Ben’s analogy of being the chessboard invokes a responsibility that we should prepare for the possibility that people will not fulfill their tasks in life. When these events occur we should ask our selves what is the ROI of the choice I want to make. Does it benefit the situation or make it worse?
This seems to relate to the different driving styles between my fiance and I. You could say that I am a defensive driver and a creature of habit. My fiance is more of a n offensive driver and subject to randomness. This causes a clash between us when the other is driving. I wasn’t always this way, but major car accidents as a young man altered my perception. I control my actions and compensate for others with out the heightened energy, where as my fiance is subject to the emotional reaction of others actions.
Sunday, March 28, 2010
Week 3 Reading
Roz’s ski story is great example of making the best of a situation. Our perceptions many times control our level of tolerance and happiness. Many times in life we are faced with situations where things turn out different than what we originally planned. The severity of a situation affects one person different than another. So a breakup with a loved one can be just as devastating as a death of a loved one depending on the person. Realistically some one dying is not in the same ballpark as a break up, but the perception sometimes is worse than the reality. A sudden tragic death of a young person versus a drawn out death of an elderly person is still death, but the perception changes the reality.
Week 3 comment
Gaming in education is a topic that has fascinated me since we took our gaming class. This video showed a group that incorporated gaming in education. They spoke about the need for gaming in education. Gaming offers students a fun way to learn to solve problems. Learning is often considered "boring" by the students, but incorporate gaming, and suddenly the students are engaged and excited about learning.
This group is doing research on gaming in education. It is important that more groups start this. Gaming is often still looked upon in a negative way. Yet through games, students are learning, engaged, and solving problems. I believe it is important to learn ways to reach our students, and gaming can be a way to do that.
Posted by Elyse at 3:29 PM
4 comments:
Educator Musing said...
Gaming in education is a topic that I also find fascinating. I’ve been curious about their application possibilities in education since the 80’s when I took a college course called Gamed Simulations. Until recent years we were limited to board games and classroom simulations. Now we have technologies that open fantastic possibilities for the use of games in education.
I agree with Coordinator of Technology Education Robert Appelman that we want to be able to give content assignments that have the same attraction and immersion found in games. My current fascination is how big social networks like MySpace and FaceBook use game applications to enhance their websites. I know that my interest in visiting FaceBook and interaction with my friends have gone up since playing the games. Lessons to be learn for eSchooling.
March 16, 2010 7:24 PM
MB Emergent Technologies said...
I agree with you. My view on the importance and affect of using games to enhance learning changed after taking the gamming class too. Games had always been viewed as an entertainment tool or method, and placed under the category of fun and amusement. However, the rapid development of technology raised popularity of online education, and it increased the number of Internet users. These things put games into a new category, one of enjoyable learning. The possibilities in using games to enhance learning are on the rise, and different professions are depending on games to enhance learning, such as in the US army.
March 20, 2010 5:57 PM
Katie Jensen said...
Gaming in education IS fascinating! A few weeks ago I had a conversation with a child who is in first grade and has been diagnosed with Aspergers. He was telling me how he has been playing a game called Age of Mythology. This young boy could tell me more about Greek Mythology than I have EVER known in my whole life. It was amazing. He told me all about the game and the purpose of what you needed to do in it. But the best part.....was when he made the following comment to me:
“Kids can learn so much from playing games, WHY DON’T TEACHER UNDERSTAND THAT?!?”
haha - He said it with such passion. All I could say is, I understand and that there were many more like me out there. :-)
March 21, 2010 10:43 AM
Stand and Deliver said...
Gaming in education is interesting, but I like the trend that the Wii is going with and Microsoft is piloting. Its fascinating to watch these technologies mature. The real interest for me is the technology used in movies like The lord of the rings where the character movements were made by a human using a sensor suit. Mixing that technology and the wii technology would take hands on activities to the next level.
This group is doing research on gaming in education. It is important that more groups start this. Gaming is often still looked upon in a negative way. Yet through games, students are learning, engaged, and solving problems. I believe it is important to learn ways to reach our students, and gaming can be a way to do that.
Posted by Elyse at 3:29 PM
4 comments:
Educator Musing said...
Gaming in education is a topic that I also find fascinating. I’ve been curious about their application possibilities in education since the 80’s when I took a college course called Gamed Simulations. Until recent years we were limited to board games and classroom simulations. Now we have technologies that open fantastic possibilities for the use of games in education.
I agree with Coordinator of Technology Education Robert Appelman that we want to be able to give content assignments that have the same attraction and immersion found in games. My current fascination is how big social networks like MySpace and FaceBook use game applications to enhance their websites. I know that my interest in visiting FaceBook and interaction with my friends have gone up since playing the games. Lessons to be learn for eSchooling.
March 16, 2010 7:24 PM
MB Emergent Technologies said...
I agree with you. My view on the importance and affect of using games to enhance learning changed after taking the gamming class too. Games had always been viewed as an entertainment tool or method, and placed under the category of fun and amusement. However, the rapid development of technology raised popularity of online education, and it increased the number of Internet users. These things put games into a new category, one of enjoyable learning. The possibilities in using games to enhance learning are on the rise, and different professions are depending on games to enhance learning, such as in the US army.
March 20, 2010 5:57 PM
Katie Jensen said...
Gaming in education IS fascinating! A few weeks ago I had a conversation with a child who is in first grade and has been diagnosed with Aspergers. He was telling me how he has been playing a game called Age of Mythology. This young boy could tell me more about Greek Mythology than I have EVER known in my whole life. It was amazing. He told me all about the game and the purpose of what you needed to do in it. But the best part.....was when he made the following comment to me:
“Kids can learn so much from playing games, WHY DON’T TEACHER UNDERSTAND THAT?!?”
haha - He said it with such passion. All I could say is, I understand and that there were many more like me out there. :-)
March 21, 2010 10:43 AM
Stand and Deliver said...
Gaming in education is interesting, but I like the trend that the Wii is going with and Microsoft is piloting. Its fascinating to watch these technologies mature. The real interest for me is the technology used in movies like The lord of the rings where the character movements were made by a human using a sensor suit. Mixing that technology and the wii technology would take hands on activities to the next level.
