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jjgerlach

ASICS Noosa TRI 8 Women Review by zappos.com - YouTube - 1 views

www.youtube.com/watch

reviews

shared by jjgerlach on 23 Jan 14 - No Cached
  • jjgerlach on 23 Jan 14
     
    Per conversation with Peter & Brandon, I wanted to share an example of Zappos style review. The thought is that we could repurpose this review style for us to review tools that could promote differentiated, customized and/or personalized learning. Here is my interpretation of the "zappos" video review structure: 1) Host/Reviewer Intro 2) Presentation of the product (both visual and name) 3) Quick visual "show off" of the product's attributes 4) Briefly go into detail on essential core features 5) Briefly mention envisioned/practiced uses & users 6) End with re-stating the name of the product These should be brief, quickly digestible, and instantly applicable to classroom practice. Comments welcome for agreement, disagreement, and additions.
  • David Goodrich on 26 Jan 14
     
    Nicey nice. Love this. I think this style would also be snappy and applicable to a focus on a given pedagogical practice that is product/tool agnostic.
David Goodrich

Reviews (General Discussion Area) - 2 views

Video & written reviews of tool features and possible blended learning applications. These are quick and digestible.

reviews

started by David Goodrich on 29 Jan 14 no follow-up yet
David Goodrich

No Confusion with InfuseLearning - Getting Smart by John Hardison - #blendchat, Blended... - 0 views

gettingsmart.com/...confusion-infuselearning

blog reviews

shared by David Goodrich on 25 Feb 14 - No Cached
  • David Goodrich on 25 Feb 14
     
    I have been planning to do an #EdTech review on Socrative and Infuse Learning as they are fantastic tools for getting a healthy pulse of a blended classroom, a checking on prior knowledge, an exit slip, a checking for understanding or even for creating a formative and collaborative quizzing environment for learning. Think clickers on steroids really, but without having to purchase and distribute a uni-function device. The interfaces will allow any web connected device for more in depth responses from the learner that goes beyond multiple choice functionality. In fact, Infuse Learning even goes as far as allowing students to respond to a prompt in real time by drawing a picture and the submissions all get aggregated on the teacher screen so that the class can see everyone's drawings in one main view. Brilliant. I see that @JohnHardison1 beat me to the punch not long ago in promoting the use of these tools. In fact, he even has included chunked video screencast tutorials from his YouTube account embedded right in the post so that you can experience a demonstration about Infuse Learning options from the teacher and student perspective. Nicely done John! I hope our MyBlend community can check this out and benefit from learning about the power of these tools.
David Goodrich

Are You Ready to Flip? - THE DAILY RIFF - Be Smarter. About Education. - 0 views

www.thedailyriff.com/...are-you-ready-to-flip-691.php

blog contacts

shared by David Goodrich on 13 Feb 14 - No Cached
  • begin creating (or collecting) quality learning resources.  These collections will look different depending on the teacher and class.  It is important that these be accessible outside the classroom and be available whatever-whenever-wherever (WWW), so students can have ownership of the pace of their learning, and review as needed. 
  • Resources created by those outside the classroom may also be used but should be reviewed carefully to assure they meet the learning objectives.
  • Many teachers struggle with the "extra" class time that is created by removing direct instruction from the classroom, and do not know exactly what to do with their students.  These in-class "activities" (for lack of a better term) must: 1)  help support the student understanding of the stated learning objectives, 2)  be designed to help students process what they have learned and place the learning into the context of the world in which they live, 3)  be engaging to the students, yet flexible enough to allow students the ability to process and produce in a way that is meaningful to them.  Possible in-class work could include:student created contentindependent problem solvinginquiry-based activitiesProject Based Learning
  • ...6 more annotations...
  • not all material is suitable to be taught through a video lesson.
  • We should never use a tool (in this case a video) just for the sake of using the tool; we should use the tool because it is the right tool for a particular job.
  • If you have some of the following goals or priorities for your class, then flipping might be a good option:Interactive questioningContent and idea explorationStudent content creationStudent voice and choiceEffective differentiation in instructional strategiesCollaboration with other professionals with the same goals
  • Dan Spencer is currently the educational technology consultant for the Jackson County (MI) Intermediate School District.  Before that he taught at Michigan Center High School (MI) and American Fork Junior High (UT).  He has actively used the Flipped-Mastery model along with iPod Touches for the past three years in his chemistry classes.
  • Deb Wolf is a science teacher and instructional coach in Sioux Falls, SD.  She has been teaching for 23 years.  She first flipped her class in 2008 in both chemistry and AP chemistry.  This past year Deb coordinated a federal grant, "Teaching Smarter in the 21st Century" the focus of which was to train 40 middle school and high school math and science teachers in the flipped-mastery model and 21st century skills and tools.
  • Aaron Sams is the co-creator of the flipped class model and the co-author of the book on the flipped class.  He has been an educator for 12 years. He currently teaches science at Woodland Park High School in Woodland Park, Colorado. He was awarded the 2009 Presidential Award for Excellence for Math and Science Teaching. Aaron recently served as co-chair of the Colorado State Science Standards Revision Committee.
  • David Goodrich on 13 Feb 14
     
