I have to commend this course, as I would surely recommend it to any university students at McGill, and further I would recommend this course to parents of McGill Students. I think that the core concepts and learning strategies in this course covers a broad range of interests and has the ability to teach many different age cohorts. I learned so much from this course, from learning how to use website software to just having the confidence to set-up and maintain my own blog. The ideas and idiosyncrasies found in this course will only have a positive effect on my use and integration of technology in the future. Overall, I really enjoyed all the final presentations that the class had to offer, and I relish in the fact that everyone’s final presentation reeked of individual creativity and interest. The spectrum of final assignments was very interesting, and some highlights for me included: Blaire and Aarons Rocket Richard rendition, Adriannes’ documentary, the aboriginal movie about bullying, and especially the Woodstock movie presentation. Overall, the class maintained an interesting persona throughout the course, and I think the professor did a good job of balancing his authority, and knowing when to back off and let the students experiment with the technology. However, the most important aspect that I will take away with me from this course is the idea that no matter what problems or glitches you come across when using or implementing new technology, there is always some way to get around your problem, and always some new way to be creative.
Thanks for a great semester Sam! I hope you have enjoyed reading my blog as much as I have enjoyed sharing it with you and the class.
Take care,
This is Rory Gangbar signing off.
Blog, I bid you adieux.
Tuesday, December 11, 2007
Journal 12: Assessing Meaningful Learning with Technology
Chapter 10 discusses the many ways that students can be accessed through the technological projects that they have been working on. Moreover, the chapter talks a lot about electronic portfolios and journals. In our class, the major means of assessment have been both a in standard-based portfolio, which is the online blog that we have been completing a long side the course, as well as an external evaluation portfolio, which can be seen in the way the class has completed all the in-class assignments and other mini-tools that have helped students learn and interact through the course. I feel that both methods of evaluation are clear, concise and retain challenging frameworks. It is important to have many methods of assessment, especially in a class such as this because with such a broad range of students, the class as a whole has many different strengths and weaknesses.
The chapter briefly mentions rubrics as a part of the online assessment that help make the learning meaningful. I would have to say that the rubrics and examples throughout the course and on the website were quite measurable and precise for the learning and assignments that were taking place within the course. Finally, the most interesting part about chapter 10 was surely the implementation and use of the ‘clicker’ technology in and throughout the classroom. I like the idea that instead of raising your hand for what sometimes feels forever, everyone can participate equally through the clicks they make. The fact that student responses are transmitted to a larger screen from a computer at the head of the classroom makes the learning more efficient and probably releases a lot of pressure off of the teacher. I’m sure Professor Bruzesse could have used this technology during the more strenuous times in the class – like during the website class, as I’m sure this technology would have made the class more organized from all angles. Thus, technology like the clicker and other means of assessment are helping to make the classroom and other places of learning a more efficient place.
Answers to Questions
1. Assessment and learning surely go hand in hand, as nothing can be assessed if nothing has been learned. Thus, assessment like the chapter exclaims, is a necessity in and throughout the classroom, otherwise there is no incentive to learn new knowledge. There are many ways to assess what students know using different applications of technology, and sometimes this assessment and learning does become acquired together, for example; after instructions are given out, it is possible to assess how well such individuals follow instructions by what outcomes appear within the program students are using. Therefore, assessment and learning seem to be inextricably tied together.
2. One type of assessment activity that can generate feedback and improve learning performance is to have the class and therefore student-peers assessing final projects. If there was some type of online survey or assessment that students could briefly fill out after each group presentation, this could help both the professor and their students gage an appropriate assessment, as well as have access to many different opinions. Thus, it is easy to see how technology can help in the assessment areas.
3. I think that the idea expressed in my answer to question 2 is just one of the ways you can make assessment activities less threatening to learners. I think that by allowing more participation within the assessment experience, you automatically begin to make the assessment period more group oriented which ultimately makes it less threatening and encouragingly more positive.
The chapter briefly mentions rubrics as a part of the online assessment that help make the learning meaningful. I would have to say that the rubrics and examples throughout the course and on the website were quite measurable and precise for the learning and assignments that were taking place within the course. Finally, the most interesting part about chapter 10 was surely the implementation and use of the ‘clicker’ technology in and throughout the classroom. I like the idea that instead of raising your hand for what sometimes feels forever, everyone can participate equally through the clicks they make. The fact that student responses are transmitted to a larger screen from a computer at the head of the classroom makes the learning more efficient and probably releases a lot of pressure off of the teacher. I’m sure Professor Bruzesse could have used this technology during the more strenuous times in the class – like during the website class, as I’m sure this technology would have made the class more organized from all angles. Thus, technology like the clicker and other means of assessment are helping to make the classroom and other places of learning a more efficient place.
Answers to Questions
1. Assessment and learning surely go hand in hand, as nothing can be assessed if nothing has been learned. Thus, assessment like the chapter exclaims, is a necessity in and throughout the classroom, otherwise there is no incentive to learn new knowledge. There are many ways to assess what students know using different applications of technology, and sometimes this assessment and learning does become acquired together, for example; after instructions are given out, it is possible to assess how well such individuals follow instructions by what outcomes appear within the program students are using. Therefore, assessment and learning seem to be inextricably tied together.
2. One type of assessment activity that can generate feedback and improve learning performance is to have the class and therefore student-peers assessing final projects. If there was some type of online survey or assessment that students could briefly fill out after each group presentation, this could help both the professor and their students gage an appropriate assessment, as well as have access to many different opinions. Thus, it is easy to see how technology can help in the assessment areas.
3. I think that the idea expressed in my answer to question 2 is just one of the ways you can make assessment activities less threatening to learners. I think that by allowing more participation within the assessment experience, you automatically begin to make the assessment period more group oriented which ultimately makes it less threatening and encouragingly more positive.
Journal 11: Weekly reflection
This week we started working on what will be our final project and presentation using movie-maker software. After learning how to use the new software, I and my group started experimenting with our own movie. Originally, we wanted to work the movie feature into a power-point presentation, but because we used the software of I-movie on a Macintosh it was a lot harder to transfer the file over to a pc. Thus, instead of re-doing the movie so that it would be able to transfer onto the a pc, we decided to just reinvent the whole assignment and make a longer movie-clip that would encompass both the ideas in the power-point and the movies we had already developed. Throughout this process I learned a lot about the different editing functions, as well as some movie making etiquette through the filming process. Overall, I really enjoyed experimenting with the movie-making technology and I think that I will most likely use this technology in the future as it was innovative and fun to use.
