Today is the last day of our class. This semester goes so fast! I really appreciate the time we have spent together because it has been so enjoyable.
You are the first class that I teach in the U.S. I still can recall the first time when I stood in front of all of you to introduce myself. I want to thank you all for your efforts to take part in the class discussion, share the project stories, work with your assignments, and review your peers' projects. I hope you all have learned from this class as well as I have learned a lot from you. I also want to thank you all a lot for your patience and nice when I was nervous or couldn't find the right words. I feel that I am so lucky to have you all in my classroom, otherwise I think I wouldn't been able to make it. I wish you much success throughout your educational career and your future career, whatever that may be. I have confidence that each of you will be successful!
Today we still have several things to accomplish:
1. Finish the class evaluation.
2. Present your portfolio site and your favorite works to other classmates.
3. We need to take a class picture.
4. Please make sure to fill in the "Final Checkout" form before you leave. I need your portfolio address and your contact information in case I couldn't access your works.
5. I will finish grading by May 12. -Your grade will be available right after I post them. Please email me if you have any questions with your final grade.
Please know that I am willing to be a resource for you. I can always aid you if needed. I check my emails hundreds of times per day!
Take care, good luck on your finals, & have a great summer!
Monday, April 30, 2007
Friday, April 27, 2007
Class 43: Edit your audio file
Today we are going to edit on your audio file. For these of you who already finish the editing, today is an independent working day.
You need open the aup file, which was saved on your key drive last time and then edit it with the audacity.
When you finish the editing, just click on File->export mp3 file, and then tell the computer where the LAME file is (if you haven't done that yet.)
Monday is our last day of the class. You need to send the URL for your final project before the class beginning and then we will have the showcase. You will also finish the evaluation of the class and I will take a picture for you all.
Your PodCasting project is due at the midnight of Thursday, May 3rd. If you choose to write the final reflection, it will also due at that time.
Have a nice weekend and good luck with your finals!
You need open the aup file, which was saved on your key drive last time and then edit it with the audacity.
When you finish the editing, just click on File->export mp3 file, and then tell the computer where the LAME file is (if you haven't done that yet.)
Monday is our last day of the class. You need to send the URL for your final project before the class beginning and then we will have the showcase. You will also finish the evaluation of the class and I will take a picture for you all.
Your PodCasting project is due at the midnight of Thursday, May 3rd. If you choose to write the final reflection, it will also due at that time.
Have a nice weekend and good luck with your finals!
Wednesday, April 25, 2007
Class 42: Record Your PodCasting Lecture
Record your story/lecture/Interview:
Today you should have already had a story script which was come out with your group member(s). You are going to either use the Audacity software with a microphone connected to the computer, or use a digital recorder to record your lecture or story. If you decide to record your lecture using the computer, you will need to go downstairs to check out the microphone from the OIT, room 232# if you haven't done that. You can also record the audio with your own computer, which might be with a build-in microphone.
After the recording, you should save your audio file as either in MP3 or WMV file. Then you can start to edit your footage with the Audacity software.
Resources:
The PodCasting Project will due on Midnight, May 3rd
Get prepared for the final day:
Please look through the requirements both for the final project and for the final reflection. You need to start working on both of them now.
Your final reflection will be an offline paper and you need to email it to me by the midnight, Thursday May 3rd.
Your final project will due on Monday, April 30th before the beginning of the class.
Today you should have already had a story script which was come out with your group member(s). You are going to either use the Audacity software with a microphone connected to the computer, or use a digital recorder to record your lecture or story. If you decide to record your lecture using the computer, you will need to go downstairs to check out the microphone from the OIT, room 232# if you haven't done that. You can also record the audio with your own computer, which might be with a build-in microphone.
After the recording, you should save your audio file as either in MP3 or WMV file. Then you can start to edit your footage with the Audacity software.
Resources:
- Free background music:
The PodCasting Project will due on Midnight, May 3rd
Get prepared for the final day:
Please look through the requirements both for the final project and for the final reflection. You need to start working on both of them now.
Your final reflection will be an offline paper and you need to email it to me by the midnight, Thursday May 3rd.
Your final project will due on Monday, April 30th before the beginning of the class.
Monday, April 23, 2007
Class 41: Use Audacity
Today you need make a group for your PodCasting project and give me the names in your group.
Audacity is an open source audio editor and recorder software. You could easily download it from here (for Windows) or here (for Mac). For export your audio into Mp3 format you will also need to download the LAME Mp3 Encoder (Windows, Mac). When you downloaded the LAME Mp3 Encoder, save it on your hard drive. And when you first export your audio file, the software will ask you where you put it on your hard drive. You need browse and find it and then tell the software. After the first time, you can export your file into Mp3 format automatically.
Here is an online tutorial about how to use Audacity to record an audio file.
Record it with Audacity
From now to Wednesday, you need to brain storm with your group memember about your project topic.
On Wednesday you will record the audio file with your group member(s). You can either do that in the classroom or with your own computer and other digital recorders.
On Friday, you need to bring your audio file (which should be in the Mp3 format) to the classroom and we are going to edit it and put it online.
Audacity is an open source audio editor and recorder software. You could easily download it from here (for Windows) or here (for Mac). For export your audio into Mp3 format you will also need to download the LAME Mp3 Encoder (Windows, Mac). When you downloaded the LAME Mp3 Encoder, save it on your hard drive. And when you first export your audio file, the software will ask you where you put it on your hard drive. You need browse and find it and then tell the software. After the first time, you can export your file into Mp3 format automatically.
Here is an online tutorial about how to use Audacity to record an audio file.
Record it with Audacity
From now to Wednesday, you need to brain storm with your group memember about your project topic.
On Wednesday you will record the audio file with your group member(s). You can either do that in the classroom or with your own computer and other digital recorders.
On Friday, you need to bring your audio file (which should be in the Mp3 format) to the classroom and we are going to edit it and put it online.
Thursday, April 19, 2007
Class 40: Introduction to the PodCasting
Before the class beginning:
- Send me the link of your Capstone project (you need upload your ASSURE lesson plan to that page) No late work would be accepted without a latepass!
- Remember to initial the sign-in sheet as you enter the room.
Today we will begin PodCasting using Audacity. You will be working in groups of 2 or 3 to create an original educational PodCast.
Please read the project requirement carefully before you start your project.
What is PodCast?
There are several different ways to define PodCast. According to WikiPedia, "A podcast is a digital media file, or a series of such files, that is distributed over the Internet using syndication feeds, for playback on portable media players and personal computers".
However, some places, such as Education-World, define podcast simply as "an audio -- and sometimes a video -- recording made available online". The difference is that the second one doesn't include the use of syndication feeds.
Also, you can listen to an episode for the definition of PodCast from Apple (you might need to register first to play the video). This definition includes an introduction to syndication feeds.
Here, in our class project, we will adopt the second way of definition of PodCasting to finish your project, which is "an audio -- and sometimes a video -- recording made available online".
Why PodCasting in Education?
What could a PodCast can do to help with your classroom teaching and your student's learning? How should it be applied to enhance your students' creativity and improve your lecture's accessibility? In what ways can students learn by podcasting? Listen to Jeanne Halderson, seventh grade teacher and Dr. Tim Tyson, principal at Mabry Middle School about their experience of PodCasting in school.
Now let's look at a few examples of educational PodCasts to gets your brains churning about your own ideas.
Georgia
ACE KIDS
Math Grade PodCast
For more educational PodCasts, you can visit here, here and here.
The use of PodCasting in education has been around for a while.
How do we do the PodCast for this project?
The word is a combination of the words "broadcast" and "iPod," Apple's MP3 player. But, don't let the word "pod" throw you; you don't need an iPod or even an Apple to listen to existing podcasts, or to make your own.
