Choose your own SoTL adventure!

The Scholarship of Teaching and Learning (SoTL) is all about furthering skills, growing knowledge, and contributing insights. Some would argue that life is defined by growth, the more alive we are, the more we grow. This is probably a conditional truth, but as far as the teaching profession goes, I believe it is completely applicable. A teacher who is alive in the profession is always looking for new ways to learn and grow in theory and practice. It likely does not always happen through formal education or scholarly readings, but we all know that those areas constitute only a small percentage of life’s learning environments!

Below, I have included several resources that have struck me as especially relevant and beneficial to my own efforts. Read on to discover why and decide whether they can help you!

Source 1:

Graham, C. R., Dziuban, C., & Picciano, A. G. (2013). Chapter 6: Student Perspectives on Blended Learning Through the Lens of Social, Teaching, and Cognitive Presence. Blended Learning: Research Perspectives (pp. 93-103). Needham, MA: The Sloan Consortium. Retrieved from http://web.a.ebscohost.com.proxy1.cl.msu.edu/ehost/ebookviewer/ebook/bmxlYmtfXzY2MjMzN19fQU41?sid=0019ac68-544d-4b28-9a5f-fe9bb683d37b@sessionmgr4002&vid=1&format=EB&lpid=lp_11&rid=0

In this second volume edition, Graham and Dziuban join Picciano in an effort to evaluate blended learning through the eyes of students. The sixth chapter of Graham, Dziuban, and Picciano’s (2013) work demonstrates student perspectives on the social, teaching, and cognitive aspects of their blended learning experience, denoting some commonalities such as the desire for increased peer-to-peer interaction during class time, as opposed to lectures. In my own practice, I have struggled with some of the very concepts underscored by the feedback received by the students above. Beyond the desire for more interaction, students tend to easily recognize greater need for organization and structure, perhaps one of the most fundamentally important aspects of a blended learning environment. As I pursue greater efforts in this field, I must consider these norms seriously to best anticipate my own students’ needs and desires.

Source 2:

Caulfield, J. (2011). Chapter Six: Providing and Soliciting Student Feedback. How to design and teach a hybrid course: Achieving student-centered learning through blended classroom, online, and experiential activities (pp. 98-109). Sterling, VA: Stylus Pub. Retrieved from http://web.a.ebscohost.com.proxy1.cl.msu.edu/ehost/detail?sid=2085b0fe-a8df-4735-9865-47ba613eb252%40sessionmgr4005&vid=1&hid=4204&bdata=JnNjb3BlPXNpdGU%3d#db=e000xna&AN=444402

This source digs deeply into the concept of hybrid education, a term closely related to blended learning. More specifically, chapter 6 focuses intently on the necessary component of student feedback. According to Caulfield (2011), feedback is not merely important for students, but it is essential for growth in any skill or activity for many reasons, including the need to correct misonceptions before bad habits form. I find this concept to be pertinent to me not merely on the digital or blended front, but simply because of its universal applicability. One of the weakest points of my teaching career has been providing timely, valuable feedback to students. As a teacher, it is hard to balance all the grading and planning that must take place, but I have come to realize that the feedback itself need not always be formal or attached to a result (like a grade). The important thing is that, as the teacher, I am guiding the students to hone their skills correctly over time. Sometimes it only takes a nudge to keep someone on course!

Source 3:

Hew, K. F., & Cheung, W. S. (2012). Chapter 3: Possible strategies to overcome limited student contribution: Empirical findings from previous research. Student participation in online discussions: Challenges, solutions, and future research (pp. 31-48). New York: Springer. Retrieved from http://link.springer.com.proxy1.cl.msu.edu/chapter/10.1007/978-1-4614-2370-6_3

In Chapter 3 of Hew and Cheung’s (2012) book, the authors assign numerous strategies to overcoming ten primary struggles students face when engaging in online discussions, problems including lack of seeing the need, concern for others’ behavior, inability to keep pace, and failure to demonstrate critical thinking. This material easily connects to concerns that I have had for quite some time now, specifically revolving around struggles to get substantial contributions to online discussions. Some of the suggestions in this chapter strike me as especially insightful, though, such as the idea of setting ground rules and expectations for both behavior and content, helping to clarify the nature of an acceptable or appropriate discussion post.

Source 4:

MacDonald, J. (2008). Chapter 11: Course design for blended learning. Blended learning and online tutoring: Planning learner support and activity design (pp. 123-134). Aldershot: Gower. Retrieved from http://web.b.ebscohost.com.proxy2.cl.msu.edu/ehost/ebookviewer/ebook/ZTAwMHhuYV9fMjY5NTU1X19BTg2?sid=77c36e39-bafa-47c8-b7d9-b82fbff28052@sessionmgr111&vid=1&format=EB&lpid=lp_123&rid=0

In chapter 11 of her work, MacDonald (2008) writes about organizing a blended learning course, suggesting many practical considerations to include such as pre-conceived study schedules, learning contracts, assessments and activities aligned with objectives, and ever-constant feedback. In some ways, this text reinforces ideas from some of the other texts, but what I appreciate most is that it offers a great deal more practicality than many writings on these topics. Designing a blended learning course can be intimidating, but by implementing MacDonald’s suggestions and mirroring her examples, I feel that many could create a fairly effective course their first try. This is a must-have resource for schools attempting to digitize classrooms more.

