Every class session someone is to enter a blog summary of the course (like this entry).
To post an entry to the blog go to: http://itec800sfsu.blogspot.com/
Log on ID and Password are in iLearn.
Everyone is to pick a date and enter it on the Wiki in iLearn.
The link to the Wiki for this is located in the information for the first day of the class: Class Blogging Schedule (Thursday)
A recommended Wiki is wetpaint. I have personally looked at several and this one is very good.
The "Millineum generation" learns differently. This is important for how knowing how this generation learns. The Millineum Generation are those born in the mid-eighties and later (after the Baby boomers and Gen X).
Learning Theory is about how people perform.
Here are the principle learning theories that we will cover in this class:
Behavorism - behavioral perspective
Constructionism - constructive learning perspective - The learner constructs their own knowledge.
Cognitive Theory - cognitive perspective
There is also Social Interaction as a learning theory - we learn through interaction with others.
The class broke into groups with the assignment to design a day long (8 hours) training for a group from Japan who want to experience San Francisco.
All groups decided on a tour of San Francisco, covering educational and historical historical sites
Sunday, February 10, 2008
Thursday, January 24, 2008
First Class - Thursday, January 24th, 2008
Blog for all students so they can review what went on in class each week.
Beware! The blog when editing accepts formatting but ultimately when posted does not do well with bullets and sub-bullets USE NUMBERS INSTEAD...
First half of class
I. Discovered 5 similarities about a partner
Second half of class.
What is your definition for learning...
Acquisition of
Reviewed Powerpoint Introduction Course
Education is not filling of pail but lighting of a fire
Dales Cone of Experience
10% Reading (only 10% effective w/ remembering)
20% Hearing
50% Viewing images watching videos
70% Attending exhibits or watching demonstrations
90% Engagement teaching skill Participate
Is knowledge?...
Class is like puzzle solving.
Moral of story: READ AHEAD OF CLASS DIGEST INDIVIDUALLY so we can better learn and discuss in class.
Beware! The blog when editing accepts formatting but ultimately when posted does not do well with bullets and sub-bullets USE NUMBERS INSTEAD...
First half of class
I. Discovered 5 similarities about a partner
- attempted to find one similarity with two groups (4 people)
- Learned techniques for aiding short term memory through an exercise
- if something random associated with someones first name difficult to remember
- if tag an animal name beginning with same letter or some other pre-known aspect it is easier to remember. Linking to a preknown memory is associating
- attempted with second half of group of linking first letter of name to first letter of a fruit and it was much easier to remember
- timeline should show the education techniques/discoveries/theories AND
- your own timeline to parallel this to help you and other people better associate it with the above timeline
- cartoon was shown
- family members at different times shown
- timeline for games/gaming shown
- you need to add your ideas for new learning developments in the 1990s and 2000s
- 1990s www, email...
- 2000s blogs, wikis, social networking...
Second half of class.
What is your definition for learning...
Acquisition of
- new skills
- new knowledge
- new behavior
- discovery
Reviewed Powerpoint Introduction Course
Education is not filling of pail but lighting of a fire
Dales Cone of Experience
10% Reading (only 10% effective w/ remembering)
20% Hearing
50% Viewing images watching videos
70% Attending exhibits or watching demonstrations
90% Engagement teaching skill Participate
Is knowledge?...
- received - behaviorism
- acquired - cognitism
- generated/constructed - constructivism
Class is like puzzle solving.
- Handed out a test to half the group with a Crytoquips and told them for several minutes to perform it individually.
- Other half was told to work in groups to solve the Cryogram.
- The individuals half were then asked to work in groups
- The individuals groups solved it first
Moral of story: READ AHEAD OF CLASS DIGEST INDIVIDUALLY so we can better learn and discuss in class.
Tuesday, December 4, 2007
Four Learning Styles
Kim started off with Vgotsky and Bruner’s Interactive Theory. Lev Vgotsky especially developed the idea that learning involves community, or that social interaction leads to learning. This was likened to the old-world apprenticeship that has been the primary method people have learned up until the advent of structured, classroom instruction. From here she went on to explore the styles of learning or different intelligences. Howard Gardener has written expensively, and developed this idea. Piaget was responsible for the Theory of Cognitive Development and this was further explored in Jerome Bruner’s learning styles. He is famous for his Spiral Curriculum. This is continued integration of past learning subjects into new material up through the grade levels. This is the basis of Bruner’s learning nomenclature: Inactive, Iconic, and Symbolic. Inactive = The young child who can lead you to the closet but can’t tell you how to get here. Muscle and body memory of a place or event. Iconic = That same child can now draw a map from the living room to the closet and understands what representation of the map for the actual house, closet, etc. Symbolic = The comprehension that sounds and written marks mean words and numbers which have a meaning and value.
Thinking styles or cognitive styles are not identical with learning styles, but they are closely related, and this point was explored in class on 11/28. The four basic styles: the imaginative learner, the analytic learner, dynamic learner and common sense learner were illustrated in the student's project, which was one of the highlights of the evening. It was great to see Bruce Lee, one of my favorite Americans, characterizing the imaginative style. It was interesting that Carlos had mentioned martial arts in his response to the Chinese poem. Regardless of the context, I always enjoy poetry in class.
The four learning styles are not to be taken as absolute or inflexible. Learning styles are totally modifiable, where thinking styles are less modifiable and more closely related to central personality traits. Kolb's four learning styles are illustrated in the characters of Bruce Lee, the Officer who interrogated Humphrey Bogart, Peter Falk as Colombo, and Marlon Brando as the Godfather. These four characters personify each of the four thinking styles. My understanding is that each character's learning style is influenced by their thinking style. Basically, this particular style of thinker will learn most through this particular style of learning. As the imaginative learner, Bruce Lee is the diverger. He instructs his student to kick him. The student tries, but not correctly. But as the student understands that, when you point at the moon, the focus is not on your finger, he searches his imagination for meaning in Lee's lesson. Then he understands the kick. Colombo, the analytic learner, focuses on the facts: the finger print on the coin, and the time that the parking meter was in operation. He is the assimilator. He wants to find out "what." The Officer, who interrogates Bogart, wants information. He's interested in "how." He is the converger. For him, it is common sense to presume that the local American barkeeper might have some anti-Nazi acquaintances. The Godfather isn't asking any questions, he makes you an offer you can't refuse. He's a dynamic learner, the accommodator. He is a doer and a risk taker. He acts on his senses.
As one of the other people composing this Blog, I wanted ot not think too much about how I ranked my responses. I didn’t want to skew my response by over analyzing my responses, so I did the questionnaire quickly and let the indicators flow. As it turned out, not so surprisingly, that I am a Diverger. I could see this very clearly, but I don’t feel I am so creative as to have been able to have had a career in marketing, advertising or graphic artistry. I don’t’ know how this fits together, but it feel absolutely natural. (Genovefa Pinnick)
We went through some comparative break-down on the thinking of Bruner, Piaget and Vygotsky. We summarized some of the details of Vygotsky's zone of proximal development, the gap between that which has been learned and that which has not yet been learned; Piaget's three types of knowledge- Physical, Logical-Mathematical and Social and four stages of cognitive development- Sensorimotor age 1 yr., Preoperational 3-7 yrs., Concrete Operational 7-11 yrs. and Formal Operational beyond 11 yrs.; and Bruner's three modes of cognitive representation: Enactive, Iconic, and Symbolic.
The interpretations of the poem brought out the variety of thinking styles in the class, as did the Identifying Your Learning-Style Type exercise. Once I finally figured out my data point, I learned that I am an analytic learner, the Assimilator. I did not particularly enjoy traditional school though, which is one Assimilator trait.
As an example of how is was for me to actually arrive at all 36 rank numbers, I found myself questioning whether I am somewhat less a questioning or logical learner, and just how receptive I am in relation to how impartial. It was required that I have some extended time for me to prioritize all these characteristics. I finished the exercise at home. I was at times fascinated by the numerological formula used to compute the mean scale scores. It felt strange to rank in the negative integers; I scored minus four on my AE-RO.
