Admittedly, I found this question difficult to answer, given my style and approach to many things in my life. Most people would say that my reserved ways are more emblematic of a formal style. I try to be careful and safe in my approaches to many situations, so I am more likely to employ a formal style to any instructional environment.
I remember the first time I ever taught at the college-level. I taught, for lack of better term, an “introduction to college life” course. It was an extended orientation course which covered such things as time management, study skills, life management, knowing institutional resources, and others.
My overall goal in the course was to instill in students accountability, not just for themselves, but for their instructors. Whenever a student asked clarifying questions that could easily be answered by reviewing the course contract, AKA the syllabus, my answer was always the same – “Read your syllabus.” I wanted to be the teacher who was strict and orderly, who covered his ass in every aspect and who covered every scenario possible. If students did exactly what the syllabus asked of them, they got the grade they deserved – no grey areas. In sum, I included a lot of needs I had as a student during my undergraduate years and incorporated them into my approach as a teacher.
Now the above was done early on in my career – over 15 years ago. Knowing what I know now, especially in online classrooms (which I have primarily been engaged in during the last several years as a student), the above approach by itself will not work at all. I still firmly believe that a certain level of order must be present in a classroom, regardless of delivery mode. But I also am embracing the need to not be so rigid. So I guess this is where the authentic aspect can come in. I have come to embrace flexibility more and more and am less stuck on order and precision. It is OK to allow some flexibility and creativity, and to consider the wants and needs of the student in creating any learning environment.
Part of this flexibility should include some level of contribution to the classroom experience. If I truly believe in constructionism (which was the topic of my last post), then it is going to be crucial for me to let loose somewhat and allow for individual creativity and participation. I cannot be firm and stick to a script all the time.
To try and use both styles, I may be stricter with task-specific assignments. For other aspects, like dialogue and discussions, I would imagine being a bit less formal (although I would want all students to contribute a certain amount of times and in certain ways – and this can be spelled out in a grade rubric). But, if it does not happen, so be it. And I should be OK with the notion that you get out of it what you put into it.
Monday, February 27, 2017
Tuesday, February 14, 2017
Kolb v Siemens: Dawn of eLearning
Whenever we talk about any teaching/learning approach, applying some sort of principle to your approach is generally expected. We often tend to "stick" to a principle(s), or, for the purposes of this post, a theory(or theories) that seem to work or resonate. In (re) reading Kolb' Experiential Learning and being newly introduced to Siemens' Connectivism, I was reminded of another theory which I've referred to in other contexts involving technology application in education: Constructionism. Given the amount of creation that is going on in this class thus far, I thought it relevant to bring this theory in to this post.
Seymour Papert has used the term “constructionism” to describe the process of knowledge construction resulting from constructing objects. When learners function as designers of objects, they learn more about those objects than they would from studying about them. “Constructionism… shares contructivism’s view of learning as ‘building knowledge structures’ through progressive internalization of actions… It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe” (Papert & Harel, 1991, p.1). “Because of its greater focus on learning through making rather than overall cognitive potentials, Papert’s approach helps us understand how ideas get formed and transformed when expressed through different media, when actualized in particular contexts, when worked out by individual minds. The emphasis shifts from universals to individual learners’ conversation with their own favorite representations, artifacts, or objects-to-think with” (Ackerman, 2001, p. 4).
Contextualizing instruction is important for learning, particularly in specialized fields of education. Teachers need to be able to apply their own skills and learning directly to the contexts in which they work. Teaching someone how to create a Smart Notebook lesson without considering the need to adapt such a lesson to specialized situations, like, for example, the special education classroom, can lead to inadequate applications of the technology. Additionally, technology in education often involves creating something tangible (digital or physical) for the use of others. Technology integration training often includes instruction on how to use very software or hardware, with the goal of creating (or constructing) a final product or project, whether it be a class wiki, or website, or blog.
Kolb’s (1984) experiential learning theory presents a four stage cycle of learning that considers concrete experience (doing - similar to Papert), reflective observation, abstract conceptualization (learning from experience), and active experimental (trying what was learned - also similar to Papert). According to Kolb, learning involves the acquisition of abstract concepts that can be applied in different situations. Over the course of time, we can use these situations to challenge our assumptions, thereby allowing learning to occur at the “interplay between expectation and experience” (p. 28). Every time a person experiences any sort of event, there is potential for learning to occur. One can draw connections between belief systems, reflect on the new information acquired, and apply learning in attitudes moving forward.
