I did something a little different for this assignment.  I hope it is okay, and that you like it.  You might want to view this in a new window.  Have a great day and night.

Sue

http://outofbounds.biz/vision.ppt

Songs (All only partially used):

In They Year 2525 (Zager and Evans)
Turn Turn Turn (The Byrds)
Heed The Call (Kenny Rogers and The First Edition)
Morning After (Barbra Streisand)
Cast Your Fate To The Wind (Vince Guaraldi)
Time (The Allan Parson’s Project)
Enter The Young (The Association)
New World Coming (Cass Elliott)

I’ve had several shifts.  I’ve shifted some a little of my thinking in the idea of being a 24 / 7 teacher.  I’m really online most of any one day but to stay more fully connected to my students, they need to know that I am available.  I can actually have “office hours” for them and I could be there for any question or concern they may have.  I do lecture at times, but I’ve never been much for that.  I really like the idea of knowledge coming from a conversational point of view.  This isn’t a shift for me except to see it as one shift that many teachers may experience once they truly understand the “new nature” of teaching.  I am reminded that teaching was originally very long, philosophical conversations that Plato or Socrates had with their students.  It is not a stretch for me at all. Perhaps my biggest personal shift is in the area of the social, collaborative construction of meaningful knowledge. 

I have thoroughly enjoyed reading what my colleagues have written on their blogs and on our class Wiki.  I came into the course not really appreciating blogs and I only understood them from what I had seen previously or read previously.  I only saw blogs as places for folks to vent and rant and rave about whatever topic was on one’s mind.  I was a little more okay with Wikis because another class had used them for several assignments.  I truly do not think they work well for any group endeavor and I think another Wiki site has a better format with better options as far as getting feedback and the like.  I do like Wikis and I can see their usefulness to a point.  Blogs would serve my purpose much better.  There is continuity to them that I can control much more easily.  The content that I would use a class blog for would work well.  I know I could use a Wiki for content but I would have it be individually based.    

In terms of how either has affected my teaching I can only surmise and predict at this point.  I will have a week long summer class in Educational Psychology for my new Chicago cohort.  I am going to set up a class blog and Wiki for them and see which really meets their needs as well as my own.  I think the future of teaching and learning will become even more personal with better and newer technologies that are developed.  I watched a show a while back, on You Tube I think, where Microsoft was showing off their new idea.  It was a coffee table that had a somewhat “liquid” screen that one would only have to touch to get to whatever they needed to look at or work with.  It was fascinating. You already know my view on blogs has radically changed.  For that alone, I want an “A” grade!    I enjoyed making my very first podcast too and I totally see the relevance to using that technology!  Vodcast is another story.  Quite frankly, I don’t know that I’d have time to do that.  Screencasting?  That might be more “real” to me but only because I have so many ppts now that I can rework them into a Screencast if I understand it well enough! 

The more I use a class blog or whatever technology, the more I will see their benefits to my students.  For me, it is always about what will truly benefit them.  I have a ways to go in my own knowledge and I have to practice more.  I’m on my way!  See you.

Sue 

                                                            (You’ll see why!)

When I first read the “theory” posed by Siemens I pretty much thought it was nonsense.  I still do.  That means I agree with the “con” point of view of my colleagues who posed their ideas at:

http://bcegradspace08.wikispaces.com/Con+Connectivism

I agree with the critics that say it is a pedagogical point of view.  It seems to be much more of a way that learning takes place. I think Pløn Verhagen is correct in saying that Siemens’ so called theory is better suited as a view of curriculum or a teaching method.   As he said:

Modern cognitive tools are nothing but an extension of the toolkit.  (1)

A theory is a “proposed explanation” of something whose status is conjecture. (2) My research students have to come up with a hypothesis of their research and at best, connectivism might be a grand hypothesis of something that is a construct.  Siemens’ idea is terribly speculative and can only be hypothesized just as any philosophical idea is merely a hypothesis of something that is observed or believed. Theories attempt to explain certain things that occur (phenomena). We can test Multiple Intelligence^© learning theory, but only if we implement an activity for one of the “intelligences”.  RTI works to increase achievement once we develop a particular intervention plan for a specific learning difficulty.  As such, it is a theory / method of presenting knowledge to students.  And that’s just what technology (those little pipes!!) does for students too.  It “connects” them to the knowledge that others have no matter where those others might be. Someone had to put the knowledge in the technology.  I’d call those “someones” people and not non-human appliances!

