I’ve selected the National At-Risk Education Network (NAREN) because it is specifically designed to address the issues of at-risk children and struggling readers are included in that category.
http://www.AtRiskEducation.Net
I've also selected International Society for Technology and Education (ISTE) because their mission includes empowering educators as well as using technology to help students reach their full potential.
http://www.iste.org/welcome.aspx
Sunday, October 24, 2010
Wk4 Publishing/Leadership Project Part 2 of 2
Struggling readers are often unengaged with reading content and score below basic proficiency levels (NAEP, 2005). Remediating reading to students who read below grade level presents the challenge of engaging students in a task at which they have experienced little success. For that reason, reading is not a skill these students are not motivated to learn. How do educators, who remediate struggling readers, design a system or multi-faceted systems of academic delivery that will engage middle and high school students in text at and above grade level? Examining one facet of that system was the focus of my Action Research project.
I reviewed my Action Research project with Cedric McClain, a critical friend and coworker and my classmate Karmiko Burton.
Karmiko Burton made reccomendations regarding formatting. She suggested placing all text in the presenter's note section and to place only a few bullet points on the screen.
Cedric McClain stated:
This is an excellent topic for your Action Research project and the tools you chose to study this problem were excellent 21st century tools; mobile learning, web 2.0 tools and online gaming. The one thing I would add when you present this to a publisher is to state what specific mobile learning application, web 2.0 tool and online gaming application you used and what area of reading they addresses. This is excellent topic and there is a critical need for effective programs to address literacy. Excellent job on your Keynote presentation it is very clean and visually appealing, keep up the excellent work.
The URL to my keynote is:
files.me.com/clarki1/50acu1.key.zip
MAC Wk4 Reading_Art of Possibilities: Pulling It All Together
Chapter 10 suggests making yourself the board. Bring the entire situation into your game and you make the moves, rules, credits, etc. I do like this quote: “Grace comes from owning the risks we take in a world by and large immune to our control.”
“Gracing yourself for everything that happens in your life leaves your spirit whole, and leaves you free to choose again.” I wholehearted disagree with this. “Time and unforeseen occurrence circumstances befall them all.”—Eccles. 9:11 Waiting at a light and having a drunk driver ram into the back of me is not an experience for which I will accept responsibility. To include my lack of awareness about the statistics of loopholes in drunk driving laws as to how this accident happened to me or got on my board is absurd. It is an unforeseen occurrence. How I handle and/or react to the circumstance determines the remainder of my experience. This chapter is a bit much.
Frameworks for Possibilities
Unlike chapter 10, chapter 11 resonates with me--making new distinctions in the realm of possibility; substituting a new framework for the one that is spiraling downward.
Creating a new framework to address the actions of the teenagers while in Brazil was powerful. I hope to incorporate a similar strategy when the opportunity presents itself this week at school.
This is one of the best definitions I’ve seen for a vision “an open invitation and an inspiration for people to create ideas and events that correlate with its definitional framework.”
Chapter 12
Telling the We Story—the togetherness of you, me, and, others. Start by asking: What do WE want to happen? What is best for US? What is OUR next step?
Without a doubt, I was brought to this book as an idle traveler passing through, but I am so much more enriched for my journey.
“Gracing yourself for everything that happens in your life leaves your spirit whole, and leaves you free to choose again.” I wholehearted disagree with this. “Time and unforeseen occurrence circumstances befall them all.”—Eccles. 9:11 Waiting at a light and having a drunk driver ram into the back of me is not an experience for which I will accept responsibility. To include my lack of awareness about the statistics of loopholes in drunk driving laws as to how this accident happened to me or got on my board is absurd. It is an unforeseen occurrence. How I handle and/or react to the circumstance determines the remainder of my experience. This chapter is a bit much.
Frameworks for Possibilities
Unlike chapter 10, chapter 11 resonates with me--making new distinctions in the realm of possibility; substituting a new framework for the one that is spiraling downward.
Creating a new framework to address the actions of the teenagers while in Brazil was powerful. I hope to incorporate a similar strategy when the opportunity presents itself this week at school.
This is one of the best definitions I’ve seen for a vision “an open invitation and an inspiration for people to create ideas and events that correlate with its definitional framework.”
Chapter 12
Telling the We Story—the togetherness of you, me, and, others. Start by asking: What do WE want to happen? What is best for US? What is OUR next step?
Without a doubt, I was brought to this book as an idle traveler passing through, but I am so much more enriched for my journey.
MAC Wk 4 Reading_Response to Karmiko Burton
“This week's reading was timed perfectly. While the book overall is nice, this chapter spoke to me. I've realized I am a board; a catalyst to all the things I'm trying to accomplish at work, in my consulting work and most of all, in life.”
Karmiko,
I liked your explanation of the board, “game makers improve the game, set new challenges and even expand the board…” Your explanation seems to encapsulate the author’s perception of the
practice. Nice job.
Karmiko,
I liked your explanation of the board, “game makers improve the game, set new challenges and even expand the board…” Your explanation seems to encapsulate the author’s perception of the
practice. Nice job.
MAC Wk4Reading_Response to Jeinine Urquiza
“Perhaps, in light of all that has happened in my teaching career, my vision has changed. Am I aware of this?”
Jeinine
It appears you already implemented many of the tools set forth in this book before you began reading. Starting over can be difficult and exhilarating at the same time. Create new frameworks from the one that is spiraling downward. Well done.
Jeinine
It appears you already implemented many of the tools set forth in this book before you began reading. Starting over can be difficult and exhilarating at the same time. Create new frameworks from the one that is spiraling downward. Well done.
Sunday, October 17, 2010
MACWk3Reading_Reality, Present, & Giving
We all have that tendency to present things the way we wish them to be rather than the way things are. The authors label the practice of presenting things the way they are including our feelings about the way things are, as presence without resistance. To accomplish his practice we must be able to distinguish among feelings, facts, and assumptions. This practice is made more difficult by our perception and we all know that perception is reality.