    "Begin with the end in mind.  "
David Goodrich

The Flipped Class: Myths vs. Reality - THE DAILY RIFF - Be Smarter. About Education. - 0 views

www.thedailyriff.com/...ped-class-conversation-689.php

blog

shared by David Goodrich on 13 Feb 14 - No Cached
  • It is called the flipped class because what used to be classwork (the "lecture" is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class.But from our perspective, as successful flipped teachers, we believe it is so much more.
  • The Flipped Classroom is NOT:A synonym for online videos. When most people hear about the flipped class all they think about are the videos.  It is the the interaction and the meaningful learning activities that occur during the face-to-face time that is most important.About replacing teachers with videos.An online course. Students working without structure.Students spending the entire class staring at a computer screen.Students working in isolation. 
  • The Flipped Classroom IS:A means to INCREASE interaction and personalized contact time between students and teachers.An environment where students take responsibility for their own learning.  A classroom where the teacher is not the "sage on the stage", but the "guide on the side".A blending of direct instruction with constructivist learning.A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field-trips, don't get left behind.A class where content is permanently archived  for review or remediation.A class where all students are engaged in their learning.A place where all students can get a personalized education.
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  • Jon Bergmann is one of the first teachers to flip his classroom and has recently co-authored a book on the the Flipped Class which is to be published by ISTE press.  He is the Lead Technology Facilitator at the Joseph Sears School in Kenilworth, Illinois.
  • Jerry Overmyer has teaching experience in secondary and college mathematics. He is the coordinator for MAST WebConnect, and provides expertise on quality resources for teachers and students in mathematics and science. He is the creator of the Flipped Class Network.
  • Brett Wilie is a secondary science teacher from the Dallas, Texas area. Brett has been an educator for 13 years and has been a Science Department Chair for the past 5 years. He has recently been nominated to the "20 Educators to Watch Project" and was recently a presenter at the Flipped Class Conference.
  • David Goodrich on 13 Feb 14
     
    "There has been a lot of interest in the flipped classroom."
David Goodrich

Published Paper: Using VoiceThread to Promote Learning Engagement and Success for All S... - 0 views

voicethread.com/...JTECVoiceThread.pdf

reviews

shared by David Goodrich on 11 Feb 14 - No Cached
  • David Goodrich on 11 Feb 14
     
    Midori Grahl ID and Learning - 9:09 AM #Education My professor has published a paper on VoiceThread. He is the one who taught me about this tool.
David Goodrich

Organize Your Classroom Like the Apple Store-Big Learning, Big Fun! | Instructional Des... - 1 views