Intelligence is a construct and to define it, we have to assign some number or letter to a response to something in particular.  That number or letter gives us a means by which we can “see” intelligence.  Without it, intelligence is nebulous. The result of intelligence might be an “A” grade or getting all the answers right on a test, but you still cannot see it. 

Connectivism might be better placed, if indeed it must be placed, into the constructivist’s philosophy.  Students can make whatever meaning they need using technology and “nodes” in their network.  Whatever they learn is knowledge that had to start somewhere.  It’s still a matter of constructs. I think Siemens doesn’t really understand “existing learning theories”.  If he did, he certainly would get that they all attempt to explain what or how one internalizes learning, knowledge or whatnot.  : )  I do not think he truly understands what he calls “forms of knowledge”.  If he did, he certainly would not attach the word “Interpretivism” to Piaget, Bruner, or Dewey.  He also would not use the word “Objectivism” for the work of Skinner, Pavlov, or Watson. (I wonder if any of those philosophers are about ready to rise up and go after Siemens!!??)  YIKES!  I also think it is naïve to think that the aim of learning is social.

Siemens’ first three principles bother me actually.  I do not understand how he can believe that learning and knowledge are “opinions”.  Let’s see, a tree losing its leaves in the winter is an opinion?  His second principle is better, but that third one is just plain ridiculous.  

A toaster can provide knowledge?  No, it can’t.  You can learn about a toaster by taking it apart and putting it back together, but it’s still a toaster!  I think I’ll go stand in my garage and see how long it takes me to become a car! Sue

Resources:

1. Pløn Verhagen. BCE readings.
2. Webster’s College Dictionary. (1992) Random House, Inc. New York
3. http://www.hellasmultimedia.com/webimages/images-htm/food/Food-Cook05.jpg

 Retrieved April 16, 2008

After a few retakes, I think I’ve got it! : )  I had fun doing this and now I think I’ll take a nap!  I hope you like my first foray into online broadcasting.  Have a neat day!

Sue

6b3.MP3

I saw many pictures that I thought were interesting and I suppose that several could be used for a blog or Wiki.  I’m more apt to use pictures that I have taken, or, as you may have noticed, drawings and other “art” work.  I do envision that my students could take pictures of their students in “action” with activities that they design based on knowledge they get from the Ed Psych course.  That could be telling! : )  Certainly each student could use pictures from the Creative Commons area for their presentations or, perhaps, to illustrate a thought or idea.  As Derek Baird writes,

Sharing photos is an inherently social activity.

http://www.techlearning.com/story/showArticle.php?articleID=172302903

I think he is right!  He goes on to say that Flickr is easy to use and can help students acquire new technological skills.  I think it can also build on student’s social networking skills and we all know they need that ability! The biggest advantage is that students can learn how to create slideshows, presentations, and the proper netiquette of commenting about other’s pictures.  They can learn from other true photo artists what to look for in a good photo and how to use it wisely.  They also get a crash course in some copyrighting issues.  Students can upload pictures to their own blog or a class blog, and use the RSS feature.  Sounds good to me!  : ) (Baird also has some great thoughts about using Flickr in the curriculum that you might want to read.)   I do think of students whose learning preference is visual and how great Flickr would be for them.  They could have a presentation about any topic and all by using photographs. 