- First, you set up your group by the end of Monday's class. Your group should include no more than 2 persons. Write down your group members' names and give it to me after the class.
- From Monday to Wednesday, you need to meet with your group members and brainstorm about the topic of your PodCast project. The topic could be but not limited to the following:
- Related to your subject area. It could be:
- A short story
- A lecture
- And anything else that you can think of to use in your teaching
- Your theory of technology integration into teaching, such as
- How you think you will assess your students' learning in your future teaching
- You opinions about using PowerPoint in the classroom (Advantages vs. disadvantages)
- The trends of the technology using in the future classrooms.
- An interview about this class about:
- Your favorite project in this semester and why it is your favorite
- What you have learned in this class and its impact to your understanding of using technology in the classroom
- Suggestions for the future students
- How you think that we could improve this class
- On Wednesday, you will record your audio file.
You can either choose record your audio using the software of Audacity with a microphone,which is connected to the computer or choose using a digital audio recorder (iPod or Mp3 recorder) to record your audio. - To record your audio using the computer and the Audacity, you need checkout a microphone from OIT (room 232) and use it to record your lecture/interview/story. You need export the file into a Mp3 format. You can either do it in our classroom (the computers already have Audacity installed ) or do it with your own computers (you need to download and install the Audacity and the LAME file from here).
- To record your audio using your own digital recorder, you need first make sure that the file your recorder creates will be either in Mp3 or in WMV format.
- Friday, edit your audio file with Audacity.
You'll want to review the project requirement for this project -- but keep in mind that you need not capture more than 2-5 minutes of raw footage.
Wednesday, April 18, 2007
Class 39: Peer Review on Your Capstone Projects!
Good morning! Today is the peer review day for your Capstone Projects!
Everybody should have received the table for evaluation partners by email. Please do these:
The due date of this project is before the class beginning of this Friday. Please send me the URL of your capstone page by that time.
For Friday, we are going to talk about PodCasting.
Everybody should have received the table for evaluation partners by email. Please do these:
- First please send your partner the link of your Capstone page.
- Then you are going to review her/his project according to the rubric and your own understanding of the Capstone project.
- Send her/him your evaluation and CC (copy) it to me at the same time by email.
- Discuss with the person whom you evaluated about this project.
The due date of this project is before the class beginning of this Friday. Please send me the URL of your capstone page by that time.
For Friday, we are going to talk about PodCasting.
Monday, April 16, 2007
Class 38: Continue working on your Capstone
Today we will work in the classroom. You can either work independently or work with your neighbours.
As the same as what we did for the WebQuest project, for the CapStone project, you will get up to 3 credits for your evaluation work. And if you could not get your work done by Wednesday's class beginning and get it to be evaluated, 3 credits will be deducted from your project grade. I will send you the person's name whom will be evaluated by you.
For Wednesday, you will evaluate your peers' work. You could discuss with your evaluator or the person you are evaluating about how you think of the project.
As the same as what we did for the WebQuest project, for the CapStone project, you will get up to 3 credits for your evaluation work. And if you could not get your work done by Wednesday's class beginning and get it to be evaluated, 3 credits will be deducted from your project grade. I will send you the person's name whom will be evaluated by you.
For Wednesday, you will evaluate your peers' work. You could discuss with your evaluator or the person you are evaluating about how you think of the project.
Friday, April 13, 2007
Class 37: Optional Day
Independent working on your Caspstone project.
Monday we will work in classroom and it will not be an optional day. :)
You need get your project done before the class beginning on Wednesday.
Have a nice weekend!
Monday we will work in classroom and it will not be an optional day. :)
You need get your project done before the class beginning on Wednesday.
Have a nice weekend!
Wednesday, April 11, 2007
Class 36: Capstone--ASSURE Model
Monday we introduced the Caspston project and the first three components in the ASSURE model-
A: Analyze Learners
S: State Objectives
S: Select the Media, Methods, and Materials
Today we will introduced the last three components -
U: Utilize Media, Methods, and Materials
R: Require Learner Participation
E: Evaluate and Revise
Examples:
Lesson Plan -- on The Giver: A Novel by Lois Lowry
Then you will work on your project independently. You will follow the steps listed in online instruction guide for completing the ASSURE lesson plan template.
Based the suggestion from some of you, I decide that the project due date will be postponed to Friday, April 20th. However, you need to complete the whole project before the class beginning of the next Wednesday to get it reviewed by your classmates. Otherwise three points will be taken off from your grade of the Caspstone project. You review of your peers will be graded and up to 3 points will be given for your evaluation of your peer's works.
A: Analyze Learners
S: State Objectives
S: Select the Media, Methods, and Materials
Today we will introduced the last three components -
U: Utilize Media, Methods, and Materials
R: Require Learner Participation
E: Evaluate and Revise
Examples:
Lesson Plan -- on The Giver: A Novel by Lois Lowry
Then you will work on your project independently. You will follow the steps listed in online instruction guide for completing the ASSURE lesson plan template.
Based the suggestion from some of you, I decide that the project due date will be postponed to Friday, April 20th. However, you need to complete the whole project before the class beginning of the next Wednesday to get it reviewed by your classmates. Otherwise three points will be taken off from your grade of the Caspstone project. You review of your peers will be graded and up to 3 points will be given for your evaluation of your peer's works.
Monday, April 9, 2007
Class 35: Capstone
There are many different lesson plan formats, but one that helps
to organize teaching and learning through the use of technology
is the ASSURE model:
A: Analyze Learners
S: State Objectives
S: Select the Media, Methods, and Materials
U: Utilize Media, Methods, and Materials
R: Require Learner Participation
E: Evaluate and Revise
Examples:
Lesson Plan -- on The Giver: A Novel by Lois Lowry
For your Capstone Project for the course, you will select one of
the projects you created this semester and write an original
lesson plan that uses that project to teach a Georgia Performance
Standard. You will use the ASSURE model as your lesson plan
format. The instructor in IT program, Gretchen Thomas have
created a web page that will walk you through the development
process step-by-step. You can view the actual project description
and grading rubric.
Your final product (due Wednesday, April 18th) will be the completed
instructional plan template. It will most likely by 3-4 pages long. The
largest section of your template should be the "Require Learner
Participation" section, as this is where you will describe your actual
learning activity -- what your learners will be doing.
Resources
Begin working on your lesson plan with using ASSURE model
to organize teaching and learning through the use of technology
is the ASSURE model:
A: Analyze Learners
S: State Objectives
S: Select the Media, Methods, and Materials
U: Utilize Media, Methods, and Materials
R: Require Learner Participation
E: Evaluate and Revise
Examples:
Lesson Plan -- on The Giver: A Novel by Lois Lowry
For your Capstone Project for the course, you will select one of
the projects you created this semester and write an original
lesson plan that uses that project to teach a Georgia Performance
Standard. You will use the ASSURE model as your lesson plan
format. The instructor in IT program, Gretchen Thomas have
created a web page that will walk you through the development
process step-by-step. You can view the actual project description
and grading rubric.
Your final product (due Wednesday, April 18th) will be the completed
instructional plan template. It will most likely by 3-4 pages long. The
largest section of your template should be the "Require Learner
Participation" section, as this is where you will describe your actual
learning activity -- what your learners will be doing.
Resources
- Samples from previous students
- A Listing of Instructional Strategies and Methods
- Teaching Strategies & Descriptions
Begin working on your lesson plan with using ASSURE model
Friday, April 6, 2007
Class 34: Continue working on your WebQuest
Today is the final day for you to work on your webQuest. You have already received the evaluation of your WebQuest from your classmates. Please refer to their comments and think of how you can improve your project based on those comments.
