Skip to main content

Home/ Groups/ 2009 Fall ETC647
Rss Feed
Sort By: Most Recent | Popular Filter: All | Bookmarks | Topics Simple Middle
Mary Jones

http://sites.google.com/site/scslllnow/home/lesson-one----assignment-two - 0 views

sites.google.com/...lesson-one----assignment-two

shared by Mary Jones on 06 Dec 09 - Cached
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      Hi this is a great self-assessment tool and assignment that places the responsibility and development of learning with the student.
    • tucsonconroy Betsy Conroy
      tucsonconroy Betsy Conroy on 06 Dec 09
       
      Thanks, Mary. Since my learners are employee-learners in supervisory positions, it is important that we treat them as self-directed adult learners...and focus on their needs. If we don't meet their needs, we are not credible.
Mary Jones

http://sites.google.com/site/scslllnow/home/lesson-one - 0 views

sites.google.com/...lesson-one

shared by Mary Jones on 06 Dec 09 - Cached
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      Hi, This a very elaborate creation of an assignment that will support the areas of communication, collaboration, and learning. You have also included some formative assessment tools that will enhance the learning. :)
    • tucsonconroy Betsy Conroy
      tucsonconroy Betsy Conroy on 06 Dec 09
       
      Thanks. It happens this week for real, and so the instructions are detailed as is the rubric for feedback.
Mary Jones

Time Tracker (SCS Lifelong Learning Now!) - 0 views

sites.google.com/...time-tracker

shared by Mary Jones on 06 Dec 09 - Cached
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      This is an interesting feature. Could you expound on this area?
    • tucsonconroy Betsy Conroy
      tucsonconroy Betsy Conroy on 06 Dec 09
       
      Thanks, Mary. This website was setup using the 'project team' template. I choose it because this group of learners has been developed through projects (situated learning using constructivist strategies), and the project environment with deadlines, outcome statements, etc. is familiar and business oriented. The time tracker is an alternative to a calendar, and allows the learners to post their individual triad projects and deadlines, and have a central place to look and see when what is due. Hope that makes sense.
Mary Jones

The Team: SCS 2008 - 2009 (SCS Lifelong Learning Now!) - 0 views

sites.google.com/...the-team

shared by Mary Jones on 06 Dec 09 - Cached
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      Hi, It appears that you want to create an effective,collaborative learning environment which is conducive for a Constructivist-oriented class.
    • tucsonconroy Betsy Conroy
      tucsonconroy Betsy Conroy on 06 Dec 09
       
      Yes, that is my goal. The group has bonded in the F2F classroom environment. I want them to continue their learning with and from one another. In this economic environment we can't afford to take the learners away from work for learning; the digital environment is perfect and something with which this group is familiar (using our LMS). This site is intended to take them to the next level of digital savviness and collaboration.
Mary Jones

Sitemap (SCS Lifelong Learning Now!) - 0 views

sites.google.com/...hierarchy

shared by Mary Jones on 06 Dec 09 - Cached
  • Join Our Discussion
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      Hi, Great that you have incorporated a useful tool such as Google Groups, which allows for sharing of information and communication.
Mary Jones

Project Proposal - Purpose, Objectives, Activities, Deliverables (SCS Lifelong Learning... - 0 views

sites.google.com/...project-definition

shared by Mary Jones on 06 Dec 09 - Cached
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      Hi, Again, great usage of the space, detailed information about what the learners will use, learn, and create. I find this page, in reference to the requirements, quite informative. The objectives are aligned specifically with the assignments. There is also a purpose given which I feel is important for any course that wishes to engage its students.
    • tucsonconroy Betsy Conroy
      tucsonconroy Betsy Conroy on 06 Dec 09
       
      Thanks, again Mary. I was a little concerned that I put the project proposal on one page. I was trying to serve two masters: the educational evaluators (us) and the learners (supervisors in an organization who expect business statements). I agree the statement of purpose is important. If I can't articulate this from the get-go, I will be confused and so will my learners.
Mary Jones

http://sites.google.com/site/scslllnow/project-updates - 0 views

sites.google.com/...project-updates

shared by Mary Jones on 06 Dec 09 - Cached
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      Hi, Nice job incorporating feeds to keep students updated on relevant information. Good Connectivism feature.
tucsonconroy Betsy Conroy

