教學大綱 Syllabus

科目名稱：教學媒體與運用

Course Name: Design and Utilization of Instructional Media
  • 學年學期：112-2 Spring Semester, 2024
  • 科目代碼：109029001 Course No.109029001

修別：群

Type of Credit: Partially Required

2.0

學分數

Credit(s)

50

預收人數

Number of Students

課程資料Course Details
  • 開課單位：師資培一、師資培二、師資培三 Course Department:Center for Teacher Education/B/1&2&3
  • 授課老師：陳揚學 Instructor: CHEN YANG-HSUEH
  • 先修科目：無Prerequisite(N/A)
  • 上課時間：二56 Session: tue14-16

課程簡介Course Description

The ability to design and implement technology-infused instruction has been recognized as an important prerequisite for teachers in the 21st century.  Furthermore, content and language integrated learning (CLIL) has become an international trend and a national policy in Taiwan.  Accordingly, adopting the spirits of CLIL, this course introduces emerging media technologies, the essence of bilingual education, and their tacit applications in situ.  Homemade, modified, and collected free materials will be organized to enrich the content of a specific subject area, and the ASSURE instructional design model will be utilized as a roadmap to plan and carry out trial teaching in bilingual formats.  Students are expected to gain knowledge and skills of developing bilingual teaching materials with educational media and technologies; also they will develop a pragmatic, realistic, and innovative mindset of media application in various educational contexts.

核心能力分析圖 Core Competence Analysis Chart

能力項目說明

    課程目標與學習成效Course Objectives & Learning Outcomes

    1. Understand the definition, category, and historical development of educational media.
    2. Comprehend the essence of bilingual education and content and language integrated learning (CLIL).
    3. Explore and familiarize Top learning tools and their instructional applications.
    4. Search for open online educational resources and CLIL examples.
    5. Systematically design technology-enhanced bilingual teachings materials with the ASSURE model.
    6. Carry out bilingual ASSURE lesson plans and related media/materials in the classroom.

    每周課程進度與作業要求 Course Schedule & Requirements

    教學週次Course Week 彈性補充教學週次Flexible Supplemental Instruction Week 彈性補充教學類別Flexible Supplemental Instruction Type

     

    ***本教學大綱為暫訂版，後續將視實際情況進行微調***

    週次

    Week

    課程主題

    Topic

    課程內容與指定閱讀

    Content and Reading Assignment

    教學活動與作業

    Teaching Activities and Homework

    學習投入時間

    Student workload expectation

     

    課堂講授

    In-class Hours

    課程前後

    Outside-of-class Hours

    1 

    (2/20)

    Introduction

    Course introduction, survey of prior knowledge, arrange study groups

    Activity:

    • Self-introduction and ice breaking
    • Explain course requirements and logistics of the course
    • Survey prior knowledge about computer literacy, English proficiency, and teaching experience
    • Set up class Meetingwords
    • Arrange study groups (5-6 per group)

    Assignment:

    • Fill in the student information sheet, including a brief (100-150 words) self-introduction (Due by the next class meeting)

    2

    3

    2

    (2/27)

    Introduction

    Educational media: A historical overview; Top Tools for learning 2023

    Activity:

    • (PPT) Introduction to educational media and their historical development
    • (Computer) Introduce and browse the Top Tools for Learning Website
    • (Discussion) Groups explore and identify top tools of interest

    2

    3

    3

    (3/5)

    Introduction

    Educational media: A historical overview; Top Tools for learning 2023 (II)

     

    Bilingual 2030:

    2030雙語國家政策

    Activity:

    • (PPT) Introduction to educational media and their historical development
    • (Discussion) Groups explore and identify top tools of interest
    • (PPT)教育部（ 2021）2030 雙語政策整體推動方案
    • (Discussion) Teachers’ preparation for the Bilingual 2030 policy

    2

    3

    4

    (3/12)

    Tool Teaching

    Top tool practice (I): Diigo

    Activity:

    • (PPT) Introduction to Diigo
    • (Computer) Operation of Diigo, generate Outliner and share with others
    • (Discussion) Possible application of Diigo for different subject areas and educational contexts.

