Educational Technology 11 – Educ 4039
October 13, 2009
Class 5 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
Introduction to Webquests, I-search and project-based learning as a teaching tool
Project Based Learning
What is PBL?
Project-based learning is a comprehensive instructional approach to engage students in sustained, co-operative investigation. It has been called an innovative model for teaching and learning. PBL’s primary focus is on the central concepts and principles of a discipline. It involves students in problem-solving investigations and other meaningful tasks, and it allows students to work autonomously to construct their own knowledge. Authentic PBL should culminate in realistic products.
Proceed to the Project Based Learning space and read all sections under the Background Knowledge and Theory section. http://college.cengage.com/education/pbl/background.html
Review the George Lucas Foundation’s Topic on Project-based Learning under Innovative Classrooms. Also, watch the videos on project-based learning in action.
Click on the videos: Introduction to Project Based Learning (3/4/09); Project Learning: an Overview (1/1/01) at http://www.edutopia.org/
Post comments to your blog. What are your impressions of PBL? How could you use it in your classroom?
Read and post comments to your blog –
• Using Multiple Intelligences in Project-base learning. http://pblchecklist.4teachers.org/intell.shtml
• Curtis, Diane (2002). The Power of Projects. Educational Leadership, Sep2002, Vol. 60 Issue 1. This paper is a PDF so I will hand out a copy in class.
Examples of PBL with Multimedia
Activity – pick any 2 websites and précis the work on the site. What would your classmates need to know to actively use these sites? What kind of information do they support?
Classrooms@Work/Tools@Hand, provided by the National Educational Technology Consortium, links to three technology-rich classroom projects for Grades 4/5, 8, and 9 designed to help teachers learn how to do PBL with technology. It is a good site for understanding what interdisciplinary projects look like. http://www.netc.org/classrooms@work/
Exemplary Projects is a resource page for middle school teachers, designed by DesignWorlds for Learning (with support from WestEd and the U.S. Department of Education Regional Technology in Education Consortium). The site includes 12 excellent project descriptions including standards, scenarios, tasks, and assessments. http://www.pblnet.org/
GLOBE is a worldwide hands-on, primary and secondary school–based science and education program that trains teachers to help students improve their achievement in science and math and in the use of computer and network technology. http://www.globe.gov/
iEARN—International Education and Resource Network— enables young people to use the Internet and other new technologies to engage in collaborative educational projects. http://iearn.org/
The Jason Project explores Earth and exposes students to leading scientists who work with them to examine its biological and geological development. http://www.jason.org/public/whatis/start.aspx
Project-Based Learning + Multimedia, by the San Mateo County (California) Office of Education, provides examples of projects for Grades 4, 7, and 12, including getting started, time lines, and assessments in three subject areas. http://web.archive.org/web/20060428144450/http://pblmm.k12.ca.us/examples_main.htm
Watch the following Videos – comment on your blog:
Picturing the Possibilities - Project-based Learning http://www.youtube.com/watch?v=EFt6qW0Pb4c
Project-Based Learning – schools that work
http://www.youtube.com/watch?v=HugSKISrqhQ&feature=related
A Day in the Life of PBL.. http://www.youtube.com/watch?v=ZX1bv30rYIk&feature=PlayList&p=94C0104A7008C184&index=0
Consider WebQuests
A WebQuest is a learning environment supported by extensive Internet and other resources which prompts learners to inquire and construct meaning through collaborative research, critical thinking and decision making. Innovative educators are using information and communications technology (ICT) to support collaborative knowledge construction by students. Activities in a WebQuest mirror the analytic, interpretative, creative and expressive uses of ICT increasingly characteristic of sophisticated workplace settings.
WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation.
Research (Dede 1998) shows that ICT teaching models such as WebQuests result in at least four kinds of improvements in educational outcomes:
• guided inquiry, project-based collaboration and mentoring relationships have increased learner motivation
• technology-based instruction enables students to learn-how-to-learn and master advanced topics
• students in team environments are able to perform complex tasks and create intricate products by acting as experts do
• as teachers master these new models of learning, students have better outcomes on standardised tests
The WebQuest model assumes that using information is more important than merely having it and that using information is the most important component of intellectual activity. This philosophy of learning mirrors the philosophy of the process curriculum and the philosophy of authentic assessment.
WebQuests provide structure and guidance and make good use of computer access as well as recognising qualities unique to the Internet. Teaching for thinking means that we need to go beyond simply departing content knowledge on our students. We need to promote creative problem-solving, reflective engagement and rigorous inquiry. WebQuests are learning activities that involve practice in using critical thinking skills.
Read
Why WebQuests?, an introduction by Tom March (1998). Found online http://www.ozline.com/learning/
The WebQuest Model
Elements required for success include:
• principles of authentic assessment - the quest must go beyond knowledge
• acquisition requiring transformative thinking to construct new meaning
• development of realistic roles which underpin and authenticate quest
• quality of the narrative thread which establishes an engaging and informative
• opening (metaphors, anecdotes) and provides a background for everyone -
• constructing new meaning (learning) must start with a good foundation
• effective use of the WWW as an information source
• level of real world feedback, use of experts to test hypothesis
• scaffolds to assist stages of learning as appropriate
• product/outcome - email, web-page, ...
• reflection - thinking about their thinking
Look at one of the three items below…comment on your blog…
1. Review the Disney Learning Partnership Workshop (Month 8) on WebQuests http://www.thirteen.org/edonline/concept2class/
Especially watch the video of David Thornburg, futurist and technology specialist, as he explains why technology requires more teacher-student interaction than ever before. Teachers need to show their students how to judge and evaluate the information they find. How accurate do you think Thornburg is in his comments on teacher/student interactions?
2. March, Tom (2001). Working the Web for Education: Theory and Practice on Integrating the Web for Learning. Online http://www.ozline.com/writings/theory.php
3. Dodge, B. J. (2002). The WebQuest Design Process. A series of web links and template of ideas for the design of a WebQuest. http://webquest.sdsu.edu/designsteps/index.html
You can also use the Process Checklist, found here to ensure your WebQuest is focused and appropriately thought through. http://webquest.sdsu.edu/processchecker.html
I-Search
Based on Ken Macrorie's 1988 book entitled, The I-Search Paper, I-Search research is designed to teach the writer and the reader something valuable about a chosen topic and about the nature of searching and discovery. As opposed to the standard research paper in which the writer usually takes a detached and objective stance, the I-Search paper allows the student to take an active role in their own search, to hunt for facts and truths firsthand, and to provide a step-by-step record of the discovery process.
The most important rule of the I-Search paper is for the student to choose a topic that genuinely interests him/her and that they really need and want to know more about that topic. The key is that they not choose something that is huge and complex, but choose something that they can investigate thoroughly in a fairly short period of time.
For the most part, the I-Search paper should be written in three sections: (1) What I know, assume, or imagine; (2) The search; (3) What I discovered. However, a paper need not be the only produced outcome by the student.
Read the article by Judith Zorfass and Harriet Copel (2000), entitled "The I-Search: Guiding Students Towards Relevant Research" which provides you with an overview of the I-Search Process. http://www2.edc.org/FSC/MIH/article.html
At http://www2.edc.org/FSC/MIH/i-search.html, you will find a more detailed explanation of the I-Search Process. Follow all of the links on this site so that you have a better appreciation for:
• what occurs within each phase of an I-Search Unit;
• where technology can fit in the process (http://www2.edc.org/FSC/MIH/integrate.html);
• the implementation process (http://www2.edc.org/FSC/MIH/process_descrip.html); and
• the role of the teacher, acting as a facilitator (http://www2.edc.org/FSC/MIH/facilitation.html).
Read the links on the following I Search page:
http://www.ncte.org/profdev/online/ideas/freq/114024.htm
which deals with all things I-Search. Specifically review I-Search Paper Format Guide — From the English Tutoring and Writing Center at Gallaudet University, here is an outline showing how to format an I-Search paper, with samples; and Where Do You Stand: A Research Module on Controversial Issues — here's a step-by-step unit on the research process, which culminates in an I-Search paper and a persuasive speech. http://www.ncte.org/search?q=I-search
Zorfass, J. (1994). Supporting students with learning disabilities: Integrating technology into an I-Search Unit. Technology and Disability, 3 (2), 129-136. http://www2.edc.org/NCIP/library/ot/zorfass.htm
Post a blog on the I-search process – what is an i-search? How would you use it in your classroom? In your teachable? Why would this work? What would you have to do to prepare your students?
Examples of I-Search Projects/Presentations (review and reflect on in your blog – are there ideas here you can use? What are they?)
Eisenhower Middle School, Wyckoff, New Jersey – Showcases both video and text-based projects. http://www.wyckoffschools.org/eisenhower/projects/isearch/default.html
Makah Research Page – 7th graders explore the Pacific Northwest.
http://web.archive.org/web/20040604130559/http://www.learningspace.org/instruct/jr_high/projects/bgilbert/makah.htm
Other I-Search Resources (pick one – précis it for you blog)
Guidelines for Drafting Your I-Search Reflection. http://www.bcps.org/offices/lis/models/tips/i-search/reflguide.html
Rubric for the I-Search Research Process http://web.archive.org/web/20030428020508/http://home.scottsburg.com/trinkle/rubric.htm
What is I-Search? http://web.archive.org/web/20030219114914/http://stillwater.k12.mn.us/rf/56isear.htm
How to write an I-Search paper http://www.ehow.com/how_2107419_write-isearch-paper.html
The I-search Paper http://www3.delta.edu/sgrobins/I-search.html
Tuesday, October 13, 2009
Educational Technology 11 – Educ 4039
October 6, 2009
Class 4 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
Introduction to Social Networking sites as teaching tool
A social network service focuses on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others. Most social network services are web based and provide a variety of ways for users to interact, such as e-mail and instant messaging services.
Social networking has encouraged new ways to communicate and share information. Social networking websites are being used regularly by millions of people.
While it could be said that email and websites have most of the essential elements of social network services, proprietary encapsulated services gained popularity in the first decade of the 21st century.
The main types of social networking services are those which contain category divisions (such as former school-year or classmates), means to connect with friends (usually with self-description pages) and a recommendation system linked to trust. Popular methods now combine many of these, with Facebook widely used worldwide; MySpace, Twitter and LinkedIn being the most widely used in North America and Nexopia (mostly in Canada).
Social networks are being used by teachers and students as a communication tool. Because many students are already using a wide-range of social networking sites, teachers have begun to familiarize themselves with this trend and are now using it to their advantage. Teachers and professors are doing everything from creating chat-room forums and groups to extend classroom discussion to posting assignments, tests and quizzes, to assisting with homework outside of the classroom setting. Social networks are also being used to foster teacher-parent communication. These sites make it possible and more convenient for parents to ask questions and voice concerns without having to meet face-to-face.