You can work either at home or in the classroom. I will be in the class to answer your questions.
Please email me your WebQuest URL by the end of today (midnight).
For next week, we will start our Capstone project.
Have a good Easter day!
You can work either at home or in the classroom. I will be in the class to answer your questions.
Please email me your WebQuest URL by the end of today (midnight).
For next week, we will start our Capstone project.
Have a good Easter day!
Wednesday, April 4, 2007
Class 33: Peer Review of your WebQuest project
Today we are going to review each other's WebQuest. You should have at least half of your project ready. And I already sent the person's name that you need to review. The best way to help your classmate is to respond honestly. (Your response will not affect the grade of your classmate's grade, but up to five credits will be given for your webQuest project according to the quality of your evaluation. ) This is what I want you to do:
1)Check your email. I sent email to you individually giving each person the name of someone I want you to evaluate. (Please note, the person you evaluate will not be evaluating you--someone else will be evaluating you.).
2) You will view that person's webQuest on the website and evaluate it according to the rubric on the class website. You need to comment on both goodness and weaknesses of her or his webQuest and provide suggestions about how to improve it.
3) As you evaluate the presentation, try to imagine that you are the kids in the specified grade level. Does this WebQuest help you to learn in the certain subject area with appropriate activities and necessary resources? Do those activities bring up higher order skills?
4) After you write your evaluation, send it to me-- I will send the evaluation to the person you evaluate.
1)Check your email. I sent email to you individually giving each person the name of someone I want you to evaluate. (Please note, the person you evaluate will not be evaluating you--someone else will be evaluating you.).
2) You will view that person's webQuest on the website and evaluate it according to the rubric on the class website. You need to comment on both goodness and weaknesses of her or his webQuest and provide suggestions about how to improve it.
3) As you evaluate the presentation, try to imagine that you are the kids in the specified grade level. Does this WebQuest help you to learn in the certain subject area with appropriate activities and necessary resources? Do those activities bring up higher order skills?
4) After you write your evaluation, send it to me-- I will send the evaluation to the person you evaluate.
Monday, April 2, 2007
Class 32: Continue working on your WebQuest
Today is an optional working day. You can choose come to classroom or work at home. I will be in the classroom to answer questions. You also need to check with each link in your web portfolio to make sure that each of them is linked to others.
For Wednesday:
We will have the peer review for your WebQuest projects. You need finish at least half of your WebQuest before Wednesday's class.
For Wednesday:
We will have the peer review for your WebQuest projects. You need finish at least half of your WebQuest before Wednesday's class.
Friday, March 30, 2007
Class 31: Sharing WebQuest Ideas
What ideas do you have for your WebQuest? How do you hook students with your introduction? What clip art could help make the introduction even more interesting? What questions do you have?
Last week we looked at the major components of the student portion of the WebQuest. Today, we'll spend a few minutes looking at the teacher portion.
Today you'll work on the first half of your WebQuest -- by next Wednesday's class it is expected that you will be at least halfway finished with your entire WebQuest. We will be working in pairs on Wednesday to conduct peer reviews of your WebQuests.
Don't forget that you have many resources available to help you to complete your WebQuest.
Last week we looked at the major components of the student portion of the WebQuest. Today, we'll spend a few minutes looking at the teacher portion.
Today you'll work on the first half of your WebQuest -- by next Wednesday's class it is expected that you will be at least halfway finished with your entire WebQuest. We will be working in pairs on Wednesday to conduct peer reviews of your WebQuests.
Don't forget that you have many resources available to help you to complete your WebQuest.
- WebQuest Project Description - what's due when?
- WebQuest Taxonomy of Tasks - what types of tasks can you assign to students?
- The Building Blocks of a WebQuest - what are the specific parts of a WebQuest?
- The WebQuest Design Process - what is a good way to put together a WebQuest?
- Sample WebQuests
Wednesday, March 28, 2007
Class 30: WebQuest Design Patterns
Have you sent your response to the 5 questions from Tuesday's class? You can still earn a few points if you send it by 5:00 pm today!
It seems like the majority of you have found some direction in where you are going with your WebQuest. You've done a good job of choosing topics that really lend themselves to WebQuests - now let's put your ideas into a useable format.
How do you ensure that students will be engaged in your WebQuest activity? View the WebQuest Taxonomy of Tasks to determine in what category your original WebQuest will fall. Share with the class your idea for a "hook" or introduction and your WebQuest category.
Now that you have an idea for your WebQuest, how will you design the entire process section for your learners? What are the major components of a WebQuest and what is the role of each in the learning activity? The Building Blocks of a WebQuest page will help you to better understand the purpose of each.
So, how do you get started writing your own WebQuest? The WebQuest Design Process
flowchart created by Tom March is a great way to keep track of what you are doing.
Now that you have an idea for content flow how do you put it all together into a web-based learning activity?
On Friday, you will be given the majority of class to work on your WebQuest. You will need to complete at least half of your WebQuest before next Wednesday's class - as we will be working in groups to review them.
Here are some questions to consider as you are working on your WebQuest (you do not need to turn in responses to these questions):
*Is your WebQuest topic authentic in order to engage your students?
*Is your WebQuest task challenging and doable?
*Do your learners need to think independently and critically during the WebQuest activity?
*Is collaboration between your students important for the successful completion of the WebQuest?
*What scaffolds (visual organizers, software tools, prompting questions and suggestions) are provided in your WebQuest?
It seems like the majority of you have found some direction in where you are going with your WebQuest. You've done a good job of choosing topics that really lend themselves to WebQuests - now let's put your ideas into a useable format.
How do you ensure that students will be engaged in your WebQuest activity? View the WebQuest Taxonomy of Tasks to determine in what category your original WebQuest will fall. Share with the class your idea for a "hook" or introduction and your WebQuest category.
Now that you have an idea for your WebQuest, how will you design the entire process section for your learners? What are the major components of a WebQuest and what is the role of each in the learning activity? The Building Blocks of a WebQuest page will help you to better understand the purpose of each.
So, how do you get started writing your own WebQuest? The WebQuest Design Process
flowchart created by Tom March is a great way to keep track of what you are doing.
Now that you have an idea for content flow how do you put it all together into a web-based learning activity?
- Choose the appropriate template from the WebQuest Design Patterns page. This page would be the guideline when you are create your subdirectory file with your Google pages account. You should refer to the student page only.
- Spend some time working on your WebQuest, making sure to check the project description and rubric to ensure you are including all required elements. Have at least 1/4 of your WebQuest completed by Friday's class.
On Friday, you will be given the majority of class to work on your WebQuest. You will need to complete at least half of your WebQuest before next Wednesday's class - as we will be working in groups to review them.
Here are some questions to consider as you are working on your WebQuest (you do not need to turn in responses to these questions):
*Is your WebQuest topic authentic in order to engage your students?
*Is your WebQuest task challenging and doable?
*Do your learners need to think independently and critically during the WebQuest activity?
*Is collaboration between your students important for the successful completion of the WebQuest?
*What scaffolds (visual organizers, software tools, prompting questions and suggestions) are provided in your WebQuest?
Monday, March 26, 2007
Five questions for your WebQuest topic
Please email a response to the following questions related to your WebQuest. I will provide you with feedback about your topic choice via email and you will get 3 bonus credits.
