The first challenge to me for this framework is not including anything 'techie' in the understandings. It is too easy to become involved with the tools and toys and how they work when designing any class that includes technology, and lose sight of the purpose for using those tools either in the instruction or in the student activities. The second challenge is balancing the 'just-in-time' part of teaching the software for teachers with having teachers determine the learning target(s) for their students.
As this will be offered to a 'captive' audience, it can be a hybrid class with the first session being hands-on in a lab. The topic will be using video in the classroom. The understandings are (so far):
The appropriate use of technology in the classroom can extend and enrich teacher instruction and student learning activitie.
Technology for
Tuesday, February 15, 2011
Sunday, January 30, 2011
Module #3
Using your selected portfolio platform, create a "cognitive presence" (Boettcher part 2, chapter 4, page 54) post. This could be a simple blog post, or you're welcome to use a video tool or something else if you prefer. It should be a personal reflection on your prior knowledge and experience, what you hope to learn in the course, how you think you will connect with your peers, and any concerns you have about the expectations (academically or socially).
It does not have to be lengthy, 3 paragraphs or so written, or 5 minutes or less for a video. I will provide an example. In the last module of the course, we'll look back at these posts and reflect on them.
The first online course I took and completed was an html programming course. Reflecting on the reasons for completion, I realized it was the first online class that delivered several of the ‘best practices’ from the Boettcher book. The html class was the first in which there was interaction with the instructor, assistance was provided for problems or issues, feedback given for weekly assignments, expectations clearly outlined, and resources provided. It was the interaction with the instructor that was the critical piece for me in meeting the class goals.
I teach many in-person classes and think that some of that content itself will transfer to the online environment, especially with the software we are using now and Moodle, which will be up and running for this summer. What I hope to learn during these classes is how to structure on-line classes for staff so:
• Learning goals for staff participants are relevant to their classroom, clear, and attainable
• Resources are useful, supportive
• Learning activities usable for/with their classroom students to meet learning goals
• Participant frustration is limited
One considerable issue for me is the wide range of staff technology skills and experience and hoping to construct the class so that the frustrations with the technology can be quickly addressed so that participant learning will not be negatively impacted.
At this point connecting with peers and concerns about the class expectations both revolve around and are limited by what is probably the same for most of the people in the class – time. Work commitments during the week are pushing class work for me to the weekend. Anyone come up yet with a way to add a few more hours in each day?
It does not have to be lengthy, 3 paragraphs or so written, or 5 minutes or less for a video. I will provide an example. In the last module of the course, we'll look back at these posts and reflect on them.
The first online course I took and completed was an html programming course. Reflecting on the reasons for completion, I realized it was the first online class that delivered several of the ‘best practices’ from the Boettcher book. The html class was the first in which there was interaction with the instructor, assistance was provided for problems or issues, feedback given for weekly assignments, expectations clearly outlined, and resources provided. It was the interaction with the instructor that was the critical piece for me in meeting the class goals.
I teach many in-person classes and think that some of that content itself will transfer to the online environment, especially with the software we are using now and Moodle, which will be up and running for this summer. What I hope to learn during these classes is how to structure on-line classes for staff so:
• Learning goals for staff participants are relevant to their classroom, clear, and attainable
• Resources are useful, supportive
• Learning activities usable for/with their classroom students to meet learning goals
• Participant frustration is limited
One considerable issue for me is the wide range of staff technology skills and experience and hoping to construct the class so that the frustrations with the technology can be quickly addressed so that participant learning will not be negatively impacted.
At this point connecting with peers and concerns about the class expectations both revolve around and are limited by what is probably the same for most of the people in the class – time. Work commitments during the week are pushing class work for me to the weekend. Anyone come up yet with a way to add a few more hours in each day?
Web Presence
I have given a great deal of thought to how to do this assignment and this is just a quick post before completing it. Last summer a couple of colleagues and I spent a great deal of time (and time with district lawyers) crafting a social media policy and updating our district's acceptable use policy for staff and students. It was an important step for us as we had adopted social networking software as our service for teacher classroom websites so had to make sure policy and guidelines were updated and in place. Rather than establishing another site and in keeping with our advice to staff :-) I will use this account unless it becomes too limiting for class work.
