Sunday, November 28, 2010

Week 2 Response to Classmate (R2C) Erik #2

@Erik



Still Moving..
Saturday, November 13, 2010 
I have found several solid connections between my Literature Review and my AR project.
It seems that students are fairly predictable throughout the world, and that I’m not alone in the concerns and expectations that I have for my kids.

Finding connections was not as easy as I had hoped though, my class is so specific: Vidoe Production, and I didn’t find too many ways to really improve instruction in the exact setting that I teach in. Through more general classroom management and instructional technique research though, I have found many useful ideas that once implemented and routine, will make my classroom a model of student engagement and productivity. If nothing else, students will leave with improved confidence and video editing skills!

I have already taken a test-run with one of my classes, introducing them to Schoology and setting up a page where they will complete lessons and assignments that will be utilized and graded. They already like it, compared to the current LMS that we used called Moodle. My students have commented on it’s ease of use, and similar look to Facebook, which they are all familiar with. They seem excited to use this and in all honesty, it make my job easier. I can post tutorials and information on there that they can review on their own time, and create an environment of accountability, where students can no longer say “I never saw that”, or “I wasn’t here”.

I love being up in front of the class, and having a personal and genuine experience with my classes. However, I realize that all students learn in different ways, and adding the Schoology LMO as an additional resource and aid will only improve my classroom exponentially. I look forward to being able to see how my classes react to using Schoology and hope to see the benefits soon.

As far as how using an LMO will enhance my AR project, my vision is to include video documentation of the student-led lessons that can be posted easily onto Schoology. This will allow students to review the lessons, and allow them to reflect on their learning. Again, all of this is only adding to the impact that my AR project will have with students. I’m excited to see where this will go, and can’t wait to report back with my findings!


"Self-confidence gives you the freedom to make mistakes and cope with failure without feeling that your world has come to an end or that you are a worthless person." – Anonymous

No doubt you have taught your students many life long skills in your class and the best among them is to have self-confidence.  Each time a student leaves our class more confident, the world automatically becomes a better place.  Video production is a great tool and gift for expression. 


Week 2 Response to Classmate (R2C) Shahenaz #1

 @Shahanez




After reading our class book, it really got me thinking.  I absolutely love how the book starts off about everything being invented.  My goal as a special educator is to “invent” a framework of worth that will influence my students’ lives for the better.  I mean, isn’t that the reason why most of us became teachers so we can make a positive impact in the lives we touch everyday?  We cannot just assume that our mere presence inside the classroom makes a difference.  It’s what we implement and how we do it that makes the difference.  I love the idea of thinking outside the box because not all answers are written in stone.  Teaching students with disabilities, I have learned along the way that each student is unique and thinks in his or her own way.  It does not mean that they are wrong, but rather that we as humans need to be open-minded to other ways of solving a problem and going beyond what’s in our plain sight.
The whole concept of starting students off with an “A” is one I am fond of.  The key is for the student to maintain that “A”.  I believe if students start a course with an A, they are usually motivated to keep that A.  That’s not to say that everyone has to do it because every teacher is different.  I could even see starting a student off with a 0 and having them earn points throughout the course to receive an A, but then the question in my mind becomes if they receive an A on their first assignment, then they have an A in the course; however, if they get a D on the second assignment, then does that give them a C in the course?  That would really bum me out and cause me to continue the course staying on the safe path of what is to be done and how.  I guess I think differently because I teach Pre-K functioning high school students and each student shows their understanding differently.  For my students who have greater difficulty showing their comprehension, I do not think it is fair to punish them with a lower grade.  I think it is my job as an educator to evaluate the student based on their needs rather than how well they met their objective because truth be told, maybe I am the one who is not meeting their needs on an educational level. 
Growing up, I know it was a competition for some students to do better than others and it’s a great drive to have when you want to be number 1, but at the same time, you focus more on doing things the right way as opposed to thinking outside the box and taking a chance at a different approach.  Are you really gaining anything then if you’re only striving for an A because you want to beat your fellow classmates?  Personally, I think not because your brain focuses on crossing every “t” and dotting every “i” rather than learning the material for your own benefit in life.  All in all, I think it’s a great feeling to get an A, but we must ask ourselves what did we gain from it?  Did we actually learn something or did I get it because I played it safe, stayed within my boundaries, and only did what I needed to do to get that A?



I love the picture of you with your students on your welcome page.  Your sunny disposition shines through their eyes.  Great to see you have found your perfect niche. 

Grades are my least favorite part of being an educator.  No matter how you set up the grades, they are subjective.  I would prefer a system with ePortfolios and skill assessments.  I agree with you that some kids will only stay within the “box” to get the A, play it safe, not stretch their minds and truly explore new concepts.  You are correct that each of us must “invent a framework” for success for each and every student.  It is definitely time to shred the old "box" and bring in something new with potential for greater possibilities.






Friday, November 26, 2010

Week 1 Response to Classmate (R2C) William #2






Who IS teaching Computer Programming?

