tag:blogger.com,1999:blog-75727092855321310302024-03-14T05:53:36.429-04:00Ed Tech LadyMusings, reflections and comments on educational technology, online learning, faculty development issues, and anything else that comes to mind.Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.comBlogger215125tag:blogger.com,1999:blog-7572709285532131030.post-16220886702883951852013-11-14T08:20:00.002-05:002013-11-14T08:20:56.919-05:005 Important Analysis Questions<div dir="ltr" style="text-align: left;" trbidi="on">
<iframe allowfullscreen="" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/10220628" style="border-bottom: #ccc 1px solid; border-left: #ccc 1px solid; border-right: #ccc 1px solid; border-top: #ccc 1px solid; margin-bottom: 5px;" width="427"> </iframe><br />
<div style="margin-bottom: 5px;">
<strong><a href="https://www.slideshare.net/alleninteractions/the-5-most-important-analysis-questions-youll-ever-ask" target="_blank" title="The 5 Most Important Analysis Questions You'll Ever Ask">The 5 Most Important Analysis Questions You'll Ever Ask</a> </strong>from <strong><a href="http://www.slideshare.net/alleninteractions" target="_blank">Allen Interactions</a></strong> </div>
</div>
Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-44948741087038841242013-08-23T12:08:00.000-04:002013-08-23T12:08:00.825-04:00Friday's Relfections--Minecraft<div dir="ltr" style="text-align: left;" trbidi="on">
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<![endif]--><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><span style="mso-spacerun: yes;">An </span>off-the-shelf game that is being used in in the classroom is Minecraft. See the video from the<a href="http://www.youtube.com/watch?v=RI0BN5AWOe8" target="_blank"> Idea Channel</a> people
arguing that this game is a "game-changer" in that it offers a new
approach to game-based learning since it allows the user to construct the game.
As Jeff Dunn (2013) explains, "In other words, a teacher could build his
or her own video game tailored to the lessons being taught in the classroom.
The students could then enter that custom game and explore, learn, and even
build upon it themselves." Check out the video and <a href="http://www.blogger.com/Retrieved%20from%20http://edudemic.com/2013/03/minecraft-in-education-pros-and-cons/" target="_blank">Dunn's blog post</a> discussing the pros and cons of using Minecraft in the classroom.</span><br />
<br />
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"></span><br />
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"></span><br />
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">Andrew Miller, a blogger for Edutopia noted in this post <a href="http://www.edutopia.org/blog/minecraft-in-classroom-andrew-miller" target="_blank">Ideas for Using Minecraft in the Classroom</a>, that "</span><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><a class="external-link" href="http://minecraftedu.com/index.php" target="_blank">MinecraftEdu</a> provides a <a class="external-link" href="http://minecraftedu.com/mod.php" target="_blank">custom mod</a>,
basically a customized modification of the game, that helps facilitate
organization and focus for teachers to use Minecraft effectively. In
addition, Joel Levin, the founder of MinecraftEdu, provides ideas and
updates at <a class="external-link" href="http://minecraftteacher.net/" target="_blank">The Minecraft Teacher</a> blog.
<br /> </span><br />
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">What do you think about Minecraft? Would you use it in your classroom? Just how
much work do you think it would take to build a high-quality learning
environment within the game?<br />
<br /> </span><br />
</div>
Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-64007241729997570922013-08-22T12:05:00.000-04:002013-08-22T12:05:00.049-04:00Thurday's Thoughts--Serious Games<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">Serious
Games is an offshoot of the gaming industry. Many of these games have
educational value. Here's a <em><span style="font-family: "Arial","sans-serif";">NY
Times </span></em>article explaining the phenomena. </span><a href="http://www.nytimes.com/2006/07/23/arts/23thom.html?pagewanted=all&_r=0" target="_new"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">Saving
the World, One Video Game at a Time</span></a><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;"></span></div>
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<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">One
series that I found compelling is </span><a href="http://www.globalconflicts.eu/" target="_new"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">Global Conflicts</span></a><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">. According to their
website, “Global Conflicts” is an award-winning educational game series used
for teaching citizenship, geography, and media courses. The series allows
students to explore and learn about different conflicts throughout the world
and the underlying themes of democracy, human rights, globalization, terrorism,
climate and poverty. The game series is easy to use for teachers and is
developed with close attention to curriculum requirements and ease of use in
classroom teaching." You can get access to all the games for a 30-day
trial.<br />
<br />
Check out this intro video for the </span><a href="http://www.youtube.com/watch?v=3ANbDOKmJ6s"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">Palestine Conflict</span></a><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">. There are others
available on YouTube as well. One thing I've found is that gamers like to
record themselves as they go through a game. It's interesting, getting a
stream-of-consciousness account of what they are thinking as they go. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">Another Resource</span></b></div>
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">Blunt,
R. (2009, December). Do serious games work? Results from three studies. <i style="mso-bidi-font-style: normal;">eLearn Magazine</i>. Retrieved from </span><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;"><a href="http://elearnmag.acm.org/featured.cfm?aid=1661378"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%;">http://elearnmag.acm.org/featured.cfm?aid=1661378</span></a></span><br />
</div>
Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com1tag:blogger.com,1999:blog-7572709285532131030.post-55906121558433544322013-08-21T12:04:00.000-04:002013-08-21T12:16:37.854-04:00Wednesday's Wonderings--Gamify the Classroom<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">The <a href="http://www.nmc.org/publications/2012-horizon-report-k12" target="_blank">NMC Horizon Report > 2012 K-12 Edition</a>
identified mobile devices & apps and tablet computing as technologies
expected to enter mainstream use in the first horizon of one year or less--that means NOW.