I can see something about the Civil War, or a biographical piece about a mathematician, or a sports figure all proudly presented by a student along with their own commentaries.  : )   An English teacher could present a photo and have students write their impressions about it; a language teacher could have students write or speak about a photo of some famous landmark in another country.  The possibilities seem endless really. Here is another site that discusses how Flickr can be used in the classroom.  It’s pretty good too and he has a link to his own Flickr site. 

http://www.jakesonline.org/flickrinclassroom.pdf

Think of all the events our students could discuss because of pictures from Flickr.  I love it!  I would be cautious and here’s the reason:  I typed in a tag and it led to a rather graphic picture that I would not want my students to see at all.  My husband asked why I gasped and turned red!  So, we do need to be vigilant!  : ) Anyway, I like the opportunities that students of all ages can have by using Flickr.  It’s limitless!  Have a great day! 

Sue
Here are some of the pictures and the reasons I chose them:

http://www.flickr.com/photos/chascarper/2352260788/

http://www.flickr.com/photos/kyknoord/2376829314

http://www.clipartjungle.com

http://www.flickr.com/photos/kyknoord/2376829314

http://www.flickr.com/photos/10918289@N07/2373655626

http://www.flickr.com/photos/jurvetson/153704793

I like the first photo because it is about construction in Chicago and I think we do provide “construction” of learning in our classrooms.  It might appear at first to be a jumble of things, but it all works to create a beautiful structure in the end.  The second picture reminds me of the beauty of nature and our “naturing” (my made up word!) helps children learn.  The third picture probably doesn’t really need any explanation! 

The next photo reminds me of the variety of people in our world.  Next, I am reminded to remain calm and see the light in every student.  The last picture is just very peaceful.  I could stay in this one for a very long time!  It reminds me that though there may be “ripples” in the water I can still find the good in any scene!  All images captured 2008 03 April from sites written by picture.

LESSON PLAN FOR SOCIAL BOOKMARKING 

I will first need to determine what my students know about social bookmarking.  I suspect that many will have some idea about them, but may have not considered them as a means to enhance their own learning and teaching.  To that end, I will facilitate a short discussion asking some of the following questions:

Having gathered some idea of what they know, I can now show them what they are, how they are used, and what they can do for them.  (I will hopefully have access to the Internet and LCD.)  Before I show them my bookmark page, I want them to get into groups of at least 3 and no more than 4 to brainstorm a list of keywords (which I believe become their “tags”), and topics that might show them sites for our courses.   After each group has a list for say, Educational Psychology, and we have combined words and such, I will have them create a list of keywords and topics for both Educational Research, and Philosophy of Education.  I will connect to the Internet and show my students my del.icio.us page that already has many bookmarks of places that I like and can link to right away.   I will share sites that I have saved that are just for our courses too.   

It will be important that I share how to create their own del.icio.us page.  With that in mind, I will sign up for our own page so that they see how it is done from the get-go.  Since I have 8 hour sessions with my groups most of the time, and since many students bring their laptops to class (with wireless capabilities!), I can have students help each other create their own bookmarking pages.   I will to go to a site that has information about one of our courses, type the tag I use for it, click “save” and it is captured!  Cool!  
I can then go about showing them how to subscribe to the specific tag that I will give them.  It will probably be the name of the town that the cohort is in.  (Chicago, Racine, or Milwaukee)   Their assignment will be to begin looking for sites that relate to the topic they have chosen to research.  Doing this one course at a time will give them opportunities to share things from and with other students.  I can see a great network of ideas and options coming from all over the Web 2.0! 

In addition, I will have the opportunity to find sites related to our course topic and share those with everyone. Personally, as I learn more about the possibilities of bookmarking for myself, I can see my own professional development growing as I continue to learn.  I would like to use the idea for others that I teach with too.  And that is my story and I’m sticking to it!   See you. 
Sue  

4-B-2 Brien Learning via RSS

I really hope to use RSS so that I can keep current with the latest and greatest research and ideas for each of the foundations courses I teach.  I like that I will magically find content sent to me.   I can read what I think is relevant, use ideas, activities, and suggestions from others that teach what I teach, and share everything with my students.   I can direct my students to blogs and RSS feeds that are thought provoking and intriguing.   I can’t help but think that the RSS I find would only help my teaching; I know it will help my students learn.   It’s an opportunity that I simply cannot pass up! 

