning by Design (2 ed.). San Francisco: Pfeiffer.

Educaring: Resources for Infant Educarers. (2013). Retrieved from www.rie.org on June 29, 2013.