Game-based learning and personal learning environments are seen in the second
horizon of two to three years. In fact, the Report notes that the most popular
games tend to be in app form (combining the two technology tools</span>).</span></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">James
Gee is a researcher in the field of educational games. These articles come to
mind:<br />
1) </span><a href="http://www.avatarlanguages.com/articles/gee2004.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">Game-like learning:
An example of situated learning and implications for opportunity to learn</span></a><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;"> <br />
2) </span><a href="http://www.academiccolab.org/resources/documents/Good_Learning.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">Good Video Games and
Good Learning</span></a><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">3) </span><a href="http://www.edutopia.org/blog/james-gee-video-game-project-based-learning"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">James Gee: What Do
Video Games Have to Do with Project-Based Learning?</span></a><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;"> (Edutopia interview)<br style="mso-special-character: line-break;" />
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</span><a href="http://www.youtube.com/watch?v=jwouueYlwGo"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">Special Reports:
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<a href="http://www.youtube.com/watch?v=LNfPdaKYOPI"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">Games and Education
Scholar James Paul Gee on Video Games, Learning, and Literacy</span></a><u><span style="color: blue; font-family: "Arial","sans-serif"; font-size: 10.0pt;"></span></u></div>
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<a href="http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">Jane McGonigal TED
Talk: Gaming can make a better world</span></a><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;"></span></div>
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Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-85266138955264391482012-12-12T11:46:00.000-05:002012-12-12T11:46:50.566-05:00Awareness vs. Performance<div dir="ltr" style="text-align: left;" trbidi="on">
I read an interesting blog post recently by Cathy Moore. I follow <a href="http://blog.cathy-moore.com/" target="_blank">Cathy's blog</a>, but in this case, she was a guest blogger on Allen Interactions' <a href="http://info.alleninteractions.com/" target="_blank">e-Learning Leadership Blog</a>. The title of the post was <a href="http://info.alleninteractions.com//bid/93239/what-to-do-if-they-want-awareness?source=Blog_Email_[What%20To%20Do%20If%20They%20W]" target="_blank"><i>What to do if They Want "Awareness."</i></a> The scenario she presented was that the client simply wants you to convert a 97-slide PowerPoint presentation into an e-learning course/module. The client's primary interest is to make sure that his employees are "aware" of the policies and procedures. As I read this post, I made some connections with a project I am currently working on.<br /><br />Looking through a course I am currently revising and listening to what their contact people have said, it appears that application of the terms and vocabulary to critique artworks is their goal; however, a click-through information dump has been their approach. In fact, one person reiterated in a recent phone conference that they really need for the students to "know" the terms. In the business-world, I'd ask the client what the employees were NOT doing or how did they know that the employees didn't know the policies and procedures (i.e. terms and vocabulary). Then how is this lack of understanding affecting performance? Ultimately, what measurable performance goal do we want to achieve? What should the student be able to do? <br /><br />In order to create effective learning activities, we need to know about the current performance level.<br />What are students doing wrong now or failing to do?<br />What are the most common mistakes?<br />What are the most egregious mistakes?<br />What do students need to do instead of what they are doing?<br /><br />I hear the client saying, "They just need to know the terms and vocabulary." But to write meaningful activities, there need to be more specific job tasks such as, "They need to utilize artistic vocabulary to verbalize their reactions to works of art or to describe techniques and media used to create a work of art." Notice that the learning activity goes beyond simply knowing (i.e. memorizing) and understanding the terms. Students need to be able to apply, analyze, and evaluate. <br /><br />While we're considering specific tasks, it's a good idea to determine why students aren't performing the assigned the task or why they're doing it wrong. Is the problem really a lack of awareness or knowledge of the terms and vocabulary? Cathy presents a graphic that I've seen before that breaks the four most common aspects that affect people's performance into four quandrants: knowledge, skills at the top and motivation and environment at the bottom. In my experience, very few performance problems are caused purely by lack of knowledge or skills. As Cathy more notes, a more complete solution often includes process or software improvements, clearer assignment instructions, more fulfilling rewards for good performance, or something as simple as a quick-reference job aid for information that doesn't need to be memorized.<br /><br />Once these questions have been answered, then we can start to design more contextualized, challenging activities that help the students practice applying the terms and vocabulary. Instead of a series of information screens, you can design activities that require students to make decisions and learn from the consequences. As Cathy notes, "you can first challenge the learners with a realistic decision like those they make on the job (or in future courses in their major), and then you can use the consequences to reveal the necessary information. In other words, reverse the process from "tell" then "test" to "test" then "tell."<br /><br />By focusing on observable results, we think in terms of actions--not information. What the student can do as a result of participating in the learning activity is most important. </div>
Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-15031208412985416152012-12-11T11:46:00.001-05:002012-12-11T11:46:41.139-05:00View PowerPoint Presentations on iPad or iPhone<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="text-align: left;" trbidi="on">
I just found this app and downloaded it (free). Since I've been working on creating e-Learning modules using PowerPoint as a base, I thought I'd give it a try. What I like is that it maintains all my fonts and animations. <a href="https://www.slideshark.com/default.aspx" target="_blank">SlideShark</a></div>
<br />
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Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-27129808256339942952012-10-12T11:17:00.000-04:002012-10-12T11:17:05.332-04:00Free eLearning Books<div dir="ltr" style="text-align: left;" trbidi="on">
Christopher Pappas originally published his list of free e-Learning books in 2010.<em><strong> 41 Free e-Learning Books – </strong></em><em><strong>(Update 10/11/2011)</strong></em><span id="more-36"></span><em><strong>=>
If you have read any of the following books I will highly appreciate if
you share your opinion with the e-Learning community.</strong></em> It's a great resource list.<br />
<br />
<a href="http://blog.efrontlearning.net/2010/11/free-e-learning-books.html" target="_blank">Free eLearning Books </a></div>
Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-45060278286871664692012-10-05T08:00:00.000-04:002012-10-05T08:00:08.216-04:00Cool Technology vs. Good Learning Design<div dir="ltr" style="text-align: left;" trbidi="on">
An interesting thread in one of my LinkedIn discussions regards a poll. The question was:<br />
<br />
Have we strayed from basic adult learning principles in favor of “cool” technology?<br />
Responses as of October 3 were:<br />
<ul style="text-align: left;">
<li>No, we are enhancing (26%)</li>
<li>No, we are on target (10%)</li>
<li>Yes, we have strayed (42%)</li>
<li>Yes, we are going for cool factor (15%)</li>
<li>Don't know (5%)</li>
</ul>
<a href="http://workbrightelearning.blogspot.co.nz/" target="_blank">Jacinta Penn</a> commented in her blog post about the poll that no one brought up the fact that "some people never used good learning principles in the first place." This is true both in face-to-face situations such as academic courses and workshops. No one can tell me that having someone stand in front of a large group of people and drone on and on with an occasional PowerPoint slide of bulleted points interspersed represents good pedagogy. In these cases, I'm often reminded of Ben Stein's segment in Ferris Beuller's Day Off.<br />
<br />
<iframe allowfullscreen="allowfullscreen" frameborder="0" height="315" src="http://www.youtube.com/embed/dxPVyieptwA" width="560"></iframe><br />
