Skip to main content

Home/ EDUC251/ Group items tagged understanding

Rss Feed Group items tagged

Joy LaJeret

Understanding Understandings - 16 views

Each day I read more and view more videos outside the class. I am learning quite a bit about Ubd and assessment and will take the next course on my way to the certification. There is nothing, so ...

#EDUC251

Helen Maynard

Students Slog through College, Don't Gain in Critical Skills - 4 views

  •  
    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?
  • ...8 more comments...
  •  
    . . . and Jennifer, this isn't criticism of our course structure. I think I understand your reasoning for being introduced to diigo and using this "application" (is that the right word?) to respond to and communicate with our fellow students. I'm simply thinking about what kinds of course activities and applications really challenge students to read, research, analyze and CREATE some original thinking and student work products which can help change these types of findings, especially in higher-ed.
  •  
    Someone observed once that when television first started, the people writing for tv came from a "reading book" age and we had shows like Twilight Zone, Perry Mason, etc. - shows with real stories. Now, although there are some of these, much of our tv is "reality" tv - where the focus is quick stories with emotions and that writers now grew-up watching television for entertainment. So, my connection here, is that perhaps education might need to de-emphasize some on-line usage tools and emphasize others, to balance students so they do get the critical thinking skills. I know with my math tutoring, that when the audio is not operational and they have to use a chat box, they learn more spelling and English. I purposely "chat" in full sentences and will often provide feedback on their chats. Hear and here, for example, is often incorrectly used.
  •  
    Helen, it's important that you're recognizing that one tool or method won't work for all situations. For an online class, it's hard to predict what your students will do. There's a certain amount of control we have over design, but once things get rolling, there's a lot of improvisation. I didn't figure on Diigo playing such a prominent role so early on, but since several students felt comfortable writing here, I latched onto it for early community-building. We will definitely be creating more as we move forward. If we had a larger class, we'd do smaller group projects, as well. One of the big challenges in online teaching is the fact that so many of us are used to being motivated by grades. We've grown up in systems where we perform and receive a reward. Unless a student finds something to spark their interest and desire to learn, we risk a teaching and learning environment where learners only do the bare minimum. I think the short readings and conversation help learners discover what's in it for them. And, honestly, sometimes there might not be anything in it for them. I try to find something for everyone, but in a society that values certification/degree more than the learning experience, many students are forced to take classes that just don't interest them.
  •  
    It would seem to me, given my comments on Bloom's Taxonomy, that creative and critical thinking can be stifled by Universites and colleges. If this is happening, maybe they need to re-assess the whole concept of teaching and learning. I think that process has begun in the US. Had my professors been able to guide my learning, as we are beginning to learn in our reading materials, I may have finished that Ph.d and written the theory I began to write or not. Who knows. It is a question yet to be examined.
  •  
    I read this article too, Helen. It is indeed interesting to contemplate the reasons for very little forward progress in students' critical thinking skills, but you may be on to something with on-line socializing as a possible contributing factor. Since the wave of education today and into the future is focused on a combination of hybrid and on-line learning, I think it's very important that we as educators take the lead in changing our coursework to emphasize more critical and creative thinking as well as problem solving. After all, these are some of the 21st Century Learning skills that CAN be applied to digital technology and teaching. As for a series of short readings as proposed by Jennifer, I would be inclined to take part and enjoy discussions centered around them. Does anyone else have an opinion about this? Jennifer, I agree with your point that not all tools and ways of teaching things fit each learner in a given community, but considering learning styles and differentiated instruction, instructors (on-line) can create a community that is dynamic and viable. Have you ever thought of offering a "CHOICE of activities" focusing on different learning styles, all of which would meet a particular learning objective? Students could engage according to their own interests and preferred learning modes.
  •  
    Mary Ann, all the portfolio activities will be your choice. You can get an idea of it if you skip ahead and skim the content for next week. I do as for a "cognitive presence" post, but you can use whatever medium you like. Next week we've got a collaborative document where we'll be adding potential activities. As far as learning styles are concerned, I'm not a big fan of how that theory is promoted and distorted. I'll share some resources about it, and you can tell me what you think.
  •  
    I wanted to further Mary Ann's comment about this study making a case for the importance of elearning as tool for delivery of education. I understand elearning is in the early stages, but the internet lends itself to the written word and certainly has the flexibility to be molded to learning needs.
  •  
    Helen: Very interesting article with compelling statistics. Statistics don't always tell us the true story, however. I say this after reading in our textbook about 'understanding' and 'misunderstanding' and learning how to determine how to express content so the student understands. Now, on the other hand, I agree that students spend more time with extra-curricular activities rather than their studies.
  •  
    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.
Bruce Wolcott

