This reflection will be in regard to my experience exploring the structured discussion board entitled, Convince Me. I felt the site was very user friendly with regard to adding your argument of choice, and then once another user posted an opposing argument it was very easy to post a rebuttal. You can also read through each argument and decide if you feel convinced or not based off of what you have read in relation to the posting. I had to convince other users that synchronous discussion boards were better than asynchronous discussion boards, using valid examples and discussion of two tools that can be used to exemplify synchronous discussion boards. I explored Skype and discovered how useful it is for chatting and instant messaging for the user. It is a quick way to communicate within a group at a particular time if a specific project is in need of collaborative effort. I also thought it was important to emphasize how awesome Google docs has been throughout the many projects we have completed throughout this course. This is a synchronous discussion board with many beneficial tools that make discussion and collaboration into a project that can involve and display personal creativity and meaning for all members of a group.
I would use and apply the different tools that have been introduced to me such as discussion boards to explore scientific current event topics, and I would use Google docs as a place for students to collaborate and create documents that discuss these events. For example, my students could collaborate and create interactive documents about earthquakes in relation to the current event that just happened in Japan. Maybe one could discuss the environmental impacts that have occurred because of the nuclear meltdown, and use Convince Me to discuss what may happen in the future because of the nuclear contamination that has happened in the area. Will biodiversity decrease in flora and fauna? If so when and why might this be the case? As a teacher I could create asynchronous screencasts about these current events and provide some background information to the students about each current event. This will allow me to bring real-world situations into the classroom and create interactive documents that start discussion or debate and invoke the students cognitive processes. Modeling with synchronous and asynchronous discussion boards are valuable tools that allow students to create communities of learning using verbal models as a means of conceptual change. I feel pairing these tools with scientific current events that foster reflection and debate is an ideal way to keep up with the dynamic field of science and the new discoveries that are made every day. Here is a link to my synchronous discussion board argument, and my rebuttal posts to my classmates on Convince Me.
Sunday, April 24, 2011
Friday, April 15, 2011
Reflections on Hypermedia Models
I have decided to reflect on the hypermedia models created by Josh Richards and Mike Brown. Josh Richards chose to allow his student's to create Voki characters in order to discuss a topic that is often of debate especially in the news. The topic of evolution in comparison to creationism, which allows students to use principles that we know about in biology in order to discuss what we know about regarding the two in relation to one another. This is quite a hot topic for discussion in many Texas classrooms, and I feel like you would need a parent waiver in order to create this lesson plan in any way. However, aside from this I think using a Voki that allows a user to be anonymous and participate in their side of the debate, while letting go of their reservations would be a good call. Maybe it could be posted to an asynchronous discussion board or embedded in a Glogster that you might check in order to discover all the different responses. These could be gathered and discussed in class with a bit of tweaking in order to not divulge who said what in regard to responses. Your experience was interesting, and I agree with you that Voki's have a perfect place in the classroom especially when it comes to topics that may cause some disagreement or apprehension.
Mike Brown decided to make a hypermedia model that used Storybird to create a graphic novel that was representative of Edgar Allen Poe's short story The Fall of the House of Usher. I feel that the use of text and pictures that Mike chose was very well done to create a summary of this classic Poe story. The pictures all coincided with the eerie mystique of the story, and this hypermedia tool could be used in a secondary classroom to help young adolescents learn how to properly summarize stories. This can be a challenge for many young readers, whom often either try and write the whole story again or retell in their own words instead of summarizing the main idea and pertinent points that constitute the story. I think you made a wise choice to stick with Storybird to convey your project and hypermedia model. I experimented with Pixlr and it is more for graphic editing a project that you have created in regard to artistic design. In closure, your model was very well put together Mike and also quite interesting to read.
Mike Brown decided to make a hypermedia model that used Storybird to create a graphic novel that was representative of Edgar Allen Poe's short story The Fall of the House of Usher. I feel that the use of text and pictures that Mike chose was very well done to create a summary of this classic Poe story. The pictures all coincided with the eerie mystique of the story, and this hypermedia tool could be used in a secondary classroom to help young adolescents learn how to properly summarize stories. This can be a challenge for many young readers, whom often either try and write the whole story again or retell in their own words instead of summarizing the main idea and pertinent points that constitute the story. I think you made a wise choice to stick with Storybird to convey your project and hypermedia model. I experimented with Pixlr and it is more for graphic editing a project that you have created in regard to artistic design. In closure, your model was very well put together Mike and also quite interesting to read.
Wednesday, April 13, 2011
Modeling With Hypermedia: Assignment # 1
Chapter 16 Assignment
Part 1: I explored many different hypermedia tools and decided to use not just one, but many of them to construct my hypermedia model. I used Glogster as my primary background display and inluded many forms of text, sound, graphics, animation, video, and images. I created my first Prezi ever, about exploring the solar system and incorporated it into the Glog. I also made my first Voki creation, which is Miss Baker who is the first monkey to survive a trip to space and back. There are many links in the Glogster that take the user to pertinent information about space and the solar system. Here is the link to my Hypermedia Model.
Part 2:
Name: Billie Perez
Topic: An Exploration of the Solar System
Audience/Age: Sixth Grade Science, Age 11-12
Learning Objective: The students will view the Glog that I have created and explore it. Then in collaborative groups of three, they will create a Glog to demonstrate new and exciting facts about their favorite planet in the solar system and present their findings to the class.
