Wednesday, February 13, 2008
Paperless World??? Yeah!
Fascinating article from the NY Times: http://www.nytimes.com/2008/02/10/business/10metrics.html?ex=1360299600&en=95ac95c3ed7b73d6&ei=5124&partner=permalink&exprod=permalink
YouTube in YOUR Classroom
Web 2.0 Students
· YouTube Video produced by Mike Wesch, Cultural Anthropology Faculty at Kansas State Univeristy: http://www.youtube.com/watch?v=dGCJ46vyR9o
What IS YouTube?
· Video sharing website where users can upload, view and share video clips. (wikipedi.com)
· Sharing….Social Networking http://www.youtube.com/watch?v=6a_KF7TYKVc
How can YouTube work for ME?
· Help illustrate a dynamic or hard to explain concept:
o Do a keyword search in the Search field…
- Have students locate video that illustrates dynamic or hard to explain concepts – analyze the sources in class, or have the students evaluate them as sources. Create a rubric for them to use.
- Have students produce video and post it on YouTube
- Two students use a simple webcam hooked up to a computer to sing a DNA Replication Song they wrote: http://www.youtube.com/watch?v=dIZpb93NYlw
- Showcase your program, facilities, and student work.
- Otis
- Have students create YouTube accounts and use the social network tools to connect with others in their disciplines
- Subscribe to a users videos to get notification of new videos
- Become “friends” with other users that have content you find useful
- Explore “friends” of “friends”
Wednesday, February 6, 2008
Using the Web as a Resource
The following information comes from a presentation I gave at ACERT in Las Vegas, NV on February 7, 2008.
**************************************************************
Webpages
Want students accessing resources beyond the textbook? Have them do a simple Google search with particular key words. Tell the students to present their finding(s) in class OR in an online discussion board or personal blog.
These results were gleaned by using the keyword “x-ray”
- Repository of information for students and teachers in Radiography: http://www.davesplacesinradiology.com/StudentPage.htm
Videos
Need to illustrate a “hard to explain concept?” Go to YouTube.com and search on a key word to see what video results display:
These results were gleaned by using the keyword “x-ray”
Images
Do you want students to see many images to illustrate a single concept? Have your students do a Google Image search (http://images.google.com/) using keywords. Have them present their findings in class or in an online discussion board or personal blog.
Blogs
Would you like your students to write and reflect more on their experiences and ideas within the field? Have them create a blog!
Would you like students to read different viewpoints about topics in the field from “real people?” Have them search blog sites for topics in the radiography field.
Social networking sites
Don’t underestimate the importance of learning being “social” – the more your students “connect” with others in the radiography field, the better they may excel in your courses! Have your students become a member of a radiography social networking site:
Social bookmarking tools
Are your students doing research and compiling resources? Track their research by having them create social bookmarking accounts:
Friday, February 1, 2008
Consistency in hybrid design
I'm sitting here in a workshop about how to develop a hybrid.....and I'm grappling with the concept of having the hybrid design be "consistent" across an institution. Though I see the positives of consistency, I'm a true believer that each course and course content have different needs in respect to a hybrid course. What are your thoughts?
Monday, October 29, 2007
Hybrid Learning: The Best of Both Worlds
What is it?
The goal of a hybrid class is to blend the best features of in-person instruction with technology-enriched online experiences to create an educational atmosphere that promotes active participatory learning. By supplementing traditional in-person methods with web-based activities and resources, the course is made more accessible and interactive and cultivates increased student interest and self-exploration. [1]
Why do it?
Studies conducted at the University of Wisconsin Milwaukee found that students benefited from the hybrid format by: learning more, writing better papers, performing better on tests, discussing course materials more meaningfully, and completing higher quality class projects.
Data from the University of Central Florida also indicate that students participating in hybrid courses received better grades than those taking traditional onsite classes or online courses and that student success rates in hybrid courses on the Central Florida campus are “equivalent or slightly superior” to face to face courses. Also notable is that the hybrid courses have lower dropout rates than courses that are taught solely online [2]
How is it done?
1.First, think about the types of activities that take place in a classroom environment. How can or can’t those be duplicated or enhanced in an online environment? (see Delivery Options for Online/Hybrid Activities handout).
2.Analyze your current face-to-face class outline. Are there any components of lessons that could be delivered online?
3.What are those components and how would they be delivered in an online environment?
4.Dissect a particular lesson by determining what activities can be taught in an online format and what activities are best suited in the face-to-face environment. (see Hybrid Lesson Design Tool handout).
Ideas to get you started:
•Maricopa Learning Exchange (MLX) Hybrid Resources: http://www.mcli.dist.maricopa.edu/mlx/search_results.php
•Hybrid Design Resource Course:
http://bb63.maricopa.edu/webapps/login/
Username: Trainer Password: training
Click on GWC.Hybrid Design Resource Course in the list of courses (at the very end)
Sources
[1]http://teachvu.vu.msu.edu/public/pedagogy/hybrid/index.php?page_num=2
[2]http://jolt.merlot.org/vol3no1/larson-daugherty.pdf
The goal of a hybrid class is to blend the best features of in-person instruction with technology-enriched online experiences to create an educational atmosphere that promotes active participatory learning. By supplementing traditional in-person methods with web-based activities and resources, the course is made more accessible and interactive and cultivates increased student interest and self-exploration. [1]
Why do it?
