Final Presentation for EDAC 635 at Ball State University

1. EDAC 635
Group 5 Final Presentation
Group 5 Final Presentation
Marissa Coon, Ashley Sutton, Jennifer Graham,
Lisa Schunk

2. Introduction
Introduction to Computer Applications (Hybrid)
Introduction to Computer Applications (Hybrid)
• The class group 5 constructed is a hybrid course that
both traditional and non-traditional students can take.
Students will meet face-to-face only four times over the
semester. Students who are beginners in Microsoft
Office Suite will learn how to navigate MS Office Suite
programs by the end of the semester.

3. Context of the Course
• students will meet face-to-face 4 times
learning will be done mainly on their own with the
guidance of instructor-written tutorials.
• students will also be able to view how-to videos
• capstone projects will be given for each program
• students will utilize Office programs to plan a complete
itinerary for a destination of their choice

4. Purpose of the Project
• The purpose of the class is to help students learn to
navigate and utilize Microsoft Office Suite programs. At
the end of the class, students will be able to create word
documents, excel workbooks, and pamphlets, among
other items.
• This class also has a focus on travel --- by the end of the
class, students will have researched and planned a full
trip to a destination of their choice.

5. Main Features:Learners
This hybrid course will allow both
traditional and nontraditional students
to enroll.

6. Main Features:Learning Objectives
• Hybrid course
• Online discussions
• 4 face-to-face class meetings
• Project presentations
• Microsoft learning modules
• Capstone projects for each Microsoft tool

7. Main Features: Learning Context
• The online portion of the course and be completed from
anywhere with Internet access.
• Face-to-face classroom meetings will be held in a
computer lab with a computer for every student and a
projector.

8. Main Features: Learning Process
• Each Microsoft tool mastered offers each student the
opportunity to experience, collaborate, explore, and
create.
• By experiencing the inner-workings of the tool and
putting the skills learned into practice, the learner can
make sense of his/her learning
• Discussions foster learning relationships and feedback.
• Face-to-face presentations allow for students to peer-
review others' work and provide feedback while getting
their own.

9. Main Features: Educators
• The instructor facilitates all learning.
• Learning opportunities are created by the instructor for
the students both inside and outside of the classroom.
• The instructor is highly accessible through the use of
technology.

10. Translating Observation to Action: Our
Program Plan
Translating Observation to Action: Our
Program Plan
Our goals, based on observations from investigation:
•Easy for non-traditional students to access
•Focus on making content relevant
•Immersive experience with an emphasis on higher level
learning

11. Program Plan (cont.)
What data guided our program plan?
•Knowles's theory of andragogy
•Bloom's Taxonomy
•Interviews from adult educators
•Knowledge of hybrid technologies

12. Program Plan (cont.)
Where did we arrive?
In the end, we designed our program to be:
•A hybrid program: mostly online work, with some face-to-
face meetings between students and teachers
•Focused on computer applications
•Encourage students' creativity by incorporating application
and synthesis activities

13. Learner Rationale
Learner Rationale
Learner Rationale
Malcolm Knowles learning theory:
•Adult learners need self-directed learning
•Adult learners need to be able to apply their own life
experiences to learning
•Adult learners need practical learning experiences that
apply to a specific need (Knowles, 1984)

14. Learning Objectives Rationale
Based on Bloom's Taxonomy of Learning
• Learner comprehension and application of knowledge
acquired
• Learner synthesis and evaluation (Overbaugh & Shultz,
2012)

15. Educator Rationale
• Humanistic model of learning
• Focus is on the learner manipulating information
• Delegator teaching style
• Focus is on the learner's needs and wants
(Mackeracher, 2004)

16. Learning Context Rationale
• Learner-centered model
• Teacher acts as facilitator
• Learners have hands-on activities for learning objectives
(Knowles, 1950)

17. Learning Process Rationale
• Learner experiences the basic steps of the learning
cycle
• Learner participates in learning activities
• Learner receives feedback from both the teacher and
other students in the class
• The teacher is the facilitator
• Direct instruction is provided to help the learner begin
each activity (Mackeracher, 2004)

18. Our Class Syllabus
You can view our class syllabus by
visiting our blog at:
http://edac6352012.wordpress.com/2012/04/08/course-syllabus/

19. References
Knowles, M. S. (1950). Informal Adult Education, New York:
Association Press.
Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed).
Houston, TX: Gulf.
MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto:
Univ of Toronto Pr.
Overbaugh, R. & Schultz, L. (2012). Bloom’s taxonomy. Retrieved from:
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm