Wonder if the clickers we began using this past week fall under EPSS for the faculty? They are supposed to eliminate grading for common assessments, give realtime responses, and in every way possible make life just rosey (salesman's pitch, not mine).
Say a brochure for the summer ISTE conference in San Antonio. Looks like a lot of good workshops, too bad I will be in California. Thinking about joining this group, not sure yet.
Spring Break - plan on getting ahead with the reading - yeah!
Sunday, March 9, 2008
Sunday, March 2, 2008
Week 7 - Leadership
At last, the readings in the text this week were at least on topics that I recognize the theories and vocabulary. I feel at a disadvantage in so many of the discussions because I don't teach full-time to K-12 students, and most of the class have long years in the teaching field for K-12. I really enjoyed the readings this week, including the articles in the Course Document area. Next week - start working on interview questions, and look for more information on reusable learning objects.
Sunday, February 24, 2008
Week 6 - Theorist Papers ~ Sharing
Week ended great with two snow days (Thursday and Friday). That's the up side. The down side is that's seven so far this year; looks like it may take our school year beyond Memorial Day.
One of the things I really like about online classes is the sharing of information, knowledge, insight that takes place among the students. This week I feel like I have learned so much more from reading the theorist papers that I did from reading the text. It is always interesting to see other points of views on topics, and helps when evaluating my own point of view. I still have 2 or 3 left to read, but will finish that up this evening.
Don't know if anyone else feels the same way, but I really have a hard time with references. I bought the revised APA Manual, and I have a Little Brown Compact Handbook, and I downloaded sample APA format from the Online Writing Center (Owl). Feel pretty good about the final product, but can't count the amount of time I spent agonizing over the correct way to cite things. Guess that is what happens when you haven't written a paper for a few years.
The readings for next week are timely. Our administration is pushing to get sets of clickers for all language arts and math classrooms. The response at this time has not been overwhelming approval by the faculty. After glancing through Chapter 11, it looks like some of the issues we are dealing with are addressed in that chapter.
One of the things I really like about online classes is the sharing of information, knowledge, insight that takes place among the students. This week I feel like I have learned so much more from reading the theorist papers that I did from reading the text. It is always interesting to see other points of views on topics, and helps when evaluating my own point of view. I still have 2 or 3 left to read, but will finish that up this evening.
Don't know if anyone else feels the same way, but I really have a hard time with references. I bought the revised APA Manual, and I have a Little Brown Compact Handbook, and I downloaded sample APA format from the Online Writing Center (Owl). Feel pretty good about the final product, but can't count the amount of time I spent agonizing over the correct way to cite things. Guess that is what happens when you haven't written a paper for a few years.
The readings for next week are timely. Our administration is pushing to get sets of clickers for all language arts and math classrooms. The response at this time has not been overwhelming approval by the faculty. After glancing through Chapter 11, it looks like some of the issues we are dealing with are addressed in that chapter.
Sunday, February 17, 2008
Week 5 - Ascending Bloom's Taxonomy
This week I feel like I'm at the Remembering/Understanding levels, and not doing so good at that. Whew - Constructivist vs. objectivist, design research, holistic theory, Gagne's theory, situated learning theory, cognitive information processing theory, schema theory, and cognitive load theory! I really feel like we covered some good background this week that will help down the road. I'm sure most of the class was already familiar with a lot of this, but having undergraduate classes in business instead of education, this was very good for me. I evidently made a major mistake in our group discussion when I wasn't clear enough in a comment about 'rote memorization'. Hey, that should be worth extra points for illiciting responses :-).
Sunday, February 10, 2008
Week 4 - Thank goodness for technology
This week started off great, and then I was hit with flu/food poisoning on Friday and have been laid up in bed since and still. Thank goodness for technology; I have my laptop here with me and with wi-fi I can post my blog without being late, or sitting up! Apologies to my team members for not posting the past three days, but was a little busy :-(.
Our conversations about teacher vs. glitz have been very interesting. In a traditional classroom it is easy to project enthusiasm, not quite so easy in an online classroom. I try to focus on things that make the students comfortable - responding to posts in timely manner, clear instructions, examples, all the things that I appreciate as an online student. Have to consider the enthusiasm angle more - I thought I projected it, but I know I can improve and that is why I am taking these courses.
Started collecting reseach on Benjamin Bloom for my paper. I think I already have more than I need. There is so much information about him and the old and revised taxonomy. It's been awhile since I have written a formal paper, so I am trying to work on it diligently. Write, rewrite, rewrite, rewrite...
Our conversations about teacher vs. glitz have been very interesting. In a traditional classroom it is easy to project enthusiasm, not quite so easy in an online classroom. I try to focus on things that make the students comfortable - responding to posts in timely manner, clear instructions, examples, all the things that I appreciate as an online student. Have to consider the enthusiasm angle more - I thought I projected it, but I know I can improve and that is why I am taking these courses.
Started collecting reseach on Benjamin Bloom for my paper. I think I already have more than I need. There is so much information about him and the old and revised taxonomy. It's been awhile since I have written a formal paper, so I am trying to work on it diligently. Write, rewrite, rewrite, rewrite...
Thursday, January 31, 2008
Week 3 - Instructional Design
I'm writing this on Thursday from home because - yeah! snow day!! Even though there is no snow, but expectation of 3 - 8 inches later this afternoon. Guess my snow dance worked. I'll worry about having days added to the school year later.
