Week 7: E-Learning and Web 2.0

I really appreciated the definition of e-learning in Chapter 29.  The way learning can be facilitated in any location, using a number of different devices, and can be formal or informal.  The ability to interact with a variety of learners, programs, and instructional methods has been really interesting.  I think as a learner, I enjoyed being able to work from home (or at the school where I work) when I was available and ready to work.  Obviously the concepts that were taught and the programs we used were beneficial, but being able to work on these concepts at a time of the day that is convenient for me was extraordinarily helpful to ensure that I would learn the material.

Another point in Chapter 29 that resonated with me regarding e-learning is the idea of functional architectures and technics.  As they are defined, technics are activities or tactics that use technology designed or selected to attain specific learning outcomes.  The section on technics goes on to define them as anything ranging from lectures to blogs to DVDs to webinars.  I think the way this course was set up was a great example of using technics.  We used a traditional textbook, instructional videos, and various programs to learn the material.  Not only that, but we can now use these things when we go back to the classroom (or business) and enrich our own instructional design.

Speaking of instructional design, the notion of instructional design being orderly in e-learning is something I appreciate this course providing.  I am taking another course concurrently with this one, and I can see a big difference in the instructional design in both courses.  Just because you provide an online course, doesn't mean it will have structure and order.  With this course, the activities were relevant, I always knew the expectations, and I have had some positive, educational interactions with my fellow students.  The other course...not as much.  Not that the other course wasn't beneficial, but it shows a great difference in great instructional design and, well, just okay instructional design.

Chapter 31 focuses on Web 2.0, which all the programs we have used have had their roots in this idea.  One of my favorite programs we used (and one I plan on using in my final project and next year in my class) was creating the Wiki.  It perfectly illustrates the notion of a Web 2.0 tool using "individual and group contributions to create value."  One person can create the wiki, and anyone else can contribute to provide more information, make it more organized, or add other media.  Wikipedia may not be always the most reliable source in certain areas for research, but it is usually always up to date because people can contribute to it any time.  Creating a wiki can be a collaborative project that you could keep coming back to.

Another useful tool I used in this class was Google Docs.  I reviewed it last week, and I've been using it in lieu of Microsoft Office.  It's not only collaborative like the Wiki, since you can allow people to contribute and make changes to documents, but in a way, it's the antithesis of Microsoft Office.  An article we read earlier in the course, the focus on programs in Web 2.0 is to provide a service, rather than sell a product.  Microsoft Office is a product that is sold, where as Google Docs is a service that is provided.

Screencast: Making a quiz on Edmodo

Here is my Screencast on how to make a quiz on Edmodo.  I've made several quizzes using this program, and have had teachers come up to me and ask how to use it.  I made a very brief quiz (you can make them as long as you want), but the idea is that by using Edmodo to make quizzes, they are self grading, so it saves tons of time!

P.S., for some reason, the volume is really low, so turn up your speakers if you want to hear my narration!

Week 6: Roles of Instructional Designers

After reading chapter 22 (and taking the other chapters into consideration), one overriding theme I see pop up again and again is the need to use technology to target different types of learners, and to share these new findings with colleagues.  I was particularly impressed with what Peter Albion said about not taking glory for new research he uncovers.  As an associate professor, he in interested in promoting "the common good of the faculty" by involving and working with his colleagues.  This is something I've seen pop up not only in the reading, but in some of the projects we've had to complete (i.e. social bookmarking).  It goes back to the beginning of the class when we discussed Web 2.0, in seeing programs as more of a service than a product.  I know my colleagues and I share new findings, technology or otherwise, to help each of us become better instructors.  For Albion, it created more excitement for online learning.  For our staff with collaboration, it leads to more ways to reach students.

Another theme I saw the last few weeks is that it takes a lot of work  and time to successfully implement aspects of instructional design.  Junko Nemoto, a Japanese assistant professor, reflects that he wished he had more time to research and develop tools for instruction.  I think this is something I as a teacher wish I had.  I keep going back to these Chromebooks we are getting in our classroom, because even though I have learned a lot about some great tools to use in my classroom, I'm still apprehensive about making sure I am getting the most out of this new technology.  It brings me back to a few weeks ago when we were trying to solve a technology problem in the classroom where it wasn't used effectively.  That is why I (along with my colleagues) am spending part of my summer looking into what programs would be best to enhance my instruction.

