Here is the link to my motion path. I had fun with this assignment and have enjoyed looking at my fellow student's examples. For mine, I made a slide that shows Medieval pilgrimage routes. The Pilgrim follows one of the major roads when you send him on a Pilgrimage. Many medieval people went to Santiago de Compostela because the routes to Rome and Jerusalem were too treacherous. When they reached Santiago, they received a cockle shell as a symbol of their sacrifice and journey. The cockle shell is symbolic because Santiago is near the coast and sets the faithful pilgrims apart from other peasants. You will find cockle shells around major churches and along the way. I chose my pilgrim to start at the city of Vezelay, because I have been there and it a beautiful church and town.
Completing the label assignment made this much easier for me. I had fun with it and hopefully made it a little educational in the process.
ISTE-NETS related to this assignment:
Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
a) This assignment is great for students and teachers to flex their creative muscles. Teachers sometimes rely too much on text or basic lecture. This makes learning active and fun.
c) This also needs planning and layout. This kind of big-picture thinking is good for students
Design and Develop Digital-Age Learning Experiences and Assessments
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
This also hits many different learning styles, especially those who are kinetic learners. Clicking and getting results is active learning for these students and you may even be able to make a game out it. I know I loved playing games in class. It made learning competitive and fun.
Tuesday, June 29, 2010
Friday, June 25, 2010
Labels
Here is a link to my labeled Power Point slide. With as many Power Points as I have made, I have never made labels like this and it took some time to figure out how to get it exactly right. I made my slide on the parts of a cathedral. Analyzing architectural elements can sometimes prove to be difficult for those who have never encountered them. This is a good way to see where things are and how they relate to the whole. As stated with other assignments, the labeling application is beneficial as both a study guide and an instructional tool. It will also reach visual, textual and kinetic learners. I liked doing this assignment for the most part and I am sure it will come in handy in the future. However, I was frustrated by some of the intricacies of making the labels. I played forever with the background and different types of arrows!
ISTE-NETS associated with this assignment:
Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
This tool, like other methods discussed in this blog can be useful instructional tools, and when the information on how to create these thing is passed on to the student, they become helpful study guides. Students can effectively make flash cards or quiz themselves. Teachers can even make a classroom game with this hide and reveal method.
2)Design and Develop Digital-Age Learning Experiences and Assessments
c) customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
Again, this can reach different learning styles with the addition of the kinesthetic learners. Clicking and making things happen engage the kinetic learner and this meets that goal.
3) Model Digital-Age Work and Learning
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
By using a variety of instructional methods, teachers can shake up potentially boring classrooms. Change one little thing in the classroom and students can re-engage. This is a good way to do that!
ISTE-NETS associated with this assignment:
Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
This tool, like other methods discussed in this blog can be useful instructional tools, and when the information on how to create these thing is passed on to the student, they become helpful study guides. Students can effectively make flash cards or quiz themselves. Teachers can even make a classroom game with this hide and reveal method.
2)Design and Develop Digital-Age Learning Experiences and Assessments
c) customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
Again, this can reach different learning styles with the addition of the kinesthetic learners. Clicking and making things happen engage the kinetic learner and this meets that goal.
3) Model Digital-Age Work and Learning
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
By using a variety of instructional methods, teachers can shake up potentially boring classrooms. Change one little thing in the classroom and students can re-engage. This is a good way to do that!
Wednesday, June 23, 2010
Bauhaus ignite format
Check out this SlideShare Presentation:
Here is the same Power Point in a different format. Ignite is a more contained way of sharing information. Presentations are only 20 slides that have a 15 second interval between each. This means that presentations are 5 minutes each. This way participants, students and other fellow Igniters can learn something in a relatively short period of time. Slides are presented with optimal images and succinct text. No voice overs are allowed. Learning is collaborative and networked. Everyone can spare 5 minutes to learn something new, right?
ISTE-NETS:
In my previous post about Power Point, I talked about the first and second ISTE-NETS characteristics. Now, with Ignite, I'd like to talk about the last 3:
3) Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
I really like b and c here. I like the fact that it mentions collaboration and community. I didn't realize Slide Share was a resource where not only does one share presentations, but also are able to access presentations created by others. Collaborative learning, I feel, is an effective way to feel "linked in" to others. Letter C talks about communicating using a variety of digital media, which in this day and age is crucial to success both in school and future careers.
