What would you like your students to do? Chances are there is a Web 2.0 tool that will allow them to do it!
Web 2.0 applications help us to connect, create, and collaborate. Blogs, wikis, podcasts, and Google docs are but a few of the tools available on the web that allow for interaction. Even the social bookmarking tool, del.icio.us, permits each user to tag his bookmarks with search terms that are personally meaningful, and then, to share the bookmarks with others. Web 2.0 is a dynamic world with new resources being created for all either to use freely, or, as paid subscriptions. For educators, reading blogs and websites of people who stay abreast of technology for a living is the best way to hear of new tools that may be of value to your students. Kathy Schrock and Will Richardson are two educators who inform teachers about cool new web applications. Kathy has compiled information about Web 2.0 applications at http://kathyschrock.net/web20/ Will Richardson maintains a blog where he discusses technology and frequently mentions Web 2.0 applications at http://weblogg-ed.com/
See what these experts have to say about Web 2.0. Give some of the applications they recommend a try. It will open a whole new world of teaching and learning for you and your students. These tools will motivate your students as you vary instruction. Check out the possibilities to enhance your instruction for your 21st century learners. Your students are primed and ready to use technology. Consider the possibilities for providing inspiring instruction by using Web 2.0 tools today!
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Monday, August 4, 2008
Blogs: A Versatile, Powerful Tool for Teachers
When used effectively as key tasks, blogs are amazing tools for teachers to use with their students. Blogs are versatile like Swiss army knives. They allow students to practice a variety of skills while learning about and questioning course content. Blogs are also like power tools because they amp up what students are exposed to in the course of the discussion. Good teachers, who want to allow students the opportunity for personal expression while interacting with others, will find that blogs can be used to assess content knowledge, in addition to providing additional educational benefits. Blogs are a powerful, multipurpose tool for educators to use with their students.
Theodore Bernstein once said, “If writing must be a precise form of communication, it should be treated like a precision instrument. It should be sharpened, and it should not be used carelessly.” What place will require one to write precisely? The Internet, where anyone in the world can read what has been written. Words need to be chosen carefully in order to convey the intended meaning. The act of blogging will give students the opportunity to sharpen their writing skills. If their thoughts are not conveyed accurately, then a reader is likely to question them in order to gain understanding. Students' writing will require more precision in order to get their points across. Blogs give students the opportunity to practice becoming good writers.
Blogs also allow students to read the opinions of others and to learn about a variety of perspectives. Students will think about and question what has been said, sharpening their critical thinking skills.
Students can connect with people anywhere in the world through their blogs. The teachers are no longer the sole purveyors of information on a topic. Experts may join in a discussion to give insights about their work. The experience from such interactions will motivate many students to want to learn more because the topics take on relevance that may not be apparent within the classroom walls.
All students have the chance to participate and collaborate in the discussion when teachers include blogs in their assignments. The inherently shy students will have equal opportunities to share their ideas ensuring that there is total participation in the activity.
So blogs are a tool that allow students to practice and hone their writing skills, to think critically about the opinions of others, to interact with people with a range of expertise, to gain understanding of the relevance of the subject matter and to participate equally in the discussion.
Contrast the benefits of blogs to assessing students with ScanTron multiple-choice tests or even writing short responses to questions that only you will read. Which tool will you use benefit your students? What's in your teaching toolbox?
Theodore Bernstein once said, “If writing must be a precise form of communication, it should be treated like a precision instrument. It should be sharpened, and it should not be used carelessly.” What place will require one to write precisely? The Internet, where anyone in the world can read what has been written. Words need to be chosen carefully in order to convey the intended meaning. The act of blogging will give students the opportunity to sharpen their writing skills. If their thoughts are not conveyed accurately, then a reader is likely to question them in order to gain understanding. Students' writing will require more precision in order to get their points across. Blogs give students the opportunity to practice becoming good writers.
Blogs also allow students to read the opinions of others and to learn about a variety of perspectives. Students will think about and question what has been said, sharpening their critical thinking skills.
