Wednesday DST

We met on Oct 28th, Leslie led the second DST workshop for ITEC 800. We thank Leslie for sharing her time and talent with our class. We started out the workshop by listening each other's story, a process called "Story Circle".


Story Circle--Oct 28, 2006--BH 170

Look at these people. Learning is all about engagement and involvement with the content material. They work from 9 am to 6:30 p.m--everyone finished their story! We will use this workshop experience to discuss constructivist view of learning.

DST session by Tuesday class

John, Carol, Ben, Michelle, Mauricio, and John participated in the first session. From 9 am to 5, without any break, they were producing their first digital story.

Click on their pictures to see their movies:
John's movie

Dave is giving me his annoyed look when I don't use F9 and F11.

Wednesday class October 18

Dr. Foreman recapped the AECT conference she attended last week.
AECT: Association for Educational Communications and Technology. Used to be Secondary Education of Teachers. aect.org. 1988 Foreman (since 1984) was a part of formulating the Mission Statement and Goals. Foreman distributed a survey reporting average salaries for various job responsibilities (TechTrends, vol 50). Interesting to see the various ranges by region. AECT Conference Blog: http://www.aect-members.org/DailyNews/ Web2.0 was discussed heavily. Because we’re in the technology field, we have to be more diligent in keeping up to date with emerging technologies.

Learning classic knowledge in school/field to build foundation. New things will come about that you can learn but you will apply basic learning theories when adapting to new learning. Grounding us. For example, Game theory didn’t come out of no-where, came about through 1 of the 3 theories.

Gagne Assignment:
Must state Learning outcomes in homework assignment. Foreman’s example is very simplified. Don’t need to provide rationale. (When you interview you must know Gagne’s learning outcome with events, be articulate, use it. Must be able to demonstrate.) Assignment was due on 10/18 but because of confusion will extend to 10/22. Students who submitted a document can re-upload.

Presentations—

Ben: Bird of Paradise flower napkin fold
Print out of step by step instructions, powerpoint, actual napkins to practice. Showed step by step, provided feedback along the way, asked questions, went around room and reviewed everyone’s bird of paradise napkin. Homework: make your own! Learning outcomes: motor skills, cognitive strategies, intellectual skills.


Deb: Took out of backpack bread, plates, pb, jelly, plastic knives & paper plates. Asked students to write procedural directions. Deb asked for someone to read their procedures and she performed each step as the participant read. Showed how literal you must be when creating procedures. Learning outcomes: intellectual skills, cognitive skills, motor skills


Elizabeth: How to make her own concoction—the Peachy Puff! Brought cups, recipe and samples. Lectured both ways to make the Peachy Puff. Distributed samples!


Tony: Opened with a story about a little boy in China and his gift to the emperor (a tile). Tangram (puzzle of 7 pcs). Step-by-step instructions of how to break the tile (square paper) into 7 pcs made up of triangles, squares and parallelograms. Learning about other shapes (trapezoid, right triangle, isosceles triangle), fractions and earth (trees, using saliva). Homework: Make it back into a square! http://nlvm.usu.edu/en/nav/topic_t_3.html


Valerie: Mexican paper flower. Handout with instructions. Pipe cleaners and colored tissue paper.


Kate: How to create a personal narrative story.
1. Point of view
2. Vivid descriptions and details
3. Conventions of story
4. Make a point – generalization: Universal shared truth/experience


Mary: Living healthy now so you don’t pay the price later. Stand up presentation.


Lane: How to upload digital images.

San Franciso State University ITEC 800 Blog

San Franciso State University ITEC 800 Blog

Weds 10/4

The class discussed the Digital Storytelling class we will have on Oct 21 or Oct. 28 in our classroom from 9:00-5:30. Leslie Rule of KQED visited the class and explained the workshop. The class is to:

Bring 1/2 to 3/4 page personal narrative
dbl space 12-point type; approx. 200 words.
Bring 10 digital images
Bring digital music

Each person will go home with a completed digital
storytelling DVD.