Siemens’ (2005) connectivism acknowledges that learning occurs outside of the individual and is influenced mainly by the learner’s connection with a wider network. So while connectivism still begins with the individual, “personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual” (p. 6). Connectivsm’s knowledge cycle of knowledge involves not only individuals but their network and the organizations in which they are positioned. Connectivism lends itself to how learning occurs within the Internet and online classrooms because “We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections” (p.4). Additionally, connectivism explores the question of not only the process of learning that occurs but the value of what is being learned. Siemens explains that “In a networked world, the very manner of information that we acquire is worth exploring” (p. 3). I believe examining the manner of how we acquire information is an important part of the learning process since there is an increase in the multiple ways that people can now access information.
I believe experiential learning theory and connectivism are not mutually exclusive since they both view learning as a process occurring within particlulr contexts. However, connectivism accounts for learning that moves beyond the individual learner by linking the individual to a network and organizations that are essentially their own unique learning objects.
References
Ackerman, E. (2001). Piaget's constructivism, Papert's constructionism: What's the difference? Future of Learning. Available: http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf
Kolb, D.A. (1984): Experiential learning: experience as the source of learning and development
Papert, S. & I. Harel (1991), Situating constructionism. Chapter 1 of Constructionism. Available: http://www.papert.org/articles/SituatingConstructionism.html.
Siemens, G. (2005) Connectivism: A Learning Theory for the Digital Age
Seymour Papert has used the term “constructionism” to describe the process of knowledge construction resulting from constructing objects. When learners function as designers of objects, they learn more about those objects than they would from studying about them. “Constructionism… shares contructivism’s view of learning as ‘building knowledge structures’ through progressive internalization of actions… It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe” (Papert & Harel, 1991, p.1). “Because of its greater focus on learning through making rather than overall cognitive potentials, Papert’s approach helps us understand how ideas get formed and transformed when expressed through different media, when actualized in particular contexts, when worked out by individual minds. The emphasis shifts from universals to individual learners’ conversation with their own favorite representations, artifacts, or objects-to-think with” (Ackerman, 2001, p. 4).
Contextualizing instruction is important for learning, particularly in specialized fields of education. Teachers need to be able to apply their own skills and learning directly to the contexts in which they work. Teaching someone how to create a Smart Notebook lesson without considering the need to adapt such a lesson to specialized situations, like, for example, the special education classroom, can lead to inadequate applications of the technology. Additionally, technology in education often involves creating something tangible (digital or physical) for the use of others. Technology integration training often includes instruction on how to use very software or hardware, with the goal of creating (or constructing) a final product or project, whether it be a class wiki, or website, or blog.
Kolb’s (1984) experiential learning theory presents a four stage cycle of learning that considers concrete experience (doing - similar to Papert), reflective observation, abstract conceptualization (learning from experience), and active experimental (trying what was learned - also similar to Papert). According to Kolb, learning involves the acquisition of abstract concepts that can be applied in different situations. Over the course of time, we can use these situations to challenge our assumptions, thereby allowing learning to occur at the “interplay between expectation and experience” (p. 28). Every time a person experiences any sort of event, there is potential for learning to occur. One can draw connections between belief systems, reflect on the new information acquired, and apply learning in attitudes moving forward.
Siemens’ (2005) connectivism acknowledges that learning occurs outside of the individual and is influenced mainly by the learner’s connection with a wider network. So while connectivism still begins with the individual, “personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual” (p. 6). Connectivsm’s knowledge cycle of knowledge involves not only individuals but their network and the organizations in which they are positioned. Connectivism lends itself to how learning occurs within the Internet and online classrooms because “We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections” (p.4). Additionally, connectivism explores the question of not only the process of learning that occurs but the value of what is being learned. Siemens explains that “In a networked world, the very manner of information that we acquire is worth exploring” (p. 3). I believe examining the manner of how we acquire information is an important part of the learning process since there is an increase in the multiple ways that people can now access information.
I believe experiential learning theory and connectivism are not mutually exclusive since they both view learning as a process occurring within particlulr contexts. However, connectivism accounts for learning that moves beyond the individual learner by linking the individual to a network and organizations that are essentially their own unique learning objects.
References
Ackerman, E. (2001). Piaget's constructivism, Papert's constructionism: What's the difference? Future of Learning. Available: http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf
Kolb, D.A. (1984): Experiential learning: experience as the source of learning and development
Papert, S. & I. Harel (1991), Situating constructionism. Chapter 1 of Constructionism. Available: http://www.papert.org/articles/SituatingConstructionism.html.
Siemens, G. (2005) Connectivism: A Learning Theory for the Digital Age
Monday, January 30, 2017
How do I learn online?
I have taken many, many, many (did I say many?) online courses, not only at TC but also at a community college and other similar training settings like Ed2Go. And I've noticed how the methods of delivery have changed over the years.