<br />
I have seen elearning courses that greatly resemble this approach. They are linear in design, largely text-based, with a few YouTube videos thrown in for good measure. They often include the bullets from the PowerPoint presentations without any explanation. Learners have little choice but to progress from one page of text to the next. <br />
<br />
As I develop my online courses and modules, I keep good pedagogy in mind:<br />
<ul style="text-align: left;">
<li>Chunk information into small pieces</li>
<li>Provide a variety of ways for the learner to gain information</li>
<li>Built in formative and summative assessment to check understanding and reflect on what they are learning </li>
<li>Keep it simple--less text the better</li>
<li>Easy to use and navigate--intuitive, accessible design, guidance when necessary</li>
<li>Incorporate visual examples</li>
<li>Relate to real life--authentic learning usually with scenarios</li>
<li>Keep the content relevant and at the right level for the learner</li>
<li>Make the learner interact with the screen or make decisions</li>
<li>Educational focus--even though may include "game-like" approaches </li>
</ul>
This approach recognizes the interdependence of ‘design’ (of e-learning
materials and environments) and ‘teaching’, in that I am able
to incorporate a wide range of learning opportunities in the design. The technology allows me to accomplish my goals. I no longer have to provide a linear elearning experience. I have learned a lot from the Articulate Community (<a href="http://community.articulate.com/" target="_blank">E-Learning Heroes</a>) blogs, forums, and award-winning course examples. Not only does Tom Kuhlman discuss the technical aspects of developing courses, but he also incorporates pedagogical best practices. <br />
<br /></div>
Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-40090685306512648772012-10-04T12:34:00.000-04:002012-10-04T12:49:05.180-04:00How Long Does it Take to Create ELearning<div dir="ltr" style="text-align: left;" trbidi="on">
A colleague recently asked me to ballpark how much it would cost/time it would take to create an elearning course with 40 slides and no assessment. I explained that I didn't have enough information to accurately answer that question. As <a href="http://sarahcolette.blogspot.com/2012/09/elearning-how-long-does-it-take.html" target="_blank">Sarah Gilbert </a>explains in her recent blog post, calculating the time is based on a number of variables--the type of project, the developer's content and technology knowledge, the relationship between the developer and the SME, the level of interactivity, existing assets vs creating assets, etc.<br />
<br />
I provided a recent interaction that I was working on as part of a larger module started out as four pages of text in Word and became over 30 slide with hyperlinking and level 2 interactivity (just beyond the page-turner format). Even though I started out with a template idea from a previous course, it still took me several days to complete that one section of the module. Adding in additional interactions and extending the branching would add more time.<br />
<br />
This SlideShare presentation uploaded by Chapman Alliance contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. <br />
<br />
<iframe allowfullscreen="allowfullscreen" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/5198860" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" width="427"> </iframe> <br />
<div style="margin-bottom: 5px;">
<b> <a href="http://www.slideshare.net/bchapman_utah/how-long-does-it-take-to-create-learning" target="_blank" title="How Long Does it Take to Create Learning?">How Long Does it Take to Create Learning?</a> </b> from <b><a href="http://www.slideshare.net/bchapman_utah" target="_blank">Chapman Alliance</a></b> </div>
</div>
Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-86241006007886431322012-08-23T09:51:00.000-04:002012-08-23T09:51:06.530-04:00Inspiration from the Web<div dir="ltr" style="text-align: left;" trbidi="on">
The folks at <a href="http://www.born4digital.com/site/digitalprojectmanager/12free-web-design-ebooks/" target="_blank">Born4Design</a> agency recently posted a list of 12 free web design resources. The first 8 are available as ebooks and can be downloaded at PDFs for reading on a computer or mobile device. Although these resources are directed at web designers, they can also provide useful ideas for the e-learning course designer. <br /><br />Tom Kuhlman at <a href="http://www.articulate.com/rapid-elearning/secret-to-creating-powerpoint-templates-for-elearning/" target="_blank">The Rapid E-Learning Blog </a>advises that one way to get away from the inherent linear, bullet-point presentation model in many courses and PowerPoint presentations is to create your own templates. One spark of inspiration for his <a href="http://www.articulate.com/rapid-elearning/why-looks-matter-in-e-learning-courses/" target="_blank">template designs </a>is other Web site designs. He likes to periodically peruse the Web sites of ad agencies and graphic design sites and look at their project portfolios. He not only gets ideas about design elements but also color combinations. Take a screenshot of the site and create an "inspiration collection." You might even consider posting your images to Flickr as <a href="http://www.flickr.com/photos/splat/44904502/in/set-981332/" target="_blank">Patrick Haney</a> did. You can also collect your clips in an Evernote notebook.<br />
<br />
When we design a course, we are asking our learners to spend their valuable time take that course. These are some tips that will help you design courses that look good. Combine inviting design elements that with sound instructional design and you’ll have courses that hook your learners from the start and never let them go.</div>
Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-91556646055121345702012-08-22T11:01:00.001-04:002012-08-22T11:01:27.355-04:00Teaching to Fail<div dir="ltr" style="text-align: left;" trbidi="on">
I was reading an article with the above title written by Edward Burger and published in <a href="http://www.insidehighered.com/views/2012/08/21/essay-importance-teaching-failure" target="_blank">Inside Higher Ed </a>today. Burger's assertion that we need to teach students that it is okay to fail and that all human ideas are derived from a "natural, thoughtful, and (ideally) unending journey" that involves a process of iterative deep thinking. That sometimes we moved backward or hit a dead end before we can move forward. As educators, we need to explicitly (key word here) highlight those dead ends and mistakes. In other words, we need to teach students the power of failure and how to fail effectively.<br />
<br />
Burger calls this the "quality of failure" and even includes a place in his grade book that represents how each student grew and learned from taking risks, making mistakes, reflecting, and growing from those failures. This view of assessment is completely counter to the long-held view of assessment as a summative, judgmental evaluation of how much as student knows and doesn't know. <br />
<br />
Burger states, "If we foster an environment in our classrooms in which failing is a
natural and necessary component in making progress, then we allow our
students to release their own genius and share their authentic ideas —
even if (or especially when) those ideas aren’t quite polished or
perfectly formed." In other words, we foster an environment in which assessment is not only OF learning but also FOR and AS learning. We recognize that the primary focus of assessment is on improving learning and teaching process. Formative assessment, often viewed as Assessment FOR Learning or Assessment AS Learning, provides students with feedback so they can judge their progress and the efficacy of their study methods. Instructors also receive feedback on student performance in order to modify and improve their teaching and assessment strategies.<br />
<br />
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">An underlying principle guiding the use of assessment FOR learning
is the idea that we, as instructors, are obligated to ensure that our students
not only know the facts and concepts but that they know them in meaningful ways
in order to be able to use that knowledge in authentic situations and to solve
real-world problems. They are not only equipped with the facts, but they are
also able to gather and evaluate additional information if needed. In other
words, memorization is not enough; knowledge must end up in practice and doing.
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Assessment AS Learning involves students in the process of looking
at their learning and reflecting on their own abilities and progress. With
guidance from the instructor and through focused activities, students are
encouraged to think about and assess their learning. The self-assessment
process is ongoing and tied to the learning outcomes. It aids students in
becoming aware of how they learn, solve problems, and make decisions.