Wolcott - Evidence of Understanding post - 16 views

  •  
    This is my portfolio post for week 5
  • ...11 more comments...
  •  
    Your question - How do you represent ideas with images? - is a very powerful one. We are bambarded with images all day. I often think of these images as trying to sell me something - such as a commerical to buy something - or sometimes a quick reference to information - such as a symbol for a restroom. I realize now that technology has allowed for the production of images to be so accessible that they are now a part of our normal dialog. It is easy to make a video or take a picture. On Facebook, we see this all the time; people adding content to their story with images.
  •  
    Just looked at your portfolio which is a learning course in itself! You've done a great job of summarizing what we've been working on. Our portfolios are a perfect place to store this. You've inspired me to take a few steps back before I move forward with Module #4. Thanks, Bruce.
  •  
    Ann and Helen, Thanks much for your feedback on the website. It's much appreciated!
  •  
    Bruce...I have a question. I wrote a story blog this week. Can you tell me if your course would help me create a video presentation of this blog? http://joystechtool.blogspot.com/ I don't have your email, except maybe the one you have at BC. I would have to take it as a senior. Which means space available. Can this be done?
  •  
    Joy, Just to let you know... the visual storytelling class won't be offered again until Fall 2011. It sounds like your story would make an interesting educational online comic or presentation - explaining the idea of backwards design. One approach, is that you could use a virtual world environment like Second Life or BlueMars to engage virtual characters/actors, and set your camera positions to tell your visual narrative. You could synchronize narration and other audio, and then post it to the Web via YouTube, Google Presentations, or some other presentation application like SlideRocket. Just a thought...
  •  
    Thanks Bruce. Fall would be perfect! That is if I could get in the class. I suspect it is very popular on campus. I would like to use second life; but have not tried. Is it free. My understanding is it is very expensive. While I would like a video of the story to put with the blog, it can be done at a later date. What I do not know how to do is synchronize the narration and other audio. My husband uses camcording to capture band performances. Could you maybe email me on this issue? jal8008cel@comcast.net. Unless I am taking advantage of your knowledge here. Please?
  •  
    Thank you, Bruce, for sharing the objectives of your Course. It sounds so intriguing that I would love to be a part of it! Perhaps that will become a reality for me as time passes.
  •  
    Joy, I could probably begin to answer your question here, and then if you have more questions we can connect via my other email address: bcweb20class@gmail.com. Probably the best online multimedia delivery application that I know of is SLIDEROCKET. I've been using it in my courses for about a year. You can upload Powerpoint slides, incorporate video directly from YouTube (or uploaded video), images, graphics, text, and integrate these all with a sound track. Everything is built online, and the interface works well. The catch is this - after the 30 day trial period, it costs $12 per month. I taught a very challenging online course this summer, and I didn't mind paying that fee because of the excellent results I got. SlideRocket saved the day by pulling me out of a jam. It also now integrates well with Google applications. Another (this one is free) cloud-based multimedia authoring application is EMPRESSR . Here's a quote from the website: Empressr is the first free online storytelling tool that allows you to create, manage and share rich media presentations online. Earlier in the quarter, Jennifer recommended another audio editing tool called AUDACITY , which is really terrific! It's simple to use and produces good results. I actually prefer Audacity for audio editing over some other commercial products that have a lot more bells and whistles. I hope that helps!
  •  
    Here's my post for mapping an evidence for understanding to specific learning objectives.
  •  
    Bruce, I especially liked the "evidence" requiring students to create their own business card. Each item you posted was very concrete and would definitely indicate understanding on the part of students.
  •  
    I second that business card lesson. It will prepare them for job hunting in the future. I think creating ePortfolios are another good practice.
  •  
    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!
Jennifer Dalby

