The images for the 11/01/2006 Wednesday class are here .
p.s.
Sorry I don't know how to undo the last two posts.
Saturday, November 4, 2006
San Franciso State University ITEC 800 Blog
San Franciso State University ITEC 800 Blog
Wednesday, November 1, 2006
Blog 11/1/06
Dr. Foreman will link digital stories to iLearn. You may access your story by going to: http://userwww.sfsu.edu/~YOURNAME/itec800/
“YOURNAME” is whatever your username is for your SFSU Webmail.
We all got a chance to reflect on our digital storytelling experience. Some words used to describe the experience were: difficult, personal, satisfying, enjoyable, torture, sharing, “therapized”, technical, skill-oriented, interesting, easy, good time – all in all everyone got something worthwhile out of it.
Dr. Foreman made the point that her intention behind us doing the digital storytelling workshop was to demonstrate the value of project based learning versus expository learning. For this project we had to go through the process of creating a complete project in one day and so were able to experience almost immediate satisfaction and a sense of real accomplishment. The point was also made that learning has to be meaningful and the personal nature of this assignment naturally made it more meaningful.
After our discussion of storytelling, some of our classmates presented lessons to us. Erica taught us to make wormy dirt cups and Nora how to get the attention of a person who is deaf and say hello and how are you in American Sign Language. Devorah taught us how to make a book and Doris to make a California Roll. Philip taught us the method for producing an owl call (though few of us succeeded) and Diedre instructed us on how to introduce ourselves in Japanese.
We had a short discussion of advance organizers, Ausubel’s meaningful learning and schema theory. Advance organizers were discussed and the ones in our text were found to be inadequate in the “advance” sense. The intention of these is to give the learner a structure that will help him or her access the material to be learned more readily and allow the information to be integrated into already established schemata.
Ausubel's "meaningful learning" is concerned mostly with instructional practices or strategies rather than a theory of learning like schema theory (input-process-output). The emphasis in this chapter was on concept learning rather than procedural learning.
Schema theory says we recognize patterns and features and then apply these to novel experiences that follow a similar pattern or have similar features. Language acquisition is a good example of needing a grounding foundational schema in order to build on.
Ausubel wasn’t for pure discovery learning because he felt that learners can’t discover if they don’t have an “anchor” for their learning or an established concept of something. To Ausubel, in order to make learning meaningful it must have structure.
Next week there will be a short quiz: Review Chaters 1-4. Behaviorism, cognitivism, Gagne, Ausubel, and Schema Theory. Look over the advance organizers at the beginning of the chapters and the summaries at the end of the chapters as a means of review. Also read Chapter 5 and do the assignment associated with it on iLearn.
-Deb Farkas
“YOURNAME” is whatever your username is for your SFSU Webmail.
We all got a chance to reflect on our digital storytelling experience. Some words used to describe the experience were: difficult, personal, satisfying, enjoyable, torture, sharing, “therapized”, technical, skill-oriented, interesting, easy, good time – all in all everyone got something worthwhile out of it.
Dr. Foreman made the point that her intention behind us doing the digital storytelling workshop was to demonstrate the value of project based learning versus expository learning. For this project we had to go through the process of creating a complete project in one day and so were able to experience almost immediate satisfaction and a sense of real accomplishment. The point was also made that learning has to be meaningful and the personal nature of this assignment naturally made it more meaningful.
After our discussion of storytelling, some of our classmates presented lessons to us. Erica taught us to make wormy dirt cups and Nora how to get the attention of a person who is deaf and say hello and how are you in American Sign Language. Devorah taught us how to make a book and Doris to make a California Roll. Philip taught us the method for producing an owl call (though few of us succeeded) and Diedre instructed us on how to introduce ourselves in Japanese.
We had a short discussion of advance organizers, Ausubel’s meaningful learning and schema theory. Advance organizers were discussed and the ones in our text were found to be inadequate in the “advance” sense. The intention of these is to give the learner a structure that will help him or her access the material to be learned more readily and allow the information to be integrated into already established schemata.
Ausubel's "meaningful learning" is concerned mostly with instructional practices or strategies rather than a theory of learning like schema theory (input-process-output). The emphasis in this chapter was on concept learning rather than procedural learning.
Schema theory says we recognize patterns and features and then apply these to novel experiences that follow a similar pattern or have similar features. Language acquisition is a good example of needing a grounding foundational schema in order to build on.
Ausubel wasn’t for pure discovery learning because he felt that learners can’t discover if they don’t have an “anchor” for their learning or an established concept of something. To Ausubel, in order to make learning meaningful it must have structure.
Next week there will be a short quiz: Review Chaters 1-4. Behaviorism, cognitivism, Gagne, Ausubel, and Schema Theory. Look over the advance organizers at the beginning of the chapters and the summaries at the end of the chapters as a means of review. Also read Chapter 5 and do the assignment associated with it on iLearn.
-Deb Farkas
San Franciso State University ITEC 800 Blog
Tuesday 31 October:
The first part of our class was for catching up. We started our class with several lesson plan presentations including the care and feeding of fish, tying knots, and working with color values. All of these presentations made good use of props and the last two involved significant interaction. From there we viewed several of the digital story telling assignments that we had created during the Saturday workshops. Like with the lesson plan presentations, there was a lot of variety in subject matter. The stories were set in far away places like Israel and Thailand and closer places like San Jose and Santa Rosa. All were interesting.
After viewing these stories, we briefly discussed the value of digital story telling. We identified a variety of things:
After that, we began our main discussion of the reading assignment: Meaningful learning theory. Our discussion pointed out how this was, in some ways, another step in the evolution of our understanding of how students learn and how instructors instruct. Where Gagne discussed learning in isolation of any context, Ausubel focused a lot on context. His theories explained concept learning and not just skills learning; but he stopped short of getting into the issue of transfer of knowledge. Perhaps the biggest contribution of Ausubel to learning theory is his observations on implementation of learning such as advance organizeres.
It is quite interesting how chapter by chapter we build a more complete understanding of the learning process and how to best influence it.
This blog moment brought to you by Marshall Taxer
The first part of our class was for catching up. We started our class with several lesson plan presentations including the care and feeding of fish, tying knots, and working with color values. All of these presentations made good use of props and the last two involved significant interaction. From there we viewed several of the digital story telling assignments that we had created during the Saturday workshops. Like with the lesson plan presentations, there was a lot of variety in subject matter. The stories were set in far away places like Israel and Thailand and closer places like San Jose and Santa Rosa. All were interesting.
After viewing these stories, we briefly discussed the value of digital story telling. We identified a variety of things:
- getting to know our fellow students through their digital stories
- the value of this insight for learning communities
- the value of the process and collaboration of the workshop (you can't do this in isolation
After that, we began our main discussion of the reading assignment: Meaningful learning theory. Our discussion pointed out how this was, in some ways, another step in the evolution of our understanding of how students learn and how instructors instruct. Where Gagne discussed learning in isolation of any context, Ausubel focused a lot on context. His theories explained concept learning and not just skills learning; but he stopped short of getting into the issue of transfer of knowledge. Perhaps the biggest contribution of Ausubel to learning theory is his observations on implementation of learning such as advance organizeres.
It is quite interesting how chapter by chapter we build a more complete understanding of the learning process and how to best influence it.
This blog moment brought to you by Marshall Taxer
Saturday, October 28, 2006
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.
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.
Saturday, October 21, 2006
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.
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, October 18, 2006
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.
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.
Friday, October 6, 2006
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
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, October 3, 2006
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
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
Wednesday, September 13, 2006
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, August 30, 2006
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.
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.
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