Sterling Clark
Thinking styles or cognitive styles are not identical with learning styles, but they are closely related, and this point was explored in class on 11/28. The four basic styles: the imaginative learner, the analytic learner, dynamic learner and common sense learner were illustrated in the student's project, which was one of the highlights of the evening. It was great to see Bruce Lee, one of my favorite Americans, characterizing the imaginative style. It was interesting that Carlos had mentioned martial arts in his response to the Chinese poem. Regardless of the context, I always enjoy poetry in class.
The four learning styles are not to be taken as absolute or inflexible. Learning styles are totally modifiable, where thinking styles are less modifiable and more closely related to central personality traits. Kolb's four learning styles are illustrated in the characters of Bruce Lee, the Officer who interrogated Humphrey Bogart, Peter Falk as Colombo, and Marlon Brando as the Godfather. These four characters personify each of the four thinking styles. My understanding is that each character's learning style is influenced by their thinking style. Basically, this particular style of thinker will learn most through this particular style of learning. As the imaginative learner, Bruce Lee is the diverger. He instructs his student to kick him. The student tries, but not correctly. But as the student understands that, when you point at the moon, the focus is not on your finger, he searches his imagination for meaning in Lee's lesson. Then he understands the kick. Colombo, the analytic learner, focuses on the facts: the finger print on the coin, and the time that the parking meter was in operation. He is the assimilator. He wants to find out "what." The Officer, who interrogates Bogart, wants information. He's interested in "how." He is the converger. For him, it is common sense to presume that the local American barkeeper might have some anti-Nazi acquaintances. The Godfather isn't asking any questions, he makes you an offer you can't refuse. He's a dynamic learner, the accommodator. He is a doer and a risk taker. He acts on his senses.
As one of the other people composing this Blog, I wanted ot not think too much about how I ranked my responses. I didn’t want to skew my response by over analyzing my responses, so I did the questionnaire quickly and let the indicators flow. As it turned out, not so surprisingly, that I am a Diverger. I could see this very clearly, but I don’t feel I am so creative as to have been able to have had a career in marketing, advertising or graphic artistry. I don’t’ know how this fits together, but it feel absolutely natural. (Genovefa Pinnick)
We went through some comparative break-down on the thinking of Bruner, Piaget and Vygotsky. We summarized some of the details of Vygotsky's zone of proximal development, the gap between that which has been learned and that which has not yet been learned; Piaget's three types of knowledge- Physical, Logical-Mathematical and Social and four stages of cognitive development- Sensorimotor age 1 yr., Preoperational 3-7 yrs., Concrete Operational 7-11 yrs. and Formal Operational beyond 11 yrs.; and Bruner's three modes of cognitive representation: Enactive, Iconic, and Symbolic.
The interpretations of the poem brought out the variety of thinking styles in the class, as did the Identifying Your Learning-Style Type exercise. Once I finally figured out my data point, I learned that I am an analytic learner, the Assimilator. I did not particularly enjoy traditional school though, which is one Assimilator trait.
As an example of how is was for me to actually arrive at all 36 rank numbers, I found myself questioning whether I am somewhat less a questioning or logical learner, and just how receptive I am in relation to how impartial. It was required that I have some extended time for me to prioritize all these characteristics. I finished the exercise at home. I was at times fascinated by the numerological formula used to compute the mean scale scores. It felt strange to rank in the negative integers; I scored minus four on my AE-RO.
Sterling Clark
Sunday, December 2, 2007
Kermit & The Keyboard
ITEC 800
November 29, 2007
Midterm:
Questions (multiple choice) are based on bloggers’ weekly questions.
The class will take the midterm next week, Dec 6.
Final:
Final presentation for next week, Dec 6: Judy, David, Ricardo
Last class will be on Dec 13: Remaining presentations
Need to post your topic on iLearn.
Share learning plan with class.
You will list rational of why you are presenting content in the decided format.
You can give examples of theory.
You can work with partner, but need to confirm with Kim.
Review Chapter 7:
Jerome Bruner
From Russia – focus on individual
Cognitive development
Spiral curriculum: progressive learning that asks that content becomes more complex and difficult as you progress through.
“Kermit and the Keyboard” (page 261)
We were given 5 minutes to read in class.
Lev S. Vygotsky
Also Russian who died of TB at age 38.
Main ideas:
Child’s cognitive development does not occur in a social vacuum.
Ability to think and reason is the result of social process.
Child’s development appears twice:
Social
Psychological
Question posed: How do you tap into the abilities of “GATE” kids who are asked to help/tutor lower level kids?
Response: Homogenous and heterogeneous groups.
Issue with kids being held back by kids who aren’t able to keep up. This is a component on why parents are concerned with putting them in public schools.
Ultimately, it is less of an instructional issue, and an emphasis on home support – teaching parents on the importance of attendance.
A solution is to encourage child to find something to get excited about to motivate mother to take child to school.
Scaffolding and the zone of proximal development
Scaffolding – role played by parents, teachers, and others by which children aquire their knowledge and skills (Wood et al., 1976)
The more familiar the child becomes, the less support (scaffolding) they will need – they will be able to do it for themselves.
Two senses of internalized cognitive skills remain social:
Matures learns can scaffold themselves through difficult tasks
Cognitive expertise is culturally determined (cognitive potential is universal).
Zone Proximal Development (ZPD) – coined by Vygotsky refers to the “level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers … what children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone.” (1978)
Back to “Kermit” story:
What level is Kermit at?
Three Modes of Representation:
Enactive – references a “mode of representing past events through appropriate motor responses.”
Iconic – perceiver can “summarize events by selective organization of percepts and of images.”
Symbolic – “as symbol system which represents things by design features that include remoteness and arbitrariness.”
Video learning styles:
Imaginative learners
Analytic learners
Common sense learners
Dynamic learners
BREAK
Kolb’s Learning Styles:
Abstract Conceptualization > (Perceive) > Concrete Experience
People perceive information differently.
Acting v. Watching
Concrete Experience
Act
Watch
Imaginative
Dynamic
Common sense
Analytic
Abstract Conceptualization
Imaginative (AKA Diverges)
Perceive information concretely and process it reflectively.
Seek the relevancy or "why" of a situation.
Seek meaning.
Need to be involved personally.
Learn by listening and sharing ideas.
Interested in people and culture.
Believe in their own experience.
Function through social interaction.
Analytical (AKA Assimlator)
Perceive information abstractly and process it reflectively.
What is there to know?
Seek facts.
Need to know what the experts think.
Learn by thinking through ideas.
Less interested in people than ideas and concepts.
Enjoy traditional classrooms.
Function by adapting to experts
Convergers (AKA Common Sensors)
Perceive information abstractly and process it actively.
How does it work?
Seek usability.
Need to know how things work.
Learn by testing theories in ways that seem sensible.
Enjoy solving problems and resent being given answers.
Function through inferences drawn from sensory experience.
Dynamic (Accommodators)
Perceive information concretely and process it actively. Anything that encourages independent, self discovery
Seek hidden possibilities.
Need to know what can be done with things.
Learn by trial and error.
Likes variety and flexibility.
Risk takers.
Function by acting and testing experience.
Classroom Activity: Ranking the type of learner you are:
Accommodator
Diverger
Converger
Assimilator
Received “Multiple Intelligence” hand out.
Read Chapter 8: Motivational Learning
Topic of midterm:
Gagne’s Learning Theory
Three learning theory
Gagne’s Nine
November 29, 2007
Midterm:
Questions (multiple choice) are based on bloggers’ weekly questions.
The class will take the midterm next week, Dec 6.
Final:
Final presentation for next week, Dec 6: Judy, David, Ricardo
Last class will be on Dec 13: Remaining presentations
Need to post your topic on iLearn.
Share learning plan with class.
You will list rational of why you are presenting content in the decided format.
You can give examples of theory.
You can work with partner, but need to confirm with Kim.
Review Chapter 7:
Jerome Bruner
From Russia – focus on individual
Cognitive development
Spiral curriculum: progressive learning that asks that content becomes more complex and difficult as you progress through.
“Kermit and the Keyboard” (page 261)
We were given 5 minutes to read in class.
Lev S. Vygotsky
Also Russian who died of TB at age 38.
Main ideas:
Child’s cognitive development does not occur in a social vacuum.
Ability to think and reason is the result of social process.
Child’s development appears twice:
Social
Psychological
Question posed: How do you tap into the abilities of “GATE” kids who are asked to help/tutor lower level kids?
Response: Homogenous and heterogeneous groups.