4. Promote and Model Digital Citizenship and Responsibility
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
5. Engage in Professional Growth and Leadership
a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
The rest of the highlighted items all touch on information sharing, the global village and current research. Ignite, Power Point and Slide Share all contribute to these things. The world is a small place, and these tools help make it more accessible. One can view presentations and information from contributors all over the world. For example, my first follower on Slide Share was someone from China! So, you can see what people are contributing on the same or similar topics all over the world!
Bauhaus ignite format
View more presentations from katiehotard.
Here is the same Power Point in a different format. Ignite is a more contained way of sharing information. Presentations are only 20 slides that have a 15 second interval between each. This means that presentations are 5 minutes each. This way participants, students and other fellow Igniters can learn something in a relatively short period of time. Slides are presented with optimal images and succinct text. No voice overs are allowed. Learning is collaborative and networked. Everyone can spare 5 minutes to learn something new, right?
ISTE-NETS:
In my previous post about Power Point, I talked about the first and second ISTE-NETS characteristics. Now, with Ignite, I'd like to talk about the last 3:
3) Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
I really like b and c here. I like the fact that it mentions collaboration and community. I didn't realize Slide Share was a resource where not only does one share presentations, but also are able to access presentations created by others. Collaborative learning, I feel, is an effective way to feel "linked in" to others. Letter C talks about communicating using a variety of digital media, which in this day and age is crucial to success both in school and future careers.
4. Promote and Model Digital Citizenship and Responsibility
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
5. Engage in Professional Growth and Leadership
a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
The rest of the highlighted items all touch on information sharing, the global village and current research. Ignite, Power Point and Slide Share all contribute to these things. The world is a small place, and these tools help make it more accessible. One can view presentations and information from contributors all over the world. For example, my first follower on Slide Share was someone from China! So, you can see what people are contributing on the same or similar topics all over the world!
Tuesday, June 15, 2010
The Bauhaus
Check out this SlideShare Presentation:
Well, let me just say that I LOVE power point. We go way back. This is pretty much my only means of teaching. I like it because you can get text and images in the same place, which benefits both visual and textual learners. The first time I used power point, I was in graduate school and I swear it was the hardest thing ever to do. Probably because I was flatbed scanning all of my images and it took forever. Now, after 6 years of teaching, I think I'm much better at it. However, I did learn some things with this example. I have never made a power point like it before. I usually alternate text and images and include a lot of text from chapters we are studying. This time, I figured out how to insert text boxes and write on the images themselves. You can also insert a Jing image here to include more involved diagrams if you cannot find any online. I agree with the professor to not waste time on fancy transitions. That just seems superfluous and distracting. I can't say whether I like this way better or not. It takes longer, and I feel it may take away from the images themselves. But, if you are an online teacher, this is optimal because you won't be there face to face. I hope my power point was educational to you. I enjoyed creating it and plan to use it in my course this fall!
ISTE-NETS connected with this assignment would be:
Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
a) Power point does require a modicum of inventiveness. You want to be informative, and yet keep your audience engaged.
b) Power Point is a real tool used in the everyday world. It is beneficial for students to become acquainted with this early, as they could use it in just about any career field. It is an easy way to present information in a myriad of different ways in a short amount of time.
c) I like the part about conceptual understanding and planning. Students have to be aware of a certain flow of slides, and how they communicate relevant information to their audience. Power point presentations should be cohesive and comprehensive.
Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
a,b) Not only is power point a presentation tool, it can also be used as a study aide. Students could do away with flash cards and make a power point.
c) As stated before, with Power Point learners of different types are reached. Visuals have images, auditory learners have lecture, "textual" learners have text.
The Bauhaus
View more presentations from katiehotard.
Well, let me just say that I LOVE power point. We go way back. This is pretty much my only means of teaching. I like it because you can get text and images in the same place, which benefits both visual and textual learners. The first time I used power point, I was in graduate school and I swear it was the hardest thing ever to do. Probably because I was flatbed scanning all of my images and it took forever. Now, after 6 years of teaching, I think I'm much better at it. However, I did learn some things with this example. I have never made a power point like it before. I usually alternate text and images and include a lot of text from chapters we are studying. This time, I figured out how to insert text boxes and write on the images themselves. You can also insert a Jing image here to include more involved diagrams if you cannot find any online. I agree with the professor to not waste time on fancy transitions. That just seems superfluous and distracting. I can't say whether I like this way better or not. It takes longer, and I feel it may take away from the images themselves. But, if you are an online teacher, this is optimal because you won't be there face to face. I hope my power point was educational to you. I enjoyed creating it and plan to use it in my course this fall!
