Welcome to my blog. My name's Pennapa Jarernpong, you can call me Pen. I'm a student in the faculty of education, Nakhosithammarat Rajabhat University.

1. Backward design starts with the desired results. What is it that we want

What is Backward Design?

our audience to learn? What concepts need to be developed? Are they

based on content standards? Life Skills? Determine these first.

Given that there are usually more concepts available than can be

addressed in a curriculum, one must prioritize desired results. Determine:

a) What’s worth being familiar with; b) What’s important to know or do; and

c) What should be considered “enduring” understandings, things that are

important for the audience to retain after they’ve forgotten many of the

details?

How do I determine what’s most important to include? Suggested filters:

a. Determine the “big ideas” that are essential for understanding. Do

not “clutter” a curriculum with facts and ideas that are not going to

having enduring value.

b. What will allow for authentic learning experiences that involve

learners the opportunity to “do” the subject rather than be told or

demonstrated the subject?

c. Concepts, processes, and/or skills that learners often have difficulty

understanding or mastering are important ones to consider. Teach

for understanding such that the learners can gain an understanding

or master a skill.

d. Decide what ideas, topics, or processes are most interesting to

your audience and will most likely engage the learners. (Is what

you choose interesting to your specific audience, or to you?)

2. How will we know if our audience has learned the content, Life Skill, or

skill that is our desired result? Determine the acceptable evidence (based

on the desired results) that will help the educator determine whether or not

acceptable levels of learning have taken place.

How do I assess whether or not learning has occurred? Understanding

does not appear magically at the end of an activity, program, or project;

rather, it develops over time as a result of ongoing exploration, reflection,

and further questioning by the learner. With that in mind, assessment

should not be an isolated event (e.g., test or survey) at the end of a

program, project, or activity. The assessment of understanding should be

a collection of evidence that is gathered over time. In 4-H, an

“Assessment Continuum” might look like the following:

Informal Checks for Understanding

observations, informal dialogues) used to provide evidence of

learning during the Exploration Phase of the Learning Cycle.

(e.g., questions,

Academic Prompts

learners to think critically about the concept being explored; not a

recitation of facts) can help assess learners as a component of the

Exploration and Concept Development Phases of the Learning

Cycle.

(open-ended questions that challenge the

Performance Tasks and/or Projects

require the transfer of knowledge and skills to an independent

situation) can provide evidence as part of the Concept Application

Phase of the Learning Cycle.

3. Plan the learning experiences and instruction.

With clearly identified results and assessment tools identified, “Curriculum

Architects” can now proceed to planning their instructional activities. Key

questions to consider include:

(e.g., authentic tasks that

What background knowledge, skills, and/or abilities will the learners

What is the best instructional method? Will advance teaching or

What materials and resources will be needed? How can these be

Does the design of the activities flow well and is it effective in

Why is “backward” a desirable approach?

Many educators design activities and teach they way they were taught. They

often design activities using what they know from previous experience, which

usually includes traditional approaches (e.g., lectures or demonstrations) to wellestablished

activities, rather than beginning at the “design codes” that need to

drive our work. Furthermore, results from activities, projects, and programs are

typically assessed only once: A “snapshot of knowledge” test at the end of the

activity, project, or program. The Backward Design looks at what the learners

need first and targets assessment and instructional strategies around those

needs.

ที่มา: http://www.nitesonline.net/download/Backward.pdf

What is the Backward Design Method?

Synchronous Tools
     Synchronous tools enable real-time communication and collaboration in a "same time-different place" mode. These tools allow people to connect at a single point in time, at the same time. Synchronous tools possess the advantage of being able to engage people instantly and at the same point in time. The primary drawback of synchronous tools is that, by definition, they require same-time participation -different time zones and conflicting schedules can create communication challenges. In addition, they tend to be costly and may require significant bandwidth to be efficient.

Asynchronous Tools

    Asynchronous tools are useful for sustaining dialogue and collaboration over a period of time and providing people with resources and information that are instantly accessible, day or night. Asynchronous tools possess the advantage of being able to involve people from multiple time zones. In addition, asynchronous tools are helpful in capturing the history of the interactions of a group, allowing for collective knowledge to be more easily shared and distributed. The primary drawback of asynchronous technologies is that they require some discipline to use when used for ongoing communities of practice (e.g., people typically must take the initiative to "login" to participate) and they may feel "impersonal" to those who prefer higher-touch synchronous technologies.

http://wind.caspercollege.edu/~springer/handbook/10AsynchronousTools.htm

 

Innovative Educational Technology In The Global Classroom.

             From this article, Globalization and innovation are the important of Education-ESOL teachers, TESOL teacher. It's a part of development educational practice. This article said that "When creating a technology-integrated assignment,teachers should consider what they want student to learn from it in terms of both the technology and academic content." It means teachers should create and cultivate student's learning in a language classroom in order to make them interesting in some lessons. Teachers need to know how to use instructional technology to teach students who represent generations to come.

     How to integrate culture in the context of globalization and provide ESOL teachers with various innovative learning modes?