Issue with kids being held back by kids who aren’t able to keep up. This is a component on why parents are concerned with putting them in public schools.
Ultimately, it is less of an instructional issue, and an emphasis on home support – teaching parents on the importance of attendance.
A solution is to encourage child to find something to get excited about to motivate mother to take child to school.
Scaffolding and the zone of proximal development
Scaffolding – role played by parents, teachers, and others by which children aquire their knowledge and skills (Wood et al., 1976)
The more familiar the child becomes, the less support (scaffolding) they will need – they will be able to do it for themselves.
Two senses of internalized cognitive skills remain social:
Matures learns can scaffold themselves through difficult tasks
Cognitive expertise is culturally determined (cognitive potential is universal).
Zone Proximal Development (ZPD) – coined by Vygotsky refers to the “level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers … what children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone.” (1978)
Back to “Kermit” story:
What level is Kermit at?
Three Modes of Representation:
Enactive – references a “mode of representing past events through appropriate motor responses.”
Iconic – perceiver can “summarize events by selective organization of percepts and of images.”
Symbolic – “as symbol system which represents things by design features that include remoteness and arbitrariness.”
Video learning styles:
Imaginative learners
Analytic learners
Common sense learners
Dynamic learners
BREAK
Kolb’s Learning Styles:
Abstract Conceptualization > (Perceive) > Concrete Experience
People perceive information differently.
Acting v. Watching
Concrete Experience
Act
Watch
Imaginative
Dynamic
Common sense
Analytic
Abstract Conceptualization
Imaginative (AKA Diverges)
Perceive information concretely and process it reflectively.
Seek the relevancy or "why" of a situation.
Seek meaning.
Need to be involved personally.
Learn by listening and sharing ideas.
Interested in people and culture.
Believe in their own experience.
Function through social interaction.
Analytical (AKA Assimlator)
Perceive information abstractly and process it reflectively.
What is there to know?
Seek facts.
Need to know what the experts think.
Learn by thinking through ideas.
Less interested in people than ideas and concepts.
Enjoy traditional classrooms.
Function by adapting to experts
Convergers (AKA Common Sensors)
Perceive information abstractly and process it actively.
How does it work?
Seek usability.
Need to know how things work.
Learn by testing theories in ways that seem sensible.
Enjoy solving problems and resent being given answers.
Function through inferences drawn from sensory experience.
Dynamic (Accommodators)
Perceive information concretely and process it actively. Anything that encourages independent, self discovery
Seek hidden possibilities.
Need to know what can be done with things.
Learn by trial and error.
Likes variety and flexibility.
Risk takers.
Function by acting and testing experience.
Classroom Activity: Ranking the type of learner you are:
Accommodator
Diverger
Converger
Assimilator
Received “Multiple Intelligence” hand out.
Read Chapter 8: Motivational Learning
Topic of midterm:
Gagne’s Learning Theory
Three learning theory
Gagne’s Nine
Thursday, November 15, 2007
Shimmies, Circles, and lifts. OH MY! (Tuesday Class)
SHALOM! Class began with with the last two presentations from last week's assignment.
Genna’s Presentation
She started off by shaking her hips to get our attention.
Her presentation was about Middle Eastern Dance
This is a group participation lesson. So she had everyone in class stand up and do the following:
She started with several members of the class have a basic conversation in Hebrew.
She taught the following:
Next week is Thanksgiving break. Class will not be held.
Final Project Information
Genna’s Presentation
She started off by shaking her hips to get our attention.
Her presentation was about Middle Eastern Dance
This is a group participation lesson. So she had everyone in class stand up and do the following:
- Shimmy - sing the shoulder and hips;
- Undulations - using hands, arms, abdomen;
- Circles - using the rib cage, hips;
- Lifts - using hips, rib cage; and
- Locks - using abdominal, hip, and shoulders
She started with several members of the class have a basic conversation in Hebrew.
She taught the following:
- The Hebrew Alphabet
- How to say basic Hebrew phrases
Next week is Thanksgiving break. Class will not be held.
Final Project Information
- Create a proposal for your project due ASAP. Professor Forman will review this and give feedback on it. Then start your project.
- You can have a summary of at least 3 theories. Then develop a lesson plan or an example of each learning theory.
- You can develop an actual curriculum.
- Explain what you are doing and also why. What is the purpose?
- You can create a video, web page, or some sort of print material.
- If you are doing a video
- Explain the learning theory
- Do an example
- Reiterate the learning theory
- After going over 3 learning theories maybe end with now can you tell me what the 3 learning theories are?
- Behavior, Constructivist, Cognitive Information Processing
- Maybe pin point certain people and their theories.
- We will have a quiz when we come back from break.
- The quiz will be of questions on the wiki as well as some basic important facts.
- The quiz will take about 30mins without notes
- It will consist of true and false questions as well as short answers.
November 15, 2007 (Notes)
(This is our note for November 15, 2007)
Collaborative Learning is a form of constructivism (ex., Wiki)
JEAN PIAGET
Jean Piaget is a Swiss constructivist who formulated the stages of cognitive development. He wrote in French and collected so much data that he himself could not see the pattern. We later used his data.
He looked at:
Physical knowledge (exists in the environment, something that we can see),
Mathematical-logical knowledge (cannot see, reasoning)
Social knowledge (culturally determined)
Assimilation:
-- You already have a schema and you bring in the new information
-- always sucking something when put in the mouth
Accommodation:
-- You have to change your knowledge because it does not fit with your schema (happens when you travel to a place with a different culture).
-- Kids have a “sucking” schema. When you give them a spoon, they cannot “suck.” They have to accommodate by learning something new.
SEAMORE PAVLOV
1930’s: Seamore Pavlov said that children need to learn through experience (ex., playing). At that time people thought that kids should be taught computer programming because it has intuitive values. However, he thought that it is silly to teach kids computer programming.
Logo, an artificial language, was developed for constructive learning.
VIDEO
Jean Piaget says that baby have an innate ability to learn since birth. His theory assumes we have the desire to learn through our environment. Young kids show a lot of awareness (really?).
Example of Driving A Car
You have a schema: Video Games, Bicycling, or through observation.
You don’t have a schema for a stick shift. Hence, you develop a sense of non-equilibrium. You have to accommodate to learn how to use the unknown factor—stick shift. After you have learned how to drive, you are on your way back to the state of
equilibrium! The state of equilibrium creates a desire to learn more from the world!
Sensory Motor (action stage: sucking, touching)
-- at the end of the stage they will realize that symbols can be used to represent objects
-- profoundly egocentric because they don’t know that they are separate from their surrounding
Pre-Operational
-- children are still egocentric
-- cannot think of more than one features at the same time
-- is influenced by what they see
-- conservation: something remains the same even though it has been transformed into something else with a different appearance.
Concrete Operational (General Symbolic Function means knowing how to use symbols)
-- age 7-11
-- egocentrism decrease dramatically
-- can do subtraction
-- conservation is obtained
-- object must be present in order to think
¬Formal Operational
-- highest level of thinking
-- abstract thoughts
GROUP WORK
FACT ONLY BE MEMORIZED. To create a “use question,” say “show me an example”. To create a “find question,” say “conduct a research.”
1.) Fact-based question. At what stage kids acquire the conservation of numbers? Pre-Operational (2-7 years old)
2.) Concept-based question. Why participation is central to Piaget’s theory? We need to be able to constructive our own knowledge.
3.) Fact-based question. At stage 3 what a child will be able to do?
FINAL PROJECT DISCUSSION
Select the format (print, video, website, PowerPoint). Content should come from Itec 800, not from somewhere else. Summarize different learning theories (talk about reinforcement). Synthesize. Come up with your own learning theory. Demonstrate highest level of understanding of material. Provide examples.
Or develop curriculum material based on the learning theory that you have understood.
She’ll make up a forum for you to propose what your project will be.
Two people can work on one project!
End of Class.
Collaborative Learning is a form of constructivism (ex., Wiki)
JEAN PIAGET
Jean Piaget is a Swiss constructivist who formulated the stages of cognitive development. He wrote in French and collected so much data that he himself could not see the pattern. We later used his data.
