Creating withTechnology isNOT Enough
Dr. Jason ThibodeauPhilosophy ProfessorClarkston CampusHeidi BeezleyInstructional TechnologistDecatur Campus
Recent Events in  Education
First   important facts   about education   today
The update to Bloom’s Taxonomy in2000 placed CREATING as thehighest level of thinkingNew and emerging technologiesare expl...
Goal:Encourage student technology creations thattruly foster critical thinking about the content atthe CREATE level of Blo...
Bloom’s Taxonomy
Creating   Putting the elements together to form a coherent orfunctional whole; reorganising elements into a new pattern  ...
Creation? 1. A student creates an animation of blood    flow through the heart 2. A student writes an opinion piece in her...
Why is Bloom’s important?In 1998 Academically made a ArumFaculty Leon Gardiner Adrift by plea in   2011 overwhelmingly wan...
Why are these new tools      important?The new can provideproductsStudents tools connect students theCreating technology w...
So, how do these two things mashup?
This is wherethe problem    begins
The Problem
Bloom’s and Technology       Mashups
Bloom’s and Technology       Mashups
Bloom’s Digital Taxonomy –             Create Level•   Programming•   Filming•   Animating•   Videocasting•   Podcasting• ...
What is learned?In a collaborative team, students createan animation about the path of foodthrough the digestive track.Pro...
Creating   Putting the elements together to form a coherent orfunctional whole; reorganising elements into a new pattern  ...
Student Movie Creation…•   about how basketball would be played differently if    there were no friction•   about how fric...
Creatinga technology projectCreating with the content                             ≠(with the ideas, concepts, relationship...
The Solution
Degree of Creation                     Creation Taxonomy
Creation Taxonomy            Content digested at the CREATE level of            Bloom’s.            Content digested at th...
Creation?1. A student creates an animation of blood   flow through the heart2. A student writes an opinion piece in her bl...
Specific Strategies forAchieving Student Creation      that is      jh
Problem-             ;Decision      Solving             Analogy -What if?             Metaphor              PiecingPredict...
;  Problem-                   Decide between two or more options where there is no             Decision                   ...
Consider an alternate reality – What if a key  What if?                point, event, decision, law of nature, etc. was    ...
Predict an unkown reality – Working within a set ofPrediction           parameters, students predict an unkown. (Similar t...
;Problem-              Design a solution to a problem, especially one for  Solving                which there is no adequa...
Analogy -                    Create an effective, informativeMetaphor           analogy, metaphor, etc. for a concept, pro...
PiecingTogether/            Learners are given a limited number of raw clues and                                are asked ...
tosumup...
Problem-             ;Decision      Solving             Analogy -What if?             Metaphor              PiecingPredict...
Ultimately, you want student creations to mimic the real-world uses of your                content
In the real world…content knowledge helps us solve-problems                           predict affects                     ...
Problem-             ;Decision      Solving             Analogy -What if?             Metaphor              PiecingPredict...
Resources:http://tinyurl.com/creationfff                          Heidi Beezley                          Instructional Tec...
The Creation Myth - Creating with Technology is Not Enough - t2 conference spring 2012
The Creation Myth - Creating with Technology is Not Enough - t2 conference spring 2012
The Creation Myth - Creating with Technology is Not Enough - t2 conference spring 2012
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The Creation Myth - Creating with Technology is Not Enough - t2 conference spring 2012

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Bloom’s Taxonomy is frequently used as a guide for evaluating the level of thinking that a student achieves when completing a given learning task. Frequently technology projects that are are completed using high-tech tools are judged to require the highest level of Bloom’s Revised Taxonomy, CREATION, and thus are awarded the stamp of approval that the project possesses a high degree of educational value. But this judgement is misleading. While a student making a movie may be thinking at the CREATE level as they consider what camera angles would be most effective for creating the right mood or what choices will help them achieve the look and feel for their chosen genre of film-making, they may be only considering the content at the remembering and understanding level. Thus, the highly polished and effective movie is evidence that a student is adept at communication using this modality, but the movie itself does not necessarily demonstrate that the subject-matter content was analyzed, synthesized, evaluated, or more importantly that something was created, with regard to content. Students may be simply reproducing information from other sources. If this is the case, students have not achieved the CREATE level, with regard to the subject matter. This presentation will help educators decipher the difference between project-based assignments that require students to create with the content and those that only require students to create new products. We will also present several sure-fire strategies for how to design projects where students CREATE with content.

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  •  Attribution 2.0 Generic (CC BY 2.0)Some rights reserved by lorraine santana Some rights reserved by Lara604 
  • Attribution 2.0 Generic (CC BY 2.0) Some rights reserved by vinodvv aka vcube
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  • Gardiner – professor at Rutgers wrote several books on the topic of improving education Redesigning Higher Education : Producing Dramatic Gains in Student Learning (1996)
  • Build out
  • Add the study that indicates that critical thinking must be taught explicitly
  • Some rights reserved by Elle *
  • Some rights reserved by Horia Varlan
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  • Deciders:1.1 Students define the problem - i.e. d1.2. Students plan a solution - students deliberate based on their analysis of the relevant information to make a decision (which also could be deemed a hypothesis about how they problem should be approached).  etermine what parameters are relevant to making a decision and collect the relevant information necessary. 1.3 Students execute the solution - students would present in some form their decision including providing their justification based on their analysis and evaluation of information.  