Type of Hypermedia Model: The hypermedia model is Glogster, which demonstrates the use of technology in order to explore and find information about the planets of our solar system using different kinds of multimedia. I used Glogster to create the backdrop for all of the multimedia that I incorporated, it was very user friendly with respect to integrating all of the multimedia that I wanted to use in order to create the model that I had envisioned in my mind. I was able to incorporate screenshots of my Prezi creation and my Voki, and easily link back to my original creations. The images and animation were also not hard to incorporate into my Glog, I could just download what I wanted and insert it. There are also so many little add-ons that Glogster has for a graphics library, that are really handy if you are looking to add that special touch to your Glog. My hypermedia model is appropriate to teach sixth grade students about space and an exploratory overview of the solar system, because it lends itself to engaging their minds through different displays of multimedia. Instead of passive learners, the students are actively engaged and learning about some of the important people and events that have occured, as they explore the planets of our solar system. This use of technology gets students excited and sparks their interest in creating Glogs together about particular planets in greater detail. My experience exploring and creating a hypermedia model was outstanding. I looked at all of the different avenues that we explored in class, and decided that a mixture of all the different kinds of hypermedia tools would best suit my needs. I had no idea there were so many ways for students to engage and express their ideas through multimedia. I had so much fun actually creating my Glog and will use this tool in my class, as well as Prezi to explain different topics. I feel that these tools are creative and allow learners to think outside of the box with regard to the creation and personal meaning of a project.
Explanation of the Use: Glogster allows the students to explore a creation that has been modeled by the teacher using different kinds of multimedia. Students are exposed to the all of the multimedia that is available to them, which will help them create an engaging display of information that is rich in text, sound, graphics, animation, video, and images. In collaborative groups of three, the students will choose a planet to elaborate on and develop a Glog to present to the class about their particular planet. We do not want just to read what the book has to say, we want to go on an adventure and explore each individual planet. The student will engage in conceptual change as they find out new interesting facts and make cooperative decisions regarding the best way to present this information to theie intended audience. This is an important activity because it allows students to engage in negotiation, and build cooperative working relationships that foster creative ideas to be constructed further via multimedia.
- My model was hyperlinked in part one of the assignment above.
Part 3: I will evaluate the hypermedia model that I have created using Jonassen’s rubric.
Accuracy of information in nodes
- I think the information in the nodes is the equivalent of a 5. The information is timely in that it provides middle school students information about the NASA space camp, if they are interested in aeronautic careers. The information is also accurate and well documented, such as the biographical information regarding Galileo. The information is also properly attributed and when followed, the links will take you to the original authors that provided the information.
Representation of information in nodes
- I think the representation of information in the nodes is the equivalent of a 5. The text, graphics, sound, and video are well balanced between all of the different ideas or content in the Glog, and each of these media are used to convey the intended message in a clear way to the intended audience. All of the media enhances the understanding of the ideas, especially in the Prezi. The Prezi uses images, text, and video in an alternating fashion to accentuate understanding of each particular planet in our solar system.
Quality of media representations
- I would give the quality of the media representations in the hypermedia model an equivalency of about a 4. The sound was clear for the videos that I used to supplement the content. However, the recording on my Lulin Comet animation would not come out as clear as I would have hoped. My Voki recording on the other hand, came out extraordinary and I was very pleased with the results. The sound that was incorporated into my Glog was checked for clarity, and for the most part is noted to be undistorted and loud enough for the audience to interpret. The graphics are focused and are all well labeled with transition statements that allow the user to figure out where a certain link will take them. The video shots were smooth and stable, not to mention well balanced with regard to the other media that is represented throughout the Glog.
Meaningfulness and descriptiveness of links
- I would give the meaningfulness and descriptiveness of the links in my Glog an equivalency of 5. The links that I created in my Glog support smooth navigation and are well labeled to allow the user to have an idea about what sort of information they will be taken to. Glogster helps users to clearly identify when a link is present, because it circles the link in bright red so that the user may click with ease. My ideas are inherent in the links that I have created within my Glog, and I have made it as user-friendly as possible.
Quality of screen design
- I would give the quality of my screen design the equivalency of a 5. I had a galactic orientated theme that was demonstrated throughout the entire design, and I placed objects in a balanced manner that was consistent and helpful for the user because the composition was not distractful in any way.
Nodes organized in meaningful, informative structures
- I would give a quantitative score of 5, with regard to the nodes I created being organized in a meaningful structure that is very informative in nature. The content that I supplied on the Glog was broken down into well-labeled nodes that contained concise content. This content was displayed in a manner that resonated with a significant clear purpose regarding the content topic that the audience was being informed about.
Purpose of hypermedia knowledge base clear to users
- I feel that the purpose of the hypermedia knowledge base was made clear and transparent to the intended audience, thus I evaluate it with a quantitative score of 5. The purpose of my Glog with regard to space exploration and the solar system was well communicated to the intended audience. The knowledge base meets the needs, interests, and purpose of a sixth grade classroom of students interested in obtaining an overview of the solar system and space knowedge and exploration. In closure, I would evaluate my model with a high score that is correlated with a quality hypermedia model production. My reasoning behind this, is because I consulted Jonassen’s rubric as I was creating my hypermedia model to satify and exceed the criteria that he set forth.