Students can connect with people anywhere in the world through their blogs. The teachers are no longer the sole purveyors of information on a topic. Experts may join in a discussion to give insights about their work. The experience from such interactions will motivate many students to want to learn more because the topics take on relevance that may not be apparent within the classroom walls.
All students have the chance to participate and collaborate in the discussion when teachers include blogs in their assignments. The inherently shy students will have equal opportunities to share their ideas ensuring that there is total participation in the activity.
So blogs are a tool that allow students to practice and hone their writing skills, to think critically about the opinions of others, to interact with people with a range of expertise, to gain understanding of the relevance of the subject matter and to participate equally in the discussion.
Contrast the benefits of blogs to assessing students with ScanTron multiple-choice tests or even writing short responses to questions that only you will read. Which tool will you use benefit your students? What's in your teaching toolbox?
Monday, July 28, 2008
Who is Leaving Whom Behind?
Students are using the web in ways that teachers are not considering. There is a site called http://www.fanfiction.net/book/ where students are writing about books they have enjoyed. Some are writing new chapters, others are suggesting alternative plot twists, and some are just sharing why they enjoyed books or characters. There is a lot of reading and writing going on at the site. The site has just cleared the statistics, which showed something like 300,000+ posts just for Harry Potter.
A young girl named Laura wanted to do something special in memory of her grandfather. She created a blog called Twenty Five Days to Make a Difference. http://twentyfivedays.wordpress.com/ Laura has exceeded her own expectations. Her ClstrMap shows that people from all over the world have responded to her “caring” blog.
Children are teaching their parents how to use cell phones. One of the cell phone companies has even spoofed this with a back to school commercial.
Kids are publishing video and music to the web. Kids have created many of the helpful tutorials on the Internet. How many teachers have published anything?
Young people are playing games with people half a world away. They are experiencing all types of simulations through virtual worlds like Second Life.
Students are networking with MySpace and FaceBook. Some are even creating online study groups.
How many teachers are taking advantage of what is available via the web in their classrooms? The students are taking advantage of these tools when they get home!
There was an article I read online that talked about the way kids read today, it’s online. Students like to read from a computer screen. They read about all kinds of things. The parents don’t understand because they like the confines of the book covers.
Kids today are leaving their parents and their teachers behind as they explore the world through the Internet. Smart teachers will talk to students about what they are doing on the Internet and with technology in order to know how to reach students on their terms. If their interests are with cell phones, we need to find a way to use cell phones in schools. If their interests are in virtual games, we need to create them. If their interests are in making movies, movies need to be a way an assignment can be completed.
The students who graduate in 2009 will be the first graduating class of digital natives. Have their needs been met in school? Or have the students left their teachers (and parents) in the digital dust?
A young girl named Laura wanted to do something special in memory of her grandfather. She created a blog called Twenty Five Days to Make a Difference. http://twentyfivedays.wordpress.com/ Laura has exceeded her own expectations. Her ClstrMap shows that people from all over the world have responded to her “caring” blog.
Children are teaching their parents how to use cell phones. One of the cell phone companies has even spoofed this with a back to school commercial.
Kids are publishing video and music to the web. Kids have created many of the helpful tutorials on the Internet. How many teachers have published anything?
Young people are playing games with people half a world away. They are experiencing all types of simulations through virtual worlds like Second Life.
Students are networking with MySpace and FaceBook. Some are even creating online study groups.
How many teachers are taking advantage of what is available via the web in their classrooms? The students are taking advantage of these tools when they get home!
There was an article I read online that talked about the way kids read today, it’s online. Students like to read from a computer screen. They read about all kinds of things. The parents don’t understand because they like the confines of the book covers.
Kids today are leaving their parents and their teachers behind as they explore the world through the Internet. Smart teachers will talk to students about what they are doing on the Internet and with technology in order to know how to reach students on their terms. If their interests are with cell phones, we need to find a way to use cell phones in schools. If their interests are in virtual games, we need to create them. If their interests are in making movies, movies need to be a way an assignment can be completed.