Monday, November 26, 2007
Journal 10: Visualizing with Technologies
Chapter nine stresses the idea that technologies allow us to reason and represent ideas visually without really having to produce original illustrations – yet our technological skills let us use the tools of the program to invent something unique every time. During the class activity we learned how to use movie-maker and were able to create a one minute movie about anything we wanted. While learning this new skill it was amazing how creative one can become when using the program, as during some of the class presentations there were many different examples of short movies. The most salient part of the whole exercise was the way using the technology directly connected to the information about digital documentaries in chapter nine. I found that the ideas associated with documenting real-world phenomena were clearly a pressing issue when dealing with the movie-maker functions and quirks.
Answers to the questions
5) I feel like it is very possible to learn from watching a television show – as there are so many programs on today that deal with a ‘do it yourself’ approach just from watching and imitating. For example; television shows like Bill Nye the Science Guy showed children how to conduct easy to do experiments from the comfort of their own home, the Food Network is guilty of this type of learning all the time, while many children often imitate the violence that they see on television.
7) Another type of constructivist activity could be any type of simulation video-game that takes place on the computer. For example; many of the SIMS games including Civilization, Age of Empires, and even all the other low-end computer games are all constructivist based. Furthermore, engineers often use computer prototypes to construct bridges, buildings and the like.
9) The sociologist Coolidge often spoke about his interactionist principle of the ‘Looking glass mirror’ meaning that humans look at their reflection through the eyes of their friends, peers, family and that gives them a good idea about how they appear in the real world. The idea of video feedback is precisely interesting for these reasons. We can’t ever really be that ‘fly on the wall’ in the room – taking in constant observations, so we use digital recording in order to capture what we can’t always see. Thus, seeing ourselves on television is so capturing because we get to see the ‘real us’.
Answers to the questions
5) I feel like it is very possible to learn from watching a television show – as there are so many programs on today that deal with a ‘do it yourself’ approach just from watching and imitating. For example; television shows like Bill Nye the Science Guy showed children how to conduct easy to do experiments from the comfort of their own home, the Food Network is guilty of this type of learning all the time, while many children often imitate the violence that they see on television.
7) Another type of constructivist activity could be any type of simulation video-game that takes place on the computer. For example; many of the SIMS games including Civilization, Age of Empires, and even all the other low-end computer games are all constructivist based. Furthermore, engineers often use computer prototypes to construct bridges, buildings and the like.
9) The sociologist Coolidge often spoke about his interactionist principle of the ‘Looking glass mirror’ meaning that humans look at their reflection through the eyes of their friends, peers, family and that gives them a good idea about how they appear in the real world. The idea of video feedback is precisely interesting for these reasons. We can’t ever really be that ‘fly on the wall’ in the room – taking in constant observations, so we use digital recording in order to capture what we can’t always see. Thus, seeing ourselves on television is so capturing because we get to see the ‘real us’.
Tuesday, November 13, 2007
Journal 9: Visualizing with Technologies
Chapter nine stresses the idea that technologies allow us to reason and represent ideas visually without really having to produce original illustrations – yet our technological skills let us use the tools of the program to invent something unique every time. An interesting area that the chapter discusses is the nuances and uses of digital cameras and mobile phones. Using such devices can really help get a multitude of ideas across to the audience. Moreover, digital cameras are now one the most used tools when it comes to storytelling, reporting and entertaining specific ideas. Thus, it will be important to be able to learn in the coming classes how exactly the editing functions of these programs work. It was a great start learning how to use all the devices of the power-point software, as this step was vital if we are to learn how to organize digital movies on the program. While I find power-point a very simple and user-friendly program I realize like any new software it will take some time before I am fluent with the fantasia and other video-making software. The most interesting aspect of us making digital movies with the power point software is how different this media movie will be from ones created using the program Scratch. I like the idea that you don’t necessarily have to have a digital camera in order to make a movie using the power-point software. Worst come to worst you could always manipulate scratch to get your home-made movie!
Answers to the questions
1) Engineers often use many different computer programs in order to help them see how they will be able to balance and build their new designs. Moreover, increasingly with the aid of visualization technologies animated writers and illustrators can manipulate many different characters, back rounds and settings from a mere computer program. Thus, this technology has really aided both engineers and animation artists in a large and integral way. Additionally, I find that children in middle school often have trouble visualizing tricky concepts whether it be in English or Mathematics. Evidently, programs that offer students the chance to visually learn might provide them with a greater array of knowledge.
2) Google Earth and programs like it – enable us to really grasp the meaning of our surroundings and learn even more about things we don’t encounter in our regular everyday lives. Google Earth has drastically changed the way we view the world and ourselves in it. With programs like Google Earth we are fast approaching the promulgation of what Marshal McLuhan termed ‘the Global Village, where literally no place is too far out of our reach. As programs like Google earth continue to manifest we will most likely continue to see an upward trend in urban development.
4) When students are thinking mathematically they are often trying to visualize how the numbers match up with the computations that they are making in their heads. As well, students using mathematical skill are almost always using the left cortex of the brain where the reasoning and logic skills are the strongest.
Answers to the questions
1) Engineers often use many different computer programs in order to help them see how they will be able to balance and build their new designs. Moreover, increasingly with the aid of visualization technologies animated writers and illustrators can manipulate many different characters, back rounds and settings from a mere computer program. Thus, this technology has really aided both engineers and animation artists in a large and integral way. Additionally, I find that children in middle school often have trouble visualizing tricky concepts whether it be in English or Mathematics. Evidently, programs that offer students the chance to visually learn might provide them with a greater array of knowledge.
2) Google Earth and programs like it – enable us to really grasp the meaning of our surroundings and learn even more about things we don’t encounter in our regular everyday lives. Google Earth has drastically changed the way we view the world and ourselves in it. With programs like Google Earth we are fast approaching the promulgation of what Marshal McLuhan termed ‘the Global Village, where literally no place is too far out of our reach. As programs like Google earth continue to manifest we will most likely continue to see an upward trend in urban development.
4) When students are thinking mathematically they are often trying to visualize how the numbers match up with the computations that they are making in their heads. As well, students using mathematical skill are almost always using the left cortex of the brain where the reasoning and logic skills are the strongest.
Tuesday, November 6, 2007
Journal 8: Designing with Technologies
Chapter eight begins by talking about the multiple ways that problems can be solved when students are experimenting with different design programs. Often when using new design software students may run into many different roadblocks, but the important aspect of learning with innovative technologies is to realize that everyone will deal with the problems in a unique way. Furthermore, everyone’s creativity will also differ extremely when using even the same design features of a specific program. This chapter observes four main components necessary for being able to successfully design and build on the technologies at hand. The four main objectives to keep in mind when using design technology is as follows; drawing and experimenting with new design software, testing the design, developing different program skills and making creative use of the media and finally being able to design music with the composition software.