He looked at:
Physical knowledge (exists in the environment, something that we can see),
Mathematical-logical knowledge (cannot see, reasoning)
Social knowledge (culturally determined)
Assimilation:
-- You already have a schema and you bring in the new information
-- always sucking something when put in the mouth
Accommodation:
-- You have to change your knowledge because it does not fit with your schema (happens when you travel to a place with a different culture).
-- Kids have a “sucking” schema. When you give them a spoon, they cannot “suck.” They have to accommodate by learning something new.
SEAMORE PAVLOV
1930’s: Seamore Pavlov said that children need to learn through experience (ex., playing). At that time people thought that kids should be taught computer programming because it has intuitive values. However, he thought that it is silly to teach kids computer programming.
Logo, an artificial language, was developed for constructive learning.
VIDEO
Jean Piaget says that baby have an innate ability to learn since birth. His theory assumes we have the desire to learn through our environment. Young kids show a lot of awareness (really?).
Example of Driving A Car
You have a schema: Video Games, Bicycling, or through observation.
You don’t have a schema for a stick shift. Hence, you develop a sense of non-equilibrium. You have to accommodate to learn how to use the unknown factor—stick shift. After you have learned how to drive, you are on your way back to the state of
equilibrium! The state of equilibrium creates a desire to learn more from the world!
Sensory Motor (action stage: sucking, touching)
-- at the end of the stage they will realize that symbols can be used to represent objects
-- profoundly egocentric because they don’t know that they are separate from their surrounding
Pre-Operational
-- children are still egocentric
-- cannot think of more than one features at the same time
-- is influenced by what they see
-- conservation: something remains the same even though it has been transformed into something else with a different appearance.
Concrete Operational (General Symbolic Function means knowing how to use symbols)
-- age 7-11
-- egocentrism decrease dramatically
-- can do subtraction
-- conservation is obtained
-- object must be present in order to think
¬Formal Operational
-- highest level of thinking
-- abstract thoughts
GROUP WORK
FACT ONLY BE MEMORIZED. To create a “use question,” say “show me an example”. To create a “find question,” say “conduct a research.”
1.) Fact-based question. At what stage kids acquire the conservation of numbers? Pre-Operational (2-7 years old)
2.) Concept-based question. Why participation is central to Piaget’s theory? We need to be able to constructive our own knowledge.
3.) Fact-based question. At stage 3 what a child will be able to do?
FINAL PROJECT DISCUSSION
Select the format (print, video, website, PowerPoint). Content should come from Itec 800, not from somewhere else. Summarize different learning theories (talk about reinforcement). Synthesize. Come up with your own learning theory. Demonstrate highest level of understanding of material. Provide examples.
Or develop curriculum material based on the learning theory that you have understood.
She’ll make up a forum for you to propose what your project will be.
Two people can work on one project!
End of Class.
Notes for November 8 (Thursday)
For November 8th's class, there was a brief review on Cagne and Merrill in the beginning portion of the class then we went into our demonstrations for our lesson plans based upon Cagne's Nine Events of Instruction.
Regarding the review on Cagne, Kim went over his history and basically introduced brought out what kind of individual he was -- this provided clearer insight as to how and why he thought the way he did. One of his works brought up in particular was five major categories of learning outcomes that are (1) verbal information, (2) intellectual skills, (3) cognitive strategies, (4) attitudes, and (5) motor skills.
Since our homework assignment already dealt with Cagne's other influential model of the Nine Events of Instruction, we went straight into an introduction of one of Cagne's students: David Merrill. Merrill came up with what is called the Component Display Theory, which basically utilizes a table cross-referencing content (fact, concept, procedure, process, and principle) with levels of performance (remember, use, and find). Once the table is filled out, an instructional designer can then use this to determine focused instructional micro-strategy.
After the lecture portion we then went into demonstrating our lesson plans based upon Cagne’s Nine Events.
Melissa went up first demonstrating on how to make a sushi roll. This was done through giving pairs of participants the ingredients of her sushi recipe and following her lead as she put it together. This was a really well received lesson since some of us did not get a chance to eat lunch that day!
David presented on how to “gown up” in a biochemical facility through the use of pictures up on the projector and talking us through the process step by step.
Brian showed the class on how to fold a shirt in five seconds or less. This was done in the similar fashion as Melissa’s lesson by giving the class materials and by following his lead.
Judy presented the proper way to have a child’s diaper changed as the way it is done at her workplace. The diaper-changing portion was demonstrated on stuffed animals to represent the child-to-be-changed and the child interaction was reenacted through role-playing with David as a crying baby. David was very convincing on his part.
Jeff showed us how to connect a game system to a television / projector through the physical demonstration taken step by along with a participant (Ricardo) to replicate his instructions.
Taylor taught us what ‘live cds’ were by running or operating them on a computer and showing the various features and uses on the display.
Dennis went over the proper running form by simply showing a physical demonstration of him running in the proper manner in front of the classroom.
Christina did a lesson on polyrhythmic patterns by having the class participate and copy what she did. Per her request, since I have posted an audio recording of her session here if anyone wants to hear it.
Ricardo went over a ‘Know, What, and Learned’ model that he uses to determine what instructional strategy to use. This was shown by drawing a diagram in front of the class and taking us step by step through the process.
Mei Ling did a lesson on how to create a Magic 34 Square by demonstrating up front on the white board and then having the class follow through the use of worksheets.
Kurt went over the differences between art that is avant-garde and art that is defined as realist. He went over the definitions of each, showed pictures of examples, then tested the class by holding up a postcards with a certain type of art on it and asked what those pieces represented.
Lance taught basic Japanese greetings for different parts of the day. The words and pronunciations were shown with a picture identifying the time of day for the first portion then printed sheets of the same words and pictures were handed out as flash card for the class to practice in pairs with. After a few minutes of practicing, the class was tested by having them say the greeting corresponding to the picture being held up.
Hong To went over an algebra lesson in solving travel problems by writing on the white board and taking the class step by step through the process.
In the end, we did not get a chance to see everyone’s presentations so we are to continue on the next class session…
Regarding the review on Cagne, Kim went over his history and basically introduced brought out what kind of individual he was -- this provided clearer insight as to how and why he thought the way he did. One of his works brought up in particular was five major categories of learning outcomes that are (1) verbal information, (2) intellectual skills, (3) cognitive strategies, (4) attitudes, and (5) motor skills.
Since our homework assignment already dealt with Cagne's other influential model of the Nine Events of Instruction, we went straight into an introduction of one of Cagne's students: David Merrill. Merrill came up with what is called the Component Display Theory, which basically utilizes a table cross-referencing content (fact, concept, procedure, process, and principle) with levels of performance (remember, use, and find). Once the table is filled out, an instructional designer can then use this to determine focused instructional micro-strategy.
After the lecture portion we then went into demonstrating our lesson plans based upon Cagne’s Nine Events.
Melissa went up first demonstrating on how to make a sushi roll. This was done through giving pairs of participants the ingredients of her sushi recipe and following her lead as she put it together. This was a really well received lesson since some of us did not get a chance to eat lunch that day!
David presented on how to “gown up” in a biochemical facility through the use of pictures up on the projector and talking us through the process step by step.
Brian showed the class on how to fold a shirt in five seconds or less. This was done in the similar fashion as Melissa’s lesson by giving the class materials and by following his lead.
Judy presented the proper way to have a child’s diaper changed as the way it is done at her workplace. The diaper-changing portion was demonstrated on stuffed animals to represent the child-to-be-changed and the child interaction was reenacted through role-playing with David as a crying baby. David was very convincing on his part.
Jeff showed us how to connect a game system to a television / projector through the physical demonstration taken step by along with a participant (Ricardo) to replicate his instructions.
Taylor taught us what ‘live cds’ were by running or operating them on a computer and showing the various features and uses on the display.
Dennis went over the proper running form by simply showing a physical demonstration of him running in the proper manner in front of the classroom.
Christina did a lesson on polyrhythmic patterns by having the class participate and copy what she did. Per her request, since I have posted an audio recording of her session here if anyone wants to hear it.
Ricardo went over a ‘Know, What, and Learned’ model that he uses to determine what instructional strategy to use. This was shown by drawing a diagram in front of the class and taking us step by step through the process.
Mei Ling did a lesson on how to create a Magic 34 Square by demonstrating up front on the white board and then having the class follow through the use of worksheets.
