TPACK

Lesson Description: Goals and Motivation

90-Day Challenge  

Research shows that it takes 90 days to develop a new habit. Breaking down a new goal into small, digestible steps increases success rates. Most first year students in college have had limited exposure to online learning, especially blended learning environments. First year business students, however, are required to enroll in courses completely taught online or hybrid courses their first year. Since online learning involves strong organizational and time management skills, this lesson involves students completing a 90 day academic challenge so they can develop new habits and skills for successful online learning. Students choose one goal specific to developing their online learning skills (e.g. if they need to work on their time management skills, the goal would be to establish a set schedule for class time to read, write, blog, etc. which would help ensure class participation/preparation and completion of homework assignments). The goal should be in line with RAMS (realistic, attainable, measurable, and specific). Once the student has chosen his or her goal, they will create an action plan in the format below:

Goal: State your goal, why it is important to online learning, and your motivation for choosing it.

Steps for Achieving Goal: (Be very specific. This is the recipe for success.)

  1. Step one (e.g., get a weekly planner)
  2. Step two (e.g., write in dedicated class time to read online lessons every Monday from 2-4pm, complete writing assignments on Tuesday from 9-11am, respond to other online postings every Sunday from 2-4, etc.)
  3. Step three (e.g., set up recurring instructor appointments during office hours)
  4. And so on (students will have many more steps)

Obstacles:

Students will face challenges throughout the semester. List ALL of the possible obstacles and what you will do to overcome them.

  1. E.g., I might get sick and have to miss a weekly assignment. I will exchange contact information with someone in each class so that if I have to be out I can ask him/her what I missed. If it is a test day, then I will contact the instructor before class.
  2. List as many as possible

Support System:

The most successful people use their resources and seek and accept help from family, friends, academic advisors, and instructors. Students will create a list of the resources he or she will use to help reach your goal.

Resources:

  1. E.g., Campus Learning Center
  2. List as many as possible

People/Relationship to you

  1. E.g., John Smith, my cousin completed an online degree program. He can relate to what I’m going through.
  2. List as many as possible. We tend to be part of a larger village of support than we think.

Measuring Success: How will you know you’re making progress? List as many indicators as possible.

  1. E.g., My quiz and test grades will be higher than they were last semester.
  2. List as many as possible

Rewards:

Yes, reaching the goal is a terrific reward in itself, but you can also treat yourself to something for your accomplishments. List the rewards for your small goals and then state what you would like to do/have/get when you reach your semester goal.

  • Small goals
  1. E.g., After I study for two hours in the library during the dedicated class times I set at the beginning of the semester, I will go back to my room and watch two episodes of my favorite show.
  2. E.g., If I get a/an (A,B,C) on my _____ test, I will buy those boots I want.
  3. List as many as you think will be effective.
  • The big goal!
  1. When I reach my semester goal of ___ I will ____.

Students will be required to paste their 90 day academic challenge into a blog. I, as the instructor, will encourage rampages application. Students will then be paired into groups of 3 (blog buddies) by the instructor for a guided peer review. Group members will post their responses to the following questions: (A) What did they like about their group member’s plan? (B) What could be improved? (C) Is their goal realistic, attainable, measurable, specific? (D) Is the action plan in line with the goal? (E)What constructive advice and/or recommendations could you provide for improving the quality of their plan?

The main Content (C) of this lesson is goal setting and developing an action plan to improve online learning and overall academic success skills.

The main Pedagogy (P) of this lesson is sharing the 90 day action plan with their peers and getting constructive feedback and alternative perspectives through group discussion

The main Technology (T) of this lesson is an online asynchronous peer review system through rampages that will house the written contributions of the group.

Pedagogical Content Knowledge (PCK)

Describe: How and why does the particular pedagogy use in this lesson “fit” the teaching of the lesson content/subject domain? In other words, how do you know that this particular pedagogy is applicable to the content you are teaching?

The sharing of peers’ thoughts, opinions, and perspectives after reviewing the 90 day action plan assists students in more fully understanding the detailed steps involved when developing a new habit or skill, allows students to form connections, commitment, and accountability to their action plans, as well as allows the group to introduce new resources and/or perspectives not previously thought of.

Support: Do you have any research­ based evidence to support your decision?

Group discussion allows students to acquire, check, develop, and improve ideas, which develops social and cognitive presence (COI Survey).

Technological Content Knowledge (TCK)

Describe: How and why does the particular technology use in this lesson “fit” the content goals? In other words, how do you know that this particular technology is best suited for addressing the content learned and taught?

Asynchronous online discussion allows students to participate in a group conversation according to their own schedules and availability, and allows students to develop well­ thought, well­ written contributions and responses.

