presentation rubric

e portfolio rubric

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

Reminder

Meet and Greet with Dr. Bates at 2...class at 3 in the boardroom at L138...cheers, Diane

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

you tube MI

http://www.youtube.com/watch?v=KEFpaY3GI-I

thirteen EdOnline

http://www.thirteen.org/edonline/concept2class/mi/index.html

http://web.archive.org/web/20071130075835/http://www.mcmel.org/erica.mi/mainpage.html

Erica Haywood

Profile for user 659437:
Linguistic=34
Mathematics=26
Visual/Spatial=34
Body/Kinesthetic=28
Naturalistic=28
Music=43
Interpersonal=38
Intrapersonal=35

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

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.

1. 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.

Educational Technology 1 – Educ 4038

July 14, 2009

Class 3 (3 Hours)

Dr. Diane P. Janes – Diane_Janes@cbu.ca – Office hours by appointment – Phone: 563-1236

Our blogs:

http://chezziex.blogspot.com/

http://loismacintyre.blogspot.com/

http://brawks.blogspot.com/

http://cbuedtech.blogspot.com/

Learning Theory

Read for class: http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

Discussion 1 - What is Learning Theory? Brainstorm a definition with the class. List the key elements of a Learning Theory. Post the definition to your blog.

Discussion 2 - Review Learning Theory…why have one? What is the advantage to the class room teacher?

Wikipedia http://en.wikipedia.org/wiki/Learning_theory_(education)

Smith, M. K. (1999) 'Learning theory', the encyclopedia of informal education, www.infed.org/biblio/b-learn.htm, Last update: June 18, 2009

Learning Theories.com http://www.learning-theories.com/

About Learning http://www.funderstanding.com/content/about-learning

Activity 1 – Based on our discussion so far, pick one of the theories and find a lesson that embodies the theory you have chosen. In your blog post the link, why you feel the lesson is created to support the learning theory and how easy or difficult this would be to do in your classroom…what would be the barriers? Benefits? Is anything missing from the lesson that you would include?

Here are examples of behavioral lesson plans:

Lesson on How to Make a Model of the Human Respiratory System

Teacher: Debbie Kilburn	Subject: Science
Grade Level: 5 & 6	Date: November 22, 1997

http://www.adprima.com/sci-respsystem.htm

LESSON PLAN AND FORMAT EXAMPLE FOR GRADE K

S. B. Kizlik, Ed. D.

College of Education
Florida Atlantic University

09/08/01

http://www.adprima.com/math1.htm

Lesson Plan on the Edmund Fitzgerald

Teacher: Amy Kozloski	Subject: Social Studies
Grade Level: 4	Date: June 6, 2001

http://www.adprima.com/social16.htm

Just a reminder...

Just a reminder that we are discussion Brenda's paper tomorrow afternoon and doing some exploring of learning theory...why we have LT? how it impacts on the classroom? and on technology! We will also start looking at some lesson plans that use the three main LTs that are discussed, Behaviouralism, Cognitivism and Constructivism...All for now, Diane

Brenda Mergel's paper on Learning Theory

http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

Welcome to Ed Tech 1 at CBU

Hi everyone...welcome to the class for Educational Technology 1, Cape Breton University, for the Summer 2009. I will be posting 'stuff' here for the class and any materials you will be needing as the course progresses...cheers, Diane