This week in class we were able to put all four objectives to use with the programs we used and experimented with. During class we made use of the programs, SCRATCH, and the Musical Sketch Pad. I really enjoyed manipulating and manoeuvring the different controls in the scratch program. I thought it was so interesting how easy and simple it can be to make your own mini-movie or computer game. However, I have to say that the most interesting part of the lecture was talking about the $100 computers that they will be implementing in third world countries in the future. I think this idea is a great way to get developing nations to become fluent in technology. I think that having access to each other’s computers, the internet and Scratch is a great introduction to the many types of technologies that exist. In short, the $100 computers is an extreme example of ingenuity in technology.
Answers to Questions
1. I think that the Design challenge similar to the one that we had to complete in class would be a good way to engage students while at the same time allowing them to explore the inner workings of the program. It is exactly like Professor Bruzesse stated, “that even though the class was given the same initial instructions, everyone’s design came out significantly different. Therefore, I believe that this situation is likely to arise upon the introduction of any type of design software.
3. I would agree that the best way to encourage students to continue to update and revise their designs would be to give them a variety of similar programs that all have different capabilities and functions but at the same time can be adapted to whatever they are working on. For example, the website project could be looked at in this way. Firstly, once the website is uploaded to FTP and works, students can then have the option to either really spice it up – or even begin working on another website that is to be looked at in a different light e.g. more professional, just for fun, or for something different altogether. I believe that the most important area is of intrigue for the students – as long as the program captivates their attention there will be a continued emphasis on learning new ways to manipulate the design technology.
This week in class we were able to put all four objectives to use with the programs we used and experimented with. During class we made use of the programs, SCRATCH, and the Musical Sketch Pad. I really enjoyed manipulating and manoeuvring the different controls in the scratch program. I thought it was so interesting how easy and simple it can be to make your own mini-movie or computer game. However, I have to say that the most interesting part of the lecture was talking about the $100 computers that they will be implementing in third world countries in the future. I think this idea is a great way to get developing nations to become fluent in technology. I think that having access to each other’s computers, the internet and Scratch is a great introduction to the many types of technologies that exist. In short, the $100 computers is an extreme example of ingenuity in technology.
Answers to Questions
1. I think that the Design challenge similar to the one that we had to complete in class would be a good way to engage students while at the same time allowing them to explore the inner workings of the program. It is exactly like Professor Bruzesse stated, “that even though the class was given the same initial instructions, everyone’s design came out significantly different. Therefore, I believe that this situation is likely to arise upon the introduction of any type of design software.
3. I would agree that the best way to encourage students to continue to update and revise their designs would be to give them a variety of similar programs that all have different capabilities and functions but at the same time can be adapted to whatever they are working on. For example, the website project could be looked at in this way. Firstly, once the website is uploaded to FTP and works, students can then have the option to either really spice it up – or even begin working on another website that is to be looked at in a different light e.g. more professional, just for fun, or for something different altogether. I believe that the most important area is of intrigue for the students – as long as the program captivates their attention there will be a continued emphasis on learning new ways to manipulate the design technology.
Tuesday, October 30, 2007
Journal 7: Designing with Technologies
Chapter 2 stresses the idea that the internet is multifaceted in many different ways, and has the capacity to convey information that would result in a meaningful way of learning. Moreover, when working on collaborative-problem and project-based activities like the ones we learned in class, it is interesting to see how much emphasis is placed on the way information searching acts as an interactive way of learning. The in class activities that we worked on this week were both interesting and creative. During the puzzle game that we had to solve through the various clues on Word, I found that it was very useful because it stimulated the students but at the same time allowed them to get a grasp of the writing program. Thus, such an exercise encompassed both strategic learning skills and some fun in between. Further, playing around with the LopArt accessories really allowed me to make use of my creativity. The colors, as well as the paint-brush functions were really neat to experiment with. Above all, however, the most interesting function of the LopArt accessories was the ‘movie’ function. When I pressed on the icon that showed a film scroll – I could visually retrace all my steps through this movie/playback function. This function on the LopArt program is actually very useful because it gives you the opportunity to go back and see exactly how you made something earlier in the artwork.
Answers to chapter questions
Chapter 2 questions
10. In today’s classroom it is not uncommon for many students to have excellent information literacy skills. In fact, students might be so well and able to use the internet that they might even have handhelds that come with features such as Bluetooth, GPS, a USB outlet or even wireless internet access. Thus, todays generation of students are more than literate in finding information on the interenet – however it is important to remember that the information they find might not always be accurate. Thus, as a teacher, it is important to teach students about good search engines, Wikis, and other academic sources of information in order to make sure that students are using their skills to find relevant and up to date material. Thus, being information literate encompasses a wide variety of skills that are important for proper research.
11. Before students engage in internet searches it is important for them to know what types of observations and examples they will be looking for. In order to make sure that students are aware of what is asked from them it is important to lay down the ground work by focussing on the elements needed for proper scientific inquiry and experimentation. A good way to get students comfortable with internet searches would be to try and use different web-quests that set them on their way. Chapter 2 mentions the program WISE as a web site that functions as a free online science learning environment for students 5 – 12. Such sites spread the seeds necessary for strong internet growth.
14. Many people think that the Internet is a recent innovation, when in fact it has really been around for over a quarter century. The early history of the Internet began as ARPAnet, a U.S. Department of Defense project of whose goal was to create a nationwide computer network that would continue to function even if destroyed in a nuclear war or natural disaster. Throughout the next two decades, the network that evolved was used mainly by academic institutions, scientists and the government for research and communications. The appeal of the Internet was obvious, as it helped such institutions to connect to each others' computing systems and databases, as well as share data via E-mail. The internet has changed the way we think about time and space altogether, the functions associated with network management, and commercial entities now offer the internet to almost anyone that has access to a computer. This change in focus marked the beginning of the Internet's astonishing expansion and its continues promulgation over many now obsolete technologies.
Chapter 3 questions
2. Inferences are a fact of life, there’s almost no way to get around them – either your INferencing or you’re OUT! Every day we must make calculated hypothesis of what is going on in our lives, and how we deal with information presented to us. Hypothesis testing is just one of the many ways we use our ability to inference on a regular basis. Inferences are also used to predict interactive physics, the outcome of medical examinations, and even the Law School Admissions Test is practically made up of just inference questions. Thus, the ability to inference information based on a small sample is extremely important.