Chapter eight delves into giving way to passion. The authors suggest that you must notice where you are holding back and then fully and wholly participate. Almost everything is easier said than done. Without a doubt, this practice would take enormous practice. This may mean overcoming physical disorders as well as behavior modification.
Chapter nine addresses enrollment, “the art and practice of generating a spark of possibility for others to share and giving yourself as a possibility to others to share and being ready to catch their spark.” In my estimation, that’s what teaching is all about. As educators, we don’t simply impart knowledge, we form relationships and that cannot be done with sharing some of yourself.
Chapter eight delves into giving way to passion. The authors suggest that you must notice where you are holding back and then fully and wholly participate. Almost everything is easier said than done. Without a doubt, this practice would take enormous practice. This may mean overcoming physical disorders as well as behavior modification.
Chapter nine addresses enrollment, “the art and practice of generating a spark of possibility for others to share and giving yourself as a possibility to others to share and being ready to catch their spark.” In my estimation, that’s what teaching is all about. As educators, we don’t simply impart knowledge, we form relationships and that cannot be done with sharing some of yourself.
MACWk3Reading_Response to Terrance Davis
“After reading, the assigned chapters in this weeks book The Art of Possibilities. I began to imagine how great the chapter “The Way Things Are!” related to my personal crisis I experienced this week. Each word I read seemed to guide me in coping with the reality of the news I heard earlier this week.”
Terrance,
As powerful as this book is no one wants to immediately make application of the practices in such a potentially overwhelming way. I am sorry to hear about your husband and as you told him, I too hope he will be OK.
You nailed the practices an obviously have a firm grasp on their meanings.
Terrance,
As powerful as this book is no one wants to immediately make application of the practices in such a potentially overwhelming way. I am sorry to hear about your husband and as you told him, I too hope he will be OK.
You nailed the practices an obviously have a firm grasp on their meanings.
MACWk3Reading_Response to Karmiko Burton
“Have you ever had an "a-ha" moment you wanted to share but were afraid to because you were concerned people would laugh? That moment is trapped in a split second idea that could lead to a world of possibilities. Unfortunately, we get trapped in what's known as a downward spiral and those possibilities drift away.”
I found your last statement interesting. I never have thought of you as an individual who stands on the sidelines and watches. I think anyone who reads this book in earnest must take away something from it. I'm glad you're finding value in it.
I found your last statement interesting. I never have thought of you as an individual who stands on the sidelines and watches. I think anyone who reads this book in earnest must take away something from it. I'm glad you're finding value in it.
MACWk3Reading_Response to Jeinine Urquiza
"Love the excerpts included about the Mahler symphony and Stravinsky pieces. Better yet, the explanation behind the Mahler symphony and direct quotes of Stravinsky."
Thank you for sharing your experiences in college. I understand how difficult it is to perform in any capacity when you are paralyzed with fear. That's what growth is about able the ability to overcome in spite of your fears.
Thank you for sharing your experiences in college. I understand how difficult it is to perform in any capacity when you are paralyzed with fear. That's what growth is about able the ability to overcome in spite of your fears.
Sunday, October 10, 2010
MACWk2Reading_The Art of Possibilities: Still an Assignment?
What I must examine is why after the second week I still consider the reading of this book an assignment? I receive immense pleasure when I read it but still place it on the back burner to the measurements of progress that continue to crowd out my game of contribution, my central self, and to a lesser degree of absence, but not fully present, Rule Number 6.
What I see in myself, and others, is what the authors eloquently refer to as the prolonged period of childhood. The word prolonged explaining why these habits persist after their need or usefulness has ended. The connection between the calculating-self and childhood is perfectly clear as well as the description of this world as one of scarcity.
In this week’s reading I have discovered, greater than giving everyone, including myself, an A is answering the question, what would have to change for me to be completely fulfilled?
What I see in myself, and others, is what the authors eloquently refer to as the prolonged period of childhood. The word prolonged explaining why these habits persist after their need or usefulness has ended. The connection between the calculating-self and childhood is perfectly clear as well as the description of this world as one of scarcity.
In this week’s reading I have discovered, greater than giving everyone, including myself, an A is answering the question, what would have to change for me to be completely fulfilled?
MACWk2_Free Post
I am, without a doubt, running out of steam with this program. Oddly, in view of my concurrence with the contents of The Art of Possibilities, it is my calculating-self, amidst a world of scarcity that’s propelling, no pulling me, to the completion of this yearlong course.
I value and have found value in each courses content, almost every course director and my cohorts. I am anxious to be able to freely apply what I’ve learned to my teaching and see its effects on my students’ academic and social learning outcomes. However, the AR project stands as my final bulwark.
The AR project has always seemed subordinate to each course throughout the EMDT program. Now it takes center stage, like an orchestra conductor, prominent and silent.
I value and have found value in each courses content, almost every course director and my cohorts. I am anxious to be able to freely apply what I’ve learned to my teaching and see its effects on my students’ academic and social learning outcomes. However, the AR project stands as my final bulwark.
The AR project has always seemed subordinate to each course throughout the EMDT program. Now it takes center stage, like an orchestra conductor, prominent and silent.
MACWk2Reading_Response to Brian Cross
“The more I read this book the more I realize the significance of its title. Leading from a chair, not only eliminated my ignorance to orchestra, but it also opened my eyes to an interesting dilemma of choice.”
Brian,
I love your simple yet profound observation that “If most people actually took the time to think about the reason for their behavior or think i(t) through before it get(s) out of control, a lot of problems would be solved outside of court and jail houses.”
Imagine a world where people routinely practice rule no. 6 and think through their behavior before they act. The possibilities are limitless!
Brian,
I love your simple yet profound observation that “If most people actually took the time to think about the reason for their behavior or think i(t) through before it get(s) out of control, a lot of problems would be solved outside of court and jail houses.”
Imagine a world where people routinely practice rule no. 6 and think through their behavior before they act. The possibilities are limitless!