This is to be a 1st-person narrative story; it is composed in
these 4 steps:

1)Start with the experience; articulate the story for the Multi-Media
environment

2) Tell the story

3) Create the piece

4) Publish (to DVD or Web, etc)

It is helpful to start with a question "what if I could dream?"
then follow with - "Let me tell you the story of ......"

Go from general to specific, let the specific inform the general.

Discussion then ensued about validity of fiction stories in these
formats; it was ok'd but the preferred method is 1st-person narrative
autobiographical.

Next the class discussed Cognition with respect to the Net Generation
and the Digital Divide. As always in this class there were relevant
and sharpened opinions that straddled the digital divide. Dr. Foreman commented that we can use these tools to empower and motivate. Most people
seem to feel that we have to harness these tools and use them wisely
and with discretion in instruction; a view I subscribe to.

Nest and last the class took part in an exercise with the class split
into two groups - A & B. Each group looked at 20 objects in a box for
one minute and then were asked to remember as many of those objects
as possible. Group B was told 4 categories for the objects but group
A was not. Group B was found to have scored better when results were
tallied - giving evidence that chunking assists sensory memory. Dr.
Foreman noted that this experiment is markedly clear with a large
number of participants.

And so into the evening!

David Apelt

Tuesday Class, 10-3-06

We began with a discussion/recap of last week’s online forum topic regarding the Net Generation. Dr. Foreman sparked the discussion by asking for characteristics of the Net Generation. Characteristics such as immediacy, informality, multitasking, connectedness, social responsibility, and large networks of knowledge and information sharing were mentioned, along with some anecdotes from class members regarding instances in which we’ve observed these characteristics of the Net Generation in person.

We talked about the internet, and how it’s an amazing tool for distraction, and that we too, although not of the Net Generation, will end up multitasking and taking advantage of the immediacy of information when we are on the web.

We compared and contrasted different modes of digital communication (email, IM, online forums, blogs) and the degree to which each can or can’t get past superficial discussion.

We discussed whether the online forum worked as a class format for us—it seemed generally agreed that it did, and that we appreciated the freedom to take the thread in different directions rather than answer only specific questions. We also talked about the permanency of making a comment in writing rather than just in passing by means of speech, and how that’s difficult for some of us, and how we don’t think it’s necessarily difficult for most Net-Gen-ers, who seem more accustomed to sharing their every thought via blogs or MySpace.

We then moved to discussing this week’s reading. Dr. Foreman reviewed Cognitive Information Processing.

Then, she split the class into two, and sent half the class out. We played a game where she allowed us to observe the contents (roughly 20 items) of a box for about 30 seconds, and then gave us another 30 seconds to write down everything we could remember. The first group did so with only those instructions. The second group was informed that the items belonged to 4 categories, and she described the categories. The twenty items were:

Fork
Plate
Sugar
Equal
Mustard
Dollar
Battery
Screwdriver
Candle
Hair clip
Paper clip thingy
Post-its
Scotch tape
Comb
Lipstick
Lotion
Tylenol
Eraser
Pen
Little mustard packet
Pyramid thingy

Success in memorization did not vary much between the two groups. The second group was more likely to default to categorization as their memory-assistive method, but not all of them used it. The first group was more likely to use other methods, but all methods seemed useful. The methods mentioned included:
Categorization
Narratives
Method of Loci
Association with colors, shapes, and sound
Primacy/Recency

After the break, we continued discussing last week’s reading. Dr. Foreman passed out John’s outline and we used it to review the concepts. John’s was particularly interesting because he related it to his own experience and used examples from his life.

Then, Dr. Foreman split us into groups and we each took a section—sensory memory, working memory, long-term memory, or methods of incorporating these theories into instructional design, and came up with examples:

The first group, describing sensory memory, used driving and all the sensory input you receive while engaged in that activity… how much of it is dismissed, but how things such as sirens, similar cars, etc, can draw your attention.
They talked about how such things as recognizing stop signs have reached automaticity (able to do them without actively thinking about them.)