Learning Experience in Using Delicious - 1 views

I love Delicious, and I have begun to use it for work projects and collaborations in which a team of which I am part, must benchmark what other organizations are doing or gather information about o...

etc647 Fall2009

started by tucsonconroy Betsy Conroy on 06 Dec 09 1 follow-up, last by tucsonconroy Betsy Conroy on 06 Dec 09
tucsonconroy Betsy Conroy

Experience Using Diigo in Evaluating Peer Projects - 0 views

I think Diigo is an awesome way to give feedback. We can choose to give feedback and share it publicly, with the ETC group or make it private. It enables us to post the sticky where it is most re...

etc647 Fall2009

started by tucsonconroy Betsy Conroy on 06 Dec 09 no follow-up yet
Nasreen Wahid

Bias and the News (That's News to Me) - 2 views

sites.google.com/...thatisnewstome

shared by Nasreen Wahid on 06 Dec 09 - Cached
    • Nasreen Wahid
      Nasreen Wahid on 06 Dec 09
       
      The project definition page gives clear objectives and goals aligned to the standards. The unit is very organized and well written with attention paid to detail and clearly informing the participants. Some Web 2.0 tools are included in this unit including wiki capabilities and embedded media. I noticed that you had a Google Groups link on the sidebar, but you did not include Google Groups as a part of your unit. Google Sites as a wiki is acceptable for collaboration and discussion. You might consider creating pages for group work space or using some other social media tool. The links and forms are very useful to the learners. Evaluation rubrics are clear and well defined so that the participants can construct their projects successfully. Overall a well developed unit for students to understand news bias and how to conduct a video interview. A minor suggestion is to make your font consistent through the unit. The first page uses every large font, and the following pages do not have consistent font. There are also some pages that use different styles of font. The look and flow of the pages will be improved with the same size font throughout. Otherwise the rest of the unit looks and feels very professional and is organized well. You might also consider including some other tools that can help support connectivism. You might have students use Diigo to comment on or annotate links, they could use Delicious to find resources to share with their peers, or they could create their own wiki as their group space. I hope that you have an opportunity to use this unit, it sounds like a fun learning experience for the participants!
Chih-Hsiung Tu

CGMS Science Olympiad - home - 0 views

cgms-sci-oly.wikispaces.com

shared by Chih-Hsiung Tu on 01 Dec 09 - Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 01 Dec 09
       
      Common Question I: Aligned Connectivism Principles Please discuss three most important strategies of NLE/PLE in your unit, identify what aligned Connectivism principle(s) are, and discuss the assessments you integrate. Remember NLE/PLE strategies are not your contents or "technologies," such as wiki, discussion board etc. It is the integrated soft technologies. If you don't remember Connectivism principles, please review our Lesson 1 readings. Hint: be sure to include four components of technology integrations: Content; Technology; Instructional Strategies; Assessment.
    • tgwrbaker
      tgwrbaker on 05 Dec 09
       
      The three most important strategies of PLE in my unit are first the students manage their own content. The students are responsible for gathering and posting all information they find or learn about their event. When student are able to manage their own learning it becomes more meaningful, which translates to permanent learning. Another strategy I used was to have the students assess their own learning through journaling. The students did their own journaling through Google Forms, rather than blogs because district policies. No blogs are allowed to be unblocked. The nice thing about Google Forms is that it puts the information in an easy ormat to grade. Finally students are able to communicate with others about their learning through commenting on other's events. This enable students to critique others events and add hints or ideas of their own. My unit's guiding Connectivism principal is the idea that learning is the connecting different information sources. Students are encouraged to look for information for their event on other sites, then post the link both on the wiki and on Delicious. Additionally, as this site will hopefully be in use for the following year's science olympiad team, they will have a chance to add to knowledge by creating their own video to share how they created a winning entry. The students can build upon other's knowledge.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 01 Dec 09
       
      Common Question II: Weaknesses Please discuss three weaknesses of your unit. Please specific. Hint: focus on technology, instructional strategies, and assessments.
    • Moussa Tankari
      Moussa Tankari on 05 Dec 09
       