MACWk2Reading_Response to Abby Briggs
“I like the idea of tackling life while trying simply to make a contribution and not always having to judge yourself against a strict set of standards. Life can be so stressful, what a great frame of mind to take what you have today and do the best you can with it, then come back and do the same tomorrow”
Abby,
I too am having some difficulty transferring these wonderful practices to middle school students who are bullying other students, high as a kite, or just disrupting the learning of others because they want to. There is an A in each of them someplace and it’s a matter of finding it.
Abby,
I too am having some difficulty transferring these wonderful practices to middle school students who are bullying other students, high as a kite, or just disrupting the learning of others because they want to. There is an A in each of them someplace and it’s a matter of finding it.
Sunday, October 3, 2010
MAC Week1_Activity_Free_Choice
Crossing the “t”s and dotting the “i”s for the finalization of my AR Website is an interesting process. Looking at the 16 literature review resources I posted months ago and how (APA) I posted them, and what I had to do to update and correct them, shows me how far I’ve come.
Then, this week our professional development goals were due. Each goal is tied to student improvement. The most curious aspect was the manner in which they had to be developed which had not been previously required. Our goals had to be written based on an Action Research question. We must support our question with research and one or more of the strategies we select to support our goal must be based on what the research said about the question. Hum. Based on an Action Research question, what goal should I choose?
Oh, this degree is starting to pay off!
Then, this week our professional development goals were due. Each goal is tied to student improvement. The most curious aspect was the manner in which they had to be developed which had not been previously required. Our goals had to be written based on an Action Research question. We must support our question with research and one or more of the strategies we select to support our goal must be based on what the research said about the question. Hum. Based on an Action Research question, what goal should I choose?
Oh, this degree is starting to pay off!
MAC Week1_Activity_Reading
My thoughts on The Art of Possibilities, Chapters 1-3
Me: “Why are we reading this book?”
Authors: “…ask yourself this question: What assumption am I making, that I’m not aware I’m making, that gives me what I see?”
Me: “Umm.”
Authors: (paraphrase) People are drawn to open, positive people.
Me: “How true.”
Authors: “When you give an A, you find yourself speaking to people not from a place of measuring how they stack up against your standards, but from a place of respect that gives them room to realize themselves…” “This A is not an expectation to live up to, but a possibility to live into.”
Me: “Regardless of the person, begin from a place of fullness. It’s more that being positive; it’s a manifestation of an actualization.
Me: “Although the public education system does not allow me to give each student an A for the content I’m teaching them, I can in every other aspect. What results will that produce under trying circumstances?
Authors: “Giving yourself an A is not about boasting or raising your self-esteem. It is a framework that allows you to see all of who you are and be all of who you are, without having to resist or deny any part of yourself.”
Me: “It is what it is.”
Me: “I love this book!”
Me: “Why are we reading this book?”
Authors: “…ask yourself this question: What assumption am I making, that I’m not aware I’m making, that gives me what I see?”
Me: “Umm.”
Authors: (paraphrase) People are drawn to open, positive people.
Me: “How true.”
Authors: “When you give an A, you find yourself speaking to people not from a place of measuring how they stack up against your standards, but from a place of respect that gives them room to realize themselves…” “This A is not an expectation to live up to, but a possibility to live into.”
Me: “Regardless of the person, begin from a place of fullness. It’s more that being positive; it’s a manifestation of an actualization.
Me: “Although the public education system does not allow me to give each student an A for the content I’m teaching them, I can in every other aspect. What results will that produce under trying circumstances?
Authors: “Giving yourself an A is not about boasting or raising your self-esteem. It is a framework that allows you to see all of who you are and be all of who you are, without having to resist or deny any part of yourself.”
Me: “It is what it is.”
Me: “I love this book!”
MAC Week1_Activity_Response to Collette Ishizaki
“The first chapter of our reading insinuates our brains are trained to follow a map and to not venture further than what we are trained to do. But we should be creative and exercise thoughts outside of the box. I realized several years ago that I struggled with this because I tend to feel “safe” following a format or a course of action.”
Collette,
Stepping outside of our box or comfort zone is a challenge not all take. I’m glad to hear you ventured out. Good for you!
I see chapter beyond thinking outside the box. It’s a transformation of not a one time event but how you live your life, expanding the possibilities by seeing beyond what is there. I think that takes more commitment than even creativity.
Collette,
Stepping outside of our box or comfort zone is a challenge not all take. I’m glad to hear you ventured out. Good for you!
I see chapter beyond thinking outside the box. It’s a transformation of not a one time event but how you live your life, expanding the possibilities by seeing beyond what is there. I think that takes more commitment than even creativity.
MAC Week1_Activity_Response to Froilan Natividad
Comment to Froilan Natividad
“I really like the chapter 3 about giving yourself an A. He said that A is not an expectation to live up to but a possibility to live into.”
Froilan,
What a difficult situation with your social studies teacher. If you had this book and were capable of understanding when you were experiencing the difficulty, would your perspective be different today? Could you find a way to give the social studies teacher an A? What possibilities would that open up for you? What could you now invent?
“I really like the chapter 3 about giving yourself an A. He said that A is not an expectation to live up to but a possibility to live into.”
Froilan,
What a difficult situation with your social studies teacher. If you had this book and were capable of understanding when you were experiencing the difficulty, would your perspective be different today? Could you find a way to give the social studies teacher an A? What possibilities would that open up for you? What could you now invent?
Sunday, September 26, 2010
Wk4_Project_The_Future_Report
References
Getting Ready for Web 3.0. AOL Discover. Retrieved September 25, 2010 from
http://daol.aol.com/articles/get-ready-for-web3?icid=main%7Cmain%7Cdl8%7Csec1_lnk3%7C172863
W3C (n.d.) W3C Semantic Web Frequently Asked Questions. Retrieved September 18, 2010 from
http://www.w3.org/RDF/FAQ
Wk4_Response to Eric Hanson_UdutuProject
Eric,
It’s not always easy to change horses in the middle of the stream; however, you seem to be making strong headway. Your website is clear and very informative and its navigation is simple. Your Udutu module can easily serve as a formative assessment for students.
Nice work.
