Rationale

Introduction

The world of education is extremely dynamic, new theories, new ideas and new paradigms constantly influence how teachers teach and how students learn. However, our current education system is based on an Industrial Revolution style model, meaning that every student is meant to learn similar content in similar ways, it is a production line mentality. According to Gauthier and Tardif (2005), the arrival of the industrial age changed the role of the school. They add that the ancestral techniques of knowledge transfer no longer met the expectations of society, new expertise were needed to access increasingly complex tasks.

There is a shift in education today, schools are slowly shifting from an Industrial style system to an Information based system. The Virginia department of education technology plan (2010) states that the techniques used to transfer knowledge one generation ago no longer meet the expectations of society. This means that the way students learn today is changing, it is becoming information based and teachers have no choice but to adapt to the new reality. Departments of education are taking notice and they are rethinking how they can better meet the needs of current and future students. The Virginia department of education technology plan (2010), explains that in order to prepare children for a changing economy and the arrival of the information age, students must be well versed in all aspects of technology. Thus individual teachers must play a direct role in technology integration. Dexter (2002) explains that in order to integrate technology in the classroom, teachers must first clearly understand the outcomes and then choose the appropriate technology to help students meet the outcomes.

Instructional Context / Problem

In Nova Scotia, students are required to obtain 18 credits for graduation, however these credits must be obtained in various subjects such as French, Math, Arts, etc. This position paper and the activities developed for this course will focus on one of the subject requirements for social studies, Global Studies. This category offers 2 options for students: Global Geography 12 or Global History 12, it is important to note that in the past, the vast majority of students chose Global Geography 12 as it was generally perceived as being easier. However in the past few years, there has been an important shift towards Global History 12, making it now one the most popular class’s at school, often attracting 35 plus students. This influx of students is very positive, it does however bring some interesting challenges in a course that previously was taught for 10 to 15 students.

This course analyses several abstract history topics related to the world from 1945 to 2001, the main focus being the relationship between the United State (US) and the Union of Soviet Socialist Republics (USSR). Although most students are able to grasp the ideological differences between Communism and Capitalism and how history is shaped by these differences, some students find the concept of Communism to be so alien to their reality that they never truly grasp it. Having grown up in a world almost absent from Communism, today’s students have very little frame of reference to this type of government or society. Unfortunately without a basic understanding of the differences between Communism and Capitalism it is all but impossible to meet the provincial outcomes of the class.

            The development of a website that offers supplemental explanations about not only Communism but regarding the ideological differences between Communism and Capitalism could benefit the few students who find this concept so abstract that they are not able to grasp the context. This website would offer an explanation of Communism and Capitalism, a simple comparison of Communism and Capitalism, examples of Capitalist and Communist systems within Canada (ex: healthcare in Canada is based on a Communist philosophy), links to videos that compare both systems, and questioning that would help students deepen their understanding of the topic.

Ideal Situation

It is expected that students who have difficulties grasping the ideological differences between Communism and Capitalism and their influence on the relationship between the US and the USSR will use the multimedia website to attempt to clarify the situation. Specifically this website will give students increased information to try and demystify the concept of Communism based on their general understanding of Capitalism. Students will grasp that the underlying cause of most of the world conflict, decisions and technological advancements between 1945 and 1991 were based the conflict between US, the USSR and their respective allies and that this conflict was truly ideological in nature.

Objectives

DECL

Delivery

The delivery of the Communist vs Capitalist website will be based on a needs analysis by either the student or the educator. This needs analysis will be completed using formative assessments (discussions, interviews, written tasks, etc.) during and after the information is being transmitted to students. Based on the results of these formative assessments, students will be directed to the multimedia website.  Students will be able to consult the website as needed from school using classroom Ipads or have access from home. Although students will be given time in class to review the website, this time will be limited, access from home will probably be necessary.

Environment

The classroom has a traditional layout with only the teachers computer available. This being said, the classroom does have access to 10 permanent Ipads (and the possibility of borrow up to 30) and does have Wi-Fi access. It should be noted, that a computer laboratory with 35 computers is available if the teacher deems necessary that all students have access to the website.

Content
            The study of the influence of Communism and Capitalism during the Cold War is an integral part of the Global History 12 curriculum. Although only a once provincial outcome discusses this topic specifically, it is clear that the understanding of this key topic is essential for continued understanding throughout the course. The content of this website will ensure that students who have difficulties grasping this important topic have access to information (videos, explanations, comparisons, questions, etc.)

Learners

Every student from grade 10 to grade 12 has access to this course, although it is important to note that most students (approximately 85%) who choose this specific course are in grade 12. Students must complete one of two global studies courses to graduate, this means that there is a very diverse population enrolled in this course as it is a requirement for graduation. The educator must to adapt his style to meet the needs of every student across the spectrum, this is where this multimedia website will truly come in handy.

Conclusion

The development of this multimedia design will be based on components of instructional design (ID) as I believe that it offers a roadmap of how to efficiently develop learning activities. Instruction Design varies greatly from one design to another, however, they generally have a common core: goals, needs or objectives, followed by research and development and then proceed with testing, analysis and evaluation to ensure that the model performs as it was designed. The multimedia website developed to help students struggling to understand the how the ideological differences between Communism and Capitalism influenced the second half of 20^th century history will follow this design.

References

Dexter, S. (2002). eTIPS-Educational technology integration and implementation principles, in Rogers. P. (ed). Designing instruction for technology-enhanced learning, 56-70. Hershey: Idea Group Publishing.

Dick, W. & Cary, L. (1990). The Systematic Design of Instruction (3^rd Edition), Harper Collins. 

Gauthier, C., Tardif, M. (2005). La pédagogie: Théories et pratiques de l’antiquité à nos jours (2^e éd). Montréal:  Gaetan Morin.

Gustafson, K. and Branch, R. (1997) Revisioning Models of Instructional Development. Educational Technology Research and Development. Vol.45, No. 3, pp. 73-89.

Virginia Department of Education. (2010). 2010-2015 Education Technology Plan for Virginia. Alexandria, Virginia. Retrieved from:https://doe.virginia.gov/support/technology/edtech_plan/plan.pdf