Sue

This is a topic I use in my Educational Psychology course.  Please read the following mini-research regarding the issue of Character Education in schools.  (I apologize if it is over the word limit! J)   You do not have to follow any link that may show.

Since the 1960’s teacher education has downplayed the teacher’s role as a transmitter of social and personal values and emphasized other areas such teaching techniques, strategies, models, and skills (e.g., Nucci, 1986a). More and more the vision of a good teacher is as the good technician, the skilled craftsman, who has acquired those behavioral skills and strategies that the “effective teacher” research claims are related to achievement. However, the fact that “effective” is defined as the students’ scores on standardized tests of basic skills, but without reference to higher-order intellectual processes or concern about the students’ morals, is of concern to many parents and educators. Educational psychology, rather than philosophy and religion, has become the basis of teacher training (Ryan, 1989). In most cases, educational psychology focuses on the individual, separated from the social context. Additionally, modern education has been heavily influenced by the behavioral approach, which has proved adept at developing instructional methods that impact achievement as measured by standardized tests. In the opinion of most researchers in the area of character and moral development (e.g., Lickona, 1991; Nucci, 1989), additional emphasis must be placed on the philosophical “why” of education in addition to the technical “how.” The two educational goals most desired by both the public and educators–academic competence and character development–are not mutually exclusive, but complementary (Wynne & Walberg, 1985). Competence allows character to be manifested in highest forms and vice versa. For example, Stallings (1978) found a positive impact of attempts to improve student achievement on independence, task persistence, cooperation, and question-asking. Etzioni (1984) and Ginsburg and Hanson (1986) reported that students who were self-disciplined or more religious, hard working, or valued learning scored higher on achievement tests. Kagan (1981) and Wynne and Walberg (1985) argue that good character ought to be the more primary focus as it is a goal in reach of more children than is high academic achievement and can result in less alienation from the school.The relative lack of interest in character education in the last three decades has begun to change (Lickona, 1990). In 1987, the National School Boards Association proposed to the United States Department of Education a project, “Building Character in the Public Schools,” designed to enhance character development in the schools through involvement of more than 15,000 local school boards in this country. The project had two overall goals:

1. to heighten national awareness of the importance of character development programs in local public schools to the continued success and stability of American society; and
2. to encourage the establishment and improvement of character development programs in public elementary and secondary schools.

Bennett (1993) proposed a list of cultural indicators that he believes could be used as measures of the character of our society. In addition, he cited a number of social trends that he believes have impacted these indicators. The following table provides an overview of how these have changed from 1960 to 1990.
 

Even a cursory glance would indicate that our society is changing in ways that produce discomfort for most of us. While Gross Domestic Product (GDP—the amount of goods and services produced in this country) has risen dramatically relative to the growth in population, with a corresponding increase in spending on social programs, data on indicators that might be used as a measure of the nation’s character show movement in the opposite direction. This type of analysis is quite beneficial because it is at a level that includes the influence of all of the major social institutions that influence character development in our young people, not just schools. However, schools do have an important influence and we should use that influence judiciously.

Based on what you just read, briefly discuss your thoughts about having specific Character Education lessons presented every day in our schools?  Do you think those lessons can / do influence student achievement as some studies have indicated?  Should teacher education programs emphasize the teacher’s role as a transmitter of social and personal values?  

Hi,

Whew!  I think I just about have this down!!!  : )  I commented on two student blogs actually.  I forgot to give my blog comment link in the first blog.  You can read the comment here:

http://itc.blogs.com/mind11/2006/10/all_junk_food.html?cid=10

My comment to the second blog, Cena’s, is here: 

http://itc.blogs.com/mind11/2006/10/all_junk_food.html?cid=107041100#comment-107041100         

Have a great day! 

Sue