This is the conference version of the digital storytelling slideshow as used in the QSITE 2009 Conference Workshop presented by Gayleen Jackson and Alex Delaforce. This contains some screen shots of other notable educator's work - names are given.
The document discusses building capacity for change among quality leaders. It emphasizes using time effectively to collect and analyze data and communicate findings. Leaders should identify priorities and be intentional in their work. Teachers conducting research and using technology for global awareness are mentioned. The final section contrasts problem solvers with problem finders, noting the importance of balance.
This document discusses how constructivist practices can be translated to online learning environments. It provides examples of how problem-based learning (PBL), collaboration, learner autonomy, and authentic assessment are implemented in higher education and K-12 online courses. Specifically, it describes Connections Academy, a leading provider of K-12 virtual education, and how their courses incorporate active participation, collaboration tools, learner scaffolding, and benchmark projects to assess student learning. Overall, the document illustrates how principles of constructivism can successfully guide the design of online learning experiences.
(1) The document discusses how providing students with netbooks in a 1:1 classroom can transform learning by allowing for more creative and collaborative experiences. (2) Tools like Google Docs, Wikispaces, and Diigo enable students to work together on research projects, share presentations, and bookmark online resources. (3) Netbooks also provide opportunities for students to take pictures and videos, create posters and diagrams, and make simple videos to demonstrate their learning. (4) For a 1:1 classroom to be successful, it is important to establish clear rules and routines and provide engaging activities that are learner-driven and allow creative exploration.
The document discusses how providing students with individual netbooks can transform a classroom into a more creative and collaborative learning environment. It describes establishing clear classroom routines and rules for netbook use, as well as engaging students through learner-driven activities that allow freedom to explore. Netbooks provide opportunities for students to connect with peers and teachers through online tools like Google Docs, wikis, social bookmarking, and discussion forums. They also facilitate creative expression using tools for photography, video editing, poster projects, and diagramming. The goal is to unleash student potential through empowering and stimulating creative experiences.
NSBA T+L Conference, Denver 2009
Marianne Hauser, Director of Secondary Instruction
Kimberly Park, K-12 Instructional Technology Coordinator
Fayetteville Public Schools, Fayetteville, AR
This document discusses backchanneling, which refers to live online chats that accompany presentations. It provides guidelines for effective backchannel participation, including answering questions directed at speakers with an @ symbol. The document then outlines Julie Lindsay's vision for e-learning, including how it is supported at BISS through tools like Wikispaces and encouraging 21st century skills. It shares examples of flat classroom projects between BISS and other schools that promote global collaboration, cultural understanding, and digital citizenship.
Student-Generated Content Powered by Web 2.0 and Motivation Theories Eunbae Lee
Web 2.0 technologies have created a trend of user-generated content by supporting media production and dissemination and user collaboration and communication. User-generated content is translated into student-generated content (SGC) in education. This presentation presents the essence of SGC, related motivation theories, and guidelines to avoid common mistakes. It is my hope that this presentation will help educators and instructional designers incorporate more effective SGC activities.
This document discusses the use of ePortfolios and digital storytelling to support lifelong learning through reflection. It provides an overview of key concepts like identity development, metacognition, reflection and various technology tools that can be used. Reflection is important for self-awareness and evaluating one's own learning and growth over time. Digital storytelling can enhance portfolios by allowing learners to share their experiences and reflect in a more personal way using multimedia. Various tools for creating digital stories on computers, mobile devices and online are described.
The document discusses building capacity for change among quality leaders. It emphasizes using time effectively to collect and analyze data and communicate findings. Leaders should identify priorities and be intentional in their work. Teachers conducting research and using technology for global awareness are mentioned. The final section contrasts problem solvers with problem finders, noting the importance of balance.
This document discusses how constructivist practices can be translated to online learning environments. It provides examples of how problem-based learning (PBL), collaboration, learner autonomy, and authentic assessment are implemented in higher education and K-12 online courses. Specifically, it describes Connections Academy, a leading provider of K-12 virtual education, and how their courses incorporate active participation, collaboration tools, learner scaffolding, and benchmark projects to assess student learning. Overall, the document illustrates how principles of constructivism can successfully guide the design of online learning experiences.