Source 5:

Kayalis, T., & Natsina, A. (2010). Chapter 8: Teaching literature in a virtual campus: Uses of hypertext. Teaching literature at a distance: Open, online and blended learning (pp. 87-99). London: Continuum International Pub. Group. Retrieved from http://web.a.ebscohost.com.proxy1.cl.msu.edu/ehost/ebookviewer/ebook/ZTAwMHhuYV9fMzE0OTA2X19BTg2?sid=cf703cb9-54e5-44a0-b233-ffe5fae35121@sessionmgr4005&vid=1&format=EB&lpid=lp_87&rid=0

Kayalis and Natsina (2010) use chapter 8 of their work to emphasize the possible dynamics that can be accomplished when teaching literature in a virtual environment, focusing specifically on the principle advantages of removing literary works from the vacuum of pages and covers and placing them in the immeasurably interconnected world of the internet. As an English teacher first, I find that while digital learning is certainly conducive to many subjects, it is somewhat more difficult for literature classes. In one sense, showing mastery is not quite as simple as answering a few multiple-choice questions (but really, does anyone think that about school any more?). In another sense, many of the traditional skills of English classes are unnecessary in the digital world (spelling, handwritting, etc.). For now, some of my questions must remain unanswered, as the authors focus primarily on literature courses instead of general ELA courses. Even so, the implications by their suggestions regarding virtual literature courses open doors I had not previously considered.

Maker Experiment 2: UDL Framework

Purpose of This Post

The goal behind this post is to demonstrate an activity that more fully aligns with the principles of Universal Design for Learning (UDL – additional resource here). In theory, UDL is simply the name given to the attempt to make learning equally accessible to all. From a realist perspective, we know that in practice, pure equality is fundamentally impossible, but by adopting the UDL guidelines, we can certainly do a much better job than has been done traditionally. This lesson demonstrates my own effort to do just that!

The Activity (UDL Style)

To review the original activity (not intentionally modified to reflect UDL principles), click back to the 3/30/14 post: Maker Experiment #1. The activity below reflects the same core ideas enhanced and expanded.

MAKING PROOF

Purpose: in this activity, students will demonstrate their knowledge of a particular topic through the use of the Squishy Circuits maker kit or other creative materials of choice, including digital media, as approved by teacher (UDL 4.1, 7.1, 8.2).

Description: While studying a unit in Aviation History, students will be asked to create a model using the maker kit, other materials, or digital media that depicts some aspect of a topic learned about in that unit. The activity will involve three primary steps, outlined below: (1) creation of the model (UDL 6.2, 7.2, ), (2) peer guessing and feedback activity (UDL 7.3, 8.3, ), and (3) brief written description and reflection (UDL 6.2, 9.3).

STEP 1: Create a Model

– In the first step, students must select a topic about which to create a model using the squishy circuits maker kit, other contructive materials, or digital media. The topic must be relevant to that unit.
– Instructions for the process will be delivered digitally, including both a brief tutorial video explaining the task as well as written instructions.
– This process reflects the dynamics of planning and goal setting, requiring students to consider the complete project and its purposes/objectives before beginning the creation aspect. To enhance this dynamic, I would require students to demonstrate a procedural plan outlining how the task will be completed before being permitted to begin creating. This will also create an opportunity to provide personalized instruction to those in need and give feedback. (UDL 1.2, 1.3, 2.2, 2.5, 3.1, 3.3, 5.1, 6.1, 6.2, 7.1, 8.1, 8.4, 9.2)
*See below for sample instructions video.

Sample Instruction Video

 

– Students, once selecting a topic, will create a model using as much or as little of the maker kit as desired to demonstrate in as much detail as necessary the topic of choice.
– This component will also include a tutorial video demonstrating many different approaches and possibilities. These instructions will model the varying approaches a student may take to the project, allowing for increased autonomy and license to expand upon the suggested methods and materials.
– These ideas clearly reinforce the above UDL principles, especially focusing on multiple means of communicating information (UDL 2.5) as well as the multiple means of demonstrating learning (UDL 5.2). Students will repeatedly be asked to demonstrate how their process will effectively meet the objectives, as well (UDL 6.1, 6.2).

– Students will be allotted no more than 1 class period to create the model.

STEP 2: Peer Sharing

– Once the model is made, students will switch with a partner and perform a “guessing” game of sorts.
– The goal is to guess what topic the model is demonstrating without being told by its creator (this can be done in only one round or in multiple rounds within a group, each group member noting his/her guess on a form or paper).
– This step in the activity is entirely devoted to authenticating the activity and providing realtime feedback. The degree to which students engage in this process is easily adaptable to the needs of the group or individual. (UDL 7.2, 8.4, 9.3) 

– When the guesses have all been submitted, the students will then reveal the correct topic and provide an explanation of how and why that model demonstrates the topic.
– At this time, classmates will be given an opportunity to provide feedback (noting something positive about the model and the topic THEN something constructive about how the maker could have better demonstrated that topic).
– Delivery of feedback can be accomplished in various mediums, such as verbal feedback or written feedback. Similarly, feedback can be recorded by the recipient or deliverer in the same manner (individual notes, collaborative documents, etc.).
– This step is designed to further to authenticity of the process by allowing for a time to discuss observations and share rationale. Students will be asked to consider why they hold various opinions, increasing the validity of remarks as well as potential for deepened understanding. (UDL 4.1, 5.1, 7.2, 8.4)