Week 4 Comment
Posted by Bianca at 9:05 PM Labels: assignment, reading, week 4
What I liked best about this reading was the idea of reframing an event. In Zander's story about the misbehaving teenaged orchestra members, their behavior could have easily been framed as "these teenagers misbehaved and made the orchestra look bad." In that case the trip would be defined as one where some of the participants ruined things for everyone and those teenagers would be defined as people who misbehave on group outings. Both these outcomes take away from the overall benefits of the trip and may have shaded how those particular teenagers were viewed in the orchestra from that point onward.
Instead Zander reframed the event in a more positive way: there were individuals who were elated at their performance and just happened to get carried away because they were still so excited from earlier that night. He gave the individuals a second chance and he kept the event from weighing down the group. Had he verbally reprimanded the teenagers who misbehaved they likely wouldn't have misbehaved again, but the group morale would have severely dropped. Instead he gave everyone the chance to not only brush off the event, but also to focus on what good they could do during the rest of their trip.
When terrible or disappointing things happen to or around us it's important to try to reframe the event in the most productive way. That's not to say you should always put a Pollyanna-type spin on everything and sweep negative thoughts or feelings under the carpet, it's more to say that you try and view things in a way that allows you to move forward positively after the fact.
For example, back in 2008 I left a job where I was paid well and respected by my bosses but wasn't doing something I loved (I was working as an executive assistant) and moved to a job where I was going to be paid terribly but was doing something I was passionate about: teaching (that's my old classroom there on the right). I was quite excited about the opportunity, but it turned out to be a massive bust. As I've complained in class before, the school I worked for was a private institution that cared only about making a profit and truly didn't have the students' or the teachers' best interests in mind. I became so run down and put out by the situation that I quit my job after only 11 months even though I didn't have another job lined up.
I could have looked at that experience as a massive mistake. I left a good job at a company that really cared about doing their job well and moved to a horrific company that didn't care at all about doing a good job. I could have seen this as a terrible error and let that mistake haunt me... except I don't. I learned so much in that job about teaching adults, what I didn't want in a future job, and how I still really wanted to follow my passion for teaching; just not there. I think it was an important experience for me, even though it was also a pretty painful one as well. I was able to frame the experience in a way where I actually don't regret making that decision, even if it turned out to be a bad place for me to work in the end.
Saturday, March 27, 2010
2 comments:
Oaster said...
Thanks for the story Bianca. This reminds me of the Steven Jobs’ 2005 commencement speech at Stanford that Joe gave us. You took a risk to satisfy your heart and that is what life is about. If you stay in the same unhappy job, you will always be unhappy. I would be willing to bet that your time spent at the school will continue to pay dividends later in life. As Jobs mentioned with the calligraphy class, you can never be sure how a situation and a decision will affect you later in life. I am sure that life will show that teaching at that school was a great decision for you in the long run. I’m glad you have come to terms with it!
March 28, 2010 4:39 PM
Stand and Deliver said...
Bianca, your story reminded me of my first teaching job. I was so excited to have the opportunity, but that soon changed after the first few months. I received a dose of reality when I realized that public education is a business too, but just has different metrics to to track, incompetent workers, and career minded management just like the business world.
What I liked best about this reading was the idea of reframing an event. In Zander's story about the misbehaving teenaged orchestra members, their behavior could have easily been framed as "these teenagers misbehaved and made the orchestra look bad." In that case the trip would be defined as one where some of the participants ruined things for everyone and those teenagers would be defined as people who misbehave on group outings. Both these outcomes take away from the overall benefits of the trip and may have shaded how those particular teenagers were viewed in the orchestra from that point onward.
Instead Zander reframed the event in a more positive way: there were individuals who were elated at their performance and just happened to get carried away because they were still so excited from earlier that night. He gave the individuals a second chance and he kept the event from weighing down the group. Had he verbally reprimanded the teenagers who misbehaved they likely wouldn't have misbehaved again, but the group morale would have severely dropped. Instead he gave everyone the chance to not only brush off the event, but also to focus on what good they could do during the rest of their trip.
When terrible or disappointing things happen to or around us it's important to try to reframe the event in the most productive way. That's not to say you should always put a Pollyanna-type spin on everything and sweep negative thoughts or feelings under the carpet, it's more to say that you try and view things in a way that allows you to move forward positively after the fact.
For example, back in 2008 I left a job where I was paid well and respected by my bosses but wasn't doing something I loved (I was working as an executive assistant) and moved to a job where I was going to be paid terribly but was doing something I was passionate about: teaching (that's my old classroom there on the right). I was quite excited about the opportunity, but it turned out to be a massive bust. As I've complained in class before, the school I worked for was a private institution that cared only about making a profit and truly didn't have the students' or the teachers' best interests in mind. I became so run down and put out by the situation that I quit my job after only 11 months even though I didn't have another job lined up.
I could have looked at that experience as a massive mistake. I left a good job at a company that really cared about doing their job well and moved to a horrific company that didn't care at all about doing a good job. I could have seen this as a terrible error and let that mistake haunt me... except I don't. I learned so much in that job about teaching adults, what I didn't want in a future job, and how I still really wanted to follow my passion for teaching; just not there. I think it was an important experience for me, even though it was also a pretty painful one as well. I was able to frame the experience in a way where I actually don't regret making that decision, even if it turned out to be a bad place for me to work in the end.
Saturday, March 27, 2010
2 comments:
Oaster said...
Thanks for the story Bianca. This reminds me of the Steven Jobs’ 2005 commencement speech at Stanford that Joe gave us. You took a risk to satisfy your heart and that is what life is about. If you stay in the same unhappy job, you will always be unhappy. I would be willing to bet that your time spent at the school will continue to pay dividends later in life. As Jobs mentioned with the calligraphy class, you can never be sure how a situation and a decision will affect you later in life. I am sure that life will show that teaching at that school was a great decision for you in the long run. I’m glad you have come to terms with it!
March 28, 2010 4:39 PM
Stand and Deliver said...
Bianca, your story reminded me of my first teaching job. I was so excited to have the opportunity, but that soon changed after the first few months. I received a dose of reality when I realized that public education is a business too, but just has different metrics to to track, incompetent workers, and career minded management just like the business world.