The students who graduate in 2009 will be the first graduating class of digital natives. Have their needs been met in school? Or have the students left their teachers (and parents) in the digital dust?
Sunday, July 27, 2008
Educational Use of Screencasting
How effective do you envision them to be, to different groups of educational professionals?
I imagine that most groups of educational professionals will appreciate the clear, direct instructions given via screencasts. For the tech savvy person, a one time viewing of a screencast will get him on his way. For a tech novice, the ability to watch the process multiple times is available. The ability to choose whether to watch all the way through, pause, or replay allows the viewer to tailor the training to his or her needs. I can imagine teachers using screencasts to leave student assignments if planning an absence, or to demonstrate a process that may be tricky. Screencasts can be posted to their web sites for reinforcement of classroom instruction or to convey information to students who have been absent. When students begin to have their own CLC email accounts and can use the tool, I can see them demonstrating knowledge of a process by screencasting the steps. I believe that educational professionals will find numerous ways to use this tool and embrace the possibilities that it affords.
Do you believe video and textual training tools to be different, do different people respond to either or both?
Text and video training tools are different. A text-training tool leaves a lot to the imagination, while video tools fill in the gaps with the images that are shared. Video training is multisensory and that is a benefit to more learners than learning from text. I would think that anyone would be able to follow a video tutorial while most user manuals are considered doorstops. People usually prefer to try to muddle through and figure things out on their own rather than to suffer through the reading of dry instructional content.
Other than the basic elements of design, what specific design elements do you think should be adhered to when designing these short-training tools for educators or students?
Bottom Line: Screencasting is a cool tool for school.
I imagine that most groups of educational professionals will appreciate the clear, direct instructions given via screencasts. For the tech savvy person, a one time viewing of a screencast will get him on his way. For a tech novice, the ability to watch the process multiple times is available. The ability to choose whether to watch all the way through, pause, or replay allows the viewer to tailor the training to his or her needs. I can imagine teachers using screencasts to leave student assignments if planning an absence, or to demonstrate a process that may be tricky. Screencasts can be posted to their web sites for reinforcement of classroom instruction or to convey information to students who have been absent. When students begin to have their own CLC email accounts and can use the tool, I can see them demonstrating knowledge of a process by screencasting the steps. I believe that educational professionals will find numerous ways to use this tool and embrace the possibilities that it affords.
Do you believe video and textual training tools to be different, do different people respond to either or both?
Text and video training tools are different. A text-training tool leaves a lot to the imagination, while video tools fill in the gaps with the images that are shared. Video training is multisensory and that is a benefit to more learners than learning from text. I would think that anyone would be able to follow a video tutorial while most user manuals are considered doorstops. People usually prefer to try to muddle through and figure things out on their own rather than to suffer through the reading of dry instructional content.
Other than the basic elements of design, what specific design elements do you think should be adhered to when designing these short-training tools for educators or students?
- I believe that the context or purpose for the instruction should be made clear.
- The window should capture only the document/application being discussed–eliminating any unnecessary computer desktop clutter (cognitive overload).
- The person creating the screencast should identify him/herself in order to answer any questions or so corrections/suggestions for the screencast can be shared.
- Students may be better screencast instructors for other students because they share generational communications skills and an innate understanding of technology.
- Each step of an application's use should be given its own screencast so that learners can view only the segments they need.
- The instructor needs to use a microphone in order to have clear audio.
- I believe it is better to use slow and deliberate motion with the mouse versus hurried jerky motions.
- Scrolling is fine, but it shouldn’t be an abrupt up and down motion, just scroll one way or the other in a smooth motion.
- The trainer should sound interested in the subject.
- I find it comforting that there are little issues in the screencasts, it makes the viewer realize that technology is tricky for everyone and that the trainer is human.
Bottom Line: Screencasting is a cool tool for school.