STEP 3: Reflection

– For a final step, each student will compose a reflection on the process of making the model and the peer sharing activity. This reflection should focus on whether the model accurately demonstrated the desired topic and how the maker could have improved the depiction.
– Along with the reflection, students will include a written description including (1) the topic demonstrated, (2) a brief explanation about how the model demonstrates the topic, and (3) a list of which topic(s) the classmate(s) guessed during STEP 2.
– This final step is intended to reinforce the learning taking place during steps 1 and 2. In most senses, this appears to be the least important step, but in the interest of ensuring transfer and deeper understanding, this could be the most important step. Students are asked above to express ideas in written form, but that is not the only method available and would not be the only method accepted. Students could also demonstrate ideas through recordings (auditory or visual). The obvious connection is that students can adopt whatever means best suits their abilities, strengths, needs, etc. However, one condition will remain an expectation, that is, that some degree of written expression remain. As an essential skill in college and career readiness, physical abilities permitting, students should always be fostering this skill. (UDL 4.1, 5.1, 5.2, 7.1, 9.3)

UDL principles referenced above can be found here.

 

Reflection

In transitioning from the activity portion to the reflection portion, I will briefly recount the essential changes in the above activity. Primarily, the activity was enhanced by the inclusion of opportunities to receive and express information through various mediums and formats. Students were already being provided differentiated means of demonstrating learning, but the increased opportunities for new mediums was important.

Furthermore, UDL principles focus heavily upon the instructor’s use of variegated mediums to communicate instruction and direction; thus, the use of videos containing both verbal and written (subtitles) direction is imperative when considering an attempt to meet the full scope of UDL objectives. While this concept is not novel to me, it is certainly under-implemented. Considering 21st-century learners, the likelihood that any student would actually read all the instructions for an assignment is low, let alone a learner who may struggle with textual/linguistic representation.

Finally, I found the emphasis on mastery learning and student responsibility in goal-setting and reflection and feedback to be especially relevant. Generally speaking, people spend far too little time considering the things they are doing. Students are no exception, and the deepest learning and most significant growth takes place during reflection and self-assessment.

 

Sources

CAST. “UDL guidelines examples.” Retrieved on April 20th, 2014. Retrieved from https://sites.google.com/site/udlguidelinesexamples/

Design Experiment #1

Introductory Thoughts and Context

The following post, based on my CEP811 course, will outline my considerations for how to re-design a classroom to reflect 21st-century learning. Before leaping forward, however, I should first comment on the fact that my current situation (teaching at the West Michigan Aviation Academy) is far from what may be considered old-school, traditional education. From the classroom furniture to the technological layout, my school has adopted some particularly uncommon aspects (mobile desks, triangulated projection, portable whiteboards, etc.). That said, everything can always be better.

The Learning Space to be Re-Designed

My current learning space (as mentioned above) contains a classroom set of mobile desks (called “nodes”), three projectors (different walls/angles), two instructional whiteboards, and a wall-rack full of portable whiteboards (called “huddle boards” by Steelcase – visit their education page here). The walls of the classroom are absolutely ram-packed with student work, informational posters (content-related), student recognition, etc. Other furniture elements include no more than two book cases, a file cabinet, and a teacher station (tech hub for the room/projectors/etc.).

In many ways, these classrooms appear fairly traditional at casual glance, seem especially progressive at closer inspection, and end up somewhere in-between after in-class experience. Most in the school would consider the fancy aspects to be little more than bells and whistles simply because they are not often used to their fullest potential. Further still, while the room has potential as is, the addition of a few simple dynamics (and perhaps one or two less simple dynamics) could vastly improve the current situation.

(Unfortunately, I do not have images on hand of my current classroom.)

Restructing The Space

Conceptually speaking, the current space lacks some very essential opportunities to engage different learning styles of students. There is no clear designation of space for any particular activity, which is likely to overwhelm many students because the expectations would often change regarding space and behavior depending on the day’s activity. Similarly, without appropriate boundaries between individual work space and group work space, students would very easily, whether on purpose or by accident, invade other students’ space when one activity or another is intended to be taking place. Finally, as the teacher, when direct instruction is desired for only a certain portion of the class, the task of effectively dividing the class in an organized manner is nearly impossible (and quite time-consuming).

Therefore, my main focuses and intentions in re-designing my space are to establish areas of clear separation depending on the desired or needed activity and/or learning style, ultimately creating the opportunity to personalize students’ learning experience. In so doing, some areas will clearly better-suite the interpersonal vs. intrapersonal learner. Some areas will better-suite the kinesthetic or active learner. And some areas will better-suite the linguistic vs. auditory/visual learner.

From the outset, the simplest measures desired to restructure the space fall in the category of furniture and space.

