Do you believe that humans have a basic instinct to “interact and work as a group?
As humans I believe our basic instinct is to do for self. Interacting as a group only works if their is some type of outcome that must come from working in a group. Most of us do not realize that in our everyday life we are working together even if we are apart. I am one of those people that believes that I can do what needs to be done and I would rather not have any help. While group collaboration promotes social interaction it also brings out those who would rather sit back and do nothing while everyone else does the work. "
Students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes." (Davis, 1993)With that being said it is of great benefit for collaboration to occur.
How can technology facilitate collaboration among learners based on constructivist principles?
"Constructivism refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns."(Hein, 1991) With the influx of technology learning the constructivist way becomes more complex. If learners are to construct knowledge for themselves then the internet will be a great hindrance to that fact. With so many ways to acquire information it is harder now to do so. The way to overcome that is to create problem based projects and lessons that require the student to want to learn more and want to do the research. If that is the case then the internet becomes a learning tool, like a book, and students will construct the knowledge they need to acquire.
Research Study
To see more on this subject and develop a more educational opinion on it please view the link below which tells of a study on constructivism and how it affects student learning.
http://userwww.sfsu.edu/~jmromero/juans%20docs/eportfolio%20docs/constructiviststudy.pdf
References
Davis,B.(1993)Tools for Teaching ;Collaborative Learning: Group Work and Study Teams.Jossey-Bass Publishers: San Francisco
Hein, G(1991)Constructivist Learning Theory.Retrieved from http://www.exploratorium.edu/IFI/resources/constructivistlearning.html.
Sunday, July 10, 2011
Saturday, June 11, 2011
How do people learn best?
I am of the belief that all people learn best by hands-on learning. I think that you have to see it, hear it, feel it and do it in order to understand it. In a perfect world it would be how we all learn best. My opinion is mainly based on the fact that I am a kinesthetic learner so it is how I learn best. As an educator, I know that there are many learning styles and that each person learns differently. Although, I know this I still believe that if you actually have an activity to enhance your learning0 you will learn it quicker.
According to Rossiter (2006), answering three questions will help you understand how you learn best.
In addition to Rossiter I embrace the theory of Howard Gardner which states that "each person has the same capacity for learning; the difference is HOW they learn. All people have a strength in one (or a combination) of the following seven intelligences:
http://www.howardgardner.com/MI/mi.html
http://www.suite101.com/content/how-do-you-learn-best--a9003
According to Rossiter (2006), answering three questions will help you understand how you learn best.
- "How does my brain work? (or How do I think best?)
- How do I process or retain information best?
- How do I share what I’ve learned best?"
In addition to Rossiter I embrace the theory of Howard Gardner which states that "each person has the same capacity for learning; the difference is HOW they learn. All people have a strength in one (or a combination) of the following seven intelligences:
- Linguistic: interpreting words help them learn best
- Logical/Mathematical: math, numerical or logical processes help them learn best
- Movement/Kinesthetic: action or “doing something” helps them learn best
- Musical: musical patterns and/or performances help them learn best
- Spatial: using the patterns of open or tight spaces helps them learn best
- Interpersonal: understanding the meaning and intent of others helps them learn best.
- Intrapersonal: understanding one’s own feelings and motivations help them learn best."
http://www.howardgardner.com/MI/mi.html
http://www.suite101.com/content/how-do-you-learn-best--a9003
Thursday, March 3, 2011
Principles of Copyright
http://www.youtube.com/watch?v=-yBQke4q9sI
Please click on the link above to view the power point on my topic.
Please click on the link above to view the power point on my topic.
Sunday, February 13, 2011
Static v. Dynamic Technologies
On the static versus dymanic pendulum I believe I am in between the areas of collaboration and content. I am in the process of using collaborative technologies with my students as well as some of the teachers in my school system. I am finding that as we proceed to advance in the technology area there are more opportunities for students and educators to embrace what's available and use it to it's full potential. The more open we are about using these technologies and having the students use them I do believe learning will occur and grades will improve. In this I want it now era if we don't give students what they love we will lose 90% of them in the classroom and they will simply do what it takes to get by instead of actually learning. I hope through the process of this program to only enhance what my students get out of the classroom and I want to move more towards a virtual classroom when my students are absent.