(1) The document discusses how providing students with netbooks in a 1:1 classroom can transform learning by allowing for more creative and collaborative experiences. (2) Tools like Google Docs, Wikispaces, and Diigo enable students to work together on research projects, share presentations, and bookmark online resources. (3) Netbooks also provide opportunities for students to take pictures and videos, create posters and diagrams, and make simple videos to demonstrate their learning. (4) For a 1:1 classroom to be successful, it is important to establish clear rules and routines and provide engaging activities that are learner-driven and allow creative exploration.
The document discusses how providing students with individual netbooks can transform a classroom into a more creative and collaborative learning environment. It describes establishing clear classroom routines and rules for netbook use, as well as engaging students through learner-driven activities that allow freedom to explore. Netbooks provide opportunities for students to connect with peers and teachers through online tools like Google Docs, wikis, social bookmarking, and discussion forums. They also facilitate creative expression using tools for photography, video editing, poster projects, and diagramming. The goal is to unleash student potential through empowering and stimulating creative experiences.
NSBA T+L Conference, Denver 2009
Marianne Hauser, Director of Secondary Instruction
Kimberly Park, K-12 Instructional Technology Coordinator
Fayetteville Public Schools, Fayetteville, AR
This document discusses backchanneling, which refers to live online chats that accompany presentations. It provides guidelines for effective backchannel participation, including answering questions directed at speakers with an @ symbol. The document then outlines Julie Lindsay's vision for e-learning, including how it is supported at BISS through tools like Wikispaces and encouraging 21st century skills. It shares examples of flat classroom projects between BISS and other schools that promote global collaboration, cultural understanding, and digital citizenship.
Student-Generated Content Powered by Web 2.0 and Motivation Theories Eunbae Lee
Web 2.0 technologies have created a trend of user-generated content by supporting media production and dissemination and user collaboration and communication. User-generated content is translated into student-generated content (SGC) in education. This presentation presents the essence of SGC, related motivation theories, and guidelines to avoid common mistakes. It is my hope that this presentation will help educators and instructional designers incorporate more effective SGC activities.
This document discusses the use of ePortfolios and digital storytelling to support lifelong learning through reflection. It provides an overview of key concepts like identity development, metacognition, reflection and various technology tools that can be used. Reflection is important for self-awareness and evaluating one's own learning and growth over time. Digital storytelling can enhance portfolios by allowing learners to share their experiences and reflect in a more personal way using multimedia. Various tools for creating digital stories on computers, mobile devices and online are described.
A presentation targeted for Kansas Technology Rich Classroom teachers at a summer conference (2011) who are trying to manage PBL amid the infusion of the Common Core, MTSS, TRC, 21st Century Skills and so on.
This document provides an overview of a conference for teachers on 21st century teaching and learning with digital media. The goals are to review classroom setup, collect digital content, and plan student projects emphasizing 21st century skills. Teachers will complete four lesson plans and have students create four multimedia projects demonstrating their understanding of essential questions. The agenda includes choosing a technology tool for student projects, exploring its features, and creating a rubric for assessment.
The document discusses using media as levers to optimize CALL (computer-assisted language learning) tasks. It proposes developing a pattern language for describing CALL task design that incorporates media leverage. Examples are provided of how incorporating audio files or varying task sequences can increase learner motivation by foregrounding different cognitive processes. The goal is to design tasks that place learners in an executive role using media levers below their conscious awareness to optimize involvement.
Technology and curriculum issues day 4 vikki bridgewater nrvpriddle
The document discusses issues related to technology integration and curriculum. It addresses several myths about how technology will impact society and learning. While technology provides opportunities to support differentiated instruction, it is important to consider how to quality integrate it and address student safety issues online. The teacher remains the most important factor for motivating students and facilitating their work together.
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
This document discusses the need to prepare students for the 21st century through digital learning and blended learning models. It argues that the world has become flat, digital and constantly evolving, making skills like communication, adaptability, creativity and independent thinking essential for students. It advocates shifting away from traditional textbook-based instruction towards giving students more control over their learning through complex projects, real-world applications and information literacy. The goal is to measure higher-order engagement rather than just compliance and help students develop both content knowledge and 21st century skills to succeed in today's knowledge economy.
This document discusses differentiated instruction and the role of technology. It defines differentiated instruction as tailoring teaching to meet students' individual needs. Technology supports differentiated instruction by allowing flexible grouping, assessment, and presenting content in various formats. An example is provided where students use different technologies like podcasts and presentations to demonstrate their learning about American decades.