Learning Styles Don't Exist - 6 views

  •  
    "Professor Daniel Willingham describes research showing that learning styles are a myth." Interested in your thoughts on this...
  •  
    I agree that you don't have to adjust your learning style for each student; because if I just speak for myself, I learn from all three. I read, listen and set out to do a task. If I have a question I go to the source or instructor for clarification. If that is not available, I look for other sources of information that might help.
  •  
    I've seen this video before -- this summer when we were discussing learning theories. What makes it more interesting this go round is what I read in the Wiggins textbook about understanding...can they apply what they understand. Willingham clearly states we need to foucs on meaning rather than the audio/viisual learning style. Also, he makes the point about the use of a good analogy to help the student 'understand'...ties in with the metaphor activity.
Jennifer Dalby

Knowledge Versus Understanding - 1 views

  •  
    "When students understand, they become able to apply the concepts learned beyond the original context of the classroom. The student's capability and capacity to see underlying patterns is enabled, which allows the student to recognize the same patterns in other arenas."
  •  
    Got it and probably had it all along.
  •  
    In fact, this is exactly the type of learning the doctoral program was guiding me toward as a professor. However, it was not brought out this way and was grasped subconsciously. I could not participate in Teaching Assistantships during those years.
Colleen Dixon

Module #4 Catchup - 1 views

  •  
    This is the Module #4 post with overarching understandings.
  •  
    I took a look at it and it seems maybe your post was cut off? I like the understanding I see there. I also like that you mentioned the just-in-time issue. I've found many times I've planned workshops only to discover the learners really needed something different, and I've had to switch gears.
Bruce Wolcott

Week 7 Evidence of Understanding Post - 2 views

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

The 10 Best Things about EDUC 251 without link (#portfolio10) - 8 views

Wow! You've got some very useful feedback in here. I appreciate the time you've taken to pull this together. It's been a lot of fun, and I've certainly learned a lot from all of you!

#EDUC251

Jennifer Dalby

Debunking the Digital Native - 7 views

  •  
    This is a nice collection of papers debunking the myth of the Digital Native. My personal belief is that this myth has been extremely harmful. If you have a chance to read Selwyn's article, I highly recommend it.
  • ...6 more comments...
  •  
    I've always been somewhat skeptical of Marc Prensky, who made the original distinction between Digital Natives and Immigrants. The skepticism comes from my impression that he's built a financially successful career out of promoting this distinction. Not to say there isn't some level of truth to it, but I'm not ready to throw the baby out with the bath water. The written word, for example - which has been a cornerstone of stored knowledge and communication - is as important now as it ever was.
  •  
    Some of the things I believe hurt the most, are when we make sweeping assumptions about access to technology. In many cases, it is the privileged who have the opportunity to be "digital natives." I also think the digital immigrant idea is completely false. I used to advertise to help senior citizens with technology. I found they were some of the most eager and enthusiastic learners, because we learned things that interested them. The digital immigrant idea has also allowed us to write off senior faculty, waiting for them to retire, rather than connecting them with technologies that suit their needs. We're at a point of convergence. You don't have to understand all the technologies in order to use them. One person can compose in email, and the material can be viewed on any kind of device. I just wish the damage hadn't already been done, to so many who now feel they don't have the ability to participate because of their age.
  •  
    Okay I am depressed. If we have been wiped out after being the ones that created this knowledge and technology in the first place, there is no hope for me to ever teach on line!!!
  •  
    Joy, what we need are people willing to stand up and say that whatever your level of skill with technology, we all need to be able to communicate. We will all need to compromise and sacrifice. That could mean knocking on doors or hanging out on front porches, or it could mean learning a new language, or reduction of a language :)
  •  
    I still don't understand where the labels are coming from. It seems like these labels are simply a way of discriminating against seniors. Now, the truth is, we were using computers before these generations were a light in their parents eyes. Some of us were designing the technology they are using today. Ok, looks like I am going to be on a lot of porches like the neighborhood dog looking for a handout! As for knocking on doors, I might need to invest in a good battering ram! Anyone ever watch the Capital One commercials? Maybe those folks are for hire!
  •  
    The Digital Native/Immigrant theory came from Mark Prensky in 2001, but there's debate about whether or not he was the first to use the terms. http://en.wikipedia.org/wiki/Digital_native
  •  
    Hmmm...after reading that Wiki explanation, I feel a bit of frustration and anger. White middle class youth are probably digital natives if one wants to put a label on it. But, after reading articles on the subject, many lower income families with high school and college age students do not have the funds for technological devices & services: computers; IPADs; laptops; Kindles and the list goes on. I am even more certain youth in other countries do not have access nor would they have high speed internet access on as broad a scale as we have in the US. I suspect they could not afford it either. So this label probably only applies to a small percentage of millennials or digital learners.
  •  
    Or I should have stated, for those labelled as digital learners...they are only a small percentage of the worlds's millennials and even GenX. Ithink sociological studies would support this conclusion. I prefer using statistics to test hypothesis. Then one can thread these into a theory and test it statistically.
Jennifer Dalby