Thursday, August 12, 2010
e-Portfolios and PLEs
Very interesting videos and examples for this topic. I think there are two main ways that e-portfolios and PLEs can best be leveraged for learning. One is self reflection by the student and the second is evaluation and reflection with an instructor/coach/parent/guide. The ability to have multiple types of examples of work will be invaluable.
With younger students, at least from my experience, this process will need to be carefully guided. I tried to do regular (paper) portfolios when teaching primary students. I had them select various examples through the school year to keep in their portfolios – art pieces, writing, a favorite math assignment – and then would sit with the student to review them. I discovered it was best to do short term reflections with young students, rather than over time, as their recollections are minimal. But the conversation with the student was always the most important part of the process. Asking a student to talk about the change in their work even over a period of a month or so; comparing two pieces of work; showing those examples at parent conferences; having the students share their own portfolios with their parents – there was value in that process for the students’ learning about themselves. For older students the ability to track their own progress as they work through a set of skills, or create or complete a project would seem to provide important information to them on how they learn and work. The evaluation and reflection with instructor and student when the time is truly invested to improve the student’s learning seems a critical component that should impact student learning in a significant and positive way.
With younger students, at least from my experience, this process will need to be carefully guided. I tried to do regular (paper) portfolios when teaching primary students. I had them select various examples through the school year to keep in their portfolios – art pieces, writing, a favorite math assignment – and then would sit with the student to review them. I discovered it was best to do short term reflections with young students, rather than over time, as their recollections are minimal. But the conversation with the student was always the most important part of the process. Asking a student to talk about the change in their work even over a period of a month or so; comparing two pieces of work; showing those examples at parent conferences; having the students share their own portfolios with their parents – there was value in that process for the students’ learning about themselves. For older students the ability to track their own progress as they work through a set of skills, or create or complete a project would seem to provide important information to them on how they learn and work. The evaluation and reflection with instructor and student when the time is truly invested to improve the student’s learning seems a critical component that should impact student learning in a significant and positive way.
Tuesday, August 10, 2010
eLearning Module
This project is very exciting. It is the first step for me in providing e-Learning support for our teachers (at least that is my plan!).
Guiding Question:
How can unobtrusive, just-in-time technology support be provided to teachers in the classrooms to support technology integration into instruction and student learning?
Goals:
Short Range: Using new resources make an easily accessible, on-line, interactive HelpDesk for all staff to support classroom integration with ActivInspire
Mid-Range: Evaluate usage and assess value; Expand HelpDesks as appropriate and where resources allow
Long-Range: Add on-line Technology Integration classes, discussions, to HelpDesks
Objective:
To give teachers an easy resource to consult and a place to post new questions to support their efforts to integrate Technology seamlessly into instruction and student learning activities.
I work for a public school district so our teachers serve preK through 12 grade students, including all the core content those classes require, plus all of the electives in the secondary, and support services such as counselors, OT, PT, etc. Our overall target with technology is to move classrooms to the OSPI Tier 3 of Technology Integration in the Classroom so that students are using technology on a daily basis to support and expand their learning. Moving classrooms in that direction requires that teachers move in that direction too.
Technology as an end in itself has some value for teacher productivity but it is especially important in teacher instruction. To facilitate the use of tools now in many of our classrooms – particularly the ACTIVboard - classes are offered centrally and also on-site in the schools. But at this time there is nothing to help the teacher who is stuck during his/her planning time, after school, or any other time the teacher may be working with the software in preparing instruction or student learning activities.
To ‘hook’ teachers on e-Learning my plan is to start with a first module on the ActivInspire software which is the software which runs the ACTIVboard.
Module #1:
This first module will be created on social media software we are calling Connect. The outline pictured at the top of this document shows the site itself with an graphic of the initial videos to be included in the site.
The HelpDesk will include:
Blog: Introduction to purpose of the site, invitation to review the current Help files on the basic ActivInspire tools, updates about Promethean Planet, new drivers, etc.
Forums: Questions from teachers on how-to’s not currently in the Help files, discussions on how to integrate flipcharts into specific curriculum
Media Galleries: Separate galleries of Help files created using Captivate posted so teachers can select the specific area, click on the ‘how-to’ file to help them solve the problem they have run into while working.