The second group described methods of moving information from short-term memory to long-term memory.

The third group used the analogy of the “jesus lizard” (bipedal and runs on water, defying easy characterization) to go through various theories of long-term memory.

The class then discussed the different theories, and we especially discussed PDP (parallel distributed processing) which seemed less straightforward than the other theories. We agreed it seemed more physical, more anatomical, whereas the other theories were more philosophical.

The fourth group discussed ways to use these theories in designing instruction, such as helping the students with selective attention, encoding, relating to one’s own experience, paraphrasing in one’s own words, drill and practice, etc.

Dr. Foreman ended the class and introduced the next assignment using Gagne’s Instructional Model and creating a taxonomy, due in three Tuesdays, and she also went over the items we are to bring to the Digital Storytelling Workshop on the 21st.

Signing off,
Michelle Gilkey

Learning Theories

SESSION BEGINS...
Dr. Foreman returned the Timeline assignments. GREAT JOB! Delivery and form is important in ITEC and with this assignment we took on the role of over achievers.
a
iLearn Updates:
*Dr. Foreman set the upload option in the Assignments section to allow for the retrieval of a document already sent.
*The Forum sections are set up to allow everyone to view and comment and the Assignment sections are set up to be viewed solely by Dr. Foreman.

Don't Forget:
*Write your weekly reflection following the discussion of the assigned reading.
*Saturday, October 28, 2006 is the Digital Storytelling Workshop


LECTURE: Learning Theories
Inquiry and the creative side of education is lost with the Standards. Can technology be the source of change?

Teachers need to offer variety in instruction, because there are different types of learners.

What is happening in the 21st Century?
Baby Boomers are teaching the Net Generation. Research is being conducted about new learning theories, because the Net Generation processes information differently. They are very technological; and an overstimulated generation. Gadgets appear to be an extension of their bodies.

Is technology good? It is too much like T.V.? Where is the balance? Is there guidance available to ensure that these tools are used effectively?

Is reading literacy on the decline because of technology?

There is a gap between the students with access to technology and those without. How will this affect instruction?

SMALL GROUPS: Behaviorist Perspective, Information Processing Perspective, and Constructivist Perspective Theories Exercise

Wednesday ITEC 800 Summary Aug. 30, 2006

Today's class was filled with so much information that it needs to be summarized before it withers away into the back of the mind and out of reach. (If I forgot anything, that is your cue to chime in on your replies)

Summary:
Professor Foreman gave an interesting overview of what to expect in ITEC 800 as well as what tools we would be using for this course. She also briefly mentioned theories that surround the learning process, what is expected of us and the difference between lecture and seminar style class meetings. Here are some highlights of tonight's discussion.

Wednesday, August 30, 2006 ITEC 800.01

1. Going over iLearn tool:
a. iLearn: learning management tool for class
i. This will be used as a communication tool for the class
ii. Each week one student will summarize and write a blog entry and the other students will discuss things that had been posted (I will do the first blog)
iii. “Moodle” (Modular Object-Oriented Dynamic Learning Environment) Wikipedia, accessed 8/30/06
iv. I will do the first blog since I am the only one in class who has blogged

2. Going over syllabus
a. Seminar style
i. You are teacher, come prepared for discussion
ii. Prepare, ready to share > names, intro
Tony, Yana, Deidra, Kate, Nora, Layana, Liz, Erica, Deb, Doris, David, Phillip, Peter, Lane, Chasity, Mary

rehearsing, mental process, taking notes is a process for learning; it is a study skill

b. Lecture style
the professor speaks, we listen and take notes

c. Online class sessions (3 or 4) do not come to class. Instead use iLearn to forums to discuss issues posted at your leisure that day