The starkest change has come in the way instructors engage their students; instructional methods seemed to start off by giving students the benefit of the doubt and trusting that they will have the capacity and fortitude to follow-up on the work without any sort of guidance or structure. Probably the one thing I believe online learners learn the hard way is how to keep motivated and on task. This “benefit of the doubt” makes it very easy for students to become silent observers... In my personal experience, if no one is actively monitoring me in some way, I found it easy to just "disappear." This unfortunately has happened to me on one or two occasions.
Nowadays, online instruction seems to heavily employ constant and consistent engagement, be it through synchronous discussions or regularly assigned discussion posts. Nowadays, it’s harder to become a fly on the wall hoping to fly away (or not!).
Now how have I used online learning to achieve my potential? Well… So while the bulk of my online learning has been for-credit courses to apply towards some degree program, there were a few instances where I sought online learning experiences strictly for edification purposes. Given my current role at the Business School, I’m tasked to be the steward in managing data requests from many constituents. Doing this well required that I learn how to obtain (query) data effectively and efficiently, as the tools that were already provided were canned reports already written by IT staff.
I turned to community college to enroll in courses that were designed for skill building. Learning how to query a database with programs such as Access and MS SQL Server were two examples, both somewhat different to each other. The former required the completion of graded homework and assignments; the latter expected students to complete examples and assignments, but ultimately – your performance on the final exam is what counted. For the former, there was some constructive feedback on my work; the latter was devoid of such feedback.
The one common element to each experience was what I believe to be the element of scaffold learning. You couldn’t move on to the next topic without mastering the prior skill.
I am also a solo student. What I mean by that is, I tend to shy away from courses (be it live or online) that require group work. I like to take complete ownership over assignments. That said, very recently I have come to appreciate group work within an online setting, and I’m not so quick to drop a course that requires group assignments. There is a ton of value in working with others, and that holds especially true given our remote/virtual lives.
Friday, December 14, 2012
Digital Minds
Technology has and continues to change us in so many ways... And I'd like to focus on communication and writing with respect to how our minds become more digital.
I remember getting my first e-mail account during my first year of college. I think my adaptation to e-mail has influenced my slight distaste for talking on the phone. I am able to pre-contemplate what I am going to say, so began communicating with all of my friends and colleagues through instant messenger. I continued to do so throughout college.
Nowadays I continue to communicate mostly through electronic mail communications and texting. This certainly would not be as second nature to me, and I certainly wouldn’t prefer e-mail over phone communications if it were not for this technology.
Do emerging technologies focus our senses or distort them? I personally believe that technologies can focus our senses but without purposeful thought it will distort them. As I mentioned above, I prefer electronic communication. Many people prefer the voice contact because it is more personal. If I thought I was closer to someone simply because we have a lot of electronic communication , I might have a distorted view.
Despite the lack of the "personal," I think written communication has taken a giant leap. I believe that students today are much better writers than ever before. They e-mail, type letters, instant message, and text each other all the time. Even though there is slang that is used in these types of communications it is far more than they were used to writing when writing was solely done on a type writer or even pen and paper.
I would certainly say typed communications has focused our abilities to communicate effectively through written language.
I remember getting my first e-mail account during my first year of college. I think my adaptation to e-mail has influenced my slight distaste for talking on the phone. I am able to pre-contemplate what I am going to say, so began communicating with all of my friends and colleagues through instant messenger. I continued to do so throughout college.
Nowadays I continue to communicate mostly through electronic mail communications and texting. This certainly would not be as second nature to me, and I certainly wouldn’t prefer e-mail over phone communications if it were not for this technology.
Do emerging technologies focus our senses or distort them? I personally believe that technologies can focus our senses but without purposeful thought it will distort them. As I mentioned above, I prefer electronic communication. Many people prefer the voice contact because it is more personal. If I thought I was closer to someone simply because we have a lot of electronic communication , I might have a distorted view.
Despite the lack of the "personal," I think written communication has taken a giant leap. I believe that students today are much better writers than ever before. They e-mail, type letters, instant message, and text each other all the time. Even though there is slang that is used in these types of communications it is far more than they were used to writing when writing was solely done on a type writer or even pen and paper.
I would certainly say typed communications has focused our abilities to communicate effectively through written language.
Tuesday, December 4, 2012
Cool Things
The most beneficial part of today's class was learning to be aware of the simple (and inexpensive)things one can do to enhance learning in the classroom. It's OK to be creative with resources that are either inexpensive or, simply, ready for the trash heap (so long as these resources are safe).
Here's a cool thing...
Here's a cool thing...