Wk4_Response to Karmiko Burton_Udutu Project
“Well I finally got a chance to experience UDUTU. I've heard a lot about it, read articles explaining it's benefits and was excited to work in it. I use a host of e-Learning authoring tools: Articulate, Captivate, Camtasia, Adobe and a few out-of-use tools. I expected my experience with UDUTU to be seamless. Well, that didn't quite happen. The server locked up a few times (maybe because so many people were online making modules) and the system was a little clunky.”
What a relevant topic. Cyber safety is relevant in all contexts but probably nowhere as pressing as in the corporate world.
Your tips are clear to understand and simple to implement. I especially appreciated your Cyber thief. He definitely is an attention getter. Nice job.
Wk4_Response to Terrance Davis_Udutu Project
“My Udutu experience was thought provoking and fun all at the same time. Expect for the browser problem with Firefox browser. I used comic life software to make it more visually appealing to my audience. I created a slide show and several assessments to aide in the understanding of my subject matter student advocacy. You make click along to control the speed of my slide show if it goes to fast for you the read it. Followed by several assessment multiple choice test. I must say the concept is a cool idea but the it gets a little hectic when trying to post a video because it gets truncated so I did not get to use it.”
I thoroughly enjoyed and agree with the message, be a change agent for the arts. Your use of Comic Life was an appropriate choice. I thought about using that, but found something in PowerPoint that related to music. Keep up the fight for the arts.
I thoroughly enjoyed and agree with the message, be a change agent for the arts. Your use of Comic Life was an appropriate choice. I thought about using that, but found something in PowerPoint that related to music. Keep up the fight for the arts.
Week4_Udutu_Project
Initially, I was excited by the prospect of what Udutu could provide. I was anticipating a high learning curve, but it wasn’t. To the site’s credit, review the tutorial and mapping the course is simple,. Populating the screens is a nightmare. Unfortunately, a number of the applications, like importing entire PowerPoint presentations, do not seem to accept the applications. In addition, when adding media, like music, it doesn’t play in the previews. There’s no indicator that the media’s been exported with the course content and therefore, one assumes the media is not there.
The work required to make the course interactive is enormous. Populating each screen, except the assessments, is a project.
My link:
http://lms.myudutu.com/LMSGadget/courses/lms/22942/Course41976/2594/v2010_9_26_6_26_51/course/Course41976.html
The work required to make the course interactive is enormous. Populating each screen, except the assessments, is a project.
My link:
http://lms.myudutu.com/LMSGadget/courses/lms/22942/Course41976/2594/v2010_9_26_6_26_51/course/Course41976.html
Sunday, September 19, 2010
Clark_Irene_New CMS Direction: Collaborate It. Interface It.
Whether it is stay at home moms driving the technology market demand instead of 13-year olds, or corporations and institutions attempting to exert more control over the Internet and its interactive tools (Web 2.0), or health care professionals having their clinicals or internships directly and immediately interfaced with learning outcomes and assessed via a PDA or cellular phone, collaboration and interfacing are driving the future of technology.
Although Shirky’s (2005) initial commentary on institutions and collaboration is a bit dated, the concept that one can allow people to remain where they are and bring the problem to them is a concept that continues to morph via various social networking sites beyond Flickr. Reintroducing corporate or institutional control seems counterproductive. Corporations purport to avidly pursue cost reducing avenues and outsourcing, through collaboration and interfacing, seemingly is one way to do it.
According to the website, Future W3C Semantic, establishing a common framework that shares data and reuses it across applications, enterprise, and community boundaries is the future of Web 3.0. This effort collaborates data and appears to be a logical sequence to Web 2.0 tools.
Shirky, C. (2005). Clay Shirky on institutions vs. collaboration. Retrieved September 19, 2010 from http://www.ted.com/index.php/talks/clay_shirky_on_institutions_versus_collaboration.html
W3C (n.d.) W3C Semantic Web Frequently Asked Questions. Retrieved September 18, 2010 from http://www.w3.org/RDF/FAQ
Although Shirky’s (2005) initial commentary on institutions and collaboration is a bit dated, the concept that one can allow people to remain where they are and bring the problem to them is a concept that continues to morph via various social networking sites beyond Flickr. Reintroducing corporate or institutional control seems counterproductive. Corporations purport to avidly pursue cost reducing avenues and outsourcing, through collaboration and interfacing, seemingly is one way to do it.
According to the website, Future W3C Semantic, establishing a common framework that shares data and reuses it across applications, enterprise, and community boundaries is the future of Web 3.0. This effort collaborates data and appears to be a logical sequence to Web 2.0 tools.
Shirky, C. (2005). Clay Shirky on institutions vs. collaboration. Retrieved September 19, 2010 from http://www.ted.com/index.php/talks/clay_shirky_on_institutions_versus_collaboration.html
W3C (n.d.) W3C Semantic Web Frequently Asked Questions. Retrieved September 18, 2010 from http://www.w3.org/RDF/FAQ
Response to Jeinine Urquiza
"So why am I thinking of the Jetsons this lovely September day? Because of Rosie, the Jetson's robot maid who has all of the abilities described in this week's reading. But, instead of replacing the housekeeping profession, ITS seeks to replace the teacher with computer software."
Jeinine,
Your use of Rosie is an excellent example of making a personal connection with the text. A strategy I teach my students. May I Screenflow this post and use it as a model?
Back to the subject. Although we’ve discussed this in our posts, teacher vs. computer, if area of learning might seem appropriate for artificial intelligence, the military would be it. The K-12 classroom still does not fit the bill for a computer replacing the teacher.
Jeinine,
Your use of Rosie is an excellent example of making a personal connection with the text. A strategy I teach my students. May I Screenflow this post and use it as a model?
Back to the subject. Although we’ve discussed this in our posts, teacher vs. computer, if area of learning might seem appropriate for artificial intelligence, the military would be it. The K-12 classroom still does not fit the bill for a computer replacing the teacher.
