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This link is to my development of a learning activity that maps to a course learning objective for Module 7. The activity I've chosen to work on for this project is in response to one of the learning objectives for a class called Visual Storytelling (CMST 115) that I'm teaching for Bellevue College. The learning objective (or understanding) I'm addressing is a final project that has students demonstrate their ability to put into practice a selection of visual storytelling skills that were taught during the quarter. This activity was designed to make use of authentic learning principles, derived from the ideas of Marilyn Lombardi - which are available in complete form in her article, Authentic Learning for the 21st Century: an Overview.

Very impressive, Bruce! This assessment piece is definitely in line with Lombardi's ideas AND is a perfect showcase for student understanding of the objective you set forth. I imagine your students jumped at the challenge you presented them, producing outstanding work! You continue to inspire me with your thinking and creativity!

Thanks for your comments, Mary Ann. One of the big take aways I've gotten from our EDUC 251 class so far, is the idea of relinquishing progressive amounts of control throughout the quarter - so that students at the end are teaching part of the class and demonstrating their acquired skills in some kind of collaborative, hands-on project. I've been exploring this idea over the past few years as I've become more comfortable with my teaching - and both the Boettcher reading and Jennifer's course structure validate this approach. One of the more interesting recommendations for "authentic learning" is having ill-defined goals - meaning that students have to fill in gaps with their own solutions - derived from general or even vague instructions. This enhances creativity, innovative pathways, and problem solving. Cool idea!

I needed to refer to this piece of Evan's Instructional Design advice. The Goals are relatively easy to conceptualize. The module objectives are a bit more difficult.

This is my portfolio post for week 5

http://www.mercurynews.com/opinion/ci_17396167?nclick_check=1 - This is an OpEd piece by David Brooks of the New York Times, which came out this week. "It could be that the nature of technlogical changes is (causing) a shift in values". This is not an opinion about education, but goes to the point about preparing students for the future/present even that assumes technology. Maybe our values are and how we assess things has to evolve, as well.

I truly thought that blog was thought provoking! I absolutely agree about changing values. But, I think that change must come from this generation and what they want for themselves, for their community and for their country. Hopefully they can think that broadly about themselves and the world. I believe they can and do!

How might this process look for an on-line course? I don't think the QM folks would think highly. Do you? A great idea to have a two-pronged approach to the rubric - Make your own rubric while you're planning the unit. Figure out what students need to demonstrate to master the objectives. In class, explain the project. Place students in think-pair-share groups to discuss what criteria they would use to judge the project. Ask for a volunteer to take notes for the class on the whiteboard and take criteria suggestions from the crowd. Circle those items that have more than one vote. Underline those that you have in your own rubric. Talk about the products and how each criterion will be evaluated. Show the class your rubric and add suggestions from the class's discussion. By having this pre-work discussion, students can show their creativity on the front end of the project. They have a say in what distinguishes a successful project from one that doesn't meet expectations. The students have ownership and have begun the thought process that will lead to the project development. This isn't a waste of class time; it's think time. Best of all, when you receive the students' projects, you'll have a rubric to guide you. You won't be surprised with a clay sculpture when you expected a lab write up. And you'll be assured that your lesson's objectives, the students' work, and everyone's expectations all line up.

Helen, I enjoyed reading this article on the value of clearly stated assignment rubrics. As the author Diane Trim says: If students don't know what product they should turn in and I don't know how to grade the random essays I receive, how can I assess whether or not a student understood the material?

In today's Seattle Times, A3 section - interesting article which followed over 2,000 US students from 2005 to 2009. 45% made no significant improvements in their critical thinking, reasoning or writing skills during first 2 years of study. After completing 4 years, 36 % showed no significant gains in "higher order" thinking skills. Article also states some contributing factors, many students work part-time, however, most students only spent 1/5 time on their studies and 51% on socializing & extra-curricular. I have a strong hunch the internet is a big contributor to the socializing factor. When I read such statistics, it makes me ponder if on-line learning can truly change this social/educational trend. I am enjoying many readings on the diigo, both from Jennifer and others, however, I'm not sure I would design an on-line class which designated a considerable amt. of time to short readings and discussions. Your thoughts on this?

