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 

I had been thinking about Plato and Socrates and what they would think of a paperless world.  They really didn’t know paper anyway!  Then the article starts out with what Thucydides would think.    Interestingly, I have been having my own graduate students submit their research drafts, and final papers electronically for a while.  I do just what the professors at Columbia do and that is to make corrections and comments right on what they send me.   Truthfully, it is easier for me to catch mistakes with a hard copy, but all that paper is a waste.  Students want to know “now” if their thinking and writing is on track and it has become much easier for me to reduce their anxiety quickly by using email.  : )   The idea of a student being able to enhance his / her work with audio, video, or still pictures is super.  Their products are more developed, and intriguing, and they show a lot of thought and reflection. 

I don’t have the CU Analyzer, but I can imagine its worth.  I do a lot to build an in class learning community.  Building an online presence and community would only help each student learn, but learn, perhaps a little differently.  I totally can see an extension of in class discussion that continues online.  For example, we discuss Plato’s The Cave. I can see my students viewing an animated version of it online and then talk about its impact on Philosophy in general.  I think the entire conversation would be much more beneficial and worthwhile. Peter Awn, dean of the School of General Studies said this:

“The more access our students have to substantive research materials, the more they can enhance the seriousness of the class.  Many of our students have schedules that demand the flexibility of remote access, yet they still must have the experience of a classroom community—this class offers both.”

I think that access is a key element of the power of using the Internet and going paperless.  (I still want my students to take a trip to a college or university library if for no other reason that the experience of having to really search.)  It’s easier to search the Web, and from a time constraint standpoint, it makes sense to have that capability for my students.  They all work full time, most have families and other commitments, and the flexibility of going paperless is inviting!   Awn is right, however, on blending the face-to-face with online learning.  I think a totally paperless classroom is unrealistic, but certainly, reducing the amount of paper used is an idea for great consideration.  That concept would change my teaching role in that I could have my students find more of the information and present it to others in class.  They would become more responsible for their own learning and I wouldn’t have to lug so much around. 

As it is, I carry my huge notebooks, textbooks, laptop, and other things to each class meeting.  (I truly do have a shoulder ache after that!)  Learning would be changed, and in a good way actually.  I think conversations would be richer because students would be conducting their own research and their reflections of what they found would enhance what we discuss in class.  Besides, I’ve said it before – I’m all for saving our trees!  Measuring learning doesn’t really change all that much. 

I could design rubrics that specifically speak to the “new” requirements of online study and discussion.  My exams could be online, and students could take them anytime before a due date.  I think that what Marc Meyer said is true: 

“Studies have shown that the most effective learning takes place when a student develops an emotional attachment to the work.  If I’m using a program that can stimulate more senses, then the opportunity for emotional involvement is greater. The more they learn, the more it stays with them.”

Many of my students would be considered a part of the “Net Generation”; most are not, but I totally agree that we have to make learning fun, and exciting.  The ho-hum, hum-drum way must be changed and going paperless is certainly one way to do that!  For me, that makes the possibilities of being more paperless just plain smart! 

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

I really do like SKYPE – when I’m not doing others things on the computer.  What I’ve learned to do is mark myself as “unavailable” during certain times of the day.  I do like the fact that my friends and I can carry on a conversation immediately.  I’m not bit on IMing and I see SKYPE in a similar manner.  Maybe it’s the look of SKYPE or the ease of using it that I like. I also know that part of my job is to use it! : )  Great motivator!   My experiences have been many actually.  I have carried on a group discussion about Constructivism and using Questioning Skills with others in my class. It was fun to read what folks thought and how they used the Q skills in a scenario that was presented.  I liked watching that cute little pencil as others were writing.  (Doesn’t take much to make me smile, huh?)  

With my foundations courses I think SKYPE can be beneficial if my classes can’t meet for whatever reasons.  A student who is absent could be contacted via the medium and informed of what was coming up or assignments that were given.  He / she could ask questions and get an answer right away.  That’s pretty neat I’d say.  It is a quick way to be connected to anyone else who is “on”.  I like that I decide if I want to be connected.  : ) (Power is cool and all that!)   

I think I can gain an immediate knowledge about what my students do and do not know about a particular topic.  I can direct them easily to answers, but also have a way to visually listen to them.  That, for me, continues to help build that relationship and learning community I like to have in all of my classes.  Knowing where they are in a topic will help me know where to guide them.  So, it’s all a good thing.  See you. 