Response to Laura Williams
"As a tech connoisseur I am always very keen to learn about cutting edge technologies that will eventually become the new standard. Naturally, I gravitated most to the Reading 11 activities -- New Directions in CMS. This subject also has practical application for me in my work environment where we are struggling to source a new way of leveraging our disparate technology solutions so that the information housed in them may be integrated, aggregated, and accessed throughout the organization. We need an enterprise platform that can enable this initiative and I am leading the early stages of needs assessment and looking at solutions that will best fulfill those needs. The new Semantic Web protocol is exactly the kind of solution we need and I was delighted to see that there were already some tools commercially available that provide this functionality. I intend to explore them further!"
Laura,
I like your choice of words as to what this will do for the average Internet user, “infuse with logic.” As I was reading the information on Web 3.0, I was making more personal connections and what “logic” or interface or collaboration with data could provide to an individual about trends in one’s life (e.g. the most amount of money spent juxtaposed with your appointment/personal calendar. Obviously, similar applications can be used for business and education.
Laura,
I like your choice of words as to what this will do for the average Internet user, “infuse with logic.” As I was reading the information on Web 3.0, I was making more personal connections and what “logic” or interface or collaboration with data could provide to an individual about trends in one’s life (e.g. the most amount of money spent juxtaposed with your appointment/personal calendar. Obviously, similar applications can be used for business and education.
Sunday, September 12, 2010
Wk2 Project Udutu Setup
1. Clark, Irene
2. The Song in a Word - The lesson is designed to use a topic students are both familiar with and engaged in, music, and demonstrate the similarity of a song’s structure, beginning, middle, and end, to that of a word and its parts, affixes.
3. Created In: Musical Theory & Education Applications – June 2010.
4. After a student is introduced the types of affixes and understands their functions, it becomes a matter of practicing deconstructing a word to unlock its meaning. For this I chose the Self-Directed Assessment.
5. http://web.me.com/clarki1/Site/Movie_2.html
2. The Song in a Word - The lesson is designed to use a topic students are both familiar with and engaged in, music, and demonstrate the similarity of a song’s structure, beginning, middle, and end, to that of a word and its parts, affixes.
3. Created In: Musical Theory & Education Applications – June 2010.
4. After a student is introduced the types of affixes and understands their functions, it becomes a matter of practicing deconstructing a word to unlock its meaning. For this I chose the Self-Directed Assessment.
5. http://web.me.com/clarki1/Site/Movie_2.html
Response to Brian Cross
“One of the key goals of every business is to maximize profit with low cost. This ideology is also true with educational institutions, where the primary objective is to increase productivity with minimal cost. As the school becomes more productive, the student population will increase (theory).”
Brian,
Given the costs outlined in Kruse’s article, I can understand an organization’s decision to create their own LMS or go in a different direction. However, I think as these systems gain popularity and become more commonplace, the cost of implementation will decrease.
Brian,
Given the costs outlined in Kruse’s article, I can understand an organization’s decision to create their own LMS or go in a different direction. However, I think as these systems gain popularity and become more commonplace, the cost of implementation will decrease.
Response to Kelli Erwin's Post
"In the realm of education, funding and budgets have become tighter than ever before. Regardless of the budget issue some school districts are opting to use an LMS or CMS for course content delivery. Many virtual schools have been implemented at the high school level in an effort to provide optional learning environments for students. The benefit that outweighs the cost of the LMS/CMS is that students are charged a fee for taken these virtual courses."
Kelli,
I hadn't heard of students being charged to take virtual classes. Florida has a virtual school and students in grades 6-12 enrolled in any Florida school district can complete one or all of his/her courses on line--free.
As I read the articles, I was thinking that in a few years the cost would decrease as its use becomes more common. Public education will be forced to utilize some form of a LMS to keep itself competitive with charter schools, which are serving an increasing number of students of public education.
Kelli,
I hadn't heard of students being charged to take virtual classes. Florida has a virtual school and students in grades 6-12 enrolled in any Florida school district can complete one or all of his/her courses on line--free.
As I read the articles, I was thinking that in a few years the cost would decrease as its use becomes more common. Public education will be forced to utilize some form of a LMS to keep itself competitive with charter schools, which are serving an increasing number of students of public education.
Clark_Irene_Course Management Systems Versus Learning Management Systems: Finally, Made Clear!
Carliner (2005) provides the clearest explanation of the difference between a Course Management System (CSM) and a Learning Management System (LMS) thus far. The article’s external and internal text structure greatly assist the reader to understand the distinctions between the design purposes of a CMS and a LMS.
Using a different color to signal transition to an important heading and delineating the points with bullets as opposed to text helps to significantly distinguish those characteristics that constitute a CMS, whose design purpose is to support academic classroom course, include:
• Ability to place course material online, including syllabus, course material schedules, lessons, etc.,
• Track student progress by providing assessments: tests or quizzes or electronic gradebooks, and,
• Discussion boards
Those characteristics that constitute a LMS, whose design purpose is corporate training, include:
• Registration,
• Aggregated reports,
• Transferability of data to other systems,
• Process charges for courses and,
• Skills management
The whole-to-whole comparison and contrast format is reinforced by a chart that contrasts the differences between systems. For example, LMS offer enrollment, automatically generated confirmation notes, course catalog, and skills management. CMS do not. To further clarify the differences between LMS and CMS, Carliner (2005) offers an explanation as to why the systems cannot interchange intended users.
He contends:
“…Because education and training are different types of learning activities, the systems that support them are essentially different. As education is intended to build long-term knowledge, the CMSs that support it are designed to support long-term academic classroom classes. In contrast, as training is intended to build knowledge for immediate application, so LMSs are designed to support a large number of short training events.”
Given the direct and indirect costs associated with launching a CMS or LMS (Kruse, 2004) it is prudent for an organization to know its strengths and weaknesses and find or design a program that meets the needs of the company.