4. Chapter 3 discusses at length the idea of the term microworld and its relevance in the way we use hypothesis’s to justify and make sense of the social world around us. Moreover, programs such as Logo provide users with a simple set of commands to get them comfortable using a computer program language, as well as learning to manipulate the commands and operations. Thus, in using the program Logo students can test their inferences by trying to create simple commands in order to construct objects on the screen. A good example of inference work within the program logo is that the language might teach you how to make a command for a specific shape or letter, however it will not show you how to make every single shape or every single letter. Thus, students must infer from their previous work whether or not the language command will actually work. Lastly, even if students have trouble learning through inference, this program and others like it enable learners to represent their own way of thinking through exploration and experimentation of the different microworld software.
8. Simulations are not always the easiest entities to learn, especially when students are asked to use a new program that they have never seen before. However, chapter 3 expresses the simplicity in the program SimCalc, which uses a math oriented set-up to teach students the significance of animated worlds, and dynamic graphics. By experimenting with different shapes, sizes and patterns, students come to learn the basic calculating ideas that are necessary to understand the basics of math. Furthermore, because the most commonly available educational simulations are those that can be found under Laboratory simulations – I think I would also use this program to teach basic physics and biology. However, the most captivating of the sim-technology is certainly and without a doubt SimCity, the popular urban simulation game that lets you explore many different ages and histories in the comfort of your own classroom. Through these fun and interactive game-like simulations, students really get into how far they can succeed in this simulated world. Little do they realize the important technological and learning skills that they are acquiring – it’s just that fun!
10. Erik Erikson coined the word ‘identity crises’ as a way to explain the subsequent shifts of mind and body that people consequently develop and redevelop as they grow up. Surely the novel idea of taking on many different simulated identities lies at the crux of any such development. Role playing means figuring out your place in the real world just as much as it means figuring out your place in cyber-space. Thus, such simulations allow students to actively engage each other and their interests in a fun and stress free environment. Playing on the computer allows for different avenues of self-discovery and engages in active critical learning at the same time.
Answers to chapter questions
Chapter 2 questions
10. In today’s classroom it is not uncommon for many students to have excellent information literacy skills. In fact, students might be so well and able to use the internet that they might even have handhelds that come with features such as Bluetooth, GPS, a USB outlet or even wireless internet access. Thus, todays generation of students are more than literate in finding information on the interenet – however it is important to remember that the information they find might not always be accurate. Thus, as a teacher, it is important to teach students about good search engines, Wikis, and other academic sources of information in order to make sure that students are using their skills to find relevant and up to date material. Thus, being information literate encompasses a wide variety of skills that are important for proper research.
11. Before students engage in internet searches it is important for them to know what types of observations and examples they will be looking for. In order to make sure that students are aware of what is asked from them it is important to lay down the ground work by focussing on the elements needed for proper scientific inquiry and experimentation. A good way to get students comfortable with internet searches would be to try and use different web-quests that set them on their way. Chapter 2 mentions the program WISE as a web site that functions as a free online science learning environment for students 5 – 12. Such sites spread the seeds necessary for strong internet growth.
14. Many people think that the Internet is a recent innovation, when in fact it has really been around for over a quarter century. The early history of the Internet began as ARPAnet, a U.S. Department of Defense project of whose goal was to create a nationwide computer network that would continue to function even if destroyed in a nuclear war or natural disaster. Throughout the next two decades, the network that evolved was used mainly by academic institutions, scientists and the government for research and communications. The appeal of the Internet was obvious, as it helped such institutions to connect to each others' computing systems and databases, as well as share data via E-mail. The internet has changed the way we think about time and space altogether, the functions associated with network management, and commercial entities now offer the internet to almost anyone that has access to a computer. This change in focus marked the beginning of the Internet's astonishing expansion and its continues promulgation over many now obsolete technologies.
Chapter 3 questions
2. Inferences are a fact of life, there’s almost no way to get around them – either your INferencing or you’re OUT! Every day we must make calculated hypothesis of what is going on in our lives, and how we deal with information presented to us. Hypothesis testing is just one of the many ways we use our ability to inference on a regular basis. Inferences are also used to predict interactive physics, the outcome of medical examinations, and even the Law School Admissions Test is practically made up of just inference questions. Thus, the ability to inference information based on a small sample is extremely important.
4. Chapter 3 discusses at length the idea of the term microworld and its relevance in the way we use hypothesis’s to justify and make sense of the social world around us. Moreover, programs such as Logo provide users with a simple set of commands to get them comfortable using a computer program language, as well as learning to manipulate the commands and operations. Thus, in using the program Logo students can test their inferences by trying to create simple commands in order to construct objects on the screen. A good example of inference work within the program logo is that the language might teach you how to make a command for a specific shape or letter, however it will not show you how to make every single shape or every single letter. Thus, students must infer from their previous work whether or not the language command will actually work. Lastly, even if students have trouble learning through inference, this program and others like it enable learners to represent their own way of thinking through exploration and experimentation of the different microworld software.
8. Simulations are not always the easiest entities to learn, especially when students are asked to use a new program that they have never seen before. However, chapter 3 expresses the simplicity in the program SimCalc, which uses a math oriented set-up to teach students the significance of animated worlds, and dynamic graphics. By experimenting with different shapes, sizes and patterns, students come to learn the basic calculating ideas that are necessary to understand the basics of math. Furthermore, because the most commonly available educational simulations are those that can be found under Laboratory simulations – I think I would also use this program to teach basic physics and biology. However, the most captivating of the sim-technology is certainly and without a doubt SimCity, the popular urban simulation game that lets you explore many different ages and histories in the comfort of your own classroom. Through these fun and interactive game-like simulations, students really get into how far they can succeed in this simulated world. Little do they realize the important technological and learning skills that they are acquiring – it’s just that fun!
10. Erik Erikson coined the word ‘identity crises’ as a way to explain the subsequent shifts of mind and body that people consequently develop and redevelop as they grow up. Surely the novel idea of taking on many different simulated identities lies at the crux of any such development. Role playing means figuring out your place in the real world just as much as it means figuring out your place in cyber-space. Thus, such simulations allow students to actively engage each other and their interests in a fun and stress free environment. Playing on the computer allows for different avenues of self-discovery and engages in active critical learning at the same time.
Tuesday, October 23, 2007
Journal 6: Supporting Writing with Technology
Chapter 4 expresses many of the uses and values of writing with technology. One of the main ideas that the chapter reinforces is that the ability to write with technology allows us to better organize our ideas and focus them more clearly to our audience. Concept mapping is only one of the many ways that we have learned to showcase our writing techniques. In this sense, mapping tools such as semantic networking allow for the steady stream of ideas combined with a spatial representation of what we are interested in communicating to the viewer. Specifically, the writing site Poetry Forge allows students to visually recognize patterns on the screen that help them to grasp a better understanding of the placement and punctuation of words. As well, this creative and interesting usage of poetry to teach punctuation adds an element of curiosity and intrigue for the students using the program. For example; using the metaphors "Spring is...," "Freedom is...," and "Diversity is...," allows students to explore how language works to convey meaning while closely examining the intricacies of metaphor. This site is very easy to use and sincerely interactive. Furthermore, the website Kidscribe encourages kids to take part in on line dialogue with different students from many unique cultures and places around the world. This site is especially interesting because students can respond to each other or just use the site for the purpose of improving their writing skills.