Week 4 DQ #2
The things that stand in the way fall into several areas such as the plan to do it, the funding to do it, the school system, the families, and the students. I bring the technology, teaching, and coaching experience along with the vision and passion I have for making it happen.
The concept is explained in the question one post, but the details still need to be worked out. This is not a environment to save troubled kids, its about maximizing the potential of students that can learn in a self directed manner. There is a large portion of our student populations that are not challenged or get left behind because there is so much focus on low-level learners.
This project would be started as a small school or school with in a school format and expand out from there. All the stakeholders need to grow with the program, not be thrust into it unprepared.
The concept is explained in the question one post, but the details still need to be worked out. This is not a environment to save troubled kids, its about maximizing the potential of students that can learn in a self directed manner. There is a large portion of our student populations that are not challenged or get left behind because there is so much focus on low-level learners.
This project would be started as a small school or school with in a school format and expand out from there. All the stakeholders need to grow with the program, not be thrust into it unprepared.
Week 4 DQ #1
My dream is to create a blended learning charter school. Where the students can self-directed courses in a causal learning space managed by a facilitator and tutors. They spend there day engaged in online courses that are aligned with hands on activities done in learning space. If there is a need or desire for a student to take a course in a traditional setting then they can do that as well.
This allows them to have better flexibility in their schedule to participate in elective and enrichment activities. They find fulfillment by learning a sport, playing and instrument, and being creative in an artistic manner.
The learning day replaces the school day. The student participates in a 7am-7pm learning experience. That does not mean sitting in classes for 12 hours, but rather does their course work, homework, and enrichment activities in that time period and enjoys the time afterward with their family.
This allows them to have better flexibility in their schedule to participate in elective and enrichment activities. They find fulfillment by learning a sport, playing and instrument, and being creative in an artistic manner.
The learning day replaces the school day. The student participates in a 7am-7pm learning experience. That does not mean sitting in classes for 12 hours, but rather does their course work, homework, and enrichment activities in that time period and enjoys the time afterward with their family.
Week 4 Project
The realization that my media project had too much depth and breadth for what is needed for the project has hit me so I have adjusted my focus regarding the amount content for the project submission. However, the usefulness of my other lesson ideas is not lost. I will be continuing my creation of content for the project well beyond graduation.
Hopefully, I can create my self as a technology coach and informally help other teachers in the short term and generate some consulting business in the long term.
Hopefully, I can create my self as a technology coach and informally help other teachers in the short term and generate some consulting business in the long term.
Week 4 Free Choice
In the spirit of my responses that I submitted for my Discussion questions I found an article President Obama’s proposal for more time in school for our children. He discussed the length of our academic calendar of 180 days versus the 200+ days of many other countries. What I found interesting is the number of responses from school-aged children. Most of them are against more time and advocate better teachers rather than time.
What kid wants to spend more time in school rather than be home with friends and family? My opinion on the matter is that if we create the right environment for portions of the student population and motivate them to be involved then their opinion would change. People need to see value in things to embrace them even if they are not the biggest fan of it.
Using the concept of 12 hour learning day in a blended learning environment can generate great results. It is not necessary for every student to stay the whole 12 hours. Why can’t they attend based on the needs of their personal education and their family’s circumstances? Why should they ride a bus for an hour, be home before their parents, and be unsupervised when they can stay at the school and utilize the learning day and be free of obligations when they go home?
As I mentioned in my DQ’s this is not a program to save low level learners. However, there are many kids in urban schools that live in similar environments as the low level learners. They can use this positive, safe, and productive environment to excel instead of be subjected to the negative influences of their home environments.
The article is:
http://www.eduinreview.com/blog/2009/03/obama-proposes-longer-school-days-extended-school-year/
What kid wants to spend more time in school rather than be home with friends and family? My opinion on the matter is that if we create the right environment for portions of the student population and motivate them to be involved then their opinion would change. People need to see value in things to embrace them even if they are not the biggest fan of it.
Using the concept of 12 hour learning day in a blended learning environment can generate great results. It is not necessary for every student to stay the whole 12 hours. Why can’t they attend based on the needs of their personal education and their family’s circumstances? Why should they ride a bus for an hour, be home before their parents, and be unsupervised when they can stay at the school and utilize the learning day and be free of obligations when they go home?
As I mentioned in my DQ’s this is not a program to save low level learners. However, there are many kids in urban schools that live in similar environments as the low level learners. They can use this positive, safe, and productive environment to excel instead of be subjected to the negative influences of their home environments.
The article is:
http://www.eduinreview.com/blog/2009/03/obama-proposes-longer-school-days-extended-school-year/
Week 3 Project
The thesis was not where it needed to be and enveloped so much of my time. It seems like it will never be ready in my eyes. I said to my self that the thesis is gonna be the basis for a book and workshop package. It was my running line to my colleagues that I was gonna be presenting at FETC 2011.
If the thesis has taught me one thing its that I have to invest more time into book and workshop project than I anticipated. Sure I will have more time after graduation, but it’s been full throttle for an entire year. I don’t know if my fiancé will be willing to put up with my I gotta do homework excuses and takeover of the dining room table for much longer..lol
If the thesis has taught me one thing its that I have to invest more time into book and workshop project than I anticipated. Sure I will have more time after graduation, but it’s been full throttle for an entire year. I don’t know if my fiancé will be willing to put up with my I gotta do homework excuses and takeover of the dining room table for much longer..lol
Week 3 Free Choice
This article was interesting to me since I spent 6 years in corporate IT and watched with my own eyes how people deal with change. Although corporate IT and Public education have stark differences, people react in similar fashions to change. The ten tips mentioned in the article are about dealing with change. They can be applied in both types of workplaces.
Ironically, I have faced changed many times in both career fields and one constant is that when change has come to me in the form of changing positions in my career it has been a positive experience. That’s not to say that the uncertainty that goes along with the change wasn’t stressful, but it re-invigorates me to move forward.
The act of dealing with change in public education is a multi-faceted endeavor. There are so many stakeholders with varying ideas of value that it can be daunting to implement. If the 3 main groups were prepared for change together it would help the situation. The administration, teachers, and the students all have to have a stake in the process to value the change so that they will embrace the experience.
http://blogs.techrepublic.com.com/10things/?p=257
Ironically, I have faced changed many times in both career fields and one constant is that when change has come to me in the form of changing positions in my career it has been a positive experience. That’s not to say that the uncertainty that goes along with the change wasn’t stressful, but it re-invigorates me to move forward.