3. understand learning (3 pics on iLearn week 1)
a. Know the person, ignite the fire, passionate
5. Different Learning Perspectives:
a. Behaviorist/Cognitivist/Constructionist
b. How much do we remember?
c. Dale’s Cone of Experience
6. Discuss the exercise of crytoquips > metaphor, learning device, teaching tool
a. Strategy used by winning team?
i. Sharing
ii. Problem solving skills
iii. Knowledge
iv. English command
1. vowels
2. word length
v. teacher give one clue to help you along the way to finish puzzle
7. learning style is different among everyone (visual, audio, A&V, hands on, experience)
8. do assignments as much as you can and then discuss things you don't understand in class

Homework: please see iLearn assignments button as well as to think about what your philosophy on learning is and try to write a quote about what education / learning means to you.

Next week's assignment is from handout: “A Brief History of Instructional Development” (Timeline Assignment)
Pictures are to be used as a way for you to remember what is happening in education at the time

Professor Foreman will check into this workshop and day by next week for us.

***Friday September 22, 2006 all day workshop (9 to 5pm) on Digital Story Telling.

*** Saturday October (?) all day workshop on Digital Story Telling.

Week 15--Vygotsky: The Social Formation of Mind

May 9, 2006

Engagement is motivation
Vygotsky—social/cultural linked
Aptitude attitude motivation
Video-vygotsky developmemtal style
4 ideas:
Children construct knowledge
—w/ interact w/physical objects—constructed w/ another person
Learning can lead development
--diff than piaget—mus master language to master logic, argued
--Zone of proximal development---level of assisted performance vs. independent development IS the zone of proximal development
---form educators, what
---unassisted evaluation alone does not give accurate assessment of child (one can go further than others w. assistance
--always teach to upper end of learning—what can be learned w. assistance
---importance of instructor intervention…higher levels of symbolic play

Development not separate from its context
--diff culture development different way s of structuring logic
Language central role to mental development
--info passed generation to generation by language….language is medium …exterior and interior prompts
Groups:
What is vygotsky’s theory—how do you implement in instructional design.

Rwanda—children gathered in circle, while someone tried to line up—culturally the circle is significant, entrenched, did not grasp ‘line-up’

Karen’s iMovie about friend in NY
Humanmetrics.com for personality assessment
We all think differently, learn differently. Behaviorist thought they could reduce all learning to behaviorism, not complete theory.

Kolb’s learning styles
Sensing/feeling at one end(top), thinking on the other(bottom)—‘transformation’ is crossroads---perception n/s MERDIAN
Watching/reflecting on one side(right), doing/action on other end(left)
Imagination/diverges between feeling and reflecting
N
Theory builder/scientist/abstract thinker between reflect and thinking
Engineer between doing and thinking
Artist between doing and feeling
Idea, plan, activity, present
Engage, rules, instruction, application as teachers to cover all learning styles…
70% in upper zone, 30% in lower






Final presentations
Klendalyn “Motivation

Take out sheet fold into 4 sheets:
“A” “R” “C” “S”
http://userwww.sfsu.edu/~kemana/motivation/home_mot_page.html
Check out her site—lots of good motivation resources.

Leo RSS for Education
http://techleo.com/
Real simple syndication
Content comes to you
What is good, what it does, how it comes to you
XML or RSS means site has RSS feed
How to create your own---U of MISS has site to train you how...

Del.icio.us social bookmarking site

Final Presentations next week!
Areej will be presenting our collaborative final project on Wikis and Blogs in Education--I will be at my daughter's choir concert.
It has been a great term---see all of you later.
PS: I'm having a party June 17th--will follow with email.

Blog ON!
Desmond Rutherford
desmond_rutherford@yahoo.com

Week 14: Motivation & Self-Regulation in Learning

May 2, 2006

Dr. Foreman began by asking us what do we know about Korea.
Knowledge is a resource in learning. What do we know?

It is geographically south of China.
"The single shard”—children’s book from Korea. (Leo recently read)
Korean BBQ!--Karen
Korean language is a phonetic language--Brian.

