This has been one of the most interesting classes so far the the program. We did not spend so much time on learning new technological tools, but really on how to apply the tools we have learned about so far. The most useful exercise was the final project where we had to take and existing class plan and re-work it to incorporate some of the websites and applications that we have used in class.
As we have gone through the class I have often had ideas of how to use technologies in my work, but because the focus was on getting to know the tools themselves I never really had time to take those tools and try to implement my ideas. We were busy completing the assignments that gave us a background in technology, and gave us practice with the tools and technologies. As with many things you need to understand the tool and how to use it before it really starts adding value. We are now to the stage where we are beginning to use the tools to improve our results, in this case the classes we teach.
The key lessons that we received in this class (which were also brought out in previous classes) are that technology is only good if it reinforces learning principles. The technology should make the class more collaborative, not individual. It should allow the class to help each other learn, not isolate the individual members. It should allow multiple ways of presenting and processing data, including images, video, and other visual media. It should put the students in charge of producing the output, so they are actively using the learning. It should be fun, as positive emotions will also help retention.
For my final project I tried bringing the nine strategies from the class, along with the principles above, to a class that I had previously taught on Technology in Insurance. The class was previously very much "Set and Get", meaning lecture with few pictures. With the help of these principles I have made the class much more interactive. I am looking forward to the next time I can teach it so I can try out these new principles. I will also use the 9 Strategies that we have discussed to modify other classes in the future.
Saturday, April 16, 2011
Saturday, April 9, 2011
Identifying Similarities and Differences, Homework and Practice, and Generating and Testing Hypotheses
This weeks learning strategies revolve around three topics: Identifying Similarities and Differences, Homework and Practice, and Generating and Testing Hypotheses. The most basic of these is Homework and Practice, and that is probably the one that I am most familiar with. One of the most basic concepts in teaching is that Practice Makes Perfect. The key new idea that I have picked up from the reading is that whenever possible this practice should involve the application of the knowledge learned, not just repetition. If you can make the practice about using the knowledge, then students are much more likely to retain it, and to be able to apply it in the future. Technology can help this by creating simulations or other opportunities for students to use the knowledge in real world situations.
Identifying Similarities and Differences is also an important skill for students, and it can be used to demonstrate an understanding of the lesson concepts. If a student can classify items based on the knowledge, then they have definitely learned the concepts. This also give a chance for the kind of application assignment that is described above. For example creating a homework assignment that asks students to identify whether animals are reptiles or mammals requires them to know the characteristics of each, and to be able to identify the similarities and differences for both. Technology can help with this by using web tools to create matching activities or spreadsheets that track the similarities and differences between groups.
The last concept for the week, Generating and Testing Hypothesis, is the one that I have used the least in my classes, but it is perhaps the most powerful. This requires students to apply the knowledge they have gained and use it to predict an outcome. Once they have done so, they will need to develop and execute a test to see if their prediction is correct. This is the basis for the modern scientific method. Here technology can also help, as students can record their predictions in spreadsheets or word documents. Testing can be done using pre-arranged simulations, or real world experiences. Test results can then be captured in the same documents as the prediction. Students can interpret the results with graphs, pictures, presentations, and a number of other creative possibilities. Most importantly, they can gain confidence by correctly predicting the outcome of an experiment. This will reinforce their efforts and give them motivation to try further experiments.
I will change my lessons to add more activities that will allow for more Identification and Prediction exercises.
Sunday, April 3, 2011
Collaboration, Cooperation, and Effort
Our reading and discussions this week all revolved around the ideas of collaboration, cooperation, and effort. They started with us watching another video from TED. I was curious what TED stood for, so I did some extra research. Originally called Technology, Entertainment, Design conferences and started in 1984, these meetings bring together people with ideas in many different fields, some of which happen to involve education. These conferences are definitely something that I would like to attend at some point in the future.
The first video that I watched was a presentation by Clay Shirky at a 2005 TED conference. The video discussed the idea of Institutions and Collaboration. Among the ideas that caught my attention was an actual mathematical model of the 80/20 rule. It turns out that this rule is also known as the Pareto principle, or the power law. I found this concept fascinating, because it finally explained a concept that has been built into the internet since it's inception. Through out the life of the internet we have heard that is would change the world by allowing individuals to take action where previously only a corporation of government would have that kind of reach. We have seen examples of this in many ways, from the decline of CDs and rise of music sharing and online stores, to the success of open source software like Firefox and Linux, to the current political turmoil in the middle east which is being fueled by personal tweets and Facebook pages. All of these are examples of the contributions of individuals that would not have been considered in the past. The other idea that I found most fascinating is the concept that this change will cause the same kind of disruption that the printing press did in Europe, and that in his prediction it will cause 50 years of chaos. Although he made his prediction 5 years ago, the current revolts in Libya and elsewhere certainly support Clay's assertion. The real challenge will be to predict what these changes mean for the realm of education, and how we react to it. Currently most educational models involve more standardized testing, and more generic measures of success. One key change will be the need to allow other forms of testing, for those learners who might have other talents but are not successful with standardized tests. Another idea will be to have more interactive learning, and allow for several exercises that will demonstrate retention of the topics. For educators at least, the old saying holds true: "May you live in interesting times". (On a side note, no one has ever been able to prove it is Chinese.)