Kurt went over the differences between art that is avant-garde and art that is defined as realist. He went over the definitions of each, showed pictures of examples, then tested the class by holding up a postcards with a certain type of art on it and asked what those pieces represented.
Lance taught basic Japanese greetings for different parts of the day. The words and pronunciations were shown with a picture identifying the time of day for the first portion then printed sheets of the same words and pictures were handed out as flash card for the class to practice in pairs with. After a few minutes of practicing, the class was tested by having them say the greeting corresponding to the picture being held up.
Hong To went over an algebra lesson in solving travel problems by writing on the white board and taking the class step by step through the process.
In the end, we did not get a chance to see everyone’s presentations so we are to continue on the next class session…
Tuesday, November 13, 2007
Notes from Tuesday, November 6, 2007
Laurie presented her digital story called "Mirror, Mirror."
Professor Foreman briefly discussed the class schedule with regard to the final project. She asked students if they could present their final project during the week of December 3-9, 2007.
Professor Foreman presented a PowerPoint on Gagne's Instructional Theory. To view the presentation, just click on the link located under week 11.
Gagne used the cognitive model, although he was from the Behaviorist school. The first event in his 9 Events of Instruction is to gain the learner's attention, thus recognizing that information must first engage with the sensory register. In addition, Gagne also understood that you must get to know the learner's background, so that you can create instruction based on his/her schema. Thirdly, Gagne used short chunks of information. He broke down his instructional design into nine events.
So far we've been talking about learning theory. Gagne is an instructional design theorist.
He is the one that put instructional technology into the mainstream. In the field, Gagne is considered a guru of Instructional Technology. After WWII, he brought Instructional Technology to higher education. His students graduated with the first degrees in Instructional Technology. His mentee was renowned. In previous days, who you studied with was very important. The mentor was more like a father figure, but not so much these days. Gagne wrote Condition of Learning in 1956, a seminal text in the field and he developed taxonomy.
Taxonomies of learning outcomes
Bloom (1956)
recall and recognition
comprehension
analysis
synthesis
evaluation
Gagne (1965)
verbal information
intellectual skills (five of these, you need to know them)
discrimination
concrete concepts
defined concepts
rules
higher order rules
cognitive strategies
attitudes
motor skills
In a job interview, it is not uncommon for your potential employers they would ask you how you would describe or define the learning outcomes for a particular intellectual skill(s).
Professor Foreman clarified the definition of cognitive strategy. For example, "how do good readers read?" They have their own strategy. Nowadays we teach strategy, in old days did not teach strategy. Teachers didn't focus on the "how." The didn't reach expert strategies to novices.
Gagne
One lesson may include all or one of the five from above.
Those five are types of knowledge
*Charted
Gagne's learning outcome is one dimensional. His students challenged his idea. They developed the idea of a matrix. David Merrill developed the Component Displaced Theory (CDT):
Y
use
find
know/remember
X
David Merrill
Fact
Concept
Procedure
Process
Principle
Chris cited the movie "Apollo 13" as having a lot of scenes with group procedural problem solving.
Gagne's theory aligns cognitive processes to 9 corresponding instructional events.
Instructional Presentations using Gagne's 9 Events of Instruction:
Brian
How to count from 1-9. He brought in Majong tiles
Chris
You will need a GPS device, a map and a compass. We're going treasure hunting! http://www.geocaching.com/
Todd
DNA is a cookbook.
Proteins are 3 dimensional specialized structural units that the body creates for construction, regulation and maintenance of itself
Juliana
Mandarin lesson. She writes the numbers from 1-10 in Chinese and in Pin Ying to help us with pronunciation and recognition. Begins counting in mandarin uses fingers and gestures to teach. Useful for ordering dim-sum
Yu-Fen
How to use recycled paper to make book covers that protect your books.
Angie
How to create a design portfolio. There are templates so that students can have a finished portfolio by their graduation: http://eportfolio.sfsu.edu/colleges.php These online portfolios serve as online resumes that can aid in finding employment as well.
Erica
How to draw Mickey Mouse, a step-by-step process of animation.
Joshua
Removing preferences on an Apple Computer. This can be useful if you want to reset an application, or if an application isn't opening.
Ken
He proves that he is 6 feet tall using creative algebra. He wanted to do the counting, but it didn't work.
A=b
5a=5b
6a=6b
a(5a=5b)
b(6a=6b)
5a² = 5ab
6ab=6b²
5a² -6ab=5ab-6b²
5a² -5ab=6ab-6b²
5a(a-b)=6b(a-b)
5a=6b, therefore 5a=6a, therefore 5=6
Sterling
How to refold a road map the right way. Hold the title panel away from your face, then fold title panel toward you. Keep title panel in your hand at all times.
Carlos
Differentiating syllables effectively. Does it take longer to count to 26 out loud or to recite the alphabet?
Homework
-----Make up 10 Question. 2 of each (fact, concept, procedure, process and principle)
-End of Class
Professor Foreman briefly discussed the class schedule with regard to the final project. She asked students if they could present their final project during the week of December 3-9, 2007.
Professor Foreman presented a PowerPoint on Gagne's Instructional Theory. To view the presentation, just click on the link located under week 11.
Gagne used the cognitive model, although he was from the Behaviorist school. The first event in his 9 Events of Instruction is to gain the learner's attention, thus recognizing that information must first engage with the sensory register. In addition, Gagne also understood that you must get to know the learner's background, so that you can create instruction based on his/her schema. Thirdly, Gagne used short chunks of information. He broke down his instructional design into nine events.
So far we've been talking about learning theory. Gagne is an instructional design theorist.
He is the one that put instructional technology into the mainstream. In the field, Gagne is considered a guru of Instructional Technology. After WWII, he brought Instructional Technology to higher education. His students graduated with the first degrees in Instructional Technology. His mentee was renowned. In previous days, who you studied with was very important. The mentor was more like a father figure, but not so much these days. Gagne wrote Condition of Learning in 1956, a seminal text in the field and he developed taxonomy.
Taxonomies of learning outcomes
Bloom (1956)
recall and recognition
comprehension
analysis
synthesis
evaluation
Gagne (1965)
verbal information
intellectual skills (five of these, you need to know them)
discrimination
concrete concepts
defined concepts
rules
higher order rules
cognitive strategies
attitudes
motor skills
In a job interview, it is not uncommon for your potential employers they would ask you how you would describe or define the learning outcomes for a particular intellectual skill(s).
Professor Foreman clarified the definition of cognitive strategy. For example, "how do good readers read?" They have their own strategy. Nowadays we teach strategy, in old days did not teach strategy. Teachers didn't focus on the "how." The didn't reach expert strategies to novices.
Gagne
One lesson may include all or one of the five from above.
Those five are types of knowledge
*Charted
Gagne's learning outcome is one dimensional. His students challenged his idea. They developed the idea of a matrix. David Merrill developed the Component Displaced Theory (CDT):
Y
use
find
know/remember
X
David Merrill
Fact
Concept
Procedure
Process
Principle
Chris cited the movie "Apollo 13" as having a lot of scenes with group procedural problem solving.
Gagne's theory aligns cognitive processes to 9 corresponding instructional events.
Instructional Presentations using Gagne's 9 Events of Instruction:
Brian
How to count from 1-9. He brought in Majong tiles
Chris
You will need a GPS device, a map and a compass. We're going treasure hunting! http://www.geocaching.com/
Todd
DNA is a cookbook.
Proteins are 3 dimensional specialized structural units that the body creates for construction, regulation and maintenance of itself
Juliana
Mandarin lesson. She writes the numbers from 1-10 in Chinese and in Pin Ying to help us with pronunciation and recognition. Begins counting in mandarin uses fingers and gestures to teach. Useful for ordering dim-sum
Yu-Fen
How to use recycled paper to make book covers that protect your books.
Angie
How to create a design portfolio. There are templates so that students can have a finished portfolio by their graduation: http://eportfolio.sfsu.edu/colleges.php These online portfolios serve as online resumes that can aid in finding employment as well.
Erica
How to draw Mickey Mouse, a step-by-step process of animation.
Joshua
Removing preferences on an Apple Computer. This can be useful if you want to reset an application, or if an application isn't opening.
Ken
He proves that he is 6 feet tall using creative algebra. He wanted to do the counting, but it didn't work.