The National School Boards Association (a US body) reports that almost 60 percent of students who use social networking talk about education topics online and, surprisingly, more than 50 percent talk specifically about schoolwork. Yet the vast majority of school districts have stringent rules against nearly all forms of social networking during the school day — even though students and parents report few problem behaviors online.
Social networks focused on supporting relationships between teachers and between teachers and their students are now used for learning, educator professional development, and content sharing. Ning for teachers, Learn Central, and other sites are being built to foster relationships that include educational blogs, e-portfolios, formal and ad hoc communities, as well as communication such as chats, discussion threads, and synchronous forums. These sites also have content sharing and rating features.
Activity – Choose ONE of the following 3 articles, précis it and comment on your blog! Speculate on how Social Networking might be used in your future classroom…what are the pros? Are there any cons?
• OVERVIEW - WHAT ARE SOCIAL NETWORKING SERVICES? This paper will give you an overview of the current situation regarding Social Networking and the services provided by these sites. http://www.digizen.org/downloads/social-networking-overview.pdf
• boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html
• Laila Weir - Kids Create -- and Critique on -- Social Networks found at http://www.edutopia.org/digital-generation-youth-network-literacy
Review the information on this website called digizen.org -http://www.digizen.org/socialnetworking/ideas.aspx
Choose of the following categories and explore the information within. Post to your blog a précis of what you find. Are you surprised at how some of these social networking sites are being used? (Ignore the Second Life section for now, we will look at this later in the term)
• Profile-based social networking services: Bebo, Facebook, MySpace
• Content-based social networking services: Flickr, YouTube
• White-label social networking services: Ning, Elgg
• Mobile social networks and micro-blogging: Twitter
Review the Social Networking Evaluation Chart found on digizen.org - http://www.digizen.org/downloads/Sns.pdf
Activity - Comment on the Evaluation Chart on your blog. How valuable is this tool as a teacher in a classroom considering using Social Networking sites to teach? In your opinion is anything missing from the chart that you would want to know before you explored this teaching area?
These tools collected by educator Kathy Schrock may help you in your major assignment…check them out at: http://school.discoveryeducation.com/schrockguide/edtools.html
Watch the video on Howard Garner http://www.edutopia.org/digital-generation-howard-gardner-video
Answer the 5 discussion questions that accompany the video on your blog.
Watch the video Harness Your Students' Digital Smarts at http://www.edutopia.org/digital-generation-teachers-vicki-davis
Answer the 5 discussion questions that accompany the video on your blog.
Review and watch - How to Use New-Media Tools in Your Classroom by Amy Erin Borovoy at http://www.edutopia.org/digital-generation-new-media-classroom-tips
Review - Guide to Social Networking by Mark Glaser http://www.pbs.org/mediashift/2007/08/your-guide-to-social-networking-online241.html
October 6, 2009
Class 4 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
Introduction to Social Networking sites as teaching tool
A social network service focuses on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others. Most social network services are web based and provide a variety of ways for users to interact, such as e-mail and instant messaging services.
Social networking has encouraged new ways to communicate and share information. Social networking websites are being used regularly by millions of people.
While it could be said that email and websites have most of the essential elements of social network services, proprietary encapsulated services gained popularity in the first decade of the 21st century.
The main types of social networking services are those which contain category divisions (such as former school-year or classmates), means to connect with friends (usually with self-description pages) and a recommendation system linked to trust. Popular methods now combine many of these, with Facebook widely used worldwide; MySpace, Twitter and LinkedIn being the most widely used in North America and Nexopia (mostly in Canada).
Social networks are being used by teachers and students as a communication tool. Because many students are already using a wide-range of social networking sites, teachers have begun to familiarize themselves with this trend and are now using it to their advantage. Teachers and professors are doing everything from creating chat-room forums and groups to extend classroom discussion to posting assignments, tests and quizzes, to assisting with homework outside of the classroom setting. Social networks are also being used to foster teacher-parent communication. These sites make it possible and more convenient for parents to ask questions and voice concerns without having to meet face-to-face.
The National School Boards Association (a US body) reports that almost 60 percent of students who use social networking talk about education topics online and, surprisingly, more than 50 percent talk specifically about schoolwork. Yet the vast majority of school districts have stringent rules against nearly all forms of social networking during the school day — even though students and parents report few problem behaviors online.
Social networks focused on supporting relationships between teachers and between teachers and their students are now used for learning, educator professional development, and content sharing. Ning for teachers, Learn Central, and other sites are being built to foster relationships that include educational blogs, e-portfolios, formal and ad hoc communities, as well as communication such as chats, discussion threads, and synchronous forums. These sites also have content sharing and rating features.
Activity – Choose ONE of the following 3 articles, précis it and comment on your blog! Speculate on how Social Networking might be used in your future classroom…what are the pros? Are there any cons?
• OVERVIEW - WHAT ARE SOCIAL NETWORKING SERVICES? This paper will give you an overview of the current situation regarding Social Networking and the services provided by these sites. http://www.digizen.org/downloads/social-networking-overview.pdf
• boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html
• Laila Weir - Kids Create -- and Critique on -- Social Networks found at http://www.edutopia.org/digital-generation-youth-network-literacy
Review the information on this website called digizen.org -http://www.digizen.org/socialnetworking/ideas.aspx
Choose of the following categories and explore the information within. Post to your blog a précis of what you find. Are you surprised at how some of these social networking sites are being used? (Ignore the Second Life section for now, we will look at this later in the term)
• Profile-based social networking services: Bebo, Facebook, MySpace
• Content-based social networking services: Flickr, YouTube
• White-label social networking services: Ning, Elgg
• Mobile social networks and micro-blogging: Twitter
Review the Social Networking Evaluation Chart found on digizen.org - http://www.digizen.org/downloads/Sns.pdf
Activity - Comment on the Evaluation Chart on your blog. How valuable is this tool as a teacher in a classroom considering using Social Networking sites to teach? In your opinion is anything missing from the chart that you would want to know before you explored this teaching area?
These tools collected by educator Kathy Schrock may help you in your major assignment…check them out at: http://school.discoveryeducation.com/schrockguide/edtools.html
Watch the video on Howard Garner http://www.edutopia.org/digital-generation-howard-gardner-video
Answer the 5 discussion questions that accompany the video on your blog.
Watch the video Harness Your Students' Digital Smarts at http://www.edutopia.org/digital-generation-teachers-vicki-davis
Answer the 5 discussion questions that accompany the video on your blog.
Review and watch - How to Use New-Media Tools in Your Classroom by Amy Erin Borovoy at http://www.edutopia.org/digital-generation-new-media-classroom-tips
Review - Guide to Social Networking by Mark Glaser http://www.pbs.org/mediashift/2007/08/your-guide-to-social-networking-online241.html
Sunday, October 4, 2009
Educational Technology 11 – Educ 4039
September 22, 2009
Class 3 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
Blogging and Wikis as a Teaching Tool
Although some instructors use blogs to post class times, assignments, exercises and suggested readings, the true potential of blogs in education lies in the fact that they can be used to engage students in research, exploration and discussion and that they encourage collaboration and peer interaction. Educational research stresses the importance of social interaction in learning. Drawing on Vygotsky (1978), many educators emphasize the "knowledge construction" process and argue that "meaning making" develops through social interaction. With blogs material becomes accessible for reflection and discussion. The comment feature of blogs provides opportunities for feedback which, in turn, supports learners in their effort to construct knowledge. According to Ferdig and Trammell (2004), blogs encourage students to take ownership of their learning and publish authentic artifacts containing their thoughts and understanding.
Ferdig and Trammell (2004) maintain that both tools are similar; blogs, however, provide a more sophisticated environment. Blogs allow students to establish personal and intellectual ownership as well as full control over their online artifacts, while discussion forums are generally shared by many. And unlike in hierarchical, topic-based discussion forums, blogs allow us to post ideas or concepts and have reactions to them. Besides, hyperlinks play a more important role in blogs.
Glogoff (2005) claims that blogs support
• Knowledge Centered Instruction
At the beginning students should get instructions on how to create and maintain their blogs. For course assignments they can be directed to specific websites for research. After synthesizing and interpreting the findings and combining the results with their own ideas, students can publish their concepts in their blogs. In addition, students and practitioners can interact and exchange ideas.
• Learner Centered Instruction
This approach acknowledges learners as individuals and as a group. Here blogs can be used to give students positive feedback about their postings or comments (since blogs are public, instructors should use e-mail or f2f contact to discuss critical comments). Because blogs can be commented on, they also provide excellent opportunities for feedback and cognitive scaffolding (students can revisit the learning space, build on prior knowledge and drill deeper for information).
• Community Centered Instruction
Vygotsky (1978) emphasizes the importance of social interaction in learning. He argues that social learning leads to cognitive development. Blogging encourages and supports peer interaction. Class members can read postings from their fellow students, comment on the value and relevance of the blog entry in regard to their own experiences and suggest additional resources.
After having used blogs extensively in several classes, Glogoff (2005) carried out an anonymous assessment survey. His students reported that the peer-review capabilities of blogging contributed to a better understanding of the course content.
Scenarios of how blogs can be used in pedagogical practice
Blogs for knowledge construction: Students choose a topic (from a proposal list) they are interested in and regularly write blog entries about their own research, their findings, their progress and difficulties. By generating a blogroll students identify and target a particular subject related audience and discourse community. Community members can assist with feedback and comments. Subsequently, such a group of subject related blogs becomes a "knowledge creation community".
Blogs for reflective learning: Students use blogs to report about their internships (e.g. in schools, companies, etc.) or field work and critically reflect on their experiences, progress and deficiences. Thereby, they can gain knowledge and meaning for further professional development.
Blogs to enhance writing skills: Students use blogs to post their responses to class readings, including interpretations, critiques, comments and personal thoughts. Maybe a journalist or professional writer can be won to volunteer as editor. Also, pre-service teachers could collaborate with K12 students and give them feedback about their writing. In return, they would gain valuable experience.
Group Blogs: Students participate in a field trip, student exchange or work placement program (e.g. Leonardo Mobility Project) and blog the trip live each day. Parents and peers can participate in the students' experiences and add comments. An online school or faculty newspaper could be another scenario for a group blog.
Ferdig and Trammell (2004) provide useful recommendations for a successful blog integration
• Visit other classroom blogs first, i.e. to find classroom blogs that are related to your specific topic and check out how others have implemented blogs in their teaching.