Sunday, July 20, 2008
What You See Is What You Get and I'm Okay With That
Would the Internet be as appealing if the web pages were uniform? The world isn’t going to accept just chocolate and vanilla (ice cream) or black and white (TV) anymore. We’ve gone millions of colors beyond those days!
One of the beauties of the web is that there is something for everyone. Another is the joy of the hunt. We all know the information is out there; it's just a question of using the right search terms, in the right search engine, to find it. It's very satisfying to conduct a successful Internet search. The other cool thing about the web is that every site is different and we can learn a lot from the pages we visit as we prepare to create our WebQuests. We can see what colors go well together and what fonts look suitable for children. We can examine where the navigation tools are located and decide how to create them for the students’ ease of use. We can notice how much text leads to overload and think about the benefits of clean margins. We can notice ways to grab the students’ attention so they’ll be interested in venturing on their quests. Every site represents the personality of the person who created it. Most people just want to make a mark on the Internet. There aren’t many expert web designers; the web hasn’t been around long enough. Mostly there are people who have something to say; and now have a forum in which to say it to THE WORLD.
At one point our county wanted all the schools’ home pages to be identical. Each was to have a picture of the school and information about how to get there and who runs the place. Some schools protested and said that didn’t fit the need for the community. For now, we are given the liberty of having unique school homepages; which I believe is a valuable glimpse into each school’s culture.
While I say that I wouldn’t want every website to look alike, I am very grateful for standards and protocols so we can all communicate with one another. I understand that we need a certain amount of uniformity in order to make the system work. Most of the uniformity lies in the foundational elements that we don’t see when we surf.
Let’s hear it for uniform resource locators, Internet and file transfer protocols and originality of content and layout. They allow the Internet to work and give it personality.
One of the beauties of the web is that there is something for everyone. Another is the joy of the hunt. We all know the information is out there; it's just a question of using the right search terms, in the right search engine, to find it. It's very satisfying to conduct a successful Internet search. The other cool thing about the web is that every site is different and we can learn a lot from the pages we visit as we prepare to create our WebQuests. We can see what colors go well together and what fonts look suitable for children. We can examine where the navigation tools are located and decide how to create them for the students’ ease of use. We can notice how much text leads to overload and think about the benefits of clean margins. We can notice ways to grab the students’ attention so they’ll be interested in venturing on their quests. Every site represents the personality of the person who created it. Most people just want to make a mark on the Internet. There aren’t many expert web designers; the web hasn’t been around long enough. Mostly there are people who have something to say; and now have a forum in which to say it to THE WORLD.
At one point our county wanted all the schools’ home pages to be identical. Each was to have a picture of the school and information about how to get there and who runs the place. Some schools protested and said that didn’t fit the need for the community. For now, we are given the liberty of having unique school homepages; which I believe is a valuable glimpse into each school’s culture.
While I say that I wouldn’t want every website to look alike, I am very grateful for standards and protocols so we can all communicate with one another. I understand that we need a certain amount of uniformity in order to make the system work. Most of the uniformity lies in the foundational elements that we don’t see when we surf.
Let’s hear it for uniform resource locators, Internet and file transfer protocols and originality of content and layout. They allow the Internet to work and give it personality.
Saturday, July 19, 2008
Del.icio.us is Better than Good!
For several weeks now, I have been using Del.icio.us for a graduate class and I am sold on the concept. At first I was skeptical, but after using it for a while, I am a convert.
For those of you who may not be aware of Del.icio.us, it’s a “social bookmarking” tool. It allows the user to post bookmarks to a website. The user can login to Del.icio.us and view his/her bookmarks from any computer, anywhere.
Additionally, Del.icio.us allows you to “tag” each site with descriptors that are meaningful to you. It’s a very useful process because it allows for easy access to the desired bookmark information.
