Course Reflection- UDL and BookBuilder

     The UDL Lesson Template does not seem practical for real world application.  It is important for us to know how to implement technology, how to modify using technology and practical uses of it in the classroom, but using this template is not real world.  One problem that I find with higher education in regards to education is that they often do not practice real world applicable techniques.  Yes, absolutely it is important to be aware of how technology can modify a classroom and it is important to consider diverse learners, but it is not practical for teachers to use the UDL model for each lesson that they complete.  Below you will find my reflection over using UDL Book Builder and there is an attached file with my reflection over my learnings for the week.

     Using the UDL Book Builder site was tedious and time consuming.  The site seems like it not fully developed and limits you in creativity, placement of images and text and design functions.  You are limited to one image per page and the process of having to go to each individual section in a separate window before you can type in it is extremely time consuming.  It is difficult and/or impossible to align and move pieces on the page because you must follow their default template.  I can say that I could understand the usefulness of the book by engaging students through reading, pictures and audio, but the cumbersome, tedious and time consuming process of creating the book would be a roadblock from me actually using this product in the classroom.

UDL Book Building eBook Link

http://bookbuilder.cast.org/view.php?op=share&book=f8d6aef34977be300bca1d9557bf3809&sid=13735

     Event though I didn’t find the UDL BookBuilder very efficient, I can say that there are other eBook builders online that are useful and while I don’t forsee using the UDL lesson template all of the time in a real world situation, I can see where it would be beneficial to have a check list where you consider all of the things in the UDL template when creating a lesson.  Using UDL and the Bookbuilder are things that are great in theory, but in the reality of a classroom with limited time and resources, it is difficult for me to envision them being used on a daily basis.  Teachers are stretched for time as it is.  Asking them to use a UDL template that takes more time would meet resistance from the teachers. 

Week 5 Reflection of Learning

Reflection of Learning- Week 5

Gaming, digital literacy and social media are becoming more and more prevalent in the world around us. The idea that gaming can be a part of learning is something that we need to become more familiar with. As students play games they are constantly assessing the situation and making on the spot decisions about how to proceed.  As they do this, they are also learning.  Gaming is a huge part of kids lives in today’s world.  If teachers could get over the idea that games are just for fun and see that it is a way of learning and a way of assessing learning then it could become a valuable tool in education.

            Society is changing in the way that we incorporate technology into learning and the way we demonstrate that knowledge.  Knowledge is displayed in the products you develop and the result of collaboration.  Seamlessly incorporating technology and collaboration are important.

            With the increase in technology and digital presence, we must teach and model good online ethical behavior.  The ability to create multiple online identities, hide behind usernames and ethical online challenges are all new emerging issues that students need to be taught how to deal with.  As educators, we need to take a more active role in helping students understand the consequences and permanent nature of their online presence.

References

Edutopia.org (nd). Big Thinkers: Howard Gardner on Digital Youth. Retrieved from http://www.edutopia.org/digital-generation-howard-gardner-video

Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved from http://www.edutopia.org/digital-generation-james-gee-video

Youtube.com (nd). Vision for Technology in K-12 Education. Retrieved from http://www.youtube.com/watch?v=AhoOG5Kf1w4

EDLD 5364 Week 4 Reflection of Learning

This week’s readings and videos centered around the idea of collaboration.  This extends not only into the classroom, but should also be the model that we use with teachers for professional development, training and planning. 

Students need exposure to collaboration so that they are prepared to deal with real world situations.  Teachers can help students do this through collaborative groups, project based learning and social media.  Collaborative groups should be used so allow students to work with peers to allow for role playing, peer to peer teaching, peer to peer evaluation, and social skills.  Until students are allowed to function in group settings they will never fully understand how to manage group dynamics.  Project based learning is a great way to incorporate learning into real-world based projects for students to get hands-on experience and work with other students in realistic settings.  Exposing students to social media allows teachers to promote good social etiquette, develop social skills and social responsibility.  Students now are submerged in a social media rich world, they need to be equipped with the proper skills to communicate effectively and ethically online.

