I love the twist on this definition of fail. The traditional definition has a negative description of not succeeding where this definition offers the option to have multiple attempts. Reflecting on a recent FAIL, I found that it is often a great learning experience for not only me, but he learners as well. In a recent training with a second grade class, I was teaching Wordle. The students were so excited to use the laptops in their classrooms at their own desk. I had finally convinced this teacher to have me come into her class to share this tool with her students. I had at least succeeded in that area! Well, then they began logging in. Most were successful, a few of the computers were not working. I started to get frustrated because I had borrowed the lad from a different grade and they had never expressed to me that half of the lab was not up to par. I quickly problem solved with the eager 8 year olds and we paired them up and continued on. I usually start with showing an example of the final product and was I glad I didn't for this class. We get through the whole lesson, list all of our holiday words, and hit 'Go.' All computers have an inactive plug in. Are you kidding? It took those littles a half hour to type 10 words! That is my definition of a FAIL-First Attempt In Learning! For me and for those students. We had an opportunity to discuss how technology sometimes 'fails' and how we problem solve technolgy issues. We made a plan for our SAIL (Second Attempt In Learning)
While reading the article, 'Is iTunes for You?' by Jeffery Selingo, one statement stuck out to me. As I reflect on my goal and relationship with iTunes you, I ask myself the purpose, "Users don't get credit for the courses they watch. And professors don't get paid extra for the courses on iTunes U. Administrators and professors alike view the idea of giving away courses that traditional students pay thousands of dollars a year for both as a free promotional tool and as a public service." This to me, hit the nail on the head! It puts the fun back in learning and puts the learning in the control of the learner.
The argument on the other hand involves more of an interactive learning environment. To me, iTunes U is not the place for this. This interactivity involves more activity for the 'professor' or 'creator'. I feel there are other sources for this, such as a paid for class or one that is offered to school districts or in a paid for school setting. Since iTunes U is currently a free service, I find it difficult to offer services that must pay for people to maintain. I do feel that interaction and discussion has potential to add more, but I don't find iTunes U the place to do this.
The final article that shares the new option for K-12 teachers to create private courses is a step in the right direction. I do, however, see the alternatives that Canyons School District is pursuing. Canyons has produced several iTunes U courses and I personally have created one. I designed my course to be a follow-up to a course that teachers can refer to after they have competed the course in person. If feel that as our district provides many opportunity for free professional development; teachers can participate in courses that are offered online, in person and in their school environment for credit and that iTunes U, since it is a very public entity, should be reserved for self motivated learning.
Podcasting in iTunes U is a great supplement to in class learning. I loved the idea that the professor in Wisconsin posts his lectures daily so students can listen and refer back to them.
Arizona State University uses iTunes U to also supplement their instruction by including videos, lessons, podcast and Ask a Biologist. I love this independent idea for an additional resource for the learners.
As I watched the video by Jeff Robbin on the iTunes U app, I saw how other universities use iTunes U. I saw the many of hte courses had a book to supplement the course. When it comes to certain courses, I see this is a great tool to go with courses. I do feel however, that not all courses follow a text book outline. Many hands on courses rely heavily on other components and lower level learning directed to the learners.
Power Search was new to me. I liked the three search tools available to search amongst. I think this would be beneficial when you are doing a search of a very specific topic
10 Minute Tools
Why Technology: efficient and engaging, universal design, common core
Thing Link-interactive graphics
Wall Wisher-digital word walls
Google Docs-vocabulary cards in presentation mode
Flashcard Stash-personalized flashcards
Ten Minute Tools
Vocab Grabber - Word Cloud generator
Wordle-Word Cloud generator
This presentation was great! I loved learning new tools for supporting vocabulary and seeing new ways to use some tools I already was familiar with.
Flipped-Learning.com (Jon's Blog)
What is the most valuable use of class time?
It is about the active and engaging material, not just videos.
Flipped Mastery- Direct Instruction, Practice, Apply, Assess, Remediate
Independent learning, differentiation, no gaps, no place to hide
Administrator Recommendations- provide time to change, collaborate, permission to make mistakes, evaluation will look different, encourage, coach, provide IT support, buffer, sounding board, model flipping, personalization.
I found the piece at the very end about administrators flipping their faculty meetings and Professional Development very valuable. My goal is to do this more and use better time with the limited amount of face to face time I have with teachers.
Shannon McClintock Miller and Meridan Boyd - Transforming Learning
What an inspiring story of these young kids.