The following statement from Reiser & Dempsey page 14 of reading this week is very relevant to what I am working on right now: "Although the data may not always bring good news, they are always "friendly" in that they provide a rational basis for decision making and a basis for successfully completing the project." I'm helping with data collection/analysis for pre-and post-common assessments for language arts and math classes. The pre- and post- comparison data is used to determine competencies on standards, determine the types of inteventions required, etc. If I am applying the ADDIE model properly, the pre-test data would be considered in the analysis phase, and the post-test data in the evaluation phase. The goal of the project would be to maintain and/or increase student scores on MAP tests.
Evidently I keep a lot on my mind - didn't realize until I was working through the ADDIE project for this week how many steps I work through mentally and never put down in writing. Not altogether a bad thing, but not all that good either. Makes it too easy to assume that others have the information to work from that I have, and obviously that is not always true. Working through something like ADDIE does away with some of the assumptions, because it is all there in print to check and recheck.
The following statement from Reiser & Dempsey page 14 of reading this week is very relevant to what I am working on right now: "Although the data may not always bring good news, they are always "friendly" in that they provide a rational basis for decision making and a basis for successfully completing the project." I'm helping with data collection/analysis for pre-and post-common assessments for language arts and math classes. The pre- and post- comparison data is used to determine competencies on standards, determine the types of inteventions required, etc. If I am applying the ADDIE model properly, the pre-test data would be considered in the analysis phase, and the post-test data in the evaluation phase. The goal of the project would be to maintain and/or increase student scores on MAP tests.
Evidently I keep a lot on my mind - didn't realize until I was working through the ADDIE project for this week how many steps I work through mentally and never put down in writing. Not altogether a bad thing, but not all that good either. Makes it too easy to assume that others have the information to work from that I have, and obviously that is not always true. Working through something like ADDIE does away with some of the assumptions, because it is all there in print to check and recheck.
Saturday, January 26, 2008
Reflections on Week 2
I sat here for 10 minutes trying to come up with a good 'title' for this week's post and finally realized it really didn't matter - it's my blog and my thoughts and I can call it whatever I want! I think that is what has probably blocked me in writing a journal, etc. in the past - being too picky about just putting my thoughts down on paper. So, boring as it may be, Reflections works for me. This will be the last time I will agonize over this.
I noticed a happening on campus that was a Second Life demo, open only to Faculty & Students. Too bad, I would really like to see that. Coincidence, it seems everywhere I read more and more about it being used in education. Note to explore more about the use and see if it would work for my ASI group at school.
Looks like the Beta group has a good start on getting a grasp on our project. Been awhile since I worked online with a group but I love the exchange of ideas that comes with this type of collaboration. Even if I had to go to the online dictionary several times to understand what was being discussed!
Chapter 25 Getting a Job in Business and Industry may be a repeat of things that I have heard over and over in different formats, etc. but some of the information is so good for me right now. I really don't know what I want to do. Most of my experience has been at the community college level – work and teaching. I enjoy working with adults, and that is probably the area I feel most comfortable with, even though I enjoy the middle school age, or else why would I be here for five years. The WorkMatrix is similar to assessments we ask our 7th grades to take from Missouri Connections. Should I be discouraged that I need something like this at my advanced age? I love online instruction/facilitation, you can really get to know your students, but sometimes I miss the face-to-face interaction, so community service classes take care of that need. My full-time job was in management, and my degree is in management. I always looked on the teaching as my 'fun time'. I think the training is probably where my interests are and I should explore that area more.
Semantic web discussions were enlightening. Must do more exploration on this topic, but glad it wasn’t chosen for our group project – way over my head at this point. Although, it would have been good for me if we had chosen it so that I can learn more about it. Catch-22! Not as if don't have volumes to learn about everything else we discussed.
On to ADDIE ...
I noticed a happening on campus that was a Second Life demo, open only to Faculty & Students. Too bad, I would really like to see that. Coincidence, it seems everywhere I read more and more about it being used in education. Note to explore more about the use and see if it would work for my ASI group at school.
Looks like the Beta group has a good start on getting a grasp on our project. Been awhile since I worked online with a group but I love the exchange of ideas that comes with this type of collaboration. Even if I had to go to the online dictionary several times to understand what was being discussed!
Chapter 25 Getting a Job in Business and Industry may be a repeat of things that I have heard over and over in different formats, etc. but some of the information is so good for me right now. I really don't know what I want to do. Most of my experience has been at the community college level – work and teaching. I enjoy working with adults, and that is probably the area I feel most comfortable with, even though I enjoy the middle school age, or else why would I be here for five years. The WorkMatrix is similar to assessments we ask our 7th grades to take from Missouri Connections. Should I be discouraged that I need something like this at my advanced age? I love online instruction/facilitation, you can really get to know your students, but sometimes I miss the face-to-face interaction, so community service classes take care of that need. My full-time job was in management, and my degree is in management. I always looked on the teaching as my 'fun time'. I think the training is probably where my interests are and I should explore that area more.
Semantic web discussions were enlightening. Must do more exploration on this topic, but glad it wasn’t chosen for our group project – way over my head at this point. Although, it would have been good for me if we had chosen it so that I can learn more about it. Catch-22! Not as if don't have volumes to learn about everything else we discussed.
On to ADDIE ...
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