Teachers need to become the model for collaboration in the classroom and through professional development, training and planning.  For students to truly become effective collaborators, we must model what that looks like for them as teachers.  We can do that by becoming collaborative learners and modeling groups, project based learning and social responsibility.  When participating in professional development we can engage in online learning through blogs, wikis and other types of social media.  We can plan collaboratively in groups with grade level and subject teachers.  We can also plan collaboratively with cross curricular teachers. 

The world we live in is no longer a factory based environment. We need to continue to move away from desks in rows and rote memorization into a collaborative, technology rich world.  To be completely effective in teaching this, we need to model it in our own learning so that students not only hear us, but see us doing it.

Resources

Edutopia.org (nd). Project Learning: An Overview. Retrieved from http://www.edutopia.org/project-based-learning-overview

Edutopia (nd). Team Teaching: Two Teachers, Three Subjects, One Project. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/collaboration-age-technology-blood-bank-video

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 139-154.

 Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 99 – 116.

UDL Book Builder

Link to eBook:

http://bookbuilder.cast.org/view.php?op=share&book=f8d6aef34977be300bca1d9557bf3809&sid=13735

EDLD 5364 Teaching with Technology Week 3 Reflection

We live and work in a digital world and the kids around us are submerged in technology.  Often times students know more than adults do about the technology around them.  Students have grown up only knowing this technology rich world and are accustom to learning by doing.  As teachers, we need to embrace this and use it as the foundation of our teaching. 

We can use technology in ways to increase timely feedback, student engagement and learning.  We can do this by using blogs, wikis, classroom response systems, grading software, online resources and communication software.   If students are engaged from the get go then they are more likely to be involved in their own learning and help set their own goals.  Teachers need to work to use technology seamlessly and make it a part of the routine in the classroom.  Teachers also need to set standards and expectations for how the technology is used to maximize it’s effectiveness. 

Teacher need to become familiarized with the UDL(Universal Design for Learning).   The method operates under the idea that not everyone learns in the same way. UDL breaks learning down into three brain networks: Recognition Network, Strategic Network and Affective Network.    This translates into: How we gather facts and categorize; planning and performing tasks; and how learners are engaged and motivated.  Diversifying our teaching for different styles of learning using a diverse set of technology enhances the learning experience for all students. 

Reference

"CAST: About UDL." CAST: Center for Applied Special Technology. N.p., n.d. Web. 8 Sept. 2013. <http://www.cast.org/udl/index.html>.

Pitler, Howard, and Elizabeth Ross Hubbell. Using technology with classroom instruction that works. 2nd ed. Alexandria, Va.: Association for Supervision and Curriculum Development, 2012. Print.

EDLD 5364 Teaching with Technology Week 2 Reflection

Our world is a changing world and requires that we change with it.  This means not only the way we teach, but also what we teach.  Learners are diverse and our teaching should be diverse.  The technology available in the real world is diverse and the technology we use in our classrooms should be diverse. 

Students are not only diverse in their socioeconomic status, but in learning styles as well.  Socioeconomic diversity affects what exposure and experience students have coming into your classroom.  Students with diverse learning styles need different interaction to be successful: text, hands-on, project based, oral, visual, etc.  All of these need to be considered when planning so that the needs of all students are met. 

Teachers need to let go in the classroom and allow students to drive their own learning and in a way mimic the real world.  In the real world students drive their own work ethic, their own learning and development.  They need to be allowed to do this in the classroom as well.  They need to be able to have input into setting their own goals and learning objectives.  If students are allowed ownership in their learning then they become more invested and more motivated. 

Reference

Pitler, Howard, and Elizabeth Ross Hubbell. Using technology with classroom instruction that works. 2nd ed. Alexandria, Va.: Association for Supervision and Curriculum Development, 2012. Print.

M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education,  34(4), 389–409. Retrieved from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830

EDLD 5364 Teaching with Technology Week 1 Reflection

This week’s readings focused on three areas: Constructivism, Connectivism and Cyborg, and how we use these in learning.