See the static v. dynamic concept map below.
Static
Collaboration- Blogs, Wikis, Video Cards
Communication-Instant Messaging, Skype and Texting
Content-Webquests, Internet Scavenger Hunts and Listservs
Dynamic
Collaboration-RSS Feeds, Youtube and stream audio
Communication-VOIP, Virtual Worlds, and Web Conferences
Content-Digital Games, P2P Networks, and Learning Objects (video clips)
See the static v. dynamic concept map below.
Static
Collaboration- Blogs, Wikis, Video Cards
Communication-Instant Messaging, Skype and Texting
Content-Webquests, Internet Scavenger Hunts and Listservs
Dynamic
Collaboration-RSS Feeds, Youtube and stream audio
Communication-VOIP, Virtual Worlds, and Web Conferences
Content-Digital Games, P2P Networks, and Learning Objects (video clips)
Thursday, February 3, 2011
Engaging Learners with New Strategies and Tools
CCC
Content-Online resources/Educational Journals/Instructors
Collaboration-Blogs/Workgroups/Online Networks
Communication-Skype/Podcasts/Educational Chatrooms
All of these technological tools will work well in the learning environment. Content area requires that there are resources available to acquire the information, such as educational technology journals and a medium to get that information. An instructor would serve as a valuable knowledge base to receive that information and to get insight on what is in the future for education.
For collaboration, any type of networking where two or more students can share and receive information would benefit all. Use of blogs, networking groups and associations and online networks that promote educational technology would serve as a great base to get started.
Communication is the key to establishing a solid base for acquiring this knowledge. In the classroom and with online studies the use of Skype and other web cam tools is very beneficial. Podcasts are the new wave for putting out information on a widespread basis. Educational chat rooms serve as a great medium for sharing and getting involved in technology discussions that interest you.
Monday, January 24, 2011
Assessing Collaborative Efforts
How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning?
In a collaborative learning community it is imperative that the individual know how he/she is being assessed. Dr. Siemens states that the assessment has to be changed in order for it to work. He states that "the assessement must be based on the community approach and that introducing role-playing can contribute to a high functioning collaborative environment." He goes on to say that there must be a way for individuals to stand out, otherwise they may shut down because the "group" is being assessed and not what they know individually. He states that "blogging may help to contribute to the learning community. This is because it gives the individual a chance to express themselves while still participating in the community."(Siemens, 2008)
I agree with Dr, Siemens on all points. There must be a way for the individual to stand out even though they are being graded with the group. Progressive learning will not occur if the student cannot function with the group.
If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?
If a student does not want to participate with the group the group should find a way for them to participate without ostracizing the student. There should be feedback given for any work the student does and he/she should still have to contribute to the lessons even if they are working alone. The other members should provide feedback to the instructor on how they feel about this student and then it will be up to that instructor to create a comfortable environment for everyone to work together. The instructor should play the role of instructor and keep providing ways to keep everyone engaged in discussions and lessons. This may slightly alter the assessment plan, however it will make everyone comfortable and the one student who likes working alone will get the same fair and equitable assessment that his classmates get.
References:
Siemens, G.2008Learning Communities. Laureate Education 2008
Siemens, G.2008Assessment of Collaborative Learning, Laureate Education 2008
Swan,K.2004.Relationships between Interactive and Learning in Online Environments."The Sloan Consortium".
In a collaborative learning community it is imperative that the individual know how he/she is being assessed. Dr. Siemens states that the assessment has to be changed in order for it to work. He states that "the assessement must be based on the community approach and that introducing role-playing can contribute to a high functioning collaborative environment." He goes on to say that there must be a way for individuals to stand out, otherwise they may shut down because the "group" is being assessed and not what they know individually. He states that "blogging may help to contribute to the learning community. This is because it gives the individual a chance to express themselves while still participating in the community."(Siemens, 2008)
I agree with Dr, Siemens on all points. There must be a way for the individual to stand out even though they are being graded with the group. Progressive learning will not occur if the student cannot function with the group.