The document discusses the need to upgrade K-12 curriculum for the 21st century. It emphasizes developing skills like critical thinking, problem solving, communication and collaboration over simple memorization of facts. Technology should enhance learning by allowing students to blog, create multimedia projects and connect globally, but not replace quality teaching. The curriculum needs to include timely topics, multiple perspectives and real-world applications of knowledge. Project-based learning and promoting lifelong learning skills are recommended over passive learning. Professional development also needs modernizing with strategies like online courses, coaching and personal learning networks.
Technology in education can serve multiple goals, both stated and unstated. It is important to have a clear vision for how technology enhances educational objectives before implementing initiatives. Effective technology plans start with understanding existing curricular goals and ensuring any technology chosen supports enhancing education. Initiatives should have measurable objectives and justify how the technology helps meet educational goals based on research in learning.
Molly B. Zielezinski believes technology can help prepare students for the future. She discusses how technology has transformed learning by making it more interest-driven, goal-oriented, and accessible. However, simply adding technology to the existing model is not enough. True innovation requires disrupting outdated approaches and using technology to support activities like critical consumption, digital portfolios, content creation, and collaborative problem solving. Molly advocates using technology to promote higher-order skills and meaningful digital learning.
The document discusses the metaphor of alchemy as a metaphor for transforming teaching and learning. It discusses four elements - history, pedagogy, design, and alchemy - that act as catalysts for this transformation. Under history, it discusses the evolution of educational technology over time and compares past technologies to modern equivalents. For pedagogy, it proposes a learner-centered, active, contextual, problem-based, social, and emergent approach. For design, it discusses aligning course design with standards and transforming existing courses. It provides an example of a more transformative course design compared to a common design.
This document discusses various technology tools and applications that can be used in education, including Microsoft Office programs, digital cameras, smart boards, and learning management systems. It emphasizes using technology to promote fundamental literacy and extend learning experiences by focusing on learner standards and pedagogical approaches like project-based learning and differentiated instruction. Specific technology applications highlighted include inquiry research using online resources, digital storytelling using editing software, and collaborative tools like blogs, wikis and social bookmarking through Web 2.0 platforms. The document stresses ensuring technology is integral to the curriculum rather than just integrated, and focusing on how it can help students learn rather than being used just because it is interesting.
This document discusses digital storytelling as a way to engage students in learning. It defines digital storytelling as a new oral tradition that appeals to diverse learning styles. The goals are to generate student interest and motivation, increase collaborative research skills, and develop communication skills. The document provides examples of how digital storytelling can be integrated into the curriculum and outlines the steps teachers should take to implement digital storytelling projects in their classrooms.
This document discusses project-based learning (PBL) in online environments. It emphasizes creating learner autonomy through scaffolding, interactive tools, and authentic assessments. Constructivist practices like PBL combined with learner-centered pedagogies (LCPs) provide best practices for online teaching. Tools and strategies discussed support collaboration, participation, and developing 21st century skills through student-centered projects.
Mssaa ap conference 21st century leadershipMaureen Cohen
This document outlines goals of providing an overview of web 2.0 tools, barriers to technology integration, and strategies used at Grafton High School. It discusses preparing students for the future by using tools like blogs, podcasts, and online polling. Barriers like limited resources and training were overcome through collaborative leadership and professional development. Web 2.0 allows learning anywhere and helps engage and assess students for 21st century skills.
Cultivating Learning Design Thinking with ePortfolios in a Masters courseAndrew Deacon
This document discusses using ePortfolios in a Masters course to cultivate learning design thinking. It describes how the course explored learning design models and technologies through enactment, evaluation, and reflection activities. Students designed an online learning intervention and reflected on the process in an ePortfolio. The course addressed the diverse backgrounds of students with varying educational theory and technology experience. Student performance and reflections showed how the iterative process supported developing learning design thinking. The course structure and assessments were adapted based on reflections to better address student diversity.
This document discusses how digital storytelling and dynamic media can be used to promote understanding in the classroom. It begins by outlining four essential questions about how these tools can be integrated and implemented successfully, especially in early elementary grades. Examples are provided of how Lois Craig Elementary currently uses technology. The document then discusses concepts like digital story rubrics, Nevada's first grade social studies standards, and buzz words related to digital storytelling and dynamic media. Tips and resources are provided for educators looking to get started with these tools in their own classrooms.