Constructivism is when the current learning makes connections with prior knowledge and exerience.  These connections are made through project based, hands on, collaborative, experimental learning. Connectivism rests in the idea that knowledge is out there in the world already you only need expereiences to make connections to that knowledge.  Cyborg takes things a step further and enhances the existing human.  Cyborg enhances human senses and links the human brain to technology. Cyborg is part human and part technology.

Constructivism and Connectivism are similar in that they make connections between information for learning to take place.  For students to maximize learning they must connect new knowledge to prior or exisiting knowledge to make those connections.  Once connections are make, more long lasting learning takes place.  Cyborg enhanced learning is more sci-fi sounding but on small terms realistic in today’s environment.  We already use hand held devices, computer prorams and technology to help students learn.  Although these are not implanted in the body like what Cyborg talks about, these devices do modify and enhance the learning environment.  Moving to an environment where the learning is not about the technology and the technology is seamlessly integrated is where leaning is maximized.

Works Cited

"Building knowledge: constructivism in learning - YouTube." YouTube. N.p., n.d. Web. 2 Sept. 2013. <http://www.youtube.com/watch?v=F00R3pOXzuk>.

"How People Learn:  Brain, Mind, Experience, and School: Expanded Edition." The National Academies Press. N.p., n.d. Web. 2 Sept. 2013. <http://www.nap.edu/openbook.php?record_id=9853&page=206>.

"Kevin Warwick: Cyborg Life - YouTube." YouTube. N.p., n.d. Web. 2 Sept. 2013. <http://www.youtube.com/watch?v=RB_l7SY_ngI>.

"The Changing Nature of Knowledge - YouTube." YouTube. N.p., n.d. Web. 2 Sept. 2013. <http://www.youtube.com/watch?v=YMcTHndpzYg>.

EDLD 5366 Week 5 Reflection

Multimedia in the Classroom

It is a fact that we live in a multimedia rich world.  As a result, the way we incorporate, utilize and enhance education with multimedia is critical.  The Center for Implementing Technology in Education states that the younger generation is intimately familiar with multimedia technology, yet most of their time in the classroom is spent viewing printed text (Multimedia Applications for the Classroom).  It is our job, as educators, to help students meld the two, education and multimedia.  Before we jump in too deep we need to ensure student safety, effectiveness and mode of delivery. 

            Student safety is important when considering copyright, creative commons, and fair use.  Students need to be knowledgeable about these things so they can protect themselves from illegally using material from the Internet and other sources.  The Education Program at Creative Commons works to minimize the barriers of copyright while maximizing the safety and benefits to students (Education- Creative Commons).  Students also need to be safe in the way that they brand themselves online through photos, videos, text, Tweets, Vines, Instagrams, and other social media sites.

            Branding also extends to helping us effectively communicate.  That can be done through logos, color choices, and design elements being applied using the C.R.A.P. method (Contrast, Repetition, Alignment, Proximity).  Branding begins with a logo and color choice, but extends far beyond that into the idea and perceived value of a company (The Art of Self-Branding).

            Taking all of this into consideration, it is crucial that students learn the value of their own brand, how to maintain integrity online and how to effectively communicate online.  Teaching Audio/Video Production and Graphic Design classes brings this to the forefront even more.   As a part of my regular curriculum we discuss these matters.   As a result of this class, I plan on stressing these points more intently and providing more opportunities for students to produce positive brands and demonstrate proper, effective communication online.   It is imperative that students understand the implication of their online presence both now and in the future. 

References

Education - Creative Commons. (n.d.). Creative Commons. Retrieved August 17,2013, from http://creativecommons.org/education

Multimedia Applications for the Classroom. (n.d.). Center for Implementing Technology in Education (CITEd). Retrieved August 17, 2013, from http://www.cited.org/output_pages/printDefault.aspx?page_id=106

The Art of Self-Branding: Part One | Lealea Design. (n.d.). Web, Print, Graphic Design and Creative Solutions | Lealea Design. Retrieved August 17, 2013, from http://www.lealea.net/blog/comments/the-art-of-self-branding-part-one/

EDLD 5366 Week 4

Link to our group website.

