I would definitely have to say that both of these courses were very challenging. I started out feeling very unsure of myself, but that feeling subsided as time went on. Let's start with the positives about both courses.
For EDTEC 544, I really like the way our design document was broken into pieces with us submitting each piece as time went on. It really took the pressure off as far as having this huge project due towards the end of the semester. It was also nice to have honest feedback as to what we were doing right or wrong. The only thing I would suggest is to have feedback after all the terminal objectives, test items, and instructional strategies have been written. When we submitted that last draft it was only complete through terminal objective one. It was nice to be able to fix the problems with that, but it was sort of scary sending in the other terminal objectives with all the fixings blindly.
I loved all the new tech tools that EDTEC 572 provided. I particularly liked doing the video project and I hope I have time to create more. One suggestion I would make is to start the instructional package project sooner and have draft portions of it due in stages like the design doc. At times I felt like I was winging it on that project and only having the feedback on one draft was a little scary.
I liked the attempts made at having group discussions/activities. But that I found to be very frustrating. It may have helped to assign clearer objectives and group norms. I was really bummed out when adobe connect froze on me in the middle of my presentation. After working to put that project together and have it fold "on stage" was a bit anti-climactic. The other thing I would suggest for both classes is a bit more in-class walk-thru time regarding the assembly of both final projects. Having templates and examples is great to look at, but practicing the actual processes involved with the projects would have made me feel a whole lot better as the projects progressed. But I feel a lot of my anxieties regarding these classes is only natural for having done so many new things for the first time.
Those are my thoughts for what it's worth. Thanks to both instructors for having the patience and the tenacity to stick with us this semester. It's been a lot of hard work, but that's how you learn.
Monday, April 28, 2008
Sunday, March 23, 2008
Video Project
I have to admit this project was fun. It didn't start out that way. I hadn't used iMovie in a couple of years and the controls on the newer version have changed. I spent a few hours trying to find on Atomic Learning how to do the things I used to be able to do using the older version of iMovie. But once I figured out that the old features had been renamed and scattered, I was finally able to get down to the editing.
Initially I thought that the editing part would be my least favorite. I actually found to my surprise that I had the most fun during this part of the project. I like how iMovie allows you to easily tweak certain aspects of your project and see a preview of your changes before you actually commit. The only thing I didn't like was the fact that iMovie had changed their program in areas that I feel should have been left alone. I eventually figured out how to use the newer version of the program, but I really think the changes made the program harder to use and less intuitive.
I'm eager to try and create more movies for my classes. I think it's a great tool to use as an attention getter at the beginning of a unit or topic. I have also used videos as a recap of topics before an assessment. I think it can also be a great way to have students create their own work. My only apprehension to this is going through the headache of training them how to use it.
Initially I thought that the editing part would be my least favorite. I actually found to my surprise that I had the most fun during this part of the project. I like how iMovie allows you to easily tweak certain aspects of your project and see a preview of your changes before you actually commit. The only thing I didn't like was the fact that iMovie had changed their program in areas that I feel should have been left alone. I eventually figured out how to use the newer version of the program, but I really think the changes made the program harder to use and less intuitive.
I'm eager to try and create more movies for my classes. I think it's a great tool to use as an attention getter at the beginning of a unit or topic. I have also used videos as a recap of topics before an assessment. I think it can also be a great way to have students create their own work. My only apprehension to this is going through the headache of training them how to use it.
Monday, March 17, 2008
Sunday, March 2, 2008
Wednesday, February 27, 2008
Reflections so far
The first month of this semester has been a whirlwind of information. Trying to keep all this information straight is going to take a lot of effort and it will certainly test my teaching sanity at times. I've been exposed to tools that seem useful, I just haven't figured out how I'll have my students use them. I'm not even sure how I'm going to use them. But I think when I see some examples of what some other teachers have done with these tools in my subject area, those ideas will fall into place. Still, at times, it gets to be a bit overwhelming.
I think the most eye-opening thing I've come across this semester has been using and working with Google Docs. At first I was a bit skeptical as to the application's use. I was quite comfortable working with Word and PowerPoint. It wasn't until I had more experience working with Google Docs collaboratively that I saw it's potential. This can certainly be used as a way for students to submit their essays and projects to me and for me to provide feedback. My plan for next school year is to get my AP and accelerated students to sign up for gmail accounts and submit some of their work via GoogleDocs. While I don't look forward to more time staring at a computer screen, the thought of being able to TYPE my feedback/comments will definitely cut down on time writing out comments on my students' work.