This document discusses building coherence in education systems through focusing on high leverage skills for students in a digital age. It emphasizes aligning goals, practices, and measures across three domains: student goals and learning, professional practices, and organizational systems. Specifically, it recommends:
1) Focusing on critical skills like problem solving, communication, and digital literacy as high leverage goals for student learning.
2) Aligning assessments and measures to evaluate progress on these priority goals.
3) Connecting instructional practices and strategies to teaching and developing the focused skills.
4) Ensuring professional goals, evaluation, and support are also aligned to student learning priorities.
5) Having organizational plans and resource allocation reflect
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
Scottsdale CC Math - Updated Summer 2014Donna Gaudet
The Scottsdale Community College math department transitioned introductory algebra, intermediate algebra, and college algebra courses to use open educational resources, replacing expensive traditional textbooks. This resulted in annual student cost savings of around $182,000. The open resources included free online textbooks, an interactive workbook, online homework software, and instructional videos. Developing and implementing the village approach required a team effort across many faculty and support from the administration. Evaluation found high student satisfaction with the resources and no negative impact on student outcomes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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A presentation targeted for Kansas Technology Rich Classroom teachers at a summer conference (2011) who are trying to manage PBL amid the infusion of the Common Core, MTSS, TRC, 21st Century Skills and so on.
This document provides an overview of a conference for teachers on 21st century teaching and learning with digital media. The goals are to review classroom setup, collect digital content, and plan student projects emphasizing 21st century skills. Teachers will complete four lesson plans and have students create four multimedia projects demonstrating their understanding of essential questions. The agenda includes choosing a technology tool for student projects, exploring its features, and creating a rubric for assessment.
The document discusses using media as levers to optimize CALL (computer-assisted language learning) tasks. It proposes developing a pattern language for describing CALL task design that incorporates media leverage. Examples are provided of how incorporating audio files or varying task sequences can increase learner motivation by foregrounding different cognitive processes. The goal is to design tasks that place learners in an executive role using media levers below their conscious awareness to optimize involvement.
Technology and curriculum issues day 4 vikki bridgewater nrvpriddle
The document discusses issues related to technology integration and curriculum. It addresses several myths about how technology will impact society and learning. While technology provides opportunities to support differentiated instruction, it is important to consider how to quality integrate it and address student safety issues online. The teacher remains the most important factor for motivating students and facilitating their work together.
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
This document discusses the need to prepare students for the 21st century through digital learning and blended learning models. It argues that the world has become flat, digital and constantly evolving, making skills like communication, adaptability, creativity and independent thinking essential for students. It advocates shifting away from traditional textbook-based instruction towards giving students more control over their learning through complex projects, real-world applications and information literacy. The goal is to measure higher-order engagement rather than just compliance and help students develop both content knowledge and 21st century skills to succeed in today's knowledge economy.
This document discusses differentiated instruction and the role of technology. It defines differentiated instruction as tailoring teaching to meet students' individual needs. Technology supports differentiated instruction by allowing flexible grouping, assessment, and presenting content in various formats. An example is provided where students use different technologies like podcasts and presentations to demonstrate their learning about American decades.
The document discusses the need to upgrade K-12 curriculum for the 21st century. It emphasizes developing skills like critical thinking, problem solving, communication and collaboration over simple memorization of facts. Technology should enhance learning by allowing students to blog, create multimedia projects and connect globally, but not replace quality teaching. The curriculum needs to include timely topics, multiple perspectives and real-world applications of knowledge. Project-based learning and promoting lifelong learning skills are recommended over passive learning. Professional development also needs modernizing with strategies like online courses, coaching and personal learning networks.
Technology in education can serve multiple goals, both stated and unstated. It is important to have a clear vision for how technology enhances educational objectives before implementing initiatives. Effective technology plans start with understanding existing curricular goals and ensuring any technology chosen supports enhancing education. Initiatives should have measurable objectives and justify how the technology helps meet educational goals based on research in learning.
Molly B. Zielezinski believes technology can help prepare students for the future. She discusses how technology has transformed learning by making it more interest-driven, goal-oriented, and accessible. However, simply adding technology to the existing model is not enough. True innovation requires disrupting outdated approaches and using technology to support activities like critical consumption, digital portfolios, content creation, and collaborative problem solving. Molly advocates using technology to promote higher-order skills and meaningful digital learning.