Assessment AS Learning involves self-monitoring and self-evaluation which helps
focus students’ efforts and encourage responsibility for their learning. Its
purpose is to enhance learning through the process of writing and thinking
about the learning experience.</span></div>
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At the end of the semester, Burger asks his students to write a one-page reflective essay describing their productive failure over the period of the course and how they grew as a result of those experiences. I have incorporated similar narrative responses in several of my courses as a means of gathering data from the students as well as a way to get students to look back and reflect on what they had learned in the course. Although I have never explicitly tried to teach my students about the "benefits" of failure, I have tried to instill in my students that when they try something new, they may meet with obstacles and frustrations (especially when trying out new teaching methods and incorporating new technologies in their teaching practice)--and that this is okay and expected to some degree. It's how we respond to these obstacles that makes the difference. If you get on a bicycle and don't fall off you already knew how to ride
and learned nothing -- it is only by falling that you learn. I also reminded my education students that according to Dewey, knowledge is formed by the process of combining experience and previous learning with ideas presented which causes a state of disequilibrium for the learner. In order to learn, we essentially must be "off-balance."<br />
<br />
In my Educational Technology course, I incorporated a reflective blog assignment in which I asked students to reflect on what they were learning--how it related to their career goals, how they could use the new knowledge in their personal lives, how did they solved a problem or made a decision. Their classmates were to provide comments. My intent was to make their learning more authentic, to provide context.<br />
<br />
I always had trouble trying to figure out how to grade these reflective assignments. How can you put a grade on someone's thinking? I wound up judging the level of reflection and growth over time using a holistic rubric. Burger asked his students to conclude their essays by providing their own grade on how they had grown through their failures (from 0 – meaning "I never failed" or "I learned nothing from failing" to 10 – meaning "I created and understood in profound, new ways from my failed attempts"). After reading their narratives and reflecting on their class participation, he generally awarded the grade they had suggested.<br />
<br />
The last two paragraphs of Burger's article struck home and are worth repeating:<br />
<br />
To my skeptical colleagues who wonder if this grading scheme can be exploited as a loophole to reward unprepared students, I remind them that we should not create policies in the academy that police students, instead we should create policies that add pedagogical value and create educational opportunity... <br /><br />Beyond the subject matter contained in the 32 to 48 courses that typical undergraduates fleetingly encounter, our students’ education centers about the most important creative feat of their lives — the creation of themselves: Creating a mind enlivened by curiosity and the intellectual audacity to take risks and create new ideas, a mind that sees a world of unlimited possibilities. So we as educators and scholars should constantly be asking ourselves: Have I taught my students how to successfully fail? And if not, then: What am I waiting for?<br />
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Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-2972349090670656162011-12-05T15:35:00.001-05:002011-12-05T15:36:19.589-05:00Adding Off-the-Shelf Games into Classes<div dir="ltr" style="text-align: left;" trbidi="on">
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Event: Webinar</div>
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Date: Monday, December 12, 2011<br />
Starts: 4:00 pm (GMT-5) Eastern Time (US)</div>
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To participate in the webinar, go to http://www.instantpresenter.<wbr></wbr>com/edweb3 on December 12. (No pre-registration required.) </div>
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<br />The best
educational curriculum seamlessly integrates content, interaction, and
assessment into meaningful learning experiences built upon
inquiry-based, student-centered, and authentic problem-solving
instructional strategies. As it happens, that is exactly what many
commercial games do, making their use for education an obvious choice.
But this is easier said than done. In our community’s next webinar, the
University of North Dakota’s Richard Van Eck will provide a practical
overview of how to integrate commercial off-the-shelf (COTS) games into
the classroom. Richard will provide an overview of the NTeQ technology
integration model, which is compatible with inquiry-based curriculum
that COTS games. He will discuss how this model has been used by
elementary, middle, and high school teachers to integrate games into the
curriculum while meeting the requirements of real-world classrooms.
Join Richard for an interactive, one-hour webinar on December 12th for
this model and other practical tips for integrating COTS games into the
classroom.
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</div>Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-25583680095104173802011-12-03T08:08:00.001-05:002011-12-05T15:37:55.604-05:00"Bring Your Own (BYO)" Webinar<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>The Impact on Pedagogy and Professional Development</b></div>
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December 8, 2011</div>
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1:00 EST</div>
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Sponsored by: ClassLink</div>
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Bring Your Own technology initiatives are top of mind with school administrators everywhere this year. Whether big or small, schools across the nation want to leverage the benefits of student and teacher owned technology devices in the classroom. Specifically, schools expect BYO to improve learning and better prepare 21st century citizens. When surveyed, schools that had successfully implemented BYO programs universally agree that improvement to classroom instruction (pedagogy) is an "essential element" for success.</div>
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Learn from the panelists on how the BYO movement is transforming classroom instruction and professional development.</div>
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Elliot Soloway, University of Michigan</div>
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Cathleen Norris, University of North Texas</div>
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Cary Harrod, Forest Hills Local Schools</div>
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Berj Akian, CEO, ClassLink</div>
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To learn more and/or to register for this free webinar, click this link: <a href="http://www.classlink.com/eml/final/leadership/leadership28.html" target="_blank">http://www.classlink.com/eml/final/leadership/leadership28.html</a></div>
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</div>Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-82585492620743914042011-11-10T19:11:00.001-05:002011-11-10T19:20:11.750-05:00High School Teachers Make Gaming Academic<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="http://education.usnews.rankingsandreviews.com/education/high-schools/articles/2011/11/01/high-school-teachers-make-gaming-academic?PageNr=1" target="_blank"><strong>High School Teachers Make Gaming Academic</strong></a><br />
(US News & World Report, Nov 1, 2011)</div>
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Many parents are concerned that their children are spending way too much time on video games as it is. What happens when those video games are brought into the classroom? Many parents have expressed objections. "I don't send my kids to school to play video games," says Sara Sroka,
who has three video-game loving boys in her Iowa home. "There are better
ways to learn."</div>
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However,research is showing that videos games in the classroom open many opportunities for reaching today's digital student. Katie Salen, professor of design and technology at <a href="http://www.newschool.edu/parsons/" target="_blank">Parsons the New School for Design</a> and executive director of the <a href="http://www.instituteofplay.org/" target="_blank">Institute of Play</a>, talked about many positive social aspects of gaming, just like Snehal did in the <a href="http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=E953D883814D" target="_blank">webinar</a> entitled "How Can Games Create Social Learning Opportunities for Students? presented by edWeb.net.