    Assignment: Outliner

    • Upload/share personal Outliner to the online discussion board

    2

    3

    5

    (3/19)

    Tool Teaching

     

     

    Instructional Design

    Top tool practice (II): Padlet

     

    Instructional Design (I)

    Activity:

    • (PPT) Introduction to Padlet
    • (Computer) Operation of Padlet,
    • (Discussion) Possible applications of Trello for different subject areas and educational contexts.

    Assignment:

    • Upload personal Posting to the class Padlet

    2

    3

    6

    (3/26)

    Instructional Design

    Instructional Design (II): Universal Design;

    Instructional design with the 4C principles (Content (內容), Communication (溝通), Cognition (認知) and Culture (文化))

    Activity:

    • (PPT) Universal Design
    • (PPT) Introduction to the 4C principles with selected examples
    • Groups search for more examples (e.g., from the 臺北市自編CLIL雙語教材及聽說評量工具 website)

     

     

    7

    (4/2)

    Tool Exploration

    Top tool presentation (I)

    (GP 1-3)

    Activity: Top tool presentation 25%

    • Group presentation of selected top learning tool(s)
    • Discussion of educational applications

     

    Assignment:

    • Submit peer grading sheets

    2

    3

    8

    (4/9)

    Tool Exploration

    Top tool presentation (II)

    (GP 4-5)

    Activity: Top tool presentation 25%

    • Presentation of selected top learning tool(s)

    Discussion of educational applications

    2

    3

    9

    (4/16)

    Course Activity

    World Café’

    Assignment (15%):

    World Café’ worksheets

    2

    3

    10

    (4/23)

    Course Activity

    Summary report of class observation and interview

     

     

     

    11

    (4/30)

    Media Search

    Creative Commons (CC) and open educational resources (OER)

    Activity:

    • (PPT) CC and OER
    • (Computer) Operation of CC search

    2

    3

    12

    (5/7)

    Invited Lecture on Bilingual Education

    南港國小張齡云老師：資訊科技融入雙語教學經驗分享（題目暫訂）

     

    2

    3

    13

    (5/14)

    Course Activity

    Monopoly Games

    Assignment (10%):

    Monopoly worksheets

    2

    3

    14

    (5/21)

     

    校慶 (數位教學能力檢測)

    15

    (5/28)

    Media Production

    Image processing

    Activity:

    • (PPT) Introduction to image processing

    (Computer) Operation of image processing software (e.g., Photoshop or Photopea)

    2

    3

    16

    (6/4)

    Student Presentation

    Final project (ASSURE trial teaching) presentation (I)

    Activity: Final Project Presentation 25%

    • Presentation on selected top learning tool(s)
    • Discussion of educational applications and bilingual teaching

    Assignment:

    End of Course Reflection (15%)

    2

    3

    17

    (6/11)

    Student Presentation

    Final project (ASSURE trial teaching) presentation (II), course wrap up

    Activity: Final Project Presentation 25%

    • Presentation on selected top learning tool(s)
    • Discussion of educational applications and bilingual teaching
    • (PPT) Technological, Pedagogical, and Content Knowledge (TPACK)
    • Course wrap-up

    Assignment:

    End of Course Reflection (15%)

    2

    3
                   

     

    授課方式Teaching Approach

    30%

    講述 Lecture

    10%

    討論 Discussion

    20%

    小組活動 Group activity

    40%

    數位學習 E-learning

    0%

    其他： Others:

    評量工具與策略、評分標準成效Evaluation Criteria

    1. Graded Assignments

    (Personal) Diigo 10%

    (Personal) Padlet 5%

    (Group) Top tool presentation 20%

    (Personal & Group) World Café’ worksheets 15%

    (Group) Monopoly worksheets 10%

    (Personal) Final Project presentation 25%

    (Personal) End of course reflection 15%

     

    Alignment between Goals, Achievements, and Evaluation

    評量工具與指標

     

     

     

    學習目標與成效

    評量工具

    評量指標

    Media Assignments

    Personal Reflection

    Top Tool Presentation

    Final Project.

    測驗藍圖

    評量

    尺規

    Understand the definition, category, and historical development of educational media.