The social part of the site is that you can share your bookmarks with others. My grad class has put this to use because we have created common tags for major course topics. We can see what classmates have discovered about the topics and take advantage of the information. The applications for sharing bookmarks are numerous. Science teachers, for example, can share sites they’ve discovered that help students make meaning of the content. This could be done on a school, county or state level if common tags are developed.
One of these days when I have a little free time, I want to streamline the tag names I have chosen and clean up the site names so that they are obvious and clear. I believe it will be a worthwhile investment of my time, because Del.icio.us has the only bookmark list I need.
For more background go to: http://en.wikipedia.org/wiki/Del.icio.us
If you haven’t checked out Del.icio.us, I highly recommend that you do. Give it a try!
For those of you who may not be aware of Del.icio.us, it’s a “social bookmarking” tool. It allows the user to post bookmarks to a website. The user can login to Del.icio.us and view his/her bookmarks from any computer, anywhere.
Additionally, Del.icio.us allows you to “tag” each site with descriptors that are meaningful to you. It’s a very useful process because it allows for easy access to the desired bookmark information.
The social part of the site is that you can share your bookmarks with others. My grad class has put this to use because we have created common tags for major course topics. We can see what classmates have discovered about the topics and take advantage of the information. The applications for sharing bookmarks are numerous. Science teachers, for example, can share sites they’ve discovered that help students make meaning of the content. This could be done on a school, county or state level if common tags are developed.
One of these days when I have a little free time, I want to streamline the tag names I have chosen and clean up the site names so that they are obvious and clear. I believe it will be a worthwhile investment of my time, because Del.icio.us has the only bookmark list I need.
For more background go to: http://en.wikipedia.org/wiki/Del.icio.us
If you haven’t checked out Del.icio.us, I highly recommend that you do. Give it a try!
Monday, July 7, 2008
You Be the Judge!
Assessments are necessary to measure understanding. Thankfully, they don't have to come in the form multiple choice questions and ScanTron sheets very often. Students enjoy projects that are reality-based. It's all the craze on TV these days, and it's working in our classrooms too. Students are engaged in learning with the challenge of authentic assessments. The challenge of authentic assessment also belongs to the teacher. Authentic assessments are time-intensive and require scoring guides or rubrics. The beauty of the rubric is, the students have a tool that allows them to evaluate their own work. Sorry Randy, Paula and Simon – you aren't needed in the classroom. A student can be his own judge.
Responsibility for
Understanding
Begins with the student when given
Real-world assessments and
Indicators that are
Crystal-clear
Responsibility for
Understanding
Begins with the student when given
Real-world assessments and
Indicators that are
Crystal-clear
Monday, June 30, 2008
Desktop Publishing To Be or Not to Be?
Prompt: Given the current climate of new and flashy is always better, how do you view the future of low-tech tools such as desktop publishing software? Are we at the end of an era with other tools poised to take over? Is there still a worthwhile space for publishing tools in today's curriculum?
In chapter 9 of his book, Big Russ and Me, Tim Russert shares his experiences in seventh grade when Sister Lucille makes him the editor of his school newspaper. Sister Lucille tells Russert that he will give out assignments, edit the copy, lay it out, write the editorials and be the publisher. Tim goes on to say that because his school had no photocopier, the paper was produced on a mimeograph machine. Russert states, “…this was my first lesson that a newspaper or a broadcast required not only content, but an effective way of delivering it as well.” In 1963, after the assassination of President Kennedy, Russert said he learned, “that no publication is too small to have an impact.” Russert sent copies of his school’s memorial issue to Jacqueline Kennedy, Robert Kennedy and President Johnson and received responses from all of them.
Desktop publishing is not going to go away, but it is being refined with updated applications to allow for effective delivery. Just as Russert and his classmates in the sixties learned a lot about teamwork and marketing from their school newspaper, students today need to learn these same skills. While today’s papers may not be duplicated on mimeograph machines, the lessons learned are similar. It takes teamwork, dedication and creativity to compile the important content. Through the use of templates available from desktop publishing software like Pages and Publisher, students are able to spend time focusing on the content. It is the content that has the potential to make an impact on the audience. Desktop publishing software makes producing brochures, newsletters, flyers, posters and invitations easier, while still allowing for creativity as students select the formatting. In addition to developing the content, critical thinking skills are employed as decisions are made about fonts, font sizes and colors, images, and placement. The practice that students receive with their writing skills is another valuable plus to using desktop publishing tools.