She noted that "The trick to using gaming in the
classroom is not forcing a lesson into the game, but drawing from the
natural lessons the game offers."</div>
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[Read <a href="http://education.usnews.rankingsandreviews.com/education/high-schools/articles/2011/10/25/4-tech-tips-for-parents-to-embrace-digital-education?PageNr=1">four tech tips for parents</a> to embrace digital education.] </div>
</div>Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-53125487357764180852011-10-19T07:00:00.000-04:002011-10-19T07:00:06.619-04:00Games-Based Learning<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="http://teachinglearningresources.pbworks.com/w/page/35130965/Educational-Games"><span style="font-weight: bold;">Educational Games/Serious Games</span></a></div>
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Games are becoming a pervasive part of everyday life, and our notions of what constitutes a game are changing as fast as the applications of games themselves. These games have defined learning outcomes. Generally they are designed in order to balance the subject matter with the game play and the ability of the player to retain and apply the subject matter in the real world. </div>
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<span class="paragraphtext">Online games for single users are also popular, though access to them is often blocked in the K12 environment. There are many free games designed for K-12 students that are accessible via a web browser and require no installation, such as <i>The Potato Story</i> (<a href="http://www.thepotatostory.co.uk/">http://www.thepotatostory.co.uk</a>), a UK-based game that teaches kids where food comes from</span></div>
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<span class="paragraphtext">Open-ended, collaborative games also play out as <a href="http://www.argn.com/">alternate reality games</a> (ARGs), in which players find clues and solve puzzles in experiences that blur the boundary between the game and real life. Recent examples of large-scale ARGs include the educational games <a href="http://www.worldwithoutoil.org/">World Without Oil</a> and <a href="http://www.superstructgame.org/">Superstruct</a>, and the promotional game <a href="http://www.42entertainment.com/bees.html">I Love Bees</a>. The <a href="http://ictthatworks.net:8080/moodle/">Tower of Babel</a>, an ARG designed by the European <a href="http://arg.paisley.ac.uk/">ARGuing Project</a>, was used in schools as well as by learners of all ages. It was developed to engage students in learning languages other than their own.<br />
<br />
</span> <span class="paragraphtext">According to the <a href="http://wp.nmc.org/horizon-k12-2010/chapters/game-based-learning/#0" target="_new">2010 Horizon Report: K12 Edition</a>, another promising area is the</span> <span class="paragraphtext">development of</span> <span class="paragraphtext">educational Massively Multiplayer Online (MMO) games. As yet, there are few examples of these games designed specifically for education. Early efforts include <a href="http://stanford.edu/%7Epnaqlada/mithril">Mithril</a>, a multiplayer online role-playing game developed by students at Stanford University. Mithril draws on the look and feel of MMOs but is math-based. Students must master mathematical concepts in order to cast spells, defeat foes, and progress in the game.</span></div>
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<span style="font-weight: bold;">Software in corporate training and higher education</span> </div>
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According to there website, "In a <a href="http://www.virtualheroes.com/" target="_new">Virtual Heroes</a> world, textbooks and lectures are replaced with complete interactivity, excitement and serious fun! Our Advanced Learning Technology (A.L.T.) platform has re-invented the way medical, military and corporate professionals can enhance performance and unleash potential. Our technology facilitates the linkage of learning objectives to measurable performance outcomes."</div>
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Founded in 1998, <a href="http://www.breakawaygames.com/serious-games/solutions/defense/" target="_new">BreakAway, Ltd.</a> is a leading developer of entertainment games and game-based technology products. We create entertainment experiences that enable people to master skills and concepts in virtual worlds, and transfer this expertise to develop tools that provide game-based solutions for real world problems. Their platform, the mōsbē™ desktop development studio, is a strategy-based platform designed to enable military, homeland security, medical, and corporate customers solve real-world problems with the situational realism and experiential engagement of game-based simulation.</div>
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<span style="font-weight: bold;">Edutainment</span></div>
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The term "edutainment" describes an intentional merger of computer games and educational software into a single product. The term describes educational software whose primary focus entertainment, but can be used for educational purposes as well. "Software of this kind is not structured towards school curricula, does not normally involve educational advisors, and does not focus on core skills such as literacy and numeracy" (<a href="http://en.wikipedia.org/wiki/Educational_software#Software_for_specific_educational_purposes" target="_new">Wikipedia</a>).</div>
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These are games which were originally developed for adults or older children and which have potential learning implications. For the most part, these games provide simulations of different kinds of human activities or historical recreations, allowing players to explore a variety of social, historical and economic processes.</div>
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For example:</div>
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<li><a href="http://en.wikipedia.org/wiki/City-building_game" target="_new" title="City-building games">City-building games</a> such as the <a href="http://en.wikipedia.org/wiki/SimCity" target="_new" title="SimCity">SimCity</a> series (1989–2003) and <a href="http://en.wikipedia.org/wiki/Caesar_%28video_game%29" target="_new" title="Caesar (video game)">Caesar (video game)</a> (1993–2006) invite players to explore the social, practical and economic processes involved in city management;</li>
<li>Empire-building games such as the <a href="http://en.wikipedia.org/wiki/Civilization_%28video_game%29" target="_new" title="Civilization (video game)">Civilization (video game)</a> series (1991–2005) and the <a href="http://en.wikipedia.org/wiki/Europa_Universalis" target="_new" title="Europa Universalis">Europa Universalis</a> series (2000–2007) help players to learn about history and its political, economic and military aspects;</li>
<li>Railroad management games such as <a href="http://en.wikipedia.org/wiki/Railroad_Tycoon" target="_new" title="Railroad Tycoon">Railroad Tycoon</a> (1990–2003) and <a href="http://en.wikipedia.org/wiki/Rails_Across_America" target="_new" title="Rails Across America">Rails Across America</a> (2001) illuminate the history, engineering and economics of railroad management.</li>
<li>Geography games such as <a href="http://en.wikipedia.org/wiki/PlaceSpotting" target="_new" title="PlaceSpotting">PlaceSpotting</a> (2008–2009) help players to find locations on earth according to some hints.</li>
</ul>
</div>Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com3tag:blogger.com,1999:blog-7572709285532131030.post-66165674615353438582011-10-18T12:37:00.000-04:002011-10-18T12:47:16.539-04:00Google and Pearson Announce New LMS Option<div dir="ltr" style="text-align: left;" trbidi="on">
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Last week Google and Pearson announced that they were entering the learning management system marketplace with a totally innovative product stating, "OpenClass is a new kind of learning environment that goes beyond the LMS, stimulating social learning and the free exchange of content. It’s open to everyone, easy to use, and completely free." There is no hardware to install, no licensing fees, and no hosting costs. That right there would make it a totally new way of approaching how we look at online education. However, Pearson and Google weren't content to stop there. They wanted to reinvent course interactions and activities to reflect the modern world.</div>
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<b>The following is the description from the <a href="https://www.google.com/enterprise/marketplace/viewListing?productListingId=11714+16794383872495174146&category=&query=openclass">Google Apps Marketplace</a>:</b></div>
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OpenClass integrates seamlessly with Google Apps for Education, enabling easy setup and single sign-on and includes tools that support the automatic import of content from external sources. Users can launch OpenClass directly from within their Google Apps experience and access their Google applications through OpenClass. </div>
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<span style="font-size: large;"><b>Features </b></span></div>
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<li>Collaborative spaces for students to interact with coursework </li>
<li>Ability to create and edit course content directly from within the platform </li>
<li>Deep integration to Gmail, Google Docs and Calendar </li>
</ul>
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<span style="font-size: large;"><b>Data access requirements</b></span> </div>
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<li><span title="Calendar (Read/Write)">Calendar (Read/Write)</span></li>
<li><span title="Docs (Read/Write)">Docs (Read/Write)</span></li>
<li><span title="Email, new messages (Read only)">Email, new messages (Read only)</span></li>
<li><span title="User Provisioning (Read only)">User Provisioning (Read only)</span></li>
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<span style="font-size: large;"><b>Just the beginning </b></span></div>
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Out of the box, OpenClass has all the LMS functionality needed to manage courses. But that’s just the beginning. OpenClass actually advances education by leveraging modern social technology to encourage collaboration and communication for students, faculty, institutions, and administrators around the world.</div>