Clearly, writing with technology only influences students to think positively about their manipulation of language – and really gets them started on the right path. These web sites act as great tools for different parts of the writing process, as poetry Forge might teach a student about the nuances of rhyme and reason, a site like Kidscribe enables the learner to interact on a more social level with the other learners on the site. In essence, it is important to keep in mind that when using these programs there needs to be supervision, encouragement and high level of responsible feedback for students. In this way, the student will gain an increased array of tools to use in their own daily writing.
2. I find that most students in the early stages of writing have a lot of trouble with both tense-setting and grammar. In order to help them with this challenge a writing website that is based on a type of ‘School-House-Rock’ theme where it is both fun and interactive to learn about grammar would be a great way to integrate technology and writing into the classroom. After examining the writing process the most important aspect I feel is to get a clear spatial picture of what you wish to express. As such, once the student can communicate broadly what they wish to accomplish in their writing, then the process becomes much easier. Thus, I would recommend a website that begins with the basic principles of writing and steadily increases as the student understanding increases.
4. The idea of blogging or any type of informal publication whether it be on the internet of in a special class live-journal surely motivates the student to put time and effort into their work, especially if they think that they will have an audience to share it with. Moreover, one way to leverage this potential for motivation in the classroom would be to make sure that at the end of the learning module maybe you actually make hard copies of the live journal and give one to each member in the class so they can either put it in their portfolio and share it with each other and their parents.
6. Certainly students are not always familiar with the best way to collaborate on a given assignment, however the best way to make sure that the group is successful is to determine roles and norms from the get-go. It is important to have due-dates as well as specific criteria to guide the students in the group project. Moreover, one might even want to experiment with giving the group different roles for each person in order to keep the group motivated and on task.
Tuesday, October 9, 2007
Journal 5: Communicating with Technologies
Whether using Facebook, Myspace, or Youtube, it is certainly quite clear that there are several reasons one might want to participate in these types of computer-mediated conferences and discussions. Firstly, the mere idea that people can now communicate without the restrains of time and space is simply technologically amazing. Furthermore, computer viability has become a great advantage for people with more introverted personalities – as they are given more of a chance to think and then speak with the use of computer communication. In these cases it becomes easier for some people to experience, observe and participate in their own daily lives.
The most interesting ideas expressed in chapter 7, and generally in our society are surely the ideas associated with connecting through videoconferencing. I find this to be one of the most controversial pieces of communication technology, as its main advantage is also its weakness. In some circumstances it would be great to have a live video-conference for business specific needs – I don’t know how well it would afford the classroom learning experience. While technologies such as this can help to bridge the gap between schools and students outside experiences, it must be used in the right context in order to create a positive learning environment. In spite of these queries, I really see ‘Videoconferencing weekly Topic Series’ where high school students from Missouri were able to interact, send email questions, and respond to a constitutional expert for the education of a civics class, as the next wave of implementation. This type of bridged geography is exactly the extra-oomph that classrooms and universities might be missing. This type of guest-lecturer via video-broadcasting is really a terrific idea with broad areas of expansion.
Answers to chapter questions
1. Online chats and instant messaging can exhibit much value in the classroom – but such technology must first be sanctioned and have specific limitations if ‘real’ learning is to take place. In order for real learning to take place, students must be focused and engaged in the classroom initiatives and not simply distracted by such tools. In essence, these communication tools when applied thoughtfully and comprehensively can add quite a bit to classroom learning by helping to integrate more shy and introverted students. Also, such technology can help the learning environment become more friendly and interactive.
2. Technologies such as At&T’s knowledge Network Explorer shows how one tech communication system can implement a wide variety of learning initiatives. This program uses videoconferencing to connect students with experts, their peers, virtual field trips and it could also help them connect to their parents. Networks like this could help bridge student and parent by setting up a way that parents can check up on their children’s school experience by making the parents active agents. Such a network could help involve parents by having a special page where child and parent can communicate and discuss the class activities – sort of like an online journal-discussion experience. I think implementing ideas that help to keep parents involved in the child’s progress would be greatly appreciated by both teacher, and parent.
3. Asynchronous (not in real time) communication is vital for communication via technology. It makes everything less awkward and less time consuming. However, the most important way that asynchronous communication bests synchronous is in the way of response, and response time. Verbally deft individuals or people who need more time to formulate a response will largely benefit from this type of communication as they can take the time to develop their idea. Often, as is the case with my friend Mandy Faibish, once she has the time to actually think and plan out what she wants to say – she can do it masterly in any technological format including her specialty, in an email. However, if she were to try and do all that in the 2 minute passing of phone conversation, Mandy would not fare so well. Thus, while asynchronous communication may be less socially desirable in real-life, it works wonders when used with computer technology.
4. Podcasts are much more multidimensional than regular radio broadcasts, for example; student created webquests can display information in more interactive and appealing ways. Having the opportunity to design, develop and collaborate with other students in order to facilitate the use of podcasts is very useful for both learning and teaching. Using podcasts to illustrate a point or even to integrate a radio-broadcast into the picture truly helps students grasp concepts more concretely. Finally, podcasting can help students integrate the use of the internet into their daily lives.
The most interesting ideas expressed in chapter 7, and generally in our society are surely the ideas associated with connecting through videoconferencing. I find this to be one of the most controversial pieces of communication technology, as its main advantage is also its weakness. In some circumstances it would be great to have a live video-conference for business specific needs – I don’t know how well it would afford the classroom learning experience. While technologies such as this can help to bridge the gap between schools and students outside experiences, it must be used in the right context in order to create a positive learning environment. In spite of these queries, I really see ‘Videoconferencing weekly Topic Series’ where high school students from Missouri were able to interact, send email questions, and respond to a constitutional expert for the education of a civics class, as the next wave of implementation. This type of bridged geography is exactly the extra-oomph that classrooms and universities might be missing. This type of guest-lecturer via video-broadcasting is really a terrific idea with broad areas of expansion.
Answers to chapter questions
1. Online chats and instant messaging can exhibit much value in the classroom – but such technology must first be sanctioned and have specific limitations if ‘real’ learning is to take place. In order for real learning to take place, students must be focused and engaged in the classroom initiatives and not simply distracted by such tools. In essence, these communication tools when applied thoughtfully and comprehensively can add quite a bit to classroom learning by helping to integrate more shy and introverted students. Also, such technology can help the learning environment become more friendly and interactive.