The document discusses the metaphor of alchemy as a metaphor for transforming teaching and learning. It discusses four elements - history, pedagogy, design, and alchemy - that act as catalysts for this transformation. Under history, it discusses the evolution of educational technology over time and compares past technologies to modern equivalents. For pedagogy, it proposes a learner-centered, active, contextual, problem-based, social, and emergent approach. For design, it discusses aligning course design with standards and transforming existing courses. It provides an example of a more transformative course design compared to a common design.
This document discusses various technology tools and applications that can be used in education, including Microsoft Office programs, digital cameras, smart boards, and learning management systems. It emphasizes using technology to promote fundamental literacy and extend learning experiences by focusing on learner standards and pedagogical approaches like project-based learning and differentiated instruction. Specific technology applications highlighted include inquiry research using online resources, digital storytelling using editing software, and collaborative tools like blogs, wikis and social bookmarking through Web 2.0 platforms. The document stresses ensuring technology is integral to the curriculum rather than just integrated, and focusing on how it can help students learn rather than being used just because it is interesting.
This document discusses digital storytelling as a way to engage students in learning. It defines digital storytelling as a new oral tradition that appeals to diverse learning styles. The goals are to generate student interest and motivation, increase collaborative research skills, and develop communication skills. The document provides examples of how digital storytelling can be integrated into the curriculum and outlines the steps teachers should take to implement digital storytelling projects in their classrooms.
This document discusses project-based learning (PBL) in online environments. It emphasizes creating learner autonomy through scaffolding, interactive tools, and authentic assessments. Constructivist practices like PBL combined with learner-centered pedagogies (LCPs) provide best practices for online teaching. Tools and strategies discussed support collaboration, participation, and developing 21st century skills through student-centered projects.
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This document outlines goals of providing an overview of web 2.0 tools, barriers to technology integration, and strategies used at Grafton High School. It discusses preparing students for the future by using tools like blogs, podcasts, and online polling. Barriers like limited resources and training were overcome through collaborative leadership and professional development. Web 2.0 allows learning anywhere and helps engage and assess students for 21st century skills.
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This document discusses using ePortfolios in a Masters course to cultivate learning design thinking. It describes how the course explored learning design models and technologies through enactment, evaluation, and reflection activities. Students designed an online learning intervention and reflected on the process in an ePortfolio. The course addressed the diverse backgrounds of students with varying educational theory and technology experience. Student performance and reflections showed how the iterative process supported developing learning design thinking. The course structure and assessments were adapted based on reflections to better address student diversity.
This document discusses how digital storytelling and dynamic media can be used to promote understanding in the classroom. It begins by outlining four essential questions about how these tools can be integrated and implemented successfully, especially in early elementary grades. Examples are provided of how Lois Craig Elementary currently uses technology. The document then discusses concepts like digital story rubrics, Nevada's first grade social studies standards, and buzz words related to digital storytelling and dynamic media. Tips and resources are provided for educators looking to get started with these tools in their own classrooms.
This document discusses building coherence in education systems through focusing on high leverage skills for students in a digital age. It emphasizes aligning goals, practices, and measures across three domains: student goals and learning, professional practices, and organizational systems. Specifically, it recommends:
1) Focusing on critical skills like problem solving, communication, and digital literacy as high leverage goals for student learning.
2) Aligning assessments and measures to evaluate progress on these priority goals.
3) Connecting instructional practices and strategies to teaching and developing the focused skills.
4) Ensuring professional goals, evaluation, and support are also aligned to student learning priorities.
5) Having organizational plans and resource allocation reflect
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Granny Smiths – Verb activity Marco Torres
Digital Storytelling – Process - Key Questions when designing a
Bernajean Porter task
Six Elements of telling a story –
Bernajean Porter
Storyboard Template
14. Activity
Identifying the verbs you think describe a student’s journey in
producing the Granny Smith digital story
Verb Cloud Blooms Taxonomy Verbs
23. Planning a Digital Story Assignment
Use the A3 sheet for your planning
Aim on writing a good question, a good objective, incorporating
HOT skills, consider assessment, consider resources and what
help you may need.
24. Feedback time!!
Did you manage to write a ‘good’ objective and a good question?
