Wednesday, May 28, 2008
Monday, May 26, 2008
Week 3 Reflection #4
Write about the similarities and the differences processes of the authors and the processes you use to develop lesson plans.
Instructional design and my lessons both have clearly stated objectives. Both have some type of assessment and reteaching as necessary. But instructional design is much more detailed and structured than my lesson plans. Formative assessment in my lesson plan can sway the natural direction of the lesson more easily. ID seems to be much more rigid in its approach to teaching, at first glance. But really the tight structure of its components leave the learner free to arrive at the goal or objective in creative and open-ended ways.
Instructional design and my lessons both have clearly stated objectives. Both have some type of assessment and reteaching as necessary. But instructional design is much more detailed and structured than my lesson plans. Formative assessment in my lesson plan can sway the natural direction of the lesson more easily. ID seems to be much more rigid in its approach to teaching, at first glance. But really the tight structure of its components leave the learner free to arrive at the goal or objective in creative and open-ended ways.
Week 3 R/D4
Week 3 Reflection #3- What could be the value in photo sharing in a educational activity? What is concerning about student use of photo sharing software? What is the great benefit of the of this service?
There are opportunities to add a visual component to a lesson. After learning about a particular topic students can be assigned to gather photos and in groups put together images that explain and expand on a topic. These images can further be put into a powerpoint and presented to the class.
This software could be concerning in the hands of the students because the photos someone gathers could be inappropriate and through the sharing feature could be spread out of control to the detriment of the photo subject. Sometimes photos are clues to parents that have been separated from their children by court order. It could lead to a possible abduction.
There are opportunities to add a visual component to a lesson. After learning about a particular topic students can be assigned to gather photos and in groups put together images that explain and expand on a topic. These images can further be put into a powerpoint and presented to the class.
This software could be concerning in the hands of the students because the photos someone gathers could be inappropriate and through the sharing feature could be spread out of control to the detriment of the photo subject. Sometimes photos are clues to parents that have been separated from their children by court order. It could lead to a possible abduction.
Week 3 Reflection #2
Week 3 Reflection #2 – What I might do with instructional design in my classroom for students with learning disabilities?
Instructional design is ideal for special education because the process of qualifying the student for a particular area is intensive and assessment dependent. The steps need to be clear cut and the results need to be reliable. In response to intervention qualifying method the identified students goes through a continuous cycle of instruction and assessment to determine the size of the learning gap between them and their peers.
I felt as though the heart of teaching and the instruction process is lost on instructional design. It seems very cold and impersonal. But the person in charge of the instruction can put it back in.
Instructional design is ideal for special education because the process of qualifying the student for a particular area is intensive and assessment dependent. The steps need to be clear cut and the results need to be reliable. In response to intervention qualifying method the identified students goes through a continuous cycle of instruction and assessment to determine the size of the learning gap between them and their peers.
I felt as though the heart of teaching and the instruction process is lost on instructional design. It seems very cold and impersonal. But the person in charge of the instruction can put it back in.
Week 3 R/D3
What value (if any) do you think social bookmarking might hold for teachers, administrators, and students?
When students share with other students they can help each other do research for class projects in a fast and convenient way. A study group might all be surf the web at the same time and bookmark those sites everyone finds together. Teachers might use this as a tool to gather information for long term planning. The science teachers at a particular middle school could be looking for ideas to teach a unit on the space shuttle experiments. They could have one group of websites formed to find and decide on activities and another group of websites just for searching out resources to do the experiments. Yet another might be dedicated to finding guest speaker to podcast during class time. Teachers could also develop wish lists of field trips and resources they want.
When students share with other students they can help each other do research for class projects in a fast and convenient way. A study group might all be surf the web at the same time and bookmark those sites everyone finds together. Teachers might use this as a tool to gather information for long term planning. The science teachers at a particular middle school could be looking for ideas to teach a unit on the space shuttle experiments. They could have one group of websites formed to find and decide on activities and another group of websites just for searching out resources to do the experiments. Yet another might be dedicated to finding guest speaker to podcast during class time. Teachers could also develop wish lists of field trips and resources they want.