A=b
5a=5b
6a=6b
a(5a=5b)
b(6a=6b)
5a² = 5ab
6ab=6b²
5a² -6ab=5ab-6b²
5a² -5ab=6ab-6b²
5a(a-b)=6b(a-b)
5a=6b, therefore 5a=6a, therefore 5=6
Sterling
How to refold a road map the right way. Hold the title panel away from your face, then fold title panel toward you. Keep title panel in your hand at all times.
Carlos
Differentiating syllables effectively. Does it take longer to count to 26 out loud or to recite the alphabet?
Homework
-----Make up 10 Question. 2 of each (fact, concept, procedure, process and principle)
-End of Class
Saturday, November 10, 2007
Today we will watch our Digital Stories and have some popcorn as well as taste assorted goodies. Kim opens the class discussion inviting us to share our comments about the process of producing our Digital Story project. She emphasizes on the constructive way of learning involved in using certain software to produce a product. Everyone shared their frustrations with the contructivist theory. The theory that says, "Hey buddy, find your own way." Well, we all did. Our job was to create a digital story from something in our lives that changed us in some way, or an experience that helped us understand ourselves a little better. Dr. Foreman knew that we all were going to have problems with this project, so the class began with Dr. Foreman listing our frustrations with this digital storytelling project. Some of the highlighted ideas resulting from the brainstorm were finding different, emerging ways to reach the same product. It was a problem solving challenge.
The digital stories were phenomenal. Music, narration, pictures, some film. It was an amazing time.
On to the shows...
Eric presented "The Bobby Price o the Universe." He covered his experience with biofeedback. A technique that makes brain waves readable by attaching a series of electrodes to the scalp. Kim commented on the possibility to add caption to the pictures as well as credits at the end of the movie.
Mei Ling presented her work "My Group"In her native Taiwanese, she linked family experience with historical events related to Taiwan and China experience.
Melissa shared "The Most Incredible day of my Life" The wedding excitement and the most marvelous two-week honeymoon trip to the Caribbean as a way to start a new life with her husband.
Lance, "to Noah"His digital story was about his relationship with Noah, Lance's 3 years old nephew.
David showed his experience "Visiting the Hearst Castle."
Brian's digital story was called "Grandpa and Me" and talked about how music was a special connection between his grandfather and himself.
Jimena told us a tsory about a 545 mile bike ride. Her soundtrack a song by Los Aterciopelados. She tracked her bike ride with pictures of the landscape on the journey.
Kurt Willig told us a story about his relationship with a horse and how he learned many lessons fropm this horse, such as athleticism, grace and gallantry. The horse died or he moved. He now has a new horse--it's a dog.
Judy Chi told a story about her father who wrote her a letter a few years before he died. Some of her story was told in Korean. She never read the letter and she never cried. Years after he died, the letter and poetry book told the tale of a man she barely knew. She got to know him after he passed. The tears finally came.
Taylor told us a story about how he wasn't a drunk. I don't believe him. Funny, lighthearted story about a love affair with libations. He showed some good pictures of his travel and his friends. The kicker, every good story ends with one, he took this love and started concocting his own booze. But he said he was gonnna bring some beer created to share with us. I heard bottles clink in the back of the class, I didn't see anyone pouring. Fun, but where's the apricot ale?Ricardo told a story about the first time he saw his father cry. Old pictures and Daniel Santos on the soundtrack. Pictures not synched correctly, see intro. Good audio, unsynched photos. Please tell a brother where to get a good video program.
Christina Noyes told the story about a friend who passed away. She showed video of them at Everett dancing with children, playing with her son on halloween, and then shared about his beliefs about there not being an afterlife. It was hard on her because she wanted to believe that he was still around but that would be against her friend's wishes. Beautiful story. I'm sure he was wrong Christina.
Diane Johnson told us about "Happiness." And that to her is her and her husband raising their daughter. Beautiful shots of a child and daddy and mommy. Truly happiness.
Jeff Munson told us a story titled "from the Golden Buddha to the Golden Gate" It was a story about how he met his wife. It traveled. Took us to another country and brought us home. And that's how he lives. In two places: San Francisco and Thailand. Pretty, beautiful, funny.
Denis Feliciano told us a story about realizing his mother's courage and devotion to his family. She left the Phillipines for her family, as a teenager he didn't appreciate it. At the end of the story, he realizes what a shero she was, is. Beautiful class, but it wasn't over.
Dr. Foreman pointed us forward. "Ok you had your fun, now back to work."Next week's assignment is number 8. Please post and reply to two discussions on the forum. The post should be on Robert Gagne's Instructional Design model.Gagne's design focuses on the teacher, the information we received earlier in the semester focused on the learner.For the assignement for next week you should look at the powerpoint training steps and read chapter 10, then do assignment. Remember to elicit prior knowledge from students. You will teach the class a five to 10 minute lesson. Bring props for your lesson.What will you teach?
draft
draft
Saturday, November 3, 2007
The Earthquake Blog Oct. 29th
ITEC 800 Blog: October 30, 2007
Prepared as a Collaboration using Google Docs
Everyone one has their own authentic story and each one of us went through an individualized process to express our experiences. This process is congruent with the constructive learning theory. We develop a personalized and authentic learning experience through trial and error. The Digital Storytelling project exemplifies this individualistic learning process. While watching the videos we need to keep in mind the constructivist theory. Where do we find our voices?
Professor Foreman asked us to upload our digital stories to her iLearn forum. She also explained that each SFSU student has our own account that can hold up to 200 MB of data.
What did we use to produce our videos?
iMovie, Final Cut Pro, Photoshop, Soundtrack, MovieMaker and PowerPoint.
All the people here went through different processes and we all created unique projects.
The Videos
Ken
Video without words just music. All imagery, his friends all had different thoughts on it. Chose to use only music and imagery. No narration. Letting Go. Split shot of Ken as homeless person and business man. Shots in Japantown. Paper crane in a cage. Coins scattered on the floor, the cage empties, the homeless man is dead and movie switches to color. The last shot is black and white and of seagull flying off. Return to innocence by Enigma.
Chris
Story that meant a lot to him. Personalized this story about him - found his voice in the story. The story was of an abused Jewish woman. She was adopted by peasants and charged with taking care of the cow. She found comfort and solace with the cow. She felt sheltered in the dark nights and rescued from the nightmares of the daytime. Chris shares this story with everyone and has a collection of cows, which shows how this story has affected many people. Hopefully if many people hear her story, it will never happen again. He heard this story while working for the Oral History department in Washington DC at the Holocaust Museum. Professor Foreman asked about the process. Chris enjoyed paring down the story. The limited time forced him to pare down to the essence of the story.
Genovefa
Genovefa used a historical subtext in her story. Art pieces and abstract images gave emotional pull to the story. A look at how Genovefa’s life brought her to the program. She chose not to include any personal photos, but to only use images of objects such as David, trees, La Pieta, churches with Arabic designs, ancient ruins, relics and empty arches. She shows a series of empty arches as she narrates, “a marriage of emptiness and silence." She uses fades to whites for transitions.
She expressed difficulty working in iMovie 8, but gained a great deal from the input from Leslie. She liked the idea of using white fade outs for the transitions, taking images from dreams, and the use of marble and stone. Professor Foreman thought the movie was too fast, sometimes when you have said the story so many times to yourself, you may have tendency to go too fast. You need to keep in mind that the audience is hearing your story for the first time. Josh recommended adding some personal photos. Professor Foreman added that personal photos can help to personalize the technology.
Marcus
Have you Eaten Yet? Combination of maps, family photos, objects. Very personal but still light. Touching. His grandmother always asked, “have you eaten yet.” She prepared many delicious and nutritious meals..always with rice. He captures how his grandmother’s love and care was poured into each meal she served to her family. Brian observed the changed from Marcus’s initial reading, which was humorous, to today’s movie, which was more touching.
Josh
Humorous outlook on birthdays. Different kind of story - very alive. Josh admitted that he tried to consolidate thoughts from last week, but was still having trouble coming to a resolution about birthdays. Professor Foreman thought the movie made the story come alive as compared from the initial reading he made 2 weeks ago. At first, Josh recalls his birthdays in terms of material possessions. But with each successive year, his birthdays are more about time with family and friends. His birthdays are times for reflection.
Erica
Very visually engaging and entertaining. A personal story without being too emotionally serious. Dim Sum brings her diverse family together because everyone orders what they want.