How did you incorporate explicitly the use of Higher Order Thinking
Will you explicitly teach the HOT process?
How will you assess the digital story?
What help will you need?
What resources will you need?
25. Group Discussion –
How will you assess the thinking
skills your students use? - the HOT
aspect
30. Design Decisions for Quality
Assessment Tasks
Key Questions
Is the task intellectually challenging?
Is the task authentic?
How trustworthy is the task for generating sound evidence about
student performances?
Does the task support all students in the production of best
quality?
33. Types of tools
Hardware Resources
Movie cameras Google Images
Still Cameras http://commons.wikimedia.org/
wiki/Main_Page
Software (Audio / Video)
Look for royalty free sounds and
School based pictures
Free – home and school Look for creative commons
media
Web 2.0 tools
Voicethread
Slideshare
Youtube, Teachertube, Diigo
35. References
Steps in making a digital story
http://www.digitales.us/resources/seven_steps.php#
Evaluating projects
http://www.digitales.us/evaluating/index.php
Michael Wesch’s education videos (click to play)
http://mediatedcultures.net/mediatedculture.htm
Jamie McKenzie’s questioning.org website
http://questioning.org/questionpress.html
36. Created by Michael Wesch in collaboration with 200 students at
Kansas State University.
42. Planning for
Success
One way of asking good questions
43. What is this?
“The student will demonstrate the
ability to make a choice.”
44. Is this a good example of an objective?
Why?
“The student will
demonstrate the
ability to make a
choice.”
45. What about this one? Why?
“The students will be able to
describe the physical change of a
solid into a liquid (ice melting into
water) and identify real life
examples of substances that melt
and solidify.”
46. An objective …
An objective is a statement in
specific and measureable terms
that describes what the learner
will know or be able to do as a
result of engaging in a learning
activity.’
Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). Belmont, CA: David S. Lake.
47. Objectives need to be:
Consistent with the goals of the curriculum
Clearly stated
Clearly measurable
Realistic and do-able
Appropriate for the level of the learner
Worthy (Important stuff)
Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). Belmont, CA: David S. Lake.
48. According to Mager, the ideal learning objective
has 3 parts:
1. A measurable verb
2. The important condition (if any) under
which the performance is to occur and
3. The criterion of acceptable performance
Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). Belmont, CA: David S. Lake.
49. Where are the 3 parts?
‘The students will be able to
create and orally describe
the three part patterns
using coloured blocks.’
Why digital storytellingThere has to be a reason why it is worth doing digital storytelling.Is it funIs it engagingDoes it help learningDoes it help assessmentHere are some things to think about that directly relate to HOTsIn the united states the No Child Left Behind policy has forced a focus on content and scripted pedagogy.The following gives some things to think about which are related to NCLB but I think that it raises some aspects of teaching generally that are worth us considering.Maybe replace NCLB with NAPLAN!
Do you think the bottom of the triangle has to come first?Can the higher processes server the lower processes?I think yes! – but it takes planning and purpose.We all know that if we ask shallow questions we get shallow answers.
Even for the lowest levels of Blooms we can ask shallow or surface questions, or frame the questions to give us higher levels of engaged thinking to service the lower levels.For more information about this, a useful resource is Jamie McKenzie’s website questioning.org{Click on picture}
We need to find the best ways of engaging the questioning process.The previous movie clip showed that we need to consider how we approach the education process in schoolsBut why in education are we always questioning what is to be considered important or effective?The answer has to do with the pace of change and the nature of society.The second half of the 1890s was seen as a time of hope and scientific advance. During this time plans were drawn up for education in the 20th century. The plans remained valid for only the first few years of the 1900s as change outstripped education’s ability to keep up.So what is the situation now? This video gives one perspective on this question. It is based on a presentation made by Michael Wesch in collaboration with 200 students at Kansas State University. The link to the original is at the end of this presentation and included in the information that will be put online for anyone to view.This version puts forward some ideas and opinions about K to 12 education. What do you think?
I don’t need an answer to these questions butDid you feel frustrated?Did you feel challenged?Did you feel hopeful?Whatever you felt as you watched, was it born of satisfaction in the present state of education as you know it at federal, state or our local level?Are there things that you think should changeAre there things you think are changing in the right way, … and if so is it at the right pace to make a difference?
And here is Ken’s take on the purpose of education.