1. Briefly describe your topic
2. Why did you choose this topic?
3. How will your WebQuest be tied to Georgia or national curriculum standards?
4. How will web resources play an important role in your WebQuest?
5. How will your WebQuest require students' deep understanding or higher-level thinking instead of mere comprehension?
Sunday, March 25, 2007
Class 29: iMovie & Prepare for WebQuest
iMovie
The purpose of this project was twofold, 1) to show you how easily you can create a video for personal and professional use and 2) to understand how teachers and students can use video for teaching and learning.
iMovie is apart of the iLife suite of applications on the MacIntosh platform. The software allows you to edit video, develop movies, and share them with family & friends. PCs have similar software, Moviemaker. Depending on your preference both of the applications are fairly simple to use and will allow a wide variety of editing.
There are many resources on the Web dedicated to using video in the classroom:
Apple Learning Interchange (type iMovie in the search box)
Student-Created Video Workshop
A Teacher's Guide to Making Student Movies
Student-Created Science Lab Video Reports
Did You See That Poem?
Now, let's take a look at your productions.
******************************************
WebQuests
The resource we are going to focus on today is WebQuests. Similar to the other resources we've looked at, a webquest is a tool which uses various tasks to promote learning. If you were to type the term WebQuest in a search engine you would probably receive several thousand hits.
Webquests were developed by Dr. Bernie Dodge of San Diego State University. This page offers a blog about the news of webquests.
What exactly is a WebQuest? What are its main characteristics? What are your initial reactions to WebQuests in terms of teaching and learning? What advantages and disadvantages do you see in teaching with WebQuests? What standards in your content area lend themselves to WebQuests?
Viewing exemplary webquests is a good way to get started on your own. Go to the main WebQuest page and click the words "Find WebQuests" on the left navigation bar. Using the Curriculum/Grade Level Matrix (in the middle of the page), spend a few minutes viewing 2 or 3 WebQuests in your content area. You can also see interviews with teachers who have used WebQuests here.
Hopefully, you're beginning to formulate an idea for a "hook" for your own WebQuest. It may be related to work you have already done in our class or work you are currently completing in other courses. It could even be something completely new in your content area. After you have some ideas together, review the WebQuest assignment so that you are clear on what is expected. Before Wednesday's class, you'll want to identify your WebQuest topic. Use this website to help you in the selection process.
Generally, a good WebQuest topic should have some inherent complexity, such as controversial issues, multiple perspectives, unknowns, etc. The topic needs to have your students take information in and transform it, using their own judgement and creative problem-solving techniques -- a LoTi level 4 or higher -- the learning should be authentic. Certain topics tend to lend themselves more to the WebQuest format than others.
All WebQuests follow a set structure with an Introduction, Task, Resource, Process, Evaluation, and Conclusion.
WebQuest Resources:
Some Thoughts About WebQuests
Building Blocks of a Webquest
The Webquest Design Process
Taxonomy of WebQuest Tasks
WebQuest Rubric
Process Checklist
Concept to Classroom
Searching tips
WebQuest Templates
Sample WebQuests:
Bernie Dodge's Top WebQuests
Middle School WebQuest Matrix
George Mason Univ. WebQuests
Maryland Tech Academy WebQuests
Other examples
The purpose of this project was twofold, 1) to show you how easily you can create a video for personal and professional use and 2) to understand how teachers and students can use video for teaching and learning.
iMovie is apart of the iLife suite of applications on the MacIntosh platform. The software allows you to edit video, develop movies, and share them with family & friends. PCs have similar software, Moviemaker. Depending on your preference both of the applications are fairly simple to use and will allow a wide variety of editing.
There are many resources on the Web dedicated to using video in the classroom:
Apple Learning Interchange (type iMovie in the search box)
Student-Created Video Workshop
A Teacher's Guide to Making Student Movies
Student-Created Science Lab Video Reports
Did You See That Poem?
Now, let's take a look at your productions.
******************************************
WebQuests
The resource we are going to focus on today is WebQuests. Similar to the other resources we've looked at, a webquest is a tool which uses various tasks to promote learning. If you were to type the term WebQuest in a search engine you would probably receive several thousand hits.
Webquests were developed by Dr. Bernie Dodge of San Diego State University. This page offers a blog about the news of webquests.
What exactly is a WebQuest? What are its main characteristics? What are your initial reactions to WebQuests in terms of teaching and learning? What advantages and disadvantages do you see in teaching with WebQuests? What standards in your content area lend themselves to WebQuests?
Viewing exemplary webquests is a good way to get started on your own. Go to the main WebQuest page and click the words "Find WebQuests" on the left navigation bar. Using the Curriculum/Grade Level Matrix (in the middle of the page), spend a few minutes viewing 2 or 3 WebQuests in your content area. You can also see interviews with teachers who have used WebQuests here.
Hopefully, you're beginning to formulate an idea for a "hook" for your own WebQuest. It may be related to work you have already done in our class or work you are currently completing in other courses. It could even be something completely new in your content area. After you have some ideas together, review the WebQuest assignment so that you are clear on what is expected. Before Wednesday's class, you'll want to identify your WebQuest topic. Use this website to help you in the selection process.
Generally, a good WebQuest topic should have some inherent complexity, such as controversial issues, multiple perspectives, unknowns, etc. The topic needs to have your students take information in and transform it, using their own judgement and creative problem-solving techniques -- a LoTi level 4 or higher -- the learning should be authentic. Certain topics tend to lend themselves more to the WebQuest format than others.
All WebQuests follow a set structure with an Introduction, Task, Resource, Process, Evaluation, and Conclusion.
WebQuest Resources:
Some Thoughts About WebQuests
Building Blocks of a Webquest
The Webquest Design Process
Taxonomy of WebQuest Tasks
WebQuest Rubric
Process Checklist
Concept to Classroom
Searching tips
WebQuest Templates
Sample WebQuests:
Bernie Dodge's Top WebQuests
Middle School WebQuest Matrix
George Mason Univ. WebQuests
Maryland Tech Academy WebQuests
Other examples
Friday, March 23, 2007
Class 28: One more day- working on your iMovie project
Since some computers were not working when our class was editing, you have one more day to work with your iMovie project. (The 5-person group need not come because you have already done with it. ) For other people, I really appreciate your patience with those technology problems. Please keep working on it with enthusiasm. I believe you all will end up with a great product!
At the end of today's editing, your project should be done and you need export your project in both email and web formats (you should have about 15 minutes for doing this). And one of your group member need to send me your final project with the teacher information sheet by Sunday night. Because the topic is Internet security, you don't need specify the content standards and the grade level, but you need describe your movie in detail.
We will have a small showcase on Monday. Our next project is WebQuest.
Some tasks you get done by April 20th:
At the end of today's editing, your project should be done and you need export your project in both email and web formats (you should have about 15 minutes for doing this). And one of your group member need to send me your final project with the teacher information sheet by Sunday night. Because the topic is Internet security, you don't need specify the content standards and the grade level, but you need describe your movie in detail.
We will have a small showcase on Monday. Our next project is WebQuest.
Some tasks you get done by April 20th:
- When you are doing your project, please check the links on your portfolio, make links to each project page.
- If you have not written your introduction page yet, please do that. Your introduction page will talk about what this portfolio is for and what it includes.
Wednesday, March 21, 2007
Class 27: Final Editing
Today is the final day of editing your iMovie project. By the end of class today you should have a completed project. After finish it, click on File-->export, then select the right format to export your project. Someone from your group should e-mail the instructor with the name of your file and the teacher information sheet by Thursday night.
On Friday we will meet back in 616 Aderhold.
On Friday we will meet back in 616 Aderhold.
Monday, March 19, 2007
Class 26: iMovie editing
Good Morning! Welcome Back! Hopefully you had a good spring break. We are in the 2nd half of the semester with just a few more projects to go.
Today is the 2nd day of editing your project. You should return to the same editing station. As you are working, make sure you save often!
Don't forget you can add music to your project. You may bring in CDs and import them into your project.