Group Website:

https://sites.google.com/site/techtekupdates/home

Personal Website:

https://sites.google.com/a/bisdmail.net/nikki-looper/edld-5366--digital-graphics/week-4

EDLD 5366 Week 3

Stykz Animation

EDLD 5366 Week 2

During Week 2, we created logos.  I created a personal logo and my team got a head start on our web page and we created a group logo.  

In my logo design, I used proximity by overlapping my initials to create a single image that contains both letters.  I also used contrast by contrasting the two shades of purple to distinguish between the two letters. Repetition is used by staying with the same font for both letters.  Repetition is also seen in the decoration in the middle of the letters.  The bottom diamond shape was partially covered up when I overlapped the ‘N’ and ‘L’ so I duplicated the diamond and placed it in a separate layer above everything so that it would be seen across both letters without being cut off.   And finally, alignment is seen by the overlapping and alignment of the far right stem of the ‘N’ and the stem of the ‘L’ being on top of each other.

Personal Logo

Group Logo

EDLD 5366 Week 1

This Week we evaluated some examples for C.R.A.P. design principles and elements, wrote a reflection over viewing an ancient manuscript, designed a teaching tool for the C.R.A.P. design principles and elements.  Below is my reflection of the Ancient Manuscript and my teaching tool for C.R.A.P.

Reflection Over Ancient Manuscript

Week 1 of Digital Graphics has us examining ancient manuscripts to find examples of C.R.A.P. from hundreds of years ago.  My example, Psalm 1 Psalter, belonged to Sir Robert Cotton.  My first impression of this 1050 manuscript had me drawn to the colors used.  I was shocked with the amount of color used.  You can easily identify each of the C.R.A.P. principles:

• Contrast: in color between the heading and the rest of the text on the page, in size in between the heading and text on the page
• Repetition: fonts are kept to a single font used for the Old English and  a single font for the Latin text
•  Alignment: the title and first few words of the scripture are aligned along a drop cap for the heading
•   Proximity: both Old English and Latin renditions of the scripts are aligned throughout the page

     

    It is easily seen that there was great importance given tothis document that served as a prayer book.  The detail and attention given to the ornate design around the heading shows the time dedicated to design.  

Reference: 
Psalm 1, in a Burnt Psalter. (n.d.). THE BRITISH LIBRARY - The world's knowledge. Retrieved July 15, 2013, from http://www.bl.uk/onlinegallery/onlineex/illmanus

C.R.A.P. Teaching Tool

Here is my C.R.A.P. teaching tool.  I have submitted the .pdf to Blackboard.

EDLD 5363 Week 5

This week we put finished touches on Assignment Templates 5.1 and 5.2.  We each had to write a group reflection and our ARP/Intern hour update.  You can read both of those in previous posts here on my blog.  This project has been a great experience and I look forward to working with these ladies again!


Here is a link to our Google Drive with all of our files:

https://drive.google.com/?tab=mo&authuser=0#folders/0B3MgUP6y0zg1VGdMckdGS19kNjg

EDLD 5363- ARP/Inter Hour Update

I have had a great experience so far in my internship hours.  During the school year I planned and organized a CTE Perkins Meeting.  This meeting requires local businesses and representatives from each of the CTE clusters that we offer to be present. It was a great experience working with the public and informing them about what program we offer.  I also helped plan and organize Prom and Graduation.  I attended several ARD meetings.  I shadowed administrators at sporting events and even a playoff game.  Toward the end of the school year and then this summer we have been working toward filling open positions.  It has been an eye opening experience sitting in on interviews and going through the process from the other side of the interview table.

            My Action Research Project is moving along as well.  I have the test scores and grades from before and after the implementation of Chrome books in the math and English classrooms.  The teachers of those two classes have been more than helpful.  I even interviewed a couple of students and have those on record.  I just need to make the time to sit down and analyze the data that I have.  I also need to do some additional research and see what other schools have data about going 1-1 in classrooms with Chrome books or other similar netbooks.