• Spend enough time to explain the concept of blogging, how it is done and why this tool is used in class.
• Provide a set of strict rules for blogging such as frequency, length of entries, number of hyperlinks and relevance to the topic.
• Point out, what is appropriate in a blog; clearly communicate that blog entries are publicly accessible.
• Create assignments that require students to post entries.
• Require students to read each other's entries and make three substantive comments per week; this ensures participation and is essential to validating students' contributions.
• Try to make blogs more public. Get professionals or external people to visit the student blogs and comment on them; this often leads students to be more careful in preparing blog entries and think more critically because of this worldwide dissemination.
"Weblogs in Higher Education" provides a rubric, on how blogs can be evaluated (posting of Dec. 19th).
With all the hype about blogging, let's pause for a moment and reflect whether blogging can really support learner-centered teaching and constructivism? Or is it just another fad?
Downes (2004) points out that blogging can and does have a significant impact in education, however, this impact does not come automatically and does not come without risks. He argues that blogging is all about conversation. For a conversation to be successful, it must have a purpose and it must be unconstrained. But what happens when the necessary rules are imposed on student blogs, when grades are assigned in order to get them to write at all, and when posts are monitored to ensure that they don't post false, offensive, libelous or misleading information? In addition, a lot of questions about copyright issues come up when it comes to blogging.
Blogging is time consuming! We should not underestimate the amount of time and energy required to read, make sense and write blog entries.
Hosted Services
A hosting service gives you access to everything you need to create and maintain a blog. The best-known free hosting service is Blogger. Other major free hosting services are Xanga and WordPress .
Installed Applications
An installed application is a piece of software that needs to be installed on your web server. Well-known installed applications are Moveable Type , Serendipity and Drupal . Installed services generally offer more features than free hosted services.
Activity –
Each of you pick two of the following 4 articles and post a critique on your blog describing the key points of the article.
Read Blogging: Advantages of Blogging as a Teaching Tool blogged Wed, Apr 15, 2009, by Lila S. Kallstrom
http://webupon.com/blogging/blogging-advantages-of-blogging-as-a-teaching-tool/
Read Review K-12 Education Blogging
http://www.blogged.com/directory/education/k-12-education
Read “Best of Education Blogs” Awards
www.eschoolnews.com/news/pdf/best_of_the_ed_blogs.pdf
Read “Moving toward Web 2.0 in K-12 Education” by Steve Hargadon
http://www.britannica.com/blogs/2008/10/moving-toward-web-20-in-k-12-education/
Activity:
Find an example of a Blog used in each of your teaching areas and post a description on your own blog. How was it used? What learning theory does it support? How effective does the use of blogging in this context, appear to be?
Watch - Top 10 Reason's to Use a Blog in the Classroom
http://www.youtube.com/watch?v=PfJETK3am1M&feature=related
Why let our students blog?
http://www.youtube.com/watch?v=yKoEZJseVXU&feature=related
WIKIS as Teaching Tool
Ward Cunningham, and co-author Bo Leuf, in their book The Wiki Way: Quick Collaboration on the Web described the essence of the Wiki concept as follows:
• A wiki invites all users to edit any page or to create new pages within the wiki Web site, using only a plain-vanilla Web browser without any extra add-ons.
• Wiki promotes meaningful topic associations between different pages by making page link creation almost intuitively easy and showing whether an intended target page exists or not.
• A wiki is not a carefully crafted site for casual visitors. Instead, it seeks to involve the visitor in an ongoing process of creation and collaboration that constantly changes the Web site landscape.
A wiki enables documents to be written collaboratively, in a simple markup language using a web browser. A single page in a wiki website is referred to as a "wiki page", while the entire collection of pages, which are usually well interconnected by hyperlinks, is "the wiki". A wiki is essentially a database for creating, browsing, and searching through information.
A defining characteristic of wiki technology is the ease with which pages can be created and updated. Generally, there is no review before modifications are accepted. Many wikis are open to alteration by the general public without requiring them to register user accounts. Sometimes logging in for a session is recommended, to create a "wiki-signature" cookie for signing edits automatically. Many edits, however, can be made in real-time and appear almost instantly online. This can facilitate abuse of the system. Private wiki servers require user authentication to edit pages, and sometimes even to read them.
ACTIVITY –
Read ‘Wiki as a Teaching Tool’ by Parker and Chao (2007)
http://ijklo.org/Volume3/IJKLOv3p057-072Parker284.pdf
Read “Be Constructive: Blogs, Podcasts, and Wikis as Constructivist Learning Tools”
By Joyce Seitzinger
http://www.elearningguild.com/pdf/2/073106DES.pdf
Uses and Potentials of Wikis in the Classroom
http://tinyurl.com/kv7t2
You will need to sign in if not already a member of "Innovate Journal of Online Education".. free
A Rubric for the Assessment of Wikis
http://www.readwritethink.org/lesson_images/lesson979/WikiRubric.pdf
Watch - Wikis in the classroom
http://www.youtube.com/watch?v=1pR5yogCmkA&feature=related
Teaching with Wiki
http://www.youtube.com/watch?v=mdOKUeT0O-o&feature=related
Blogs and Wikis – oh my!!
http://www.youtube.com/watch?v=jDOEezxapqM&feature=channel
September 22, 2009
Class 3 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
Blogging and Wikis as a Teaching Tool
Although some instructors use blogs to post class times, assignments, exercises and suggested readings, the true potential of blogs in education lies in the fact that they can be used to engage students in research, exploration and discussion and that they encourage collaboration and peer interaction. Educational research stresses the importance of social interaction in learning. Drawing on Vygotsky (1978), many educators emphasize the "knowledge construction" process and argue that "meaning making" develops through social interaction. With blogs material becomes accessible for reflection and discussion. The comment feature of blogs provides opportunities for feedback which, in turn, supports learners in their effort to construct knowledge. According to Ferdig and Trammell (2004), blogs encourage students to take ownership of their learning and publish authentic artifacts containing their thoughts and understanding.
Ferdig and Trammell (2004) maintain that both tools are similar; blogs, however, provide a more sophisticated environment. Blogs allow students to establish personal and intellectual ownership as well as full control over their online artifacts, while discussion forums are generally shared by many. And unlike in hierarchical, topic-based discussion forums, blogs allow us to post ideas or concepts and have reactions to them. Besides, hyperlinks play a more important role in blogs.
Glogoff (2005) claims that blogs support
• Knowledge Centered Instruction
At the beginning students should get instructions on how to create and maintain their blogs. For course assignments they can be directed to specific websites for research. After synthesizing and interpreting the findings and combining the results with their own ideas, students can publish their concepts in their blogs. In addition, students and practitioners can interact and exchange ideas.
• Learner Centered Instruction
This approach acknowledges learners as individuals and as a group. Here blogs can be used to give students positive feedback about their postings or comments (since blogs are public, instructors should use e-mail or f2f contact to discuss critical comments). Because blogs can be commented on, they also provide excellent opportunities for feedback and cognitive scaffolding (students can revisit the learning space, build on prior knowledge and drill deeper for information).
• Community Centered Instruction
Vygotsky (1978) emphasizes the importance of social interaction in learning. He argues that social learning leads to cognitive development. Blogging encourages and supports peer interaction. Class members can read postings from their fellow students, comment on the value and relevance of the blog entry in regard to their own experiences and suggest additional resources.
After having used blogs extensively in several classes, Glogoff (2005) carried out an anonymous assessment survey. His students reported that the peer-review capabilities of blogging contributed to a better understanding of the course content.
Scenarios of how blogs can be used in pedagogical practice
Blogs for knowledge construction: Students choose a topic (from a proposal list) they are interested in and regularly write blog entries about their own research, their findings, their progress and difficulties. By generating a blogroll students identify and target a particular subject related audience and discourse community. Community members can assist with feedback and comments. Subsequently, such a group of subject related blogs becomes a "knowledge creation community".
Blogs for reflective learning: Students use blogs to report about their internships (e.g. in schools, companies, etc.) or field work and critically reflect on their experiences, progress and deficiences. Thereby, they can gain knowledge and meaning for further professional development.
Blogs to enhance writing skills: Students use blogs to post their responses to class readings, including interpretations, critiques, comments and personal thoughts. Maybe a journalist or professional writer can be won to volunteer as editor. Also, pre-service teachers could collaborate with K12 students and give them feedback about their writing. In return, they would gain valuable experience.
Group Blogs: Students participate in a field trip, student exchange or work placement program (e.g. Leonardo Mobility Project) and blog the trip live each day. Parents and peers can participate in the students' experiences and add comments. An online school or faculty newspaper could be another scenario for a group blog.
Ferdig and Trammell (2004) provide useful recommendations for a successful blog integration
• Visit other classroom blogs first, i.e. to find classroom blogs that are related to your specific topic and check out how others have implemented blogs in their teaching.
• Spend enough time to explain the concept of blogging, how it is done and why this tool is used in class.
• Provide a set of strict rules for blogging such as frequency, length of entries, number of hyperlinks and relevance to the topic.
• Point out, what is appropriate in a blog; clearly communicate that blog entries are publicly accessible.
• Create assignments that require students to post entries.
• Require students to read each other's entries and make three substantive comments per week; this ensures participation and is essential to validating students' contributions.
• Try to make blogs more public. Get professionals or external people to visit the student blogs and comment on them; this often leads students to be more careful in preparing blog entries and think more critically because of this worldwide dissemination.
"Weblogs in Higher Education" provides a rubric, on how blogs can be evaluated (posting of Dec. 19th).
With all the hype about blogging, let's pause for a moment and reflect whether blogging can really support learner-centered teaching and constructivism? Or is it just another fad?
Downes (2004) points out that blogging can and does have a significant impact in education, however, this impact does not come automatically and does not come without risks. He argues that blogging is all about conversation. For a conversation to be successful, it must have a purpose and it must be unconstrained. But what happens when the necessary rules are imposed on student blogs, when grades are assigned in order to get them to write at all, and when posts are monitored to ensure that they don't post false, offensive, libelous or misleading information? In addition, a lot of questions about copyright issues come up when it comes to blogging.
Blogging is time consuming! We should not underestimate the amount of time and energy required to read, make sense and write blog entries.
Hosted Services
A hosting service gives you access to everything you need to create and maintain a blog. The best-known free hosting service is Blogger. Other major free hosting services are Xanga and WordPress .
Installed Applications
An installed application is a piece of software that needs to be installed on your web server. Well-known installed applications are Moveable Type , Serendipity and Drupal . Installed services generally offer more features than free hosted services.