Advice about the Use of Learning Styles: A Major Myth in Education - 4 views

  •  
    "The authors' goal in this paper is to initiate a dialogue among educators who continue to make assertions about the usefulness of identifying students' learning styles with little or no research support. They discuss the status of learning style instruction and the unsubstantiated claims made by authors of learning style instruments and by instructors. They explore a number of key questions: (1) Are learning style instruments valid and reliable?; (2) Do students benefit when the type of instruction matches their preferred learning style?; and (3) More specifically, is there evidence that understanding one's learning style improves concentration, memory, self-confidence, and reduces anxiety, and leads to better grades? They conclude that learning style instruments have not been shown to be valid and reliable, there is no benefit to matching instruction to preferred learning style, and there is no evidence that understanding one's learning style improves learning and its related outcomes. They urge instructors to reconsider their instructional practices, especially the advice they give students about learning styles, and base their practices on sound research."
  •  
    This was a well written article with a definite point--the answering of the authors' questions about the efficacy of using learning styles as an indicator of increased learning and performance. I agree with their assertion that research does not support continued concentration on LS as teachers design their instructional tasks. What I do know from my own experience, though, is that the teacher needs to invest a major portion of his/her time in learning how their particular students learn best, employing strategies that get at the meat of the subject for each student. I have a very simplistic motto that I use in my life and in my work: "It works best when it works". On the surface, these words mean absolutely nothing, but with a deeper probe, they are pretty profound. A highly capable high school student and graduate of Cal Tech that I worked with many years ago, coined this phrase. It was perfect then and still applies today.
Mary Ann Simpson