Isolated for 5000 years.
Why Korea?
Reason: Dr. Foreman: I am Korean. You are interested because here I am –are you motivatd to learn about Korea?

How do teachers motivate learners? Extrinsic? Money? Internal motivational?
Master’s degree changes sense of self—Karen
MA—extrinsic & intrinsic
Barry : equate educaton w/ advantage/opportunity

Good instruction uses extrinsic motivators to stimulate instrinsic motivation in student.

Dr. Foreman passed out Hand out of Korea: 5 thousand years in 5 paragraphs!!

Japan took over Korea of 36 years---Korean language outlawed.

We broke into groups and created a visual diagram of 3,000 years of Korean history.
Koreans came to SF established busineeses, like rice manufacturing near Fresno & earned money to help fellow Korean back home.

No anchor, info doesn’t stick—no schema for dynasty names (for instance)--—we built schemas with our graphic representations, so even taking away our “poster” we can still tell the story of Korean. Leo was able to retell story because of the pre-constructed schema. Dr. Foreman says that after this exercise, having constructed our own schemas to handle the subject matter, we can tell a story of Korean history that some Koreas cannot! Interesting. I know that in my travels in Europe, I met many Europeans who knew more about American History that I did!

Motivation Theories
• Extrinsic versus intrinsic
o External and tangible
• Keller’s ARCS model

John Keller—instructional design model—Florida State U

Attention---(Once again--gain attention to capture those learners!)
Relevance--- personal goals and needs, familiarity (bring this to bear, instructional designers!)
Confidence- help feel successful, control success, expectations, mastery (teachers can heavily influence the success of a learner by the interaction in the classroom situation---IDers can do this too w/ creativity and sensitivity)
Satisfaction,--(This can be a challenge, how do we invoke and sustain satisfaction in a learning enviornment?)

John Keller: “strategies for stimulating”


Motivation: Group Differences:
Traditionalists
Baby-boomers
Generation Xers
Millennial

Practical Motivators
Teaching behavior (content is sometimes peripheral---sometimes we are motivated by the instructor, therefore the subject)

Enthusiasm
Voice, gesture, movement, facial expressions
Eye contact

Clarity—speech, presentation, outline, major points. Esxamples

Interaction: praise, student;s by name-address, methods of instruction, course assignments, sllabus, 1st impressions, course goals/objectives

Amy Carr:
We visit web site----game to satisfy ARCS…each group described way to facilitate theory.

Chapter 11—Read—no written homework!!!
Next week we may see the first couple of final presentations...Klendalyn's? Leo's? Others'? For all: Good luck on your final projects!

Blogfully yours!
Desmond Rutherford
desmondr@sfsu.edu

Week 13--Situated Cognition

Thank you Barry for doing this week's blog since I was out ill!!

ITEC 800 04/25/06
Internship @ Genetic instructional design w/ high technical writing skills during the
summer
Friday - May 5, 2006 5-8 PM | ITEC Open House
Invite friends, family
Apple, Genetic
Final project, DST
Recall of last week discussion
Piaget –(Constructivism) knowledge is constructed
Accommodation – learning new skills; change in lifestyle; Mother comes to visit you give
her your bed
vs
assimilation = old schema anchored to new schema
equilabration > equalize: adjusted to the environment
Behavioralism | learning principle | focus on behavior
Stimulus > response > reinforcement
Feedback, extra credit, recognition, money, acknowledgement
Cognittive learning principle | focus on process
Input>process>output
Constructivism | Piaget Active; Interaction, Problem solving, w/environment
How do you become an expert
Situated cognition | happens in a community | external
Cognitive Theory | what’s in the mind | internal
Hands on rather than read @ it
Be a scientist; apprenticeship;
Ex: students in 800 are learning new professional jargon; after a year you are more
familiar w/ new environment
Group brainstorm
What did you learn today?
Where did you learn it at?
Pg. #168 | Driscoll’s article
Peripheral –learning @ the community
Inbound - just becoming a part of the community–
Insider- part of the community
,boundary-