Sunday, November 25, 2012
Augmentative and Alternative Communication
Augmentative and Alternative Communication (AAC) is the use of any
method other than speech and writing to achieve functional communication. It
can be used with residual speech and can be unaided or aided. Unaided
communication may include gestures, signs, voice interpretation or just simply using
the body. Aided devices can be either electronic or non-electronic and they are
used to transmit or receive messages. Devices are further defined as low-tech
and high-tech. Low tech devices are those that do not need batteries,
electricity or electronics and include writing, pointing or using a communication
book. High tech devices permit the storage and retrieval of electronic
messages, with most allowing the user to communicate using speech output.
I would consider these systems as both instructional and adaptive technologies. I say this because:
I would consider these systems as both instructional and adaptive technologies. I say this because:
- they are used with individuals as alternative forms of communication other than the use of one's voice (in other words, adapting to a person's communication abilities) and
- they can be used to teach students.
Sunday, November 18, 2012
Planning with Technology
Instead of thinking of students in categories that label
abilities and success in the classroom, teachers can understand and reach their
students more effectively if their strengths, challenges, and interests are
considered. In addition, the incorporation of technology in teaching requires
thoughtful planning and considerations.
This lecture touches upon three networks essential to learning: recognition, strategic, and affective.
Recognition networks are specialized to sense and assign meaning to patterns or objects we see or come in contact with. They enable us to identify and understand information, ideas, and concepts. “To support recognition learning, [one must] provide multiple and flexible methods of presentation” (CAST, Teaching Every Student in the Digital Age).
Strategic networks help generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills. Affective networks are dedicated to evaluate patterns and assign them emotional significance. They enable us to engage with tasks and learning and with the world around us. “To support strategic learning, [one must] provide multiple, flexible methods of expression and apprenticeship” (CAST, Teaching Every Student in the Digital Age).
Rather than falling neatly into these categories, learners differ within and across all three networks. Considering student strengths and weakness in the context of the three networks help teachers develop a more wholesome picture of their students, noticing strengths, needs, and interests that easily could be missed if students are considered in categories. “To support affective learning, [one must] provide multiple and flexible options for engagement” (CAST, Teaching Every Student in the Digital Age).
To start thinking about students’ challenges and potentials in the framework of the three learning networks, consider whether a given characteristic relates to their ability to take in information (recognition), to plan and execute actions or skills (strategy), or to connect and engage with learning (affect). Then determine whether ithat characteristic is a strength, a need, or a particular interest.
This lecture touches upon three networks essential to learning: recognition, strategic, and affective.
Recognition networks are specialized to sense and assign meaning to patterns or objects we see or come in contact with. They enable us to identify and understand information, ideas, and concepts. “To support recognition learning, [one must] provide multiple and flexible methods of presentation” (CAST, Teaching Every Student in the Digital Age).
Strategic networks help generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills. Affective networks are dedicated to evaluate patterns and assign them emotional significance. They enable us to engage with tasks and learning and with the world around us. “To support strategic learning, [one must] provide multiple, flexible methods of expression and apprenticeship” (CAST, Teaching Every Student in the Digital Age).
Rather than falling neatly into these categories, learners differ within and across all three networks. Considering student strengths and weakness in the context of the three networks help teachers develop a more wholesome picture of their students, noticing strengths, needs, and interests that easily could be missed if students are considered in categories. “To support affective learning, [one must] provide multiple and flexible options for engagement” (CAST, Teaching Every Student in the Digital Age).
To start thinking about students’ challenges and potentials in the framework of the three learning networks, consider whether a given characteristic relates to their ability to take in information (recognition), to plan and execute actions or skills (strategy), or to connect and engage with learning (affect). Then determine whether ithat characteristic is a strength, a need, or a particular interest.
Saturday, November 3, 2012
The Power of Assistive Technology
Curtis Article: Disabled Bodies, Able Minds
Curtis' article highlighted assistive technology and the role that it can play in the lives of students with special needs. It highlighted cases where technology has allowed students to advance far beyond the what people with the same disability could imagine from 25 years ago. The article introduces "DO-IT" (Disabilities, Opportunities, Internetworking, and Technology) and TACLE (Technology and Augmentative Communication for Learning Enhancement) which are advocacy programs for students with disabilities. These programs help students obtain the technology that they need to communicate, move, and work through their academic lives. This technology allows students to function in a classroom on their own and even do activities that they may have never thought that they would be able to do.
Technology has brought many abilities to all students. The kinds of activities that can be done using technology is really quite amazing. This article gave us quite a number of examples, like systems that are sensitive enough to track the motion of eyes, eyebrows that can ultimately translate that into spoken word to modifying a musical instrument to be played with a joystick. Having this technology makes a world of difference to these students who may feel that they are unable to do anything on their own or accomplish anything.