Zack
Personal story about he and his sister. Zack played his movie for his sister and removed all the things she thought was stupid. He made excellent use of music and images. He knew when to let them do the talking.
Sarah
Funny visual story that reads like a children's book. She used Photoshop to do the slides. My Weird Beard. It is an Ugly Duckling story using her dog and about appreciating differences. Sarah already made an autobiography for another class, so she adapted a story to the digital story form. Included text with pictures because this movie is also meant to be an instructional piece to help children read.
Brian
Faded Reality. Friends helped him to make a video for a film festival. Although mocked in their mime make-up, his friends remain true professionals and give their best performances to support Brian’s dream of making the movie. Brian realizes the importance of his friends and the sacrifices they made to support his dream. Professor Foreman remarked that with visuals the story came alive. Brian said it was a very personal project for him.
Angie
Mischief Pays Off. Despite her parents’ warnings and repeated “no’s,” Angie and her cousin attempt to climb up to her cousin’s tree house. While climbing, Angie falls to the ground. Later that night, when her mother sees the bruise, she does not lecture Angie, but kisses her bruise and comforts her daughter.
Juliana
A bridge between two cultures. "I call myself Chinese-American" was a really strong statement. A twist on the Chinese-American assimilation story. Juliana was born in America, yet doesn’t feel completely American amongst all her golden hair and blue eyed friends. Her mother’s stories of China gives her hope that she will find her place in a land where everyone looks like her. She goes over to teach in China. However, she can’t fit in America or China. She comes back and teaches in America. She is a bridge between 2 worlds China and America. She is Chinese-American. It was Juliana’s first time using MovieMaker. She struggled with the software.
We had an EARTHQUAKE during class!
-5.6 Center Near San Jose
back to the videos
Yu-Fen
How to stop global warming from the advice of a cat. Yu-Fen inserts herself as a third person in the story. We get to see a very personal part of Yu-Fen’s life, even though she is not the protagonist.
Yu-Fen decided to make a totally different than before because Lesley told her to focus on one topic.
Craig
The tortuous experience of trying to find a place to live in the Bay Area. The experience causes Craig to question his choices and the anxiety nearly suffocates him."I can't breathe." Craigs’ story ends on a happy note…he found a place to live.
Todd
Who would I become? I felt like a kid again. Todd's movie focused on his independence and moving out on his own. He used PowerPoint to make the video. Todd shares his experience about letting go of his past and the person he had been.
Professor Foreman asked for 3-5 things that we learned from the Digital Story Experience:
Genovefa felt that Lesley was very intuitive, and she liked the feedback given during that class. She learned how to coordinate music with fade ins and outs and transitions. She Didn’t like voiceover speed or flatness of voice. She doesn't like iMovie 08 and wants to learn Final Cut Pro.
Todd said let pics tell story, the words emphasize pictures. Powerpoint is a superior photo album.
Ken Learned about a lot about self. Set a high standard for his film
Craig He had a hard time getting past the frustration of the time restraint. He had to realize that he could only do so much in a allowed time.
Kim said that artist generally sets their own standards and it's internal (intrinsic) motivation, not external
Marcus thought it was a right brain activity, Took the opportunity to make it his own. He used a lot of different software. he wants to do something next
Juliana Difficulty with technology.
Josh said he learned to "create a rough draft", and then fine tune it
Sarah learned that she needs to proof read things. She doesn't know how to edit audio.
Zach got bogged down in technical content, and lost sight of his content
Erica learned a lot of the technology tools. she relied on her classmates
Brian learned about compression, learned about different codecs. he also learned about time management. He said he's really bad about writing about himself
Angie had trouble finding the words to put it all together. Try not to get focused in the detail.
Yu-Fen said she was not creative, class disagreed with her. Her research on Internet helped her to create story.
Laurie felt stifled by the technology
Sterling was trying to find peace by mac and pc
Carlos learned that he's familiar with these program except powerpoint
Professor Foreman explained that in the constructivist theory, the process is just as important as the product. It focuses on the importance of creation and process. Very important to make learner their own judge and seft evaluator because they will set up higher standard and goals for themselves
Net Gen
How do you create lesson plan for the net generation?
www.downes.ca
Steve Downes brought high school students (all Gifted and Talented- all want to be doctors not teachers ) to conference to ask and share desires. How they wanted to be taught. These net gen students were Amazingly ambitious and very focused. They knew the steps they needed to take and the steps needed to get to next step.
Helicopter parents: Parents are managing their lives. Even though they might be in college, the net generation will still rely heavily on their parents’ choices/advice when making decisions about their future.
Even Oblinger’s article was written about high income level students.
Laurie thinks the net generation can do a lot of things, but they are not systematic problem solvers. Not learning from their mistakes. They can’t do an analysis of what was done wrong. Laurie can’t figure out architecture. Manuals don’t explain why you make a choice or implications of the choice. Reading is frustrating and time consuming.
Josh points out that Instant Messaging is not just for chatting. He views it as a 24-hour help desk.
net generation there different characteristics between the different generations
How do you deal with the different learning styles
you want to motivate them in an intrinsic way
how would you think about creating your own training material
Steven Downes knows a lot about web 2.0
www.downes.ca
brought youndg students to conference to show their wishes and desires on how to be taught. It was very alligned with the net gen reading material
they are very ambitious and focus. They know excatly what they want to do.
Erica thought it was odd of the concept of playdates. That net gen need so much structure, when she was young she just went to go play. How do you create a place that has structure but doesn't stop them from creating their own learning path.
Professor Foreman Helicopter parents are managing their times, they are very achievement oriented. Kids want to consult their parents. Tutoring places, SAT prep places
Erica, said this sounds more like a socio economic issue.
Chris said that people don't think of technology. Seperation of technology and content. Why did Lauries stories have to be digitized, he liked it the way it was when she read it in class.
Laurie thinks that the Net Gen aren't systematic problem solvers. She said that help menus have changed. Now they don't tell you why you would want to do something, only a description of the tools.
Constructivist assessment focuses on the ability to demonstrate, not just recall.
Homework:
Read Chapter 10. Prepare a lesson plan utilizing Gagne’s 9 events of instruction.
A classic model of instruction. It is often asked during interviews and is a good model for corporate training as well as classroom instruction.
Behaviorist
Change in learning. They teach the same process, so everyone arrives at x in the same way.
Cognitive
Change in mind structure.
Constructivist
Change in behavior and structure. The learner also adds his/her own piece to the experience. Authentic learning
How can you use technology to create a constructivist instruction?
End of Class - See you on 11-06-07!
-Erica, Josh and Zack
Prepared as a Collaboration using Google Docs
Everyone one has their own authentic story and each one of us went through an individualized process to express our experiences. This process is congruent with the constructive learning theory. We develop a personalized and authentic learning experience through trial and error. The Digital Storytelling project exemplifies this individualistic learning process. While watching the videos we need to keep in mind the constructivist theory. Where do we find our voices?
Professor Foreman asked us to upload our digital stories to her iLearn forum. She also explained that each SFSU student has our own account that can hold up to 200 MB of data.
What did we use to produce our videos?
iMovie, Final Cut Pro, Photoshop, Soundtrack, MovieMaker and PowerPoint.
All the people here went through different processes and we all created unique projects.
The Videos
Ken
Video without words just music. All imagery, his friends all had different thoughts on it. Chose to use only music and imagery. No narration. Letting Go. Split shot of Ken as homeless person and business man. Shots in Japantown. Paper crane in a cage. Coins scattered on the floor, the cage empties, the homeless man is dead and movie switches to color. The last shot is black and white and of seagull flying off. Return to innocence by Enigma.
Chris
Story that meant a lot to him. Personalized this story about him - found his voice in the story. The story was of an abused Jewish woman. She was adopted by peasants and charged with taking care of the cow. She found comfort and solace with the cow. She felt sheltered in the dark nights and rescued from the nightmares of the daytime. Chris shares this story with everyone and has a collection of cows, which shows how this story has affected many people. Hopefully if many people hear her story, it will never happen again. He heard this story while working for the Oral History department in Washington DC at the Holocaust Museum. Professor Foreman asked about the process. Chris enjoyed paring down the story. The limited time forced him to pare down to the essence of the story.