                1.  Integrating Instructional Technology into An assignment

                2. The ELL Case study (ELL = English Language Learning)

                3. Blogging

                4. Pod casting

                5. Creating a wiki

                6. Online discussion

                7. Implications

 Tips for Integrating Technology in the Classroom.

     1. Take risks with new technology.

     2.  Be familiar with the technology before introducing it to others.

     3. Make sure that instructional technologies carefully fit with course objective   and outcomes, and that the procedures for implementation are clear

     4. Build a positive learning community.

     5. Research and use various tutorials and helpful Web sites

Thinking on the Application of Multimedia into College English teaching.

                The four main that the new generation should learn how to know, learn how to do, learn how to leave together, learn how to be. The teaching target of college English is to cultivate the student’s comprehensive capabilities to use English, especially  the listening comprehension and oral expression ability.

         1.  The Current Status of the Multimedia Teaching Method in  College English teaching

                We can cultivate the students’s English abilities, which are the final teaching aim  and developing  the student’s English intercommunitive ability.

         2.  Relationship between the Qualities of the College English Teachings and Multimedia Teaching

                 The teacher should make innovation on the College English Test and be more active  in  the teaching and carry out effective quality education.

          3.  Misunderstandings and Disadvantages of Multimedia teaching  in College English Teaching

             - Teachers neglecting the essentials

             - Teachers over use multimedia and neglecting its auxiliary teaching function

             - Some teachers being impercipient to multimedia method.

         4. Some suggestions on  Multimedia Teaching in College English Teaching

             -  Teacher should change  their ideas of using multimedia teaching that the determinant  of  teaching optimization doesn’t   rely on using whichever  media but the education concept.

              - We should devote major efforts to developing multimedia teaching mode based on network  circumstance. the students’ interest of self –study English will be strengthened, their ability of speaking and listening to English will be also heightened.

         5.  Conclusion

            The using of multimedia in nowadays, multimedia is a part of thing to developing the teaching in the college classroom. We should support and apply multimedia teaching method into both teachers and learners.

In terms of why people blog, well, my belief is that it's to have a voice, however small. To think that just like the people who write those fancy opinion columns for The New York Times and the Wall Street Journal, you too can share your thoughts, vent, and complain to the public at large. Having said that, there are lots of really smart bloggers who have interesting perspectives on the news, politics, sports, business, etc., people who wouldn't otherwise be heard in mainstream media.

http://www.intuitive.com/blog/why_do_people_blog_how_many_bloggers_are_there.html

A blog—a shorthand term that means “Web log”—is an online, chronological collection of personal commentary and links. Easy to create and use from anywhere with an Internet connection, blogs are a form of Internet publishing that has become an established communications tool. Blogging has evolved from its origins as a medium for the online publication of personal diaries to a respected vehicle for editorials on specific topics. In their latest incarnation, blogs represent an alternative to mainstream media publications. The personal perspectives presented on blogs often lead to discourse between bloggers, and many blog circles generate a strong sense of community.
http://net.educause.edu/ir/library/pdf/ELI7006.pdf

7 things you should know about…Blogs

Scenario

Professor Thomas has been looking for new ways for students in her International Politics course to connect—with her, with one another, and with the material. Knowing from experience that reflecting on concepts and writing about them helps crystallize her thoughts, she decides to experiment with blogs. Blogs are personal online journals that serve to capture thoughts and comments and post them to a public Web site for others to read and respond. Blog entries can be informal and are posted without the approval of a moderator or editor. She gives a brief demonstration of the blogging application, showing the students that it’s quick and simple to create an entry. Going to her blogging application, she types in her comments, includes a link to the related article online, and adds minor formatting. With a single click, the entry is posted to her blog online. Each student creates his or her own blog. Dr. Thomas instructs the students to set aside regular time for blogging, encouraging the students to write about topics discussed in class and how events in the news inform their understanding of global politics. She tells the class to read each other’s blogs, as well as her own, and to comment on the postings. In her own blog, Dr. Thomas models the kinds of blog entries she hopes students will write, and many of her entries are her responses to student blog posts.
As the course proceeds, she finds that most students take to blogging. When she uses a student blog entry to seed a posting on her own blog, she generates much more interest among students than had been possible in previous years. The trackback feature allows Dr. Thomas and the students to reference individual blog posts, similar to an informal literature citation. She also enjoys the community dialogue that results from others’ commenting on her postings—or challenging them. By the end of the course, Dr. Thomas sees that introducing her students to blogging is a straightforward and interesting way for them to generate, share, and keep up with timely and topical class information. They form rich connections with one another and the content and—because of the reflection and sharing—find great relevance in the material. Several students continue to blog after the course is over. Dr. Thomas plans to include richer media, such as photographs and short audio segments, in the blogs in her next class.

1.What is it?

A blog—a shorthand term that means “Web log”—is an online, chronological collection of personal commentary and links. Easy to create and use from anywhere with an Internet connection, blogs are a form of Internet publishing that has become an established communications tool. Blogging has evolved from its origins as a medium for the online publication of personal diaries to a respected vehicle for editorials on specific topics. In their latest incarnation, blogs represent an alternative to mainstream media publications. The personal perspectives presented on blogs often lead to discourse between bloggers, and many blog circles generate a strong sense of community.

