Scott

Reflection Week 1 Article How Technology Can Improve Learner-Centered Teaching By Mary Bart

I am on the fence as to the full advantage of technology when used in the class room. To date, I feel technology may have only fully qualified as a useful supplement to classroom learning. I am a little timid as to the benifits to every student; for example: some older students may be intimidated by the technology itself (kind of a fight or flight scenario). As for the younger generations coming into the adult classrooms, I believe they will be the determining factor as to if technology will be fact or fad. If I must, I would side with the truism is: that technology will be the learning tools of the future, and the future is now. My children are employing this technology in their classrooms as we speak. Do I think its a bad thing?.......... No, not really. I just believe that it must be allowed to evolve through it's growing pains, just like any other "new way" of learning. Will there be mistakes along the road?.......... Yes and that's O.K. as long as improvement justifies the technology's presence. Scott _

Reflection Week 2 Article "The Flipped Classroom" The Flipped Classroom: Pro and Con By Mary Beth Hertz []

Summary:

Learners watch at home on their own time: They recieve lectures, watch videos, recieve instructions on assignments & projects. They do their work in class, they use eachother as a resource and the teacher becomes a guide/tutor/metor. Student learning is entirely student orientated. The only tangeable CON was: there may be a lack of available hardware for some students or schools.

Reflection/2 min Review Presentation:

FLIP THE CLASS?????!!!! It is definetly one of those topics that raises everything from "questions" to "the hair on the back of peoples necks". Hmmmm....... I would really have to think long and consider considerately what the consequences would be to a trade related classroom. That would not be a short conversation with myself. I think this type of method has merit in middle-school to high school; the wide range of subjects, content, and varied difficulty levels are a roller coaster ride and almost compliment allowing a student to wildly explore course content, but the learning is not so specific to task as that which is learned for a monitored trade or profession. A monitored trade requires an apprentice to learn specific skills and to acquire specific knowledge in order complete specific duties in their career. My point is: I do not feel comfortable that a pilot was given the oppertunity to explore methods of landing a particular plane on his own first, and was then taught the correct method afterward. Whaaat????? While imagining myself sitting in a seat on a plane that is landing, I very quickly realize that the pilot should have been taught explicitly and exactly how to land this plane. There should have been absolutely no room for error what-so-ever for misunderstanding, and under no circumstances should he have been allowed to acquire that skill and knowledge by a means that could be in any way compared to "artistic impression" or "opinion". On the day I fly, I'd like to think that the wrong methods were not allowed to be discussed and/or explored, that the correct method and only the correct method was allowed to be discussed and that it was explored thoroughly in every respect. I'd like to think that the individual who explored all the wrong methods is sitting in the seat right next to me where I can keep an eye on him. I am forced to feel the the same about learning to become a surgeon, fireman, bus driver, electrician, or any other "monitored" profession. Maybe I'm wrong! Maybe it's better to let learners understand why the wrong way is the wrong for a reason. I think time would have to be alotted for a learner to come to that realization, if time were not alotted, then I don't think the time would be well spent. I wonder what percentage of students would be inclined to abuse the lack of "on hand supervision". Maybe it would be a low percentage if the method was common place, maybe the solution is that simple. While I do see the limitations of such a method of learning, I think flipping the class may have a place in allowing students explore broad concepts. A legitimate self motivated wade through a concept would go a long way in transporting a student from a position of no understanding into a position that is far closer to true understanding, and the experience would be a personal one. I thought this particular article was rather bias. I picked it because "PRO and CON" was noted in the title (I should have known better that to judge a book by it's cover). Attempts to cover the cons were very few and feeble. It should have been called "The Flipped Classroom: Awesome all the time (PRO), and Only Awesome almost all the time (CON). So I am compelled to admit that I may have become somewhat negatively biased toward the learning method because of the articles' one sided view point. Perhaps the powers that be don't want me to consider other methods of landing the plane because they know this method is meritful. I can appreciate that! Either way, I cannot dismiss the apparent advantages of this learning model. Scott

Hi Scott (from Rob Engley) - I have friends that fly for WestJet who learned the vast majority of their emergency and evasive manouvers on flight simulators. That being said... I am glad that (prior to their certification) they must actually fly under supervision for many hours prior to being certified. I am unable to remember the name of the American Airlines pilot that safely landed his crippled craft on the Hudson river in New york, but he credited his abilities to his many hours in the flight simulator. (Sorry!).

(Don) Hi Scott, "Awesome all the time and only Awesome almost all the time" This seems to be what I have come across for critics as well. I can see lots of merit to this format and I'm sure it works great for some people. But I also know how statistics can be skewed to favor one side even though evidence does suggests otherwise. I tend to think that flipping every lesson might be a bit much sort of like the pendulum swinging all the way to one side. I would be more on board with perhaps a 50% flipped classroom.