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</div>Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-43730337228990067722011-10-15T08:59:00.000-04:002011-10-15T09:00:26.257-04:00Encourage Learning<div dir="ltr" style="text-align: left;" trbidi="on">
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The following are tidbits I pulled from Tom Kuhlmann's Blog post: <a href="http://www.articulate.com/rapid-elearning/9-ways-to-encourage-the-adult-e-learners/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+RapidElearningBlog+%28The+Rapid+E-Learning+Blog%29&utm_content=Google+Feedfetcher">9 Ways to Encourage Adult E-Learning.</a> I too have written about learning being an iterative process and that we need alternate ways of demonstrating learning.</div>
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Recently I spent the day at the beach watching people learning to surf. One of the people learning to surf was a blind girl. It was very inspiring as she learned to balance on the board. She probably fell off of the surfboard a few dozen times before she successfully stood and balanced on it. And when she finally succeeded she let out a cry of joy.</div>
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Learning is a funny thing. It’s not something that can always be neatly packaged. Real learning isn’t a one-time event (like many elearning courses) where it’s just a matter of getting new information. <b><span style="color: #073763;">Instead it’s an iterative process where you do something, get feedback to evaluate, make adjustments, and do it again.</span></b></div>
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<span style="color: black; font-size: large;">Adult Learners Don’t Like to Fail</span></b></div>
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As learners, <b><span style="color: #073763;">our culture conditions us to avoid failure. </span></b> Typically our grading systems reward successful test taking more than successful learning. Because of this, <b><span style="color: #073763;">we’re motivated to pass tests and getting good scores</span></b> and not always focused on the learning process.</div>
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Going back to the blind surfer, it takes a lot to fall down and continue getting up. I saw plenty of other surfers give up after a few tries. Few people like to fail and then do so publicly. This is especially true of adult learners. The blind surfer was motivated to learn and willing to risk failure as she kept falling of the surf board. She might not have been as inclined to do so if she was only allowed two attempts and then notified that she failed.</div>
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The main point in all of this is that elearning presents a unique opportunity to compress time and offer repeatable events where people can practice and get feedback. <b style="color: #20124d;">But we need to craft an environment that encourages learning (which is not the same as exposure to information). </b></div>
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</div>Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-52785630412592210692011-10-12T12:22:00.001-04:002011-10-12T12:22:27.541-04:00Seven Principles of Learning<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: x-small;"><strong>
<span style="font-size: small;">Summary of Seven Principles of Learning</span> </strong>
<br />(Based on the Cognitive Science of How People Learn)<br />
<span style="font-size: small;">
<strong>National Research Council</strong>
</span>
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<span style="font-size: small;">
<strong>1. Learning with understanding is facilitated when new and
existing knowledge is structured around the major concepts and
principles of the discipline.</strong>
</span> Knowing disconnected facts is insufficient to produce deep
learning or develop expertise. Expert strategies for thinking and
problem-solving are linked to the expert’s understanding of important
core concepts of “big ideas”. This suggests that courses should be
organized around helping students understand these big concepts and
instructors should focus on helping students understand, explain, and
apply these concepts rather than focusing on memorizing large amounts of
content.<br />
<span style="font-size: small;">
<strong>
<br />2. Learners use what they already know to construct new understandings.</strong> </span>
Learners construct interpretations of new information and problems in
ways that agree with their own prior knowledge and misunderstandings.
Effective teaching involves engaging what learners already know about a
subject and finding ways to build on that knowledge. It also involves
detecting student misconceptions and addressing them. <br />
<span style="font-size: small;">
<strong>
<br />3. Learning is facilitated through the use of metacognitive
strategies that identify, monitor, and regulate cognitive processes.</strong> </span>Metacognitive
strategies include: a) connecting new information to former knowledge,
b) selecting thinking strategies deliberately; and c) planning,
monitoring and evaluating one’s own thinking processes. Students need
to reflect on what they already know and what they need to know for
situations. They must consider both factual knowledge and strategic
knowledge (how and when to use what procedures to solve the problem).
Instructors should provide explicit instruction in the use of such
skills and opportunities for students to observe others solving problems
(including experts) and by making their thinking available to
observers.<br />
<span style="font-size: small;">
<br />
<strong>4. Learners have different strategies, approaches, patterns
of abilities, and learning styles that are a function of the interaction
between their heredity and their prior experiences.</strong>
</span> Useful concepts here include Gardner’s model of Multiple
Intelligences, different learning styles, deep vs. surface approaches to
learning, etc. One size does not fit all. Some students respond
favorably to one approach, others to another. Educators should be alert
to these differences and match curricular material to students’
developing abilities, knowledge bases, preferences, and styles.
Students with different learning styles need a range of ways to
demonstrate their knowledge and skills. One form of assessment will
advantage some students and disadvantage others; multiple measures of
learning will provide a better picture of how well individual students
are learning what is expected of them. <br />
<br />
<span style="font-size: small;">5. <strong> Learners’ motivation to
learn and sense of self affect what is learned, how much is learned, and
how much effort will be put into the learning process.</strong>
</span> Internal and external factors motivate people to learn.
Learners’ level of motivation strongly affects their willingness to
persist in learning difficult material or challenging assignments. When
students perceive learning tasks as interesting and personally
meaningful, and presented at an appropriate level of learning, they
develop intrinsic motivation. Tasks too difficult are frustrating;
tasks that are too easy are boring. There are strong connections
between learners’ beliefs about their own abilities in a subject area
and their success in that area [attribution theory]. Instructional
strategies should encourage conceptual understanding; this tends to
increase students’ interest and enhance their confidence about their
abilities to learn. <br />
<br />
<span style="font-size: small;">
<strong>6. The practices and activities in which people engage while learning shape what is learned. </strong>
</span>The way people learn a particular area of knowledge and skills
and the context in which they learn it becomes a fundamental part of
what is learned. This means that when students learn a subject in a
limited or narrow context, they often miss seeing the applicability of
using that information to solve new problems encountered in other
situations. Course assignments and tasks that ask students to encounter
the same concept in various situations, help students develop a deeper
understanding of the material. Coursework should engage students in
learning experiences that draw on real-world applications or exercises
that foster problem-solving skills and strategies that are used in real
situations. Two examples of this approach are problem-based and
case-based learning strategies. <br />
<br />
<strong>7<span style="font-size: small;">. Learning is enhanced through socially supported interactions.</span>
</strong> Learning is enhanced when students can interact and
collaborate with others on learning tasks. Learning environments that
encourage collaboration, similar to those of real-world scientific,
mathematical, clinical, or business work, gives students the chance to
test their ideas and learn by observing others. By providing
opportunities for students to express their ideas to their peers and
hear and discuss others’ ideas, learning can become particularly
effective. Social interaction is also critical to development of
expertise, metacognitive skills, and enhancing the learner’s sense of
self. <br />
<br />
<br />Summarized by the <a href="http://www.uvu.edu/facultycenter/reference/engagedteaching/sevenprincipleslearning.html">Utah Valley University Faculty Center</a> from:<br />National Research Council
(2003). Evaluating and Improving Undergraduate Teaching: In Science,
Technology, Engineering, and Mathematics. The National Academies
Press: Washington, DC.</span></div>
</div>Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-34937227131280108132011-10-11T09:00:00.004-04:002011-10-11T09:00:27.766-04:00Lessons Learned<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: black;"><strong></strong>As
I reviewed my EDU 271 course as well as other courses that I have
developed, I started writing down my reflections. I've posted some of
the more cogent lessons below. I would welcome comments and other
reflections.</span></div>
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</span>
<ul style="font-family: "Trebuchet MS",sans-serif;">
<li><span style="color: black;">I have learned that my students are
not as technologically literate and savvy as we might think. One
student commented that she had never thought to evaluate the information
that she found on the Internet until she had an assignment to do so in
my class. </span></li>
<li><span style="color: black;">We need to provide more technology
"how-to" support (within the course) if we want to have students utilize
Web 2.0 and other emerging technologies to demonstrate knowledge.