Twenty First Century Skills - 6 views

  •  
    "The current and future health of America's 21st Century Economy depends directly on how broadly and deeply Americans reach a new level of literacy--'21st Century Literacy'--that includes strong academic skills, thinking, reasoning, teamwork skills, and proficiency in using technology.", says the 21st Century Workforce Commission National Alliance of Business
  • ...4 more comments...
  •  
    Another interesting read. I quite understand the need and growing need for the workforce to understand social medias and other forms of Web 2.0 tools and be able to use them well. Reading more about millennials, it is becoming more and more apparent they need to have strong " crap detectors," the ability to think critically and analyze huge volumes of information on the net, just to name a few.
  •  
    I think this is one of the better collections of 21st century skills. I'm mostly concerned about the ones that don't involve technology. Like many of you, I worry about a future where people don't have basic problem-solving and communication skills. As far as technology skills are concerned, I'd like to see kids learn programming, with a focus on humanity, rather than commerce. I'm surprised how many teachers adopt "free" tools for young students, without having them explore the terms of service, and learn how their data and content will be used, sold, etc..
  •  
    Thanks for this, Mary Ann. As much as I value the technology and what it can offer and do, the interpersonal and social skills seem more and more critical now. Seeing kids standing next to each other texting, or texting rather than calling or meeting makes me wonder if they will develop those skills to the level they are required now.
  •  
    Mary Ann, thanks for posting this article on the 21st Century classroom! Just based on some of observations of current trends and ideas, here are some of my ideas regarding this. To me it seems likely that whatever happens to the classroom in the 21st Century - ideally it will have some of the following features : 1) Instructors who have good live people connections, knowledge of Web resources and tools, and the ability to quickly readjust curriculum on the fly. They will be able to access the very best resources at hand to engage students (live presenters, online resources, web tools, etc.) 2) Teaching and learning will take the form of ad-hoc groups organizing around various kinds of problem solving or common interest explorations. 3) While traditional degrees probably won't go away soon, much of our ongoing lifetime learning will take place in courses like this one - or the MOMA online art series. We will obtain numerous certificates and engage in a variety of online cohorts/communities of shared interests. 3) Communications will become increasingly global and courses will not be necessarily bound to individual institutions. We will draw from a growing/maturing resource base of online lectures, virtual worlds interactions, simulations-based learning experiences, and multimedia databases. 4) The teaching technologies that we'll be using will have the functionality and freeform interactivity as videogames. Consider the Kinect, for example, which allows for full body and voice interaction with other people as well as maturing forms of artificial intelligence, as seen in this extraordinary TED talk with game developer Peter Molyneux. 5) Finally, I don't believe education will be transacted completely online, or that physical locations where actual human beings gather together will go awa
  •  
    Another great read and thanks, Ann. Something this article doesn't address is the growing concern about the "digital divide." Not all segments of our society has equal access to the internet. I recently heard a lecture at NSCC addressing this problem. Many outlining districts in urban areas(and rural areas) do not have the infrastructure to receive Wi-Fi. Students is poor neighborhoods (many who don't have computers at home) must go to their local public library to get internet access. Yes, our public school system needs to incorporate more technology "know-how" into their curriculum and instruction, but equally as important, our society needs to take a closer look at what segments of society are presently at a big disadvantage in terms of equal access to technology, both in and out of school. As technology redefines what it means to be "literate," then we also must address equity and accessibility to resources.
  •  
    Helen, I like your astute comments and observations. The poor in this country may have access to computers in the library and at school, but many of them are homeless and living in cars. Anywhere from 2000-5000 people are homeless in King County and 80% of these people are women with children and suffering from DV incidents. If we go further, I have a friend working in Chimbote, Peru. Most of the people living in the barrios do not even have running water, much less the ability to buy or use computers. I suspect worldwide, you would see extremely large percentages of children without food much less computer access or skills.
Susan Kolwitz

Metaphors for online teaching - 20 views

Bruce: Nice...very informative. I'm with you on why I'm taking these courses -- find out ways to engage the student in this stormy eLearning environment. I also, enjoyed the water metaphors. It's s...

