I've had the opportunity explore different technology that can be used for education in another class I am attending at Teachers College including Dreamweaver, Photoshop, and Audacity.
Dreamweaver and Photoshop are part of Adobe's creative suites used to create various multimedia. Audacity is a free software that users can download to create podcasts.
It's been interesting exploring these tools as well as challenging at times. I found the Internet to be very helpful at times while I was learning how to complete assignments based around these technologies. For example, one of our assignments was to put an rss feed on a web page that would allow users to subscribe to podcasts that we created using Audacity. My instructors video demonstration helped but I also looked up information on the Internet and came across some helpful blogs and sites as well as demonstrations on YouTube. As I looked for this information I thought about my Computers, Problem solving and Cooperative Learning class and how the topics we've been exploring like using Web 2.0 platforms can be very helpful in enhancing ones learning experience. I feel fortunate to have these types of resources available because it is so convenient and helpful at critical times when experts are not physically available. Students can refer to these resources to help them construct knowledge and work through challenges they may have.
I think this is more evidence that Web 2.0 applications can serve as helpful problem solving tools.
Wiske et al. (2005) explains that one of the benefits of collaboration through mediums like Web 2.0 platforms is that learners have another resource to look to for knowledge construction helping educators to supplement their expertise. Collaboration and information exchange through Web 2.0 platforms can be a helpful resource when students understand how to identify valid information sources and use them constructively.
Tuesday, June 29, 2010
Monday, June 28, 2010
Kip's Storybird
Here is a story that my four year old son created in storybird a collaborative storytelling website where users can create and share stories. I did the typing but he told me what to type and picked his own pictures. It was interesting listening to his thoughts. When I told him I wanted him to help me try this out he was very excited to help. Then he started saying, "Wow! That's cool!" as we explored the beautiful artwork displayed on the site. As he picked pictures for his story, "A Bread" as he called it, it was interesting watching him create narration that was congruent to his thoughts. He saw a cool picture and then created a message for it. He also incorporated some of the values he's learned from Mom. Like the fact that bananas and other healthy foods are a much better snack than candy which can be harmful to your teeth. :) Enjoy!
A Bread by Janisia on Storybird
A Bread by Janisia on Storybird
What I've Learned.....
My Thoughts on Web 2.0
During the first half of my Computers, Problem solving and Cooperative Learning course, I've learned about many Web 2.0 tools. As I've explored some of the many applications available, I've also analyzed the value these tools might add to classrooms as well as how they might increase problem solving skills of students. Overall, I feel that Web 2.0 is a great opportunity for users affording us the ability to broaden our learning communities and to become more active in our learning by exchanging ideas with others ultimately helping us to look at concepts or subject matter from different angles. These tools can help improve users understanding and help them construct knowledge that well-rounded and authentic.
Exploring Web 2.0
After attending a webinar I learned of through Ning's social network site Classroom 2.0 I learned of some applications that a first grade teacher from Canada has been using with her students. I've learned of some useful applications before through platforms such as these but the guest speaker talked about using twitter to follow educators interested in exploring ways to use these tools to enrich learning environments and engage students. Since then I've logged on more than I had in the past and have learned of the different ways educators are using these tools in their classrooms. This information has been helpful in increasing my knowledge and research of how the tools can aid in improving learning environments. The idea of Web 2.0 seems to have increased the amount of collaboration in many classrooms giving students the chance to learn from one another and expand their learning circles beyond their school walls. Collaborative learning can help make concepts more concrete and it gives learners the ability to be in control of their learning which reseach has shown can make learning more meaningful.
Learning from Other Students
I've enjoyed learning from other students that are also attending the course through the discussion board forums in Blackboard and through building wikis with them and communicating one on one through email. I enjoyed the mindmapping exercise that we did and feel that this can be a useful problem solving, and brainstorming tool. One of my other classmates commented on a previous blog that I posted about mindmapping and brought up a good point about using mindmaps to reinforce the idea of working through problems in steps using a building block approach. I agree and appreciated the analogy he gave of using this with students to help build better understanding of the fundamentals of a domain so that they can infer the understanding in more challenging tasks.