2. Technologies such as At&T’s knowledge Network Explorer shows how one tech communication system can implement a wide variety of learning initiatives. This program uses videoconferencing to connect students with experts, their peers, virtual field trips and it could also help them connect to their parents. Networks like this could help bridge student and parent by setting up a way that parents can check up on their children’s school experience by making the parents active agents. Such a network could help involve parents by having a special page where child and parent can communicate and discuss the class activities – sort of like an online journal-discussion experience. I think implementing ideas that help to keep parents involved in the child’s progress would be greatly appreciated by both teacher, and parent.
3. Asynchronous (not in real time) communication is vital for communication via technology. It makes everything less awkward and less time consuming. However, the most important way that asynchronous communication bests synchronous is in the way of response, and response time. Verbally deft individuals or people who need more time to formulate a response will largely benefit from this type of communication as they can take the time to develop their idea. Often, as is the case with my friend Mandy Faibish, once she has the time to actually think and plan out what she wants to say – she can do it masterly in any technological format including her specialty, in an email. However, if she were to try and do all that in the 2 minute passing of phone conversation, Mandy would not fare so well. Thus, while asynchronous communication may be less socially desirable in real-life, it works wonders when used with computer technology.
4. Podcasts are much more multidimensional than regular radio broadcasts, for example; student created webquests can display information in more interactive and appealing ways. Having the opportunity to design, develop and collaborate with other students in order to facilitate the use of podcasts is very useful for both learning and teaching. Using podcasts to illustrate a point or even to integrate a radio-broadcast into the picture truly helps students grasp concepts more concretely. Finally, podcasting can help students integrate the use of the internet into their daily lives.
Tuesday, October 2, 2007
Journal 4: Community Building with Technologies continued . . .
“In a democratic and culturally diverse society, students need to comprehend multiple perspectives . . . and learn to interact with people within their diverse society and throughout the world”
In chapter 6, pages 120-137 we read that communication is the key to unlocking cultural differences and gaining a new understanding of the world around us. Web sites such as KidLink, iEARN, and Global Schoolhouse now make it possible for many different geographic areas to interactively connect with each other. iEARN learning circles are just one example of the many innovative techniques that the internet can now offer as a specific teaching technology. With this program, collaborative partnerships created between a small numbers of schools can be directly beneficial to the sharing of knowledge and learning through doing approach. Certainly we have come a long way from when I was in grade school, as one of the means of collaborative learning used to be that of the Pen Pal. Now with programs like iEARN, students have a superior focus when using these rigidly structured by highly effective ‘wisdom groups’. It is important however, to recognize that the source of group efficiency in these groups stems from a larger focus on cooperation and team-work. Thus, learning circles such as iEARN create a way for teams to participate with each other as well as through comparison and collaboration. While I feel like the discussion board on web-ct McGill is an attempt at a learning circle it is very unorganized and cluttered. While it remains possible to interact and help each other through a group environment, I feel like web-ct acts more for the utility of professors at McGill than for students. I think McGill students would actually benefit from a learning circle like iEARN where discussions are better directed, therefore cutting out unnecessary gobbledygook.
During our last class, I found that there was quite a bit of confusion during the time where students were trying to upload their personal profiles onto the internet. Chapter 6 talks about how teacher isolation has long been one of the obstacles in the way of exchanging ideas and information. Last class we probably could have used 10 Professor Bruzzese in the room, as this small internet task proved quite challenging on the whole for the classroom. I think that such a learning circle would be a good idea for parts of this course that prove challenging - so that students enrolled in this course as well as the future, would have a better idea of how to successfully complete the in class task without having to constantly ask their peers or the professor. Having a guide-like-learning circle would surely benefit students during the more difficult and challenging parts of the course. Hence, classroom time restraints and physical separation of teachers from their students can and perhaps should be mediated by integrating technology and coalescing communities of practice – thereby inadvertently creating a continuous and relevant student-teacher discourse.
Answers to chapter questions
6. Blogs and Wikis are some of the most advanced learning/teaching technology on the internet today. While some people might view them as a waste of time – for the purpose of education they are exactly the opposite, they save you time. Being able to upload your journal to a blog that can be accessed by anyone (including our professor) at any time only increases class efficiency and helps students and teachers learn from each-other. Furthermore, blogs and Wikis are some of the most advanced technological interfaces of the 20th century – and perhaps without this technology it would be difficult to keep track of the voluminous information that exists. Furthermore, blogs and especially Wikis act as a great source of environmental sustainability as it cuts down on paper costs and resources. Lastly, these types of learning circles allow for a constant exchange of ideas, therefore permitting malleability across the educational community through adaptation and change. Further innovation can only lead to blogs, wikis, and other text-messaging that one day could travel directly through our cerebral cortex and into our very minds via the net.
7. We have already discussed many ways that such technological learning circles help communicate ideas and solve problems. In my journal I discussed an idea that having a latent class learning circle would be a good idea for parts of this course that prove challenging - so that students enrolled in this course as well as the future, would have a better idea of how to successfully complete the in class task without having to constantly ask their peers or the professor. Having a guide-like-learning circle would surely benefit students during the more difficult and challenging parts of the course. Thus, setting up a play-by-play instruction via the internet would surely help clarify many of the more tricky parts associated with this course and others.
In chapter 6, pages 120-137 we read that communication is the key to unlocking cultural differences and gaining a new understanding of the world around us. Web sites such as KidLink, iEARN, and Global Schoolhouse now make it possible for many different geographic areas to interactively connect with each other. iEARN learning circles are just one example of the many innovative techniques that the internet can now offer as a specific teaching technology. With this program, collaborative partnerships created between a small numbers of schools can be directly beneficial to the sharing of knowledge and learning through doing approach. Certainly we have come a long way from when I was in grade school, as one of the means of collaborative learning used to be that of the Pen Pal. Now with programs like iEARN, students have a superior focus when using these rigidly structured by highly effective ‘wisdom groups’. It is important however, to recognize that the source of group efficiency in these groups stems from a larger focus on cooperation and team-work. Thus, learning circles such as iEARN create a way for teams to participate with each other as well as through comparison and collaboration. While I feel like the discussion board on web-ct McGill is an attempt at a learning circle it is very unorganized and cluttered. While it remains possible to interact and help each other through a group environment, I feel like web-ct acts more for the utility of professors at McGill than for students. I think McGill students would actually benefit from a learning circle like iEARN where discussions are better directed, therefore cutting out unnecessary gobbledygook.