Save often!
Today is the 2nd day of editing your project. You should return to the same editing station. As you are working, make sure you save often!
Don't forget you can add music to your project. You may bring in CDs and import them into your project.
Save often!
Friday, March 9, 2007
Class 25: Creating your iMovie
Over the past few days you should have captured video for your project. Today you'll begin editing your video. Your goal for today is to import all of your raw footage and begin cropping. Here is an online tutorial from Apple.
To get started, take a look at the welcome book that is in each room of the editing suites.
SAVE OFTEN!!!!!
Decide what (if any) music or voiceovers you want to use and be prepared to work on them.
Several tips might be useful when you are editing:
1. When adding music to your video, you need to consider what you want the audience to think, feel, and identify with.
- Use music without lyrics when there is other sound on your clip you want the audience to hear.
- Only use music with lyrics when it will add to the effect of the video.
- Have different clips that look seamless.
- Enhance what you are doing because they serve as special effects.
- Add still images to your video.
- Long titles will show in small font, which can be hard to read.
- Text moving too much or too fast can also be hard to read and distracts from the message you want to get across.
Your movies are due at the beginning of class Friday, March 23.
Have a great SPRING BREAK and BE SAFE!
Wednesday, March 7, 2007
Take your footage
Today we are not going to meet in our classroom. You might want to use this time to take your footages with your group members. Remeber that you need all of your members take part in this process. And also remember you don't want have a draft footage which is longer than 8 minutes.
For Friday, you will start editing your footage. We will first meet in 616#, which is our classroom. Then I will tell each group's editing suite.
For Friday, you will start editing your footage. We will first meet in 616#, which is our classroom. Then I will tell each group's editing suite.
Monday, March 5, 2007
Class 24 iMovie (1)
Before the class beginning:
Today we will begin digital storytelling using iMovie. You will be working in small groups to create an original story about your subject area.
Please read the project requirement carefully before you start your project.
Now let's look at a few examples of digital stories to gets your brains churning about your own ideas.
For additional examples of digital stories look at the links below
University of Houston
The Center for Digital Storytelling
The use of video in education has been around for a long time, but it is just in recent years that it has become simple for classroom teachers and children to create and edit their own educational videos. The Apple Learning Interchange gives multiple examples of using educational video for teaching content standards.
Today you will checkout a digital camcorder or camera from OIT (room 232) and you need capture any footage for your movie between today and Thursday (March 5 - March 8). In case that some of you might not be able to schedule a meeting except for your class time, Wednesday will be a "meeting day". You can use the class time to meet your group members and take your footages. You may also use digital photographs like the examples we watched .
On March 9, March 19, and March 21st, you will use iMovie to edit your videos, add voice and music, and make transitions between clips (if needed).
You'll want to review the project guidelines for this project -- but keep in mind that you need not capture more than 5-8 minutes of raw footage. This will be edited down to 2-3 minutes of video. We will use iMovie for editing. iMovie HD is the software available in the iLife suite on Macintosh computers. PCs have a similar software called Movie Maker 2.0 -- but it is not as easy to use in its existing version. Today you'll learn the ins and outs of the software.
Our schedule for the iMovie project:
Wednesday, March 7th - video capture; no class meeting
Friday, March 9th - video editing; 602 Aderhold (the five-member group will work on the suite in our classroom)
Monday, March 19th - video editing; 602 Aderhold (the five-member group will work on the suite in our classroom)
Wednesday, March 21st - video editing; 602 Aderhold (the five-member group will work on the suite in our classroom)
Friday, March 23rd - Movie day (Due date); 616 Aderhold (the five-member group will work on the suite in our classroom)
- Send me the link of your PowerPoint game (you need upload your PowerPoint game file to that page) No late work would be accepted without a latepass!
- Remember to initial the sign-in sheet as you enter the room.
Today we will begin digital storytelling using iMovie. You will be working in small groups to create an original story about your subject area.
Please read the project requirement carefully before you start your project.
Now let's look at a few examples of digital stories to gets your brains churning about your own ideas.
For additional examples of digital stories look at the links below
University of Houston
The Center for Digital Storytelling
The use of video in education has been around for a long time, but it is just in recent years that it has become simple for classroom teachers and children to create and edit their own educational videos. The Apple Learning Interchange gives multiple examples of using educational video for teaching content standards.
Today you will checkout a digital camcorder or camera from OIT (room 232) and you need capture any footage for your movie between today and Thursday (March 5 - March 8). In case that some of you might not be able to schedule a meeting except for your class time, Wednesday will be a "meeting day". You can use the class time to meet your group members and take your footages. You may also use digital photographs like the examples we watched .
On March 9, March 19, and March 21st, you will use iMovie to edit your videos, add voice and music, and make transitions between clips (if needed).
You'll want to review the project guidelines for this project -- but keep in mind that you need not capture more than 5-8 minutes of raw footage. This will be edited down to 2-3 minutes of video. We will use iMovie for editing. iMovie HD is the software available in the iLife suite on Macintosh computers. PCs have a similar software called Movie Maker 2.0 -- but it is not as easy to use in its existing version. Today you'll learn the ins and outs of the software.
Our schedule for the iMovie project:
Wednesday, March 7th - video capture; no class meeting
Friday, March 9th - video editing; 602 Aderhold (the five-member group will work on the suite in our classroom)
Monday, March 19th - video editing; 602 Aderhold (the five-member group will work on the suite in our classroom)
Wednesday, March 21st - video editing; 602 Aderhold (the five-member group will work on the suite in our classroom)
Friday, March 23rd - Movie day (Due date); 616 Aderhold (the five-member group will work on the suite in our classroom)
Friday, March 2, 2007
Class 23: PowerPoint Game (6)
Today is our peer review day for your PowerPoint Games! Bring snacks to share! :)
Before today's class beginning, you need have these slides or items in your PowerPoint game:
You will have 18 comment sheet one ticket. Each sheet would have a checklist of the game components , plus some scale grading. You will also need to write comments for every person except for yourself. These comments would be anonymous. You will also choose "the Best Game Designer". Write the person's name and put it in the cup. A gift and a winner card will be awarded to the winner!:)
For next Monday, we will talk about iMovie project and how to use iMovie to edit your footage.
Have a nice weekend!
Before today's class beginning, you need have these slides or items in your PowerPoint game:
- Copyright notice
- Credits
- Educational objectives
- Cover (first)
- Story
- Game directions
- Game preparation and game pieces
- Game board (could be either a paper board if you have not had time to scan it yet)
- 4 questions
- Correct feedback page
- Incorrect feedback page
You will have 18 comment sheet one ticket. Each sheet would have a checklist of the game components , plus some scale grading. You will also need to write comments for every person except for yourself. These comments would be anonymous. You will also choose "the Best Game Designer". Write the person's name and put it in the cup. A gift and a winner card will be awarded to the winner!:)
For next Monday, we will talk about iMovie project and how to use iMovie to edit your footage.
Have a nice weekend!
Wednesday, February 28, 2007
Class 22: PowerPoint Game (5)
You need have your three questions ready for today's class.
Part I Bloom's Taxonomy
As you continue working on your PowerPoint games -- it is important to focus on the instructional value of your game -- and value is added through good questions. What makes a good question?
Bloom's Taxonomy is an easy way to learn more about various levels of questioning. Even young children can use Bloom's Taxonomy to improve their work.Here's a video of a class of children who use it to design literature units. After the presentation, you are going to take your three questions "up a level" on Bloom's Taxonomy. Use these improved questions as a model for all 25 questions to be included in your game. Don't forget that you can checkout textbooks from the Curriculum Materials Center in rm 207 for more ideas for questions (just make sure you're not plagiarizing!) Continue working on your game outside of class (it is due Monday,March 5)-- you have a handout on scanning in gameboards if you choose to draw yours by hand. As you work -- review student samples and the PowerPoint Games Project Rubric to ensure that you are meeting the expectations of the assignment.