Created with SketchUp Make

As you can see pictured above, the primary classroom environment consists of various different areas devoted to certain types of tasks and/or learning styles. The traditional direct instruction model can be noted on the far right where a teacher can use a whiteboard (or projector) to instruct a small group of students (current maximum set at 10). Those students, however, sit at a type of standing desk that provides the opportunity to choose to stand, if preferred, while still being able to take notes/type. This allows for the more kinesthetic/active learner to be more mobile during instruction.

In the middle and far left of the room, the structure reflects a more individual environment where students work at counter-type seating or lounge-type seating (not pictured: traditional desks/tables also available) on individual tasks. This area would be devoted to isolated experiences allowing students who desire to tune-out distractions and/or focus more closely to have the option. Additionally, the lounge-type seating (options could also include beanbag chairs, couches, etc.) allows for a diversified atmosphere.

The empty walls throughout the classroom would be devoted to student work, recognition, data/progress, learning objectives, etc., allowing for student ownership of the learning space, as well. This would be especially true of the individual area.

Picture at the top of the image are the windows and doors leading to three breakout rooms. These would be rooms devoted to focused group work or collaboration or individuals desiring to narrow the potential stimuli around them even further. See below for additional details on the breakout rooms.

Created with SketchUp Make

Pictured above is one of the breakout rooms. These rooms would consist of a smaller space with tables and a coupel standing desks as well as a whiteboard on one wall. The rooms’ primary purpose is to provide a space for students to collaborate without disturbing/interrupting/invading the learning of other students. However, the room can serve a different purpose by providing an isolated space for those individuals who still struggle focusing in the common classroom space.

The breakout rooms provide the unique opportunity of physically separating students from peers, allowing for a sub-environment within the classroom. This would provide its own unique challenges (management and monitoring, unobserved abuse, accountability), but with proper measures and expectations in place, the space could be invaluable.

The walls of the breakout rooms would clearly display learning objectives and targets as well as any important deadlines.

Created with SketchUp Make

One additional dynamic to note is the teacher station, located right in the center of the common space, a fitting location for the teacher desiring to be present and accessible at all times. This eases management and breaks down some of the traditional “boundaries” that distance students from teachers.

One final note about the space is the need for technology. A 1:1 chromebook or laptop initiative would be preferred, but a classroom set of devices would also make the situation possible. Depending on the nature of the technology, the space would require some modifications, such as carts for devices, outlets for charging, etc.

Reflection on Re-Designed Space

Most importantly, the changes in the learning space should focus directly on the students’ needs. These various areas or zones would directly relate to specific learning styles and needs. Some of these needs include the ability to work more closely with a teacher, made possible with a smaller instructional population and a focused individual learning area; the opportunity to collaborate apart from the general classroom population, a perpetual need of students desiring more focused interpersonal learning environments; and a number of differing options for all students regarding individual and group learning, whether in seating, location, or proximity to other students.

Needed Resources for Implementation

Within the re-design, the need for resources focuses primarily on furniture. Very little traditional classroom furniture is pictured above, which is likely impractical. Much of the benefit for the re-design falls in the incorporation of dynamic furniture options.

In addition to furniture, the re-design also requires technology of a portable/mobile nature and possible renovations to add breakout spaces (improbable perhaps, but not impossible).

Stakeholders Involved

When considering one single classroom, the situation differs slightly (verses the entire building). Even so, our school does not have classrooms for particular teachers or even subjects, so spaces are all shared. That being the case, those teachers that share the same space all become stakeholders in addition to the building administrators and potentially the board (budget proposals, funding requests, etc.).

The operation grows further still, when renovations are suggested. The facilities manager is also an essential component to determining how to ascertain the most effective and efficient means of renovating spaces.

Costs and Expenses

The ideal implementation of such a re-design would likely cost tens of thousands of dollars. This would include purchasing furniture (100-150 dollars for each standing desk, 50 dollars for each lounge chair or counter stool), installing the counter and whiteboards (hundreds of dollars), purchasing the technology if not already owned (at least 250 dollars for each device times 10-30 devices), and renovations for the breakout rooms (full renovations costing tens of thousands, but even simple partitions and furniture costing thousands).

With only the cost of furniture and technology, the bill would exceed $10,000.00.

Staging of the Implementation

Being that some of the ideas suggested would be improbable in most situations, the staging of the implementation would not need to happen all at once (and may benefit from gradual changes). Thus, the first stage of implementation would be the most feasible step, separating the room into devoted spaces using existing furniture. If asked, many students would likely be eager to donate the occasional stool, beanbag chair, etc., as well. The first stage can be used to begin the adjustment in expectations, as well, modeling and instructing students how to choose learning environments best and when and how collaboration is most effective and acceptable.

Once the space is divided, the goal of acquiring various furiture and technologies is imperative. This will provide for the more individualized environment that can better appeal to different learning styles and student needs.

Finally, considerations for either temporary or permanent renovations must follow to establish separate breakout spaces and additional individual work areas (counters). Teachers can accomplish some of this by using simple partitions, thus reducing cost and construction, but how best to divide the space would be a more difficult consideration, given that most mobile partitions do not include windows or doors (and removing students from sight is not likely the wisest choice).

Limitations of Re-Design

The ideas suggested above contain many obvious obstacles and potential shortcomings. These include the improbability of classroom renovations, the unlikelihood of approval for such costs, and the difficulty in separating spaces, given the other complications. Even so, the most immediate threat to a failed implementation falls on the teacher’s inability to properly organize and communicate the expectations for both the teacher and student roles. If the students clearly understand the expectations and the teacher logically structures the resources and environment, then the implementation at any stage is possible.