Activity –
Each of you pick two of the following 4 articles and post a critique on your blog describing the key points of the article.
Read Blogging: Advantages of Blogging as a Teaching Tool blogged Wed, Apr 15, 2009, by Lila S. Kallstrom
http://webupon.com/blogging/blogging-advantages-of-blogging-as-a-teaching-tool/
Read Review K-12 Education Blogging
http://www.blogged.com/directory/education/k-12-education
Read “Best of Education Blogs” Awards
www.eschoolnews.com/news/pdf/best_of_the_ed_blogs.pdf
Read “Moving toward Web 2.0 in K-12 Education” by Steve Hargadon
http://www.britannica.com/blogs/2008/10/moving-toward-web-20-in-k-12-education/
Activity:
Find an example of a Blog used in each of your teaching areas and post a description on your own blog. How was it used? What learning theory does it support? How effective does the use of blogging in this context, appear to be?
Watch - Top 10 Reason's to Use a Blog in the Classroom
http://www.youtube.com/watch?v=PfJETK3am1M&feature=related
Why let our students blog?
http://www.youtube.com/watch?v=yKoEZJseVXU&feature=related
WIKIS as Teaching Tool
Ward Cunningham, and co-author Bo Leuf, in their book The Wiki Way: Quick Collaboration on the Web described the essence of the Wiki concept as follows:
• A wiki invites all users to edit any page or to create new pages within the wiki Web site, using only a plain-vanilla Web browser without any extra add-ons.
• Wiki promotes meaningful topic associations between different pages by making page link creation almost intuitively easy and showing whether an intended target page exists or not.
• A wiki is not a carefully crafted site for casual visitors. Instead, it seeks to involve the visitor in an ongoing process of creation and collaboration that constantly changes the Web site landscape.
A wiki enables documents to be written collaboratively, in a simple markup language using a web browser. A single page in a wiki website is referred to as a "wiki page", while the entire collection of pages, which are usually well interconnected by hyperlinks, is "the wiki". A wiki is essentially a database for creating, browsing, and searching through information.
A defining characteristic of wiki technology is the ease with which pages can be created and updated. Generally, there is no review before modifications are accepted. Many wikis are open to alteration by the general public without requiring them to register user accounts. Sometimes logging in for a session is recommended, to create a "wiki-signature" cookie for signing edits automatically. Many edits, however, can be made in real-time and appear almost instantly online. This can facilitate abuse of the system. Private wiki servers require user authentication to edit pages, and sometimes even to read them.
ACTIVITY –
Read ‘Wiki as a Teaching Tool’ by Parker and Chao (2007)
http://ijklo.org/Volume3/IJKLOv3p057-072Parker284.pdf
Read “Be Constructive: Blogs, Podcasts, and Wikis as Constructivist Learning Tools”
By Joyce Seitzinger
http://www.elearningguild.com/pdf/2/073106DES.pdf
Uses and Potentials of Wikis in the Classroom
http://tinyurl.com/kv7t2
You will need to sign in if not already a member of "Innovate Journal of Online Education".. free
A Rubric for the Assessment of Wikis
http://www.readwritethink.org/lesson_images/lesson979/WikiRubric.pdf
Watch - Wikis in the classroom
http://www.youtube.com/watch?v=1pR5yogCmkA&feature=related
Teaching with Wiki
http://www.youtube.com/watch?v=mdOKUeT0O-o&feature=related
Blogs and Wikis – oh my!!
http://www.youtube.com/watch?v=jDOEezxapqM&feature=channel
Educational Technology 11 – Educ 4039
September 15, 2009
Class 2 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
What is Concept Mapping?
Concept mapping is a technique for representing knowledge in graphs. Knowledge graphs are networks of concepts. Networks consist of nodes (points/vertices) and links (arcs/edges). Nodes represent concepts and links represent the relations between concepts.
Concepts and sometimes links are labeled. Links can be non-, uni- or bi-directional. Concepts and links may be categorized; they can be simply associative, specified or divided in categories such as causal or temporal relations.
Concept mapping can be done for several purposes:
• to generate ideas (brain storming, etc.);
• to design a complex structure (long texts, hypermedia, large web sites, etc.);
• to communicate complex ideas;
• to aid learning by explicitly integrating new and old knowledge;
• to assess understanding or diagnose misunderstanding.
The concept mapping technique was developed by Prof. Joseph D. Novak at Cornell University in the 1960s. This work was based on the theories of David Ausubel, who stressed the importance of prior knowledge in being able to learn about new concepts. Novak concluded that "Meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures".
Mind Mapping® is a popular related technique, invented (and copyrighted) by Tony Buzan in the UK. He describes mind maps as: "a mind map consists of a central word or concept, around the central word you draw the 5 to 10 main ideas that relate to that word. You then take each of those child words and again draw the 5 to 10 main ideas that relate to each of those words."
The difference between concept maps and mind maps is that a mind map has only one main concept, while a concept map may have several. This comes down to the point that a mind map can be represented as a tree, while a concept map may need a network representation.
An Example Concept Map
Here is an example of a concept map. In this example the nodes are labeled, the links are also labeled and uni-directional.
Advantages of Mapping
Mapping may be seen as a type of brainstorming. Both Mapping and brainstorming may be used to encourage the generation of new material, such as different interpretations and viewpoints: however, Mapping relies less on intentionally random input, whereas, during brainstorming, one may try to think up wild, zany, off-the-wall ideas and connections.
Brainstorming attempts to encourage highly divergent "lateral" thinking, whereas Mapping, by its structure, provides opportunity for convergent thinking, fitting ideas together, as well as thinking up new ideas, since it requires all ideas to be connected to the centre, and possibly to one another.
Paradoxically, the results of brainstorming usually appear on paper as lists or grids - both unavoidably linear structures: top to bottom, left to right. Mapping is less constrictive -- no idea takes precedence arbitrarily (e.g., by being at the "top" of the list).
Here are some advantages of Mapping, which will become more apparent to you after you have practiced this technique a few times:
• It clearly defines the central idea, by positioning it in the centre of the page.
• It allows you to indicate clearly the relative importance of each idea.
• It allows you to figure out the links among the key ideas more easily. This is particularly important for creative work such as essay writing.
• It allows you to see all your basic information on one page.
• As a result of the above, and because each Map will look different, it makes recall and review more efficient.
• It allows you to add in new information without messy scratching out or squeezing in.
• It makes it easier for you to see information in different ways, from different viewpoints, because it does not lock it into specific positions.
• It allows you to see complex relationships among ideas, such as self-perpetuating systems with feedback loops, rather than forcing you to fit non-linear relationships to linear formats, before you have finished thinking about them.
• It allows you to see contradictions, paradoxes, and gaps in the material — or in your own interpretation of it — more easily, and in this way provides a foundation for questioning, which in turn encourages discovery and creativity.
Once you have a draft of your concept map, stop and ask questions about the material on the Concept-Map:
• How do the parts fit together?
• Does it all make sense? Why, or why not?
• Is there anything missing, unclear, or problematic about it?
• How does it fit with other course material? How does it fit with your personal experience? Are there parts that do not fit? Why not?
• What are the implications of the material?
• Could there be other ways of looking at it?
• Is the material true in all cases?
• How far does its usefulness extend?
• What more do you need to find out?
Of course, not all of these questions will apply to every Map; however, the more closely you look at the material, the more questions will come to you. Try to think of the central, most important question about the material: if something does not make sense, or seems unresolved, try to state explicitly why, in what way, there is a problem. This may be difficult to do, but it is worth the effort, because it will make it easier for you to find an answer.
Concept Mapping Links
The Theory Underlying Concept Maps and How to Construct Them by Joseph D. Novak, Cornell University can be found at this concept mapping website, with an excellent definition of concept mapping as well as the theory behind them and an excellent reference list, for further exploration. http://web.archive.org/web/20041129092327/http://cmap.coginst.uwf.edu/info/printer.html
This web page is just called Concept Mapping, but it includes some interesting materials. http://facstaff.gpc.edu/~shale/humanities/composition/handouts/concept.html
This site on Cognitive Flexibility Theory (by R. Spiro, P. Feltovitch & R. Coulson) gives you additional information on what the theory behind concept map thinking. http://tip.psychology.org/spiro.html
Inspiration Software
The 30-day trial http://www.inspiration.com/
The web based version http://www.mywebspiration.com/
Kidspiration - the tool for kids to create concept maps http://www.inspiration.com/Kidspiration
Alternatives
CMAP tools - http://cmap.ihmc.us/download/
Concept Web Generator http://www.teach-nology.com/web_tools/graphic_org/concept_web/
Free Mind - http://freemind.sourceforge.net/wiki/index.php/Main_Page
Video:
Concept Mapping: How to Start Your Term Paper Research
http://www.youtube.com/watch?v=KhgxuNvbNrA
Classroom Assessment Technique: Concept Maps
http://www.youtube.com/watch?v=Gm1owf0uGFM&feature=related
Benefit of Concept Mapping
http://www.youtube.com/watch?v=vl0OBLCujRQ
Assignment 2 — Concept Mapping
This assignment is designed for 2 or 3 students, who have formed a group to work on Assignments 2 AND 3.
By Week 2, you should have downloaded the demo, or installed the software supplied you have chosen and be using the online tutorial to become familiar with how the software works.
Groups should be formed by the end of Week 3, at the latest! Talk to your Instructor if you are having difficulties.
Using the software program Inspiration or similar program, brainstorm with your group and create a concept map for your multimedia module, using some of the guidelines and principles that have been discussed in your readings or seen in other multimedia that you have been examining for this course.
Begin by choosing a topic or theme, being aware that depending on your choice, your actual multimedia module may only be a small part of the whole idea. Clearly work through together, the concepts that need to be included in the multimedia project, as described in Assignment 3.
This assignment should include a brief description of your learners, the context for the learning and a fully formed concept map, the names of your group and preliminary ideas for what section of the concept map might be used in a multimedia format.
This assignment should not exceed a 1 page concept map and 2 pages of description, for a maximum of 3 pages, in total. The description should not exceed 1,000 words.
Due Date for Assignment 2
Week 5 of the course – October 13th
Assessment
The concept map will be 10% of the total mark.
Marking Criteria
1. clarity of ideas
2. suitability of ideas
3. appropriate level of depth for student population chosen
4. depth of mapping
5. comfort with software
6. overall continuity and creativity
September 15, 2009
Class 2 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
What is Concept Mapping?
Concept mapping is a technique for representing knowledge in graphs. Knowledge graphs are networks of concepts. Networks consist of nodes (points/vertices) and links (arcs/edges). Nodes represent concepts and links represent the relations between concepts.