The act of dealing with change in public education is a multi-faceted endeavor. There are so many stakeholders with varying ideas of value that it can be daunting to implement. If the 3 main groups were prepared for change together it would help the situation. The administration, teachers, and the students all have to have a stake in the process to value the change so that they will embrace the experience.
http://blogs.techrepublic.com.com/10things/?p=257
Sunday, March 21, 2010
Sunday, March 14, 2010
Week 2 Readings
The readings each week from the text have been interesting. I try to reflect on the writings and recognize correlations to other things in life. The author’s idea of the contribution game was clever to say the last. The first thought that crossed my mind was it was another form of coddling the people with self-esteem issues. In the end the theme is that each individual act can make a difference.
Roz’s story about the generational generosity gave the idea that people tend to want to hear plans on how they will solve their problems, not just maintain status quo. In a sense people should be setting the tone, not chasing the bar.
Ben’s stories such as the white sheets showed that through communication in a respectful way can lead to positive feedback. The Cuban story showed that despite the language barrier and political system in place, peer-to-peer learning could occur.
Roz’s story about the generational generosity gave the idea that people tend to want to hear plans on how they will solve their problems, not just maintain status quo. In a sense people should be setting the tone, not chasing the bar.
Ben’s stories such as the white sheets showed that through communication in a respectful way can lead to positive feedback. The Cuban story showed that despite the language barrier and political system in place, peer-to-peer learning could occur.
Week 2 Project: Content Proposal
Well the second week of working on the Media project is a mixed bag of results. I am struggling with narrowing down my content selections. There are more modules in my plan than I can get done. The question I ask my self is should I focus more on non-technology or technology related modules.
The main point I make in my thesis is how a single teacher can take the initiative and begin transforming their own classroom and curriculum in to a blended learning environment. The course modules will guide the teacher on a path that will expose them to the basic knowledge and develop various skills to start the process.
Is it better to have a broad of spectrum of topics or have an in depth look into a few areas? I am striving to go the broad road and build up the depth over time after the course is over.
The main point I make in my thesis is how a single teacher can take the initiative and begin transforming their own classroom and curriculum in to a blended learning environment. The course modules will guide the teacher on a path that will expose them to the basic knowledge and develop various skills to start the process.
Is it better to have a broad of spectrum of topics or have an in depth look into a few areas? I am striving to go the broad road and build up the depth over time after the course is over.
Week 2 Free Choice
I came across this article in the online version of the “Journal.com”. The article is called “An ‘A’ in abstractions”.. The gist of the article was about assessing 21st century skills in our K-12 students. The use of multiple-choice tests is not a meaningful way to measure comprehension of content and skills.
The use of performance-based assessment in measuring 21st century skills is growing among many school districts. One thought is that the students use real world tools that are relevant and purposeful to the students. The tasks are rich and authentic when performed. Finally, they should be embedded organically into projects that the students do.
The Catalina Foothills School District in Arizona assesses students in 12 learning skills, divided among three categories. They are making a concerted effort through the K-12 spectrum following these guidelines.
The use of performance-based assessment in measuring 21st century skills is growing among many school districts. One thought is that the students use real world tools that are relevant and purposeful to the students. The tasks are rich and authentic when performed. Finally, they should be embedded organically into projects that the students do.
The Catalina Foothills School District in Arizona assesses students in 12 learning skills, divided among three categories. They are making a concerted effort through the K-12 spectrum following these guidelines.
Week 2 Comment
Friday, March 12, 2010
WK 2 Blog Entry 1 - Media Project
Working on my media project is proving a daunting task. I thought I knew exactly what I wanted to do and find that my skills are not yet strong enough or I should say fast enough to accomplish what I want in the time we have. But I will endeavor to make it work! Any illustrators out there will to work for free under a major time crunch??
Just joking. I'll get it done. The support in this class is tremendous and goes a long way in helping keep me on track. Mind you, with the final thesis due on the 21st, 75% of the media project the 22nd and my presentation on the 22nd, I must admit I'm not quite sure which I should be working on when!
Posted by Donna Tracy at 8:39 AM
1 comments:
Stand and Deliver said...
This is a lot of stuff to do in this short period of time. The real kicker is that all of us are clamoring to be creative and it takes time to get it just right. I am afraid of not getting it right in time for the deadlines. I can only imagine if anybody is not straight on what they are going to do for their project.
I have come to the realization that I will be working on my media project beyond this course and the next. My goal is to be presenting at FETC in February 2011.
March 14, 2010 5:30 PM
WK 2 Blog Entry 1 - Media Project
Working on my media project is proving a daunting task. I thought I knew exactly what I wanted to do and find that my skills are not yet strong enough or I should say fast enough to accomplish what I want in the time we have. But I will endeavor to make it work! Any illustrators out there will to work for free under a major time crunch??
Just joking. I'll get it done. The support in this class is tremendous and goes a long way in helping keep me on track. Mind you, with the final thesis due on the 21st, 75% of the media project the 22nd and my presentation on the 22nd, I must admit I'm not quite sure which I should be working on when!
Posted by Donna Tracy at 8:39 AM
1 comments:
Stand and Deliver said...
This is a lot of stuff to do in this short period of time. The real kicker is that all of us are clamoring to be creative and it takes time to get it just right. I am afraid of not getting it right in time for the deadlines. I can only imagine if anybody is not straight on what they are going to do for their project.
I have come to the realization that I will be working on my media project beyond this course and the next. My goal is to be presenting at FETC in February 2011.
March 14, 2010 5:30 PM
Monday, March 8, 2010
Content Proposal
Content Proposal
Traditional Classroom evolving into a Blended Learning Environment
EDM-613 Media Asset Creation
Education Media Design & Technology MS Program
Full Sail University
Prepared by:
Domenic Colangelo
03/07/2010
I. Thesis Abstract
The proposal is to create a series of modules that are self directed and utilized in a high school setting. It allows the end user to develop skill sets that will help prepare their classroom for a transformation. The process will support the change from a traditional classroom to a blended learning environment. Many teachers would benefit from the flexibility of self-directed study and the personalization of mentoring. Implementing a strategy of building a blended learning environment from the bottom up increases the likely hood of acceptance and success. The development of a culture through enrichment activities and organizations can lay the foundation of a blended learning environment. These experiences will cascade across many classrooms and through out the school.