ann stephens

Bloom's Taxonomy - 4 views

  •  
    This is an overview of a guideline for how learning occurs and how as teachers we can focus our lessons to this guideline. It is relevant in on-line education, as the on-line environment allows us to have different modes to provide information to our students. We can utilize everything from video to chat rooms.
  • ...6 more comments...
  •  
    This was so interesting, Ann! I was trained in Gifted Education and we used Bloom for all of our curriculum creation--I find the new version very appealing. It should also be easier to understand for people new to the taxonomy. I totally agree with your connection of its relevance to on-line learning.
  •  
    I found that fits with the animated video concepts about changing paradigms. Also, neither my youngest daughter or I finshed high school in the same way. I tested out after the 10th grade. She was unable to graduate after the 10th grade, even though her course work requirements were completed. She spent one year going to college and one year as a foreign exchange student before she could graduate, since she had to wait until her class did.
  •  
    Mary Ann - I hadn't realized the Bloom taxonomy had been revised and am not sure of the changes, but very much like the scaffold. I must admit, that it has taken me a while to use better questioning. It is more responsive to test information. Joy - Your point about how the education process was different for you and your daughter is interesting. Many students go for a foreign experience.
  •  
    The real difference in my educational experience was my total boredom with school and cliques. It was not relevant to me, so I dropped out after my tenth grade year. I did a GED test and passed. At 33 years of age, I began a nine year journey in universities. This ended after completing my course work on a Ph.d. When my professors in my doctoral committee told me they could not really direct me, since I was ahead of them on the material I was researching. I see now that someone has stumbled upon my thesis and completed a book on conflict theory. Slightly to the left, it was not acceptable in the 80s but is relevant today, almost thirty years later.
  •  
    Post Script-I was building a theory in a Pol Sci mode on the issue of the ill defined word terror and global attacks. If you can't properly define it, one might want to reexamine the current theories and definitions for the behavior...which is was what I was thinking at the time. Hence, I began a doctoral thesis on Conflict Theory and Transnational Terrorism. Looking deeper you may see how this ties into the Bloom Taxonomy concept and why I aborted the thesis project completely! You can deal with ignorance through education; but it is difficult to deal with the lack of desire to learn.
  •  
    Joy, people always tell me, it's never too late! I also didn't go back to finish my BS until after I had my daughter, when I was 29. I do not do well with traditional university classrooms, and made my way through my degrees by talking my instructors into letting me do alternative projects. I'm lucky I knew to do that, and had instructors who were open-minded enough to accept it. Your thesis sounds like something that would have been quite valuable. with your interest in relationships, technology, and communication, I'd imagine you'd thrive in a program studying network clustering coefficient in an identified population. There are stunning statistical modeling and visualization tools that just blow my mind. Thanks for sharing so much of your interests and background with us!
  •  
    Ann, do you have any tools or taxonomies that have helped you develop those questioning skills? And have you got any experience using the SOLO taxonomy?
  •  
    I have not had experience with SOLO - Structure of Observed Learning Outcomes - but from the bit of investigation I have done, it is similiar to Bloom's in that it is based upon the notion that a studen'ts ability to grasp more abstract concepts, is based on more fundamental understandings and that you need to make sure you are not too advanced for where the student is. It reminds me of Piaget's concept that you can only learn something that is slightly more advanced than where you are (my paraphrase). As for my experience with help in developing questioning skills, which I feel is an excellent example of elearning, is that my company had us first take an interactive tutorial on Bloom's taxonomy. The "final" was taking a math problem and providing questions for each level of the taxonomy. We posted this on a dedicated discussion, with the teacher providing her response for everyone to see and learn from. We have since started another topic where teacher can post specific questions they are using and have tried and this will eventually be collected into a reference document. For example, one idea that was shared was that you after you have tested your student on a fundamental, you can ask them to give you a problem. My experience is that I often get back something I didn't expect. Like if adding decimels, they will return with a problem that might be in the millionths rather than the tenths. What I found most useful was not these specifics or having a question for each level, as much as the consciousness raising it did for me to think more creatively in helping the students. I have found that an elearning platform is very helpful in this regard. For example, they might take a lesson on adding or subtracting fractions and another on adding or subtracting decimels. I will then give them a problem in adding both - example - 1/2 + .25 = . By having an interactive whiteboard I can see how they convert the fraction to a decimal to add them and offer guidan
Joy LaJeret

Joys Assignment Post ( Blog ) for Module 4 - 5 views

  •  
    Thanks again for the comments, Jen and Mary Ann. Never satisfied with my mistakes, I keep going back and trying to clear them up.
Jennifer Dalby

A New Culture of Learning: Cultivating the Imagination for a World of Constant Change - 5 views