Part II Prepare for iMovie project
We will start iMovie on next Monday, so we need to get you into 5 groups of 4 today. Please write down your group members' names on the sheet I gave.
You need to get one person go to the OIT to reserve a digital video camera for the coming Monday, March 5 to take the video for your iMovie project. Your group should meet at least once during Monday March 5 - Friday March 9 to discuss your project and take the video.
By the coming Friday March 9, before the class, you need have your video footage ready to be edited.
For this Friday, we will have the peer review for PowerPoint Game project, so please
Part I Bloom's Taxonomy
As you continue working on your PowerPoint games -- it is important to focus on the instructional value of your game -- and value is added through good questions. What makes a good question?
Bloom's Taxonomy is an easy way to learn more about various levels of questioning. Even young children can use Bloom's Taxonomy to improve their work.Here's a video of a class of children who use it to design literature units. After the presentation, you are going to take your three questions "up a level" on Bloom's Taxonomy. Use these improved questions as a model for all 25 questions to be included in your game. Don't forget that you can checkout textbooks from the Curriculum Materials Center in rm 207 for more ideas for questions (just make sure you're not plagiarizing!) Continue working on your game outside of class (it is due Monday,March 5)-- you have a handout on scanning in gameboards if you choose to draw yours by hand. As you work -- review student samples and the PowerPoint Games Project Rubric to ensure that you are meeting the expectations of the assignment.
Part II Prepare for iMovie project
We will start iMovie on next Monday, so we need to get you into 5 groups of 4 today. Please write down your group members' names on the sheet I gave.
You need to get one person go to the OIT to reserve a digital video camera for the coming Monday, March 5 to take the video for your iMovie project. Your group should meet at least once during Monday March 5 - Friday March 9 to discuss your project and take the video.
By the coming Friday March 9, before the class, you need have your video footage ready to be edited.
For this Friday, we will have the peer review for PowerPoint Game project, so please
- Bring your PowerPoint game draft and some snack that you like to share with the class;
- You will write feedback in just a few words for each classmates;
- You will vote for "the Best Game Designer";
- A small price will be given for the winner!
Monday, February 26, 2007
Class 21: PowerPoint Game (4)
By now you should have a story idea and you should have selected the standards you'll be addressing with your game. Make sure that you are not creating a game that will review multiple standards. Your game should be designed to introduce content or to provide practice for student understanding. If your game is designed around basic factual recall -- think of another game!
Part I: Action Button
Today we are going to talk about making action buttons and question slides. Action buttons are easier than they seem. Being slow and methodical makes it easier to create action buttons that direct the user to the correct feedback.
Here are some links that will review what we learned in class today:
Creating question slides
Creating the headquarters to access your question slides
Part II: Game Board
There are two ways to make the game board. One is to use your hand, the other is to use computer to draw a game board. If you choose to use your hand, you will need to scan your game board. The instruction will give it to you on Wednesday. If you want to draw the game board with computer, you can draw it in PowerPoint (one letter size) or your can draw it in Fireworks (as large as you want). This is your option to learn to use Firework to draw the board.
There are two parts of your game that ensure students will want to use it for learning: the story and the level of questions. You want to make sure that you have an engaging story - and you also want to make sure that your game is the right level of challenge. Factual level questions are too easy (and boring) regardless of the grade level you are targeting. We'll spend time in class on Wednesday working on your game design and learning how to write good questions.
For Wednesday's class:
1. Continue customizing the game template
2. Write your game directions
3. Finish the basic slides: objectives, game pieces, copyright notice, credits, etc.
4. Write 3 questions to use in your game (on scratch paper) and bring to class.
Part I: Action Button
Today we are going to talk about making action buttons and question slides. Action buttons are easier than they seem. Being slow and methodical makes it easier to create action buttons that direct the user to the correct feedback.
Here are some links that will review what we learned in class today:
Creating question slides
Creating the headquarters to access your question slides
Part II: Game Board
There are two ways to make the game board. One is to use your hand, the other is to use computer to draw a game board. If you choose to use your hand, you will need to scan your game board. The instruction will give it to you on Wednesday. If you want to draw the game board with computer, you can draw it in PowerPoint (one letter size) or your can draw it in Fireworks (as large as you want). This is your option to learn to use Firework to draw the board.
There are two parts of your game that ensure students will want to use it for learning: the story and the level of questions. You want to make sure that you have an engaging story - and you also want to make sure that your game is the right level of challenge. Factual level questions are too easy (and boring) regardless of the grade level you are targeting. We'll spend time in class on Wednesday working on your game design and learning how to write good questions.
For Wednesday's class:
1. Continue customizing the game template
2. Write your game directions
3. Finish the basic slides: objectives, game pieces, copyright notice, credits, etc.
4. Write 3 questions to use in your game (on scratch paper) and bring to class.
Friday, February 23, 2007
Class 20: PowerPoint Game (3)
Turn in your learning puzzle sheet before the class starting.
Today you should bring your story for the PowerPoint Game to the class. Then we will have each of you share your story with others. You can either choose to use PowerPoint to facilitate your presentation or not. Everyone will just have 2 minutes since our class is a 50-minute session. So please be aware of the time. And if you are going to use the PowerPoint slide, please limit it to no more than 5 slides.
After the class, you need to go on plan on your PowerPoint game: Think about the game direction, preparation, materials. And you need to focus on the subject area and grade level that you decided at the beginning of this semester. The textbooks you checked out from the Aderhold library would be a good resource to get ideas and questions used in the game.
If you have any questions, please ask me either in the classroom or by email.
Today you should bring your story for the PowerPoint Game to the class. Then we will have each of you share your story with others. You can either choose to use PowerPoint to facilitate your presentation or not. Everyone will just have 2 minutes since our class is a 50-minute session. So please be aware of the time. And if you are going to use the PowerPoint slide, please limit it to no more than 5 slides.
After the class, you need to go on plan on your PowerPoint game: Think about the game direction, preparation, materials. And you need to focus on the subject area and grade level that you decided at the beginning of this semester. The textbooks you checked out from the Aderhold library would be a good resource to get ideas and questions used in the game.
If you have any questions, please ask me either in the classroom or by email.
Wednesday, February 21, 2007
Class 19: PowerPoint Game (2)
I will first make a review with our first "formal" project: the productivity tools project.
What factors make a game fun?
Write down your answers on the index card and share with your neighbours.
We will go through the project description and begin to download the template. Most of the technical skills you need to create the game were acquired when you created the seating chart for Productivity Tool Project. Using the drawing toolbar in PowerPoint will allow you to customize your game template.
It's time to get started on our second project - PowerPoint Game. In the learning puzzle chart, fill out the curriculum standard section with curriculum standard(s) that you are going to address in your PowerPoint Game. In the story section, come up a story for your game.
For Friday:
What factors make a game fun?
Write down your answers on the index card and share with your neighbours.
We will go through the project description and begin to download the template. Most of the technical skills you need to create the game were acquired when you created the seating chart for Productivity Tool Project. Using the drawing toolbar in PowerPoint will allow you to customize your game template.
Story time for Power Point Game
It's time to get started on our second project - PowerPoint Game. In the learning puzzle chart, fill out the curriculum standard section with curriculum standard(s) that you are going to address in your PowerPoint Game. In the story section, come up a story for your game.
For Friday:
- Turn in your learning puzzle chart
- Start write game story, direction.
