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!
Saturday, March 26, 2011
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)
Wednesday, March 2, 2011
Chapter 10: Modeling with Semantic Networks Activity
Modeling with Semantic Networks Activity
Topic: Animal Behavior Patterns
Audience Grade: 7th Grade
Learning Objectives: Students will be able to observe natural behavior patterns in animals and draw conclusions about how animals communicate and live among one another; also examining many different facets of their interactive behavior in relation to their environment.
Semantic Networking Tool: MindMeister
My concept mapping activity displays how you would teach the conceptual content knowledge regarding patterns of animal behavior to a seventh grade science class. The TEKS that are addressed are 7.10B and 7.11B, and they pertain to animal competition, courtship behavior, and behavior cycle mechanisms that allow different species of animal’s to have the greatest possibility of surviving and reproducing in their preferential habitat. This concept mapping mindtool was created with MindMeister to demonstrate how each section of animal behavior can be broken down into smaller pieces that are easier for the student to digest and comprehend.
The rationale for creating my concept map is that the structure of the content is presented in a simple foundation that includes basic content knowledge. As the students study the declarative knowledge that is presented in the concept map, then they will begin to construct procedural knowledge to question and determine why animal’s behave in a certain way. Modeling domain knowledge using semantic networking tools such as MindMeister, will allow students to collaborate and build concept maps over long temporal periods that will lead to conceptual change and new ideas that build foundational change in their knowledge structures. Structural knowledge will help students develop the ability to solve problems that they may otherwise not have felt they had the ability to do.
In regard to the evaluation of my concept map using the guide created by Jonassen, that rests upon the tenet of ensuring that the cognitive processes of students are engaged and apparent I state the following measures. Students can make meaningful connections to the content material because the nodes are organized based on a network that concentrates the information into discrete packets of main important topics that include additional supplemental details. The information is accurate and there is consistency that is apparent throughout the formation and use of links. I would incorporate lessons into this animal behavior module in my classroom that included the use of similar concept mapping activities in conjunction with videos and internet activities and simulations that show animal behavior in action. Animal behavior is a fascinating concept and topics such as communication and migration can be individualized based off of particular species of animals, such as gorillas and humpback whales, which are excellent examples of these particular phenomena.
My Concept Map Regarding Patterns of Animal Behavior
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