  •  
    "The 21st century is a world in constant change. In A New Culture of Learning, Douglas Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic."
  • ...1 more comment...
  •  
    My juices are flowing, Jennifer! This book is most intriguing and appears to be filled with questions and answers (?) that will nudge me in a new learning and teaching direction! I love the this phrase from the title: . . . world of constant change" because the most CONSTANT thing about life in this world IS CHANGE! It's a nice play on words. I am frustrated about not being able to view any of the videos as my network is slow today but I really appreciate your bringing this resource to my attention. Thank you, Jennifer, you are a grand facilitator!
  •  
    Mary Ann - do try to view the video interviews of Seely Brown & Thomas- very eloquent and thought provoking! The underlying message of this book has truly captured my imagination. Thank you, Jennifer, for sharing this. Some of my biases and hesitations about educators "competing" w/internet, social media learning are being challenged (I love this!) I'm beginning to understand the potential if you view knowledge the way JS Brown does - "information in flux." For educators, its about recognizing our change in role, how we frame or present information, and most important, how we allow our students to "play" with new information and the dispositions for learning we foster. Brown states, " . . . the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments." For those of us who work with educators in K-12, this will be harder to articulate and sell, but I am excited by the thought. I totally agree with JS Brown, this is a major issue and calling for public ed. especially in the 21st Century. Jennifer, what is the best way for us to purchase this publication? On-line? Amazon? and do we get a student discount?
  •  
    Helen, I hadn't thought that far ahead! I'll see if the bookstore can order things at a discount. I usually put things on reserve at my local library. If they don't have them, there's a form to order them. When I buy books, I always end up giving them away.
Susan Kolwitz

