Friday, June 27, 2008
Week 6 Screencasting
I actually messed around with the software trial long enough to get a flavor of producing a screencast. It's pretty exciting. If my employer could get licenses for our computers there are a lot of opportunities for learning. Or I write a grant for it. Once we get students familiar with the ins and out I could split up a subject area for small groups and have them produce tutorials and share with each other. I will probably save some of the projects to show future students as examples and for teaching detailed steps. I know that teaching in the computer room can be very demanding. With a screencast available to students, they could play it over until they understand and i would answer the rest when I come get to them.
Thursday, June 26, 2008
Week 6 R/D11
Reflect on what you perceive to be your own areas of strength and what competencies you feel you need to work hardest to develop given your professional goals. State and describe at least three competencies you’d like to develop and why.
Yes I am teacher. The first competency I need to work on is planning and preparation. This will pave the way for time to improve in other areas. Developing a plan in as much detail as is practical with the amount of time I have to work. I have not insisted on enough quality in my planning. Their needs to be attainable goals defined that putn me in a position of control and measurable progress.
And that would get me time to work on communication. Making myself clear in conversations, meeting where we are stiving for concensus and during presentations. This is going to make me more effective and deepen my impact on the system I am working in. I don't want to just react to my environment. I want to make changes for the better.
Commented on:
Wellman, Vitto, Peltier, Mills.
Lastly, I am always looking for opportunities to deeepen my content knowledge. Giving direction to students is easier the more I know beyond anything we are studying. It helps me make connections with more careers students will be pursuing and it contributes integrating subjects to be taught.
Yes I am teacher. The first competency I need to work on is planning and preparation. This will pave the way for time to improve in other areas. Developing a plan in as much detail as is practical with the amount of time I have to work. I have not insisted on enough quality in my planning. Their needs to be attainable goals defined that putn me in a position of control and measurable progress.
And that would get me time to work on communication. Making myself clear in conversations, meeting where we are stiving for concensus and during presentations. This is going to make me more effective and deepen my impact on the system I am working in. I don't want to just react to my environment. I want to make changes for the better.
Commented on:
Wellman, Vitto, Peltier, Mills.
Lastly, I am always looking for opportunities to deeepen my content knowledge. Giving direction to students is easier the more I know beyond anything we are studying. It helps me make connections with more careers students will be pursuing and it contributes integrating subjects to be taught.
Week 6 R/D10
For your reading reflection, since you have now read for the past few weeks about instructional design/technology in three different contexts (business, P -12 & higher ed), identify 2 or 3 significant themes or differences you have noticed across these contexts and describe them. Is there a particular area or way that you believe your current professional working environment could learn from the other contexts described in these chapters?
First common theme that comes to mind is the money it takes to affect all these changes. The corporate world spends larger sums of money to organize and get fast results. Because if they don't make a profit there won't be a company. And that does happen. So there is more riding on those results. Evaluation will be watched. If the desired outcome is not realize, something better change and fast. Maybe someone is going to lose their job. Now it is not that people in education don't lose their jobs, but it is not a game of sudden death. We could learn from business by building in more monetary incentives. If my bonus depended on what you were doing, all of a sudden you've got my attention.
Second is evaluation. Educational organizations definitely try to judge the outcome of their efforts. But it seems like the land of second chances. And sometimes schools just abandon whole projects as fast as they pick them up. I had a set of textbooks that I used one year and the next year they were in the closet because we turned around and went with science kits. Who was evaluating the process that lead to wasting money on those books? In business when waste occurs it is addressed and tracked.
Third is training for future needs. A fully functioning staff is all too necessary and must be built to anticipate the workload in times to come. Educational institutions sort of react to holes in staff line ups that occur for various reasons. Businesses create succession lists to be ready for any eventual weaknesses in the leaders.