Scott: Blog Search: Check out Wordpress starting platform Sample of blog search: []

Scott: This is our Popplet: I am going to have determine where this could be used in my course. I believe it could be a sbstitute for a basic powerpoint presentation. It would keep the lesson on track, and would be a change of scenery at the same time. It might also be useful in vocabulary recall when used by students.

Webquest links: [] [] [] [] [] Eva's Link: There are some "modern" webquest template links: [] The modern templates are by Dan Schellenberg from the University of Regina according to []

Assignment 10:

Although I covered Web Quests somewhat in my Prezi for assignment 8 (Three learner centered approaches to replace 3 lectures in a course I teach), I think it may be deserved of going through the process of determining it's worth. A well designed WebQuest typically contains six parts: (1) An introduction; (2) Identifying a transparent task; (3) Provide the information sources used to produce the Web Quest; (4) A clear description of the process the learner should be adhering to; (5) Tips on how to get started, some suggestions on a site or two to go to first for guidance; and (6) A statement of what they should know now (or be able to do) expressed as a conclusion. These parts are supported by modern examples provided by Dan Schellenberg from the University of Regina. The idea at this Website is to define what a Web Quest is (or at least what an effective Web Quest is). I definitely see the value of using a Web Quest to better empower learners in my class to grasp an understanding of a fundamental concept. For my Motor Controls course, that means understanding the who, what, where, when, why, and how of a Motor Starter Protector. That step in their journey to understanding Motor Controls is a critical one. I want the learner to have the fundamental concept in long term memory so that subsequent learning enables the learner to climb the scaffold from there. I believe educators can attribute "lack of success in a course" to a lack of understanding of the fundamentals required. Simply put, the learner has not acquired the required learning to proceed successfully. SO WHAT CAN I DO! Well, I'll tell you what I can do. I can provide an activity through which that learner will acquire the required learning to proceed successfully! I am sincere when I state that potentially: "A quality Web Quest not only accomplishes the task of acquiring information, it will also complete the journey to knowledge.". It does this because the learner's personal experience of completing the Web Quest provides the student with ownership of the knowledge, they dug it up, they pulled it out of the ground, and now they hold it, and the experience of the act links them to the knowledge. It becomes a long term memory. It's becomes the bike that we can't forget how to ride.

Introduction:
 * It should be explicit "This is what we are going to learn about". A picture in this case says a thousand words.

Transparent Task:
 * I would be inclined to state the intent (the learning goal) of the Web Quest directly after the introduction.

This step is my own, it seemed noteworthy in my particular Web Quest:
 * If appropriate, I would then immediately provide a short video to reinforce the word of "the experts".[]#!

Describe the Process:
 * Next I would give explicit instructions of how to successfully complete the Web Quest (there is no sense in doing it such that it will lose it's effectiveness).

Guidance & Tips: > [] > []
 * I would provide at least 1 site to get the learner started on their Web Quest (2 or 3 if it were their first Web Quest assignment). []
 * I would give a few tips on how to complete a Web Quest. Although the experience should challenge, it must be acknowledged that a good effort by an average student will result in success. This would be an example of text instructions.

Conclusion:
 * This will be a restatement of the learning goal. It should be expressed such the learner could truthfully recite the following; I now know who, what, where, when, why, or how about this learning goal. If they don't, they can revisit the Web Quest to ensure that tey have completed it successfully. In other words, I guess they __can__ complete tasks at their own pace using 21st century methods. ........ Oh great! now I have to go back into my Google Docs and retract a statement I made earlier! Oh well, better ignorant before than ignorant now.

Information Sources:
 * Finally I would provide links to the resources employed to produce the Web Quest. A) To lend authenticity to the activity and; B) To satisfy the credit where credit is due issues, etc.

In conclusion I think it's worth mentioning that these activities should be shorter rather than longer (15 min to an hour or 2 maximum). I do not care how the learner learns the fundamentals well, I only care __that__ the learner learns the fundamentals well. I devote a considerable amount of time to ensuring that learners nail the fundamentals. A Web Quest activity has the potential to save time and otherwise use it to facillitate a more quality progression up the scaffold toward higher understanding.