Modeling With Hypermedia: Assignment # 2
This post will be regarding my experience with the different hypermedia tools that I explored during this lesson, and how I plan to implement them in my science classroom. I used Glogster as my primary wall for which to display all of my different creations made with other multimedia. Glogster is very user-friendly and allows the Glogger a handy magnet tool display bar, which makes adding graphics, text, images, video and sound a breeze. The user can also customize the wall of their Glog to include any background that they wish to display, and it appears to fit the dimensions to maximize visual quality. Glogster furnishes the user with many pre-fabricated graphics, but I chose to upload most of my images because it was more pertinent to my specific content area. I was able to link information underneath my graphics with ease, and Glogster allows your intended audience access to your links by circling them in red for obvious indication of their presence.
I also created a Prezi to incorporate into my Glog, which was a bit time-consuming but well worth it once I could view the finished product. While you are constructing a Prezi, you wonder how all of this information is going to fit together because it essentially looks like a big blank canvas that contains sporadic snippits of the information that you enter. The program upon completion allows you to create a path through the information, and the result is somewhat quite awesome. The Prezi is a much more impressive way to present a presentation then PowerPoint, because it is almost three-dimensional in form. I created a Prezi that explores the solar system with some facts that I thought were interesting, and added graphics and Youtube videos to accentuate the information. Though sometimes disorientating at times, Prezi is a wonderful tool to present information because it is extraordinary in the way that the user can visually display information.
I decided it would be fun to create a Voki, because the in-class demonstration was so cool. So, I did and it was so neat. At first, I thought how can I incorporate this into my space theme? Then I remembered monkeys flew into space well before humans did, and sure enough there is an option for a Voki monkey. Creating a Voki was awesome because the producers of Voki give the users so many options with regard to character creation and subsequent background. I was able to add my own voice, which really cracks me up every time I listen to it. I think Voki's are fun for any age group because they allow you to be creative, and make up a character that breaks the monotony of daily tasks. This is a good vehicle for student's who may be shy, and when used in conjunction with a Glog will be better able to convey information.
I used an animation gif. as well to spruce up my background, and found pertinent information regarding Comet Lulin. I had no idea comet's can actually lose their tail, I guess I just sort of thought it stayed with them for as long as their existence. So, as you can see my exploration was great, and I learned so much about constructing hypermedia models that are pertinent to Jonassen's rubric. I feel Jonassen really hit the nail on the head, with regard to his evaluation rubric of hypermedia model creation. I would implement Glogster in my classroom, by allowing students to create Glogs about the different topics that we are studying from time to time. Not every single topic, but special concepts that they may benefit from by digging deeper and finding pertinent information that makes that concept personal or significant for them. The collaborative creation possibilities are quite endless, and I would probably enact Glog creation in my class many times in this capacity.
I would also create Prezi's to present to my class, because I find them more interesting and fun then PowerPoint. This lend's itself to the notion then, that I would love for my student's to create Prezi's about different scientific topics. It is a good experience because it is like creating a mindmap except with a twist, you turn a blank canvas into information that must make sense later as you create the pathway. As stated previously, with regard to Voki's I would use them as a fun tool to break up monotony and create character's that display pertinent information. Maybe, a technology journal of scientific endeavors updated during the week would capitalize on the use of Voki's. So many possibilities! The use of hypermedia models are the prefect way to capture the attention of young learner's, and allow them to explore their creative tendencies as well. Constructivism at it's best!
Here is the link to my Glogster Creation.
I also created a Prezi to incorporate into my Glog, which was a bit time-consuming but well worth it once I could view the finished product. While you are constructing a Prezi, you wonder how all of this information is going to fit together because it essentially looks like a big blank canvas that contains sporadic snippits of the information that you enter. The program upon completion allows you to create a path through the information, and the result is somewhat quite awesome. The Prezi is a much more impressive way to present a presentation then PowerPoint, because it is almost three-dimensional in form. I created a Prezi that explores the solar system with some facts that I thought were interesting, and added graphics and Youtube videos to accentuate the information. Though sometimes disorientating at times, Prezi is a wonderful tool to present information because it is extraordinary in the way that the user can visually display information.
I decided it would be fun to create a Voki, because the in-class demonstration was so cool. So, I did and it was so neat. At first, I thought how can I incorporate this into my space theme? Then I remembered monkeys flew into space well before humans did, and sure enough there is an option for a Voki monkey. Creating a Voki was awesome because the producers of Voki give the users so many options with regard to character creation and subsequent background. I was able to add my own voice, which really cracks me up every time I listen to it. I think Voki's are fun for any age group because they allow you to be creative, and make up a character that breaks the monotony of daily tasks. This is a good vehicle for student's who may be shy, and when used in conjunction with a Glog will be better able to convey information.
I used an animation gif. as well to spruce up my background, and found pertinent information regarding Comet Lulin. I had no idea comet's can actually lose their tail, I guess I just sort of thought it stayed with them for as long as their existence. So, as you can see my exploration was great, and I learned so much about constructing hypermedia models that are pertinent to Jonassen's rubric. I feel Jonassen really hit the nail on the head, with regard to his evaluation rubric of hypermedia model creation. I would implement Glogster in my classroom, by allowing students to create Glogs about the different topics that we are studying from time to time. Not every single topic, but special concepts that they may benefit from by digging deeper and finding pertinent information that makes that concept personal or significant for them. The collaborative creation possibilities are quite endless, and I would probably enact Glog creation in my class many times in this capacity.