Wiki pages: I am not quite sure how these will be utilized yet. I anticipate at this point that they will be instructions on registering ActivVotes or ActivExpressions as those are not suited to a quick video ‘how-to’.
Further Modules
Much will depend on the response to the first module. We have already successful ly run book studies using this system. Interaction from teachers in the book studies was fairly minimal so was not a deterrent to those uncomfortable with the technology.
From the basic HelpDesk e-Learnings my plan would be to expand to truly curriculum based e-Learning classes such as:
Technology Integration into the Classroom – Elementary with Subgroups: K, 1, 2, 3, 4, 5 or even subject specific at primary and intermediate
Technology Integration into the Classroom – Middle School with Subgroups: subject specific
Technology Integration into the Classroom – High School with Subgroups: department and subject specific
Until this class we were going to go with Moodle which is Linux based. However after the assignment comparing two CMS systems for this class I referred Sakai to my two web staff. After reviewing Sakai they are seriously considering it instead of Moodle – despite the more complex initial installation and support - as it is Windows based.
Tuesday, August 3, 2010
Social Media
Loved the Clay Shirky video. His comment about ‘We’re all in this together’ is so accurate. In general terms civilization has moved from insolated individuals and small groups to facilitated access by anyone to anyone else on the globe. It is wonderfully exciting. Any person with access can produce content, interact with another person clear across the world and exchange ideas, share information, collaborate with others. Shirky talkes about the Internet providing native support for groups and individuals at the same time which is world changing. One of the best examples of the ‘revolution’ was the China earthquake.
We as participants in the global community no longer have barriers of time or area or space with which to contend. Facebook and other sites enable us a individuals to connect with others with whom we’ve lost track, ‘meet’ other people, contact groups with shared interests. The same access of course applies to anyone who is a learner, including us as adults. Information shallow and deep, reliable and questionable is availble any time. We can be learners 24/7 and interact with others who are learning when we are.
One interesting side note is the potential issues for entities, public and private of inappropriate content being posted, who is responsible for checking it, and who has access to remove it. Currently our district is constructing social media policy as we have adopted social media type software for classroom websites. Last week I received an e-mail from the district lawyers about not allowing staff to use third party software/sites. My response was that we are WAAAYYY past that time and writing policy forbidding actions that we cannot possibly control or enforce is not good practice. Not being China, we cannot control what staff do on the Internet in their off time, or what they access at school outside the parameters of what we filter. That genie is long out of the bottle.
We as participants in the global community no longer have barriers of time or area or space with which to contend. Facebook and other sites enable us a individuals to connect with others with whom we’ve lost track, ‘meet’ other people, contact groups with shared interests. The same access of course applies to anyone who is a learner, including us as adults. Information shallow and deep, reliable and questionable is availble any time. We can be learners 24/7 and interact with others who are learning when we are.
One interesting side note is the potential issues for entities, public and private of inappropriate content being posted, who is responsible for checking it, and who has access to remove it. Currently our district is constructing social media policy as we have adopted social media type software for classroom websites. Last week I received an e-mail from the district lawyers about not allowing staff to use third party software/sites. My response was that we are WAAAYYY past that time and writing policy forbidding actions that we cannot possibly control or enforce is not good practice. Not being China, we cannot control what staff do on the Internet in their off time, or what they access at school outside the parameters of what we filter. That genie is long out of the bottle.
Wednesday, July 28, 2010
Two Week Evaluation
Course Overview and Introduction: 9
I found the course overview clear and understandable. As this is the first teaching of this course those elements will probably be refined over time. Upon registration the hybrid nature of the course was stated follow-up was done with e-mail. The introductions were helpful particularly after the face-to-face meeting.
Netiquette was not specifically addressed but access was provided clearly and communications encouraged.
One concern was that the technical skills required were not clear. It seemed to me that those with minimal technical skills were at a disadvantage in initially getting started. It is one thing to see the tools quickly in a class but when users are on their own the unfamiliarity with those tools can be a frustration and become a barrier to working with the content. Might an introductory basic skills f-2-f class, or even a ‘minimal tech skills list’ be helpful to registrants who are not comfortable with the technology?