ISTE-NETS connected with this assignment would be:
Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
a) Power point does require a modicum of inventiveness. You want to be informative, and yet keep your audience engaged.
b) Power Point is a real tool used in the everyday world. It is beneficial for students to become acquainted with this early, as they could use it in just about any career field. It is an easy way to present information in a myriad of different ways in a short amount of time.
c) I like the part about conceptual understanding and planning. Students have to be aware of a certain flow of slides, and how they communicate relevant information to their audience. Power point presentations should be cohesive and comprehensive.
Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
a,b) Not only is power point a presentation tool, it can also be used as a study aide. Students could do away with flash cards and make a power point.
c) As stated before, with Power Point learners of different types are reached. Visuals have images, auditory learners have lecture, "textual" learners have text.
Monday, June 14, 2010
Self-assessment
It is always a good idea to self-assess, even though we may not have the time to do it. We can be our own worst critics, and any person who has a real interest in learning and furthering their education will be brutally honest. My self-assessment for EDUC 2201 was a wake-up call. I thought I was sailing along and completing the work just fine. Unfortunately, I was not.
Things I learned:
-I was not posting links correctly. I was just copying and pasting like I always did. My husband helped me create links, and now I am link happy.
-My blog entries were not as complete as I had thought. I still need to go back and think carefully about what kinds of ISTE-NETS are applicable and add them to previous posts. I am still unsure if the way I go about doing that is correct, but I suppose there is no "incorrect" way as long as we get the point across.
-I had yet to start my TPACK paper. Yikes! I was guilty of this one for sure. I have since started on it, although it is still very anemic. I had started to read the article at the beginning of the semester but only got through page four or so. I found it to be extremely dry (sorry!). But, as a skimmed further, I found explanations for things that I needed and plan to go back through with more patience and finish reading it and put that knowledge to work in my paper.
-Anyone who has been following this blog or the discussion board knows my frustration and pitfalls with the Google drawing. Still cannot get that to work. But, if that's the worst thing that happens this semester, I'll take it.
All in all, I learned that I need to spend more quality time on this course, the assignments and blog posts. I had my doubts at the beginning of the semester, but now I am excited about what we are learning and the manner we do it in. I hope that reflects in my blog posts!
Things I learned:
-I was not posting links correctly. I was just copying and pasting like I always did. My husband helped me create links, and now I am link happy.
-My blog entries were not as complete as I had thought. I still need to go back and think carefully about what kinds of ISTE-NETS are applicable and add them to previous posts. I am still unsure if the way I go about doing that is correct, but I suppose there is no "incorrect" way as long as we get the point across.
-I had yet to start my TPACK paper. Yikes! I was guilty of this one for sure. I have since started on it, although it is still very anemic. I had started to read the article at the beginning of the semester but only got through page four or so. I found it to be extremely dry (sorry!). But, as a skimmed further, I found explanations for things that I needed and plan to go back through with more patience and finish reading it and put that knowledge to work in my paper.
-Anyone who has been following this blog or the discussion board knows my frustration and pitfalls with the Google drawing. Still cannot get that to work. But, if that's the worst thing that happens this semester, I'll take it.
All in all, I learned that I need to spend more quality time on this course, the assignments and blog posts. I had my doubts at the beginning of the semester, but now I am excited about what we are learning and the manner we do it in. I hope that reflects in my blog posts!
Saturday, June 12, 2010
Google drawing
Since I cannot get the Google drawing application to work, I am writing a blog post about my difficulty with it. Initially, I was very confused about the instructions. I searched all over to figure out where to locate the drawing tool. I saw classmates examples, and was aware of what it should look like. I understood the concept, and now think it is similar to the Jing image tool, except the drawing is your own creation. My husband had to help me run updates on my computer for me to access it. I saw the tools and began to save images I wanted to include. When I tried to insert the images nothing happened. I tried the arrow and other drawing tools, to no avail as well. At this point I was so frustrated that I was ready to give up. I had said in a discussion thread that I do much better with items that I struggle with with fresh eyes and a clear head, so I resolved to try again the next day. Subsequent tries to get the drawing tool to work failed due to two factors:
1) a message saying the browser was too busy
2) when I finally did get it to open, the new page would sit and load for quite some time which caused me to give up again.