Sources

*All images were created using Sketchup Make. Visit this website for more details: http://www.sketchup.com/

**Some inspirations and concepts based on The Third Teacher and David Kelley’s TED Talk (see below for citations)

Kelley, David. “How to build your creative confidence.” Video. March 2012. Retrieved on April 13, 2014 from: http://www.ted.com/talks/david_kelley_how_to_build_your_creative_confidence?awesm=on.ted.com_Kelley&utm_campaign=&utm_medium=on.ted.com-static&utm_source=direct-on.ted.com&utm_content=awesm-publisher

OWP/P Architects, VS Furniture, & Bruce Mau Design. The Third Teacher. 2010. Retrieved from:  http://static.squarespace.com/static/509c0d15e4b058edb8f35a86/t/50f495b3e4b0c7661ad2ec2e/1358206387728/Ch2%20TTT%20for%20Web.pdf

 

Ultra-Micro MOOC Idea

Context

The following post is intended to outline an example of a possible course designed to be offered as a MOOC (click here for wikipedia entry on Massive Open Online Course – MOOC). The format of this design follows that defined by the P2PU model (see website here). The ultimate goal of these concepts, mirrored by my example below, is to provide learning opportunities of all possible types and degrees for all possible interested persons at no cost.

The Course in One Sentence

In “Making Meaningful Short-Vids,” peers will master the art of creating short, meaningful videos by producing a series of seconds-long videos on focused topics and engaging in peer critiques.

The Course Outline

Topic: using short videos to communicate meaning

Title: “Making Meaningful Short-Vids”

source: https://farm8.staticflickr.com/7386/10276854756_a2f5eeb7fe_s.jpg

Participation: This course will most likely appeal to teachers interested in using videos to support instruction as well as students desiring to better represent content through the production of videos. Teachers and students alike will be attracted to this course because of its simple nature (the foundation being short videos) as well as the current need for greater use and development of multimedia skills.

End Results: Upon completing this course, peers will be better-equipped to use simple strategies when making videos to better convey meaning in simple, engaging ways. As research continues to demonstrate, learners are best engaged when multiple means of communicating meaning are displayed. The use of video to support instruction will better engage learners. Similarly, Gardner’s Multiple Intelligences and Bloom’s Taxonomy both underscore the need for activities that move students into greater creative control. The end result of this course would be equipping students to better produce quality work when given such opportunity.

The course will range from 5-8 weeks (definitely no more than 8, but potentially as short as 5).

Creations/Products: Peers will make a series of 7- to 10-second videos on various topics in the interest of practicing very specific skills and strategies. Each week of the course will give a new opportunity to practice a new skill while building on the previous weeks’ skills and ideas.

Connecting It Together: The primary focus of the course remains, throughout the experience, the essence of improving learner engagement. As mentioned above, the ultimate focus is to expand the ability of a simple, short video to engage learners in various realms of thinking and depths of learning. More specifically, one week will involve the use of text in video to support ideas/content. Another week will emphasize the effective combination of auditory and visual stimulation to further engage an audience. Finally, one of the most essential components is the metacognitive process of self- and peer-evaluation and feedback. Peers will constantly be submitting work for review by peers and be asked to regularly reflect on the intentionality of the videos and messages and their effectiveness.

The model adapted for this process (adapted TPACK framework) will be quite simple. Peers will receive brief, simple instruction modeling the strategy of the week’s focus. The instruction will include an example reflection demonstrating the metacognitive process as well as a sample illustration of desirable peer-review. Revisions and the process of improving upon the work will also be demonstrated.

Peer Support: During this process, peers will be consistently supporting one another’s learning efforts by providing regular peer-reviews (weekly). This can be done in one of two methods. The simplest would be to host a class wiki where students will post work for review. This provides a simple, streamlined interface for posting products and providing feedback. However, using the P2PU structure can also be quite simple because students can post and comment on posts within the course itself (giving one location for the entire course and all activities).

Course Organization: The course will be organized in the following manner:

Week 1: Introductions and Self-Readiness Assessment
– Peers will become familiar with course expectations and complete a simple, brief survey assessing current experience using digital content and creating videos.
– Peers will reflect on past experiences both utilizing digital content through videos and creating digital content through videos.

Week 2: Possible Resources and Tools for Creating Videos
– Peers will explore various resources and tools to be considered for making videos.
– Peers will reflect upon preferred resources and tools and mediums for creating videos.

Week 3: Skill #1 – Setting
– Peers will observe examples of different uses of and purposes for setting when creating videos.
– Peers will experiment with the use of setting in sample videos focused on particular topics.
– Peers will submit video experiment for review.
– Peers will review others’ videos and compose reflections on above experiences.

Week 4: Skill #2 – Balancing Audio and Visual
– Peers will observe examples of different uses of and purposes for auditory and visual stimuli when creating videos.
– Peers will experiment with the use of auditory and visual stimuli in sample videos focused on particular topics.
– Peers will submit video experiment for review.
– Peers will review others’ videos and compose reflections on above experiences.