Sue  

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  

Hi Everyone,

I want my blog spot to be a place where my students can find their assignments, see the syllabus, (I call it a “silly bus”!), “hang out”, talk about their research, assignments, share lessons, ideas and activities with each other, and exchange some favorite Websites for information, videos, or sound files.  I certainly anticipate that they will ask questions of each other and me.  The impact on my practice and teaching will be that I come to know how my students learn, but also widen my own sphere of educational possibilities because I can connect with other teachers.  Not only will my students widen their networks, and nodes, I will too.  I envision their philosophies of education will be discovered, enhanced, and strengthened.  Their own understanding of how they learn, what motivations they have for teaching, and a host of other things will increase.

Web 2.0 will enhance my opportunity to discuss the various topics associated with the three foundations courses I teach.  Those courses are:  Philosophical Foundations of Education, Educational Psychology, and Foundations of Educational Research.  This will be another way in which I can connect with my students and vice-versa.  I believe that motivation for the topics will increase, writing skills will improve, and thought processes will strengthen.  Students will be able to connect with each other to discuss assignments and support each other no matter what.  The purpose of this blog is to provide a platform for my students so that they can discuss topics and issues that were brought up in class, share lessons, ideas and activities, or ask questions of each other or me.  It’s all good and way cool!

I particularly like the questions that David Warlick suggests and believe these will help me guide my students more specifically.  Those questions are:

• What did you read in order to write this blog entry?
• What do you think is important about your blog entry?
• What are both sides of your issue?
• What do you want your readers to know, believe, or do?
• What else do you need to say?

I really think these will be foundation for me and will need to be shared with my students so that they have a purpose for what they write!  See you. 

Sue

Hi Group,

I was about to get into singing the Righteous Brothers hit song, but just kept it in my head as I thought about the blog(s) I read.  I went to my grand-nephew’s blog about his internship in Australia.  Aside from the fact that he is one of my grand-nephews, and that it was part of an assignment, Ryan has created a blog that is interesting, informative, and aesthetically pleasing.  I think he discusses what he was doing in Australia very well, and the pictures he posted are terrific.  (Of course, any time I can see part of my family, I like it!)   I think I could use a few of Ryan’s ideas for the layout of the blog.  I like the color choice as it is easy on the eyes.  The blog site is:

http://web.mac.com/RyanBlackman/iWeb/Australia%20Blog/Home/Home.html 

Except for email, Ryan does not provide a way to comment on his blog.  I’m not sure why it is considered a blog really.  There is no exchange of communication except for the ability to write him an email.  (He has not written me back!)  He does have the RSS feed posted, and, of course, some fabulous pictures of the country and part of my family. 

This next blog was interesting to me because it has many ideas on how to use new Web 2.0 technologies in our classrooms.   It is not a student’s blog, but I’m still learning what is out there!  There are many links that discuss exactly what we are all about in this course.  http://www.teachersteachingteachers.org/ 

I think it is very “busy” and not that pleasing to the eye.  I have a thing about aesthetics and I think the same should be present for blogs really.  Who wants to read when other things are bombarding you from your peripheral vision? 

The following quote comes from:  http://chalkdust101.wordpress.com/ 

Those of us who engage in blogging, sharing Google docs, creating groups in Google, Yahoo or Ning or gathering instant input from Twitter, experience this type of camaraderie, this conversation and professional development on a daily basis. This face to face encounter among these teachers is only the beginning of what it could be. They want more meetings like this but what they haven’t yet realized is that, they need only 5-10 minutes a day using the right technology tools to help them continue these important conversations, to develop their notions of best practices in literacy instruction, share their ideas, gather input from others who are dealing with the same challenges. 

The explanation of blogging’s potential to help create professional camaraderie is good.  I like the layout of this blog.  It is not “busy”, and most of the comments are well thought out and presented.  I’m not sure how these folks can keep up with all of the places they are on the Web.  This guy has a ton of places where one could “see” him!!   My comment is on the blog, http://www.utechtips.com/?p=193 is here: 

http://www.utechtips.com/?p=193#comment-129281  

I decided to look at an elementary school’s blogical site.  Each year, the teacher sets up individual blog sites on her teacher’s blogical site.  The students were taught the ins and outs of blogging and spent time creating their own blogs.  One student posted a very funny essay on how it all began and “the look” of the teacher who walked them through the steps.  The students got to choose their own backgrounds and things they want included on the blogs.  Some blogs were very well organized and I could tell their writing improved from post to post.  I liked the color choices the students had, and even though the sites are pretty much the same in design, some students put extra things on their blogs to make them more personal.  The following site is the classroom blog with individual blogs by 5^th grade students: http://itc.blogs.com/minds/ 

I thought it was really terrific how the students talked to students in other countries and learned things from them.  All of the students were very sincere about blogging and they obviously enjoyed creating them, and using them. I hope they will continue to see the value in them.  Have a super day! 

Sue