      Geneva, The topic of your unit plan is timely and an exciting one: "Science Olympiad". The technology used (wiki) is very user friendly and important in connectivism. Strategies and instructions are also clear. However, the learning objectives need to be stated clearly at the outset and should match each strategy. The lessons are well sequenced. So are the activities and assessment rubrics. However, the site navigation is not easy. For example, you need to change settings so that when you click on a link it opens in a new window. That way, you don't lose your previous page. Principles of connectivism (collaboration, network learning and sharing) are key ingredients in your unit. You did a remarkable job integrating those principles in each lesson. Great job!
    • tgwrbaker
      tgwrbaker on 05 Dec 09
       
      One of the weakness in my unit is the accessibilty at my school of technology. This whole unit rests on two assumptions: my students will have sufficent time in the computer lab, and two that my wiki will not be blocked by the filter. Unfortunately, when going to implement this unit I found that my assumption were incorrect. First, I have not been able to get the kids into the computer lab because of new district mandated on-line testing. Second, a new web filter was installed a few weeks ago. It blocks all wikis and blogs, which are essential to my project. I put in for a reconsideration of website blockage but was told it would be a month or more before the committe gets together to review it. Another weakness in the unit is, as Moussa pointed out, the site is difficult to navigate. I am used to being able to create smooth navigation with my web building software, but I am not yet familiar with the wiki so the navigation is not as clean as I would like it. The final weakness is that I did not provide any clear how to directions for my students on how to post, research, or how to add links. That will need to be fixed before I implement it in the classroom.
    • Nasreen Wahid
      Nasreen Wahid on 06 Dec 09
       
      The unit is very extensive and would be very engaging for middle school science students. The students are given a variety of choices to guide their learning as they create their own content within the collaborative wiki setting. This setting helps students work collaboratively and supports connectivity and constructivism. I feel that there are some steps/instructions missing for this unit. Perhaps these are given face-to-face with the students before they begin, but it would be useful to post them on the wiki for students to refer back to as they work. The evaluation rubrics are clear and help students develop and build their projects and they make use of Google Forms which is so easy to use and organizes answers for the instructor. You might consider creating an example event so that students know what is expected of them when they do their own events. Excellent use of Google Forms (which I love!). I never thought about using it as a journal entry form, I will definitely be using this with my 6th graders! I would love to see how this unit turns out with students! Good luck!
Matt Romanoski

Second Life- Building a Virtual Classroom!- Unit Overview (ETC 647 Second Life) - 4 views

sites.google.com/...home

shared by Matt Romanoski on 01 Dec 09 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 01 Dec 09
       
      Common Question I: Aligned Connectivism Principles Please discuss three most important strategies of NLE/PLE in your unit, identify what aligned Connectivism principle(s) are, and discuss the assessments you integrate. Remember NLE/PLE strategies are not your contents or "technologies," such as wiki, discussion board etc. It is the integrated soft technologies. If you don't remember Connectivism principles, please review our Lesson 1 readings. Hint: be sure to include four components of technology integrations: Content; Technology; Instructional Strategies; Assessment.
    • bodi anderson
      bodi anderson on 04 Dec 09
       
      Content; Overall the content focuses on creating useful and aesthetically pleasing virtual learning objects. language skills will progress though naturalistic engagement in the project (a number of different forms of communication including brainstorming, programming and presenting using different thematically connected language skills). Considering the 2 leels of learning please see my notes on technology below. Technology; The project uses collaborative wiki technology as well as Second life which, being a persistent online world with the ability to embed traditional text based CMC far outweighs many other formats in terms of providing a large variety of interaction methods (see answer to question 2 above). Furthermore the lesson revolves around creating virtual learning object will will also be used by future generations of learners as well as the constructors themselves. Thus we have published student work which contributes to learning and the learning of future students. Instructional Strategies; More linked to socio-cognitivism than connectivism (sorry i still cannot base pedagogy on something which I dont feel has gained a theory level of backing. There is no empirical evidence for connectivism and basing pedagogy on it would only serve to potentially hurt learners). Again we have a group created learning object project here which contibute to learning in their creation and finished project , working on 2 levels. Assessment. Assessment is peer, self and instructor based with a rather heavy weighting to peer based opposed to most classes. Additionally there is an added macro level element of assessment in that future generations of students will also be interacting with and using current student Second Life virtual classroom object creations. This I feel ads a nice level as students' object will be around for the remainder of the class and long after they are gone thus inspiring them to do their best.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 01 Dec 09
       