I would also create Prezi's to present to my class, because I find them more interesting and fun then PowerPoint. This lend's itself to the notion then, that I would love for my student's to create Prezi's about different scientific topics. It is a good experience because it is like creating a mindmap except with a twist, you turn a blank canvas into information that must make sense later as you create the pathway. As stated previously, with regard to Voki's I would use them as a fun tool to break up monotony and create character's that display pertinent information. Maybe, a technology journal of scientific endeavors updated during the week would capitalize on the use of Voki's. So many possibilities! The use of hypermedia models are the prefect way to capture the attention of young learner's, and allow them to explore their creative tendencies as well. Constructivism at it's best!
Here is the link to my Glogster Creation.
Saturday, April 2, 2011
Assignment # 2: Database Reflection
First, I would like to begin by saying the database presentation given during class was quite brilliant and kept me engaged the entire time. I did not think creating a question to pose for searching the database would be quite so intense, however once I decided on a question searching the database Weather Underground for information to use for further analysis was fairly a fun task. I can foresee myself using databases in the classroom for many different science activities, especially those involving weather. The database activity I decided to present for our main activity allows students to develop a sense of what correlation is and how things can be either positive or negative in correlation. This allows them to develop causal reasoning and begin to see how many organisms or systems in the natural world are interrelated. I also know that many databases exist with regard to the identification of plants or seashells. It would be a neat activity to have some specimens on display, and have students identify pertinent characteristics of the specimens and search a particular database to identify the species that the specimen represents.
The assignment given in class was excellent, but I will try my best to develop two higher order thinking skills questions that would alter the assignment for better use in a classroom environment. My first question would be, that you could have students use the database regarding the census and allow them to collect information regarding the specific demographics of Texas. Then you could allow them to synthesize information that they have collected to make inferences regarding the average demographics for where they live (South Texas) with regard to the entire state as a whole. You could then talk about political decisions that affect our region and ask them to evaluate or make decisions about different issues. Then you could ask the students how the census database helps makes their decisions or thoughts to be heard with regard to the entire state of Texas. This allows students to get a better understanding of why the census is performed and how they can use it to learn about pertinent demographics of a region.
A second higher order thinking question I would develop with regard to the assignment would be to have students get into collaborative groups of four and compare two databases that may be linked with regard to a particular content discipline question. For example, you could collect some annual data about average temperature from the Weather Underground database regarding a particular area of interest, and then collect data from the USGS database about annual water data. You could take this annual data and try and make some inferences about how the data is related, for instance how are these two variables connected. The students could then even look up topographic maps to determine if the physical landscape or topographic features are involved in creating the climate of a certain region. This allows students to investigate multiple databases in order to create inferences to explain the climate that is indicative of a certain region. Students could collect data about two geographically distinct regions in the United States and use the process described above to engage in comparison contrast thinking and learn about different regions of the United States.
Here are my two reflections regarding the projects created by Mike Brown and Eric Pattengill. Mike Brown's project used the database that was provided by the USGS to learn about aquifers and to search and locate water data resources. I liked the question that he posed to students in the seventh grade, and I think it would be an appropriate introductory lesson to let them explore databases to search for answers to inquiries. I also enjoyed how he made it meaningful to the students by allowing them to search which aquifer feeds the Corpus Christi area. This creates a purpose for learning that connects the activity back to something that is personal, which would be where they live. I would use the activity to explore the wealth of information that is contained within the USGS website, and then begin to build upon this knowledge with my class. I would perform another activity using a different USGS database to create analytical questions that build on their prior knowledge and explore new and exciting topics in the science content area.
Eric Pattengill's Project used the NOAA research database to explore space weather activity, such as solar flares. He used the database at the IPS Space Weather page located within the NOAA resources to create a solar flare cycle graph. I think his idea was good and his project would be interesting to middle school students, they really think outer space is cool at that time period in their lives. However, it is important to remember that the concept is very abstract in many ways to them. An introduction to the lesson that would grasp the students attention, would be to show the Aurora Borealis and integrate a technology lesson where they try and find information about the phenomenon on their own. Then solar flares could be introduced and they can learn about how this is connected with the Aurora Borealis. The creation of the graph using the database at the IPS Space Weather page, would be a good way for them to develop a sense of how cycles occur in many scientific phenomena. Once the activity was completed, I would make sure to tie everything back in and explain the reasoning behind what it all meant. The graphs Eric created could scare many middle school students, and they might not be able to make the quantitative connection that the graph is trying to represent. The project would be a good use of databases as mindtools that develop higher order thinking skills, but I think at a perhaps this lesson would work best at a tenth grade level.
In closure, here is a screenshot of the database that I used to create assignment # 1, it is called Weather Underground. Here is the link to Assignment #1 that was created for the database activity.
The assignment given in class was excellent, but I will try my best to develop two higher order thinking skills questions that would alter the assignment for better use in a classroom environment. My first question would be, that you could have students use the database regarding the census and allow them to collect information regarding the specific demographics of Texas. Then you could allow them to synthesize information that they have collected to make inferences regarding the average demographics for where they live (South Texas) with regard to the entire state as a whole. You could then talk about political decisions that affect our region and ask them to evaluate or make decisions about different issues. Then you could ask the students how the census database helps makes their decisions or thoughts to be heard with regard to the entire state of Texas. This allows students to get a better understanding of why the census is performed and how they can use it to learn about pertinent demographics of a region.
A second higher order thinking question I would develop with regard to the assignment would be to have students get into collaborative groups of four and compare two databases that may be linked with regard to a particular content discipline question. For example, you could collect some annual data about average temperature from the Weather Underground database regarding a particular area of interest, and then collect data from the USGS database about annual water data. You could take this annual data and try and make some inferences about how the data is related, for instance how are these two variables connected. The students could then even look up topographic maps to determine if the physical landscape or topographic features are involved in creating the climate of a certain region. This allows students to investigate multiple databases in order to create inferences to explain the climate that is indicative of a certain region. Students could collect data about two geographically distinct regions in the United States and use the process described above to engage in comparison contrast thinking and learn about different regions of the United States.