Several students were still not even familiar with the basic Office
Suite of programs--much less blogs and wikis. If we assign technology
related projects, then we need to make sure that we provide handouts,
videos, tutorials, etc. to help students learn the technology as well.
We also need to consider that the students are also learning the
technology as well as demonstrating their understanding of the
concept/topic. </span></li>
<li><span style="color: black;">A single course is not enough time to
not only expose students (and faculty) to new technologies but to also
help them learn how to use the technology and then develop activities
and assignments that utilize that technology. Breaking the course into
several courses has been suggested; however, </span><span style="color: black;">the
technology component needs to be incorporated across the curriculum.
Right now, the students seem to get a smattering of technology depending
on who they have as instructors. Therefore, their exposure is uneven. </span></li>
<li><span style="color: black;">I have also learned that not only do we
have to change our teaching paradigm, we need to get students to change
their learning paradigm. All too often they expect to be spoon-fed the
information (as in lectures) and then to simply regurgitate it on an
exam. They have no expectations of ever using the information--even when
they are studying to become teachers. </span></li>
<li>Finally, <span style="color: black;">we need to evaluate how we are
teaching our teachers to teach. If we expect them to integrate
technology in their teaching practices, if we expect them to use
collaborative learning in their classrooms, if we expect them to teach
their students how to become digital citizens--then shouldn't we be
modeling this type of teaching? <br />
</span></li>
</ul>
</div>
Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-37617748093775126162011-10-11T08:06:00.001-04:002011-10-11T08:06:08.817-04:00Early Education and Technology for Children Conference<div dir="ltr" style="text-align: left;" trbidi="on">
<h3 style="font-family: "Trebuchet MS",sans-serif;">
<strong>March 14–16, 2012</strong><br />Salt Lake City, Utah</h3>
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<a href="http://www.eetcconference.org/">Early Education and Technology for Children</a> (EETC) is an annual
conference that brings researchers, policy makers, administrators,
educators, and practitioners together to present and discuss research
and applications in the areas of preschool through elementary education.
EETC welcomes visitors from around the globe who come to learn from
other’s expertise and share their own insights on applications that will
help make a difference in the education of young children.</div>
</div>
Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-25302514263323595812011-10-07T10:11:00.000-04:002011-10-07T10:11:06.767-04:00Teachers Using Twitter for Professional Development<div dir="ltr" style="text-align: left;" trbidi="on">
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Teachers are increasingly using Twitter for professional development and collaboration, according to the <i>New York Times</i> blog post by <a href="http://learning.blogs.nytimes.com/2011/09/30/teachers-teaching-teachers-on-twitter-q-and-a-on-edchats/">Kathleen Schulten</a>. Each week, thousands of teachers participate in scheduled Twitter “chats” around a particular subject area or type of student. Math teachers meet on Mondays, for instance, while science discussions happen on Tuesdays, new teachers gather on Wednesdays and teachers working with sixth graders meet Thursdays. (Jerry Blumengarten, Twitter’s <a href="http://twitter.com/#%21/cybraryman1">@cybraryman1</a>, posts <a href="http://www.cybraryman.com/chats.html">this helpful list of educational chats</a>.)</div>
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By using hashtags — that is, words or phrases preceded by the # symbol, like “#Scichat” for science educators — users can organize, search and find messages on a particular topic all in one place.</div>
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Anyone can participate, and joining is easy: just go to <a href="http://twitter.com/">Twitter,</a> search for the hashtag of the chat that appeals to you, and start to read the stream of messages. When you’re ready to add your own thoughts or share resources, just append that same hashtag to your Twitter message. (For more tips, visit <a href="http://learning.blogs.nytimes.com/2011/09/30/teachers-teaching-teachers-on-twitter-q-and-a-on-edchats/#resources"><i>The Times'</i> “Nuts and Bolts” and “Resources” lists</a>.)</div>
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The blog post also features an interview with the founders of the Edchat, SSchat and Engchat Twitter streams, who talk about the power of the medium. </div>
</div>
Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-7353682049828452262011-10-06T07:44:00.001-04:002011-10-06T07:45:30.561-04:00Goodbye, Steve<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="http://abcnews.go.com/Technology/steve-jobs-resigns-apple-ceo/story?id=14374908">Steve Jobs,</a> the mastermind behind Apple's iPhone, iPad, iPod, iMac and iTunes, has died at the age of 56 after an 8 year battle with pancreatic cancer. In 2005, Jobs provided the following comments to the graduating class at Stanford.</div>
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Goodbye, Steve. Your creativity and vision will be missed.</div>
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Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-39266056784231860772011-09-29T07:00:00.000-04:002011-09-29T07:00:06.291-04:00From “Sage on the Stage” to “Guide on the Side”<div dir="ltr" style="text-align: left;" trbidi="on">
Online instructors and course developers face the challenge of reflecting on a philosophical and methodological shift from behavioral to cognitive perspectives and then from objectivist to constructivist perspectives. <br />
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The familiar teaching paradigm primarily derived from objectivist and behaviorist learning perspectives considers learning as a passive process in which the teacher’s expert knowledge is transferred to the students, who are empty vessels waiting to be filled. This view assumes that being knowledgeable is determined by the accumulation of a large number of facts. Students are classified by grade levels and then sorted into ability groups. The standard classroom features the teacher at the front of the room with her back to the class, writing information on the chalkboard. The students are arranged in straight rows and work individually to complete worksheets and questions from the textbook. They are to sit silently, passive and in competition with each other. Another scenario has the teacher, again standing at the front of the class, yet this time he is pontificating and dispensing his vast knowledge base to his students. The assumption is that anyone with expertise in his/her field can teach. Standardized tests with multiple choice, short answer, and true/false options provide quantitative measures of learning.<br />