During our last class, I found that there was quite a bit of confusion during the time where students were trying to upload their personal profiles onto the internet. Chapter 6 talks about how teacher isolation has long been one of the obstacles in the way of exchanging ideas and information. Last class we probably could have used 10 Professor Bruzzese in the room, as this small internet task proved quite challenging on the whole for the classroom. I think that such a learning circle would be a good idea for parts of this course that prove challenging - so that students enrolled in this course as well as the future, would have a better idea of how to successfully complete the in class task without having to constantly ask their peers or the professor. Having a guide-like-learning circle would surely benefit students during the more difficult and challenging parts of the course. Hence, classroom time restraints and physical separation of teachers from their students can and perhaps should be mediated by integrating technology and coalescing communities of practice – thereby inadvertently creating a continuous and relevant student-teacher discourse.
Answers to chapter questions
6. Blogs and Wikis are some of the most advanced learning/teaching technology on the internet today. While some people might view them as a waste of time – for the purpose of education they are exactly the opposite, they save you time. Being able to upload your journal to a blog that can be accessed by anyone (including our professor) at any time only increases class efficiency and helps students and teachers learn from each-other. Furthermore, blogs and Wikis are some of the most advanced technological interfaces of the 20th century – and perhaps without this technology it would be difficult to keep track of the voluminous information that exists. Furthermore, blogs and especially Wikis act as a great source of environmental sustainability as it cuts down on paper costs and resources. Lastly, these types of learning circles allow for a constant exchange of ideas, therefore permitting malleability across the educational community through adaptation and change. Further innovation can only lead to blogs, wikis, and other text-messaging that one day could travel directly through our cerebral cortex and into our very minds via the net.
7. We have already discussed many ways that such technological learning circles help communicate ideas and solve problems. In my journal I discussed an idea that having a latent class learning circle would be a good idea for parts of this course that prove challenging - so that students enrolled in this course as well as the future, would have a better idea of how to successfully complete the in class task without having to constantly ask their peers or the professor. Having a guide-like-learning circle would surely benefit students during the more difficult and challenging parts of the course. Thus, setting up a play-by-play instruction via the internet would surely help clarify many of the more tricky parts associated with this course and others.
Tuesday, September 25, 2007
Journal 3: Community Building with Technologies
“Oh, like a talking drum”.
In chapter 6, community building with technologies teaches us how far we have come in the way we can now communicate with each other in order to support the many different communities and activities that we participate in during our daily lives. For example; I can think of at least 10 different networks that I am a part of right now, specifically the McGill based web cite entitled, web-ct allows me to communicate with both my teachers and classmates while at the same time viewing course-related material. Without a communication network such as this, our ‘Global Village’ (a term coined by communications guru Marshall McLuhan) as we know it would cease to exist. The mere conception of WEB 2.0 ever more clarfies the idea that the internet is a constantly changing – with blogs, podcasting, facebook and more – revelation after revelation – these continous innovations are only one way to characterize this constant flow of activity on the web. However, grasping the power to manipulate this technology reveals much reward. Chapter 6 explains how when students and teachers own the knowledge, they become much more committed to building upon and reinventing such knoweldge rather than simply memorizing it and reprocessing it. I agree with this notion in its entirety, as this underlying principle was easily proved during the lab work in class. During class we were given the task of setting up our very own homepage from which we used a specific template. I found that while at the begginning I might have been unfamiliar with the applications and a little bit tentative, that once I began to experiment and actually ‘own’ the capabilities to manipulate the web page, I then became very comfortable and the software seemed to almost guide and shape the rest of my webpage. Clearly, Kenneth Boulding was web-on when he stated that, “we make our tools, and then they shape us”. Similarily, this idea can be easily translated to the community building that we have learned about in class.
Finally, this weeks chapter mentioned quite a few web sites that act as conglomerate communication systems. However, I found the wikiindex the most interesting. To vistit the wikiindex goto www.wikiindex.com . This site is very interesting because it uses both structured data and wikimedia to support this information-gone-blog-crazy type of site. Nevertheless, this website is truly a great example of the type of things we are learning in class. This site attempts to catalog and organize all available wikis in hopes of creating and bringing the internet wiki community together. In essence, only once we have knowledge over our web resources will we be able to flourish and grow as a community.
Answers to chapter questions:
1. I feel like teachers and students both have a responsiblity to each other – as well as to the rest of the people in and amongst the class. It is important that respect throughout the class is held in a constant form of equilibrium so that neither student, peer nor teacher feels left out or unappreciated. Further, it is important to have an open and friendly environment where teachers and students can learn from eachother and share new ideas and viewpoints on the material being covered. While chapter 6 informed us that classrooms are not your typical communities due to overwhelming competition, leading to feelings of disconnect – it certainly does not have to be this way. Technology can help, as it can act as a catalyst when integrating different people with different backrounds together. Through technology we can be steadily introduced to our peers and sit back and relax as the group and - community seems to take shape around us. Technology is only ever destructive in the classroom when others go too far ahead and students begin to feel lost in their once familiar settings.
2. I think a good way to make sure everyone is one the same page is to use group-work once in a while as a way for students to learn from their peers. Often, classes will consist of a wide range of talents – so why help the class help each other? I think that by implementing various ‘check’ tools a teacher can both stay on his toes and keep the class moving at a consistant and varied speed.
In chapter 6, community building with technologies teaches us how far we have come in the way we can now communicate with each other in order to support the many different communities and activities that we participate in during our daily lives. For example; I can think of at least 10 different networks that I am a part of right now, specifically the McGill based web cite entitled, web-ct allows me to communicate with both my teachers and classmates while at the same time viewing course-related material. Without a communication network such as this, our ‘Global Village’ (a term coined by communications guru Marshall McLuhan) as we know it would cease to exist. The mere conception of WEB 2.0 ever more clarfies the idea that the internet is a constantly changing – with blogs, podcasting, facebook and more – revelation after revelation – these continous innovations are only one way to characterize this constant flow of activity on the web. However, grasping the power to manipulate this technology reveals much reward. Chapter 6 explains how when students and teachers own the knowledge, they become much more committed to building upon and reinventing such knoweldge rather than simply memorizing it and reprocessing it. I agree with this notion in its entirety, as this underlying principle was easily proved during the lab work in class. During class we were given the task of setting up our very own homepage from which we used a specific template. I found that while at the begginning I might have been unfamiliar with the applications and a little bit tentative, that once I began to experiment and actually ‘own’ the capabilities to manipulate the web page, I then became very comfortable and the software seemed to almost guide and shape the rest of my webpage. Clearly, Kenneth Boulding was web-on when he stated that, “we make our tools, and then they shape us”. Similarily, this idea can be easily translated to the community building that we have learned about in class.