II. Introduction
(3-5 Paragraphs)
Our educational system is going through a transition unlike any other in our lifetime. The vision of where it’s going is generally accepted and some might even say it’s more of a naming convention than a vision at this point. The names used for the vision are mostly involving the term 21st century. Now that term might be accompanied by follow up words such as learning, teaching, and skills.
The traditional classroom is filled with student desks that lined up in rows and bunched together. The teacher stands in the front of the room with a dry erase marker in hand. Directions and notes are written on the board, while talking about the theory of things. This method has been the benchmark for education in the 20th century.
The first decade of the 21st century has ushered in an era of technology and skill sets that are becoming a necessity in the business world and are already intertwined in to our daily. Unfortunately our education system is not geared for using these things in our traditional classrooms.
The classroom teacher needs to emulate strategies and personality traits of people in other areas of our society. The characteristics of the entrepreneur, evangelist, and grass roots organizer can help. Many of our greatest innovations, businesses, and achievements became a reality due to people who emulate some of the attributes involved in these types of activities.
The majority of teachers work hard everyday and even the most organized educators often take their work home with them. It is an unfortunate aspect of the education profession, but one that all great educators know is a necessity to be successful in their classroom.
III. Goals and Objectives
(3-6 Paragraphs)
Instructional Goal
The creation of a culture in the traditional classroom that embraces the attributes of a blended learning environment that is built over time. This culture becomes a living entity and must be nurtured like any living organism. Another instructional goal is encouraging the idea that being creative complements a person and tapping into the learner’s inner passion is valuable in the education community. These goals can be supported by effective staff development, sufficient mentoring, and engaging curriculum.
Learning Domain
The media project cannot teach the end user all that they must know. It is a resource that can be used, but only effective when coupled with the affective domain. The right attitude to be self-directed and willing feels the passion in side of themselves. This feeds in to the cognitive and psychomotor domains. The course models can provide knowledge if done correctly and provide experience through the hands on experience activities.
Learning Objectives
The objectives that are important to fulfill in the blended learning modules are technology and non-technology in origin. Understanding the elements of your classroom’s physical space and cultural atmosphere. The value of collaboration with in your peer group and the effectiveness of peer mentoring. Utilizing self-directed curriculum as a solution when implementing differential instruction.
IV. Presentation
(6-9 Paragraphs)
Instructional approach
The building of knowledge is vital for a learner to take on challenging tasks. In the current social structure of high school aged learners it is a high priority for them to be social while they learn. Social networking drives the interest in web 2.0 tools and digital media content that these tools support. The social constructivism approach is appropriate for the current generation of high school aged learners.
Lesson Structure
The content will be presented in the form of training modules with the Learning Management System called Schoology. Each of the modules will support aspects of the creating a blended learning environment. The rationale is that the process is a transformation over time and that you can start with a few small things that are not related to technology, but support the use of technology in a blended learning environment.
V. Evaluation
(2-3 Paragraphs)
The measurement of learning is part of the learning process it self. There are many administrators and teachers that are not experienced in evaluating the use of technology by it self, let alone when used in conjunction with curriculum. The creation of evaluation tools goes beyond the rubric for a class assignment. A rubric should also be created for an evaluator on the assignments so they may gain experience as well through the endeavor.
Through out the series of training modules the learner will be exposed to different aspects of a blended learning environment. Creating a foundation of knowledge and skills that can be used to start the evolution process in their classroom.
VI. References
Demski, J. (2009, May) Assess, Instruct, Repeat. The Journal.com, 36, 30-36.
Demski, J. (2010, January) Winning back home schoolers. The Journal.com, 37, 20-21.
Demski, J. (2009, August) Space Craft: Innovative architecture is bringing form to the function of 21st century learning. The Journal.com, 36, 34-38.
Fletcher, G. (2009, May) A matter of principals. The Journal.com, 36, 22-28.
Fox, C. (2009, June/July) More than Machines. The Journal.com, 36, 23-26.
Mccabe, C.K. (2009, May) Get them to try something new. NEA Today, 27, 38-39.
Knobe, M. (2009, June/July). Hungry for help: Schools of Education must fuel a digital revolution in teaching. Edutopia, 5, 30-32.
Schaffhauser, D. (2009, August) The VOD Couple. The Journal.com, 36, 19-23.
Jehlen, A. (2007, November). Professional development. NEA Today, 26, 36-37.
Gordon, D. (2009, May) Profile: Steve Paine. The Journal.com, 36, 18-20.
Michaelsen, L. & Sweet, M. (2010, January/Febuary) Team Based Learning. Nea Today, 28, 38-39.
Ramaswami, R. (2009, May) Even! But no longer odd. The Journal.com, 36, 38-44.
Schaffhauser, D. (2009, September) Which came first-the technology or the pedagogy? The Journal.com, 36, 27-32.
Schaffhauser, D. (2009, May) Scale. The Journal.com, 36, 30-36.
Shore, J. (2009, September) Carla Wade Profile. The Journal, 36, 14-16.
Traditional Classroom evolving into a Blended Learning Environment
EDM-613 Media Asset Creation
Education Media Design & Technology MS Program
Full Sail University
Prepared by:
Domenic Colangelo
03/07/2010
I. Thesis Abstract
The proposal is to create a series of modules that are self directed and utilized in a high school setting. It allows the end user to develop skill sets that will help prepare their classroom for a transformation. The process will support the change from a traditional classroom to a blended learning environment. Many teachers would benefit from the flexibility of self-directed study and the personalization of mentoring. Implementing a strategy of building a blended learning environment from the bottom up increases the likely hood of acceptance and success. The development of a culture through enrichment activities and organizations can lay the foundation of a blended learning environment. These experiences will cascade across many classrooms and through out the school.
II. Introduction
(3-5 Paragraphs)
Our educational system is going through a transition unlike any other in our lifetime. The vision of where it’s going is generally accepted and some might even say it’s more of a naming convention than a vision at this point. The names used for the vision are mostly involving the term 21st century. Now that term might be accompanied by follow up words such as learning, teaching, and skills.