In many private schools, students are required to take classes to learn to use desktop publishing tools so that students are able to create quality products that extend their learning for their various classes. In public schools, access to the computers is probably the major obstacle that keeps teachers and students from selecting brochures and flyers as end products for assignments. The goal is for a one to one ratio of students to computers. When that day comes, more may be done using the desktop publishing so that students gain valuable writing and critical thinking skills while creating brochures and newsletters. Desktop publishing software can and should be used across the curriculum. Brochures, for example, can promote candidates and books, describe countries and careers, inform about health-related issues and protecting the Chesapeake Bay. Students have to determine what is important enough to include and what to leave out. Students have to decide what is featured on the front and what is relegated to the back of their products. They need to make sure the products speak for themselves, without further support or explanation.
Creating brochures and newsletters will benefit students who go on to design wikis and web pages. The elements that work in desktop publishing are similar to the elements that work on the World Wide Web. While the process may be a little different than in Russert’s middle school days, the essence is the same. The skills developed while using desktop publishing tools are valuable and create a foundation for publishing in whatever formats may be created in the future.
In chapter 9 of his book, Big Russ and Me, Tim Russert shares his experiences in seventh grade when Sister Lucille makes him the editor of his school newspaper. Sister Lucille tells Russert that he will give out assignments, edit the copy, lay it out, write the editorials and be the publisher. Tim goes on to say that because his school had no photocopier, the paper was produced on a mimeograph machine. Russert states, “…this was my first lesson that a newspaper or a broadcast required not only content, but an effective way of delivering it as well.” In 1963, after the assassination of President Kennedy, Russert said he learned, “that no publication is too small to have an impact.” Russert sent copies of his school’s memorial issue to Jacqueline Kennedy, Robert Kennedy and President Johnson and received responses from all of them.
Desktop publishing is not going to go away, but it is being refined with updated applications to allow for effective delivery. Just as Russert and his classmates in the sixties learned a lot about teamwork and marketing from their school newspaper, students today need to learn these same skills. While today’s papers may not be duplicated on mimeograph machines, the lessons learned are similar. It takes teamwork, dedication and creativity to compile the important content. Through the use of templates available from desktop publishing software like Pages and Publisher, students are able to spend time focusing on the content. It is the content that has the potential to make an impact on the audience. Desktop publishing software makes producing brochures, newsletters, flyers, posters and invitations easier, while still allowing for creativity as students select the formatting. In addition to developing the content, critical thinking skills are employed as decisions are made about fonts, font sizes and colors, images, and placement. The practice that students receive with their writing skills is another valuable plus to using desktop publishing tools.
In many private schools, students are required to take classes to learn to use desktop publishing tools so that students are able to create quality products that extend their learning for their various classes. In public schools, access to the computers is probably the major obstacle that keeps teachers and students from selecting brochures and flyers as end products for assignments. The goal is for a one to one ratio of students to computers. When that day comes, more may be done using the desktop publishing so that students gain valuable writing and critical thinking skills while creating brochures and newsletters. Desktop publishing software can and should be used across the curriculum. Brochures, for example, can promote candidates and books, describe countries and careers, inform about health-related issues and protecting the Chesapeake Bay. Students have to determine what is important enough to include and what to leave out. Students have to decide what is featured on the front and what is relegated to the back of their products. They need to make sure the products speak for themselves, without further support or explanation.
Creating brochures and newsletters will benefit students who go on to design wikis and web pages. The elements that work in desktop publishing are similar to the elements that work on the World Wide Web. While the process may be a little different than in Russert’s middle school days, the essence is the same. The skills developed while using desktop publishing tools are valuable and create a foundation for publishing in whatever formats may be created in the future.