Here are my two reflections regarding the projects created by Mike Brown and Eric Pattengill. Mike Brown's project used the database that was provided by the USGS to learn about aquifers and to search and locate water data resources. I liked the question that he posed to students in the seventh grade, and I think it would be an appropriate introductory lesson to let them explore databases to search for answers to inquiries. I also enjoyed how he made it meaningful to the students by allowing them to search which aquifer feeds the Corpus Christi area. This creates a purpose for learning that connects the activity back to something that is personal, which would be where they live. I would use the activity to explore the wealth of information that is contained within the USGS website, and then begin to build upon this knowledge with my class. I would perform another activity using a different USGS database to create analytical questions that build on their prior knowledge and explore new and exciting topics in the science content area.
Eric Pattengill's Project used the NOAA research database to explore space weather activity, such as solar flares. He used the database at the IPS Space Weather page located within the NOAA resources to create a solar flare cycle graph. I think his idea was good and his project would be interesting to middle school students, they really think outer space is cool at that time period in their lives. However, it is important to remember that the concept is very abstract in many ways to them. An introduction to the lesson that would grasp the students attention, would be to show the Aurora Borealis and integrate a technology lesson where they try and find information about the phenomenon on their own. Then solar flares could be introduced and they can learn about how this is connected with the Aurora Borealis. The creation of the graph using the database at the IPS Space Weather page, would be a good way for them to develop a sense of how cycles occur in many scientific phenomena. Once the activity was completed, I would make sure to tie everything back in and explain the reasoning behind what it all meant. The graphs Eric created could scare many middle school students, and they might not be able to make the quantitative connection that the graph is trying to represent. The project would be a good use of databases as mindtools that develop higher order thinking skills, but I think at a perhaps this lesson would work best at a tenth grade level.
In closure, here is a screenshot of the database that I used to create assignment # 1, it is called Weather Underground. Here is the link to Assignment #1 that was created for the database activity.
Saturday, March 26, 2011
Class Research Paper Assignments- Reflections and Thoughts After Reading
There were so many interesting topics and I must say that I learned a vast amount of knowlegde from reading all of this insightful research concerning using technology mindtools in the classroom. I especially liked Josh and Matt's individual papers and decided to peer review them and leave helpful tips to revise their final papers. Josh's paper looked at the benefits of incorporating video games in the classroom as mindtools to engage young learners and break away from the traditional paradigm that insists video games are merely tools for recreational use. Mike discussed the use of spreadsheets as mindtools that engage conceptual change and allow learners construct visual images of quantitative concepts. Spreadsheets allow young adolescents to engage in causal reasoning and develop rules that relate to specific formulas after data analysis has been performed. This active construction of knowledge will allow students to develop confidence in their problem-solving abilities and develop competency in different mathematics concept.
Kathryn's paper discussed the use of digital concept maps in the classroom, especially in the realm of science in order to help students connect complex information. She talked about having students create maps collaboratively, and I think that this would allow a group of students to build an extensive map based on each of their individual prior knowledge. Over a long temporal scale this would allow students to learn scientific topics and watch how each component builds on the other. Concept maps can help student organize information, and then put that information in a graphic visual organizer that will help them retain the information over time. Priscilla had a unique topic of research and it concerned connecting music and hypermedia to enhance reading. I thought it was an interesting fact that musical development was the first actual intelligence to emerge in young learners. It makes sense when you think about how inclined young children are to sing and dance. I had no idea that there was so much research going on regarding Electronic Talking Books and their use as hypermedia tools that are beneficial to enhance the literacy skills of early readers. I learned to read with a tool called the Magic Wand Reader by Texas Instruments and the technology enthralled me when I was a little girl. I remember you swiped the reader across code and it read you the story with minimal sound effects. I can only imagine how I would have reacted to learning to read if the technology that is inherent in the ETB's was available using hypermedia and music technology mindtools. Your research was innovative and I enjoyed learning about the studies that are taking place to link music and hypermedia to engage young readers and promote literacy at an early age.
Elaine's research paper advocated the use of database management tools in classrooms that allow student's to store information of importance and then conduct complex queries that they construct to answer questions of importance to a specific subject content. She tells us how one might go about teaching the construction and use of database management systems to students in lower grades. This can be a complex mindtool that has great technologic capabilities, which allow the user to learn how to exercise control over their thought processes and develop metacognition that will enhance the way they approach more complex material in the future. I really enjoyed Melissa's paper, I has no idea Wikipedia was a mindtool called a wiki. I always saw where people could add knowledge, but I did not know individual people are perhaps experts in certain fields took the time to write what is in essence an online encyclopedia. Wiki's to teach literature would be an engaging mindtool and sounds much better than a regular discussion board if you can add all the additional media to enhance the particular piece being studied. I think this is an extraordinary mindtool for bringing multiple dimensions of interactivity among students with regard to reading ore creating literature. It makes regular message boards seem mundane and out of date, and when you add the collaborative capabilities to the equation the implications are astounding. What a great paper and the research and amount of effort that was put into creating it really shows.