I too found the article interesting - thanks! I do wonder about the types of classes students completed especially in their first two years. The might be a marked difference in skills acquisition if students were completing many required large class survey classes to meet initial requirements vs. small, more focused classes in their areas of interest.

I am still trying to get the picture of "slogging" through studies! Is that what I am doing when reading all this material in Diigo? I don't think so.

Elluminate Live! Quick Reference Guide for Participants

This guide will help you get started with Elluminate Live!

Jonah Lehrer provides another perspective on the Terkle book. It's a brief review and seems truncated, but his main point is at the very end. "We are so eager to take sides on technology, to describe the Web in utopian or dystopian terms, but maybe that's the problem. In the end, it's just another tool, an accessory that allows us to do what we've always done: interact with one other. The form of these interactions is always changing. But the conversation remains. "

I tend to think there is an element of "object making" going on in Facebook and other social medias. My granddaughters and son have hundreds of friends listed and I know they do not communicate with all these people on a daily basis. Does anyone remember the story of the "Stepford Wives?" And finally, there might be an element of addiction in our gadgets. What is going to happen when the sun bursts predicted shut down our electronics for 6 months at a time, should this happen?

http://www.theheartlinknetwork.com/blog/?p=984 This article begins to address the possible addictions to electronics and social media.

"Video has become relatively inexpensive to produce, and because we all have a lifetime of experience with watching video, it's easy to believe that we understand how to communicate reasonably well using video as a medium."

Its an interesting thought that all video, including those for elearning objectives, is really story-telling and one must utilize the medium - such as panning the camera - is important. I hadn't thought of video as story-telling, but it is a good way to think about how to structure a video lesson. A story has a beginning, middle, and end and it needs to engage the "listerner".

This is the activity for Module 5. I really like this open learning system. If you go to my blog you will find that they ( Canvas) will work with you whether you buy their system or not. Please watch video #2 on my blog. (Note: I wrote the last two paragraphs on my blog here. Then I cut and pasted it to my blog because it took up too much space on Diigo.)

Free is never really free, but it's a good way to learn about how these systems work. I'm currently investigating it for a project, and should find out actually licensing costs soon. I've got some quotes on other systems and it just blows my mind how much we pay for this stuff.

Thanks for posting those two videos on your blog -- informative. I am in the process of looking at LMS to use at my workplace...thought Moodle looked good. I will now do a thorough review of Canvas. Thanks for bringing this to my attention.

The issue you proferred in you blog - being able to quickly address technology issues - is one I deal with personally and is both easier and harder in the professional environment. In the professional enviornment, there is staff who is responsible for the technology and has expertise and focus that I don't. Yet, it is often working through others, where their priority or objectives might be different (like not standardizing on a tool that I prefer) that makes the situation even more frustrating.

I read the assignment about assessment and suddenly thought...this is really crap! I dislike the whole concept of grades. In fact, this video shows that if you really want to assess assessment...what you need to do is teach the most difficult class and find a way to help all students learn it. Learning is a process. I think you cannot learn as much without the help or couching of an instructor or professor. If they show you what concepts they want you to learn...every step along the way, through course design and asking questions to stimulate thought, learners will learn even the most difficult concepts and apply them.. Feedback is essential. Not just feedback; but feedback that helps the learner build on what they already know and move forward. Interactive learning with others continues the process and helps give the learner even more ways to continue the learning process.

One of the biggest sea-changes I've seen in my own teaching experience at Bellevue College since the 1990's is a greater shift towards student-centered learning. One of the major indicators to me of this change was the "Affirmation of Inclusion" initiative that states as an up front policy that Bellevue College is committed to treat all students with respect and support no matter of their ethnic background, age, disability, gender, etc. This policy is visibly posted in every classroom. The older standard educational model based on what Rick Stiggins calls "producing dependable rank order", ie.. consisting of winners and losers - is giving way to a educational approach with lifetime learning as a foundation. We are all on a continuous learning path during the entire arc of our lives, and can potentially all help each other wherever we are on the curve. Rather than specialized pidgeon holes, we are more aptly described by Buckminster Fuller's book title in the 1960's - I seem to be a verb...

I dislike being graded! Yet the grade factor has given me a reason to dig deeply into any studies I take. I wanted to be in charge of my learning and assess myself...unfortunately, I set standards far higher than any instructor would.

This is my post for the assignment to map learning objectives to specific "evidence of understanding"