      Common Question II: Weaknesses Please discuss three weaknesses of your unit. Please specific. Hint: focus on technology, instructional strategies, and assessments.
    • bodi anderson
      bodi anderson on 04 Dec 09
       
      Overall I would say the weakness in my unit would be given the short amount of time students have to compete it (roughly 1 month) I am not 100% sure they will be able to do this. Naturally I would need to pilot it and be flexible. In terms of language learning, I use a more communicative exposure method. R. Jones publishes a lot on this in interaction research and my own research has found online game mediums to be more linguistically interactive than traditional CMC. Perhpahs my unit would benefit from some direct language instruction, however I would need to base this off of an initial needs assessment done by students undertaking the project.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 04 Dec 09
       
      If one month is too short, how much time do you think your students need?
    • bodi anderson
      bodi anderson on 05 Dec 09
       
      As I said above , the lesson would need to be properly piloted first (as all lessons generally do). I would estimate no longer than 1.5 months though,
    • Matt Romanoski
      Matt Romanoski on 04 Dec 09
       
      Content definteily supports organizaiton learning network environments. Site provides for group collaboration and activity through group activities and use of 2nd life. Google site format lends itself to network learning and the content itself, second life, is most definitely network learning. Integrated technologies include tutorials on how to use second life, second life itself, wordle, and the google site that hosts the unit. I think second life itself is the strongest integrated technology and really stands on its own considering its abilities to allow people to connect in such a unique, virtual manner. Instructional strategies include individual assignemnts to familiarize with second life and then group collaboration to design a classroom and develop a presentation. Core of the project is focused on gropu collaboration as it should using the second lfie technology. Unit provides for peer review and evaluation of group members as well as instructor review of individual and group submission of artifacts and products. Bodi, I think this is an excellent use of network learning environments. I like that you use a new and budding technology in googlsites and that you are instructing learners on how to create a virtual classroom within second life. If this does not highlight connectivism and constructivism then I have completely misunderstood the definitions of the two. Your site is very easy to navigate and understand. All assignments are very clear and provide for little opportunity of misunderstanding or confusion. I would be very intersted in participating a learning environment such as this. Great job!
    • Moussa Tankari
      Moussa Tankari on 05 Dec 09
       
      Bodi, Thank you for sharing your unit plan and it is a pleasure to walk through your ideas. The topic of your unit is timely and well chosen to fit an EFL context such as the one you chose (Japan). The objectives are well stated at the forefront. The tutorials are great too because they build a good basis for student understanding of Second Life. Good job! The technology is very popular and well liked by students, so it helps motivate learning. Your unit is very well planned and designed. The activities are doable and motivating. Navigation is also easy. Maybe including a timeline would help students meet. The connectivism principle of collaboration, sharing, evaluation as well as peer review are all embedded nicely in your unit. Like you said, one major problem might be the relatively short time you chose to allocate to this unit (1 month). Overall, I enjoyed reading your unit and walking through the tutorials. Congratulations!
    • Nasreen Wahid
      Nasreen Wahid on 06 Dec 09
       
      The unit has very clear goals and objectives that support connectivist learning for both the participants and the students of the participants. It will directly impact classroom teaching to incorporate a strong Web 2.0 tool (virtual space within Second Life). The lessons support learners using tutorials and instructions that are clear well developed for the appropriate audience. The use of Wordle is great to show connectivity between concept ideas and is fun and creative! How cool that group work, discussions, and presentations can all be done in Second Life as if it were an actual classroom! I really need to get involved in learning more about SL! Thanks for showing me some of the educational application in your unit and how it seems to be a great virtual space that integrates connectivism and constructivism with many Web 2.0 tools! The evaluation rubric of the presentations is clear and focused. You might consider using Google Docs Forms so that participants can submit their answers which will directly embed them in a spreadsheet for you. Participants also have the opportunity to reflect on learning and their group members. Great job Bodi!
  • bodi anderson on 05 Dec 09
     