Chapter 26 provides several lessons for those who are looking for positions in the instructional design field.  Needless to say, I am not looking for any such position.  I am very happy with my job teaching fourth grade.  Granted, some of the lessons are applicable to my life, even some I have used in the past.  For instance, when I was looking for work, I used Lesson 15: When Preparing for a Job Interview, Find Out as Much as You Can About Your Potential Employers almost to a fault.  I looked for work for five years after graduating college.  Whether I was applying for jobs, or preparing for the interview, I always checked out the school by reading their website, looking into what the city/town was like, and reading reviews on the school.  I turned down a job because the school had several problems the administration didn't let on to during the interview (why would they?), and while I struggled with that decision for a while, it turned out I made the right decision.

Along with that one, Lessons 9 and 10 were very relevant to my life around that time.  Though, with the teaching profession being a rather competitive one, it was not being discouraged after the 150th job I applied for.  I was able to put behind the disappointment that came with being rejected and focus that energy on applying for the next job.  I was substitute teaching at the time, which helped me hone my skills in the classroom, as the several interviews I endured helped prepare me better for the next one.  I started comparing all the schools I was applying to one school I subbed at a lot, as I held it up as a shining example of educational excellence and a positive work environment.  I ended up getting hired at that school, which made all the disappointments worth it!

Review of Two Free Web Based Products: Phixr and Google Documents

One of the best parts of this class is being able to learn about and explore different programs available on the internet...for free!  I thought for this assignment, I would review one program I had never used, and one that I use all the time.

I have a general lack of experience with photo manipulating programs.  I've never really used Photoshop, since I was never really able to justify purchasing it.  So when I looked into Phixr, I didn't really have anything to compare it to.  I took a photo of myself with famed Uncle Scrooge comic writer/artist Don Rosa taken last year at Motor City Comic Con.  I experimented with all the various features before I ended up with this final product (I added a sepia tone, meme letters, and a softening filter).



I found Phixr to be extremely easy to use, especially for someone like me who really hasn't used too many photo manipulation programs before.  The nice thing about it is, you don't have to create an account, you just upload the photo and start editing.  The editing tools were very easy to use, and produced satisfactory results.  You can manipulate the color, put filters, objects, frames and text in the picture, amongst other cool features.  You can also remove the dreaded "red eye" when some pictures are taken with a flash.  While Photoshop might have more features, Phixr is perfect for a novice photo editor, or someone who just wants basic features and doesn't want to shell out the big bucks for Photoshop

The other program I would like to review is Google Documents.  I was introduced to Google Documents in August right before the school year started.  Our district uses it for memos, and as an easy way to share items.  Basically, Google Documents can do pretty much everything that Microsoft Word can.  If you can use Microsoft Word, you can use Google Docs.  The best part, other than it free, is that is has some additional features that have come in handy for me personally.  You can share documents you create with other Google users (which you sign up for a gmail account to get a Google account, free and easy), and then those people can edit the document with you.  We use them in our ELA meetings in our district.  I have also used it in my other college course (LS 5160) to generate required memos for the class.  Instead of compiling notes we all take on the subject matter, we are able to all work on the memo at the same time.  We are also using the Google Slides application to create a presentation for a book club project for the class.

If you are looking for office software, I would highly recommend signing up for a Google account and using Google Documents instead of spending lots of money on Microsoft Office.  You get most of the functionality, plus the ability to use it to work collaboratively with others that use it.  Your work saves on Google Drive, which is easily accessible from your Google account.  Let's say you need your work in a Microsoft accessible file, either to submit it for class or to share with someone who doesn't use Google Docs.  This is extremely easy to do from the File menu to export into a Microsoft friendly file.

Both of these products further illustrate how Web 2.0 products focus on service and functionality, for little to no cost to the user!  Both come highly recommended.