     In the summer of 2008, I was fortunate to be selected to attend a summer workshop designed to explore cross-curricular applications of the programming software Alice.  Many may be familiar with Dr. Randy Pausch, famous for his “Last Lecture” speech, book, and many appearances.  Alice was designed to eliminate syntax errors for beginning programmers by utilizing a drag-and-drop interface.  Another primary purpose was to increase interest in computer sciences.  Alice exceeded abundantly in both areas, and my introduction to it reminded me how much I enjoyed the challenge of solving problems using computer programming.

     My rekindled interest led me to examine what opportunities in computer science were available for high school students in NC.   The results I found were, to say the least, disappointing.  Most school systems in my local area that had any computer training in their curriculum were aimed at web design or marketing.  When I finally found a school system in my area that actually advertised a computer programming course, the school year ended with massive budget cuts and that one system eliminating the course from its catalog.  Am I missing something here?  Doesn’t almost every business anyone can go into rely on the workings of a computer and some form of software package that is best suited for that business?  I was horribly disappointed to find that a state that is so “dedicated” to education (and getting out of the bottom 3-5 in national rankings) would ignore such a critical field that can only stand to grow and has such diversity in opportunities within the field.

    My first attempt to increase access to students (outside of class in a club environment) did not receive the support I had hoped, but provided me with important lessons learned.  If I do not obtain a technology certification or teach programming in a classroom environment, I have determined that through some extra-curricular activity, I will make learning basic programming skills available to students who are interested without having to fend for themselves.

MAC Response to Classmate (R2C) William #2 

Glad to see you back in the loop.  Keep your eyes on the mountains and you will arrive at the peak having connected the learning of the past few months.


                                        Mazda Senku, 2005

EPORO robot recharging under a Solar Tree
Solar Tree: Coming in 2030 to a city near you 

You are absolutely correct that modern US education is blind and out of touch with the working essentials of the modern world.  It is a travesty that our schools are not introducing computer science to all our students in this information age, where computers are everywhere, from cars to robots under solar trees.  You will enjoy your “outside the box” classes and so will your students.






Week 2 Free Choice

Kinect, Ultra Game Console Is Here 
How Will Teachers Use It?

                                
 
Image posted on

Who, after viewing Minority Report, did not want to move data like it was moved in the movie?  All of us wanted to give the technology a try!  Kinect XBOX 360 is getting closer to that experience.  Listen to computer scientists on Science Friday discussing the future of Kinect technology.
NPR Podcast on Science Friday

Shannon Loftis 
Studio Manager, Microsoft Game Studios
Good Science Studio
Microsoft
Redmond, Washington
Alex Kipman 
Director of Incubation, Xbox
Microsoft
Redmond, Washington
Katherine Isbister 
Professor, Computer Science and Digital Media
New York University's Polytechnic Institute
Brooklyn, New York
Physical Feedback Hypothesis

Researchers observed that Wii games put people in happy states.  People feel a greater sense of connectedness after playing with the Kinect XBOX 360.  The plan is to use your body to play games with super positive feedback loops.  Dance Central is fun exercise and Kinect will “recognize” you and offer feedback to enhance your experience; complete personalization is in the mix.  The technology disappears and allows us to experience new intrapersonal as well as new interpersonal social experiences.

No more mouse.  Multitouch screens. Work and play remotely.
Science fiction is now science fact.  Kinetics tracks 20 joints in the body, in real time, which can be applied to avatars for fun and/or robots for work.

USC and other academic places use the Kenetics palatte to create new lessons.  Soon all educators will be invited in to collaborate about how they creatively integrate Kinect technology into the classroom or utilize it for homework.  Imagine the faces of your students when you assign a thirty minute Kinect session as a homework assignment….I can hardly wait!  And even better, imagine the day when schools have builtin Kinect XBOX 360s in schools.  Envision what that will do to improve education for all learners but especially for kinesthetic learners.


Kinect has its own light source in the near infrared range so there is not danger of radiation exposure.  There is a constant projector so you can use Kinect in any room setting light (for exercise) or dark (for meditation). 


Kipman states, “Kinect allows you to tell brand new stories”.

Kinect Adventures  comes with the system and allows you to float in outerspace popping bubbles or “feel” what it is like to floating down a rushing river in a raft.  All those experiences will lead to new and exciting digital stories.


Introduction to Kinect from the people who built it:

http://www.youtube.com/watch?v=iH5d35qVirs

Watch this TED video from the science director of Minority Report and see what he is creating in his lab.
“G-speak” installation courtesy of John Underkoffler. Photo credit: Parker Loris Underkoffler.
http://www.ted.com/talks/john_underkoffler_drive_3d_data_with_a_gesture.html


Week 2 R2R THE ART OF POSSIBILITY

 Life Force -I Believe In Lighting Sparks!


Zander The Art of Possibility

Source: NHPA@NHPA.co.uk                              
Each day when I go to school I do my best to invite my students to “tickle their brain”.  I show and tell them about things that tickle my brain; most of them are new discoveries in science.  For example, firefly squid would be fun to think about and see some day…..