    ※

    ※

    ※

    ※

     

    ※

    Explore and be familiar with the Top learning tools and their instructional applications.

    ※

    ※

    ※

    ※

     

    ※

    Search for open and free online educational resources.

    ※

    ※

     

    ※

     

    ※

    Systematically design technology-enhanced instruction with the ASSURE model.

     

    ※

     

    ※

     

    ※

    Carry out the ASSURE lesson plan and related media/materials in the classroom.

     

    ※

     

    ※

     

    ※

     

     

     Grading Rubric for the Final Project

    Dimension

    ASSURE
    Lesson Plan
    (30%)

    Media & Materials
    (30%)

    Trial Teaching
     (20%)

    Project Presentation (20%)

    Excellent

    9～10
    1. Align with the ASSURE structure
    2. Instructional activities address student characteristics and needs
    3. Instructional activities integrate technology, teaching methods, and course content
    4. Stimulate student preparation and participation
    5. Multiple evaluation of student performance
    1. Balance between homemade, modified, and collected media
    2. Media suitable for student level and the learning topics
    3. Creative utilization of top learning tools
    1. Fluent and clear instruction
    2. Sophisticated operation of technological software and devices
    3. Students motivated and engaged all the time
    4. Overall fully carry out 4C principles in trial teaching
    1. Fluent and clear presentation
    2. Include all required sections (plan, media, video, reflection)
    3. Frequent interaction with listeners
    4. On time

    Fair/Good

    6～8
    1. Align with most of the ASSURE elements
    2. Instructional activities partially address student characteristics and needs
    3. Instructional activities partially integrate technology, teaching methods, and course content
    4. Stimulate student preparation or participation
    5. Monolithic evaluation of student performance
    1. Imbalanced inclusion of homemade, modified, and collected media
    2. Media suitable for student level or the learning topics
    3. Mundane utilization of top learning tools
    1. Clear instruction but with some interruptions
    2. Smooth operation of technological software and devices without errors
    3. Students motivated and engaged most of the time
    4. Overall partially carry out 4C principles in trial teaching
    1. Clear presentation but with some interruptions
    2. Missing one of the required sections (plan, media, video, reflection)
    3. Occasional Interaction with listeners
    4. On time

    Poor

    3～5
    1. Fail to follow the ASSURE format
    2. Instructional activities neglect student characteristics and needs
    3. No evidence to demonstrate integration of  technology, teaching methods, and course content
    4. No evidence to  require student preparation and participation
    5. Inadequate evaluation of student performance
    1. Only include collected media
    2. Media unsuitable for student level and the learning topics
    3. Non-utilization of top learning tools
    1. Ambiguous and unfocused instruction
    2. Awkward operation of technology with evident failures
    3. Students unmotivated and distracted
    4. Overall seldomly carry out 4C principles in trial teaching
    1. Ambiguous and unfocused presentation
    2. Missing more than one required sections (plan, media, video, reflection)
    3. No interaction with listeners
    4. Overtime

     

    1. Non-graded Assignments (for bonus scores)

    Over 90% attendance rates, active sharing of thoughts and resources during and after class, and helping other classmates during computer operations will be considered for bonus scores

    指定/參考書目Textbook & References

    Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2014). Instructional technology and media for learning (11th ed.). Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.

    Sharon E. Smaldino/等著，/羅綸新等譯，張霄亭校閱。(2012)教學科技與媒體  (Instructional Technology and Media For Learning ) 台北市：華騰。

    Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.

    Baker, C., Wright, W. E. (2021). Foundations of Bilingual Education and Bilingualism (7th ed.).  Bristol: Bilingual matters.

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    課程相關連結Course Related Links

    1.	Top Tools for Learning 2022: https://www.toptools4learning.com/ 
2.	臺北市自編CLIL雙語教材及聽說評量工具https://sites.google.com/view/tp-clil 
3.	Creative Commons: https://creativecommons.org/ https://search.creativecommons.org/ 
4.	Open Education Resources: https://www.oercommons.org/
5.	台北市多媒體教學資源中心(台北教師e教材)：http://tmrc.tp.edu.tw/comm/default.aspx
6.	教育大市集： https://market.cloud.edu.tw/

    課程附件Course Attachments

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