A Personal Perspective on Adaptive Technology: An Interview with Dr. Richard Keller
One important aspect of this interview is understanding the difference between assistive technology and adaptive technology. I found Dr. Keller's description of adaptive technology to be an important one, as he believes in "changing the technology. Change the environment. Change the interaction" instead of changing the person with the disability. I have a more firm understanding now after hearing these points as they are brought from a personal perspective. I feel sometimes we take things for granted and maybe forget by trying so hard to "change a person with a disability" to adapt to the environment instead of changing the environment to adapt to the person's needs.
Another important aspect is when Dr. Keller talks about awareness. Awareness is an important piece that individuals must understand and appreciate when including people with disabilities in society. As a society everyone should try to make the environment as accessible as possible to include everyone and to have people with disabilities overcome any obstacles they may experience.
Dr. Keller also mentioned how many technological devices offered to people with disabilities often lack necessary training or information on how to use these devices. It is especially important to not only provide the technology, but to provide instruction and training in the use these devices.
Adapting Classrooms for AT Users: Challenges and Solutions
This presentation provided commentary by experts in the field of assistive technology as well as videos of students discussing their experiences in their schools/classrooms. The panelists stressed how it is not too complicated or challenging for teachers to make adaptations or utilize assistive technology with students who have disabilities in their classroom. The student interview videos were important as they exemplified that participation in any way is so crucial to student self-esteem.
The experts provided a wealth of information and recommendations related to assistive technology planning and use. They also pointed out that students are good at adapting on their own, so it is important for teachers and administrators to maintain open communication channels with students about assistive technology.
All constituents - students, parents, educators, administers - play an important role in this process. Teacher preparation and collaboration between all constituents and stakeholders effect successful implementation. Also, all non-technology environments should first be considered when thinking about adapting a classroom. If it is not possible to provide an inclusive learning environment without technology, then one must next consider minimal (or low-tech) technology before considering a full gamut of technology use/incorporation.
Curtis' article highlighted assistive technology and the role that it can play in the lives of students with special needs. It highlighted cases where technology has allowed students to advance far beyond the what people with the same disability could imagine from 25 years ago. The article introduces "DO-IT" (Disabilities, Opportunities, Internetworking, and Technology) and TACLE (Technology and Augmentative Communication for Learning Enhancement) which are advocacy programs for students with disabilities. These programs help students obtain the technology that they need to communicate, move, and work through their academic lives. This technology allows students to function in a classroom on their own and even do activities that they may have never thought that they would be able to do.
Technology has brought many abilities to all students. The kinds of activities that can be done using technology is really quite amazing. This article gave us quite a number of examples, like systems that are sensitive enough to track the motion of eyes, eyebrows that can ultimately translate that into spoken word to modifying a musical instrument to be played with a joystick. Having this technology makes a world of difference to these students who may feel that they are unable to do anything on their own or accomplish anything.
A Personal Perspective on Adaptive Technology: An Interview with Dr. Richard Keller
One important aspect of this interview is understanding the difference between assistive technology and adaptive technology. I found Dr. Keller's description of adaptive technology to be an important one, as he believes in "changing the technology. Change the environment. Change the interaction" instead of changing the person with the disability. I have a more firm understanding now after hearing these points as they are brought from a personal perspective. I feel sometimes we take things for granted and maybe forget by trying so hard to "change a person with a disability" to adapt to the environment instead of changing the environment to adapt to the person's needs.
Another important aspect is when Dr. Keller talks about awareness. Awareness is an important piece that individuals must understand and appreciate when including people with disabilities in society. As a society everyone should try to make the environment as accessible as possible to include everyone and to have people with disabilities overcome any obstacles they may experience.
Dr. Keller also mentioned how many technological devices offered to people with disabilities often lack necessary training or information on how to use these devices. It is especially important to not only provide the technology, but to provide instruction and training in the use these devices.
Adapting Classrooms for AT Users: Challenges and Solutions
This presentation provided commentary by experts in the field of assistive technology as well as videos of students discussing their experiences in their schools/classrooms. The panelists stressed how it is not too complicated or challenging for teachers to make adaptations or utilize assistive technology with students who have disabilities in their classroom. The student interview videos were important as they exemplified that participation in any way is so crucial to student self-esteem.
The experts provided a wealth of information and recommendations related to assistive technology planning and use. They also pointed out that students are good at adapting on their own, so it is important for teachers and administrators to maintain open communication channels with students about assistive technology.