References
Kruse, K. Measuring the total cost of e-learning. E-Learning Guru.com Retrieved September 12, 2010 from
http://online.fullsail.com/index.cfm?fuseaction=assignment.main&itemId=223158
Sauliner, C. (2005). Course management systems versus learning management systems. Learning Circuits. Retrieved September 12, 2010 from
http://online.fullsail.com/index.cfm?fuseaction=assignment.main&itemId=223158
Using a different color to signal transition to an important heading and delineating the points with bullets as opposed to text helps to significantly distinguish those characteristics that constitute a CMS, whose design purpose is to support academic classroom course, include:
• Ability to place course material online, including syllabus, course material schedules, lessons, etc.,
• Track student progress by providing assessments: tests or quizzes or electronic gradebooks, and,
• Discussion boards
Those characteristics that constitute a LMS, whose design purpose is corporate training, include:
• Registration,
• Aggregated reports,
• Transferability of data to other systems,
• Process charges for courses and,
• Skills management
The whole-to-whole comparison and contrast format is reinforced by a chart that contrasts the differences between systems. For example, LMS offer enrollment, automatically generated confirmation notes, course catalog, and skills management. CMS do not. To further clarify the differences between LMS and CMS, Carliner (2005) offers an explanation as to why the systems cannot interchange intended users.
He contends:
“…Because education and training are different types of learning activities, the systems that support them are essentially different. As education is intended to build long-term knowledge, the CMSs that support it are designed to support long-term academic classroom classes. In contrast, as training is intended to build knowledge for immediate application, so LMSs are designed to support a large number of short training events.”
Given the direct and indirect costs associated with launching a CMS or LMS (Kruse, 2004) it is prudent for an organization to know its strengths and weaknesses and find or design a program that meets the needs of the company.
References
Kruse, K. Measuring the total cost of e-learning. E-Learning Guru.com Retrieved September 12, 2010 from
http://online.fullsail.com/index.cfm?fuseaction=assignment.main&itemId=223158
Sauliner, C. (2005). Course management systems versus learning management systems. Learning Circuits. Retrieved September 12, 2010 from
http://online.fullsail.com/index.cfm?fuseaction=assignment.main&itemId=223158
Sunday, September 5, 2010
Week 1 Project - LMO Overview
Bay District Schools has recently incorporated Moodle into its overall district system. Moodle is a Course Management System. It’s a CMS because it allows teachers to manage students and the course.
I turned on the editing feature. It allows me to add another resource, like a link to a Web page or a file. It also allows me to add an activity, quiz, survey, or Wiki. I’m able to assign roles to students, teachers, or allow for guests.
Moodle allows me to keep track of grades, averages, group students or show ranges. As a CMS, the Moodle platform allows me to manage my course and students by providing them with information on upcoming events. I’ve chosen to use a calendar format versus an event format. This is an example of a CMS. Let’s move on to a Learning Management System (LMS).
SuccessMaker (SM) is an example of a LMS. It is an eLearning platform for a school. This is a software program at our school. It’s a LMS because it understands individual learners and skill levels. Through SM you can set up registration for the course by and it performs diagnostics and will place the student in a tailored learning program.
For example, in the 8th grade demo the lesson example focuses on denotative and connotative meanings. Depending on how the student performed on the diagnostic, SM would place the student at a particular level in the program. From there, they would move through the program. SM is also adaptive in that if the student is not fairing well at that placement then the program moves them to a lower level. SM advises the learner and the teacher of student’s readiness to move on to another skill or level.
Response to Terrance Davis
“Technology and the Institutions for higher education have finally merged and become a vital part of our educational system called Course Management Systems. Authors (McGee, P., Carmean, C., Brown, G. 2005) setting the foundation for Course Management Systems (CMS) in the way we speak and think of transformative change, not only in the context of education but in how we disseminate information that directly influences the way we learn, striving to attain deeper learning and engagement within an higher educational pedagogy. With this emerging technology there are myriad of issues that affected the stakeholders. Moreover, authors (McGee, P. ,Carmean, C., Brown, G. 2005) “refine some of these questions by examining the roles and needs of each of the stakeholders in CMS: teachers, students, support services, leadership, and vendors”.”
Terrance,
The proliferation of technology continues in all aspects of our lives. However, nowhere is the question of its effectiveness more apt than in education. Technology for the sake of using it does not improve or enhance learning. The questions raised by the authors cited in your paper are valid.
I contend most CMS unequivocally have changed how we learn if merely for the constant availability of the content matter. That of itself will affect how well some learn by attending to biocognitive cycles (Jensen, 2008). Jensen contends that requiring learners to be attentive for extended periods is counterproductive to learning. Ubiquitous learning allows students of all ages to schedule learning when their rhythm of learning is at its peak. This is only one possible answer to a flurry of questions that surround the effectiveness of CMS.
You did a nice job of synthesizing the information.
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Thousand Oaks, CA: Corwin Press.
Terrance,
The proliferation of technology continues in all aspects of our lives. However, nowhere is the question of its effectiveness more apt than in education. Technology for the sake of using it does not improve or enhance learning. The questions raised by the authors cited in your paper are valid.
I contend most CMS unequivocally have changed how we learn if merely for the constant availability of the content matter. That of itself will affect how well some learn by attending to biocognitive cycles (Jensen, 2008). Jensen contends that requiring learners to be attentive for extended periods is counterproductive to learning. Ubiquitous learning allows students of all ages to schedule learning when their rhythm of learning is at its peak. This is only one possible answer to a flurry of questions that surround the effectiveness of CMS.
You did a nice job of synthesizing the information.
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Thousand Oaks, CA: Corwin Press.
Response to Jeinine Urquiza
Response to Jeinine Urquiza
“Karen Gocsiks' What is an Academic Paper? is an informative page providing information about this style of writing. Gocsic introduces the topic by explaining how academic writing differs from writing in high school. She makes suggests for successful writing from high school to collegiate writing, along with defining what academic writing is.”
Jeinine,
As I read the article, I wondered why it was included in the assigned reading. As I struggled to write my paper, I began to understand why. I think this was the first paper we were instructed to write with little to no direction. Going back to basics and creating a thesis statement helped me to focus and thus sift through the maze of reading.
Gocsik’s clear and concise delivery was a refreshing change from the other technical terminology laden reading of this week.