  • 2.1  Students define the problem - i.e. they must understand the current version of events, and then identify and summarize the characteristics of events and variables related to the new reality.2.2  Students plan a solution - Students deliberate based on information from the current reality and define what the new reality would look like2.3  Students execute the solution - They develop a product that illustrates this alternate, what-if reality using important facts, concepts, ideas from the current reality to justify their what-if scenario.
  • 2.1  Students define the problem - i.e. they must understand the current and historical factors relevant to the future events, and then identify and summarize the characteristics of events and variables related to the future reality.2.2  Students plan a solution - Students deliberate based on information from the current reality and define what the future reality would look like2.3  Students execute the solution - They develop a product that illustrates this future reality using important facts, concepts, ideas from the current reality to justify their what-if scenario.
  • 4.1 Students  define the problem - Students should identify what they need to know and understand in order to develop a coherent solution to the problem.  What parameters are important?4.2 Students plan a solution - Students deliberate about ways to best solve the problem4.3 Students execute the solution - The students build, construct, create, etc. the solution to the problem using important facts, concepts, ideas from the relevant variables and information to justify their what-if scenario.
  • 5.1  Students define the problem - Students consider the concept, process, or skill and identify the important features, concepts, ideas that are nested within it.5.2  Students plan a solution - Students brainstorm and deliberate in an attempt to find an appropriate analogy or metaphor.5.3  Student execute the solution - The students communicate their thesis (i.e. the analogy/metaphor) with supporting evidence.
  • 6.1  Students define the problem - Students identify what relevant clues exist that could help them develop a thesis6.2  Students plan a solution - Students begin to deliberate about what the clues indicate and develop a thesis6.3  Students execute a solution - Students communicate their thesis (i.e. the theory) with supporting evidence
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  • Some rights reserved by Keith Williamson
  • Transcript of "The Creation Myth - Creating with Technology is Not Enough - t2 conference spring 2012"

    1. 1. Creating withTechnology isNOT Enough
    2. 2. Dr. Jason ThibodeauPhilosophy ProfessorClarkston CampusHeidi BeezleyInstructional TechnologistDecatur Campus
    3. 3. Recent Events in Education
    4. 4. First important facts about education today
    5. 5. The update to Bloom’s Taxonomy in2000 placed CREATING as thehighest level of thinkingNew and emerging technologiesare exploding with tools andopportunities for students to CREATEwith technology
    6. 6. Goal:Encourage student technology creations thattruly foster critical thinking about the content atthe CREATE level of Bloom’s
    7. 7. Bloom’s Taxonomy
    8. 8. Creating Putting the elements together to form a coherent orfunctional whole; reorganising elements into a new pattern or structure through generating, planning or producing
    9. 9. Creation? 1. A student creates an animation of blood flow through the heart 2. A student writes an opinion piece in her blog arguing that Middle Georgia College and Macon State College should not be merged. 3. A student collaborates to make an informational wiki about the War of 1812. Putting the elements together to form a coherent orfunctional whole; reorganising elements into a new pattern or structure through generating, planning or producing
    10. 10. Why is Bloom’s important?In 1998 Academically made a ArumFaculty Leon Gardiner Adrift by plea in 2011 overwhelmingly want toThe most effective way to teach criticalWhy Roksa cites thinkingdemonstratingdevelopis to teach it explicitlybut athinking critical studies skills, as mostand We Must Change: The ResearchEvidence focusedgoals reflect teachingsubmittedtrack within a specific contentthat many course mainly on the needseparate students are notto develp critical thinking in studentsconcepts in a disciplinecritical thinkingdemonstrating gains in rather thancourse.teaching to semestersemester critical thinking.(Abrami, et al., 2008)(Stark, et al., 1988)
    11. 11. Why are these new tools important?The new can provideproductsStudents tools connect students theCreating technology with authenticopportunity to createandinformation.develops computing polished andaudiences and real-time software skillsauthentic project-management skillsas well as products like videos, reports,podcasts, websites, blogs,and potentially collaborative and softpresentations, tools, etc.skills.
    12. 12. So, how do these two things mashup?