Presentations for Learner Centered Approaches: My Comments:

I actually recieved a great deal of guidance on from everyone regarding all the different student centered approaches. Lots of great ideas and imaginative ways to employ the strategies.
 * Kyle: Very good explanations of real world applications and methods for students to identify their own strengths and weaknesses.
 * Marlene: Excellent use of all the tools to bring understanding to the table (respecting different faiths in a child care center).
 * Danya: Quite informative in that all of the same strategies are being utilized full spectrum. eg: Challenged learners to Masters level learners.
 * Rob: Interesting employment to keep the learners moving, even student centered activities will fall short if students are bored, very good. I liked the peer evaluation.
 * Bitia: Inovative use of blogs/journals to stay current in the field. That's great, because that is where the students are going and it helps yourself to stay current also.
 * Carol: This is a good example of role playing scenarios in hospitals, it gives relevance for policies in the workplace etc.
 * Darrell: I thought this was very straight and to the point. Excellent. Change is slow in your area, but I think you presented acase for change because you presented so well.
 * Andrew: I wonder if collecting a number of student journals and presenting them anonamously, would be a useful step in promoting change in delivery of the course.
 * Aaron: I appreciate the use of simulation (which is kind of related to role play) to give a real world application to the learning goal presented. (balckboard collaborate)
 * Cindy: Very animation, however I started to find it a little distracting toward the end, but it is kind of an on-going re-focussing event. Overall I thought it was informative. (animoto)
 * Don: I think the point that you were using a consequent free environment was very intelligent.
 * Harry: A very straight forward and clear presentation. Good use of strategies to reach the learners.
 * Stephen: I think the technologies that are presented in this course would be more easily incorperated in a course such as Graphic Arts. The learners are already on computers (access to computers is an issue for some classrooms). Excellent employment of the strategies associated with real world issues. (Get advanced students to teach other students who are having a little troiuble - Good Call - I like it!)
 * Johanna: I thought there was some useful application of group work, it seemed to be very appropriate especially for the practical aspect.
 * Ruth: I think that the web quest development was acceptional. The time it takes for an average student to complete would only be a rough estimate, if they took longer, they are flexible such that it is still do-able.
 * Derek: I really liked that you make the learner responsible for their own learning.
 * Scott: I appreciate your comments and I will definitely look at my outcomes more closely.
 * Michele: I thought that your evaluation method was well thought out and functional in its design.

Problem Based Learning Presentations: Goals must be realistic,
 * Ruth: (Drop Box) I thought that your presentation was very well done indeed! I really liked your personal videos, that was a really nice touch. I also liked that you mentioned the spin off items that you learned also.
 * Scott/Derek: Very hel[pful comments and suggestions. Thanks you all for your input.
 * Michele: This was an entirely different approach to presentation than what I'm used to. I really did learn a lot about the process. I was very engaged, I'll have to check out the animoto to see what it can be used for. Very good.
 * Rob/Bitia: Very good demonstration of the process, the presentation really emphasized both individual and group work. It really look as though you both enjoyed the activity, I'm sure that played a part in the overall success.
 * Cindy: I liked that you could employ a plan B and still learn how difficult (or how easy) a task is. Terrific use of humour to enhance the learning experience during the presentation. Great job!
 * Melanie: First of all, I'm so sorry that you and your family is going through this situation. I have nothing but optimistic wishes for you and yours. Its probably one of the most important times to be able to learn (in a crisis). It looks as though you've learned such a great deal in such a short time, and under these less than ideal circumstances, if one can keep a clear mind and not shut down, one can retain a great deal and have a positive effect on the situation. Best wishes to you and your family Melanie.
 * Don: Obviously you did a tremendous amount of work here Don. A terriffic example of a learning process from start to finish. I liked your points regarding what you learned vs what you originally set out to learn. Fantastic job!!!!
 * Carol: Wow, you're a better chef than I am! Great job on the Prezi. I really liked the way you tracked the time spent per section learned. Excellent job.
 * Harry: This was quite a bizarre presentation for me. I have never heard of geocacheing. It sounds like a very simple learning process but obviously there is more to it than one would imagine. If it were more popular, it might be employed as detective work to learn about course material. I enjoyed your presentation very much.
 * Steve: Good point about taking a break between milestones. It's a great way for learners to have the time to reflect on their learning.
 * Johanna: Very good illustrations and pictures of the entire process Johanna. Good for you and great job in the cooking department. I enjoyed the humour in your presentation as well.
 * Danya: I liked that you included so many mediums to demonstrate what you learned. Thats very difficult to do, well done.
 * Kyle: This is very technical, but I could really see that a learner centered approach for this activity would help an individual learn how to do this to a phone. Interesting.
 * Andrew & Darrell: I loved it. Great job guys.
 * Aaron: Very interesting presentation, I thought is was very well organized. I would think that examples of more organized learning processes would yield terriffic suggestions for learners to proceed effectively. Great job.