Matt wrote a paper regarding digital storytelling in the classroom, which discussed the topic of engaging students to create composition through digital means to create a narrative that makes the task of writing seem less daunting. I learned that digital storytelling is a way for students to create projects that convey a great personal meaning for them and often can depict the story in a way that is more exciting or informative then just regular text writing. Students are often more apt to want to share their creation's with others, because they want to share the information they have just learned. While performing research to create their story, learners will assemble pertinent information that they will later be able to recall more easily because they were involved in the active process of creation. I will make a note to keep the processes and lists that were supplied in the paper in order to remember how to make the most out of this in my classroom. This is a really neat mindtool with implications that are useful across all content disciplines, and I definitely plan to use it in my science classroom. In closure, great research performed by the entire class and kudos goes to everyone for a job well done. So insightful!
Kathryn's paper discussed the use of digital concept maps in the classroom, especially in the realm of science in order to help students connect complex information. She talked about having students create maps collaboratively, and I think that this would allow a group of students to build an extensive map based on each of their individual prior knowledge. Over a long temporal scale this would allow students to learn scientific topics and watch how each component builds on the other. Concept maps can help student organize information, and then put that information in a graphic visual organizer that will help them retain the information over time. Priscilla had a unique topic of research and it concerned connecting music and hypermedia to enhance reading. I thought it was an interesting fact that musical development was the first actual intelligence to emerge in young learners. It makes sense when you think about how inclined young children are to sing and dance. I had no idea that there was so much research going on regarding Electronic Talking Books and their use as hypermedia tools that are beneficial to enhance the literacy skills of early readers. I learned to read with a tool called the Magic Wand Reader by Texas Instruments and the technology enthralled me when I was a little girl. I remember you swiped the reader across code and it read you the story with minimal sound effects. I can only imagine how I would have reacted to learning to read if the technology that is inherent in the ETB's was available using hypermedia and music technology mindtools. Your research was innovative and I enjoyed learning about the studies that are taking place to link music and hypermedia to engage young readers and promote literacy at an early age.
Elaine's research paper advocated the use of database management tools in classrooms that allow student's to store information of importance and then conduct complex queries that they construct to answer questions of importance to a specific subject content. She tells us how one might go about teaching the construction and use of database management systems to students in lower grades. This can be a complex mindtool that has great technologic capabilities, which allow the user to learn how to exercise control over their thought processes and develop metacognition that will enhance the way they approach more complex material in the future. I really enjoyed Melissa's paper, I has no idea Wikipedia was a mindtool called a wiki. I always saw where people could add knowledge, but I did not know individual people are perhaps experts in certain fields took the time to write what is in essence an online encyclopedia. Wiki's to teach literature would be an engaging mindtool and sounds much better than a regular discussion board if you can add all the additional media to enhance the particular piece being studied. I think this is an extraordinary mindtool for bringing multiple dimensions of interactivity among students with regard to reading ore creating literature. It makes regular message boards seem mundane and out of date, and when you add the collaborative capabilities to the equation the implications are astounding. What a great paper and the research and amount of effort that was put into creating it really shows.
Matt wrote a paper regarding digital storytelling in the classroom, which discussed the topic of engaging students to create composition through digital means to create a narrative that makes the task of writing seem less daunting. I learned that digital storytelling is a way for students to create projects that convey a great personal meaning for them and often can depict the story in a way that is more exciting or informative then just regular text writing. Students are often more apt to want to share their creation's with others, because they want to share the information they have just learned. While performing research to create their story, learners will assemble pertinent information that they will later be able to recall more easily because they were involved in the active process of creation. I will make a note to keep the processes and lists that were supplied in the paper in order to remember how to make the most out of this in my classroom. This is a really neat mindtool with implications that are useful across all content disciplines, and I definitely plan to use it in my science classroom. In closure, great research performed by the entire class and kudos goes to everyone for a job well done. So insightful!
Sunday, March 6, 2011
Modeling with Spreadsheets Activity Design and Creation
- Our activity in class was very eventful, and I feel that it was presented and carried out well by all members of our group. I have placed the instructions to perform the activity and the assignments that were given during the activity, so that I may look back later once I am teaching to reflect on what I did. I have also included the link to the voicethread that I created, and would like to note that I definitely plan on incorporating the use of this collaborative tool with my classroom in the future. Here was the data collection from all 3 habitats and the graphing software that was used to create visualization of the data we collected.
- Just for Fun-Our resulting data for each habitat and our in class activity with the tool you used for graph creation!
Habitat 1
Habitat 2
Habitat 3
Graph Creation Tool
Avian and Vegetation Transect: Mobile Spreadsheet Application Exercise
1. Walk to your designated habitat area and begin by using your yard stick to measure out a 50 meter straight line transect. (1 yard is approximately equivalent to 1 meter)
2. You will want to walk and observe birds along your transect within 50 feet around your transect line area (even those that quickly fly overhead). Mark this on the IPAD mobile spreadsheet in the designated field. You will want to do the walk 4 times, because we will average the total number of birds seen in each designated habitat area later on.
3. Next, you will begin at the start of your transect and walk approximately 12 meters. At the 12 meter mark toss your vegetation square to the left about one or two meters.
4. Go to the vegetation square and write down the percentage grass, percentage bare ground, and percentage plant cover that is inside the square and make sure it totals 100%. Input this data into your mobile spreadsheet application.
5. Do this 3 more times every 12 meters, tossing the square next to the right, then the left, and then the right again. Record your data in the designated field in your mobile spreadsheet application on the IPAD.
6. Once your data is collected we will meet at a designated rally point and go inside to average and compare data between the different groups with respect to habitat using a mobile graph application that is located on the IPAD.