Support: Do you have any research­ based evidence to support your decision?

Online or web-based communication is an excellent medium for social interaction because they are engaging in thoughtful, meaningful dialogue with one another versus synchronous discussion that limits the time needed for critical reflection (COI survey)

Technological Pedagogical Knowledge (TPK)

Describe: How and why does the particular technology use in this lesson “fit” the instructional strategies you use? In other words, how will this particular technology change the teaching and learning process when it’s used in the classroom

Students will be able to easily share constructive feedback that may include links to other online resources. More importantly, students new to online discussion may be slow to interact or offer constructive guidance, especially 18 year olds whose cognitive thinking is still maturing. Kevin Wilcoxon (2011) states that “Interaction and collaboration are not intuitive for many adult learners who were educated in a predominantly lecture-based environment. Initially, these students may be more comfortable in a passive role and will need guidance and opportunities to become involved.” The instructor will have to engage learners in the conversation by asking structured yet thoughtful questions and prompts that will help students think about what they want to offer in group discussion. The online discussion through blogging will make it easier to track who has participated in a conversation.

Support: Do you have any research­ based evidence to support your decision?

Students are allowed to get to know one another provides a sense of belonging in the course and accountability to stick to their 90 day action plan. Online discussions help students develop a sense of collaboration. (COI survey)

Technological Pedagogical Content Knowledge (TPACK)

Describe: How and why do the content goal, instructional strategy, and technology use all fit together in this lesson? In other words, what is your basis of teaching this particular content through this particular pedagogy/andragogy where you use this particular technology?

The content, method, and technology I’ve selected to use in this lesson are an ideal fit because students are learning to use the same online platforms for group discussion they may use for other blended learning courses. Therefore, they will be comfortable in online group discussion when it’s time to enroll in blended learning courses. Students will be honing their academic success skills, like time management, that are necessary for any course, but are of crucial importance to the success of online learning. Students will be equipped with appropriate resources and tactics necessary to reach a goal and be successful. Therefore, their sense of self-efficacy will increase as a result of this lesson. Lastly, students will understand the value in alternative perspectives; through collaborative online dialogue students will develop deeper connections that can last beyond the classroom and apply to a variety of academic and nonacademic situations.

Support: Do you have any research­ based evidence to support your decision?

Brainstorming and finding relevant information helps students resolve content related questions (COI survey). Online learning communities are more engaging than traditional instruction (Wilcoxon, 2011). “Developing a schedule that designates specific times to log in to and participate in class and carry out other course-related activities such as reading and doing research promotes a student’s success as an online learner” (Roper, 2007).

References:

Arbaugh, B., Cleveland-Innes M., Diaz, S., Garrison, R., Ice, P., Richardson, J., Shea P.,and Swan, K. (2008). COI Survey. Retrieved 23 June 2016 from https://coi.athabascau.ca/coi-model/coi-survey/

Guess, Andy. (2007). Learning 2.0. InsideHigherEd.com. Retrieved 23 June 2016 from https://www.insidehighered.com/news/2007/11/13/blended

Roper, Alan. (2007). How Students Develop Online Learning Skills. Educause Quarterly (1), 62-65. Retrieved 23 June 2016 from http://er.educause.edu/articles/2007/1/how-students-develop-online-learning-skills.

Wilcoxon, Kevin. (2007). Building an Online Community. Retrieved 23 June 2016 from http://www.learningsolutionsmag.com/articles/761/building-an-online-learning-community

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5 thoughts on “TPACK

  1. Thoughts:

    ” this lesson involves students completing a 90 day academic challenge so they can develop new habits and skills for successful online learning.”
    – This lesson involves students developing a plan for the 90 day academic challenge, right?

    The main Content (C) of this lesson is goal setting and developing an action plan to improve online learning and overall academic success skills.
    – I feel like the main content is methods to improve performance in online and hybrid college courses, right? Do you provide students with ways to do this in another lesson? before this one? When I am reading this lesson, I am not seeing where you expose students to different ways to improve their learning? When you ask them to set a goal, i feel like they may not know what to choose as a goal.

    Does this make sense?

    Let me know your thoughts.

  2. It does make sense what you’re saying. But I intended this to be my third lesson. The assignment this week said to just design a tpack for one lesson of your module so I chose this one. Want me to go back and give it more context?

  3. OK, so yes, when you revise this, give enough context for the whole module so that you are able to address each part of the TPACK framework as much as possible. I get I didn’t ask you to do this from the start, but thinking about your module this makes sense. I am trying to minimize the work you need to do, while still being able to conceptualize TPACK with your module.

    Does this make sense? You will be revising this as part of next weeks assignments, so no rush. But let me know if this is making sense to you

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