Aside from the technical difficulties I am having, I was also troubled about where to begin. I like to talk about learning styles and I know my self very well. I was unsure how to start or where to begin. I find I learn best with very linear, structural diagrams like things being put into chronological, hierarchical or alphabetical orders. The random radial structure of this diagram was troubling to me. I would have figured it out, but it was not a design that I would have liked learning from as a student.
I will continue to try to make a diagram, but just wanted to post what happened with mine. I enjoyed creating my Jing image, which I think it fairly comparable to Google drawing.
The ISTE-NETS goals I associate with the Google drawing activity are these:
1) Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
With the Google drawing tool, students can create their own designs and diagrams to help clarify problem areas or make a study guide. This tool is also very conceptual, which targets big-picture learners and will strengthen this needed area in those where it is not their learning preference. Students can make any kind of drawing they want, including whatever information they want. This allows them to flex their creativity and take charge of the learning process. If a student finds a way to study that really works for their learning type, the more they will use it and the more successful they will be.
Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
1) a message saying the browser was too busy
2) when I finally did get it to open, the new page would sit and load for quite some time which caused me to give up again.
Aside from the technical difficulties I am having, I was also troubled about where to begin. I like to talk about learning styles and I know my self very well. I was unsure how to start or where to begin. I find I learn best with very linear, structural diagrams like things being put into chronological, hierarchical or alphabetical orders. The random radial structure of this diagram was troubling to me. I would have figured it out, but it was not a design that I would have liked learning from as a student.
I will continue to try to make a diagram, but just wanted to post what happened with mine. I enjoyed creating my Jing image, which I think it fairly comparable to Google drawing.
The ISTE-NETS goals I associate with the Google drawing activity are these:
1) Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
With the Google drawing tool, students can create their own designs and diagrams to help clarify problem areas or make a study guide. This tool is also very conceptual, which targets big-picture learners and will strengthen this needed area in those where it is not their learning preference. Students can make any kind of drawing they want, including whatever information they want. This allows them to flex their creativity and take charge of the learning process. If a student finds a way to study that really works for their learning type, the more they will use it and the more successful they will be.
Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
Again when students take charge of the learning process and become active learners, they become better learners. (see above)
Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
I have said before, with this push into the digital age, the more students are comfortable with using new technologies, they more adaptable they will be in high educational and work environments. Using tools like Google drawings, students can format information in ways that is successful digestible to them.
Jing screencast
There is another tool available when you use Jing. It is called screencasting. A screen cast is a short movie that can be used as a tutorial or for sharing information. My screencast is about how to access Artstor, a digital gallery housing images similar to the way Jstor houses journal articles. I feel students these days are not aware of the resources they have available to them and how to do good research. Artstor is a great resource for information about images and artists. When I have mentioned it to students in the past, they have had no idea what it was, how to access it or that it was available to them for free. I believe you have to log into the library web page, much like you would log into Blackboard, so I don't think it's available to everyone. However, I could do some research on accessing it outside of FSU's library home page. I made 3 recordings! It isn't perfect, but it gets the point across. I had fun doing it. It was easy and useful. I've seen many videos like this, but never knew how easy it was to make one! I am a talky teacher, and this worries me for my first time teaching online. Through this course, I am finding out about and becoming comfortable with new technologies that will help me communicate with my students better! If I can't be there to demonstrate in person, I'll just make a screen cast!
ISTE-NETS objectives:
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
The Jing screen cast meets this objective by using new digital tools to enhance learning in a virtual environment. Students could gain facility of this tool and share things that only they know about to share with classmates. This way, there is a resource pool of various areas of expertise that students are able to share and access.
c. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
Like Jing images, this tool reaches a variety of learning types Kinetic and visual learning types would benefit from Jing screen casting. Some learners need to have things demonstrated for them, and this is perfect for that. When demonstrating how to change file types or accessing databases, it can be hard without doing it face to face. Jing screen casts makes face to face learning a little closer when in a virtual environment.
3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
Of course, one could potentially effectively communicate information in other ways, but Jing screen casting meets the objective of demonstrating a variety of digital formats. The more comfortable students get with trying out new applications and software, the more comfortable students will be with: associating different applications with their learning preferences, taking control of their own learning experiences, passing new information and means of gathering information on to their peers, and being more innovative and effective communicators.