Week 5: Skill #3 – Using Text in Videos
– Peers will observe examples of different uses of and purposes for text when creating videos.
– Peers will experiment with the use of text in sample videos focused on particular topics.
– Peers will submit video experiment for review.
– Peers will review others’ videos and compose reflections on above experiences.

Week 6: Skill #4 – Incorporating Effects into Videos
– Peers will observe examples of different uses of and purposes for extra effects when creating videos.
– Peers will experiment with the use of extra effects in sample videos focused on particular topics.
– Peers will submit video experiment for review.
– Peers will review others’ videos and compose reflections on above experiences.

Week 7: Final Project and Post-Review
– Peers will combine the skills learned throughout the course to create one master-video focused on one of the topics already demosntrated in the course.
– Peers will submit video experiment for review.
– Peers will review others’ videos and compose reflections on above experiences.
– Peers will comblete a post-course survey reviewing the learning process and the practicality of the skills practiced.

As demonstrated above, each will demonstrate a very similar structure of learning and exploring before creating and sharing. This process will be routinely practiced for the sake of uniformity as well as familiarity for the peers participating. This process will also allow for the most effective use of resources to teach and demonstrate skills before providing opportunities to practice those skills.

Closing

The course “Making Meaningful Short-Videos” is a highly relevant course given the current trends in education. Teachers worldwide are experimenting with non-traditional strategies including digitizing content, flipping classrooms, and blending learning experiences. The need is greater than ever for the skills necessary to use video to communicate meaningful information and content. However, not only do the teachers and designers need to better demonstrate these skills, but also students need to be engaged in creating on a level that demonstrates true understanding and deeper thinking.

 

Sources

MySecuritySign.com. “Video camera monitoring.” Image. March 2, 2011. Retrieved on April 6, 2014 from https://farm8.staticflickr.com/7386/10276854756_a2f5eeb7fe_s.jpg

 

 

Maker Experiment #1: Classroom Uses

Background of This Post

After spending some time examining and re-studying learning theories (let’s face it educators, we will never stop hearing about Vygotsky, Skinner, Piaget, etc. – has “Bloom” become a verb yet? I feel like it is quite understandable to “Bloom” that question or “Bloom” that lesson.), I have been asked (in CEP 811) to consider the synthesis of “Making” and learning theories in the context of a classroom activity. In simpler terms, this post is intended to outline the use of a maker kit in a classroom activity and defend the activity with a discussion on learning theories.

The Activity

I have not spent a great deal of time “making” myself, yet. I don’t quite enjoy the acting out of the process as much as I do the thinking part of the process. Considering the possible applications and implications is much more my interest than actually trying them. I am a theoriest and idealist by nature and practice, but I am trying to break out.

My activity idea, as outlined in greater detail below, is an extension of a previous idea I began to consider. The essence of my thinking can be summed up in a guiding question which I will use to better focus my intentions.

How can the process of “making” best enhance the demonstration of content knowledge?

The activity designed based on this question would be simple when performed in isolation but can also be used in a greater context within a unit or lesson or project. For the purpose of this post, I will title the activity “Making Proof.”

MAKING PROOF

Purpose: in this activity, students will demonstrate their knowledge of a particular topic through the use of the Squishy Circuits maker kit.

Description: While studying a unit in Aviation History, students will be asked to create a model using the maker kit that depicts some aspect of a topic learned about in that unit. The activity will involve three primary steps, outlined below: (1) creation of the model, (2) peer guessing and feedback activity, and (3) brief written description and reflection.

STEP 1: Create a Model

– In the first step, students must select a topic about which to create a model using the squishy circuits maker kit. The topic must be relevant to that unit.
– Students, once selecting a topic, will create a model using as much or as little of the maker kit as desired to demonstrate in as much detail as necessary the topic of choice.
– Students will be alotted no more than 1 class period to create the model.

STEP 2: Peer Sharing

– Once the model is made, students will switch with a partner and perform a “guessing” game of sorts.
– The goal is to guess what topic the model is demonstrating without being told by its creator (this can be done in only one round or in multiple rounds within a group, each group member noting his/her guess on a form or paper).
– When the guesses have all been submitted, the students will then reveal the correct topic and provide an explanation of how and why that model demonstrates the topic.
– At this time, classmates will be given an opportunity to provide feedback (noting something positive about the model and the topic THEN something constructive about how the maker could have better demonstrated that topic).

STEP 3: Reflection

– For a final step, each student will compose a reflection on the process of making the model and the peer sharing activity. This reflection should focus on whether the model accurately demonstrated the desired topic and how the maker could have improved the depiction.
– Along with the reflection, students will include a written description including (1) the topic demonstrated, (2) a brieft explanation about how the model demosntrates the topic, and (3) a list of which topic(s) the classmate(s) guessed during STEP 2.

Additional Items: This activity can be expanded in many ways, but one essential component is being able to model for the students how a good model might clearly depict a topic. This could be done with past examples of student work OR (if first time) the teacher could model the process, including the self talk involved in the making process (recommendation: video capturing the whole thing, perhaps with a time lapse).

Learning Theories and Activity Reflection

This activity clearly demonstrates an abstact method of “demonstrating knowledge” in a classroom. While mastery is often assessed through common, canned tests, creative, abstract assessments certainly have an important place in the classroom. Further still, the creative, constructive process accomplished in such an activity is imperative.