Genovefa
Genovefa used a historical subtext in her story. Art pieces and abstract images gave emotional pull to the story. A look at how Genovefa’s life brought her to the program. She chose not to include any personal photos, but to only use images of objects such as David, trees, La Pieta, churches with Arabic designs, ancient ruins, relics and empty arches. She shows a series of empty arches as she narrates, “a marriage of emptiness and silence." She uses fades to whites for transitions.
She expressed difficulty working in iMovie 8, but gained a great deal from the input from Leslie. She liked the idea of using white fade outs for the transitions, taking images from dreams, and the use of marble and stone. Professor Foreman thought the movie was too fast, sometimes when you have said the story so many times to yourself, you may have tendency to go too fast. You need to keep in mind that the audience is hearing your story for the first time. Josh recommended adding some personal photos. Professor Foreman added that personal photos can help to personalize the technology.
Marcus
Have you Eaten Yet? Combination of maps, family photos, objects. Very personal but still light. Touching. His grandmother always asked, “have you eaten yet.” She prepared many delicious and nutritious meals..always with rice. He captures how his grandmother’s love and care was poured into each meal she served to her family. Brian observed the changed from Marcus’s initial reading, which was humorous, to today’s movie, which was more touching.
Josh
Humorous outlook on birthdays. Different kind of story - very alive. Josh admitted that he tried to consolidate thoughts from last week, but was still having trouble coming to a resolution about birthdays. Professor Foreman thought the movie made the story come alive as compared from the initial reading he made 2 weeks ago. At first, Josh recalls his birthdays in terms of material possessions. But with each successive year, his birthdays are more about time with family and friends. His birthdays are times for reflection.
Erica
Very visually engaging and entertaining. A personal story without being too emotionally serious. Dim Sum brings her diverse family together because everyone orders what they want.
Zack
Personal story about he and his sister. Zack played his movie for his sister and removed all the things she thought was stupid. He made excellent use of music and images. He knew when to let them do the talking.
Sarah
Funny visual story that reads like a children's book. She used Photoshop to do the slides. My Weird Beard. It is an Ugly Duckling story using her dog and about appreciating differences. Sarah already made an autobiography for another class, so she adapted a story to the digital story form. Included text with pictures because this movie is also meant to be an instructional piece to help children read.
Brian
Faded Reality. Friends helped him to make a video for a film festival. Although mocked in their mime make-up, his friends remain true professionals and give their best performances to support Brian’s dream of making the movie. Brian realizes the importance of his friends and the sacrifices they made to support his dream. Professor Foreman remarked that with visuals the story came alive. Brian said it was a very personal project for him.
Angie
Mischief Pays Off. Despite her parents’ warnings and repeated “no’s,” Angie and her cousin attempt to climb up to her cousin’s tree house. While climbing, Angie falls to the ground. Later that night, when her mother sees the bruise, she does not lecture Angie, but kisses her bruise and comforts her daughter.
Juliana
A bridge between two cultures. "I call myself Chinese-American" was a really strong statement. A twist on the Chinese-American assimilation story. Juliana was born in America, yet doesn’t feel completely American amongst all her golden hair and blue eyed friends. Her mother’s stories of China gives her hope that she will find her place in a land where everyone looks like her. She goes over to teach in China. However, she can’t fit in America or China. She comes back and teaches in America. She is a bridge between 2 worlds China and America. She is Chinese-American. It was Juliana’s first time using MovieMaker. She struggled with the software.
We had an EARTHQUAKE during class!
-5.6 Center Near San Jose
back to the videos
Yu-Fen
How to stop global warming from the advice of a cat. Yu-Fen inserts herself as a third person in the story. We get to see a very personal part of Yu-Fen’s life, even though she is not the protagonist.
Yu-Fen decided to make a totally different than before because Lesley told her to focus on one topic.
Craig
The tortuous experience of trying to find a place to live in the Bay Area. The experience causes Craig to question his choices and the anxiety nearly suffocates him."I can't breathe." Craigs’ story ends on a happy note…he found a place to live.
Todd
Who would I become? I felt like a kid again. Todd's movie focused on his independence and moving out on his own. He used PowerPoint to make the video. Todd shares his experience about letting go of his past and the person he had been.
Professor Foreman asked for 3-5 things that we learned from the Digital Story Experience:
Genovefa felt that Lesley was very intuitive, and she liked the feedback given during that class. She learned how to coordinate music with fade ins and outs and transitions. She Didn’t like voiceover speed or flatness of voice. She doesn't like iMovie 08 and wants to learn Final Cut Pro.
Todd said let pics tell story, the words emphasize pictures. Powerpoint is a superior photo album.
Ken Learned about a lot about self. Set a high standard for his film
Craig He had a hard time getting past the frustration of the time restraint. He had to realize that he could only do so much in a allowed time.
Kim said that artist generally sets their own standards and it's internal (intrinsic) motivation, not external
Marcus thought it was a right brain activity, Took the opportunity to make it his own. He used a lot of different software. he wants to do something next
Juliana Difficulty with technology.
Josh said he learned to "create a rough draft", and then fine tune it
Sarah learned that she needs to proof read things. She doesn't know how to edit audio.
Zach got bogged down in technical content, and lost sight of his content
Erica learned a lot of the technology tools. she relied on her classmates
Brian learned about compression, learned about different codecs. he also learned about time management. He said he's really bad about writing about himself
Angie had trouble finding the words to put it all together. Try not to get focused in the detail.
Yu-Fen said she was not creative, class disagreed with her. Her research on Internet helped her to create story.
Laurie felt stifled by the technology
Sterling was trying to find peace by mac and pc
Carlos learned that he's familiar with these program except powerpoint
Professor Foreman explained that in the constructivist theory, the process is just as important as the product. It focuses on the importance of creation and process. Very important to make learner their own judge and seft evaluator because they will set up higher standard and goals for themselves
Net Gen
How do you create lesson plan for the net generation?
www.downes.ca
Steve Downes brought high school students (all Gifted and Talented- all want to be doctors not teachers ) to conference to ask and share desires. How they wanted to be taught. These net gen students were Amazingly ambitious and very focused. They knew the steps they needed to take and the steps needed to get to next step.
Helicopter parents: Parents are managing their lives. Even though they might be in college, the net generation will still rely heavily on their parents’ choices/advice when making decisions about their future.
Even Oblinger’s article was written about high income level students.
Laurie thinks the net generation can do a lot of things, but they are not systematic problem solvers. Not learning from their mistakes. They can’t do an analysis of what was done wrong. Laurie can’t figure out architecture. Manuals don’t explain why you make a choice or implications of the choice. Reading is frustrating and time consuming.
Josh points out that Instant Messaging is not just for chatting. He views it as a 24-hour help desk.
net generation there different characteristics between the different generations
How do you deal with the different learning styles
you want to motivate them in an intrinsic way
how would you think about creating your own training material
Steven Downes knows a lot about web 2.0
www.downes.ca
brought youndg students to conference to show their wishes and desires on how to be taught. It was very alligned with the net gen reading material
they are very ambitious and focus. They know excatly what they want to do.
Erica thought it was odd of the concept of playdates. That net gen need so much structure, when she was young she just went to go play. How do you create a place that has structure but doesn't stop them from creating their own learning path.
Professor Foreman Helicopter parents are managing their times, they are very achievement oriented. Kids want to consult their parents. Tutoring places, SAT prep places
Erica, said this sounds more like a socio economic issue.
Chris said that people don't think of technology. Seperation of technology and content. Why did Lauries stories have to be digitized, he liked it the way it was when she read it in class.
Laurie thinks that the Net Gen aren't systematic problem solvers. She said that help menus have changed. Now they don't tell you why you would want to do something, only a description of the tools.
Constructivist assessment focuses on the ability to demonstrate, not just recall.
Homework:
Read Chapter 10. Prepare a lesson plan utilizing Gagne’s 9 events of instruction.
A classic model of instruction. It is often asked during interviews and is a good model for corporate training as well as classroom instruction.
Behaviorist
Change in learning. They teach the same process, so everyone arrives at x in the same way.
Cognitive
Change in mind structure.
Constructivist
Change in behavior and structure. The learner also adds his/her own piece to the experience. Authentic learning
How can you use technology to create a constructivist instruction?
End of Class - See you on 11-06-07!
-Erica, Josh and Zack
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