ISTE-NETS objectives:
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
The Jing screen cast meets this objective by using new digital tools to enhance learning in a virtual environment. Students could gain facility of this tool and share things that only they know about to share with classmates. This way, there is a resource pool of various areas of expertise that students are able to share and access.
c. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
Like Jing images, this tool reaches a variety of learning types Kinetic and visual learning types would benefit from Jing screen casting. Some learners need to have things demonstrated for them, and this is perfect for that. When demonstrating how to change file types or accessing databases, it can be hard without doing it face to face. Jing screen casts makes face to face learning a little closer when in a virtual environment.
3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
Of course, one could potentially effectively communicate information in other ways, but Jing screen casting meets the objective of demonstrating a variety of digital formats. The more comfortable students get with trying out new applications and software, the more comfortable students will be with: associating different applications with their learning preferences, taking control of their own learning experiences, passing new information and means of gathering information on to their peers, and being more innovative and effective communicators.
Friday, June 11, 2010
Jing Image
This post is about a pretty neat tool called Jing. It is similar to the snip tool, however Jing allows one to create text and label captured images. This is a great tool for me in that I don't have be present to explain what is happening in an image. Graphs and figures are great, but if one is speaking of artistic examples, it may be hard for a viewer to grasp what corner, or angle one is speaking about. As you know, I am teaching online for the first time this fall, and this tool is exciting to me to be able to better communicate what my students should be getting out of an image, rather than explaining it at length or dry text. We all have learned about different learning styles and if you change one small thing, you could re-engage that one learner who is falling behind. This tool is great for visual learners. To be able to see what exactly the instructor means is refreshing. Personally, charts of this nature can be confusing to my eyes. But to a highly visual learner, this might be just the thing. Thank you Jing!
The ISTE NETS that best match the Jing exercise are:
Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
I really think this tool brings in all learning styles with its capability. If the knowledge of how to use this tool is passed on to the students, then they can be in control of how to best utilize it to maximize study time and habits. They can tailor images, lessons, graphs and charts. It has the potential to be a new note-taking device. I found it easy to use and useful in a number of ways. I hope I get a lot of use out it in the future!
Tuesday, June 8, 2010
Glogster
Here is my glog link:
A glog is an enhanced blog that lets the user personalize, post video, photos, links and other materials to private followers or public ones.
A glog could be most useful, as stated in an English sort of class, or any class that would require journaling, or regular posts for learning outcomes. In an art class, it would reinforce issues of composition and layout. For a graphic design class, the potential is off the charts: layout, composition, cohesiveness, inventiveness, usability are only a few of the items that this tool would touch on.
The ISTE NETS T that Glogster most likely corresponds with would be one and two:
Facilitate and Inspire Student Learning and Creativity and Design and Develop Digital-Age Learning Experiences and Assessments.
Again, coming from a laptop model high school, I can't tell you how valuable it is for student to get involved with and comfortable with technology at an early age. It is become more and more a part of the average student's daily landscape, but it needs to be reinforced in a positive and educational way.
My art classes weren't the ones where there was painting and drawing going on. The class I taught (and sort of teach now) dealt with students who were "not artistically inclined". Glogster has the ability to help students flex their creativity in a guided way that will help them understand their own individual artistic tendencies and creativeness. Art and creativity are not fostered enough in schools today. This is a tool that has capabilities for creativity as well as communication and educational purposes.
What is the problem (if any) with this program?
Honest? As much as I have loved other applications we have been learning about in this class, I hated this one. I found it to be frustrating, not user friendly, too involved, and it has a high potential for clutteredness and over design. I could not, for the life of me, figure out how to include text. I managed (barely) to link to images and video. It was slow to upload. For as easily as I "got" other applications, this one was difficult. Maybe with more patience I could make it look nice and include all the info I want, but I found it to be juvenile and I think Blogger is as good as any type of site similar to that. I understand the point of having us do these things, and I feel bad for calling it juvenile, but as a student, I wouldn't want to bother with all that. Maybe that fits in with my learning profiles. I don't need a lot of bells and whistles. Sorry! Gloster was not for me!! (I think I am old fashioned!)
A glog is an enhanced blog that lets the user personalize, post video, photos, links and other materials to private followers or public ones.