Applying 2.0 & Mind mapping Concepts at Work
Where I work the culture of my organization as with most businesses is get employees up to speed as fast as possible. I work in the training department and while we want to oblige managers we also want to at the same time create meaningful learning environments that will be effective in helping new hires understand fundamentals concepts they need to know to get off to a great start before they start their second half of training which is learning on the job. This can be a challenge sometimes because we have a variety of new hires some more experienced and some with not much prior knowledge in what they will be doing. For example, we have a department that helps consumers facing foreclosure explore options available to avoid it. I've had many trainees that had no prior knowledge of the mortgage industry or of mortgage products and terminology. The timeframe I had to train these folks was three weeks so you can imagine this could be a challenge. Through collaborative tools and mindmapping I can help these employees get up to speed faster by sharing information with others that have more knowledge of the subject while also giving them a chance to exchange ideas on subjects that can help in their job that others with mortgage knowledge are not familiar with.
I was talking to my boss recently about using a platform like the site Wallwisher as kind of brainstorming tool with classes. The site enables users to post their thoughts, ideas or comments on an electronic bulletin board for all invited to post on the board. I thought this might be more efficient than writing participants responses on a white board or flip chart as I've done in the past. I also thought it might help promote contributions from everyone in the class as sometimes more vocal trainees overshadow quieter ones. I also thought it could help trainees construct knowledge and deeper understanding of the content we explore in the class because they will have to think about the answers they post on the wall.
I would also like to use mind maps to help participants in class make connections to strengthen their understanding of content being cover so that we can then infer that understanding to other situations. For example, going back to the foreclosure prevention counseling training that I mentioned earlier I could use mind maps to help trainees make connections through an external mental representation of the roles various groups play within the mortgage marketplace. Once trainees understand the role of the servicer, investors, mortgage insurance companies, etc. they can then infer that understanding to how the information can help them better inform and help clients calling for help. I think this might be an effective way to help trainees in my classes develop a deeper understanding of the content we cover in a way that's more meaningful to them and that allows them to share knowledge with each other as they build on what they know and learn. It will also help me to better gauge where trainees are in their learning and where gaps might exist in their knowledge construction so that I can help them work through breakdowns in their understanding.
Another tool that we have available where I work is SharePoint and this application has some great features available including the ability to create blog sites, wikis, discussion forums. I've tried using the discussion forums with classes as a tool to communicate with classes after they've completed training so that they could talk about their experiences on the job. Unfortunately I didn't get a very good response. I think employees limited time and lack of motivation to continue to increase their knowledge and skills in this way were a huge part of why responses were low. I am going to start using the blogging feature with future training classes during class as a reflection tool that they can also use to construct knowledge as they think about what they will write in them. I am planning to have trainees blog at the end of each day or maybe every other day about content that's been explored and their understanding of it or something to that effect. I am hoping that using this tool will aid in enriching my classrooms so that trainees can deepen their understanding of the information we cover in the class.
During the first half of my Computers, Problem solving and Cooperative Learning course, I've learned about many Web 2.0 tools. As I've explored some of the many applications available, I've also analyzed the value these tools might add to classrooms as well as how they might increase problem solving skills of students. Overall, I feel that Web 2.0 is a great opportunity for users affording us the ability to broaden our learning communities and to become more active in our learning by exchanging ideas with others ultimately helping us to look at concepts or subject matter from different angles. These tools can help improve users understanding and help them construct knowledge that well-rounded and authentic.
Exploring Web 2.0
After attending a webinar I learned of through Ning's social network site Classroom 2.0 I learned of some applications that a first grade teacher from Canada has been using with her students. I've learned of some useful applications before through platforms such as these but the guest speaker talked about using twitter to follow educators interested in exploring ways to use these tools to enrich learning environments and engage students. Since then I've logged on more than I had in the past and have learned of the different ways educators are using these tools in their classrooms. This information has been helpful in increasing my knowledge and research of how the tools can aid in improving learning environments. The idea of Web 2.0 seems to have increased the amount of collaboration in many classrooms giving students the chance to learn from one another and expand their learning circles beyond their school walls. Collaborative learning can help make concepts more concrete and it gives learners the ability to be in control of their learning which reseach has shown can make learning more meaningful.