Monday, February 19, 2007
Class 18: PowerPoint Game 1
Part I. Submit Inspiration/Kidspiration project
Before class starts today, please e-mail me the hyperlink of your Productivity Tool project to maggiehu.china AT gmail.com with subject as productivity tool_yourname.
Part II. Introduction to PowerPoint Game
Technology allows educators to respond to various learning theories - from behaviorism to constructionism.
Resources
What were your favorite games? What characteristics made them your favorite? What experience do you have with instructional games? Are the characteristics of your favorite games found in most instructional games? How can PowerPoint be used to create an instructional game for your subject area?
It's important to know a little bit of background on the PowerPoint games project before we begin. Dr. Lloyd Rieber - a professor in my department - wrote a paper on this very topic. Many EDIT 2000 students have created their own games and more and more K-12 classrooms are using PowerPoint games as a way to address contentstandards through constructionism.
You'll want to view some sample games from the Homemade PowerPoint Games website and from student sample and student examples from last summer. After viewing several, you'll want to get started on your game. You'll need to look over the project assignment and use learning puzzle chart to organize the content that you are going to present with PowerPoint Game.
For Wednesday:
In the learning puzzle chart, fill out the curriculum standard section with curriculum standard(s) that you are going to address in your PowerPoint Game. In the story section, come up a story for your game. On Wednesday and Friday' class, each one of you will have four minutes presentation on your story and the curriculum standards. You can create a short PowerPoint slide or use Microsoft Word to provide visual cues for your classmates.
Before class starts today, please e-mail me the hyperlink of your Productivity Tool project to maggiehu.china AT gmail.com with subject as productivity tool_yourname.
Part II. Introduction to PowerPoint Game
Technology allows educators to respond to various learning theories - from behaviorism to constructionism.
Resources
- Behaviorism, Cognitivism, and Constructionvism
- Constructionvism & Constructionism
What were your favorite games? What characteristics made them your favorite? What experience do you have with instructional games? Are the characteristics of your favorite games found in most instructional games? How can PowerPoint be used to create an instructional game for your subject area?
It's important to know a little bit of background on the PowerPoint games project before we begin. Dr. Lloyd Rieber - a professor in my department - wrote a paper on this very topic. Many EDIT 2000 students have created their own games and more and more K-12 classrooms are using PowerPoint games as a way to address contentstandards through constructionism.
You'll want to view some sample games from the Homemade PowerPoint Games website and from student sample and student examples from last summer. After viewing several, you'll want to get started on your game. You'll need to look over the project assignment and use learning puzzle chart to organize the content that you are going to present with PowerPoint Game.
For Wednesday:
In the learning puzzle chart, fill out the curriculum standard section with curriculum standard(s) that you are going to address in your PowerPoint Game. In the story section, come up a story for your game. On Wednesday and Friday' class, each one of you will have four minutes presentation on your story and the curriculum standards. You can create a short PowerPoint slide or use Microsoft Word to provide visual cues for your classmates.
Friday, February 16, 2007
Class 17: Review on Inspiration and Kidspiration
Productivity tool project due today, before the class start.
********************************************************************************
Hello dear class, it was very nice to see there were so many people (10) sit in the classroom on the Valentine's day!
Do you know if we Chinese also have a Valentine's day? Yes, it is Qixi, on each July 7th (which is in a Lunar calendar). And it was said that there are two lovers living in the heaven. But they have been cursed and cannot meet each other except the July 7th. That day they will meet on a bridge over the Milky way.
This Sunday is another Chinese traditional holiday, which is also the biggest one: the Chinese New Year.
This holiday is very important for all Chinese people. It usually last 15 days in the past, from the new year eve, until the First Full Moon day. During this holiday, people visit relatives, friends. There are traditional food for this holiday and many traditional etiquettes. People set off fireworks and do lion dance or dragon dance.
We also have 12 different Birth year animals for each year. They are: mouse, bull, tiger, rabbit, dragon, snake, horse, sheep, monkey, chicken, dog and pig. 2007 in Lunar would be the year of pig. I was born in a year of horse. What year were you born in?
Today we are going to review some good examples from other classes for Inspiration and Kidspiration.
Example 1
Example 2
Example 3
Example 4
By looking at these examples, I want you understand that the project requirement for Inspiratin and Kidspiration is to use their unique functions to engage your future students in the activities. They cannot be just a static "diagram" or "worksheet". You should use at least two or more special functions only from them, such as links, hyperlinks, outlines, Super group , and sound.
After talking about the Inspiration/Kidspiration project, you will have the time left to work on your project by yourself.
This project will due on next monday, Feb 19th before the class begin.
For next week:
We start the project of PowerPoint game. I will first introduce the project a little bit, and give several small lessons on how to make action buttons, etc. Then you will work individually to get the project done.
********************************************************************************
Hello dear class, it was very nice to see there were so many people (10) sit in the classroom on the Valentine's day!
Do you know if we Chinese also have a Valentine's day? Yes, it is Qixi, on each July 7th (which is in a Lunar calendar). And it was said that there are two lovers living in the heaven. But they have been cursed and cannot meet each other except the July 7th. That day they will meet on a bridge over the Milky way.
This Sunday is another Chinese traditional holiday, which is also the biggest one: the Chinese New Year.
This holiday is very important for all Chinese people. It usually last 15 days in the past, from the new year eve, until the First Full Moon day. During this holiday, people visit relatives, friends. There are traditional food for this holiday and many traditional etiquettes. People set off fireworks and do lion dance or dragon dance. We also have 12 different Birth year animals for each year. They are: mouse, bull, tiger, rabbit, dragon, snake, horse, sheep, monkey, chicken, dog and pig. 2007 in Lunar would be the year of pig. I was born in a year of horse. What year were you born in?
Today we are going to review some good examples from other classes for Inspiration and Kidspiration.
Example 1
Example 2
Example 3
Example 4
By looking at these examples, I want you understand that the project requirement for Inspiratin and Kidspiration is to use their unique functions to engage your future students in the activities. They cannot be just a static "diagram" or "worksheet". You should use at least two or more special functions only from them, such as links, hyperlinks, outlines, Super group , and sound.
After talking about the Inspiration/Kidspiration project, you will have the time left to work on your project by yourself.
This project will due on next monday, Feb 19th before the class begin.
For next week:
We start the project of PowerPoint game. I will first introduce the project a little bit, and give several small lessons on how to make action buttons, etc. Then you will work individually to get the project done.
Monday, February 12, 2007
Class 15: Kidspiration
Today we'll learn how to create an activity in Kidspiration and look at some additional examples of project ideas. Here are some more ideas from the Inspiration website. You will have the remainder of class to work on your project.
Your Inspiration/Kidspiration project is due Monday, February 19 at the beginning of class. You should bring a printed copy of each activity and each teacher information sheet.
For your Teacher Information Sheet the Technology Integration Standard addressed is:
"Uses brainstorming/webbing software in planning, organizing, and prewriting. " This is from the Technology Integration Standards on the Georgia Learning Connections website. Your content standards should come from the Georgia Performance Standards.
For Wednesday:
Wednesday is an optional day. It is for you to continue working on your assignments of either productivity tools or Inspiration & Kidspiration. You can choose either to come our classroom or work at home or your dorm. But don't forget to read this blogsite to know what the class will talk about for Friday.
Your Inspiration/Kidspiration project is due Monday, February 19 at the beginning of class. You should bring a printed copy of each activity and each teacher information sheet.
For your Teacher Information Sheet the Technology Integration Standard addressed is:
"Uses brainstorming/webbing software in planning, organizing, and prewriting. " This is from the Technology Integration Standards on the Georgia Learning Connections website. Your content standards should come from the Georgia Performance Standards.