Your summary was on point.
“Karen Gocsiks' What is an Academic Paper? is an informative page providing information about this style of writing. Gocsic introduces the topic by explaining how academic writing differs from writing in high school. She makes suggests for successful writing from high school to collegiate writing, along with defining what academic writing is.”
Jeinine,
As I read the article, I wondered why it was included in the assigned reading. As I struggled to write my paper, I began to understand why. I think this was the first paper we were instructed to write with little to no direction. Going back to basics and creating a thesis statement helped me to focus and thus sift through the maze of reading.
Gocsik’s clear and concise delivery was a refreshing change from the other technical terminology laden reading of this week.
Your summary was on point.
Clark_Irene_Learning Platforms: Defining the Alphabet Soup
A Learning Platform is a relatively nascent commercial and pedagogical development. It is defined by an alphabet soup of acronyms that often overlap and are used interchangeably by some within the field. CMS can refer to Content or Course Management while CLE, Collaborative Learning Environment, may also refer to Learning Management System (LMS), CMS or collectively e-learning. Clearly, there exists a need for standardization of the terms and systems that define Learning Management or Platforms.
Although available in varying forms and functions, and thus the multitude of acronyms, the term Learning Management System generally refers “a software application that automates the administration, tracking, and reporting of training events" (Ellis, 2009) and focuses on various educational, administrative, and deployment requirements. However, that definition expands to include training programs, classroom and online events, e-learning programs, and training content (Learning management system, 2008).
Most LMSs are web-based and therefore ubiquitous which lends to their appeal and functionality. In addition to LMS’s ubiquitous learning, content, and management access, most LMSs provide broad functions that complement its primary function. Some additional dimensions include collaborative learning, on-line learning and assessment, and management of continuous professional education.
LMSs use a variety of development platforms including Java EE, and Microsoft.Net, and a developed database. Most systems are developed for profit and restrict access to their program, however some are free and allow access, open-source, to some models.
However, LMS or electronic, e-learning, is a commercial enterprise experiencing unprecedented growth (Nagel, 2010).
In North America, educational institutions are driving the growth for e-learning which accounts for about 43% of all purchases (Nagel, 2010). Visit one e-learning vendor, The eLearning Guild, and there are 1311 tools, technologies, products, and services from which to choose.
The growth in the demand for e-learning platforms, coupled with the variety of forms and functions offered, beg for clarity and uniformity in definition and use of terms referring to LMS. The use of LMSs and particularly their ability to morph into the specified needs of an organization will grow, therefore having users and designers speaking a common language can only facilitate the spread, understanding and use of LMSs.
References
Ellis, R. K. (2009). Guide to learning management systems. Available from http://www.astd.org/NR/rdonlyres/12ECDB99-3B91-403E-9B15-7E597444645D/23395/LMS_fieldguide_20091.pdf
Learning Management System (2008, July). In Wikipedia online encyclopedia. Retrieved September 02, 2010 from http://en.wikipedia.org/wiki/Learning_management_system
Nagel, D. (2010, March 3). The future of elearning is more growth. Campus Technology. Retrieved on September 02, 2010 from http://campustechnology.com/Articles/2010/03/03/The-Future-of-E-Learning-Is-More-Growth.aspx?Page=1
Although available in varying forms and functions, and thus the multitude of acronyms, the term Learning Management System generally refers “a software application that automates the administration, tracking, and reporting of training events" (Ellis, 2009) and focuses on various educational, administrative, and deployment requirements. However, that definition expands to include training programs, classroom and online events, e-learning programs, and training content (Learning management system, 2008).
Most LMSs are web-based and therefore ubiquitous which lends to their appeal and functionality. In addition to LMS’s ubiquitous learning, content, and management access, most LMSs provide broad functions that complement its primary function. Some additional dimensions include collaborative learning, on-line learning and assessment, and management of continuous professional education.
LMSs use a variety of development platforms including Java EE, and Microsoft.Net, and a developed database. Most systems are developed for profit and restrict access to their program, however some are free and allow access, open-source, to some models.
However, LMS or electronic, e-learning, is a commercial enterprise experiencing unprecedented growth (Nagel, 2010).
In North America, educational institutions are driving the growth for e-learning which accounts for about 43% of all purchases (Nagel, 2010). Visit one e-learning vendor, The eLearning Guild, and there are 1311 tools, technologies, products, and services from which to choose.
The growth in the demand for e-learning platforms, coupled with the variety of forms and functions offered, beg for clarity and uniformity in definition and use of terms referring to LMS. The use of LMSs and particularly their ability to morph into the specified needs of an organization will grow, therefore having users and designers speaking a common language can only facilitate the spread, understanding and use of LMSs.
References
Ellis, R. K. (2009). Guide to learning management systems. Available from http://www.astd.org/NR/rdonlyres/12ECDB99-3B91-403E-9B15-7E597444645D/23395/LMS_fieldguide_20091.pdf
Learning Management System (2008, July). In Wikipedia online encyclopedia. Retrieved September 02, 2010 from http://en.wikipedia.org/wiki/Learning_management_system
Nagel, D. (2010, March 3). The future of elearning is more growth. Campus Technology. Retrieved on September 02, 2010 from http://campustechnology.com/Articles/2010/03/03/The-Future-of-E-Learning-Is-More-Growth.aspx?Page=1
Wednesday, March 24, 2010
Monday, March 22, 2010
Sunday, March 21, 2010
BP9_2010033_Web2.0Tool_Quizlet
I used my students to research the Web 2.0 tools. Although I discovered Knowtes during the last exploration and began incorporating the site into the classroom, one of my students discovered Quizlet.com, which, like Knowtes, is a site where you can create sets of flashcards or use the ones already created. Quizlet proves to be a superior site for several reasons.
What you can do:
Create Flashcard Sets: Import from your computer, cut and paste from other sets, or type them
Group Studying: Create groups to study, discuss via live chat
Teacher Features: Share materials with online groups, host discussion groups, student notification via email
Ways to Study:
First and foremost, Quizlet has games! After you create the cards there are seven ways to study your cards and four of them are games. They are Familiarize, Learn, Test, and the games are, Scatter, Play Race, Voice Scatter, and Voice Race.