EDLD 5363 Web Conference Reflection

I attended three web conferences during EDLD 5363 and watched 2 others.  What I find interesting about the web conferences is that the information is dictated by who is attending each conference.  One conference I attended only had 5-7 students and the next one had over 20.  There is a much better dynamic when there are more students in attendance.  There are more ideas bouncing off of each other and more input.  Plus there are more questions from different perspectives allowing you to learn from someone else’s point of view.  

You can even tell a difference in two web conference that are two days in a row.  I initially thought that a web conference on Saturday would be very much like a web conference on the very next day.  Those two web conference will have similar content, but the different people attending each conference changes the content a little.  Even if you can’t attend all of the web conferences, it is beneficial to go back and watch them for that reason alone. 

EDLD 5363- Final Video

We made a few minor adjustments to our video.  We added the Creative Commons licensing and the standards for both TEK and ISTE that the lesson meets.

I can not say enough about how great my group is.  I feel like we are way ahead of the timeline and are ahead of the game in getting this project done.  It's great hearing Hannah's perspective from elementary and Wendy's higher education perspective.  Both are so different from my high school experience.  We have all shared in the responsibility and work load.  I feel like we have all had a voice and added variety and quality to the project.

It has been interesting working strictly online with a group.  Facebook and Google have been invaluable tools for us.  This all makes me think about having my students work in groups that are in different class periods during the day.  I think it would be a great experience for them to work collaboratively online like this.

Overall, this has been a great experience.  I have a great group and a successful project!

EDLD 5363 Group Project Video- First Draft

We are working away on our group project for 5363.  Things have really come together nicely.  I have a great group with some real go getters!  It's nice being in a group with people who are on top of their work and are not procrastinators!  Below is a first draft of the video.  We'd love to hear your feedback.

Project Proposal 5363

Below is our project proposal for EDLD 5363:

General Information
Name(s)	Hannah Maness Wendy Hickman Nikki Looper
Project title	Introduction to 3D Objects
Purpose	3.8 Geometry and spatial reasoning. The student uses formal geometric vocabulary. The student is expected to identify, classify, and describe two- and three-dimensional geometric figures by their attributes. The student compares two- dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary.
Audience	3rd grade students
Program length	90-120 seconds
Costumes	street clothes
Sets	staging area for shapes
Props	household items that are 3D solids: Cone- party hat, ice cream cone Cube- box Sphere- basketball, soccer ball, marble Rectangular Prism Pyramid
Locations	dining room table
Crew
Director(s)	Wendy Hickman
Scriptwriter(s)	Hannah Maness
Talent	Nikki Looper
Camera operator(s)	Nikki Looper
Editor(s)	Nikki Looper
Schedule of Deliverables
Project phases	Due date	Owner
Brain Storming	Monday, June 17	Hannah, Wendy, Nikki
Completion of Assignment Template 3.1	Monday, June 17	Hannah, Wendy, Nikki
Script- first draft to Wendy for Editing-  Assignment Template 3.2	Tuesday, June 18	Hannah
Edit of Script-Final Copy uploaded to Google Docs- Assignment Template 3.2	Wednesday, June 19	Wendy
Shot List- Assignment Template 3.3	Thursday, June 20	Nikki
Copyright Information- Assignment Template 3.4	Friday, June 21	Wendy
Team Collaboration Documentation- Assignment Template 3.5	Friday, June 21	Hannah
Film prop shots	Monday, June 24	Nikki
Record Audio from script, send to Nikki	Monday, June 24	Hannah
Edit shots and audio- First edit of video to team for feedback	Thursday, June 27	Nikki
Update timeline, shot list- Assignment Template 5.1	Friday, June 28	Wendy
Assignment Template 5.2	Friday, June 28	Hannah
Feedback on first edit to Nikki	Friday, June 28	Hannah and Wendy
Second Edit to team for feedback	Sunday, June 30	Nikki
Second Feedback to Nikki	Monday, July 1	Hannah and Wendy
Final Edit of Timeline, Shot list, etc- Assignment Template 5.1	Tuesday, July 2	Wendy
Final Edit of Assignment Template 5.2	Tuesday, July 2	Hannah
Final Edit	Tuesday, July 2	Nikki