2.Who’s doing it?

Although online journals have been around longer than the term “blog,” they gained momentum with the introduction of services that allow users to publish blogs easily, without needing to code HTML. Today, thousands of people use services including Blogger and Moveable Type to simplify, automate, and accelerate the online publishing process. Blogs are showing up in venues ranging from entertainment and commerce to news and politics. Many blogs are the musings of a single author; others focus on a particular topic and feature the voices of several authors. There are group blogs, family blogs,community blogs, and corporate blogs. WarBlogs (a product of the Iraq war), LibLogs (library blogs), and EduBlogs (targeting education) are just some of the emerging types of blogs. In educational settings, faculty are using blogs to express their opinions, to promote dialogue in the discipline, and as an instructional tool, and students are increasingly using blogs both as personal commentaries and as a required part of certain courses.

3.How does it work?

A blog can be thought of as an online journal, and maintaining a blog is as simple as using an online e-mail program. Bloggers enter posts into a blogging application, add formatting or hyperlinks, and save the post. The application adds the entry to the blog, making the content available online and alerting users who have subscribed to that blog’s content. Entries can include text, hyperlinks, images, or multimedia. Visitors can read postings, submit comments, find blog entries by date, and search the site by keyword. Most blogs allow visitors to subscribe using an RSS feed or another service. Effective blogs tend to be updated on a regular basis. Most bloggers solicit feedback, fostering two-way communication between readers and authors. Readers can provide feedback by leaving comments on the blog page itself or by posting a response on their own blogs and linking back to the original post—a feature called trackback. Trackback notifies bloggers when one of their posts is referenced by another blog, making it possible to determine the popularity of a post based on the number and diversity of incoming links to a post. Through linking, commenting, and feedback, good (or at least popular) ideas spread quickly through the informal network of blogs (the “blogosphere”), while unpopular ideas are simply ignored. Being referenced by a popular blogger brings instant attention and often credibility, and repeated linking enhances the reputation and authority of a blogger. Through this system of recommendations and referrals, a collaborative filtering capacity has emerged in the blogosphere.

4.Why is it significant?

Because blogs engage people in knowledge sharing, reflection, and debate, they often attract a large and dedicated readership. Blogs are becoming an important component of the Internet landscape, providing authors and readers with an avenue for unedited expression, reaction, and connection, without the censorship of mediated chat rooms or formal media outlets. The simplicity of creating and maintaining blogs means that open discussions can be established almost immediately, making blogs an ideal venue for far-reaching discussions among the Internet community on new or timely topics. Blogs foster the growth of communities, and the dynamics of collaborative filtering and recommending/referring may provide new ways to evaluate, vet, and critique student-created knowledge.

5.What are the downsides?

Because blogs are often produced and maintained by individuals, they can include biased or inaccurate information. Users visiting a blog might see it as factual or authoritative when, in fact, it is the online equivalent of a soap box: a place to speak and to be heard. Unlike chat rooms, blogs are unmediated and therefore offer a different type of venue for individuals to express themselves and air their opinions, ideas, and attitudes. While this may be acceptable for a personal blog, it might be inappropriate

for a blog hosted on an institutional server. Intellectual property is another area of concern for higher education, given the implications of hosting blogs that might include content that has been used without proper attribution. Blogs are also highly volatile. Bloggers can edit or delete posts, and this transient nature can make blogs difficult to archive or index. In addition, the time-limited relationship of students to institutions influences the length of time a student blog should be hosted, yet removing posts from the blogosphere once a student has graduated could confound those who linked to the post.

6.Where is it going?

Blogs are proliferating at an exponential rate. Estimates suggest as many as 50 million people are now blogging. Because blogs are easy to create and modify, they occupy a unique niche in cyberspace—that of highly personalized discussion forums that

foster communities of interest. Blogs are public and long-lived, and they weave themselves into close relationships with other blogs. As such, they may serve as an educational tool for reflection, knowledge building, and sharing. Blogs continue to benefit from several years of experimentation and evolution, both within and outside of education. By carefully evaluating their strengths and weaknesses, educators are learning to set guidelines and expectations to maximize the benefits of blogs. Structured exercises and clear goals are further enhancing the value of blogs in education.

7.What are the implications for teaching and learning?

Put into practice with an understanding of their benefits and limitations,

blogs are an increasingly accepted instructional technology tool. Blogs can be used for reflection about classes, careers, or current events; they can also capture and disseminate studentand faculty-generated content. RSS feeds make blog content accessible through newsreaders, allowing bloggers to increase the sharing of this information among interested individuals. Blogs offer students, faculty, staff, and others a high level of autonomy while creating a new opportunity for interaction with peers. Blogs provide a forum for discussion that goes beyond coursework to include culture, politics, and other areas of personal exploration. Students often learn as much from each other as from instructors or textbooks, and blogs offer another mechanism for peer-to-peer knowledge sharing and acquisition.

http://net.educause.edu/ir/library/pdf/ELI7006.pdf