A glog could be most useful, as stated in an English sort of class, or any class that would require journaling, or regular posts for learning outcomes. In an art class, it would reinforce issues of composition and layout. For a graphic design class, the potential is off the charts: layout, composition, cohesiveness, inventiveness, usability are only a few of the items that this tool would touch on.
The ISTE NETS T that Glogster most likely corresponds with would be one and two:
Facilitate and Inspire Student Learning and Creativity and Design and Develop Digital-Age Learning Experiences and Assessments.
Again, coming from a laptop model high school, I can't tell you how valuable it is for student to get involved with and comfortable with technology at an early age. It is become more and more a part of the average student's daily landscape, but it needs to be reinforced in a positive and educational way.
My art classes weren't the ones where there was painting and drawing going on. The class I taught (and sort of teach now) dealt with students who were "not artistically inclined". Glogster has the ability to help students flex their creativity in a guided way that will help them understand their own individual artistic tendencies and creativeness. Art and creativity are not fostered enough in schools today. This is a tool that has capabilities for creativity as well as communication and educational purposes.
What is the problem (if any) with this program?
Honest? As much as I have loved other applications we have been learning about in this class, I hated this one. I found it to be frustrating, not user friendly, too involved, and it has a high potential for clutteredness and over design. I could not, for the life of me, figure out how to include text. I managed (barely) to link to images and video. It was slow to upload. For as easily as I "got" other applications, this one was difficult. Maybe with more patience I could make it look nice and include all the info I want, but I found it to be juvenile and I think Blogger is as good as any type of site similar to that. I understand the point of having us do these things, and I feel bad for calling it juvenile, but as a student, I wouldn't want to bother with all that. Maybe that fits in with my learning profiles. I don't need a lot of bells and whistles. Sorry! Gloster was not for me!! (I think I am old fashioned!)
Picasso self-portait
I like interactive art tools like this one, although I think it would be most beneficial in a elementary or high school environment. Not to say that I didn't have fun!! In all honesty, I'm not a huge fan of Picasso, and being very vain, I wanted it to actually look like me. So, no nose where eyes should be and whatnot. I actually opened this page and made several faces over a span of time before I settled on the one today. I played with different features and such. I hadn't rotated until this last attempt.
If you are interested in making your own Picasso self-portrait, here is the link for you.
I actually think it kind of looks like me!
If you are interested in making your own Picasso self-portrait, here is the link for you.
I actually think it kind of looks like me!
I think this is a great hands-on tool to get kids to learn about proportion, space, composition, self-awareness and the artist himself.
Sunday, June 6, 2010
VARK Inventory
Here is my VARK breakdown:
My scores were:
Visual: 11
Aural: 8
Read/Write: 14
Kinesthetic: 11
This seems pretty spot-on to me. I read all of the descriptions and I thought it was pretty cool that the explanations were arranged according to each type. I especially liked the kinesthetic one. I did not like the visual one. As always, I am perplexed by my "multimodal" preferences for things. Am I weird? I think I get it from my parents. My father is an engineer and I get my list-making habits from him (and believe me-it is a habit) My mother is a science teacher and while this may seem that it lends itself to more analytical things, she is very conceptual and big-picture minded. So, maybe that is the reason behind my multiple learning personalities. Some things I agreed with, that I can be swayed by the way things look (visual), but some things I did not agree with. For example, I like discussions and hearing stories and jokes. Maybe I would be a true-er split if I took it again. I agree completely with my main preference being in Reading/writing. I was skeptical about the kinesthetic part, until I read the description of the style. I like being surrounded by what is being studied and I like trial and error. If I am learning something computer based, it is best for me to do it over and over again to get the hang of it and not forget. I love to play cards, but cannot for the life of me remember any games until I start playing them! So, out of the many learning inventories I have taken, this was one of the best. I was please we could choose more than one answer, when I first took a glace at it, I freaked because I wanted to choose all of them! I hate having to pick just one and know that I am pigeon holing myself in the process. I will remember this and hopeful put what I learned from it to good use!
