Week 8 Communication PDF

1.  Reading
 Get background information about communication tools
 Lecture
 Applying reading
 Quickly show lots of communication examples
 Apply knowledge about communication (GRADE case)
 Lab
 Use 2 communication tools in depth
 Modeling Activity (GRADE case - you are K-12 students)
 Workout (Experiment with communication tool– include in
ePortfolio)
 Propose communication tool in depth
 Artifact Proposal (Propose content specific use of weekly tool)

3.  Productivity
 Content Exploration
 Communication
 Production
 Data Collection/Analysis

4.  Basic Communication Patterns
 One to one | One to many | Many to many
 Interaction
 Synchronous | Asynchronous
 Media
 Text | Audio | Images | Video
 Examples
 GRADE

5.  One to one
 One to many
 Many to many

12.  Provide an example of how you could use
technology to communicate in your classroom using
one of the following basic communication patterns:
 One to one
 One to many
 Many to many

13.  Basic Communication Patterns
 One to one | One to many | Many to many
 Interaction
 Synchronous | Asynchronous
 Media
 Text | Audio | Images | Video
 Examples
 GRADE

14.  Asynchronous
 Synchronous

15.  At the same time

16.  Chatrooms
 “Live” communication between 2+ users
 Instant messaging
 Private. Like telephone but with text messaging.
 Video conferencing
 Two-way interactive communication. Special equipment or over
the computer.
 Virtual learning environments
 Video or chat-based communication. Avatar.
 E.g., Second life.

17.  Row, row, row the boat  Not occurring at the
 Gently down the stream same time
 Merrily merrily merrily merrily
 Life is but a dream

18.  Email
 One to one
 Listserv
 One to many
 Bulletin board / Discussion board
 Post messages.
 Blogs
 Web blog. Publicly accessible. Discussing specific topic/issue.

21.  What are some of the advantages of using
asynchronous communication methods?

22.  Basic Communication Patterns
 One to one | One to many | Many to many
 Interaction
 Synchronous | Asynchronous
 Media
 Text | Audio | Images | Video
 Examples
 GRADE

23.  Text
 Audio
 Images
 Video

24.  Email
 Discussion boards
 Google Groups
 Instant messaging (IM)
 Chat rooms
 Texting
 Phone (SMS)
 Documents
 Blogs
 Wikis
 Google Docs

25. Email Example

29. Document Collaboration & Chat Example

32.  Text
 Email, discussion boards, IM, texting
 Audio
 Phone, podcast, radio
 Images
 Video

33.  One-way:
 Radio
 Foreign language
 National public radio
 Reach far distances
 Public announcements (famous speeches)
 Podcasting
 Automatically updated audio
 Variety of subject-specific recordings
 Two-way
 Audio-conferencing
 Computer (skype, MSN, yahoo)
 Phone
 Conference calls
 Communicate one-on-one
 Post to a blog

34. Voice Email Example

36.  Text
 Email, discussion boards, IM, texting
 Audio
 Phone, podcast, radio
 Images
 Photos, graphics, interactive whiteboard
 Video

37.  Photos/Graphics
 Whiteboard sharing
 Example:
 Flickr
 Thinkature

38. Whiteboard Collaboration Example

40.  Text
 Email, discussion boards, IM, texting
 Audio
 Phone, podcast, radio
 Images
 Photos, graphics, whiteboards
 Video
 Video conferencing

41.  Videoconferencing
 Video conferencing
software
 Computer-based video
conferencing
 Example:
 Videoconference field trips
 Video conferences available
for all standards

42. Videoconferencing Example

44. 1. Pattern of Communication
1. One to one
2. One to many
3. Many to many
2. Interaction
1. Asynchronous
2. Synchronous
3. Media
1. Text
2. Audio
3. Image
4. Video

45. Synchronous Asynchronous
One-to-one Ex: Instant Messaging
One-to-many
Many-to-many

46.  Basic Communication Patterns
 One to one | One to many | Many to many
 Interaction
 Synchronous | Asynchronous
 Media
 Text | Audio | Images | Video
 Examples
 GRADE

47. 1. Pattern of Communication
1. One to one
2. One to many
3. Many to many
2. Interaction
1. Asynchronous
2. Synchronous
3. Media
1. Text
2. Audio
3. Image
4. Video

49. 1. Pattern of Communication
1. One to one
2. One to many
3. Many to many
2. Interaction
1. Asynchronous
2. Synchronous
3. Media
1. Text
2. Audio
3. Image
4. Video

51. 1. Pattern of Communication
1. One to one
2. One to many
3. Many to many
2. Interaction
1. Asynchronous
2. Synchronous
3. Media
1. Text
2. Audio
3. Image
4. Video

53.  Basic Communication Patterns
 One to one | One to many | Many to many
 Interaction
 Synchronous | Asynchronous
 Media
 Text | Audio | Images | Video
 Examples
 GRADE

54. Energy Sources

55.  Mrs. Yakamodo (teaches 10th grade science)
 Ms. Ackley (teaches 10th grade speech)
 Concerns with students’ lack of knowledge of
energy crisis
 Multidisciplinary project with 10th grade students
 Collaborate in teams
 Debate energy sources
 Debate is difficult – no time to think about
counterargument

56.  What is the standard or learning goal of the lesson?
 Env.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.
 SPC.1.16 Deliver reflective presentations that: [11.7.16/12.7.16]
 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.
 What is the problem that specifically needs to be
addressed?
 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.

57.  What do your students need in a resource or tool?
 Grouping
 Groups (3-4)
 Home, 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
 Home
 Most have computers with Internet access
 Media (students)
 Text
 Images

58. What resources can you access that might address the problem?
 PBS: Deregulation map  Contact Congress or the
 Research guide President
 NREL (Natural Renewable  Debate instructions
Energy Laboratory)  Debate worksheet
presentations
 Gaggle (Email)
 NREL learning resources
 Post to wiki (Google groups)
 Department of Education
Kid’s Website  OnCourse discussion board
 Energy Kid’s Page  ePals
 Xpeditions  iEARN

59.  Decide: Which of the tool you identified should be used?
How should these tools be used? (Provide a brief description
of the activity)
 Explain decision: 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.

60.  Basic Communication Patterns
 One to one | One to many | Many to many
 Interaction
 Synchronous | Asynchronous
 Media
 Text | Audio | Images | Video
 Examples
 GRADE

61.  Productivity
 Content Exploration
 Communication
 Production
 Data Collection/Analysis

62. Back to
availability

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