The traditional classroom is filled with student desks that lined up in rows and bunched together. The teacher stands in the front of the room with a dry erase marker in hand. Directions and notes are written on the board, while talking about the theory of things. This method has been the benchmark for education in the 20th century.
The first decade of the 21st century has ushered in an era of technology and skill sets that are becoming a necessity in the business world and are already intertwined in to our daily. Unfortunately our education system is not geared for using these things in our traditional classrooms.
The classroom teacher needs to emulate strategies and personality traits of people in other areas of our society. The characteristics of the entrepreneur, evangelist, and grass roots organizer can help. Many of our greatest innovations, businesses, and achievements became a reality due to people who emulate some of the attributes involved in these types of activities.
The majority of teachers work hard everyday and even the most organized educators often take their work home with them. It is an unfortunate aspect of the education profession, but one that all great educators know is a necessity to be successful in their classroom.
III. Goals and Objectives
(3-6 Paragraphs)
Instructional Goal
The creation of a culture in the traditional classroom that embraces the attributes of a blended learning environment that is built over time. This culture becomes a living entity and must be nurtured like any living organism. Another instructional goal is encouraging the idea that being creative complements a person and tapping into the learner’s inner passion is valuable in the education community. These goals can be supported by effective staff development, sufficient mentoring, and engaging curriculum.
Learning Domain
The media project cannot teach the end user all that they must know. It is a resource that can be used, but only effective when coupled with the affective domain. The right attitude to be self-directed and willing feels the passion in side of themselves. This feeds in to the cognitive and psychomotor domains. The course models can provide knowledge if done correctly and provide experience through the hands on experience activities.
Learning Objectives
The objectives that are important to fulfill in the blended learning modules are technology and non-technology in origin. Understanding the elements of your classroom’s physical space and cultural atmosphere. The value of collaboration with in your peer group and the effectiveness of peer mentoring. Utilizing self-directed curriculum as a solution when implementing differential instruction.
IV. Presentation
(6-9 Paragraphs)
Instructional approach
The building of knowledge is vital for a learner to take on challenging tasks. In the current social structure of high school aged learners it is a high priority for them to be social while they learn. Social networking drives the interest in web 2.0 tools and digital media content that these tools support. The social constructivism approach is appropriate for the current generation of high school aged learners.
Lesson Structure
The content will be presented in the form of training modules with the Learning Management System called Schoology. Each of the modules will support aspects of the creating a blended learning environment. The rationale is that the process is a transformation over time and that you can start with a few small things that are not related to technology, but support the use of technology in a blended learning environment.
V. Evaluation
(2-3 Paragraphs)
The measurement of learning is part of the learning process it self. There are many administrators and teachers that are not experienced in evaluating the use of technology by it self, let alone when used in conjunction with curriculum. The creation of evaluation tools goes beyond the rubric for a class assignment. A rubric should also be created for an evaluator on the assignments so they may gain experience as well through the endeavor.
Through out the series of training modules the learner will be exposed to different aspects of a blended learning environment. Creating a foundation of knowledge and skills that can be used to start the evolution process in their classroom.
VI. References
Demski, J. (2009, May) Assess, Instruct, Repeat. The Journal.com, 36, 30-36.
Demski, J. (2010, January) Winning back home schoolers. The Journal.com, 37, 20-21.
Demski, J. (2009, August) Space Craft: Innovative architecture is bringing form to the function of 21st century learning. The Journal.com, 36, 34-38.
Fletcher, G. (2009, May) A matter of principals. The Journal.com, 36, 22-28.
Fox, C. (2009, June/July) More than Machines. The Journal.com, 36, 23-26.
Mccabe, C.K. (2009, May) Get them to try something new. NEA Today, 27, 38-39.
Knobe, M. (2009, June/July). Hungry for help: Schools of Education must fuel a digital revolution in teaching. Edutopia, 5, 30-32.
Schaffhauser, D. (2009, August) The VOD Couple. The Journal.com, 36, 19-23.
Jehlen, A. (2007, November). Professional development. NEA Today, 26, 36-37.
Gordon, D. (2009, May) Profile: Steve Paine. The Journal.com, 36, 18-20.
Michaelsen, L. & Sweet, M. (2010, January/Febuary) Team Based Learning. Nea Today, 28, 38-39.
Ramaswami, R. (2009, May) Even! But no longer odd. The Journal.com, 36, 38-44.
Schaffhauser, D. (2009, September) Which came first-the technology or the pedagogy? The Journal.com, 36, 27-32.
Schaffhauser, D. (2009, May) Scale. The Journal.com, 36, 30-36.
Shore, J. (2009, September) Carla Wade Profile. The Journal, 36, 14-16.
Sunday, March 7, 2010
Week 1 Readings
The reading provided some insight, affirmation and clarity on things. After reading the assigned chapters, it occurred to me that teaching skills such as problem solving, story boarding, etc.. bridge what was implied in the text. We see only what were programmed to see and thinking outside the box.
In the spirit of the cliché “the glass is half full’ and looking at the bright side. The author spoke of “speaking to the passion” as a motivation for the student. In today’s educational system with the broad spectrum of learning styles, differential instruction is geared toward the passion of how a student learns. The use of Auditory and visual materials fulfills the passion aspect of learning.
The time I heard the idea of giving and “A” up front was from the movie “Dangerous Minds” when the teacher gave them all an “A” in the beginning of the course. Their job was to keep it by doing their assignments. There is a scene where the student stated it was the first time he ever had an “A” and didn’t want to lose it.
The “A” held great value to him and was a big motivator. However, the support of the teacher in various ways in mentoring him to keep it was also important. It’s balance that must be aligned and maintained over time to succeed.
In the spirit of the cliché “the glass is half full’ and looking at the bright side. The author spoke of “speaking to the passion” as a motivation for the student. In today’s educational system with the broad spectrum of learning styles, differential instruction is geared toward the passion of how a student learns. The use of Auditory and visual materials fulfills the passion aspect of learning.
The time I heard the idea of giving and “A” up front was from the movie “Dangerous Minds” when the teacher gave them all an “A” in the beginning of the course. Their job was to keep it by doing their assignments. There is a scene where the student stated it was the first time he ever had an “A” and didn’t want to lose it.