    Thanks for the feedback guys!
Susan Lamparter

http://docs.google.com/Doc?docid=0AeVgJp91oQw0ZHFtd21kNV8xNTNjY2RjZm5kNg&hl=en - 0 views

docs.google.com/Doc

shared by Susan Lamparter on 06 Dec 09 - Cached
    • Susan Lamparter
      Susan Lamparter on 06 Dec 09
       
      Learning objectives have some formatting issues. Not too clear about "same process their students".
    • Susan Lamparter
      Susan Lamparter on 06 Dec 09
       
      The information under Course materials where it lists phases is good but a little confusing. Maybe list Phase 1 and the components under it.
  • Susan Lamparter on 06 Dec 09
     
    Some formatting issues in the learning goals and outcomes. Wasn't sure about how these were structured.
Julie Formo`

Aligned Connectivist Principles - 2 views

These are three of the Connectvism strategies that I feel the unit addressed: * Learning and knowledge rests in diversity of opinions. Process: Discussion, research, and group work. * Learning may...

etc647 tools edtech web2.0 collaboration Fall2009 Digital

started by Julie Formo` on 04 Dec 09 no follow-up yet
Chih-Hsiung Tu

Bias and the News (That's News to Me) - 1 views

sites.google.com/...home

shared by Chih-Hsiung Tu on 01 Dec 09 - Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 01 Dec 09
       
      Common Question I: Aligned Connectivism Principles Please discuss three most important strategies of NLE/PLE in your unit, identify what aligned Connectivism principle(s) are, and discuss the assessments you integrate. Remember NLE/PLE strategies are not your contents or "technologies," such as wiki, discussion board etc. It is the integrated soft technologies. If you don't remember Connectivism principles, please review our Lesson 1 readings. Hint: be sure to include four components of technology integrations: Content; Technology; Instructional Strategies; Assessment.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 01 Dec 09
       
      Common Question II: Weaknesses Please discuss three weaknesses of your unit. Please specific. Hint: focus on technology, instructional strategies, and assessments.
  • bodi anderson on 04 Dec 09
     
    Nice Job Dan: My review First off an interesting topic which I feel will be a good challenge and of interest to the middle school audience. Primarily asynchronous CMC based. A nice amount of resources for students I love the How to sections with the grouping section in-between. Good use of collaboration and group as well as individual work (with an emphasis on the former). Catchy section names to boot (which help appeal to target learners). Amazing. As noted above the planning via calendar is superb (this is the strongest feature of this unit I feel). Wiki provides a good outlet for student based publishing and good connectivist support . It might be nice to have future students build on what current students produce in an active manner. I still feel team blogs need more detailed guidance as often folks just patch the torch. Perhaps make them more detailed with specific goals and swap out members responsible for different sections. Assessment clearly stated and detailed. Nice detailed rubrics for all to see. Includes both peer and instructor evaluation. One of the nicer layouts I have seen! Easy to navigate and pleasing to the eye. Not much to say here except maybe change the pictures on front page to key in more with the bias component (maybe different views of the same story?).\
Dallas McPheeters

The Cloud Opens the Floodgates for Faculty Innovation -- Campus Technology - 1 views

campustechnology.com/...es-for-Faculty-Innovation.aspx

shared by Dallas McPheeters on 03 Dec 09 - Cached
  • the cultural tipping point
    • Dallas McPheeters
      Dallas McPheeters on 03 Dec 09
       
      Web 2.0, the cultural tipping point. Excellent!
Chih-Hsiung Tu

Created with TaskStream (www.taskstream.com) - 0 views

folio.taskstream.com/...preview_pane.asp

shared by Chih-Hsiung Tu on 02 Dec 09 - Cached
  • Digital Asset Management Assignment 2
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Dec 09
       
      Common Question I: Aligned Connectivism PrinciplesPlease discuss three most important strategies of NLE/PLE in your unit, identify what aligned Connectivism principle(s) are, and discuss the assessments you integrate.  Remember NLE/PLE strategies are not your contents or "technologies," such as wiki, discussion board etc.  It is the integrated soft technologies.  If you don't remember Connectivism principles, please review our Lesson 1 readings. Hint: be sure to include four components of technology integrations: Content; Technology; Instructional Strategies; Assessment.
    • Russ Gilbert
      Russ Gilbert on 02 Dec 09
       