I tell my students that everyone’s brain is “tickled” by different things because we are all unique; unique down to the code on our DNA.  I encourage diversity and welcome their unique contributions. Here is a mysterious tickle from a scallop….




I see potential in the sea of teen faces and understand it is my challenge to unleash their magic and bring them to action. 




And on a practical note I show my students how knowledge can be used to create a variety of useful products... 


Trees that glow naturally with bioluminescent genes could be used to light streets, as in this artist impression from Cambridge

Read more: http://www.dailymail.co.uk/sciencetech/article-1333334/How-trees-glow-like-fireflies-day-replace-streetlights.html#ixzz16PGXVsZq


                                                 Courtesy of Judy Kennamer







Wednesday, November 24, 2010

Week 1 Response to Classmate (R2C) Robin #1

MAC Response to Classmate (R2C) #1 - Robin



“The eye sees not itself, but by reflection, by some other things.”

“And since you know you cannot see yourself so well as by reflection, I, your glass will modestly discover to yourself that of yourself which you yet know not of.”

-The Tragedy of Julius Caesar



I found the reading to be very interesting, in a “Secret” sort of way. You get what you give. I agree on a personal and professional level, to an extent. If I started all of my students with an “A” the parents would be outraged and my administration would scrutinize me. Unfortunately, it is still all about measurement, but I can try to incorporate this on a different level with my students. Attitude, mood, response is all about what you give, and the reflections show that.

Excellent quote Robin.  I added reading The Tragedy of Julius Caesar to my list of things I want to do for me, after I graduate from FSO.  Your enthusiasm for the play has whetted my appetite.  What do you mean by a “Secret” so of way?  High School teachers in our current educational system have no wiggle room in our standardized assessment crazed society.  You are absolutely correct about the parents being outraged; fear of their child’s economic future clouds the field.  I am sure you incorporate “giving the A” through the use of your own chemistry.

Week 1 Response to Reading (R2R) THE ART OF POSSIBILITY








Step Aside, Alpacas Comin’ Your Way



I enjoy stepping into a universe of possibility and without hesitation give an A to any student who is interested in exploring new territory.  Middle school students arrive at school daily seeking opportunities to experiment with newfound ideas, thoughts, and brains bathed in developmental hormones.  It is my job to encourage exploration even when I do not see the connections.

I know from experience that I have little or no clue about the jigsaw puzzle of life that student is populating when I first meet them. As a science educator,  I just need to give them the freedom to learn the concepts about science through avenues that peak their interest, not mine.  If one student wants to learn about the genetics of selective breeding by researching alpacas and another by researching poisonous snakes, I see beauty in diversity and let it happen.

Tuesday, November 23, 2010

Week 1 Free Choice

Does Multitasking Lead To A More Productive Brain?

                                 
Image posted on


NPR Podcast on Science Friday

Clifford Nass, author, forthcoming "The Man Who Lied to His Laptop" (Penguin Current, 2010), professor, communication, Stanford University, Stanford, Calif.
Adam Gazzaley, M.D., associate professor, neurology, physiology and psychiatry, director, neuroscience imaging center, University of California, San Francisco


According to Nass and Gazzaley current research indicates that multitasking leads to a decrease in deeper thinking when people are multitasking.   With each switch of task there is a cost in understanding because the brain has to refocus each time a person switches tasks.  This generation may not experience the joy of deep thinking.

Multitasking research is difficult to conduct.  College students, even when offered money, could not even give up a week without technology because they felt that would “destroy” their social life.

What I call Constant Connection Syndrome (CCS) is an addiction the researchers explained is caused by pleasure chemicals produced by the brain in anticipation of new and better information. Evolution favors alert and curious minds.

Current Research:  Is multitasking trainable?  What are the social implications of not giving someone your complete attention?  What are the best techniques for setting tech parameters that do not impede work performance and social interactions?

Research Based Tip For Students:  Instrumental music is ok to use during homework because it is processed on the side of brain where words are processed so it does not interfere with reading, writing, or arithmetic and may reduce stress.


1 comments:


Robin Larrabee said...
Laurie- I think what you say,"This generation may not experience the joy of deep thinking" is very evident in the high school classroom. Their understanding, and their wanting to understand is cursory at best. I think high school students would react the same way about ruining their social lives. I see so many who cannot even make it one class period without trying to text. Our lives are so different!

Monday, November 22, 2010

MAC Snacks 101

       Media Asset Creation (MAC)
       Month 11 course for my master's program in
       Education Media Design and Technology (EMDT) 
       Full Sail Online University (FSO).



My instructor Joe Bustillos has several outcomes in mind:

    1.  to finish up my Action Research- Literature Review, Website, and Abstract

    2.  to practice media via this blog

    3.  to respond to the reading (The Art Of Possibility)

    4.  to respond to classmate postings about Education Media Design and Technology

Wish me luck, it is time to pull my act together!