My scores were:
Visual: 11
Aural: 8
Read/Write: 14
Kinesthetic: 11
This seems pretty spot-on to me. I read all of the descriptions and I thought it was pretty cool that the explanations were arranged according to each type. I especially liked the kinesthetic one. I did not like the visual one. As always, I am perplexed by my "multimodal" preferences for things. Am I weird? I think I get it from my parents. My father is an engineer and I get my list-making habits from him (and believe me-it is a habit) My mother is a science teacher and while this may seem that it lends itself to more analytical things, she is very conceptual and big-picture minded. So, maybe that is the reason behind my multiple learning personalities. Some things I agreed with, that I can be swayed by the way things look (visual), but some things I did not agree with. For example, I like discussions and hearing stories and jokes. Maybe I would be a true-er split if I took it again. I agree completely with my main preference being in Reading/writing. I was skeptical about the kinesthetic part, until I read the description of the style. I like being surrounded by what is being studied and I like trial and error. If I am learning something computer based, it is best for me to do it over and over again to get the hang of it and not forget. I love to play cards, but cannot for the life of me remember any games until I start playing them! So, out of the many learning inventories I have taken, this was one of the best. I was please we could choose more than one answer, when I first took a glace at it, I freaked because I wanted to choose all of them! I hate having to pick just one and know that I am pigeon holing myself in the process. I will remember this and hopeful put what I learned from it to good use!
Snipping tool
Here is my snipped image of a washstand my the designer Charles Rennie Mackintosh. This is a good tool because it can give students an immediate picture of something. I have heard of screen caps before, but the snipping tool is nice in the way you can cut out extraneous things and just grab what you need. I had to dig through some sites, because I found some great things, but realized the whole website was great and I can just link to that. This way students can post images themselves without having to copy and paste and worry about images being too big for mail. For example, I can create an assignment where students have to find an image that fits these requirements or by an artist they like. Or find a description of this design or movement. Very nice and easy too. If I had one complaint, it just captures what is on the screen. I couldn't scroll down the page to get the rest of it. Am I missing something? There was a description of this piece I would have liked to include in my snip. Any advice? 
Friday, June 4, 2010
Voice thread
Hey hey! I'm super excited about the voice thread. I'm kind of freaked to be teaching online in the fall for the first time. I feel I translate best in person. I make noise, jump up and down, yell, get excited and I fear I will lose that online. Now, my students can witness my crazy (almost) first hand! God, I think this tool is useful in so many ways, its like having your own virtual whiteboard or smart board. I can post an image and ask students, I can hear their voices or see them! All without leaving home! I know I could use Wimba for this type of thing, but this seems so much easier!
What ISTE NETS T would you consider this activity most closely matches and why?
First of all, I'm sure I'm shooting myself in the foot for saying this, but I'm not sure what this is!
I'm bookmarking this page, however!
I think this tool matches number 2, Design and Develop Digital-Age Learning Experiences and Assessments, the best.
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
I think this tool suits point "c" the best. Coming from a lot of background on different learning styles, this tool really does a good job at providing analytical, social, conceptual and theoretical learning outcomes. I learned that something as simple as moving your desks, or standing up once during class to stretch re-engages the student's minds and can recharge learning. The very nature of this tool does that! A student can adapt it to his or her learning preference!
Learning outcomes:
What is a voice thread?
A voice thread is a tool or application that allows the instructor and students to communicate in a myriad of ways. You can link to video, slide shows, images and more. Then students can write, discuss, draw or have a web cam video of themselves communicating and learning together.
How can it be used in any learning enterprise?
For Art: students or I can draw on any given image, discuss reactions and influences, hear or read each others thoughts!
For French: students can hear correct pronunciations at home, even when in a face to face classroom, can speak themselves and be graded on accuracy and corrected for improvement.
For all others: it is a way to connect people both in visually and verbally. At my old high school, certain classes were on an RSS feed, so if a student was sick, they could still be in class. This is no different. If a student were to have computer and Internet access, they could participate, and learn extra-curricularly from home.
Holy moly! I just read the description again and forgot about embedding video, and slide shows! This tool has such potential! I hope we get to use it again soon and I can't wait to try it out this fall!
What ISTE NETS T would you consider this activity most closely matches and why?
First of all, I'm sure I'm shooting myself in the foot for saying this, but I'm not sure what this is!
I'm bookmarking this page, however!
I think this tool matches number 2, Design and Develop Digital-Age Learning Experiences and Assessments, the best.
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
I think this tool suits point "c" the best. Coming from a lot of background on different learning styles, this tool really does a good job at providing analytical, social, conceptual and theoretical learning outcomes. I learned that something as simple as moving your desks, or standing up once during class to stretch re-engages the student's minds and can recharge learning. The very nature of this tool does that! A student can adapt it to his or her learning preference!
Learning outcomes:
What is a voice thread?