Learning from Other Students
I've enjoyed learning from other students that are also attending the course through the discussion board forums in Blackboard and through building wikis with them and communicating one on one through email. I enjoyed the mindmapping exercise that we did and feel that this can be a useful problem solving, and brainstorming tool. One of my other classmates commented on a previous blog that I posted about mindmapping and brought up a good point about using mindmaps to reinforce the idea of working through problems in steps using a building block approach. I agree and appreciated the analogy he gave of using this with students to help build better understanding of the fundamentals of a domain so that they can infer the understanding in more challenging tasks.
Applying 2.0 & Mind mapping Concepts at Work
Where I work the culture of my organization as with most businesses is get employees up to speed as fast as possible. I work in the training department and while we want to oblige managers we also want to at the same time create meaningful learning environments that will be effective in helping new hires understand fundamentals concepts they need to know to get off to a great start before they start their second half of training which is learning on the job. This can be a challenge sometimes because we have a variety of new hires some more experienced and some with not much prior knowledge in what they will be doing. For example, we have a department that helps consumers facing foreclosure explore options available to avoid it. I've had many trainees that had no prior knowledge of the mortgage industry or of mortgage products and terminology. The timeframe I had to train these folks was three weeks so you can imagine this could be a challenge. Through collaborative tools and mindmapping I can help these employees get up to speed faster by sharing information with others that have more knowledge of the subject while also giving them a chance to exchange ideas on subjects that can help in their job that others with mortgage knowledge are not familiar with.
I was talking to my boss recently about using a platform like the site Wallwisher as kind of brainstorming tool with classes. The site enables users to post their thoughts, ideas or comments on an electronic bulletin board for all invited to post on the board. I thought this might be more efficient than writing participants responses on a white board or flip chart as I've done in the past. I also thought it might help promote contributions from everyone in the class as sometimes more vocal trainees overshadow quieter ones. I also thought it could help trainees construct knowledge and deeper understanding of the content we explore in the class because they will have to think about the answers they post on the wall.
I would also like to use mind maps to help participants in class make connections to strengthen their understanding of content being cover so that we can then infer that understanding to other situations. For example, going back to the foreclosure prevention counseling training that I mentioned earlier I could use mind maps to help trainees make connections through an external mental representation of the roles various groups play within the mortgage marketplace. Once trainees understand the role of the servicer, investors, mortgage insurance companies, etc. they can then infer that understanding to how the information can help them better inform and help clients calling for help. I think this might be an effective way to help trainees in my classes develop a deeper understanding of the content we cover in a way that's more meaningful to them and that allows them to share knowledge with each other as they build on what they know and learn. It will also help me to better gauge where trainees are in their learning and where gaps might exist in their knowledge construction so that I can help them work through breakdowns in their understanding.
Another tool that we have available where I work is SharePoint and this application has some great features available including the ability to create blog sites, wikis, discussion forums. I've tried using the discussion forums with classes as a tool to communicate with classes after they've completed training so that they could talk about their experiences on the job. Unfortunately I didn't get a very good response. I think employees limited time and lack of motivation to continue to increase their knowledge and skills in this way were a huge part of why responses were low. I am going to start using the blogging feature with future training classes during class as a reflection tool that they can also use to construct knowledge as they think about what they will write in them. I am planning to have trainees blog at the end of each day or maybe every other day about content that's been explored and their understanding of it or something to that effect. I am hoping that using this tool will aid in enriching my classrooms so that trainees can deepen their understanding of the information we cover in the class.
Wednesday, June 23, 2010
Community Building with Technology
What is Web 2.0?
Web 2.0 is an evolution of the Internet from solely searching to sharing and it has created endless opportunities for all sectors within communities and for persons with specified interests and concerns to connect. Communities have been transformed with this innovation. People from various parts of the globe can exchange ideas, discuss concerns and common interests as well as debate in a shared virtual space. Web 2.0 is a movement giving individuals seeking to collaborate with like minds more possibilities and broadening the scope of communities.
Jonassen's Perspective
I recently read Chapter 5 of David Jonassen's book, "Meaningful Learning with Technology" and I appreciated his views and research on the subject. He shares a lot of informative findings. Throughout the chapter he gives examples of online communities have exposed students to diversity and social awareness. Through the use of various 2.0 platforms and well planned projects and lesson plans students can build on their knowledge and deepen their understanding of subject domains by collaborating with students in other localities that can offer a different perspective so that students can view concepts from other angles. Jonassen also talks about the opportunity for educators to exchange best practices, new ideas and experiences that help them to avoid reinventing the wheel and operating in separate silos. It's an opportunity for learning environments to create learning circles that are more far reaching and that can add more substance and authenticity to curriculum while shaping well rounded students and teachers.