Monday, June 23, 2008
Multimedia Design in Theory and Practice
Learning theories confirm that the best way to instruct students with multimedia tools is to keep it simple. The narration should accompany the visuals. Extraneous sounds and visuals should be eliminated.
Steve Jobs is a terrific presenter. To watch a master at work, view one of his WWDC keynote presentations.
2007 keynote:
http://events.apple.com.edgesuite.net/d7625zs/event/
2008 keynote:
http://events.apple.com.edgesuite.net/0806wdt546x/event/index.html
Enjoy!
Steve Jobs is a terrific presenter. To watch a master at work, view one of his WWDC keynote presentations.
2007 keynote:
http://events.apple.com.edgesuite.net/d7625zs/event/
2008 keynote:
http://events.apple.com.edgesuite.net/0806wdt546x/event/index.html
Enjoy!
Wednesday, June 18, 2008
Cognitive Load Theory Reflection
While the Cognitive Load Theory itself may not be something in the forefront for educators, I believe teachers understand the concepts it represents after a week in the classroom. If teachers are gauging their students’ understanding of the material, than whether or not they are teaching the material effectively is part of that assessment. Evaluating lesson effectiveness includes: am I overwhelming my students or am I not giving them the material in a variety of ways so that they can all acquire the concepts I am teaching? I believe teachers have always done this minus the cloak of CLT that someone needed to develop in order to earn a doctorate. I believe this because the concepts of CLT are common sense.
I have had a lot of conversations with teachers about hype. Our students come to us now all hyped-up. They have been watching edutainment since Sesame Street was introduced in 1969. Once kids had been introduced to Sesame Street, education changed. Students didn’t want to learn material in the traditional lecture format they once accepted and that worked well. Students’ expectations changed with Sesame Street and all of the other TV shows and commercials that spun out of the program. Teachers have obliged and found materials that support instruction that vary the delivery.
I can’t speak for all teachers, but I can for the teachers who I work with, they are targeting the objective they are teaching with the resources they choose. There are so many objectives to cover each quarter that the students are accountable for on the quarterly assessments. Teachers have no time to go off on tangents. UnitedStreaming has been well received for that reason. A segment of a video can be shown that supplements the teachers’ comments and hones in on the very concept being taught. Regrettably, discussions don’t bubble up in classrooms very often any more because there is no time for them.
In the event there is a teacher in my building who does not get this, and I can’t think of any, I will share some of the PowerPoint slides that are horribly designed alongside slides that have been “clarified.” I believe I will be preaching to the choir.
I believe it's our hyped-up students who will benefit from this lesson more than the teachers because they always want to use every background, transition, fly-in, and sound that they discover while completing assignments. We have a number of teachers who have shared a few minutes Steve Jobs’ keynote presentations in order to convey that simple, clean and pertinent is the goal for their PPT presentations.
I have had a lot of conversations with teachers about hype. Our students come to us now all hyped-up. They have been watching edutainment since Sesame Street was introduced in 1969. Once kids had been introduced to Sesame Street, education changed. Students didn’t want to learn material in the traditional lecture format they once accepted and that worked well. Students’ expectations changed with Sesame Street and all of the other TV shows and commercials that spun out of the program. Teachers have obliged and found materials that support instruction that vary the delivery.
I can’t speak for all teachers, but I can for the teachers who I work with, they are targeting the objective they are teaching with the resources they choose. There are so many objectives to cover each quarter that the students are accountable for on the quarterly assessments. Teachers have no time to go off on tangents. UnitedStreaming has been well received for that reason. A segment of a video can be shown that supplements the teachers’ comments and hones in on the very concept being taught. Regrettably, discussions don’t bubble up in classrooms very often any more because there is no time for them.