The second portion of our assignment this week was to reflect on strategies that we have used to enhance cooperation and reinforce effort. Since I often work with adults, one lesson that I have learned is to use the power of small groups to create cooperation. It is very effective to take people from different backgrounds and put them together. It is also helpful to define some initial roles for the group, such as moderator, note taker, researcher, historian, etc. For each role you should suggest some activities, and some minimum results that the role will need to bring to the group. This creates a minimum level of input from each member. As the group discussion progress, the instructor should monitor to make sure that all members are participating, and that the roles are each adding some value to the discussion. You should also allow the groups the flexibility to change the roles however, or to take the discussion and activities in a direction that you did not foresee. This is one of the most exciting moments in teaching, when the students surprise the teacher with original ideas.
The other topic for the week was reinforcing effort. Because I work with adults this is not an area that I am as familiar with. Most of the adults are in my classes voluntarily, and they all have some specific goal or outcome that they want to achieve. Where I have had to reinforce effort is usually in class discussions. If a student is particularly quiet I will acknowledge the contributions that the student makes. I will thank them for their input if they speak up, which will hopefully encourage them to speak more. This should not be done to excess, as it will appear the instructor is playing favorites.
The first video that I watched was a presentation by Clay Shirky at a 2005 TED conference. The video discussed the idea of Institutions and Collaboration. Among the ideas that caught my attention was an actual mathematical model of the 80/20 rule. It turns out that this rule is also known as the Pareto principle, or the power law. I found this concept fascinating, because it finally explained a concept that has been built into the internet since it's inception. Through out the life of the internet we have heard that is would change the world by allowing individuals to take action where previously only a corporation of government would have that kind of reach. We have seen examples of this in many ways, from the decline of CDs and rise of music sharing and online stores, to the success of open source software like Firefox and Linux, to the current political turmoil in the middle east which is being fueled by personal tweets and Facebook pages. All of these are examples of the contributions of individuals that would not have been considered in the past. The other idea that I found most fascinating is the concept that this change will cause the same kind of disruption that the printing press did in Europe, and that in his prediction it will cause 50 years of chaos. Although he made his prediction 5 years ago, the current revolts in Libya and elsewhere certainly support Clay's assertion. The real challenge will be to predict what these changes mean for the realm of education, and how we react to it. Currently most educational models involve more standardized testing, and more generic measures of success. One key change will be the need to allow other forms of testing, for those learners who might have other talents but are not successful with standardized tests. Another idea will be to have more interactive learning, and allow for several exercises that will demonstrate retention of the topics. For educators at least, the old saying holds true: "May you live in interesting times". (On a side note, no one has ever been able to prove it is Chinese.)
The second portion of our assignment this week was to reflect on strategies that we have used to enhance cooperation and reinforce effort. Since I often work with adults, one lesson that I have learned is to use the power of small groups to create cooperation. It is very effective to take people from different backgrounds and put them together. It is also helpful to define some initial roles for the group, such as moderator, note taker, researcher, historian, etc. For each role you should suggest some activities, and some minimum results that the role will need to bring to the group. This creates a minimum level of input from each member. As the group discussion progress, the instructor should monitor to make sure that all members are participating, and that the roles are each adding some value to the discussion. You should also allow the groups the flexibility to change the roles however, or to take the discussion and activities in a direction that you did not foresee. This is one of the most exciting moments in teaching, when the students surprise the teacher with original ideas.
The other topic for the week was reinforcing effort. Because I work with adults this is not an area that I am as familiar with. Most of the adults are in my classes voluntarily, and they all have some specific goal or outcome that they want to achieve. Where I have had to reinforce effort is usually in class discussions. If a student is particularly quiet I will acknowledge the contributions that the student makes. I will thank them for their input if they speak up, which will hopefully encourage them to speak more. This should not be done to excess, as it will appear the instructor is playing favorites.
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