Reflection Questions
At the end of the chapter, Jonassen asks some questions to provoke deeper thought around the subject of community building with technology. I would like to state my opinion and observations of the following questions posed in the chapter.
Question: What responsibilities to do teachers and students have in cultivating a learning community in the classroom?
I think teachers and students must be openminded to exploring new opportunities that can aid in the continued effort to strengthen and enrich learning environments. Sharing ideas and perceptions can promote deeper understanding because we are able to consider all factors that impact concepts and think more critically, analytically and deeply about subject matter. The responsibility of teachers and students is to consider the best, most effective way to enhance their understanding so that their learning is more meaningful.
When teachers decide to implement Web 2.0 platforms into their classrooms they must understand the technology so that they can decide if it is the right vehicle for the outcome they are seeking in a lesson plan. They should also be willing to learn with students as they explore new technologies.
Students should take part in shaping the learning environment by expressing preferred ways to learn. By taking some ownership in their learning students can ensure that they will be more engaged and connected to content they are presented with. This can also make learning more exciting, self directed and therefore more motivating to students. Students should be encouraged to share their ideas on ways to improve and enrich their learning experience.
Question: How can technology serve the goals of the community and how might it get in the way?
Technology can broaden communities making them more far reaching. It can help create more opportunities for those with common interests and concerns to connect and exchange ideas, learn from one another and explore new solutions to problems.
Technology in all its sophistication is also very open and that means online communities can be of a very wide spectrum. Anyone can create an online community or network including hate groups, predators and others that users might consider controversial. These groups may publish content that is offensive or biased and it is available to anyone that comes across it. This includes students. This means that teachers have to be cautious and cognizant of students reaction to information such as this and how this could get in the way of quality learning and meaningful learning environments. Although teachers have a responsibility when using technology to protect students and to shield them from harmful, distracting content they should also teach students how to decipher cyber junk or potentially harmful information and unsafe connections made online. They should think critically about the content they come across as they connect with others. Netiquette, credibility of users and motives of users publishing information are all topics that should be discussed with students when they use technology in classrooms.
Final Thoughts
Overall, this was a very interesting chapter with some insightful ideas on the benefits of building communities online as well as obstacles to the idea of 2.0 in classrooms. Jonassen lists some well known, reputable 2.0 networks that I have bookmarked and tagged as collaboration.
Tags
Web 2.0 is an evolution of the Internet from solely searching to sharing and it has created endless opportunities for all sectors within communities and for persons with specified interests and concerns to connect. Communities have been transformed with this innovation. People from various parts of the globe can exchange ideas, discuss concerns and common interests as well as debate in a shared virtual space. Web 2.0 is a movement giving individuals seeking to collaborate with like minds more possibilities and broadening the scope of communities.
Jonassen's Perspective
I recently read Chapter 5 of David Jonassen's book, "Meaningful Learning with Technology" and I appreciated his views and research on the subject. He shares a lot of informative findings. Throughout the chapter he gives examples of online communities have exposed students to diversity and social awareness. Through the use of various 2.0 platforms and well planned projects and lesson plans students can build on their knowledge and deepen their understanding of subject domains by collaborating with students in other localities that can offer a different perspective so that students can view concepts from other angles. Jonassen also talks about the opportunity for educators to exchange best practices, new ideas and experiences that help them to avoid reinventing the wheel and operating in separate silos. It's an opportunity for learning environments to create learning circles that are more far reaching and that can add more substance and authenticity to curriculum while shaping well rounded students and teachers.
Reflection Questions
At the end of the chapter, Jonassen asks some questions to provoke deeper thought around the subject of community building with technology. I would like to state my opinion and observations of the following questions posed in the chapter.
Question: What responsibilities to do teachers and students have in cultivating a learning community in the classroom?
I think teachers and students must be openminded to exploring new opportunities that can aid in the continued effort to strengthen and enrich learning environments. Sharing ideas and perceptions can promote deeper understanding because we are able to consider all factors that impact concepts and think more critically, analytically and deeply about subject matter. The responsibility of teachers and students is to consider the best, most effective way to enhance their understanding so that their learning is more meaningful.