Scatter, scatters definitions and words across the screen and as you match them correctly, they disappear. The students love it.
Space Race: Students kill the scrolling words by typing in their corresponding term and pressing enter. You may kill them in any order, but to win, you have to make sure they don't scroll past the screen. Be alert; the words go by quickly. However, after a few tries, you remember them.
Both of the games have a voice counterpart. The voice component can aid in facilitating phonemic awareness for those students who may have a deficient in that area. However, the site requires access to the microphone in your computer to run it with their program. I’m unwilling to give them access to my Mac; however, I will try to activate those games with my Dell laptop.
Watch the Screenflow. It demonstrates how to utilize the site.
View the video to see how this Website works
Screenflow compliments of Quizlet.com
Reference
2010. Quizlet. Retrieved March 21, 2010 from http://www.quizlet.com
What you can do:
Create Flashcard Sets: Import from your computer, cut and paste from other sets, or type them
Group Studying: Create groups to study, discuss via live chat
Teacher Features: Share materials with online groups, host discussion groups, student notification via email
Ways to Study:
First and foremost, Quizlet has games! After you create the cards there are seven ways to study your cards and four of them are games. They are Familiarize, Learn, Test, and the games are, Scatter, Play Race, Voice Scatter, and Voice Race.
Scatter, scatters definitions and words across the screen and as you match them correctly, they disappear. The students love it.
Space Race: Students kill the scrolling words by typing in their corresponding term and pressing enter. You may kill them in any order, but to win, you have to make sure they don't scroll past the screen. Be alert; the words go by quickly. However, after a few tries, you remember them.
Both of the games have a voice counterpart. The voice component can aid in facilitating phonemic awareness for those students who may have a deficient in that area. However, the site requires access to the microphone in your computer to run it with their program. I’m unwilling to give them access to my Mac; however, I will try to activate those games with my Dell laptop.
Watch the Screenflow. It demonstrates how to utilize the site.
View the video to see how this Website works
Screenflow compliments of Quizlet.com
Reference
2010. Quizlet. Retrieved March 21, 2010 from http://www.quizlet.com
Tuesday, March 16, 2010
Monday, March 15, 2010
BP8_2010032_One Minute Message - #1
Please view the one minute message from my Merritt Brown Middle School B-O-Y-S!!
Sunday, March 14, 2010
BP6_2010032_Linktoyourcommentonanother'sblog
I commented on Jeinine's blog.
Click her for the link
I commented on Josh's blog.
Click here for the link
Click her for the link
I commented on Josh's blog.
Click here for the link
BP5_2010032_Web2.0Tool2 (WordSift)
I posted on http://jeinine-jusblog.blogspot.com
blog
blog
Monday, March 8, 2010
BP3_2010031_Web2.0Tools1(Knowtes)
Based on the findings of the National Reading Panel (2000), Bay District Schools adopted a Reading Frameworks program for use when remediating students in reading. Vocabulary is one component of the Frameworks program. Consequently, my students receive extensive exposure to affixes: prefixes, roots, suffixes, and the vocabulary words that emanate. Students are exposed to the words and their parts in several ways. For those of the bodily-kinesthetic intelligence (Gardner, 1999), students manipulate affixes and words on a wall to uncover the word’s meaning. In addition, students use a computer software program that allows them to build a city using the word parts. However, their experience with the words and their parts does not carry over to the home. Even when they know an assessment is forthcoming, rarely will they study the words outside the classroom. Knowtes offers an avenue by which the students can engage with the material outside the classroom.
Screenshot courtesy of: http://www.knowtes.com
My students begin a new set of affixes and words later this week after our state’s standardized testing is complete. I plan to introduce this Web 2.0 tool to them at that time.
Knowtes is a Web 2.0 tool that promotes itself as a flashcard-based learning community. Knowtes permits access to a database of flashcard or an individual can create his own. The Knowtes Adaptive Learning Engine adjusts how frequently the user should to study the cards based on previous performance. The program allows the user to view his learning progress by watching the cards move from short to long-term memory as they’re studied. The program also sends reminders when it’s time to study.
This tool will allow me to establish a group (students) and a deck (affixes and words) for the students to study individually or collaboratively. More importantly, each student can create their own cards, study program and ultimately, their own personal learning environment. As such, students now move learning out of my classroom, take it into their own environment, and hopefully begin to own and use the information beyond my class period. And finally, students can collaborate with classmates or others in the Knowtes community to effectuate their own learning or that of others.
My students begin a new set of affixes and words later this week after our state’s standardized testing is complete. I plan to introduce this Web 2.0 tool to them at that time.
References
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
National Reading Panel (2000), Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH 00-4769). Washington, D.C.: U.S. Department of Health and Human Services.
Sunday, March 7, 2010
BP4_2010031_RSS Feeds
I've chosen the following sites because they provide teaching/classroom resources, professional development, offer gaming information and updates, and/or are discussion forums.
Free Documentaries.org
http://freedocumentaries.org
This site provides non-main stream documentaries and will serve as an excellent resource to generate discussion in the classroom.
g4tv
http://gtv.com/thefeed
As I want to incorporate gaming into my classroom, this site will help keep me up to date with the latest gaming tools.
MERLOT (Multimedia Educational Resource for Learning and Online Teaching)
www.merlot.org
MERLOT provides peer reviewed online teaching and learning materials.
Courtesy of: http://www.merlot.org
Google Earth Design
This is a how to blog on using Google Earth to create tours. Using Google Earth offers virtual field trips for my students.
Top 50 Education Blogs
http://bestonlinemastersdegrees.com/2010/top-50-education-technology-blogs/
This site offers discussion and exchange of ideas with other educators on a myriad of topics.
Mashable The Social Media Guide
http://mashable.com/Social%20Media/
This site provides information on how to incorporate social media platforms into the classroom.
Tuesday, March 2, 2010
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