    13. 13. This is wherethe problem begins
    14. 14. The Problem
    15. 15. Bloom’s and Technology Mashups
    16. 16. Bloom’s and Technology Mashups
    17. 17. Bloom’s Digital Taxonomy – Create Level• Programming• Filming• Animating• Videocasting• Podcasting• Mixing• Remixing• Directing• Producing• Publishing• Video blogging• Blogging• Wiki-ing• Building Mash upsFrom: Andrew Churcheshttp://edorigami.wikispaces.com/Blooms+Digital+Taxonomy
    18. 18. What is learned?In a collaborative team, students createan animation about the path of foodthrough the digestive track.Project Management Skills – Course content–brainstorming, planning, remembering, understanding leveldividing tasks, meeting thinking about the digestive systemdeadlines Critical Thinking – ?Collaborative Skills/Soft Skills – The majority of critical thinkingCooperation, leadership, relates to the process of creatinggroup goal setting an animation NOT in CREATINGTechnical Skills – Animation anything with the content ideassoftware and concepts
    19. 19. Creating Putting the elements together to form a coherent orfunctional whole; reorganising elements into a new pattern or structure through generating, planning or producing
    20. 20. Student Movie Creation…• about how basketball would be played differently if there were no friction• about how friction affects the action of play during a basketball game.• that identifies examples of frictional forces in a basketball game• that identifies whether a particular force during a basketball game is frictional• that compares and contrasts frictional and applied forces• that defines frictional forces in science
    21. 21. Creatinga technology projectCreating with the content ≠(with the ideas, concepts, relationships, etc. processes, etc.)
    22. 22. The Solution
    23. 23. Degree of Creation Creation Taxonomy
    24. 24. Creation Taxonomy Content digested at the CREATE level of Bloom’s. Content digested at the EVALUATION, SYNTHESIS, APPLICATION level of Bloom’s. Content digested at the REMEMBERING/ UNDERSTANDING level of Bloom’s.In each case a technology product is CREATED
    25. 25. Creation?1. A student creates an animation of blood flow through the heart2. A student writes an opinion piece in her blog arguing that Middle Georgia College and Macon State College should not be merged.3. A student collaborates to make an informational wiki about the War of 1812. http://tinyurl.com/ createlevels
    26. 26. Specific Strategies forAchieving Student Creation that is jh
    27. 27. Problem- ;Decision Solving Analogy -What if? Metaphor PiecingPrediction Together/ Induction
    28. 28. ; Problem- Decide between two or more options where there is no Decision Solving clear right option. Analogy - What if? History– In what war would it have been better to have fought in, the Metaphor Spanish-American War or the Civil War? Science – Should wolves be reintrodued in plains states like Kansas and Nebraska? Piecing Prediction have decided on three layouts for theTogether/ these layoutsMath - A community is planning a coop garden for a neighborhood. They garden. Which of Induction would be best for the community?
    29. 29. Consider an alternate reality – What if a key What if? point, event, decision, law of nature, etc. was different? English - What if Antigone found herself in Hamlet’s situation where he believes that his stepfather has killed his father, how would she respond? How would her response be similar and different from Hamlet’s and why? Science – What would the world be like without friction(or with very little friction)?World Religions – How would a key figure’s life and work be different if he or she had converted to a different religion at a key point in his/her life?
    30. 30. Predict an unkown reality – Working within a set ofPrediction parameters, students predict an unkown. (Similar to “What-if?” scenarios) Social Sciences – If the Republicans gain control of the Oval Office and both houses of Congress, how will the government approach to the economy likely be changed?Science – If an asteroid knocked the moon out of Earth’s orbit, how would life on Earth be different?Social Work – If drugs were legalized, how would this policy decision likely affect the level of drug use with at risk youth?
    31. 31. ;Problem- Design a solution to a problem, especially one for Solving which there is no adequate solution already. English – Students often have a hard time understanding the structure oftexts. Design a job-aid to help students understand the structure of one the types of texts listed Education- Design a plan to increase student vocabulary and reading fluency in a situation where there is an iPad for every studentEngineering - Design a plan to send a camera into the upper atmosphere to take pictures of earth.
    32. 32. Analogy - Create an effective, informativeMetaphor analogy, metaphor, etc. for a concept, process, or skill Math – Develop an analogy for understanding the difference between squares, rhombuses, parallelograms, and rectanglesEnglish – Develop an analogy for understanding the important similarities and differences between Wuthering Heights and Pride and Prejudice
    33. 33. PiecingTogether/ Learners are given a limited number of raw clues and are asked to develop a theory.InductionForeign Language - Below is a display of pictures of things that Arturo sawwhile he walked from his home to a cafe. The pictures are displayed in the order in which he saw them. Develop a narrative in Spanish that makes sense of what sorts of places and people he met along the way.” Philosophy – Given a set of arguments and non-arguments develop a definition of a philosophical argument.
    34. 34. tosumup...
    35. 35. Problem- ;Decision Solving Analogy -What if? Metaphor PiecingPrediction Together/ Induction
    36. 36. Ultimately, you want student creations to mimic the real-world uses of your content
    37. 37. In the real world…content knowledge helps us solve-problems predict affects make things out figure decisions
    38. 38. Problem- ;Decision Solving Analogy -What if? Metaphor PiecingPrediction Together/ Induction
    39. 39. Resources:http://tinyurl.com/creationfff Heidi Beezley Instructional Technologist Decatur Campus Heidi.Beezley@gpc.edu x2409 Jason Thibodeau Assistant Professor of Philosophy Clarkston Campus Jason.Thibodeau@gpc.edu x3785

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