When teachers decide to implement Web 2.0 platforms into their classrooms they must understand the technology so that they can decide if it is the right vehicle for the outcome they are seeking in a lesson plan. They should also be willing to learn with students as they explore new technologies.
Students should take part in shaping the learning environment by expressing preferred ways to learn. By taking some ownership in their learning students can ensure that they will be more engaged and connected to content they are presented with. This can also make learning more exciting, self directed and therefore more motivating to students. Students should be encouraged to share their ideas on ways to improve and enrich their learning experience.
Question: How can technology serve the goals of the community and how might it get in the way?
Technology can broaden communities making them more far reaching. It can help create more opportunities for those with common interests and concerns to connect and exchange ideas, learn from one another and explore new solutions to problems.
Technology in all its sophistication is also very open and that means online communities can be of a very wide spectrum. Anyone can create an online community or network including hate groups, predators and others that users might consider controversial. These groups may publish content that is offensive or biased and it is available to anyone that comes across it. This includes students. This means that teachers have to be cautious and cognizant of students reaction to information such as this and how this could get in the way of quality learning and meaningful learning environments. Although teachers have a responsibility when using technology to protect students and to shield them from harmful, distracting content they should also teach students how to decipher cyber junk or potentially harmful information and unsafe connections made online. They should think critically about the content they come across as they connect with others. Netiquette, credibility of users and motives of users publishing information are all topics that should be discussed with students when they use technology in classrooms.
Final Thoughts
Overall, this was a very interesting chapter with some insightful ideas on the benefits of building communities online as well as obstacles to the idea of 2.0 in classrooms. Jonassen lists some well known, reputable 2.0 networks that I have bookmarked and tagged as collaboration.
Tags
Sunday, June 20, 2010
Modeling with Technology
I've been reading about mindmapping tools and how they can enhance learners' ability to conceptualize content. I think this can be a great tool to help individuals create external models of their internal mental representations of subject matter. Mindmapping tools can help learners to think and construct knowledge because they are required to make referential connections between fragmented or chunked subject matter to create a holistic model of how concepts are interrelated.
How do we construct knowledge?
I was reading about a concept called called dual coding theory which was created by Allan Paivio of the University of Western Ontario. This theory postulates that when you take in information your brain processes content separately. Information and the way it is presented either visually, verbally or both is processed separately and as you continue to understand the subject matter your brain is trying to integrate analogue codes which are mental images and symbolic codes which are verbal representations. For example, if someone were holding a hamburger in their hand and you'd never seen one your brain would try to make sense of the shape colors and other visual cues so that the image could be stored in your long time memory. At the same time if the person is also saying, "This is a hamburger" your brain trying to make sense of the word hamburger and semantically connect to any prior knowledge that you might already have. In order for you to retrieve this information your brain must use working memory that is processing this information separately to connect the hamburger image to the word hamburger.
His theory suggests that when learners are presented with information that is only of one format they may have a more difficult time making connections to the content and storing the new information in their long term memory. Adding pictures or graphical data to text and verbal information can reduced the amount of working memory required by learners aiding in their ability to make connections and store the information in long term memory. Of course their factors that impact this theory have been studied and should be taken into consideration like how much prior knowledge the learner has and their level of spatial ability. These conditions when studied made a difference in the ability of the learner ability to make referential connections with subject matter. For example, if learners have prior knowledge of a subject they stand a better chance at grasping content that is only delivered by text with no graphical representations or pictures.
Mindmapping tools........... Are they effective?
Going back to mindmapping tools; can they be effective in helping learners that have studied subject matter construct knowledge, communicate information that has been transferred, and make intentional decisions or take actions based on fundamental concepts within delivered material? Mindmapping tools are visual models that combine text. They also require the learner to recall information and make sense of what they've learned through connecting concepts and developing reasons to why they made certain the connections.
Modeling with Technology
Although mindmaps can be hand drawn or sketched, technology can quickly and easily create algorithms that students can manipulate to externalize their internal perceptions. It's more efficient in many cases and can be easily accessed by others when groups creating mindmaps collaborate.
Saturday, June 12, 2010
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