participate in the educational process and take a dynamic and energetic role
lectures where students may feel bored and disengaged from class, using
academic performance.
One can argue that new and innovative methods are needed to
and use technology to develop and sustain their network of friends for 24
principles.
and reinforce our instruction. This type of instruction will maximize the
benefits of dual coding learning theory. Andrews, R., Paivio, A., Sadoski,
M.(2002) suggests that the dual coding theory indicated that the ways in
which students make use of their aural and visual abilities differs from one
2
we used multimedia that includes a digital video and podcast to capture the
lesson, on the instruction page, a list of the learning objectives are clearly
listed.
used are case studies discussion, analogies, question and answer, and
examples of ethics that are relative to students’ lives. During this stage we
The video provided various scenarios that brought attention to ethics and
laws, ethics and behavior, ethics in the workplace, ethics and technology and
have first hand information about issues that may arise and to consider their
effective when carried out at face-to-face meetings with the expert, using a
whiteboard to sketch out locations, objects, people, reports, tests and tasks”
help mold and shape our students to become a productive parts of society.
students. They may provide information over the internet that could be
other social networking web pages as a resource in the hiring process. Some
students realize the choices he/she makes may cause them to be convicted
of a criminal offense.
positive ethical behavior. Providing students with real life situations helps
4
design takes many forms and has been shown to have many benefits for
lives. This is one reason why our group used case scenarios. Our case
circumstances.
throughout their lives. Even many companies like Enron/Arthur threaten the
our students.
help make our website more interactive and fun for our students. Our goal
was to insure that all types of learners have an opportunity to learn from this
lesson. We also wanted to gain and retain student’s attention during the
lesson. We hope that our online, interactive lesson will have an effect on
Andrews, R., Paivio, A., Sadoksi, M. (2002). Imagery and text--A dual coding
theory of reading and writing / Response. British Journal of Educational
Psychology,1 72, 147. Retrieved November 3, 2008, from
http://proquest.umi.com
Cullen, R., Auria, C., The Relationship Between Ethnic Prejudice and Student
Teaching Behavior.(2006) Retrieved on November 17, 2008 from
http://eric.ed.gov/ERICWebPortal/
Haladyna, T. M., & Downing, S. M. (1993). How many options is enough for a
multiple-choice test item? Educational and Psychological Measurement, 5,
999-1010. Retrieved November 30, 2008, from http://proquest.umi.com
Herrington, I., Reeves, T. C., & Oliver, R. (2006). Authentic Tasks Online: A
synergy among learner, task, and technology. 27, 2, 233-247. Retrieved on
December 3, 2008 from http://proquest.umi.com