      1) Group participation in assignment #1 In the first assignment, students work in groups to accomplish the task of the informal portrait on location. Students take turns at all three positions within the group; collaboration among the participants utilizing the technology in the required ways is key to success. The finished output (assessment) using technology applications to assemble and organize products is the students objective in a connectivism way. Group critiques is implemented in the final presentation 2) Self- assessment on assignment #2 The second assignment takes the student in areas of technology few have experienced. Selecting and navigating advance options with digital photographic devices is the key component all the while they are working with a model to produce an original work of art. The self-assessment comes in the form of judging themselves and their work against their piers in an online network environment. Viewing and commenting on piers work gives the student information about their interpretation of the assignment and the requirements. Not only does the student judge themselves using technology delivery devices but they also realize portions that could have been considered to make the out come different 3) Group collaboration in assignment #3 Assignment #3 in this unit is designed for the group to collaborate using technology to connect their camera directly to their computer for tether shooting. This concept is difficult in the since that not every camera manufacturer is equal when completing this task. Much cognitive and collaborative energy must be performed to make this happen. Group problem solving and research is required to navigate the technology. In addition the assignment requires cooperation and a shared viewpoint to again, collaborate on artistic values and technical operations in the still life studio. Students produce original works of art working together but each takes the lead for their own slant on the theme. Assessmen
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Dec 09
       
      Common Question II: WeaknessesPlease discuss three weaknesses of your unit.  Please specific. Hint: focus on technology, instructional strategies, and assessments.
    • Russ Gilbert
      Russ Gilbert on 02 Dec 09
       
      Taking traditional photography to 21 century teaching techniques is a challenge to say the least but the two have great merit. The two have had great changes thrust upon them in recent years due to technology, so it only makes sense that developing curriculums centered on technology would be logical. Having said this the actual design must be well considered. Sometimes I feel jumping to fast just to make it first out of the gate may not be wise. Don't get me wrong, I am gun-ho for implementing curriculum reform especially in the area of photography but I don't what to make changes to values that are just as strong now as they were 20 years ago when I started this business. In my Unit design, I feel strong and necessary changes have been made over the past year. Not just in this class but taking resources from other classes I have experienced through my graduate studies. Sure more improvements are necessary. I remember one statement from a video I saw earlier in the semester mentioned "Leadership involves constantly re-thinking." This is how I see teaching, constantly re-thinking or re-inventing the wheel to bring better meaning and continuity to the subject. My Unit is strong no doubt. Room for improvement, you bet. If I had one area to revisit (and I do), it would be in instructional strategies relating to the third assignment. I would like to have evidence of group research for the themes of the subject. I feel this is where the groups slipped a little. They did not have concrete ideas for subject and composition. Although some groups did, I believe the groups that failed here, learned from their failures and became better for it. Again, I think we as teachers may place too much emphasis on succeeding in the form of getting it right the first time and not enough from learning from failure. I may have the groups submit a proposal outlining their intent for the project before executing it.
Dallas McPheeters

Free Movies Online: Now Expanded with Many Classics | Open Culture - 3 views

www.openculture.com/...panded_with_many_classics.html

online free movies tools learning research

shared by Dallas McPheeters on 02 Dec 09 - Cached
  • Dallas McPheeters on 02 Dec 09
     
    30 places to watch free movies online. Resource for teachers.
  • Dallas McPheeters on 02 Dec 09
     
    Nice resource for teachers offering 30 places to watch free movies online.
Nasreen Wahid

Media Literacy: Collaborating to Create Media-Savvy Young People | Edutopia - 9 views

www.edutopia.org/reate-media-savvy-young-people

shared by Nasreen Wahid on 28 Sep 09 - Cached
  • The unit is designed to help students "gain an appreciation for the manipulation that goes on in advertising,"
    • Russ Gilbert
      Russ Gilbert on 28 Sep 09
       
      Come on, I was a commercial photographer for 20 years, we always tell the truth about a product. Ha
    • Dallas McPheeters
      Dallas McPheeters on 29 Sep 09
       
      Sell the stizzle, not the steak! :-)
  • "Teaching adults and children how to analyze the media is an essential survival skill for the twenty-first century," he says. And as more adults -- such as parents, teachers, and staff in community-based programs -- work together to address children's media literacy, a more comprehensive approach can evolve to address students' media literacy at home, in school, and in after-school or summer programs.
    • Adrianna Coronel
      Adrianna Coronel on 04 Oct 09
       