In the event there is a teacher in my building who does not get this, and I can’t think of any, I will share some of the PowerPoint slides that are horribly designed alongside slides that have been “clarified.” I believe I will be preaching to the choir.
I believe it's our hyped-up students who will benefit from this lesson more than the teachers because they always want to use every background, transition, fly-in, and sound that they discover while completing assignments. We have a number of teachers who have shared a few minutes Steve Jobs’ keynote presentations in order to convey that simple, clean and pertinent is the goal for their PPT presentations.
Monday, June 16, 2008
Conversational Style Rules!
I know that I will enjoy blogging because I enjoy typing my thoughts. For whatever reason, my brain works better when I write, than when I speak.
This week has held numerous learning curves for the students in the cohort. We've been learning about content in the form of CLT and about applications like del.icio.us, Blogger, and Google Reader.
What struck me this week was the stark contrast between the blogsite:
Creating Passionate Users: Crash Course in Learning Theory by Kathy Sierra and Dan Russell
and the article
Cognitive Load Theory and Instructional Design: Recent Developments by Fred Paas
I completed reading the thirteen pages on the blogsite and thought there is a lot here, I may want to reread this when time permits. There were numerous sections, that if read in the chunks, would be a series of terrific “how tos.” It was a bit much to absorb reading it straight through, but there were visuals, great examples, the text width was manageable and it was written in a conversational style. The information flowed.
Then, I opened the five-page PDF article, which was dense in its appearance. I felt like I was looking at an article written by a professor who was adding to his article quota in order to remain on staff at a doctoral university. The juxtaposition of the two “writings” made the comment in the aforementioned blog absolutely hit home. The blogger said, “Use conversational language. Conversational writing kicks formal writing’s ass.” If it’s true for me, at midlife (or just beyond midlife, yikes) then it must be true for young people who have grown up with the Internet and social writing. The PDF of the article was enough to make me ill, just based on appearance. The fact that the appearance and the academic language contradicted the message of the article is a story for another day. The blogsite was attractive, colorful and written in the conversational style that encouraged me to keep reading.
Lesson learned.
This week has held numerous learning curves for the students in the cohort. We've been learning about content in the form of CLT and about applications like del.icio.us, Blogger, and Google Reader.
What struck me this week was the stark contrast between the blogsite:
Creating Passionate Users: Crash Course in Learning Theory by Kathy Sierra and Dan Russell
and the article
Cognitive Load Theory and Instructional Design: Recent Developments by Fred Paas
I completed reading the thirteen pages on the blogsite and thought there is a lot here, I may want to reread this when time permits. There were numerous sections, that if read in the chunks, would be a series of terrific “how tos.” It was a bit much to absorb reading it straight through, but there were visuals, great examples, the text width was manageable and it was written in a conversational style. The information flowed.
Then, I opened the five-page PDF article, which was dense in its appearance. I felt like I was looking at an article written by a professor who was adding to his article quota in order to remain on staff at a doctoral university. The juxtaposition of the two “writings” made the comment in the aforementioned blog absolutely hit home. The blogger said, “Use conversational language. Conversational writing kicks formal writing’s ass.” If it’s true for me, at midlife (or just beyond midlife, yikes) then it must be true for young people who have grown up with the Internet and social writing. The PDF of the article was enough to make me ill, just based on appearance. The fact that the appearance and the academic language contradicted the message of the article is a story for another day. The blogsite was attractive, colorful and written in the conversational style that encouraged me to keep reading.
Lesson learned.
Monday, June 9, 2008
Instructional Design of Multimedia Materials
Wow! What a terrific start to our fourth course. We have networked our network, or is that networked squared?
I love the excuse to use the cool tools we learned about tonight. It will be interesting to see what each of us discovers, bookmarks and writes about.
The saying used to be each one teach one, I wonder how far what we learn will go...
I love the excuse to use the cool tools we learned about tonight. It will be interesting to see what each of us discovers, bookmarks and writes about.
The saying used to be each one teach one, I wonder how far what we learn will go...
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