(This section below will be referencing ideas and information provided in this visual summary of learning theories.)

From its outset, such an activity clearly demonstrates principles expounded upon by Gardner’s studies of multiple intelligences. Understood by educators everywhere is the idea that students learn indifferent ways and should, therefore, be provided opportunities to express knowledge in different ways. The activity above provides a very different experience of presenting knowledge not accomplished by the standard assessment items common to secondary education.

Additionally, Bloom‘s research denotes the fundamental necessity for higher thinking. This can be more clearly envisioned in Bloom’s Taxonomy. The upper levels of thinking involve demonstrating knowledge and teaching others, both among the dynamics involved in this activity.

Finally, among the many principles and learning theories studied, those that will tend to also stand out include those ideas that focus on the learner’s creative and constructive role in education. Some of the core epithets of constructivism (Vygotsky, Dewey, Montessori, etc.)  involve the need for students to learn by building knowledge upon pre-existing knowledge. This is done best by increasing the depth of thinking as demonstrated by Bloom’s Taxonomy. Thus, the activity is designed to give students opportunities to not only create, but also to explain and defend their creations. This is only possible through a deeper understanding of the topic and the model’s relationship to the topic.

To conclude, I am only yet learning the potential of “making” in the classroom. It has become clearer to me over time that the role of such creative construction is exceptionally beneficial, but I have yet to be conviced that the maker kits have as wide of an applicability as alleged. More than anything, it is hard to envision the routine potential for something this abstract. I will keep my mind open, though, and report my next idea soon.

Sources

HoTEL. “Learning Theories v5.” Image. Retrieved on March 30, 2014 from http://cmapspublic3.ihmc.us/rid=1LGVGJY66-CCD5CZ-12G3/Learning%20Theory.cmap

 

Thrifting with CEP811

Background

During my course of study in the MAET program at MSU, I find myself currently in my second stop: CEP 811. The course is almost entirely devoted to the principles of repurposing and implementing technology tools for/in the classroom. In a world where resources are rarely unlimited, these concepts become especially pertinent, and with the increasingly costly nature of technology tools, the ability to innovate and invent is essential.

The current assignment, as I begin my CEP811 adventures, is simple. I must find a way to combine the utility of a maker kit with the versatility of a thrift store. In many ways, this is easy. Thrift stores provide an arsenal of the unpredictable, and maker kits tend to feed potential to that very same element of unpredictable. However, for some, the creative obscurity of such a combination can be difficult.

Exploring the Assignment

With the goal of creating something useful for my classroom, I set out on my exploration. First, I selected a maker kit that I felt best appealed to my need for creative purpose as well as my simplistic personality. The result was the Squishy Circuits maker kit.

 

The kit, as seen above, contains little more than a power source, two noise makers, a motor, and an assortment of colored lights. The “squishy” part is actually the combination of the above items with electrically-conductive homemade play dough.

In a small sense, I almost immediately regretted my choice, recalling the fact that I am one who does not enjoy being messy (and this kit appears to involve a natural component of mess). However, if I am to fully explore the full scope of inventive potential, the willingness to be messy is probably important!

The rest of my thrifting adventure established a more clear picture of my plan, though. While exploring a number of thrift stores near my home, online thrifty sites, and my wife’s own collection of thriftiness (it is true, we frequent Good Will stores far too often), I fell upon a few items of particular interest.

The first two items of interest were simply cool and creative things. I love marbles, so the moment I saw marbles, I decided they must be involved. Additionally, marbles can be acquired very easily at little expense. The second item was magnets. I discovered two degrees of magnets. There exist plain, standard magnets that can be purchased in bulk. These have a great deal of potential because they can be glued to various items to create homemade magnets out of random stuffs. There also exist custom magnets designed to commemorate occasions, celebrate events, imbue deep truths, or simply invoke laughter.

 

The final item, however, that really caught my attention was a small porcelain bell. My grandmother has collected bells for years (since before I was born, for sure). Every time I see a small bell, it makes me think of her. What I have come to realize is that these bells are everywhere. Therefore, when I first saw the bell, I simple thought of my grandmother with a smile, but after a moment, the thought finally struck me. The big idea was planted.

My Big Idea

From the outset of the assignment, I wanted to find a way to get my students creating. I wanted to use the need to combine unrelated items to create something new as a platform for a very practical discussion on repurposing and creativity. In order for this to work, however, I felt that the project needed a clear, measurable outcome. Thus, the activity “Ring the Bell” was born.

In this activity, students will use the items provided along with the Squishy Sircuits kit to construct an apparatus or device that can, without manipulation (once created) ring a bell. The task essentially has two phases. First, students must find a way to suspend the bell so that in can be run. Second, the students must then find a way to construct a manner of ringing the bell. I have broken down the activity into steps and processes below.

Ring the Bell Activity

Objective:

Using only the supplies provided, students will create an apparatus capable of (1) suspending the small porcelain bell indefinitely and (2) automatically ringing the bell, when desired. Students will have a 15 minute time limit.