If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?
If a student does not want to participate with the group the group should find a way for them to participate without ostracizing the student. There should be feedback given for any work the student does and he/she should still have to contribute to the lessons even if they are working alone. The other members should provide feedback to the instructor on how they feel about this student and then it will be up to that instructor to create a comfortable environment for everyone to work together. The instructor should play the role of instructor and keep providing ways to keep everyone engaged in discussions and lessons. This may slightly alter the assessment plan, however it will make everyone comfortable and the one student who likes working alone will get the same fair and equitable assessment that his classmates get.
References:
Siemens, G.2008Learning Communities. Laureate Education 2008
Siemens, G.2008Assessment of Collaborative Learning, Laureate Education 2008
Swan,K.2004.Relationships between Interactive and Learning in Online Environments."The Sloan Consortium".
Sunday, January 23, 2011
Storyboard/Outline for Copyright
¡Principle and Rules of Copyright
¡Plagiarism and Trademarks
¡Lesson Objectives
¡Students will learn the meaning of copyright and how it applies to web design
¡Students will learn the difference between copyright, plagiarism and trademarks.
¡Students will know what can and cannot be used on a web page
¡
¡Copyright
¡
Happens as soon as the work is created.
¡This means:
You can still be sued even if the work is not registered.
¡Owner Rights
¡Reproduce the work
¡Prepare a “spin off” of the work
¡Distribute copies or phonorecords
¡Perform the work publicly
¡Display the work publicly
¡Perform sound recordings publicly
¡They can also give permission to others to do the same
¡Copyrights obtained for:
¡Copyright Registration
Online
¡Application
¡$35.00 non refundable fee
¡ Copy of the work
¡
Paper copy
¡Application
¡$50.00 non refundable fee
¡Non-returnable copy of the work
¡
All three must be sent in the same package.
¡
¡
¡How long does it last?
¡Life plus 70 years (or 95 years if anonymous or pseudonym –fictitious or pen name) or 120 years whichever is shortest.
¡Exception is Fair Use policy.
¡If there are co-authors then it lasts for 70 years after the last author passes away.
¡The works can be sold to someone else of they can be left in a will. (Example?)
¡Fair Use
Created for teacher’s and students.
¡Guidelines-purpose, nature, amount and effect
¡Government works are public domain and can be used freely.
¡Up to 10% of a work can be used.
¡Chart of Usage
¡Examples
¡
¡
¡Plagiarism
¡
¡Act of stealing and passing off ideas, words or other intellectual property produced by another as one’s own.
¡Be safe and cite your source!
¡Trademarks
¡Allows commerce entities to protect a particular word, symbol or design to identify their goods and services.
¡
¡Can you name a few?
¡Trademarks
¡Trademark Symbols
¡
¡
¡
¡TM
¡PATENTS
¡What is protected on the WWW?
¡Assume that everything on the web is protected.
¡The underlying design of a web page and its contents including but not limited to:
¡Links
¡Original text
¡Graphics
¡Audio
¡Video
¡Html
¡List of web sites
¡All other unique elements
¡How does this tie into web design?
When creating a web page you can:
¡Link to other web sites
¡Use free graphics
¡You Cannot…
¡Put the contents of another person’s or organizations website on your page.
¡Copy and paste information from various internet sources to create “your own” site
¡Incorporate other people’s electronic material such as email in your own document without permission.
¡You Cannot…
¡Forward someone’s email to another person without permission.
¡Change the context of someone’s digital correspondence in a way to change the meaning
¡Copy and paste other’s resources on your page.
¡You cannot…
¡Copy and paste logos, icons, and other graphics from other web sites to your web page unless it is “freeware”. Shareware is not free!
¡Summary
¡Cannot use copyrighted material without permission
¡Material can be protected without symbols.
¡Penalties for violation range from mild to severe.
¡Write or email author to use their work
¡Follow the directions for using the material.
¡To copyright your own material make sure it is visible with the symbol, date and name of owner.
¡
¡References
Information for this power point was used with permission from the George Mason University Website.
(will put in as a reference)
(will put in as a reference)
¡
¡
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