Directions:
Below is the “template” for the document you will prepare in response to this exercise for this week’s exploratory activity.
Activity Purpose:
The purpose of this activity is to explore the different types of spreadsheet tools and evaluate their classroom value within Jonassen’s definition of Mindtool design. The entire process should take you 2.5 to 3 hours minimum.
Evaluating spreadsheets
Spreadsheets are not limited to rows and columns of numbers. Take some time searching the internet for different uses for spreadsheets (1 | 2 | 3). Evaluate several of the examples you find using Jonassen’s rubric from page 128. Please feel free to modify Jonassen’s criteria as you see fit, but explain your reasoning for these alterations.
Include comments from additional reading materials (1 | 2 | 3) in your assessments.
Figure 11-6 in the Jonassen Book
Low ←——————————————————————————→ High
Accuracy of formulas
Low ←——————————————————————————→ High
Graphs/charts enhance understanding of values
Low ←——————————————————————————→ High
Organization of data
Low ←——————————————————————————→ High
User-controlled variables (if used) enhance causal reasoning
Low ←——————————————————————————→ High
An Example:
Accuracy of variables in experiment or simulation:
5 out of 5 – The simulation accurately depicts fractions depicted as percentages in both numerical and visual forms. However, as the simulation notes, the pie graph ceases to be accurate within a range of 0-100 percent.
Accuracy of formulas:
5 out of 5 – The formulas are consistent and produce accurate results as the user adjusts both variables.
Graphs/charts enhance understanding of values:
4 out of 5 – The graph selected is appropriate for the simulation, but only within a certain range. To appropriate demonstrate a value outside the range, the simulation would require addition pie charts to indicate whole numbers and remaining fractions or possibly an overlapping bar graph to demonstrate the exceeding relationship.
Organization of date:
5 out of 5 – This simulation has a very limited set of data (two values). It’s pretty hard to mess this up.
User-controlled variables enhance causal reasoning:
4 out of 5 – Very simply simulation, but data can be misinterpreted through the graph when value exceeds 100 percent.
Name:
Topic:
Audience Age / Grade:
Learning Objectives:
Type of spreadsheet:
Mindtool planning / reflection: (50%)
Rationale of HOW this spreadsheet serves as a Mindtool, according to Jonassen (Ch. 11) AND (50%) the evaluation checklist (p. 128).
Type of spreadsheet (hyperlink to example).
Attach a jpg and text file of the Mindtool.
Evaluation Checklist:
___ / 25% current & previous chapter references – Rationale as to your created Mindtool product is supported with Jonassen tenets. Excellent rationale includes at least ten various reference points from different sections of the book.
___ / 25% evaluation checklist – Evaluate your own mindtool creation according to the chapter checklist (p. 128).
___ / 50% - Mindtool implementation. Explain, in detail, how this specific mindtool can be used within your content area, including learning objectives, and necessary modifications.
You must submit this assignment as a Google document on the 5302 Course Page Link AND link within your course blog post. Insert your name into the table listed under Chapter 11 Spreadsheet Simulation and link your Google document appropriately. Be sure to allow sharing so that other class members can comment. Provide an overview of the possible use(s) of spreadsheets in your future instructional design. Reply to two or more other peer Google documents with quality Jonassen referenced reflections.
Avian and Vegetation Transect Mobile Spreadsheet Application Post-Activity
1. Go to http://voicethread.com/ and set up your own free account, take the tutorial video to learn all about voicethread. (10% of your grade)
2. Please review the video I have made regarding the mobile spreadsheet activity that you participated in at: http://voicethread.com/share/1788426/ (10% of your grade)
3. Please begin to collaborate with my video and leave comments via any of the different ways that you can interact with the voicethread collaboration tool. Keep in mind what we did in the field, and use Jonassen’s evaluation rubric located above and on page 128(Figure 11-6) to leave HOTS comments that demonstrate how effective our mobile spreadsheet activity was at creating knowledge that may foster conceptual change and enhance causal reasoning skills. (40 % of your grade)
4. Please try and create your own voicethread video (creation of the first 3 is no cost) that addresses how you would use the 5 evaluation rubric in your specific content area if you were to create a spreadsheet exercise to use as a model for your students. Again please use the rubric on page 128 (Figure 11-6). Go to the 5302 links homepage click on the voicethread link that I have created under Chapter 11: Mobile Spreadsheet Application Reflection via voicethread. Follow my example and paste the link of your creation within the Google document so that you can share your creation and others can collaborate and view your video. Make sure to collaborate with at least two other videos regarding your thoughts. Just have fun with it and think outside of the box, you may actually be creating a lesson plan to use with your students in the future. (40 % of your grade)
2. You will want to walk and observe birds along your transect within 50 feet around your transect line area (even those that quickly fly overhead). Mark this on the IPAD mobile spreadsheet in the designated field. You will want to do the walk 4 times, because we will average the total number of birds seen in each designated habitat area later on.
3. Next, you will begin at the start of your transect and walk approximately 12 meters. At the 12 meter mark toss your vegetation square to the left about one or two meters.
4. Go to the vegetation square and write down the percentage grass, percentage bare ground, and percentage plant cover that is inside the square and make sure it totals 100%. Input this data into your mobile spreadsheet application.
5. Do this 3 more times every 12 meters, tossing the square next to the right, then the left, and then the right again. Record your data in the designated field in your mobile spreadsheet application on the IPAD.