Week 5: Instructional Design in Business and in Schools

While instructional design used to mainly focus on instruction in the business setting, it has now expanded to encompass more of examining some of the issues that can arise with learners in the workplace.  Of course, it can be applied to my line of work in the elementary classroom, not just in an industry sense.  One of the ways I liked that instructional design was being used, and probably the most pertinent to my line of work, was the notion of cross-cultural training.  Much like businesses have to address a variety of cultures in the workplace, we do in the classroom as well.  While I think designing instruction around societal culture is important, I would place a greater focus on learner culture.  As I would be considered the "instructional designer" in my classroom, I am always looking at how my teaching is impacting my students.  I make clear my expectations, yet make a conscious effort to learn how my students will best learn the material, altering my instruction appropriately.  A great help to me is a lot of the professional development I have received, specifically an Asperger's training I went to a few months ago that helped me be able to target learners that have this disorder in an effective manner.

Along with that, the idea of developing advanced evaluation techniques is something that is consistently going on in education.  The idea in business is that the training will produce improved performance and more efficient output.  In education, I am looking for evaluation techniques that will bring out what my students have learned.  We look to see if what we are doing is research based.  For example, I am a part of the ELA department in my district, and we receive instruction on interventions and assessments to use to produce better learners.

With the 21st century classroom looking more and more advanced, instructional design is playing more and more of a role in schools.  While reading chapter 21 of the text, I found a few trends that hit home for where I am teaching 4th grade.  No Child Left Behind has had a huge influence on how instructional design is implemented, and how educational technology can offer flexibility in the classroom when it comes to teaching objectives.  In my district, we are getting into Common Core standard-based report cards.  Needing to teach each objective is important, and having new ways of reaching students is always a positive.

Another trend that was looked at in chapter 21 was closing achievement gaps.  Some alarming statistics as late as 2009 show that only 21 states require technology coursework to become a licensed teacher.  If the teachers aren't using technology in their own education, they won't be equipped to teach using technology.  I would hope this trend is moving in a more positive direction, as available technology in the classroom is increasing.  One advantage in taking this class for me is that I am learning how to use several different tools that can help me close achievement gaps in my own classroom.

Sample Concept Map for a Student to Create

Here is a sample concept map I created that I would expect a student to be able to do.  After an introductory lesson to the three branches of government, I would give these terms to the students to create a concept map with them.  This could be done with a blank map on a test, where the student just fills in the terms, or have the student create it on the computer, which would be my preference.

This is just an example of a concept map that I could have students create.  Our Social Studies curriculum uses concept maps quite a bit when introducing lessons, so I could use a program like Bubbl.us to have the students create their own versions as an assessment.  Another example of a concept map for Social Studies would be the circular flow of a market economy.  We cover that in our 4th unit, and concept mapping would lend itself well to assessing student understanding of the term.

Google Maps Project

A few months ago, we went on a field trip to Grand Rapids.  We went to the Grand Rapids Public Museum, and the Gerald R. Ford Presidential Museum.  I thought it would be a neat idea to do a math lesson based around the fuel it would cost to get us up there.



For this assignment, the students would have to get to Google Maps on their Chromebooks in order to find the mileage (I would also have this projected on the Smart Board as well).  First, the students would have to go to the "Get Directions" icon, and put "Bridgman Elementary School" for the starting destination and "Grand Rapids Public Museum" for the B part.  Then, they would have to trace the path created by the directions using the "Measure Distances and Areas" tool to find out how many miles it is (it's around 90, we would probably round to that anyway).  Next, I would tell them how many miles to the gallon the bus gets on the highway (let's say 8), and what the current gas prices are (they were $3.95 on my way home from work today).  So, the students would have to calculate how much gas would cost to go 8 miles, then multiply that number by 11 (close enough to 90) to see how much it would cost one way, then double it to figure out the round trip.

Once we figured that out, I would enhance the lesson by suggesting that I-196, the highway we would take, would be shut down, and we would have to go through Highway 131 to get there.  Showing them the alternate route to take, I would let them use the same tools to figure out how much fuel would cost for a round trip using that route.

This particular mini-lesson would go well with the rates lesson in our Everyday Math Curriculum. It would be a real-life application for the students, and it would be one more lesson they could use a map to enhance learning.