For Wednesday:
Wednesday is an optional day. It is for you to continue working on your assignments of either productivity tools or Inspiration & Kidspiration. You can choose either to come our classroom or work at home or your dorm. But don't forget to read this blogsite to know what the class will talk about for Friday.
Thursday, February 8, 2007
Class 14: Visual Learning and Inspiration
Your understanding of learning theory and technology integration is really starting to come together. You are learning that technology is not used in K-12 classrooms just to make learning more fun. Technology tools can be used in conjunction with good teaching strategies to address various learning styles and student needs.
What does it mean to be a visual learner? What is visual learning? What does this look like in a classroom?
Where does visual learning fit with the curriculum standards you looked at before today's class? Are there specific standards that require visual learning activities? What key words in the standards indicate this?
One of the resources students and teachers can use to assist in visual learning is Inspiration, or the preK-5 version called Kidspiration. Both tools allow students to see a concept and its connecting themes and ideas. During today's class, you'll become more familiar with the program and look at examples of how this tool can be used to develop learning activities.
During next Tuesday's class you'll learn more about designing learning activities and the specifics of your visual learning project.
FOR Monday:
1. Download the trial version of Inspiration and/or Kidspiration.
What does it mean to be a visual learner? What is visual learning? What does this look like in a classroom?Where does visual learning fit with the curriculum standards you looked at before today's class? Are there specific standards that require visual learning activities? What key words in the standards indicate this?
One of the resources students and teachers can use to assist in visual learning is Inspiration, or the preK-5 version called Kidspiration. Both tools allow students to see a concept and its connecting themes and ideas. During today's class, you'll become more familiar with the program and look at examples of how this tool can be used to develop learning activities.
During next Tuesday's class you'll learn more about designing learning activities and the specifics of your visual learning project.
FOR Monday:
1. Download the trial version of Inspiration and/or Kidspiration.
Tuesday, February 6, 2007
Class 13: Productivity Tools - the last day
By now you are familiar with locating and customizing templates to create newsletters, hall passes, business cards, etc. You have also used PowerPoint to create a seating chart and Excel to create a pictograph and an attendance/grade book record.
Your remaining tasks for the Productivity Tools Project are to create a worksheet and write a reflection on using productivity tools in teaching and learning.
PART ONE: FINDING A WORKSHEET
To find a worksheet to customize, there are two useful websites: Discovery School Teaching Tools and Education World. Another interesting place to find a "worksheet" is at Vicki Blackwell's website. Just make sure that you select a worksheet that can be used for your subject area/grade level. Don't just print out a worksheet that you find - make sure to customize it.
PART TWO: WRITING YOUR REFLECTION
The final portion of your assignment (worth 30% of your grade) is the reflection. Here's an example of what your reflection/webpage should look like.
Here's how you go about doing it:
Go to your portfolio: http://pages.google.com and login. Open the page you created for productivity tools. On this page, include links to each of your productivity tools objects (saved as pdf files - I'll show you how to do this in class today). Give an explanation for each of your artifacts, what you learned in the development of the artifact, and how it could be used in a classroom. You'll also want to include a few screenshots of your different objects (I'll show you how to do this in class on Thursday).
Then, on the same webpage, explain in detail the types of activities students can do using productivity tools. Your discussion and specific descriptions should focus on activities at a LoTi level of 2 or greater. Make sure to publish the page when you are finished.
The easiest way to go about completing this portion of the assignment is to first talk in general about the products you created - what you learned while creating them and how they could be used by a teacher in your subject area. Then, locate 3 or 4 lesson plans that use the productivity tools and discuss them in detail. The focus of this portion of the reflection is on the ways students can use the tools at a LoTi level of 2 or higher.
There are two good places to go to find sample lessons that use productivity tools:
1. Georgia Learning Connections (select your grade level, select "technology integration" for the subject. Select "Lesson Plans" for the resources. Click the "Search QCC" button. Then click the "Productivity" link)
2.Microsoft Lesson Plans
Remember that lower grade levels may use tools like Graph Club (for spreadsheets/graphing) and KidPix (for multimedia presentations) instead of Excel and PowerPoint - but you can use these as examples for your reflection.
Don't forget that all of this goes onto your productivity tools webpage with links to the objects you created.
This assignment is due on Feb 16, which will be next Friday. However, anyone who submit your works on next Monday, Feb 12, will get 3 extra credits. :)
For Friday:
We will talk about Inspiration and Kidspiration.
Your remaining tasks for the Productivity Tools Project are to create a worksheet and write a reflection on using productivity tools in teaching and learning.
PART ONE: FINDING A WORKSHEET
To find a worksheet to customize, there are two useful websites: Discovery School Teaching Tools and Education World. Another interesting place to find a "worksheet" is at Vicki Blackwell's website. Just make sure that you select a worksheet that can be used for your subject area/grade level. Don't just print out a worksheet that you find - make sure to customize it.
PART TWO: WRITING YOUR REFLECTION
The final portion of your assignment (worth 30% of your grade) is the reflection. Here's an example of what your reflection/webpage should look like.
Here's how you go about doing it:
Go to your portfolio: http://pages.google.com and login. Open the page you created for productivity tools. On this page, include links to each of your productivity tools objects (saved as pdf files - I'll show you how to do this in class today). Give an explanation for each of your artifacts, what you learned in the development of the artifact, and how it could be used in a classroom. You'll also want to include a few screenshots of your different objects (I'll show you how to do this in class on Thursday).
Then, on the same webpage, explain in detail the types of activities students can do using productivity tools. Your discussion and specific descriptions should focus on activities at a LoTi level of 2 or greater. Make sure to publish the page when you are finished.
The easiest way to go about completing this portion of the assignment is to first talk in general about the products you created - what you learned while creating them and how they could be used by a teacher in your subject area. Then, locate 3 or 4 lesson plans that use the productivity tools and discuss them in detail. The focus of this portion of the reflection is on the ways students can use the tools at a LoTi level of 2 or higher.
There are two good places to go to find sample lessons that use productivity tools:
1. Georgia Learning Connections (select your grade level, select "technology integration" for the subject. Select "Lesson Plans" for the resources. Click the "Search QCC" button. Then click the "Productivity" link)
2.Microsoft Lesson Plans
Remember that lower grade levels may use tools like Graph Club (for spreadsheets/graphing) and KidPix (for multimedia presentations) instead of Excel and PowerPoint - but you can use these as examples for your reflection.
Don't forget that all of this goes onto your productivity tools webpage with links to the objects you created.
This assignment is due on Feb 16, which will be next Friday. However, anyone who submit your works on next Monday, Feb 12, will get 3 extra credits. :)
For Friday:
We will talk about Inspiration and Kidspiration.
Monday, February 5, 2007
Class 12: Productivity Tools (3) - Create Newsletter/Brochure, Calender, Certificate ,Hall pass, Attendance sheet and Grade sheet
There are many objects to complete and details to remember. I will help you step by step. Please don't hesitate to ask me any questions regarding the project. Today we will be mainly working on two programs: Microsoft Word and Excel. I will give you a mini-lesson on that. For those of you who have good computer skills for this project, you can go ahead and work on your project. One thing I would like to bring your attention is the nine objects should address your chosen grade level and subject area.
Resources
Some samples:
Brochure
Calendar
Certificate
Hall Pass
Attendance
Grade
For Wednesday:
Resources
Some samples:
Brochure
Calendar
Certificate
Hall Pass
Attendance
Grade
For Wednesday:
- Continue working on :
- Worksheet
- Business card/Student name tag
- Upload your projects to your web portfolio
- Write reflection for your projects
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