A voice thread is a tool or application that allows the instructor and students to communicate in a myriad of ways. You can link to video, slide shows, images and more. Then students can write, discuss, draw or have a web cam video of themselves communicating and learning together.
How can it be used in any learning enterprise?
For Art: students or I can draw on any given image, discuss reactions and influences, hear or read each others thoughts!
For French: students can hear correct pronunciations at home, even when in a face to face classroom, can speak themselves and be graded on accuracy and corrected for improvement.
For all others: it is a way to connect people both in visually and verbally. At my old high school, certain classes were on an RSS feed, so if a student was sick, they could still be in class. This is no different. If a student were to have computer and Internet access, they could participate, and learn extra-curricularly from home.
Holy moly! I just read the description again and forgot about embedding video, and slide shows! This tool has such potential! I hope we get to use it again soon and I can't wait to try it out this fall!
Thursday, June 3, 2010
Wednesday, June 2, 2010
Blogs I'm following
I've picked four blogs to follow. The first two were from where I just Googled "educational blogs" and they seemed interesting.
They are:
Clive on learning: I liked Clive because his thoughts about technology and learning in the future are interesting and informative. I also like that he is British, which can add a European spin on new developments.
Absolutely Intercultural: I liked this one because its goal really seems to be working towards a truly "global village." It is also a podcast and strives towards getting people out there in the world. Having studied abroad extensively, I really think this is important for learning about other cultures and in turn, learning about your own.
The last I got from the suggested list, Free 4 Teachers:
Wow. Just after the first few posts and I'm in love..
Advocating Internet usage in schools? Yes! Again, my former school was totally wireless, with every student with a laptop. A student asks me a question that I didn't know the answer to? Look it up! This really propagated active learning and students taking control of their learning processes. The next post? A web activity teaching about the oil spill in the gulf. As a native Louisianian, this was huge to me. People have no idea how bad the situation is outside of the gulf coast, and this really brought it down to a level a student can understand. Next post was about youth social networking sites and a new one that looked cool.
My educational background and teaching experience is in Art History, but I'm getting my certification in French. I'm now inspired to search out French and other foreign language blogs to follow!
Learning outcomes:
1.What is a blog syndication and how does it differ from your previous strategies for information gathering? A blog syndication is making new information readily available for those who subscribe to the blog. In my own layman's terms, it's a shortcut to the new stuff. Previously, I would Google things and search through endless websites. By using RSS feeds and other methods, and by subscribing to blogs that interest you, you can cut down on a lot of research time. Again, like a shortcut. I like the communal aspect of it, where people can share what they know or specialize in, and others can chime in too. In some ways it reaffirms positive impacts for technology.
2.What does RSS stand for? Really simple syndication
They are:
Clive on learning: I liked Clive because his thoughts about technology and learning in the future are interesting and informative. I also like that he is British, which can add a European spin on new developments.
Absolutely Intercultural: I liked this one because its goal really seems to be working towards a truly "global village." It is also a podcast and strives towards getting people out there in the world. Having studied abroad extensively, I really think this is important for learning about other cultures and in turn, learning about your own.
The last I got from the suggested list, Free 4 Teachers:
Wow. Just after the first few posts and I'm in love..
Advocating Internet usage in schools? Yes! Again, my former school was totally wireless, with every student with a laptop. A student asks me a question that I didn't know the answer to? Look it up! This really propagated active learning and students taking control of their learning processes. The next post? A web activity teaching about the oil spill in the gulf. As a native Louisianian, this was huge to me. People have no idea how bad the situation is outside of the gulf coast, and this really brought it down to a level a student can understand. Next post was about youth social networking sites and a new one that looked cool.
My educational background and teaching experience is in Art History, but I'm getting my certification in French. I'm now inspired to search out French and other foreign language blogs to follow!
Learning outcomes:
1.What is a blog syndication and how does it differ from your previous strategies for information gathering? A blog syndication is making new information readily available for those who subscribe to the blog. In my own layman's terms, it's a shortcut to the new stuff. Previously, I would Google things and search through endless websites. By using RSS feeds and other methods, and by subscribing to blogs that interest you, you can cut down on a lot of research time. Again, like a shortcut. I like the communal aspect of it, where people can share what they know or specialize in, and others can chime in too. In some ways it reaffirms positive impacts for technology.
2.What does RSS stand for? Really simple syndication
Tuesday, June 1, 2010
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