All constituents - students, parents, educators, administers - play an important role in this process. Teacher preparation and collaboration between all constituents and stakeholders effect successful implementation. Also, all non-technology environments should first be considered when thinking about adapting a classroom. If it is not possible to provide an inclusive learning environment without technology, then one must next consider minimal (or low-tech) technology before considering a full gamut of technology use/incorporation.
Friday, October 19, 2012
IWBs in (My Workplace)
Admittedly, I'm having a heck of time envisioning how SMART boards (and the like) are going to flourish in higher education classrooms. The learning curve associated with IWB use can be a bit daunting to faculty or administrators use to paper, chalkboards, and overhead projectors. And if you are a technophobe, forget about it (maybe).
There are some presentation aspects of the software that I think can catch on in the higher ed classroom. The way one can present original slides, write on them, and then save them for future use is a neat feature. I also think that if students can be included to not only to write on the board, but to manipulate information in a way to spark critical thought, then it will catch on as a powerful way to engage students amongst themselves and the teacher.
I found the following video of a Physics professor who uses a SMART board in her class. It's not the most wholesome use of the board, but it does exemplify some of the usage considerations we were shown in class.
This is my second go-round with this course and the SMART Notebook assignment was challenging for me for two reasons:
Let's hope the finished product is of some quality.
Related Article: The Rise of the Interactive Whiteboard in Higher Education
There are some presentation aspects of the software that I think can catch on in the higher ed classroom. The way one can present original slides, write on them, and then save them for future use is a neat feature. I also think that if students can be included to not only to write on the board, but to manipulate information in a way to spark critical thought, then it will catch on as a powerful way to engage students amongst themselves and the teacher.
I found the following video of a Physics professor who uses a SMART board in her class. It's not the most wholesome use of the board, but it does exemplify some of the usage considerations we were shown in class.
This is my second go-round with this course and the SMART Notebook assignment was challenging for me for two reasons:
- Lesson Planning - I'm completely not adept at this task; it's a very creative and technical process to build a good lesson.
- The learning curve with SMART, coupled with #1, made my brain hurt when trying to lean how to use the technology.
Let's hope the finished product is of some quality.
Related Article: The Rise of the Interactive Whiteboard in Higher Education
Wednesday, October 10, 2012
Web 2.0 Tools: Prezi
I've used Prezi before for a couple of final presentations, both for in-class and online coursework. Again, since I am not an educator, I have not used it in a teaching situation.
I think that this technology fulfills most of the principles of Universal Design (UD). It fulfills flexibility and use because it accommodates the user's individual preferences. The user can choose from many different presentation layouts, fonts, and font sizes. The user also has the option to put videos and pictures into the presentation. When giving a presentation, it can zoom in on the text that is being presented. It meets the principle of tolerance of error because the user is able to easily delete mistakes and other incorrect information. It is low physical effort because it efficiently guides users as they create their presentations. Finally, it fulfills size and space for approach and use because it is accessible from any computer that has an Internet connection.
The two principles that I think Prezi doesn't fulfill are equitable use and simple and intuitive. I don't think that this technology is useful to people with diverse abilities. For example, someone who has a visual impairment may not be able to use this program easily. Also, I don't think that Prezi is that easy to understand and has a fairly high learning curve for first-time users.
I think that this technology fulfills most of the principles of Universal Design (UD). It fulfills flexibility and use because it accommodates the user's individual preferences. The user can choose from many different presentation layouts, fonts, and font sizes. The user also has the option to put videos and pictures into the presentation. When giving a presentation, it can zoom in on the text that is being presented. It meets the principle of tolerance of error because the user is able to easily delete mistakes and other incorrect information. It is low physical effort because it efficiently guides users as they create their presentations. Finally, it fulfills size and space for approach and use because it is accessible from any computer that has an Internet connection.
The two principles that I think Prezi doesn't fulfill are equitable use and simple and intuitive. I don't think that this technology is useful to people with diverse abilities. For example, someone who has a visual impairment may not be able to use this program easily. Also, I don't think that Prezi is that easy to understand and has a fairly high learning curve for first-time users.
Wednesday, October 3, 2012
A Mother and Son Talk About Bookshare
A good summary about Bookshare and how it affects this mom and son...
Kurzweil 3000
Kurzweil 3000 is writing and reading software that has many great features.
It has optical character recognition (OCR) which allows the program to read back scannable documents. As the
words are read aloud, they are highlighted as well.You can turn off the sound if you
just need help with tracking and not decoding. There is an option to speed up
or slow down the voice, and the pace of highlighting according to your
preference. You can also customize the voice to suit your hearing tastes/preference.
