Lecture 9 - Communication

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  • Please note that not completing the open-ended questions will result in a 0 on the pre-lecture activity.
  • As with all of these tools we will cover, the designation of software as communication software characterizes how the software is used, not what it contains. So Kid Pix could be used for all these tools – it all depends on HOW you use it.
  • Country Report – Cooperation (student each pick a different part, economy, education, environment, etc… Come together to discuss the country as a whole) Collaboration (work together to discuss the country and its parts – all work on economy together)Working together on deciding

Transcript

  • 1. Communication Tools
  • 2. Unit 2 Types of Tools  Content Exploration  Production  Communication  Data Collection/Analysis  Productivity
  • 3. Overview of Communication Tools  Basic Communication Patterns • One to one | One to many | Many to many  Interaction • Synchronous | Asynchronous  Media • Text | Audio | Images | Video | Animation
  • 4. Communication Definition  Conveyance of information either one- way or through an exchange with two or more partners • Collaboration: social interaction where participants must plan and accomplish something together (whole together) • Cooperation: students have separate roles in a structured task and pool their data to a specific end (parts to whole)
  • 5. Communication Ideas  Communicate with other students • Local | State | National | Global • Email | Synchronous | Project site | Images | Wiki  Project Bud Burst • For teachers • Report observations
  • 6. Communication, Globalization, Multiple Perspectives  American Revolution/War of Independence • How important is this in U.S. History courses? • What about the U.K.?  Lecture Question #1 • What topics in your curriculum would be important to get multiple perspectives?
  • 7. Asynchronous Communication Examples  Email  Quizzes/Tests  Spanish PenPals  Posting assignments (Blogs, Wikis)
  • 8. Gaggle and PhoneBlogz
  • 9. ePals  Communication in a safe environment…  Link this to the PPT file!
  • 10. CASE - SNOWY
  • 11. Case  Mrs. Yakamodo • Teaches 10th grade science  Ms. Ackley • Teaches 10th grade speech  20 students • Enrolled in both courses simultaneously  Concerns: • Lack of knowledge of energy problems, sources, etc… • Debate is difficult – no time to think about counterargument • Multidisciplinary work is important
  • 12. S: Standard • Environmental Science: 1.16  Cite examples of how all fuels have advantages and disadvantages that society must question when considering the trade-offs among them, such as how energy use contributes to the rising standard of living in the industrially developing nations. • Speech: 1.16  Deliver reflective presentations that:  explore the significance of personal experiences, events, conditions, or concerns, using appropriate speech strategies, including narration, description, exposition, and persuasion.  draw comparisons between the specific incident and broader themes and illustrate beliefs or generalizations about life.  maintain a balance between describing the incident and relating it to more general, abstract ideas.
  • 13. N: Needs  What do your students need in a resource or tool?  Grouping  Individual or groups  Home, classroom, computer lab  Time  One hour in computer lab  Home  Classroom  Resources (environment)  Computer lab  20 student computers, Internet access  Classroom  1 Teacher computer  Projector  Videos  Magazines  Papers  Pencils  Media (students)  Text  Images  Animation
  • 14. What is the problem that specifically needs to be addressed?  Need time to think about debate points  Knowledge of energy sources aligns with propaganda  Objective: • Given a specific energy source, the students will be able to debate the advantages and disadvantages of various energy sources. The debate will address the main aspects of energy sources (see Energy Sources Rubric).
  • 15. O: Options What resources can you access that might address the problem? CONTENT EXPLORATION COMMUNICATION TOOLS TOOLS  Contact Congress or the  PBS: Deregulation map President  Research guide  Debate instructions  NREL (Natural Renewable  Debate worksheet Energy Laboratory) presentations  Gaggle (Email)  NREL learning resources  Post to wiki (Google groups)  Department of Education  OnCourse discussion board Kid’s Website  ePals  Energy Kid’s Page  iEARN  Xpeditions
  • 16. Lecture Worksheet #2 & #3 What: Which of the tool you identified should be used? How should these tools be used? (Provide a brief description of the activity) Why: How does the tool you chose address…  Effectiveness?  Efficiency?  Enhancement?  Objective  Given a specific energy source, the students will be able to debate the advantages and disadvantages of various energy sources. The debate will address the main aspects of energy sources and respond to other presentations.
  • 17. Overview of Lecture  Basic Communication Patterns • One to one | One to many | Many to many  Interaction • Synchronous | Asynchronous  Media • Text | Audio | Images | Video | Animation  Examples  SNOWY
  • 18. Unit 2 COMING UP…  Content Exploration  Production  Communication  Data Collection/Analysis  Productivity
  • 19. In Lab This Week…  Communication lab  Contact your lab instructor
  • 20. For Next Week’s Lecture…  Download and listen to Pre-Lecture Podcast #10: Data Collection/Analysis (PPT also available) • OnCourse>> Resources >> Lecture >> Lecture #10  Complete Pre-Lecture Activity #10: Data Collection/Analysis • OnCourse>> Test/Survey Tool >> #10  Print off and bring Lecture Worksheet #10 • OnCourse>> Resources >> Lecture >> Lecture #10
  • 21. Back to availability ePals
  • 22. Back to availability iEARN
  • 23. Back to availability Xpeditions