The “A” held great value to him and was a big motivator. However, the support of the teacher in various ways in mentoring him to keep it was also important. It’s balance that must be aligned and maintained over time to succeed.
Week 1 Free Choice
The trend I have seen in my 6 years as an educator is the focus on passing standardized tests, stacking up on AP courses to boot GPA points, and being involved in so many extra-curricular activities that nothing is enjoyable and the quality of achievement is sub par. This was very apparent when I was a girls soccer coach and placed in too situations where the girls were double booked or stressed out from overload.
There is an article in NEA today that touched on taking tougher courses to boost college admission odds. In my school district our school grade has been reformulated to reflect different criteria and some of it is the number of AP courses taken and AP Exams passed. Too many students take AP classes and are either not at that level or our unable to do the amount of work necessary to succeed in the class, let alone pass the AP exam.
I wonder where the days of inspiring a student to be interested in the content and they begin to love being in the class have gone? There is so much focus on the standard tests and the remedial teaching strategies in the classroom that creative inspiration has gone to the wayside.
There is an article in NEA today that touched on taking tougher courses to boost college admission odds. In my school district our school grade has been reformulated to reflect different criteria and some of it is the number of AP courses taken and AP Exams passed. Too many students take AP classes and are either not at that level or our unable to do the amount of work necessary to succeed in the class, let alone pass the AP exam.
I wonder where the days of inspiring a student to be interested in the content and they begin to love being in the class have gone? There is so much focus on the standard tests and the remedial teaching strategies in the classroom that creative inspiration has gone to the wayside.
Week 1 Project: Content Proposal
The moment I heard we had to do a content proposal it brought a sense of “ugh” inside of me. I had figured we would do a few paragraphs in a word document and move on from there. The reality of it was that a mini thesis paper was what it ended up being.
However, after reading through the sample a few times I came to realize that it would help me tweak my media project. I already knew what I was doing and had begun creating it prior to the class starting. In the end I think it will improve my thesis because I will be ensuring that practical application of the media project with the thesis since they are interconnected.
However, after reading through the sample a few times I came to realize that it would help me tweak my media project. I already knew what I was doing and had begun creating it prior to the class starting. In the end I think it will improve my thesis because I will be ensuring that practical application of the media project with the thesis since they are interconnected.
Week 1 Comment
Week 1 Choice...Gender Differences
There are a number of gender differences to consider. Different parts of the brain function differently between the sexes and therefore impact men and women differently. For example, the cerebellum contains neurons that connect to other parts of the brain and spinal cord and facilitate movement, balance and speech. There is a much stronger connecting pathway in the female brain between the brain parts therefore females have superior language and fine-motor skills while males tend to be less intuitive. another example of gender differences is in the cerebrum. The cerebrum is the upper or main part of the brain controlling conscious and voluntary processes. Females use more volume than males therefore resulting in females being greater at multitasking. Lastly, neurotransmitters which are biochemical substances that transmit nerve impulses at the synapses clearly affect differences in how males and females brains process data.
Given these biological brain differences one could assume that learning differences will occur between the genders. With Females being more verbal and males more spatial, a need to consider how to train the combined genders so effective learning can take place is imperative. Most studies have shown that there is little differences in how men and women learn yet there is still many other studies that can show marked differences in the brain and behavior that contribute to the differences in how the learning takes place within the brain.
If females tend to better at verbal abilities and rely heavily on verbal communication then the need for web 2.0 communication technologies is imperative to the communication necessary for learning to take place. Whereas males tend to be heavily right brained and show better spatial abilities such as measuring, mechanical design and geography. These spatial cues can be brought forward to the learning table to allow the male learner the opportunity to learn successfully.
posted by tanya doll at 8:39 pm
labels: biological, female, gender, learning, male
2 comments:
the hinkler report said...
It is very interesting to read about how the brains of men and women are wired differently and therefore, causes them to learn and understand differently. It adds another wrinkle (pun intentional) to the ideas of Brain Based Learning and Multiple Intelligences. As we have learned in our courses, people have many different styles of learning and may prefer one area of the brain to another. This fact has added great responsibility to educators to make sure that their lessons suited these learning styles. Now add to this the gender difference and you can see why many educators get frustrated at trying to teach. I think you are on the right track to solve this by incorporating technology into the classes that is based on your research for gender learning abilities. It also seems clear to me that this is why there needs to be a greater emphasis on getting more educators to use a constructivist approach to learning. In doing so, there is a greater chance to use multiple sources or ways to gain the needed knowledge. Also if the learning is more student-centered the more intuitive women will naturally gravitate to the sources that allow them the best understanding. It does make me wonder though, as to whether the differences between males and females are going to increase of decrease over the next few years. As we have also been told in our courses, technology is re-wiring the brains of today’s students. They perceive communication, literacy and other forms of daily life very differently than of just a few generations ago. Will this change in the brain add to the difference in how we learn, or will it allow us to view the information we need in so many styles that we will be sure to find the data we are looking for? I hope it is the latter. Good luck with your project, it sounds very interesting.
March 3, 2010 4:26 PM
stand and deliver said...
Comment on Tanya Doll Blog
It is always interesting to see “theory” put in motion with a practical application. In my school district there has been a pilot of gender only classes in an elementary and middle school. The coming school year it will expand to an entire elementary and middle school sites where the project has been piloted. It has been a great success with very little attrition. The program is voluntary and well supported by the parent community.
Comment Domenic Colangelo
Sources
Author: Tanya Doll
Original author URL
http://tanyadollhouse.blogspot.com/
Comment on author URL
http://fitandfierce2009.blogspot.com/
There are a number of gender differences to consider. Different parts of the brain function differently between the sexes and therefore impact men and women differently. For example, the cerebellum contains neurons that connect to other parts of the brain and spinal cord and facilitate movement, balance and speech. There is a much stronger connecting pathway in the female brain between the brain parts therefore females have superior language and fine-motor skills while males tend to be less intuitive. another example of gender differences is in the cerebrum. The cerebrum is the upper or main part of the brain controlling conscious and voluntary processes. Females use more volume than males therefore resulting in females being greater at multitasking. Lastly, neurotransmitters which are biochemical substances that transmit nerve impulses at the synapses clearly affect differences in how males and females brains process data.