Thursday, May 15, 2008
Computer Imagination
Blogs have less potential for becoming dynamic and inherently interesting tools that engae all users. RSS feeds will provide the potential for great interactive and rich learning tools.
Week 2 R/D2
What are your early impressions of using a blog and what was your experience using an RSS Reader this week? Any surprises, pleasant or otherwise?
Which part(s) of Dale's Cone do you think each tool (Blog, RSS) lends itself best to and why?
Considering Siegel’s concept of "computer imagination", what do you think would be at least one "imaginative" educational use of each tool (blog, RSS) that takes advantage of each tool’s inherent strengths? That is, what do you think you and/or your students could use these tools for that they might not be able to do with other more simple or low-tech tools? Or, as Postman might ask, what is a problem to which each of these tools is an answer?
They was a shaky ground everywhere put that blog together for the first time. Am I doing the right thing? Should I change this or that? How do I know when I have done enough? The tasks though clearly marked did not give me many clues.
RSS feeds were frustrating and still are to some degree. Some feeds don't seem to work out. I end up just removing them. Some work for a while and then mysteriously quit perhaps when I access from another computer. But before I embedded an RSS I had an idea that it would be a ticker tape of digital information in a box on the screen for the latest and greatest news. It is to some degree but it does not jump out at you. You are taken to the original website.
The problem the BLOG answers is the collaboration at every one's convenience.
The problem the RSS answers is the instant information that you may not find out about until some other media fills you in.
Which part(s) of Dale's Cone do you think each tool (Blog, RSS) lends itself best to and why?
Considering Siegel’s concept of "computer imagination", what do you think would be at least one "imaginative" educational use of each tool (blog, RSS) that takes advantage of each tool’s inherent strengths? That is, what do you think you and/or your students could use these tools for that they might not be able to do with other more simple or low-tech tools? Or, as Postman might ask, what is a problem to which each of these tools is an answer?
They was a shaky ground everywhere put that blog together for the first time. Am I doing the right thing? Should I change this or that? How do I know when I have done enough? The tasks though clearly marked did not give me many clues.
RSS feeds were frustrating and still are to some degree. Some feeds don't seem to work out. I end up just removing them. Some work for a while and then mysteriously quit perhaps when I access from another computer. But before I embedded an RSS I had an idea that it would be a ticker tape of digital information in a box on the screen for the latest and greatest news. It is to some degree but it does not jump out at you. You are taken to the original website.
The problem the BLOG answers is the collaboration at every one's convenience.
The problem the RSS answers is the instant information that you may not find out about until some other media fills you in.
Dale's Cone
This was an insightful article about the modes in which we learn. The mode is determined by the amount of experience we have the the subject being considered. When we first start out we must experience it directly. We havew to do to be aware and understand. Once that is established we learn more through pictures and visuals. The highest mode at the tip of the cone is learning by symbols. All of these modes have potential wth today's technologies. Blogs are an excellent way to collaborate symbolically. And RSS lends itself nicely to engaging multiple learners interactively.
Rich User Experiences
Web applications are becoming much more dynamic. Technologies are combined to create many ways to communicate. The term rich user experinces refers to the way many different things can happen in one display. Ajax seems to be the multi-tool by which alot of this capability is coming from. It is allowing the server to share the burden of running the applications with the user's computer. So the user's computer can respond to the user's keystrokes and also anticipaite the future needs for information. This makes it quicker to respond and more fluid.
HTML supports standard websites, DHTML supports the more dynamic uses of web 2.0. These advances are making the web come alive. It makes not only more interesting graphics, but give groups of users a real time way of collaborating without using gasoline.
HTML supports standard websites, DHTML supports the more dynamic uses of web 2.0. These advances are making the web come alive. It makes not only more interesting graphics, but give groups of users a real time way of collaborating without using gasoline.
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