6. Once your data is collected we will meet at a designated rally point and go inside to average and compare data between the different groups with respect to habitat using a mobile graph application that is located on the IPAD.
Chapter 11: Modeling with Spreadsheets Post-Activity Completion
Directions:
Below is the “template” for the document you will prepare in response to this exercise for this week’s exploratory activity.
Activity Purpose:
The purpose of this activity is to explore the different types of spreadsheet tools and evaluate their classroom value within Jonassen’s definition of Mindtool design. The entire process should take you 2.5 to 3 hours minimum.
Evaluating spreadsheets
Spreadsheets are not limited to rows and columns of numbers. Take some time searching the internet for different uses for spreadsheets (1 | 2 | 3). Evaluate several of the examples you find using Jonassen’s rubric from page 128. Please feel free to modify Jonassen’s criteria as you see fit, but explain your reasoning for these alterations.
Include comments from additional reading materials (1 | 2 | 3) in your assessments.
Figure 11-6 in the Jonassen Book
| Accuracy of variables in experiment or simulation No variables identified; data are random/out of range | All important variables identified; variables have proper range of values |
Low ←——————————————————————————→ High
Accuracy of formulas
| Formulas are inconsistent; formulas are inaccurate | Formulas characterize inherent mathematical relationships among variables and values |
Low ←——————————————————————————→ High
Graphs/charts enhance understanding of values
| Graphs/charts inappropriate; confuse or misrepresent relationships | Appropriate graph/chart types selected; show important relationships |
Low ←——————————————————————————→ High
Organization of data
| Values presented randomly, not grouped; data are difficult to access | Values classified and organized in similar groups; data are accessible |
Low ←——————————————————————————→ High
User-controlled variables (if used) enhance causal reasoning
| Illustrate non-causal relationships; incorrectly sequence or predict values | Explicate causal relationships among variables. |
Low ←——————————————————————————→ High
An Example:
Accuracy of variables in experiment or simulation:
5 out of 5 – The simulation accurately depicts fractions depicted as percentages in both numerical and visual forms. However, as the simulation notes, the pie graph ceases to be accurate within a range of 0-100 percent.
Accuracy of formulas:
5 out of 5 – The formulas are consistent and produce accurate results as the user adjusts both variables.
Graphs/charts enhance understanding of values:
4 out of 5 – The graph selected is appropriate for the simulation, but only within a certain range. To appropriate demonstrate a value outside the range, the simulation would require addition pie charts to indicate whole numbers and remaining fractions or possibly an overlapping bar graph to demonstrate the exceeding relationship.
Organization of date:
5 out of 5 – This simulation has a very limited set of data (two values). It’s pretty hard to mess this up.
User-controlled variables enhance causal reasoning:
4 out of 5 – Very simply simulation, but data can be misinterpreted through the graph when value exceeds 100 percent.
Spreadsheet Simulation Submission Document Template:
Name:
Topic:
Audience Age / Grade:
Learning Objectives:
Type of spreadsheet:
Mindtool planning / reflection: (50%)
Rationale of HOW this spreadsheet serves as a Mindtool, according to Jonassen (Ch. 11) AND (50%) the evaluation checklist (p. 128).
Type of spreadsheet (hyperlink to example).
Attach a jpg and text file of the Mindtool.
Evaluation Checklist:
___ / 25% current & previous chapter references – Rationale as to your created Mindtool product is supported with Jonassen tenets. Excellent rationale includes at least ten various reference points from different sections of the book.
___ / 25% evaluation checklist – Evaluate your own mindtool creation according to the chapter checklist (p. 128).
___ / 50% - Mindtool implementation. Explain, in detail, how this specific mindtool can be used within your content area, including learning objectives, and necessary modifications.
You must submit this assignment as a Google document on the 5302 Course Page Link AND link within your course blog post. Insert your name into the table listed under Chapter 11 Spreadsheet Simulation and link your Google document appropriately. Be sure to allow sharing so that other class members can comment. Provide an overview of the possible use(s) of spreadsheets in your future instructional design. Reply to two or more other peer Google documents with quality Jonassen referenced reflections.
Avian and Vegetation Transect Mobile Spreadsheet Application Post-Activity
1. Go to http://voicethread.com/ and set up your own free account, take the tutorial video to learn all about voicethread. (10% of your grade)
2. Please review the video I have made regarding the mobile spreadsheet activity that you participated in at: http://voicethread.com/share/1788426/ (10% of your grade)
3. Please begin to collaborate with my video and leave comments via any of the different ways that you can interact with the voicethread collaboration tool. Keep in mind what we did in the field, and use Jonassen’s evaluation rubric located above and on page 128(Figure 11-6) to leave HOTS comments that demonstrate how effective our mobile spreadsheet activity was at creating knowledge that may foster conceptual change and enhance causal reasoning skills. (40 % of your grade)
4. Please try and create your own voicethread video (creation of the first 3 is no cost) that addresses how you would use the 5 evaluation rubric in your specific content area if you were to create a spreadsheet exercise to use as a model for your students. Again please use the rubric on page 128 (Figure 11-6). Go to the 5302 links homepage click on the voicethread link that I have created under Chapter 11: Mobile Spreadsheet Application Reflection via voicethread. Follow my example and paste the link of your creation within the Google document so that you can share your creation and others can collaborate and view your video. Make sure to collaborate with at least two other videos regarding your thoughts. Just have fun with it and think outside of the box, you may actually be creating a lesson plan to use with your students in the future. (40 % of your grade)
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