Concepts and sometimes links are labeled. Links can be non-, uni- or bi-directional. Concepts and links may be categorized; they can be simply associative, specified or divided in categories such as causal or temporal relations.
Concept mapping can be done for several purposes:
• to generate ideas (brain storming, etc.);
• to design a complex structure (long texts, hypermedia, large web sites, etc.);
• to communicate complex ideas;
• to aid learning by explicitly integrating new and old knowledge;
• to assess understanding or diagnose misunderstanding.
The concept mapping technique was developed by Prof. Joseph D. Novak at Cornell University in the 1960s. This work was based on the theories of David Ausubel, who stressed the importance of prior knowledge in being able to learn about new concepts. Novak concluded that "Meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures".
Mind Mapping® is a popular related technique, invented (and copyrighted) by Tony Buzan in the UK. He describes mind maps as: "a mind map consists of a central word or concept, around the central word you draw the 5 to 10 main ideas that relate to that word. You then take each of those child words and again draw the 5 to 10 main ideas that relate to each of those words."
The difference between concept maps and mind maps is that a mind map has only one main concept, while a concept map may have several. This comes down to the point that a mind map can be represented as a tree, while a concept map may need a network representation.
An Example Concept Map
Here is an example of a concept map. In this example the nodes are labeled, the links are also labeled and uni-directional.
Advantages of Mapping
Mapping may be seen as a type of brainstorming. Both Mapping and brainstorming may be used to encourage the generation of new material, such as different interpretations and viewpoints: however, Mapping relies less on intentionally random input, whereas, during brainstorming, one may try to think up wild, zany, off-the-wall ideas and connections.
Brainstorming attempts to encourage highly divergent "lateral" thinking, whereas Mapping, by its structure, provides opportunity for convergent thinking, fitting ideas together, as well as thinking up new ideas, since it requires all ideas to be connected to the centre, and possibly to one another.
Paradoxically, the results of brainstorming usually appear on paper as lists or grids - both unavoidably linear structures: top to bottom, left to right. Mapping is less constrictive -- no idea takes precedence arbitrarily (e.g., by being at the "top" of the list).
Here are some advantages of Mapping, which will become more apparent to you after you have practiced this technique a few times:
• It clearly defines the central idea, by positioning it in the centre of the page.
• It allows you to indicate clearly the relative importance of each idea.
• It allows you to figure out the links among the key ideas more easily. This is particularly important for creative work such as essay writing.
• It allows you to see all your basic information on one page.
• As a result of the above, and because each Map will look different, it makes recall and review more efficient.
• It allows you to add in new information without messy scratching out or squeezing in.
• It makes it easier for you to see information in different ways, from different viewpoints, because it does not lock it into specific positions.
• It allows you to see complex relationships among ideas, such as self-perpetuating systems with feedback loops, rather than forcing you to fit non-linear relationships to linear formats, before you have finished thinking about them.
• It allows you to see contradictions, paradoxes, and gaps in the material — or in your own interpretation of it — more easily, and in this way provides a foundation for questioning, which in turn encourages discovery and creativity.
Once you have a draft of your concept map, stop and ask questions about the material on the Concept-Map:
• How do the parts fit together?
• Does it all make sense? Why, or why not?
• Is there anything missing, unclear, or problematic about it?
• How does it fit with other course material? How does it fit with your personal experience? Are there parts that do not fit? Why not?
• What are the implications of the material?
• Could there be other ways of looking at it?
• Is the material true in all cases?
• How far does its usefulness extend?
• What more do you need to find out?
Of course, not all of these questions will apply to every Map; however, the more closely you look at the material, the more questions will come to you. Try to think of the central, most important question about the material: if something does not make sense, or seems unresolved, try to state explicitly why, in what way, there is a problem. This may be difficult to do, but it is worth the effort, because it will make it easier for you to find an answer.
Concept Mapping Links
The Theory Underlying Concept Maps and How to Construct Them by Joseph D. Novak, Cornell University can be found at this concept mapping website, with an excellent definition of concept mapping as well as the theory behind them and an excellent reference list, for further exploration. http://web.archive.org/web/20041129092327/http://cmap.coginst.uwf.edu/info/printer.html
This web page is just called Concept Mapping, but it includes some interesting materials. http://facstaff.gpc.edu/~shale/humanities/composition/handouts/concept.html
This site on Cognitive Flexibility Theory (by R. Spiro, P. Feltovitch & R. Coulson) gives you additional information on what the theory behind concept map thinking. http://tip.psychology.org/spiro.html
Inspiration Software
The 30-day trial http://www.inspiration.com/
The web based version http://www.mywebspiration.com/
Kidspiration - the tool for kids to create concept maps http://www.inspiration.com/Kidspiration
Alternatives
CMAP tools - http://cmap.ihmc.us/download/
Concept Web Generator http://www.teach-nology.com/web_tools/graphic_org/concept_web/
Free Mind - http://freemind.sourceforge.net/wiki/index.php/Main_Page
Video:
Concept Mapping: How to Start Your Term Paper Research
http://www.youtube.com/watch?v=KhgxuNvbNrA
Classroom Assessment Technique: Concept Maps
http://www.youtube.com/watch?v=Gm1owf0uGFM&feature=related
Benefit of Concept Mapping
http://www.youtube.com/watch?v=vl0OBLCujRQ
Assignment 2 — Concept Mapping
This assignment is designed for 2 or 3 students, who have formed a group to work on Assignments 2 AND 3.
By Week 2, you should have downloaded the demo, or installed the software supplied you have chosen and be using the online tutorial to become familiar with how the software works.
Groups should be formed by the end of Week 3, at the latest! Talk to your Instructor if you are having difficulties.
Using the software program Inspiration or similar program, brainstorm with your group and create a concept map for your multimedia module, using some of the guidelines and principles that have been discussed in your readings or seen in other multimedia that you have been examining for this course.
Begin by choosing a topic or theme, being aware that depending on your choice, your actual multimedia module may only be a small part of the whole idea. Clearly work through together, the concepts that need to be included in the multimedia project, as described in Assignment 3.
This assignment should include a brief description of your learners, the context for the learning and a fully formed concept map, the names of your group and preliminary ideas for what section of the concept map might be used in a multimedia format.
This assignment should not exceed a 1 page concept map and 2 pages of description, for a maximum of 3 pages, in total. The description should not exceed 1,000 words.
Due Date for Assignment 2
Week 5 of the course – October 13th
Assessment
The concept map will be 10% of the total mark.
Marking Criteria
1. clarity of ideas
2. suitability of ideas
3. appropriate level of depth for student population chosen
4. depth of mapping
5. comfort with software
6. overall continuity and creativity
Class 1
Educational Technology 11 – Educ 4039
Definition:
September 15, 2009
Class 1 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
Our blogs:
http://loismacintyre.blogspot.com/
http://cbuedtech.blogspot.com/
Learning Theory
In psychology and education, a common definition of learning is a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris,2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn; thereby helping us understand the inherently complex processes of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.
There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts.
Conceptions of Teaching
Our assumptions about what is knowledge (epistemology) and how it is acquired (learning theory) tend to influence how we teach. Our philosophy or conception of teaching can also impact on our choices in the classroom or in the creation of learning courseware.
For many teachers, teaching is like riding a bike. Once they learn how to do it, it becomes second nature, an activity that one just does without too much thought. But there are many different ways of teaching and I believe it is an activity that needs to be constantly reexamined and reflected upon.
Dan Pratt has written extensively on teaching in adult and higher education and has investigated teaching in a number of different cultures. His research suggests that it is useful to think about teaching in five fundamentally different ways, what he calls five perspectives on teaching. I think his work also has value in the K-12 environment.
| Perspective | Description |
| Transmission | Effective delivery of content |
| Apprenticeship | Modeling ways of being |
| Developmental | Cultivating ways of thinking |
| Nurturing | Facilitating self-efficacy |
| Social Reform | Seeking a better society |
Multiple Intelligences
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with
| |
|
| words (linguistic intelligence) |
|
| numbers or logic (logical-mathematical intelligence) |
|
| pictures (spatial intelligence) |
|
| music (musical intelligence) |
|
| self-reflection (intrapersonal intelligence) |
|
| a physical experience (bodily-kinesthetic intelligence) |
|
| a social experience (interpersonal intelligence), and/or |
|
| an experience in the natural world. (naturalist intelligence) |
Learning Styles
Definition:
- "the complex manner in which, and conditions under which, learners most efficiently and most effectively perceive, process, store, and recall what they are attempting to learn" (James and Gardner, 1995, p. 20).
- "an individiual's characteristic way of processing information feeling, and behaving in learning situations" (Smith, as cited in Merriam and Caffarella, 1991, p. 176).
- "the cognitive, affective, and physiological factors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment" (Keefe, as cited in Swanson, 1995, p. 2).
- "the preference or predisposition of an individual to perceive and process information in a particular way or combination of ways" (Sarasin, 1998, p. 3).
With a mission statement underscoring learner-centredness, understanding how learning and teaching styles influence student learning is increasingly important. Research has demonstrated, for example, that the relationship between teaching and learning style is a factor in the success of many students. Identifying, then, the modes in which students learn best becomes useful in two ways - first, in helping students understand and become aware of how they themselves learn and study best (metacognition) and second, in helping instructors achieve a more holistic approach to selecting and designing teaching strategies, lessons, and activities that maximize student learning and understanding.
Learning Styles Can Become Teaching Strategies provides a brief introduction and overview of issues and concerns to be considered when exploring the use of learning styles in teaching.
By: W. J. McKeachie, University of Michigan.
Available online at: http://www.ntlf.com/html/pi/9511/article1.htm
Overview Ed Tech 2
Educational Technology 11 – Educ 4039
September 14, 2009 – December 4, 2009
Class 1 (3 Hours): Tuesdays 4-7 pm
Dr. Diane P. Janes –
Office hours by appointment – Phone: 902-563-1236
Assessment (TERM)
• Participation (online blogging and in class discussion) – 20%
• Group work creation of full unit using at least 2 of the technologies discussed during the term including concept map of the unit – CM is 10%; final unit 30%
• Individual Presentation to class (on a third technology creation – of your choice – and discussion of the innovative use of technology to teach it) – 20%
• Individual E-portfolio due at the end of term
This Rubric will be used as the marking criteria for the e-portfolios.