i-d-innovations.com/?p=344

blog reviews

shared by David Goodrich on 11 Feb 14 - No Cached
  • When you walk into an Apple Store, you are immediately caught up in the energy and excitement.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      This was an interesting idea to me for having a conceptual model help frame the concept of an active learning classroom focused on customized, individualized and personalized instruction. The author takes what many already know about the exciting energy one can palpably sense when remembering an Apple Store experience and then uses it as a way to encourage a live classroom to be restructured to include a theatre, a studio, a play space and a genius bar. There are descriptions for each of these areas that are in line with a typical "Station Rotation Model" of blended learning. This post reflects very positively on the experience of trying this model with adult learners where the instructor reportedly received the best satisfaction ratings they have ever seen for a professional development workshop. Washor, E., Mojkowski, C., & Newsom, L. (2009). At the core of the Apple Store: Images of next generation learning. Phi Delta Kappan, 91(2), 60-63.
  • In 2009, I was introduced to a brilliant article Next Generation Learning Environment that posed the question-can the student instructional experience replicate the Apple Store experience? We put the model to the test with adult learners and they, in turn, tried the strategies in their classrooms. Our resulting feedback showed the highest satisfaction ratings I have ever seen for professional development. Learners appreciated choice and the ability to follow an individual learning path.
  • The environment was organized around four main learning areas: Theatre, studio, play and genius bar.
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  • We often used it for a 15 minute introduction or to provide an opportunity for the entire group to dialogue about a topic.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      I do like that the Theater aspect of preserving the value of direct instruction while emphasizing the value is directly proportional to the limited and and intentionally chunked dosage prescribed.
  • Theatre
  • Studio
  • Usually ten or less learners interacting with content for 15-30 minutes.
  • Students can choose studio sessions to attend or the teacher can assign them based on specific student needs.
  • These should be interactive and not full lecture format, often the teacher shares a strategy and the students practice while interacting and sharing their explorations.
  • Genius Bar-This is the time when the student works one-on-one with the teacher or facilitator to learn a specific skill or work on a difficult concept.
  • The teacher may act as the “genius” however other students may assume this role too.
  • Play-This is an area of “designed” exploration. An area with a variety of resources focused on the lesson content is created an students move in and out of the play area as they have time, interest or need.
  • This is self directed, exploratory learning yet it should still be focused on the specific learning objectives for the lesson.  
  • We feared that students who were not directed to one of the other areas would camp out in the play area all of the time. To the contrary, we had to stop and have a brief theatre that gave permission and demonstrated how to “play” with learning.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      It is helpful that the author addresses their initial apprehensions to implementing a play area that will resonate with many common fears regarding students veering off course into domains not related to the intended learning outcomes of the course. They recommend to provide guidance with the learning objectives in these spaces while letting the learners explore options within those parameters which makes good sense. It is also important to note that although they were pleasantly surprised by the amount of enthusiastic findings from this particular station to the point of highlighting them in the theater, these were adult learners they were working with. Personally, I am confident that young students can also reap the benefits of this more autonomous learning posture when wisely shepherded by an expert teacher.
  • here are a few tips… 1-Field Trip- Visit an Apple Store as an observer. Look for the different types of learning and experience them for yourself before you implement them.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      The author concludes the post by leaving the reader with a few tips. They recommend to take a trip to an Apple store to get a renewed lay of the experience there. They also recommend to use the resources and curricula at one's fingertips without feeling like they need to be done away with to fit this model. Instead, the recommendation is to find activities that naturally come alongside the curriculum and that could be used in this type of learning environment. Lastly, they encourage teachers to start small by testing it out with just one unit or even just one lesson, just trying it and then to share what they learn in the process. Sounds like an enticing invitation to me.
  • 2-Use the resources you already have- It is not necessary to throw out your lessons and recreate new. Instead take a fresh look at your lessons and find activities that naturally fit into one of the learning structures. You also might consider making short video lessons that can be used in studios or the play area.
  • 3-Start small- Do not revamp your entire classroom, instead try it for one lesson or unit and do a couple studios and a play area. This way you can learn and improve as you go.
  • The bottom line is- just try it…and let us know how it goes!
  • Nathan January 17, 2013 It would also be great to have the employee to customer ratio of an Apple store. I’ve seen stores with 20 employee (front & back if house) serving maybe 100-150 people. Piquant idea though about organizing physical & mental spaces.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      This was an insightful comment, but it may have failed to recognize the power of cultivating self-directed learners who can be viewed as both teacher and learner interchangeably. In fact, I seem to even recall this happening in an Apple store where I was able to help out a customer and even a few Apple employees. I have also been helped by other costumers in the Apple Store.
jjgerlach

Hybrid Courses: About Hybrid - 0 views

www4.uwm.edu/...index.cfm

stories

shared by jjgerlach on 07 Feb 14 - Cached
  • Although many definitions of hybrid and blended learning exist, there is a convergence upon the three key points identified above: (1) Web-based learning activities are introduced to complement face-to-face work; (2) "seat time" is reduced, though not eliminated altogether; (3) the Web-based and face-to-face components of the course are designed to interact pedagogically to take advantage of the best features of each.
  • While Web enhanced courses may have a course Website or some instructional activities online, these supplement but do not replace face-to-face coursework. Students continue to meet in the classroom for the standard number of scheduled hours for that course.
  • An online or distance education course is conducted entirely and exclusively via the course management system assessable from the Internet. The online format is the primary method to deliver the course materials. Communication and interaction occur online between faculty and students. All assessment of student work is conducted online.
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  • As a general rule of thumb, courses in which fewer than 20% of the learning activities occur online are more likely to be labeled Web enhanced than hybrid.
  • he instructor of a hybrid course typically determines what instructional activities should be online or face-to-face depending on the learning goals, course objectives, content, and available resources. Similarly, the timetable for face-to-face versus online work can be organized in quite different ways that may reflect not only pedagogical criteria but also the particular circumstances of the instructor and students.
  • Here are a few examples of hybrid courses that illustrate different structures for the deployment of face-to-face and online learning activities: the instructor lectures and facilitates class discussion in the face-to-face classes, students complete online assignments based on these classroom activities, then these online assignments are posted to asynchronous discussion forums for online discussion; an instructor places lectures online using voiceover PowerPoint or streaming media for students to review, then subsequently in class students use these preliminary online materials to engage in face-to-face small group activities and discussions; students prepare small group projects online, post them to discussion forums for debate and revision, then present them in the face-to-face class for final discussion and assessment.
David Goodrich

When technology makes it easier for mistakes to become learning opportunities | expandi... - 0 views

expandingthereach.wordpress.com/...-become-learning-opportunities

stories reviews blog

shared by David Goodrich on 12 Feb 14 - No Cached
  • David Goodrich on 12 Feb 14
     
    "In this video, Molly, one of our amazing blended learning teachers, and I are co-teaching a class during which we use socrative to collect student feedback on the spot."
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