Learning Outcomes: 14
Outcomes and components are clearly stated. Modules are very clear and well organized. Instructions are laid out and materials and links provided and working. Expectations, grading, and evaluation all included in the initial syllabus. Guiding questions and outcomes are provided for every module.
Assessment and Measurement: 13
Again this information is very clearly laid out for the student. Expectations for each assignment are stated and the value of each is listed.
Resources and Materials: 9
These have been very valuable. The content has been excellent and pertinent to the course objectives and interests of the participants. The topics are of high value, interesting, easy to access. Additional resources are also provided for learners should they wish to explore them.
New tools are provided and the expectation that they are used in completing assignments. There has also been considerable support provided by the instructors to those with questions. Although I personally have had difficulty with one of the tools, that is not an out-of-the-ordinary issue when dealing with multiple and disparate technologies.
Learner Engagement: 10
The activities are well designed to capture the interest of the learners. They promote interaction amongst all of the participants and instructors. The instructors’ willingness to adapt the assignments and due dates was very helpful and the changes were well articulated and communicated clearly. The announcements section is informative.
Course Technology: 11
The technology is appropriate to the delivery of the course and requires the student to be an active learner. Although students have access to the technology through the school, the do need appropriate resources at home. In addition the multiple resources used outside VISTA can be a bit intimidating to the newbie.
My concern in this area is for the new user. The CMS is clear if the user has experience with web technology. For someone who has never posted to a blog, used a wiki, etc. it does take a significant amount of time to learn the navigation.
Learner Support: 6
BC seems to extend every option possible to the user in providing technical help and support. The log in screen itself provides basic and necessary information for students to be sure they have the tools they need set up, including password recovery. The Help system is easy to navigate.
Accessibility: 8
As far as I can tell all the standards have been met.
I found the course overview clear and understandable. As this is the first teaching of this course those elements will probably be refined over time. Upon registration the hybrid nature of the course was stated follow-up was done with e-mail. The introductions were helpful particularly after the face-to-face meeting.
Netiquette was not specifically addressed but access was provided clearly and communications encouraged.
One concern was that the technical skills required were not clear. It seemed to me that those with minimal technical skills were at a disadvantage in initially getting started. It is one thing to see the tools quickly in a class but when users are on their own the unfamiliarity with those tools can be a frustration and become a barrier to working with the content. Might an introductory basic skills f-2-f class, or even a ‘minimal tech skills list’ be helpful to registrants who are not comfortable with the technology?
Learning Outcomes: 14
Outcomes and components are clearly stated. Modules are very clear and well organized. Instructions are laid out and materials and links provided and working. Expectations, grading, and evaluation all included in the initial syllabus. Guiding questions and outcomes are provided for every module.
Assessment and Measurement: 13
Again this information is very clearly laid out for the student. Expectations for each assignment are stated and the value of each is listed.
Resources and Materials: 9
These have been very valuable. The content has been excellent and pertinent to the course objectives and interests of the participants. The topics are of high value, interesting, easy to access. Additional resources are also provided for learners should they wish to explore them.
New tools are provided and the expectation that they are used in completing assignments. There has also been considerable support provided by the instructors to those with questions. Although I personally have had difficulty with one of the tools, that is not an out-of-the-ordinary issue when dealing with multiple and disparate technologies.
Learner Engagement: 10
The activities are well designed to capture the interest of the learners. They promote interaction amongst all of the participants and instructors. The instructors’ willingness to adapt the assignments and due dates was very helpful and the changes were well articulated and communicated clearly. The announcements section is informative.
Course Technology: 11
The technology is appropriate to the delivery of the course and requires the student to be an active learner. Although students have access to the technology through the school, the do need appropriate resources at home. In addition the multiple resources used outside VISTA can be a bit intimidating to the newbie.
My concern in this area is for the new user. The CMS is clear if the user has experience with web technology. For someone who has never posted to a blog, used a wiki, etc. it does take a significant amount of time to learn the navigation.
Learner Support: 6
BC seems to extend every option possible to the user in providing technical help and support. The log in screen itself provides basic and necessary information for students to be sure they have the tools they need set up, including password recovery. The Help system is easy to navigate.
Accessibility: 8
As far as I can tell all the standards have been met.
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