Once documents are created or scanned, they can also be annotated with text boxes, highlights and circles. This allows you to do anything you could do similarly with print material. Kurzweil is great for creating worksheets, tests and quizzes.
Kurzweil is also great for composing documents. It has spell check, word prediction, and various web layouts. One of the best parts of writing with Kurzweil is that the text is read back to you, which also makes it a great editing tool. Kurzweil has a built in dictionary for quick reference. Another handy feature is "read the web," which allows the user to read a web page aloud without copying and pasting the text into a Kurzweil file.
A very powerful, but RAM heavy program.
Once documents are created or scanned, they can also be annotated with text boxes, highlights and circles. This allows you to do anything you could do similarly with print material. Kurzweil is great for creating worksheets, tests and quizzes.
Kurzweil is also great for composing documents. It has spell check, word prediction, and various web layouts. One of the best parts of writing with Kurzweil is that the text is read back to you, which also makes it a great editing tool. Kurzweil has a built in dictionary for quick reference. Another handy feature is "read the web," which allows the user to read a web page aloud without copying and pasting the text into a Kurzweil file.
A very powerful, but RAM heavy program.
Personal Learning Devices
I know that many K-12 schools struggle with the incorporation of Personal Learning Devices. It's not an easy consideration - lots of work and effort must be afforded for successful incorporation. Higher ed environments also grapple with the challenges.
These devices, whether it be a PDA, smart phone, cell phone, iPad, tablet, aren't going away and are often considered a necessity for families and individual needs. I think it's important to considers some of the positives and negatives of Personal Learning Devices and their incorporation into learning and the classroom.
Some Positives:
Some Negatives:
These devices, whether it be a PDA, smart phone, cell phone, iPad, tablet, aren't going away and are often considered a necessity for families and individual needs. I think it's important to considers some of the positives and negatives of Personal Learning Devices and their incorporation into learning and the classroom.
Some Positives:
- Classroom research opportunities - almost instantaneously can these opportunities be created and operationalized.
- Frees up computer lab space/use of school-owned technology - can provide this equipment for those who cannot afford personal devices themselves.
- Course lectures can be recorded and available for students to review material on the devices at any time.
- Assess student learning and provide peer review feedback by using online tools
- Create/archive student work as it is being created
Some Negatives:
- Bandwidth and wireless access needs to be considered and could be a drain on internal administrative technology that depends on this bandwidth
- Policing what students are looking at can be difficult (games, texting, Facebook, etc)
- Providing additional tech support (what happens if there are tech failures? what would be the back-up plan).
Thursday, September 20, 2012
UDL Reflection
Educators will almost always be faced with a classroom
that will include students who struggle to learn for any number of reasons. These
reasons may include one (or a combination of) the following: learning disabilities, language
barriers (i.e. ESL), behavioral problems, psychological issues, lack of interest/boredom, physical disabilities, and sensory limitations. Regardless of what the individual barrier(s) may be,
teachers and educational administrators should all share a willingness and desire to help students succeed. There is no one-size-fits-all approach to
education that works. How can teachers and administrators respond to individual
differences in a holistic way?
This is where Universal Design for Learning (UDL) comes in, and teachers and administrators should always consider UDL principles in the design of educational environments.
Broadly, UDL calls for:
As a higher education administrator, I am impressed by how much UDL covers in understanding what one must consider when designing educational environments. It requires flexible goals, methods, materials, and assessments that accommodate learner differences. It is important to consider individual student barriers and create lesson plans that allow each student to participate in the learning experience free from any roadblocks. Educational lessons/plans that accommodate individual student needs must be anticipated and created prior to and not after the learning experience. Hopefully, as a result, students are then afforded various types of opportunities and learning experiences that can increase self-confidence and enhance the quality of education for everyone.
This is where Universal Design for Learning (UDL) comes in, and teachers and administrators should always consider UDL principles in the design of educational environments.
Broadly, UDL calls for:
- Multiple means of representation, to give learners various ways of acquiring information and knowledge,
- Multiple means of action and expression, to provide learners alternatives for demonstrating what they know,
- Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.
As a higher education administrator, I am impressed by how much UDL covers in understanding what one must consider when designing educational environments. It requires flexible goals, methods, materials, and assessments that accommodate learner differences. It is important to consider individual student barriers and create lesson plans that allow each student to participate in the learning experience free from any roadblocks. Educational lessons/plans that accommodate individual student needs must be anticipated and created prior to and not after the learning experience. Hopefully, as a result, students are then afforded various types of opportunities and learning experiences that can increase self-confidence and enhance the quality of education for everyone.