Commented on:
Wellman, Mills, Van Tillburg, Vitto
First common theme that comes to mind is the money it takes to affect all these changes. The corporate world spends larger sums of money to organize and get fast results. Because if they don't make a profit there won't be a company. And that does happen. So there is more riding on those results. Evaluation will be watched. If the desired outcome is not realize, something better change and fast. Maybe someone is going to lose their job. Now it is not that people in education don't lose their jobs, but it is not a game of sudden death. We could learn from business by building in more monetary incentives. If my bonus depended on what you were doing, all of a sudden you've got my attention.
Second is evaluation. Educational organizations definitely try to judge the outcome of their efforts. But it seems like the land of second chances. And sometimes schools just abandon whole projects as fast as they pick them up. I had a set of textbooks that I used one year and the next year they were in the closet because we turned around and went with science kits. Who was evaluating the process that lead to wasting money on those books? In business when waste occurs it is addressed and tracked.
Third is training for future needs. A fully functioning staff is all too necessary and must be built to anticipate the workload in times to come. Educational institutions sort of react to holes in staff line ups that occur for various reasons. Businesses create succession lists to be ready for any eventual weaknesses in the leaders.
Commented on:
Wellman, Mills, Van Tillburg, Vitto
Week 5 Google Map
The objective for the lesson plan would be to track the movement of Michigan glaciers over time and represent their positions and effects on topography.
In an earth science unit, studying the movement of glaciers over time in the local area students be asked to draw lines where on glacier starts and another begins at a given point in time. Students would be expected to collect information from various sources including the web, my discussions with them, and media center research. Their explanations would appear on a blog and reference the Google map. Clicking on different parts of the map would give information and images about what the glaciers left behind and the general shape of the land.
Commented on:
Wellman, Mills, Kline, Tyler
In an earth science unit, studying the movement of glaciers over time in the local area students be asked to draw lines where on glacier starts and another begins at a given point in time. Students would be expected to collect information from various sources including the web, my discussions with them, and media center research. Their explanations would appear on a blog and reference the Google map. Clicking on different parts of the map would give information and images about what the glaciers left behind and the general shape of the land.
Commented on:
Wellman, Mills, Kline, Tyler
Week 5 R/D9
Technology-related tasks so far:
How challenging have you found them?
It has been a mixed bag. Some I have walked right through and others I go and come back to get a fresh perspective. Starting a blog was disorienting and scary. Would I be up to this challenge? How does it relate to what we are reading?
What support get you not get that you would have appreciated?
I think a whole series of screencasting tutorials would be helpful. The one on screencasting itself was tremendous.
Are you excited, frustrated, both?
When we started the class I was frustrated. It seem as though I had more questions than I could legitimately ask. Plus I had some bumps in the road in the game of life. Somewhere along the line I got comfortable and familiar with these cutting edge ideas. They are just so useful. Now I'm excited and hopeful that good things in lesson planning and researching general interests will come directly from this class.
Do you think you will find ways of incorporating some of these ideas in your professional work?
It would be foolish not to work these tools into organizing my thought, pictures, and documents. Ways of collaborating with this technology are endless. I especially want to take advantage of social bookmarking with people that tuned into the same research. In the classroom I like the idea of using created maps to be the centerpiece of large units that integrate subject matter. It could be expanded from there with blogging and using all the media that can be embedded in the blog.
For those of you who are fairly new to this masters program, how do you feel about this as first or early course?
I am early in a SPED LD program and I think this course is going to have a permanent influence on my studies, work, and family life. Plus I don't feel I will be as apprehensive when it comes to exploring the new technologies as they present themselves. Sounds like we have just the tip of the iceberg at this point in time. It's going to be exciting.
Commented on:
Kline, Tyler, Wellman, and Peltier
How challenging have you found them?
It has been a mixed bag. Some I have walked right through and others I go and come back to get a fresh perspective. Starting a blog was disorienting and scary. Would I be up to this challenge? How does it relate to what we are reading?
What support get you not get that you would have appreciated?
I think a whole series of screencasting tutorials would be helpful. The one on screencasting itself was tremendous.
Are you excited, frustrated, both?
When we started the class I was frustrated. It seem as though I had more questions than I could legitimately ask. Plus I had some bumps in the road in the game of life. Somewhere along the line I got comfortable and familiar with these cutting edge ideas. They are just so useful. Now I'm excited and hopeful that good things in lesson planning and researching general interests will come directly from this class.