The Google Form given to the students, really says it all:
#1- Let our kids have a voice!
Examples: Skype, Social Media, TweekDeck, Instagram, Blogging
#2 - Let our kids collaborate!
Examples: Talking, helping, showing, Edmodo, Google Hangout, Blogs, Skype
#3 - Let our kids create!
Examples: Instagram projects, Google Presentation, TuxPaint, Haiku Deck, SparkBooth, Portfolios\
#4 - Let our kids have experiences!
Examples: Clubs, Google Hangout, Edmodo, Skype
#5 - Let our kids teach!
Examples: Flipped Classroom, Haiku Deck,
#6 - Let our kids have access!
Examples: eBooks, databases, GoogleDrive, BYOD, Remind101
#7 - Let our kids have our space!
Examples: QR Codes, Symbaloo, GoogleSites
#8 Let our kids have choices!
Examples: Spaces, Clubs
#9 Let our kids make a difference!
Examples: Helping others, Raising money
Here is a short MentorMob, a free site that allows you to mash up your online images, movies, and articles. Teachers can flip their classrooms very easy!. I would use this to show my teachers a few examples of Technology in the classroom and a few related articles. It is a very quick mashup opportunity and you can even add quiz questions throughout the MentorMo
I love Thinglink!! So easy to use for students and a great new way to present information in a quick and easy way. I would use this to have the students introduce themselves and then have the option to do reports and activities.
The Thinglink I chose to do is a simple introduction activity I could use in my schools to introduce myself to my teachers in my schools. It also shows my teachers a fun activity and technology tool that they can use with their students. I would like to create another Thinglink that features more advanced features like YoutTube videos and links for scavenger hunt activities.
Creating PowerPoint Quizzes can be a fun way to have an interactive review session. It could be something as big as a test or quiz, or just a short quick check on the days discussion. I like the ability to have the links go to pages that tell the student immediately if they are correct or incorrect. I have included my PowerPoint on the regions of the United States. It was a topic I randomly picked and and I was able to complete this activity quickly. I am working on tweaking the ability for the Slideshow to continue even if they students get it wrong. I will play around a bit more and maybe next time I will add more hyperlinks that take the students to the Internet to get more information.
After learning about Canvas or Edmodo, create an assessment and have your students take the assessment. Write a reflection about your experience about creating and administering an assessment using either Canvas or Edmodo. For example: Was it a positive or negative experience? How did your students respond/perform using Canvas or Edmodo? Is it something you will continue to use? This is your chance to let us know what you thought about this type of tool being used for assessment purposes. Your reflection must be at least two paragraphs. Please include screenshots of what the assessment looked like on your end and/or the students end. Post your reflection to your ePortfolio, and provide the link on Canvas. A screen shot of your assessment should be included within the post.
Edmodo was very fun to learn! I think that having this tool available in the classroom would be an excellent way to connect with your students. It is great that the program can be used during whole group time or in a small group. I liked that the students were able to chat with one another in a monitored fashion and that they could see the quiz results in real time.
I did a short quiz that I had other teachers take. It was very quick to create and the fact that they can see the results and rate their feelings was awesome. I went in with a sixth grade teacher to view how this could be used in the classroom and we had great feedback from the students.
Not only did they complete the assigned quiz, we were able to explore the polling features. This was great and a quick way to have students respond. We also used this as an opportunity to teach Internet Safety and to discuss how important it is to be safe, not expose too much and to think before they post. It worked out great having the administrator account on the screen so the kids could see the results in live time.
Overall, my experience with Edmodo was great and I look forward to sharing this tool with teachers!
1. What is it about gaming that engages students? Just that, it models a game, which can be more enticing to students. Kids live in a face-paced world and function much better when they are highly engaged in a fun, face-paced way. Gaming allows for students to learn while competing and 'playing'.
2. How can gaming be translated into assessments you create for your students? Assessments can be put into the gaming style by promoting the students to the next level if they continue to succeed. If they miss a question or topic, they could go back, relearn the concept and try again. It also allows those students who get concepts quicker, extension activities and level.
3. How is gaming more closely related to "Career Ready" then traditional tests? There is constant competition in the real world and in careers. Teaching kids to be driven to succeed and to push further, helps them get ready to careers and more real world application.
In addition to these reflection questions, I want to include my personal views on this topic. I feel that the idea of gaming in the classroom is an option that will work for many kids, but we also need to teach our students that life isn't always going to be run, motivating and exciting. We have to be real with them and teach them that they may need to do not so exciting lessons.