Now I could continue to wind my way through the current concerns that we have about education, pedagogy, types of teaching and learning practice. But the point is that we need to produce versatile doers and thinkers. This is a section of the Ken Robinson video about the purpose of education.
We need to service the lower levels of Blooms taxonomy but we need to do so much more to engage, enliven and make our content relevant and most important of all teach our kids to think.We will now take you through an exercise to analyse the possibility of Digital Storytelling as a tool we can use to do this.The following is a digital story created by a Grade 3 student in America {click this one to start …}
ResourcesA3 Verb Cloud + HighlightersA4 Blooms Digital Taxonomy sheetSet teachers in their groupsHand out A3 sheetGive 2 mins to highlight in their groups4. Hand out Bloom’s Digital Taxonomy verbsQ What do you notice about the Verb cloud and the Blooms taxonomy?
We have talked about the importance of questions and the need to support students in learning at all levels of Blooms. This all comes together in the digital storytelling process.To ensure a quality result that services the intellectual and creative aspects of the project we use a process similar to that used by film makers, animators, artists and designersIn each stage the students produce, present, check, draft and reflect. Major parts of the process are assessed such as research notes and focus questions, a script in part 1., a storyboard in part 2 and of course the finished item.In your hand out you will see an example of a storyboard that includes space for the script or narration. In a simple or short project this can be the script and storyboard submission. However, in most cases and definitely in all but the first couple of grades the notes, research material, graphic organisers showing analysis and formulation of the major factors and the resulting script would be separate and a major part of the assignment.Now we can get research, analysis and a script written by students without the need for producing a digital story but we would missEngagementICT skill developmentDigital literacyPresentation SkillsAuthenticityCollaborationEtc.Detail of each step is available at Bernajean Porter’s website www.digitales.us {click on picture of timeline}
Planning objectives is a set of slides to assist in writing good objectivesTEPs – Digitales shows a couple of the planning sheets used at Coomera Anglican College
View information on each aspect by clicking on the picture at www. www.digitales.usUse this website resource with the students each part leads to further information.
The written script will be made into a voiceover during production.The voiceover is the part of a digital story that drives the project and gives it value.Before writing the script, the student needs to find the story, depending on the student’s age and the nature of the story project, students will need to BrainstormResearchAnalyseCollaborateCriticiseOrganiseWriteRewriteReflectThis is a rich source of teaching opportunities and student knowledge building – this is where the quality of the question or objective makes all the difference.Ask a trivial question and the research will be trivial and undirected, the analysis will not be authentic, collaboration will become unnecessary. Students will not need to criticise, organise and will not be required or driven to write and review.Once students get to the end of a script section they should try reading or telling your story out loud.
For simple projects this can be the script and storyboardAbove grade 2 or 3 students should write the script first as a narrative, description, commentary etc and then formulate the storyboard as the next step.
In this activity we will ask you to do a 5 minute brainstorming and objective design for a digital story you may choose for term1 next year. Use the A3 sheet for your planning
Aim on writing a good question, a good objective, incorporating HOT skills, consider assessment, consider resources and what help you may need.5 mins thenFeedbackOne person give a 30 second feedback –We know this is very early in the planning process but
Did you manage to write a ‘good’ objective and a good question?How did you incorporate explicitly the use of Higher Order ThinkingWill you explicitly teach the HOT process?How will you assess the digital story?What help will you need?What resources will you need?
Only a short session but important!!
In Bernajean Porter’s work she gives a method of assessing digital storytelling by using two methodsThe first is peer assessment – an example of this uses the PMI method and a scoring sheet filled out by students while viewing each other’s work.The second method is the Formal Assessment - 9 Traits for Scoring Part I: Content Communication * Preparation Process * Content Knowledge * Format / OrganizationPart II: Craftsmanship of Communication * Text Communication * Image Communication * Voice / Sound Communication * Design of Communication * Presentation Communication * Interactivity of Communication
Click for pdf version
From EQ
This is part of the Ken Robinson video – specifically the Shakespeare’s father section
One of MichaelWesch’s videosMichael is a social anthropologist who studies new media.
Later we will show additional aspects of the assessment
Chevy tried to harness the creativity of people onYoutube. They didn’t quite get what they expected.
The importance of the medium.Michael Wesch is a cultural anthropologist exploring the effects of new media on society and culture. This is part of his 55 minute address to the Library of congress.