Finally, this weeks chapter mentioned quite a few web sites that act as conglomerate communication systems. However, I found the wikiindex the most interesting. To vistit the wikiindex goto www.wikiindex.com . This site is very interesting because it uses both structured data and wikimedia to support this information-gone-blog-crazy type of site. Nevertheless, this website is truly a great example of the type of things we are learning in class. This site attempts to catalog and organize all available wikis in hopes of creating and bringing the internet wiki community together. In essence, only once we have knowledge over our web resources will we be able to flourish and grow as a community.
Answers to chapter questions:
1. I feel like teachers and students both have a responsiblity to each other – as well as to the rest of the people in and amongst the class. It is important that respect throughout the class is held in a constant form of equilibrium so that neither student, peer nor teacher feels left out or unappreciated. Further, it is important to have an open and friendly environment where teachers and students can learn from eachother and share new ideas and viewpoints on the material being covered. While chapter 6 informed us that classrooms are not your typical communities due to overwhelming competition, leading to feelings of disconnect – it certainly does not have to be this way. Technology can help, as it can act as a catalyst when integrating different people with different backrounds together. Through technology we can be steadily introduced to our peers and sit back and relax as the group and - community seems to take shape around us. Technology is only ever destructive in the classroom when others go too far ahead and students begin to feel lost in their once familiar settings.
2. I think a good way to make sure everyone is one the same page is to use group-work once in a while as a way for students to learn from their peers. Often, classes will consist of a wide range of talents – so why help the class help each other? I think that by implementing various ‘check’ tools a teacher can both stay on his toes and keep the class moving at a consistant and varied speed.
EDPT 200 - Reactions and questions from chapter 5
“Too often, teachers present formulas used to calculate without teaching the process conceptually. This is why concept mapping is so useful”.
In chapter five Modeling with Technologies teaches us that there is a wide range of computer programs that can successfully and conceptually guide the learner. In this way, the programs such as, Semantica and Inspiration allow the learner to grasp the concept in a visually appealing way - opposed to a featureless verbal explanation. In today’s society, where symbols, letters and pictures make up more than 70% of our visual surroundings, it only makes sense that most people would benefit from a learning environment that encompasses a visual interactive medium. Thus, while these programs remain exciting and fun to use – they also set up a comfortable situation where they remain both learner-proof and teacher-proof, meaning the more you practice and explore with the program, the easier it becomes to manipulate. Further, one of the most important aspects of these types of programs is that in comparing concept maps it is interesting to see how your peers and teachers reflect their own visualizations in the program. Looking at how others conceptualize, model and represent their own structure of ideas can have a significant impact on your own model. For example; during the beginning of the class I was sceptical about having to move around and add/cut and clarify my peers work on the other computers, but by the end of the class and especially after reviewing chapter five I now realize how beneficial this type of exercise can be. Moving around from computer to computer gave me the opportunity to marvel at and critique what my peers around me had accomplished. Programs such as these truly help clarify an effective modelling thinking process – and can often act as a catalyst in conceptual understanding.
Answers to chapter questions:
2. Any carpenter will most likely tell you that, “each carpentry task is somewhat different, but most involve the same basic steps”. Surely, with the many tasks a carpenter performs there relates a perpetual theme of learning and reassessment. In this sense, carpenters must work in unison with their tools and so must be constantly learning the best ways to use them. With so many tools of different shapes, sizes on the market (thanks Black&Decker), every new tool presents both a challenge and a new adoptive way to complete their task. In taking this idea one step further – their tools in turn help them learn more about carpentry – and as they learn more about the powerful capabilities of their tools, they too can better ‘mind-map’ and conceptualize diverse ways to use them.
4. I feel like most people would agree that the more practice you have at teaching what you know, the better you come to know it. Often I and my friends will swap places teaching and relearning class concepts that we did not completely understand on our own – and after this exchange of ideas takes place it always leaves us better off. In terms of technology, certainly the more experience you have on both sides of the coin – teaching and learning – will probably amount to the most success in the end.
13. The nontechnological intellectual tools that students should learn and always carry with them should be: the ability to judge their surroundings, to interpret data in different ways, to take meaning and messages away from real life experiences, and most importantly to be able to take action and make definitive decisions.
In chapter five Modeling with Technologies teaches us that there is a wide range of computer programs that can successfully and conceptually guide the learner. In this way, the programs such as, Semantica and Inspiration allow the learner to grasp the concept in a visually appealing way - opposed to a featureless verbal explanation. In today’s society, where symbols, letters and pictures make up more than 70% of our visual surroundings, it only makes sense that most people would benefit from a learning environment that encompasses a visual interactive medium. Thus, while these programs remain exciting and fun to use – they also set up a comfortable situation where they remain both learner-proof and teacher-proof, meaning the more you practice and explore with the program, the easier it becomes to manipulate. Further, one of the most important aspects of these types of programs is that in comparing concept maps it is interesting to see how your peers and teachers reflect their own visualizations in the program. Looking at how others conceptualize, model and represent their own structure of ideas can have a significant impact on your own model. For example; during the beginning of the class I was sceptical about having to move around and add/cut and clarify my peers work on the other computers, but by the end of the class and especially after reviewing chapter five I now realize how beneficial this type of exercise can be. Moving around from computer to computer gave me the opportunity to marvel at and critique what my peers around me had accomplished. Programs such as these truly help clarify an effective modelling thinking process – and can often act as a catalyst in conceptual understanding.
Answers to chapter questions:
2. Any carpenter will most likely tell you that, “each carpentry task is somewhat different, but most involve the same basic steps”. Surely, with the many tasks a carpenter performs there relates a perpetual theme of learning and reassessment. In this sense, carpenters must work in unison with their tools and so must be constantly learning the best ways to use them. With so many tools of different shapes, sizes on the market (thanks Black&Decker), every new tool presents both a challenge and a new adoptive way to complete their task. In taking this idea one step further – their tools in turn help them learn more about carpentry – and as they learn more about the powerful capabilities of their tools, they too can better ‘mind-map’ and conceptualize diverse ways to use them.
4. I feel like most people would agree that the more practice you have at teaching what you know, the better you come to know it. Often I and my friends will swap places teaching and relearning class concepts that we did not completely understand on our own – and after this exchange of ideas takes place it always leaves us better off. In terms of technology, certainly the more experience you have on both sides of the coin – teaching and learning – will probably amount to the most success in the end.
13. The nontechnological intellectual tools that students should learn and always carry with them should be: the ability to judge their surroundings, to interpret data in different ways, to take meaning and messages away from real life experiences, and most importantly to be able to take action and make definitive decisions.
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