Wednesday, September 19, 2012
UD and The Basement Ramp
On quick glance (and use) there are a few of the UD principles that are not exemplified with this ramp:
- Equitable use: the wheelchair bound person may make it through OK, but the person in a walker or crutches may not fair well.
- Tolerance for error: The design makes it very susceptible to "hazards and the adverse consequences of accidental or unintended actions."
- Low physical effort: the person who volunteers to push a wheelchair up or down this ramp has to exert much energy. Ironically, the day I took the pictures, I overheard a volunteer say "I don't know how your brother does it. I am beat!"
- Size and space for approach and use: the size of the hallway and doorways are appropriate for the one wheelchair bound parishioner. Larger and taller individuals will have trouble.
Friday, September 14, 2012
Universal Design Reflection
Universal Design (UD) is an idea that originated in the field of architecture to meet the diverse needs of different users and clients. When a UD approach is applied to the creation of products and environments, access to these products and environments are broadened because inclusive features are incorporated into the design. By anticipating a variety of needs, ages, abilities and disabilities, planners can appreciate the notion of diversity as an essential part of their planning and work.
We can see many examples of environments, products, and services where UD has been applied in some way: sidewalk curb cuts (many of which are now starting to incorporated raised bumps for added friction for those scaling up or down them), TV closed captioning, electronic doors for entryways to buildings, ramps, timers and chimes at walk/don't walk signs, and many others. One of the crucial aspects of Universal Design is that its inclusive aspects benefit all users, regardless of ability.
Here's a summary of the UD Principles:
We can see many examples of environments, products, and services where UD has been applied in some way: sidewalk curb cuts (many of which are now starting to incorporated raised bumps for added friction for those scaling up or down them), TV closed captioning, electronic doors for entryways to buildings, ramps, timers and chimes at walk/don't walk signs, and many others. One of the crucial aspects of Universal Design is that its inclusive aspects benefit all users, regardless of ability.
Here's a summary of the UD Principles:
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| Available: http://design-dev.ncsu.edu/openjournal/index.php/redlab/article/viewFile/130/78 |
Wednesday, September 12, 2012
UD CHALLENGES... Right there in front of [me]!
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| View from the top - church exterior entrance |
It's been two years since I've been attending OLQM and only until recently (about 3 months ago) has a ramp been installed for parishioners (who I have to assume) are wheelchair-bound. Since the install, I often was sought out to assist in carrying one particular parishioner up and down the staircase which leads to the entrance of the church, who is in a wheelchair and has a small frame (she likely weighs less than her chair and is no more than four feet tall).
Why did I chose this environment? Well, the design is quite a spectacle (and I doubt it was cleared as ADA compliant).
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| View from the bottom - church interior entrance |
2. The floor is carpeted. No sort of surface area gives grip.
3. It's a cave as well as a basement. Anyone who is five feet tall can't get their head by that ceiling without ducking.
4. Without the sunlight, it can be on the dark side.
On a related note... My wife took this pic one morning on her way to work. Very interesting. She wrote, "Just noticed this. MTA posted this where the ramp was both steep and had no grip.")
Tuesday, September 11, 2012
Introduction
- Tell us about yourself and your expectations for the course.
- I have been in higher education for over ten years, serving in advising and counseling roles. Currently I am Senior Associate Director of Enrollment Service at Columbia Business School. I am a licensed social worker (LMSW - NYS) and am a graduate of Columbia's School of Social Work. I am currently in the EdM program in Instructional Technology and Media (CCTE).
- What experience and background do you bring to the class? Perhaps you'd like to include a favorite quote.
- As I mentioned above, I have over ten years of experience in higher education. I work with a range of students, primarily those considered "new-traditional" (and not "non-traditional") students, ranging in age from 18 to mid-60's
- My favorite (informally tailored to my style of speaking) quote is, "Think you can or think you can't. Either way, you're right."
- What role does technology play in your life? How comfortable are you with new technology? How would you describe your technological learning style? What do you think people need in order to learn technology well?
- I strive to advance the use and application of technology at every job I do. I am comfortable learning new technologies (although programming languages have been my thorn). I think people need to be willing to explore and make mistakes when learning technology. But there is so much fear nowadays with viruses and cyber-bullying (just to name a couple of issues), that people would rather do things the old-fashioned way.
- What reflections, insights, or connections did you think about as a result of reading our thoughts and Martinez's essay on problem-solving?
- Problem solving can involve multiple ways of achieving desired goals. Educators must consider that people use many different ways (and modes of thinking/doing) in problem-solving. Activities should try as best as possible to allow students to apply multiple strategies to solve problems. One must also be willing to make mistakes, both teacher and learner alike. If mistakes are not made (or are not tolerated), then problem-solving can never truly occur in a learning situation.
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