Do you think you will find ways of incorporating some of these ideas in your professional work?
It would be foolish not to work these tools into organizing my thought, pictures, and documents. Ways of collaborating with this technology are endless. I especially want to take advantage of social bookmarking with people that tuned into the same research. In the classroom I like the idea of using created maps to be the centerpiece of large units that integrate subject matter. It could be expanded from there with blogging and using all the media that can be embedded in the blog.
For those of you who are fairly new to this masters program, how do you feel about this as first or early course?
I am early in a SPED LD program and I think this course is going to have a permanent influence on my studies, work, and family life. Plus I don't feel I will be as apprehensive when it comes to exploring the new technologies as they present themselves. Sounds like we have just the tip of the iceberg at this point in time. It's going to be exciting.
Commented on:
Kline, Tyler, Wellman, and Peltier
Wednesday, June 25, 2008
Week 5 R/D8
Pick out two trends or issues that particularly surprised you and/or hit home and explain why.
There have been many of these processes at work in our Battle Creek school districts. Lakeview in particular has made a huge effort to to evaluate and improve. On a district wide level they have opted for systemic change. I don't know the actual approach they are taking, but they are certainly going in for the overhaul. Through different committees and administrative effort they are reflecting on every aspect of their processes. It has been in the works for several years.
I can think of another district that is on hard times and is trying to go at everything piecemeal. Their are fundamental problems with communication, public relation, moral and their numbers keep dropping. I think they have put some pretty big projects in place but have not opted to transform in a calculated and sustained way. Individuals and groups within the organization have been hamstrung as a result. There is a vision for the district but it doesn't filter down in a constructive way. Strategic alignment would eliminate many of the barriers. Some of the schools in our area are considering banding together administratively. Maybe that will help.
Commented on:
Peltier, Reed, Wellman, and Swanson
There have been many of these processes at work in our Battle Creek school districts. Lakeview in particular has made a huge effort to to evaluate and improve. On a district wide level they have opted for systemic change. I don't know the actual approach they are taking, but they are certainly going in for the overhaul. Through different committees and administrative effort they are reflecting on every aspect of their processes. It has been in the works for several years.
I can think of another district that is on hard times and is trying to go at everything piecemeal. Their are fundamental problems with communication, public relation, moral and their numbers keep dropping. I think they have put some pretty big projects in place but have not opted to transform in a calculated and sustained way. Individuals and groups within the organization have been hamstrung as a result. There is a vision for the district but it doesn't filter down in a constructive way. Strategic alignment would eliminate many of the barriers. Some of the schools in our area are considering banding together administratively. Maybe that will help.
Commented on:
Peltier, Reed, Wellman, and Swanson
Week 5 R/D7
What are, in your mind, two unique or interesting or different or noteworthy ways Instructional Design/Technology has been used in business & industry that you believe could be usefully applied to your own professional work?
I found it fastenating that instructional designers have a hard time identifying the the client. Who are they going to take direction from when there is more than one. Anyone with a stake in the project deserves consideration. If it were me, I would be listening to the person that owns the problem not the company. Obviously you have to consider the opinion of the owner. He signs your check. But the other guy lives the situation your trying to improve.
The rapid prototyping is similar to the having a model for students to go off of during an activity where they are constructing. It gives them a goal to keep in mind and sight. As in business, it makes the whole project go smoother.
Commented on:
Wellman, Mills, Peltier, Kline.
I found it fastenating that instructional designers have a hard time identifying the the client. Who are they going to take direction from when there is more than one. Anyone with a stake in the project deserves consideration. If it were me, I would be listening to the person that owns the problem not the company. Obviously you have to consider the opinion of the owner. He signs your check. But the other guy lives the situation your trying to improve.
The rapid prototyping is similar to the having a model for students to go off of during an activity where they are constructing. It gives them a goal to keep in mind and sight. As in business, it makes the whole project go smoother.
Commented on:
Wellman, Mills, Peltier, Kline.
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