Supplies Needed:

– Squishy Circuits maker kit
– Homemade play dough (two types: conductive and resistant)
– Marbles (bag of 10)
– Magnets (10 plain, unadorned)
– Small porcelain bell

Instructions:

Using the above supplies, perform the following functions:
1. Suspend the small bell in a manner so that it is able to ring.
2. Create a mechanism that will ring the bell without your manipulation.
NOTE: Remember, you will have 15 minutes to complete your task.

Evaluation:

Your apparatus will be evaluated on the following criteria:
1. Did you use only the supplies provided (no foreign objects permitted)?
2. Does your apparatus suspend the bell without aid?
3. Does your mechanism ring the bell without aid?
4. Can your creation be re-created?

Reflection

As I consider this project, I already see some flaws. The materials are not necessarily ideal for such a purpose. Marbles specifically have little virtue in a construction-type project, although they could be instrumental in the ringing process. I am also unclear as to what value the magnets add.

Despite these potential setbacks, I believe that the virtue of the project itself lies in the manner in which students attempt to answer these very same questions. Perhaps the outcome is not successful for all, but the process of struggling and wrestling with these ideas and notions holds infinite value.

For me, the next step in this concept is moving from an arbitrary assignment or task to a more thoroughly integrated idea that combines the intended content to be learned with the desired skills to be developed. Once this is accomplished, the project will inevitably take on richer value and greater meaning.

Sources

– Andrea. “Play Dough.” Pie Birds. April 3, 2011. http://www.piebirds.org/2011/04/homemade-playdough.html

– Bid or Buy. “Porcelain Bell.” Image. http://images.bidorbuy.co.za/user_images/067/468067_100808123726_10_681.JPG

– Etsy. “Magnet.” Image. https://www.etsy.com/market/funny_magnets

– Garrison, Gretchen. “Marbles.” Image. November 7, 2013. http://odysseythroughnebraska.wordpress.com/2013/11/07/thankful-i-found-my-marbles-nebraskas-one-and-only-marble-museum/

– Maker Shed. “Squishy Circuits.” Image. http://www.makershed.com/Squishy_Circuits_Kit_p/mksc1.htm

A Blended Learning Remix

Reflection on the Assignment

For the very first assignment in CEP811 (MSU MAET program), we were asked to remix digital content on the theme of a current education buzzword. The task, realistically, is quite simple, but the process of completing it (and doing so well) is not quite so straightforward.

Using webmaker’s popcorn maker, I attempted to collect images, videos, and audio from various creative commons licensed sources in an effort to (with a little tweaking and repurposing) demonstrate certain dynamics of the concept blended learning.

Before describing my experiences making this product, I should first explain my reasoning for selecting that topic. Blended learning is indeed one of the hottest buzzwords in education right now, so it is certainly not uncommon to have picked it. My own experiences, though, lead me much deeper into the topic than simply surface interest. I have been working to near exhaustion of both creative and physical energies this year in my attempts to both establish a deep personal understanding of blended learning conceptually and practically as well as instigate implementation of new and progressive endeavors and strategies in my own school (in my classes as well as others). This has been a trying experience, but through it, I have gained a great appreciation for the benefits of a blended education environment and feel very strongly about its virtues.

Having now said that, I did not use this project to dig deeply into the concept, but rather used it try to simplify and overly-complicated idea. Blended learning is really, at its core, nothing radical or new. Most teachers who are vaguely familiar are also somewhat afraid because they have been told that blended learning involves extensive changes in methods and roles in the classroom. Most administrators are frustrated because of the costs of repurposing space, rescheduling the day, and implementing a greater degree of technological resources. Truly, blended learning does not require vast overarching changes at its outset. Perhaps the end destination seems alien to many now, but the immediate first steps can be simple and effective.

That said, this video is designed to be crisp and simple while dynamic enough to communicate an engaging though clear message. Click the link below to view the creation, and feel free to access content sources at the bottom of the page.

Blended Learning Remix

Resources (in order of appearance)

– KOAN Sound (2014). Dynasty. On Dynasty EP [Online]. OWSLA. http://soundcloud.com/koan-sound/dynasty-ep-preview

– Ter Haar, Kate. “Happy Digital Learning Day.” Image. February 1, 2012. http://www.flickr.com/photos/katerha/6801771347/

– Roberts, Rachel. “German Class.” Image. October 6, 2001. http://www.flickr.com/photos/bardwired/6216115190/

– Dombrowski, Quinn. “Collaboration.” Image. July 2, 2004. http://www.flickr.com/photos/quinnanya/111201180/

–  Larson, Ellen. “Ellen Larson on Blended Learning.” Video. February 19, 2013. https://www.youtube.com/watch?v=T6o6b-h9GaU&feature=youtube_gdata

– Kravitz, Dvora. “RSP Blended Learning.” Video. March 21, 2013. https://www.youtube.com/watch?v=99bokjStB-4&feature=youtube_gdata

– CollegeDegrees360. “Learning.” Image. July 12, 2012. http://www.flickr.com/photos/83633410@N07/7658284016/

– Wikipedia Commons. “Down Arrow Right.” Image. http://upload.wikimedia.org/wikipedia/commons/4/41/Down_arrow_right.svg

– MediaCast. “Distancelearning3.” Image. http://www.mediacastblog.com/wp-content/uploads/2013/01/distancelearning3.jpg