Exceptional: 23-25/25
Thorough: 19-22/25
Adequate: 15-18/25
Inadequate: 0-15/25
(see the e-portfolio rubric from last term)
Review of the learning theory, multiple intelligences and teaching perspectives from Ed Tech 1.Introduction to Concept Mapping Introduction to Blogging, Wikis as teaching tool Introduction to Social Networking sites as teaching tool Introduction to Webquests, I-search and project-based learning as a teaching tool Introduction to Multimedia as a teaching tool Introduction to Podcasting as a teaching tool Introduction to Second Life as a teaching tool
September 14, 2009 – December 4, 2009
Class 1 (3 Hours): Tuesdays 4-7 pm
Dr. Diane P. Janes –
Office hours by appointment – Phone: 902-563-1236
Assessment (TERM)
• Participation (online blogging and in class discussion) – 20%
• Group work creation of full unit using at least 2 of the technologies discussed during the term including concept map of the unit – CM is 10%; final unit 30%
• Individual Presentation to class (on a third technology creation – of your choice – and discussion of the innovative use of technology to teach it) – 20%
• Individual E-portfolio due at the end of term
This Rubric will be used as the marking criteria for the e-portfolios.
Exceptional: 23-25/25
Thorough: 19-22/25
Adequate: 15-18/25
Inadequate: 0-15/25
(see the e-portfolio rubric from last term)
Review of the learning theory, multiple intelligences and teaching perspectives from Ed Tech 1.
Sunday, August 9, 2009
Take a look at this...rethinking K-12 in Michigan
http://www.michigan.gov/mde/0,1607,7-140-43092_52788---,00.html
Tuesday, August 4, 2009
Thursday, July 30, 2009
Educational Technology 1 – Educ 4038
July 30, 2009
Class 7 - 11 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
Reminder: Classes 9 and 10 (August 6 and 11th will be held online on our blogs and not F2F); Class 11 will be held at my home; I will supply the address and directions on Aug 4th.
Reminder : Assessment (TERM)
• Participation (online blogging and in class discussion) – 20%
• Lesson Plan creation x 3 – 30%
• Presentation to class (on one of the lesson plans and the innovative use of technology to teach it) – 25%
• E-portfolio due at the end of term – 25%
We need to set up a presentation schedule…Since Brooks is away for August 6-11 we can do the presentations at my house on the 13th; they will be a half an hour each leaving us plenty of time for our meal. I have HS internet which you can access if you need to. Let me know if you need anything specific for the presentation that you cannot bring yourself. ** Note that any one of the lesson plans, of the 3 you create can be used for the presentation.
Readings (to the remaining classes in the term)
From Roblyer, M.D and Doering, A.H (2009). Integrating Educational Technology into Teaching (5th Ed). Allyn & Bacon. **there are copies in the bookstore for sale and one copy in the library on reserve (with a 24 hour release)
Read and blog your comments (based on what you have learned so far) on the following chapters:
Chapter 1 Educational Technology in Context – the big picture
Chapter 2 Theory and Practice – foundations for effective technology integration
Activity - reading
Each of you chose one of the following – Chapters 4, 5 or 6 and post to your blog, a summary of the key points made in the chapter so that your classmates have a full understanding of the issues arising from the chapters.
Lesson Plan Activity 2
In Part 4 of the Text, Chapters 9 - 15 are divided by the teachable subject area. Choose YOUR teachable subject area (and the Chapter that works with it), read it and blog on it; then choose a lesson plan that does not currently have technology integrated (either found on the net or designed by you), and using the text as a guide, produce a lesson plan that integrates technology into the subject area. Make sure your lesson plan has an accompanying document of a page or two that states the rationale for why you used that particular technology in your class/lesson.
E-portfolio Readings and ideas
Overview of the Assignment:
To get you started (or to have you continue your work) on your e-portfolio, I have a few readings/URLS for you to review…
Electronic portfolios are selective and purposeful collections of student work made available on the WWW. Portfolios focus on the students' reflections on their own work. They are records of learning, growth, and change. They provide meaningful documentation of your abilities. Electronic portfolios provide information to you and me about what you have learned or are able to do. They represent a learning history. Basically, this is your learning history.
You may construct portfolios in literacy and writing, science, math, the arts, or any other subject area in the curriculum. Portfolios may also be more inclusive, containing samples of work across curricular areas. The choice is up to you.
Your portfolio should include but not be limited to, information you have discovered while taking this course. This might cover:
• Web-sites you have discovered that exemplify your content area, offer good ideas with respect to MI or constructivist learning theory, showcase other ideas you’d like to keep note of.
• Comments or reflections on books or articles you are reading (with complete bibliographical information included) on topics in the course
• Reflection on teaching using technology in your content area; this may take the form of a blog or podcast if you want to experiment.
• Lesson ideas that you have used or plan to try
• Teaching ideas — things that have worked in your classroom
• Samples of technology used in lessons you have created
• Audio/video/multimedia/computer-based materials you have found to be useful in your teaching
• Conferences, workshops, professional development you attended and what you took from the experiences (like meeting with Dr. Bates)
• Other items/ideas you deem important to your learning in this course
Portfolios should be organized to reflect an accurate picture of your development throughout the course. Your portfolio can include, but not be limited to:
• a table of contents,
• the date of the work,
• description of the task/artifact, and
• your reflection on the entry
The emphasis is not to be on collecting "best work" when creating your portfolio. Instead, a wide range of work samples representative of your work will allow the instructor to examine progress.
Process portfolios demonstrate student work throughout a learning task. At the beginning of the learning task you should answer questions such as:
• What do I plan to accomplish with this task?
• How I plan to get there
• My strategies for accomplishing this task
As you progress, you may include interim evidence and notes on progress. Finally, when you complete the task, you need to summarize what went into the learning task. Work samples, plans, outlines, final products and even unfinished products or items from other courses or employment/volunteer activities might be included in the portfolio.
Marking Criteria
This Rubric will be used as the marking criteria for the portfolios.
Exceptional: 23-25/25
Thorough: 19-22/25
Adequate: 15-18/25
Inadequate: 0-15/25
Rubric layout to follow.
Choose two of the following articles and post a critique for each on your blog:
Preparing a teaching portfolio: http://www.umass.edu/cft/publications/teaching%20portfolio.pdf Note: while directed at university level teaching, this article has a lot to offer the classroom teacher.
Electronic Portfolios—Students, Teachers, and Life Long Learners: http://eduscapes.com/tap/topic82.htm
Creating an Electronic Portfolio – A Webquest: http://cte.jhu.edu/techacademy/fellows/Spencer/webquest/lasindex.html Note: we will be looking at webquests in the fall, but this is an example of using one to create a Portfolio.
Read both of the following and comment on them both in your blog:
Electronic Portfolios in the K-12 Classroom. (2002). Education World. Online at: http://www.educationworld.com/a_tech/tech111.shtml
Balancing 2 Faces of ePortfolios. Helen Barrett (2009). http://electronicportfolios.com/balance/index.html
Examples of E-Portfolios
Here are some examples of various e-portfolios both teachers and students portfolios. Check them out. Pick two examples within one of the links and blog about it.
http://www.coe.iup.edu/njyost/portfolios/samples.html
http://www.usd.edu/tlc/eportfolio/class/examples.html
http://web.archive.org/web/20050428073337/faculty.coehd.utsa.edu/pmcgee/portfolios.htm
http://gallery.carnegiefoundation.org
Activity Lesson Plan 3
Go to http://www.internet4classrooms.com/integ_tech_lessons.htm Choose two very different lesson plans and post the urls to your blog. Answer these questions - Indicate why you chose them and how they could be used in your future classrooms. What are they trying to teach? Why did they appeal to you? What issues might arise from using this in the classroom, if any? What would you as a teacher need to have in advance or prepared to undertake these lessons?
Review Dr. Moersch's Level of Technology Implementation Framework designed to accurately measure authentic classroom technology use. The LoTi Framework focuses on the use of technology as a tool within the context of student based instruction with a constant emphasis on higher order thinking: http://www.loticonnection.com/lotilevels.html
Choose a third lesson plan from the integrating technology link above. Assess the level of the lesson plan and measure its ‘authentic classroom technology’ use…why have you placed in on the scale where you did. Blog the following questions along with your assessment: What is included in the lesson plan that has it fall on this level…what about the lesson plan is not included to have it fall on this level. How would you adjust the lesson plan to have it higher on the scale…or if more appropriate, how would you lower/remove technology components to have it lower on the scale? What is your opinion of the framework? Does it work for your decision making vis a vis integrating technology? Have you found another that works better? If yes, share it in the blog. If no, look for one to share on your blog.
Class Presentation Rubric to follow
July 30, 2009
Class 7 - 11 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
Reminder: Classes 9 and 10 (August 6 and 11th will be held online on our blogs and not F2F); Class 11 will be held at my home; I will supply the address and directions on Aug 4th.
Reminder : Assessment (TERM)
• Participation (online blogging and in class discussion) – 20%
• Lesson Plan creation x 3 – 30%
• Presentation to class (on one of the lesson plans and the innovative use of technology to teach it) – 25%
• E-portfolio due at the end of term – 25%
We need to set up a presentation schedule…Since Brooks is away for August 6-11 we can do the presentations at my house on the 13th; they will be a half an hour each leaving us plenty of time for our meal. I have HS internet which you can access if you need to. Let me know if you need anything specific for the presentation that you cannot bring yourself. ** Note that any one of the lesson plans, of the 3 you create can be used for the presentation.
Readings (to the remaining classes in the term)
From Roblyer, M.D and Doering, A.H (2009). Integrating Educational Technology into Teaching (5th Ed). Allyn & Bacon. **there are copies in the bookstore for sale and one copy in the library on reserve (with a 24 hour release)
Read and blog your comments (based on what you have learned so far) on the following chapters:
Chapter 1 Educational Technology in Context – the big picture
Chapter 2 Theory and Practice – foundations for effective technology integration
Activity - reading
Each of you chose one of the following – Chapters 4, 5 or 6 and post to your blog, a summary of the key points made in the chapter so that your classmates have a full understanding of the issues arising from the chapters.
Lesson Plan Activity 2
In Part 4 of the Text, Chapters 9 - 15 are divided by the teachable subject area. Choose YOUR teachable subject area (and the Chapter that works with it), read it and blog on it; then choose a lesson plan that does not currently have technology integrated (either found on the net or designed by you), and using the text as a guide, produce a lesson plan that integrates technology into the subject area. Make sure your lesson plan has an accompanying document of a page or two that states the rationale for why you used that particular technology in your class/lesson.
E-portfolio Readings and ideas
Overview of the Assignment:
To get you started (or to have you continue your work) on your e-portfolio, I have a few readings/URLS for you to review…
Electronic portfolios are selective and purposeful collections of student work made available on the WWW. Portfolios focus on the students' reflections on their own work. They are records of learning, growth, and change. They provide meaningful documentation of your abilities. Electronic portfolios provide information to you and me about what you have learned or are able to do. They represent a learning history. Basically, this is your learning history.