Studies conducted at the University of Wisconsin Milwaukee found that students benefited from the hybrid format by: learning more, writing better papers, performing better on tests, discussing course materials more meaningfully, and completing higher quality class projects.
Data from the University of Central Florida also indicate that students participating in hybrid courses received better grades than those taking traditional onsite classes or online courses and that student success rates in hybrid courses on the Central Florida campus are “equivalent or slightly superior” to face to face courses. Also notable is that the hybrid courses have lower dropout rates than courses that are taught solely online [2]
How is it done?
1.First, think about the types of activities that take place in a classroom environment. How can or can’t those be duplicated or enhanced in an online environment? (see Delivery Options for Online/Hybrid Activities handout).
2.Analyze your current face-to-face class outline. Are there any components of lessons that could be delivered online?
3.What are those components and how would they be delivered in an online environment?
4.Dissect a particular lesson by determining what activities can be taught in an online format and what activities are best suited in the face-to-face environment. (see Hybrid Lesson Design Tool handout).
Ideas to get you started:
•Maricopa Learning Exchange (MLX) Hybrid Resources: http://www.mcli.dist.maricopa.edu/mlx/search_results.php
•Hybrid Design Resource Course:
http://bb63.maricopa.edu/webapps/login/
Username: Trainer Password: training
Click on GWC.Hybrid Design Resource Course in the list of courses (at the very end)
Sources
[1]http://teachvu.vu.msu.edu/public/pedagogy/hybrid/index.php?page_num=2
[2]http://jolt.merlot.org/vol3no1/larson-daugherty.pdf
Wednesday, October 17, 2007
Active Learning Online...
Active vs. passive, what’s the difference???
Simply put, active learning is “doing.” The very nature of an online environment is active. Students very rarely are able to sit back and view or listen to anything. They must actively seek out knowledge and create their own truths.
“Most of the time, in a typical classroom setting, students are involved only passively in learning, i.e., in listening to the instructor, looking at the occasional overhead or slide, and reading (when required) the text book. Research shows that such passive involvement generally leads to a limited retention of knowledge by students…” *
What’s the big deal?
We know that student remember 90% of what they say and do and only 10% of what they read and 20% of what they hear…..(Dale, 1954)
How do I do it?
•Start small – you might already be doing it without knowing!
•Set the stage
•Approach each lesson from a student perspective
•Think about what the students will be “doing” each lesson
Activities
•Is there a lecture you typically prepare that can be more interactive (think: less reading, more research, summarizing, and synthesizing)? Have your students get into online groups and research various topics from a lecture. Use an online collaborative tool so that students can share ideas in an online area. Have them present their findings to the class in a virtual classroom or discussion board.
•Have a student or group of students moderate discussion boards. Ask them to facilitate the conversation and summarize and close the discussion board at the end.
•If students are writing papers, have them use the collaboration tools to peer review each others papers. Be sure to provide guidelines of what constitutes an effective peer review.
•Are your students involved in a practicum or field based experience? Reconnect them to their classmates by having them use a reflection or discussion tool online.
•Send students on a virtual scavenger hunt by providing resources in the form of web resources & documents.
*http://courses.science.fau.edu/~rjordan/active_learning.htm
Simply put, active learning is “doing.” The very nature of an online environment is active. Students very rarely are able to sit back and view or listen to anything. They must actively seek out knowledge and create their own truths.
“Most of the time, in a typical classroom setting, students are involved only passively in learning, i.e., in listening to the instructor, looking at the occasional overhead or slide, and reading (when required) the text book. Research shows that such passive involvement generally leads to a limited retention of knowledge by students…” *
What’s the big deal?
We know that student remember 90% of what they say and do and only 10% of what they read and 20% of what they hear…..(Dale, 1954)
How do I do it?
•Start small – you might already be doing it without knowing!
•Set the stage
•Approach each lesson from a student perspective
•Think about what the students will be “doing” each lesson
Activities
•Is there a lecture you typically prepare that can be more interactive (think: less reading, more research, summarizing, and synthesizing)? Have your students get into online groups and research various topics from a lecture. Use an online collaborative tool so that students can share ideas in an online area. Have them present their findings to the class in a virtual classroom or discussion board.
•Have a student or group of students moderate discussion boards. Ask them to facilitate the conversation and summarize and close the discussion board at the end.
•If students are writing papers, have them use the collaboration tools to peer review each others papers. Be sure to provide guidelines of what constitutes an effective peer review.
•Are your students involved in a practicum or field based experience? Reconnect them to their classmates by having them use a reflection or discussion tool online.
•Send students on a virtual scavenger hunt by providing resources in the form of web resources & documents.
*http://courses.science.fau.edu/~rjordan/active_learning.htm
Thursday, October 11, 2007
Non-Threatening Environment
A co-worker brought up an interesting point during an in-service on multiple intelligences last week. She said it was important to build a non-threatening classroom environment. This environment would better facilitate learning. My first thought was that this made perfect sense. The more I think about it, the more I see its relationship to learning. Students feel comfortable physically and emotionally in a classroom and they will preform better than students who are afraid to ask questions or participate in class discussions. Taking this even further, if students feel comfortable and safe with an instructor, they may be more motivated to attend class and work harder on assignments....less likely to drop out or just not show up. I've always fostered the student-teacher relationship in my classroom....now, I know why it's so important (especially at the community college).
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