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Research into how the brain works and theories which state that we construct knowledge from our social interactions and experiences challenge the traditional approach. The constructivist paradigm represents a student-centered approach that entails a shift in roles both for the teacher and for the student. Knowledge is actively constructed, discovered, transformed, and extended by the students. According to Piaget, learning is more than the accumulation of content; learning involves different kinds of activity to help learners construct links between new content and their prior knowledge. The teacher’s role is to support and develop students’ competencies and talents. Vygotsky asserted the importance of social interactions in learning—engaging and dialogue with others and gaining assistance from others. Instead of impersonal relationships among students and between teachers and students, education should be a personal transaction among students and between students and teachers as they work together. Instead of an individualistic and competitive learning environment, cooperative learning in the classroom and cooperative teams among faculty should be the norm. Learners construct their own knowledge by being actively immersed in a situation that provides social interactions, tools, content, and other information allowing them to explore, invent, create, and synthesize in an increasingly autonomous manner. Therefore, assignments represent more authentic, real-world applications such as case studies, problem-based or project-based learning, simulations, and cognitive apprenticeships. There is acknowledgment that teaching is a complex application of theory and research that requires considerable training and continuous refinement of skills and procedures.<br />
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Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-33336981381645730162011-09-28T07:00:00.000-04:002011-09-28T07:00:13.224-04:00Strategies for Designing Courses for Adult Learners<div dir="ltr" style="text-align: left;" trbidi="on">
The rewards and challenges of teaching adult learners are similar to those of teaching traditional students; however, the adult learners' needs in an online environment may vary slightly due to age, life experiences, and technology skill set. Effective instructors initiate and maintain a positive student-teacher relationship and seek ways to present course content that is meaningful to all learners. In the words of Daniel Willingham, Professor of Psychology at the University of Virginia, "Good teaching is teaching." Adult learners may need a little more consideration, especially in the online learning environment, in order to be academically successful and to achieve their academic goals.<br />
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<li>Present information in chunks instead of one entire piece. Chunking reduces cognitive load and allows the learner to process the information more efficiently.</li>
<li>Make sure students can move through the material at their own pace. Remember, adult learners like to feel that they are controlling the education process.</li>
<li>Students need access to past materials so they can review on a regular basis. Therefore, don’t limit access to prior week’s modules and materials.</li>
<li>Students may not always see the "big picture," so help them understand how each chunk will help them progress toward their overall goal.</li>
<li>Provide timely feedback. Let the adult learner know what is being done correctly, as well as what needs improving. Grade assignments in a timely manner so the adult student receives feedback before the next assignment is due. This will give them an opportunity to make any needed corrections or ask questions.</li>
<li>State each assignment's purpose and its relevance to the course. If you can relate an assignment to a job the student may have when she graduates, even better!</li>
<li>Give the learners options and flexibility in assignments. </li>
<li>Keep the course requirements in perspective. Remember, adult learners have commitments outside your course. Make sure each activity is used to judge fulfillment of a course objective.</li>
<li>Make sure the adult student has the necessary technical skills to succeed in the course. Include detailed instructions related to any technology-related tasks. These same instructions can be used in other classes, as well.</li>
<li>Bend the rules when necessary. Empathize with the adult learner.</li>
<li>Make sure you demonstrate clarity and articulate well with adult learners. They have high expectations, and you will lose credibility if you communicate with slang.</li>
<li>Remember, adult learners sometimes have physical limitations. Use easy to read fonts and a clear organizational structure. Sans serif fonts such as Ariel and Tahoma are easier to read on the computer. Serif fonts such as Times Roman are easier to read in printed materials.</li>
<li>Use a variety of strategies to present concepts, such as graphic organizers. For more information on graphic organizers visit this Web site: <a href="http://www.writedesignonline.com/organizers/">Write Design Online</a></li>
<li>When possible, present the material in different formats to accommodate different learning styles. These modes can include text, graphics, audio, and/or video.</li>
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<b>Additional Resources:</b><br />
<a href="http://www.ncjrs.gov/ovc_archives/educator/welcome.html">The Ultimate Educator: Achieving Maximum Adult Learning Through Training and Instruction</a><br />
<a href="http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfm">Adult Learners </a><br />
<a href="http://theelearningcoach.com/learning/characteristics-of-adult-learners/">Characteristics of Adult Learners </a><br />
<a href="http://www.youtube.com/watch?v=6GaCpnS4axs">Building A Bridge: Supporting Online Adult Learners</a> (YouTube video)<br />
<a href="http://www.youtube.com/watch?v=U4iMFu4CnLQ&feature=related">Spotlight on Malcolm Knowles</a> (Youtube video)<br />
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Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0tag:blogger.com,1999:blog-7572709285532131030.post-24553599788569271892011-09-27T17:18:00.001-04:002011-09-27T17:18:11.787-04:00Profile of Adult Learners<div dir="ltr" style="text-align: left;" trbidi="on">
As the economy worsens, and employers concern about the lack of skilled workers increases, adult learners are flocking to community colleges. Most of these adults were taught in a traditional and passive classroom, and the online learning environment is a new realm for them to explore. They can be successful but need your help.<br />
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According to the National Center for Education Statistics, “nontraditional” students have several traits in common. These traits can include:<br />
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<li>Attend college part time</li>
<li>Work full time even while taking college classes</li>
<li>Are financially independent</li>
<li>Have a family and other commitments</li>
<li>May be a single parent</li>
<li>Lack standard high school education</li>
<li>Delayed enrollment into college</li>
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Even though most adult learners are voluntarily entering the education process, their responsibilities (families and jobs) and situations (transportation, child care, and the need to earn an income) can create obstacles in their progress. The aging process itself may present another obstacle for the adult learner. Psychomotor skills are acquired more slowly than younger students. It may be harder for the adult student to manipulate the mouse or to spend time reading material online. Images and text may be more difficult to see on the computer screen. The adult learner may also have emotional barriers to online education. Many adult learners did not grow up with computers, so the technology is new and different, which presents an added obstacle to learning the actual content of the course. However, it isn’t all gloom and doom! Most adult learners are highly motivated and task-orientated which helps them overcome some of these obstacles.<br />
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<b>Pedagogy vs. Andragogy or Directed vs. Facilitative Learning</b></div>
Most of us have heard the term pedagogy, the art or science of teaching. More specifically, pedagogy refers to the art or science of teaching children. However, the techniques and strategies used to teach children do not always lend themselves to teaching adults. Therefore, we employ the term andragogy, the methods or techniques used to teach adults. <br />
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Gayla S. Keeseehttp://www.blogger.com/profile/14826526396769178626noreply@blogger.com0