You may construct portfolios in literacy and writing, science, math, the arts, or any other subject area in the curriculum. Portfolios may also be more inclusive, containing samples of work across curricular areas. The choice is up to you.
Your portfolio should include but not be limited to, information you have discovered while taking this course. This might cover:
• Web-sites you have discovered that exemplify your content area, offer good ideas with respect to MI or constructivist learning theory, showcase other ideas you’d like to keep note of.
• Comments or reflections on books or articles you are reading (with complete bibliographical information included) on topics in the course
• Reflection on teaching using technology in your content area; this may take the form of a blog or podcast if you want to experiment.
• Lesson ideas that you have used or plan to try
• Teaching ideas — things that have worked in your classroom
• Samples of technology used in lessons you have created
• Audio/video/multimedia/computer-based materials you have found to be useful in your teaching
• Conferences, workshops, professional development you attended and what you took from the experiences (like meeting with Dr. Bates)
• Other items/ideas you deem important to your learning in this course
Portfolios should be organized to reflect an accurate picture of your development throughout the course. Your portfolio can include, but not be limited to:
• a table of contents,
• the date of the work,
• description of the task/artifact, and
• your reflection on the entry
The emphasis is not to be on collecting "best work" when creating your portfolio. Instead, a wide range of work samples representative of your work will allow the instructor to examine progress.
Process portfolios demonstrate student work throughout a learning task. At the beginning of the learning task you should answer questions such as:
• What do I plan to accomplish with this task?
• How I plan to get there
• My strategies for accomplishing this task
As you progress, you may include interim evidence and notes on progress. Finally, when you complete the task, you need to summarize what went into the learning task. Work samples, plans, outlines, final products and even unfinished products or items from other courses or employment/volunteer activities might be included in the portfolio.
Marking Criteria
This Rubric will be used as the marking criteria for the portfolios.
Exceptional: 23-25/25
Thorough: 19-22/25
Adequate: 15-18/25
Inadequate: 0-15/25
Rubric layout to follow.
Choose two of the following articles and post a critique for each on your blog:
Preparing a teaching portfolio: http://www.umass.edu/cft/publications/teaching%20portfolio.pdf Note: while directed at university level teaching, this article has a lot to offer the classroom teacher.
Electronic Portfolios—Students, Teachers, and Life Long Learners: http://eduscapes.com/tap/topic82.htm
Creating an Electronic Portfolio – A Webquest: http://cte.jhu.edu/techacademy/fellows/Spencer/webquest/lasindex.html Note: we will be looking at webquests in the fall, but this is an example of using one to create a Portfolio.
Read both of the following and comment on them both in your blog:
Electronic Portfolios in the K-12 Classroom. (2002). Education World. Online at: http://www.educationworld.com/a_tech/tech111.shtml
Balancing 2 Faces of ePortfolios. Helen Barrett (2009). http://electronicportfolios.com/balance/index.html
Examples of E-Portfolios
Here are some examples of various e-portfolios both teachers and students portfolios. Check them out. Pick two examples within one of the links and blog about it.
http://www.coe.iup.edu/njyost/portfolios/samples.html
http://www.usd.edu/tlc/eportfolio/class/examples.html
http://web.archive.org/web/20050428073337/faculty.coehd.utsa.edu/pmcgee/portfolios.htm
http://gallery.carnegiefoundation.org
Activity Lesson Plan 3
Go to http://www.internet4classrooms.com/integ_tech_lessons.htm Choose two very different lesson plans and post the urls to your blog. Answer these questions - Indicate why you chose them and how they could be used in your future classrooms. What are they trying to teach? Why did they appeal to you? What issues might arise from using this in the classroom, if any? What would you as a teacher need to have in advance or prepared to undertake these lessons?
Review Dr. Moersch's Level of Technology Implementation Framework designed to accurately measure authentic classroom technology use. The LoTi Framework focuses on the use of technology as a tool within the context of student based instruction with a constant emphasis on higher order thinking: http://www.loticonnection.com/lotilevels.html
Choose a third lesson plan from the integrating technology link above. Assess the level of the lesson plan and measure its ‘authentic classroom technology’ use…why have you placed in on the scale where you did. Blog the following questions along with your assessment: What is included in the lesson plan that has it fall on this level…what about the lesson plan is not included to have it fall on this level. How would you adjust the lesson plan to have it higher on the scale…or if more appropriate, how would you lower/remove technology components to have it lower on the scale? What is your opinion of the framework? Does it work for your decision making vis a vis integrating technology? Have you found another that works better? If yes, share it in the blog. If no, look for one to share on your blog.
Class Presentation Rubric to follow
Tuesday, July 28, 2009
Thursday, July 23, 2009
Educational Technology 1 – Educ 4038
July 23, 2009
Class 6 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
What are Learning Styles?
There are many models used to describe learning styles. Below you will find a number of them grouped according to Curry's "onion" model (see Claxton & Murrell, Learning Styles ASHE-ERIC Higher Education Report #4 (1987). This model arranges learning style models from those that focus on external conditions to those that are based on personality theory.
Instructional Preferences
• Canfield
• Dunn and Dunn
• Friedman and Stritter
• Goldberg
• Hill and Nunnery
• Renzulli and Smith
• Rezler and Rezmovic
Social Interaction Models
• Reichman and Grasha Learning Styles
• Mann
• Perry
• Belenky et al.
• Baxter Magolda
Information Processing
• Biggs, Study Process Questionnaire
• Entwhistle and Ramsden, Approaches to Studying
• Felder's Learning Style Page
• Gardner's Seven Learning Styles
• Gregoric Mind Styles
• Hunt, Paragraph Completion Method
• Kolb's model of Experiential Learning
• Pask
• Schmeck, Ribich, & Ramanaih, Inventory of Learning Process Schroeder, Paragraph Completion Test
Personality Levels
• Kagan, Matching Familiar Figures Test
• Katz and Henry's Omnipubus Personality Inventory
• Myers-Briggs Type Indicator
• Witkin, Embedded Figures Test
Litzinger & Osif describe learning styles as "the different ways in which children and adults think and learn (1992, 73)." They see that each of us develops a preferred and consistent set of behaviors or approaches to learning.
In order to better understand the learning process, they break it down into several processes:
1. cognition - how one acquires knowledge
2. conceptualization - how one processes information. There are those who are always looking for connections among unrelated events. Meanwhile for others, each event triggers a multitude of new ideas.
3. affective - people's motivation, decision making styles, values and emotional preferences will also help to define their learning styles.
A number of people have tried to "catalogue" the ranges of learning styles in more detail than this. Kolb is perhaps one of the best known and his thinking is outlined on the next page.
Kolb's Theory of Learning Styles
First Kolb showed that learning styles could be seen on a continuum running from:
1. concrete experience: being involved in a new experience
2. reflective observation: watching others or developing observations about own experience
3. abstract conceptualization: creating theories to explain observations
4. active experimentation: using theories to solve problems, make decisions
Hartman (1995) took Kolb's learning styles and gave examples of how one might teach to each them:
1. for the concrete experiencer - offer laboratories, field work, observations or trigger films
2. for the reflective observe - use logs, journals or brainstorming
3. for the abstract conceptualizer - lectures, papers and analogies work well
4. for the active experimenter - offer simulations, case studies and homework
Although Kolb thought of these learning styles as a continuum that one moves through over time, usually people come to prefer, and rely on, one style above the others. And it is these main styles that instructors need to be aware of when creating instructional materials. In order to find out more about each of Kolb's learning styles, and how to teach to them, you may choose to click on any of the learning style names in the diagram below.
Accommodators
Accommodators (Concrete experience/Active experimenter) are motivated by the question, "what would happen if I did this?" They look for significance in the learning experience and consider what they can do, as well as what others have done previously. These learners are good with complexity and are able to see relationships among aspects of a system.
A variety of methods are suitable for this learning style, but anything that encourages independent discovery is probably the most desirable. Accommodators prefer to be active participants in their learning.
The instructors working with this type of student might expect devil's advocate type questions, such as "What if?" and "Why not?"
Assimilators
Assimilator (Abstract conceptualization/Reflective observer) are motivated to answer the question, "what is there to know?" They like accurate, organized delivery of information and they tend to respect the knowledge of the expert. They aren't that comfortable randomly exploring a system and they like to get the 'right' answer to the problem.
Instructional methods that suit Assimilators include:
• lecture method (or video/audio presentation)--followed by a demonstration;
• exploration of a subject in a lab, following a prepared tutorial (which they will probably stick to quite closely) and for which answers should be provided.
These learners are perhaps less 'instructor intensive' than some other learning styles. They will carefully follow prepared exercises, provided a resource person is clearly available and able to answer questions.
Convergers
Convergers (abstract conceptualization/active experimenter) are motivated to discover the relevancy or "how" of a situation. Application and usefulness of information is increased by understanding detailed information about the system's operation.
Instructional methods that suit Convergers include:
• above all, the instruction should be interactive, not passive for these kinds of learners
• computer-assisted instruction is a possibility
• problem sets or workbooks can be provided for students to explore
Divergers
Divergers (concrete/reflexive learners) are motivated to discover the relevancy or "why" of a situation. They like to reason from concrete specific information and to explore what a system has to offer and they prefer to have information presented to them in a detailed, systematic, reasoned manner
Instructional methods that suit Divergers include:
• lecture method-focusing on specifics such as the strengths, weaknesses and uses of a system
• hands-on exploration of a system
The instructor would be best to mingle with the students, answering questions and making suggestions. Ready reference guides provide handy, organized summaries for this kind of learner. Flexibility and the ability to think on your feet are assets when working with Divergers.
Learning Styles Inventory
Take the LSI found at this web site: http://www.learning-styles-online.com/inventory/
Now, read the paper by Felder and Soloman called Learning Styles and Strategies found at this web site: http://web.archive.org/web/20080125051848/http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
How are learning styles and multiple intelligences similar? Different? Post your thoughts on the blog.
Discussion Activity: Thinking about MI in the Classroom
At this site http://serendip.brynmawr.edu/local/dd/dd98/projects/Lucinora.html you will find an example of a lesson plan on Urban Heating and see how the different multiple intelligences of students can be addressed through the same content.
Lesson Plan Assignment - Choose a topic of instruction and provide an example of how each of Gardiner's intelligences can be used to teach your selected concept. Post it to your blog.