      Media literacy should include the skills of literacy extended to all message form. Media literacy should include reading, and writing, speaking and listening, and the ability to make your own messages using a wide range of technologies, including cameras, camcorders, and pc's.
  • When students shoot and edit a videotape, they learn that all media is a manipulation of choices every step of the way."
    • Amber Bryant
      Amber Bryant on 08 Oct 09
       
      Excellent way to get students to see how the media operates
    • Dennis Marsollier
      Dennis Marsollier on 11 Oct 09
       
      Manipulation is a strong word but appropriate in my opinion. There really is no such thing a bias free media. However, at least they should try to be objective.
  • ...7 more annotations...
  • We try to saturate a community with information," says Director McCannon, so everyone -- parents, teachers, and students -- is focused on media literacy.
    • Moussa Tankari
      Moussa Tankari on 09 Oct 09
       
      Saturating the community with information is not necessarily a bad idea. What counts is how each member is able to process it.
  • The more our children participate in the creative process, the greater chance they have to understand what's involved and the more they'll realize that nothing is preordained, nothing just appeared.
    • Moussa Tankari
      Moussa Tankari on 09 Oct 09
       
      This is very true! Without giving children the opportunity to manipulate media, how would they use their critical thinking skills? What most parents worry about, though, is their kids Internet safety. With little training on safety issues, paprents should feel confident letting their kids surf the net to create their own content.
  • Headphones and CD players have become so much a part of the middle and high school students' "uniform" that backpacks are now designed to accommodate the gear.
    • Matt Romanoski
      Matt Romanoski on 09 Oct 09
       
      This isn't as recent a revelation as this paragraph makes it sound. I got my first walkman as a young kid in the 80's as a result of my dad confiscating it from a student that had tried to record answers to a test and use it in class.
  • Parents, teachers, and other interested adults need to give them opportunities to become creators of their own media -- and then to talk about those experiences, too
    • Matt Romanoski
      Matt Romanoski on 09 Oct 09
       
      My Gov't project for 2nd quarter is for students to create campaign commercials. It should be a good opportunity for them to see just how information can be manipulated and twisted to fit into a thirty second ad spot.
    • Dennis Marsollier
      Dennis Marsollier on 11 Oct 09
       
      The process that is involved in documentary making is an effective way for students to understand that everything they see and hear was made by choices people behind the camera and in the editing room make. It makes you questions what and why to say the least.
  • And they're creating an interdisciplinary curriculum to provide students of all ages with the skills necessary to move from being passive consumers of media to critical listeners, viewers, readers, and producers of all types of media
    • Dennis Marsollier
      Dennis Marsollier on 11 Oct 09
       
      I think this type of program is excellent and everyone should take it.
  • American youth and teens spend precious little time analyzing the messages they're bombarded with every day.
    • Nasreen Wahid
      Nasreen Wahid on 11 Oct 09
       
      I don't think the article gives students enough credit. As teachers we have our students analyze various forms of media and students analysis will become more automatic for them. I do think that students are less likely to analyze the entertainment side of media.
    • Tracy Botts
      Tracy Botts on 11 Oct 09
       
      I remember analyzing video taped movies in high school classes. I don't think analyzing everything they come across is a necessity. I do however think that it's great they are sharing media and videos with parents, and having discussions with them. That is a great way to learn, share and come up with new and interesting ideas.
  • Christie Mitchell on 03 Oct 09
     
    insights on how to educate students about how media is created
Moussa Tankari

The Bamboo Project Blog: My Personal Learning Environment - 1 views

michelemartin.typepad.com/...my_personal_lea.html

PLE

shared by Moussa Tankari on 25 Oct 09 - Cached
    • Moussa Tankari
      Moussa Tankari on 25 Oct 09
       
      I too think that structured training should not hinder informal learning.
  • Moussa Tankari on 25 Oct 09
     
    "I've come to believe that the future of staff development lies in our ability to go beyond structured training to facilitating informal processes and learning experiences that occur on a daily basis."
« First ‹ Previous 61 - 80 of 98 Next ›
Showing 20▼ items per page