Evidence of Understandings - 32 views

  •  
    I started this over the summer while taking the first course for this certificate. Please feel free to follow my postings on blogger as we continue in this course.
  • ...22 more comments...
  •  
    Thank you for sharing this. Our interrogation of "presence" has been interesting this week. I've been looking forward to seeing each of you make decisions about personal online presence.
  •  
    Susan, In your second article on your blog you describe a PLE or 'personal learning environment' by saying: "The purpose of a PLE is to gather and process information, act on the learning that takes place, then showcase the results of what was learned to include how one arrived at those results." I'm curious to know how you set up a PLE, and maybe 1 or 2 examples if you could direct me there. Is this related to Microsoft's OneNote , or Evernote, which lets you copy, scan, and store web-based information? Also, could you explain how you have found this to be useful for you or your classes? Thanks!
  •  
    Bruce: The blog is my ePortfolio. You can use different tools to establish your personal learning environment...I began with a blog. There is a nice example of a PLE by a 7th grader who used a different tool to showcase her science project. I think you will find it an excellent example of how web 2.0 tool are being used at the grade school level. Here's the link...it's a youtube video narrated by the student. http://www.youtube.com/watch?v=YEls3tq5wIY Susan
  •  
    Thanks, Susan For some reason, I thought a personal learning environment was a fish of a different color. I get the concept now, thanks to Wendy, the 7th grader who I found using your YouTube link. The personal learning environment can be a blog, a wiki, or note gathering app, that allows you to quickly organize, filter, and access the online information that makes up your personal knowledge universe. She was using a tool named SYMBALOO, which I'm definitely going to try out - as well as some other useful apps - Evernote for note-talking and Glogster, for building a collage of related information. I really liked Wendy's tutorial on the PLE - it covered a lot of information in a short span of time, while effectively communicating her ideas visually.
  •  
    Here's a screencast I made about my PLE when I did a guest week in EDUC250 last quarter https://www.screencast.com/users/ccchit/folders/EDUC%20250/media/f974b78d-3c78-4a44-b231-b758bb54cdbd
  •  
    Thanks, Jennifer This was very helpful. Also your strong endorsement of Twitter as a way to quickly connect with communities of common interest is giving me more motivation to become more engaged with that world. I've been a slow adopter of Twitter - but this week's events in Egypt organized by a younger generation on Facebook and Twitter are a strong testament to the transforming power of these media.
  •  
    I've made the understandings entry to my blog.
  •  
    This is my first Camtasia project. I realize that there is room for improvement. As I use it more, I'm sure I will begin to develop better skills. I can see where this is a good application for getting information up in an online course.
  •  
    So glad you posted this! I'm in the middle of a similar process, and I appreciated seeing how you're comparing products.
  •  
    Thanks for your comparison of Moodle, Joomla, and Blackboard. I was quite surprised to find out that Moodle leads the pack - since I assumed that Blackboard/Vista would have the majority following. It's been around since the mid-1990's. Great comparison chart, and use of Camtasia!
  •  
    After looking at Joy's post about Canvas, I need to review this and compare to these three vendors. Will, then, have to update the comparison chart to include Canvas.
  •  
    Here's the link to my ePortfolio with this module's assignment
  •  
    Susan, I *really like* this list of reasons why stories work well for teaching that you posted on your blog. I've been teaching class sections on storytelling, and this gives me some well considered principles for how stories can be "put to work" for real world applications in education and information design. 1. A learning event is an unfolding story 2. People craft a story to make sense of what they are learning 3. Stories are at the intersection of people's synthesis of learning 4. Stories are tools for thinking 5. You can move through complex information more efficiently through story devices than through standard forms of discourse One of my favorite destinations for interactive stories is the Second Story website. It's jammed packed with terrific examples of interactive storytelling - on all sorts of interesting topics.
  •  
    Thanks for your attention on storytelling! It's something that is applicable for so many different learning situations, and works particularly well online.
  •  
    While the most story telling I have done is one blog post and a short story about "I love my new Grandma" which I posted in this site...I want to do more and will hopefully b eable to get to this later. Nothing sticks like a good story!
  •  
    Bruce: Thanks for the link on more interactive storytelling. I think this will help me to develop using case studies as learning activities for our courses.
  •  
    Susan, your activity on identifying sepsis in pediatric patients was clear, concise, and easy to navigate. I liked the fact that we were directed to a wiki page with the "case" facts presented in story form with a very clear picture of the "rash". if I were a trainee in your course, I would be excited by this lesson and the follow-up survey you posted.
  •  
    Thanks for your comments Mary Ann. This is the first time I've used these tools for a case study...I'm hoping the wiki will allow the students to discuss the case and also allow them to pose thoughtful 'what-ifs'.
  •  
    The thought the story telling definition you found to be a good guideline. Cases are great. One activity I might add would be What can you do to stop it? I know the student at this point is learning, but gives them a focus to think about their involvement.
  •  
    In learning the Camtasia application, I found many good tips...I share them in my portfolio posting this week.
  •  
    I left a comment on your blog. I had to carefully think about what you had stated and found myself differing slightly with what you suggested. I suppose that attests to our differences. Nevertheless I appreciated the blog post Susan.
  •  
    Here's the link to my blog where my final project is located.
  •  
    My end of class reflection is located on my blog.
  •  
    Thought I had posted this...to keep my blog in order, I post dated this to 2/28/11.
Jennifer Dalby

BTC Instrumentation Youtube Channel - 1 views

  •  
    I can't recall if I shared this before, but it's appropriate for this week, especially for anyone doing blended learning. Tony is an instructor I used to work with at BTC. He's using laptops for small group work, where they work together on projects and he visits the groups one at a time to check for understanding. It's a good example of continuous assessment in a classroom setting. How could this type of model be translated to a fully online course?
hyerin suk

How enduring understandings can help - 5 views

shared by hyerin suk on 22 Feb 11 - No Cached
  •  
    Six Facets of Understanding -stage 1 : Identify desired results
  •  
    I think this is true for many endeavors in life - having goals and knowing what you want to achieve.
  •  
    I agree with this. We were told to write our immediate goals and long term goals, when I was in the University. I still do this...hoping I have five years or more in front of me. I have too much to do not to.
ann stephens

Stephens: Activity 6.4 - Evidence of Understanding (#Portfolio6) - 5 views

  •  
    A blog summarizing updates to my course framework on how the course would be assessed.
Bruce Wolcott

Module 7 - Course Activity based on learning objective - 3 views

  •  
    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!
1 - 20 of 51 Next › Last »
Showing 20 items per page