Given these biological brain differences one could assume that learning differences will occur between the genders. With Females being more verbal and males more spatial, a need to consider how to train the combined genders so effective learning can take place is imperative. Most studies have shown that there is little differences in how men and women learn yet there is still many other studies that can show marked differences in the brain and behavior that contribute to the differences in how the learning takes place within the brain.
If females tend to better at verbal abilities and rely heavily on verbal communication then the need for web 2.0 communication technologies is imperative to the communication necessary for learning to take place. Whereas males tend to be heavily right brained and show better spatial abilities such as measuring, mechanical design and geography. These spatial cues can be brought forward to the learning table to allow the male learner the opportunity to learn successfully.
posted by tanya doll at 8:39 pm
labels: biological, female, gender, learning, male
2 comments:
the hinkler report said...
It is very interesting to read about how the brains of men and women are wired differently and therefore, causes them to learn and understand differently. It adds another wrinkle (pun intentional) to the ideas of Brain Based Learning and Multiple Intelligences. As we have learned in our courses, people have many different styles of learning and may prefer one area of the brain to another. This fact has added great responsibility to educators to make sure that their lessons suited these learning styles. Now add to this the gender difference and you can see why many educators get frustrated at trying to teach. I think you are on the right track to solve this by incorporating technology into the classes that is based on your research for gender learning abilities. It also seems clear to me that this is why there needs to be a greater emphasis on getting more educators to use a constructivist approach to learning. In doing so, there is a greater chance to use multiple sources or ways to gain the needed knowledge. Also if the learning is more student-centered the more intuitive women will naturally gravitate to the sources that allow them the best understanding. It does make me wonder though, as to whether the differences between males and females are going to increase of decrease over the next few years. As we have also been told in our courses, technology is re-wiring the brains of today’s students. They perceive communication, literacy and other forms of daily life very differently than of just a few generations ago. Will this change in the brain add to the difference in how we learn, or will it allow us to view the information we need in so many styles that we will be sure to find the data we are looking for? I hope it is the latter. Good luck with your project, it sounds very interesting.
March 3, 2010 4:26 PM
stand and deliver said...
Comment on Tanya Doll Blog
It is always interesting to see “theory” put in motion with a practical application. In my school district there has been a pilot of gender only classes in an elementary and middle school. The coming school year it will expand to an entire elementary and middle school sites where the project has been piloted. It has been a great success with very little attrition. The program is voluntary and well supported by the parent community.
Comment Domenic Colangelo
Sources
Author: Tanya Doll
Original author URL
http://tanyadollhouse.blogspot.com/
Comment on author URL
http://fitandfierce2009.blogspot.com/
Week 1 DQ Topic 2
Topic #2: Tech in your workplace: How has your workplace kept up with tech or not kept up with tech? What kinds of tech things have you bought to use in your classroom/presentation?Please give examples (and have a little fun with the idea...).
There is a range of tech products were using in the classrooms. The most widely used is the ELMO document camera. This helps in activities where different strategies are used to work through text. “Chunking”, “out lining”, and “Cornell notes”. They are useful only as a better version of a traditional overhead projector with transparencies.
Its as interesting as the transformation from a chalkboard to a dry erase board. The teachers like them, but it’s a case of an improvement to their old process rather than an innovation and creation of interactive curriculum.
The use of smart boards that we already have on campus is where innovation can be made, but there are a variety of issues that hinder their use by teachers. The number one reason is the technology mindset is lacking with the majority of teachers and the demands that they currently have in there daily routine.
Just having training on how to use a smart board will only work with self-directed teachers. They will invest their personal time and invest in the transformation of their curriculum. The rest of the teachers need a structured plan and mentoring with the creation of the content and the implementation of the curriculum when the students get their first experience in it.
There is a range of tech products were using in the classrooms. The most widely used is the ELMO document camera. This helps in activities where different strategies are used to work through text. “Chunking”, “out lining”, and “Cornell notes”. They are useful only as a better version of a traditional overhead projector with transparencies.
Its as interesting as the transformation from a chalkboard to a dry erase board. The teachers like them, but it’s a case of an improvement to their old process rather than an innovation and creation of interactive curriculum.
The use of smart boards that we already have on campus is where innovation can be made, but there are a variety of issues that hinder their use by teachers. The number one reason is the technology mindset is lacking with the majority of teachers and the demands that they currently have in there daily routine.
Just having training on how to use a smart board will only work with self-directed teachers. They will invest their personal time and invest in the transformation of their curriculum. The rest of the teachers need a structured plan and mentoring with the creation of the content and the implementation of the curriculum when the students get their first experience in it.
Week 1 DQ Topic 1
Topic #1: Briefly share an experience about using media (visual and/or auditory) in class or during a presentation, focus your comment on any work-arounds or solutions you used when the tech wasn't quite working or when the tech wasn't adequate to do what you had originally planned.
I had a small group of interns doing a presentation for the counties UTA (Urban Teaching Academy) summer camp. The audience was primarily high school students and some staff from the various campus sites. It was focusing on 21st century skills and web 2.0 tools. There was an Internet connection issue with the videos the students made for the Facebook examples.
We talked about the options and determined they would have to focus more on how the tool was used instead of how to use the tool. The students told the story of how the youth of Iran used Facebook to communicate with the outside world during the Presidential election protests. One of students explained her first hand experience with a friend in Iran during this time.
The students already use Facebook so they would not be interested in a tutorial of Facebook, but both the digital natives and digital immigrants were excited about the interaction with people of a different culture on the other side of the globe.
I had a small group of interns doing a presentation for the counties UTA (Urban Teaching Academy) summer camp. The audience was primarily high school students and some staff from the various campus sites. It was focusing on 21st century skills and web 2.0 tools. There was an Internet connection issue with the videos the students made for the Facebook examples.
We talked about the options and determined they would have to focus more on how the tool was used instead of how to use the tool. The students told the story of how the youth of Iran used Facebook to communicate with the outside world during the Presidential election protests. One of students explained her first hand experience with a friend in Iran during this time.
The students already use Facebook so they would not be interested in a tutorial of Facebook, but both the digital natives and digital immigrants were excited about the interaction with people of a different culture on the other side of the globe.
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