Learning Theory's Impact on Teaching
http://www.youtube.com/watch?v=CnnjX9RrGq8&feature=related
Introduction to Learning Theories
http://www.youtube.com/watch?v=hsX5Tq3WTBw
July 23, 2009
Class 6 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
What are Learning Styles?
There are many models used to describe learning styles. Below you will find a number of them grouped according to Curry's "onion" model (see Claxton & Murrell, Learning Styles ASHE-ERIC Higher Education Report #4 (1987). This model arranges learning style models from those that focus on external conditions to those that are based on personality theory.
Instructional Preferences
• Canfield
• Dunn and Dunn
• Friedman and Stritter
• Goldberg
• Hill and Nunnery
• Renzulli and Smith
• Rezler and Rezmovic
Social Interaction Models
• Reichman and Grasha Learning Styles
• Mann
• Perry
• Belenky et al.
• Baxter Magolda
Information Processing
• Biggs, Study Process Questionnaire
• Entwhistle and Ramsden, Approaches to Studying
• Felder's Learning Style Page
• Gardner's Seven Learning Styles
• Gregoric Mind Styles
• Hunt, Paragraph Completion Method
• Kolb's model of Experiential Learning
• Pask
• Schmeck, Ribich, & Ramanaih, Inventory of Learning Process Schroeder, Paragraph Completion Test
Personality Levels
• Kagan, Matching Familiar Figures Test
• Katz and Henry's Omnipubus Personality Inventory
• Myers-Briggs Type Indicator
• Witkin, Embedded Figures Test
Litzinger & Osif describe learning styles as "the different ways in which children and adults think and learn (1992, 73)." They see that each of us develops a preferred and consistent set of behaviors or approaches to learning.
In order to better understand the learning process, they break it down into several processes:
1. cognition - how one acquires knowledge
2. conceptualization - how one processes information. There are those who are always looking for connections among unrelated events. Meanwhile for others, each event triggers a multitude of new ideas.
3. affective - people's motivation, decision making styles, values and emotional preferences will also help to define their learning styles.
A number of people have tried to "catalogue" the ranges of learning styles in more detail than this. Kolb is perhaps one of the best known and his thinking is outlined on the next page.
Kolb's Theory of Learning Styles
First Kolb showed that learning styles could be seen on a continuum running from:
1. concrete experience: being involved in a new experience
2. reflective observation: watching others or developing observations about own experience
3. abstract conceptualization: creating theories to explain observations
4. active experimentation: using theories to solve problems, make decisions
Hartman (1995) took Kolb's learning styles and gave examples of how one might teach to each them:
1. for the concrete experiencer - offer laboratories, field work, observations or trigger films
2. for the reflective observe - use logs, journals or brainstorming
3. for the abstract conceptualizer - lectures, papers and analogies work well
4. for the active experimenter - offer simulations, case studies and homework
Although Kolb thought of these learning styles as a continuum that one moves through over time, usually people come to prefer, and rely on, one style above the others. And it is these main styles that instructors need to be aware of when creating instructional materials. In order to find out more about each of Kolb's learning styles, and how to teach to them, you may choose to click on any of the learning style names in the diagram below.
Accommodators
Accommodators (Concrete experience/Active experimenter) are motivated by the question, "what would happen if I did this?" They look for significance in the learning experience and consider what they can do, as well as what others have done previously. These learners are good with complexity and are able to see relationships among aspects of a system.
A variety of methods are suitable for this learning style, but anything that encourages independent discovery is probably the most desirable. Accommodators prefer to be active participants in their learning.
The instructors working with this type of student might expect devil's advocate type questions, such as "What if?" and "Why not?"
Assimilators
Assimilator (Abstract conceptualization/Reflective observer) are motivated to answer the question, "what is there to know?" They like accurate, organized delivery of information and they tend to respect the knowledge of the expert. They aren't that comfortable randomly exploring a system and they like to get the 'right' answer to the problem.
Instructional methods that suit Assimilators include:
• lecture method (or video/audio presentation)--followed by a demonstration;
• exploration of a subject in a lab, following a prepared tutorial (which they will probably stick to quite closely) and for which answers should be provided.
These learners are perhaps less 'instructor intensive' than some other learning styles. They will carefully follow prepared exercises, provided a resource person is clearly available and able to answer questions.
Convergers
Convergers (abstract conceptualization/active experimenter) are motivated to discover the relevancy or "how" of a situation. Application and usefulness of information is increased by understanding detailed information about the system's operation.
Instructional methods that suit Convergers include:
• above all, the instruction should be interactive, not passive for these kinds of learners
• computer-assisted instruction is a possibility
• problem sets or workbooks can be provided for students to explore
Divergers
Divergers (concrete/reflexive learners) are motivated to discover the relevancy or "why" of a situation. They like to reason from concrete specific information and to explore what a system has to offer and they prefer to have information presented to them in a detailed, systematic, reasoned manner
Instructional methods that suit Divergers include:
• lecture method-focusing on specifics such as the strengths, weaknesses and uses of a system
• hands-on exploration of a system
The instructor would be best to mingle with the students, answering questions and making suggestions. Ready reference guides provide handy, organized summaries for this kind of learner. Flexibility and the ability to think on your feet are assets when working with Divergers.
Learning Styles Inventory
Take the LSI found at this web site: http://www.learning-styles-online.com/inventory/
Now, read the paper by Felder and Soloman called Learning Styles and Strategies found at this web site: http://web.archive.org/web/20080125051848/http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
How are learning styles and multiple intelligences similar? Different? Post your thoughts on the blog.
Discussion Activity: Thinking about MI in the Classroom
At this site http://serendip.brynmawr.edu/local/dd/dd98/projects/Lucinora.html you will find an example of a lesson plan on Urban Heating and see how the different multiple intelligences of students can be addressed through the same content.
Lesson Plan Assignment - Choose a topic of instruction and provide an example of how each of Gardiner's intelligences can be used to teach your selected concept. Post it to your blog.
Learning Theory's Impact on Teaching
http://www.youtube.com/watch?v=CnnjX9RrGq8&feature=related
Introduction to Learning Theories
http://www.youtube.com/watch?v=hsX5Tq3WTBw
Tuesday, July 21, 2009
Thursday, July 16, 2009
MY TPI
Diane Janes here are your TPI scores:
----------------------
16-JUL-09
----------------------
Transmission total: (Tr) 26.00
B=9; I=9; A=8
Apprenticeship total: (Ap) 40.00
B=13; I=15; A=12
Developmental total: (Dv) 39.00
B=11; I=13; A=15
Nurturance total: (Nu) 41.00
B=13; I=14; A=14
Social Reform total: (SR) 26.00
B=10; I=8; A=8
----------------------
Beliefs total: (B) 56.00
Intention total: (I) 59.00
Action total: (A) 57.00
----------------------
Mean: (M) 34.40
Standard Deviation: (SD) 6.89
HiT: (HiT) 41.00
LoT: (LoT) 28.00
----------------------
Overall Total: (T) 172.00
-------------------------------------------------------------------------------------
For future reference your TPI ID number is: 090716124103
----------------------
16-JUL-09
----------------------
Transmission total: (Tr) 26.00
B=9; I=9; A=8
Apprenticeship total: (Ap) 40.00
B=13; I=15; A=12
Developmental total: (Dv) 39.00
B=11; I=13; A=15
Nurturance total: (Nu) 41.00
B=13; I=14; A=14
Social Reform total: (SR) 26.00
B=10; I=8; A=8
----------------------
Beliefs total: (B) 56.00
Intention total: (I) 59.00
Action total: (A) 57.00
----------------------
Mean: (M) 34.40
Standard Deviation: (SD) 6.89
HiT: (HiT) 41.00
LoT: (LoT) 28.00
----------------------
Overall Total: (T) 172.00
-------------------------------------------------------------------------------------
For future reference your TPI ID number is: 090716124103
Fardanesh article
FYI, the Fardanesh, H. (2002). Learning theory approaches and teaching methods. British Journal of Educational Technology, 33(1), 95-98 article is also PDF and will be sent to you by email..D
Class 4
Educational Technology 1 – Educ 4038
July 16, 2009
Class 4 (3 Hours)
Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236
Learning Theory (continued)
The following (pdf) article by Sharon Derry explains what learning strategies are and how they are applied.
- Derry, S.J. (1988). Putting Learning Strategies to Work. Educational Leadership, December 1988/January 1989, pp. 118-124. (article sent to you by email)
As well, constructivism and multimedia are often tied together in what might be called "constructivist learning environments". Given these, consider the possibilities for its use in multimedia and e-learning and post it in your blog, as you review Elizabeth Murphy's comments on Constructivist Learning Environments at this web site: http://www.ucs.mun.ca/~emurphy/stemnet/cle5c.html
Conceptions of Teaching
Our assumptions about what is knowledge (epistemology) and how it is acquired (learning theory) tend to influence how we teach. Our philosophy or conception of teaching can also impact on our choices in the classroom or in the creation of learning courseware.
For many teachers, teaching is like riding a bike. Once they learn how to do it, it becomes second nature, an activity that one just does without too much thought. But there are many different ways of teaching and I believe it is an activity that needs to be constantly reexamined and reflected upon.
Dan Pratt has written extensively on teaching in adult and higher education and has investigated teaching in a number of different cultures. His research suggests that it is useful to think about teaching in five fundamentally different ways, what he calls five perspectives on teaching. I think his work also has value in the K-12 environment.
| Perspective | Description |
| Transmission | Effective delivery of content |
| Apprenticeship | Modeling ways of being |
| Developmental | Cultivating ways of thinking |
| Nurturing | Facilitating self-efficacy |
| Social Reform | Seeking a better society |
Read a summary on the five perspectives of teaching: http://www.edst.educ.ubc.ca/faculty/pratt/DPtpsum.html
1. Also visit Dan's website (http://www.edst.educ.ubc.ca/faculty/pratt.html ) and take his online inventory - http://www.teachingperspectives.com/
2. As you read the material and go through the inventory, reflect on your own teaching.
3. What perspective do you think you have? Also, try to determine - what is the underlying epistemological and learning theory of each teaching perspective. Add these thoughts to your blog.
Read: one of the two papers below and post a summary of the paper and your thoughts on it to your blog.
Gimbert, B. & Zembal-Saul, C. (2002). Learning to teach with technology: From integration to actualization. Contemporary Issues in Technology and Teacher Education [Online serial], 2(2). Available: http://www.citejournal.org/vol2/iss2/currentpractice/article1.cfm
Fardanesh, H. (2002). Learning theory approaches and teaching methods. British Journal of Educational Technology, 33(1), 95-98.
Subscribe to:
Posts (Atom)