There have been times this semester when I don't feel as secure as I would like to be in my work. This design document project has been challenging and confusing at times. But I suppose that's to be expected during the first time going through anything. I'm hopeful that by the end of this process I have created a unit of instruction that I can continue to build and improve on. I'm also hoping that this unit that I'm working on will solve a few of the headaches that I've had teaching AP World History (let's just hope they don't create new ones).
I think the thing that I would like to see more of during our online sessions is more of a walk-thru on the process of coming up with a design documents. The examples/templates for each step have been scant and confusing at times. I feel a lot of time has been wasted fixing technical issues (which is to be expected given the nature of an online course) or figuring out the objectives of some of the group work that has been thrown at us. I've always been a better learner and performer when I see more examples of what a good finished product looks like. The other frustrating thing has been trying to figure out where to look for exactly what is due on any given week. Sometimes what it says in the syllabus, the moodle, and on the weekly PowerPoint slides doesn't exactly coinside.
On a side note, I think establishing some sort of protocol during group work would help make our time spent on such activities more efficient. Having everyone talking, typing, or playing around with the whiteboard at once is enough to drive anyone crazy.
I look forward to completing my presentation on the mindjet mindmapping tech tool. I use mind maps a lot for my classes. I haven't had the chance to really use all of its features, but I'm hoping that it might be something that I can use. I haven't yet found anything that the software can do that I can't do in other programs such as iWork or Inspiration. But I must say, I tried using it to create a mock up of my concept map and it did it pretty quickly. At first I thought this was an online tool that you could just log in and use. When I found that I had to download a "free trial" version I became a bit suspicious. The last thing I want this presentation to be is a commercial to help someone hawk their product. We'll see. I'm eager to see what the others in my group have found. Hopefully it's something useful.
Until the next time I blog, the EDTEC adventure continues.
I think the most eye-opening thing I've come across this semester has been using and working with Google Docs. At first I was a bit skeptical as to the application's use. I was quite comfortable working with Word and PowerPoint. It wasn't until I had more experience working with Google Docs collaboratively that I saw it's potential. This can certainly be used as a way for students to submit their essays and projects to me and for me to provide feedback. My plan for next school year is to get my AP and accelerated students to sign up for gmail accounts and submit some of their work via GoogleDocs. While I don't look forward to more time staring at a computer screen, the thought of being able to TYPE my feedback/comments will definitely cut down on time writing out comments on my students' work.
There have been times this semester when I don't feel as secure as I would like to be in my work. This design document project has been challenging and confusing at times. But I suppose that's to be expected during the first time going through anything. I'm hopeful that by the end of this process I have created a unit of instruction that I can continue to build and improve on. I'm also hoping that this unit that I'm working on will solve a few of the headaches that I've had teaching AP World History (let's just hope they don't create new ones).
I think the thing that I would like to see more of during our online sessions is more of a walk-thru on the process of coming up with a design documents. The examples/templates for each step have been scant and confusing at times. I feel a lot of time has been wasted fixing technical issues (which is to be expected given the nature of an online course) or figuring out the objectives of some of the group work that has been thrown at us. I've always been a better learner and performer when I see more examples of what a good finished product looks like. The other frustrating thing has been trying to figure out where to look for exactly what is due on any given week. Sometimes what it says in the syllabus, the moodle, and on the weekly PowerPoint slides doesn't exactly coinside.
On a side note, I think establishing some sort of protocol during group work would help make our time spent on such activities more efficient. Having everyone talking, typing, or playing around with the whiteboard at once is enough to drive anyone crazy.
I look forward to completing my presentation on the mindjet mindmapping tech tool. I use mind maps a lot for my classes. I haven't had the chance to really use all of its features, but I'm hoping that it might be something that I can use. I haven't yet found anything that the software can do that I can't do in other programs such as iWork or Inspiration. But I must say, I tried using it to create a mock up of my concept map and it did it pretty quickly. At first I thought this was an online tool that you could just log in and use. When I found that I had to download a "free trial" version I became a bit suspicious. The last thing I want this presentation to be is a commercial to help someone hawk their product. We'll see. I'm eager to see what the others in my group have found. Hopefully it's something useful.
Until the next time I blog, the EDTEC adventure continues.
Thursday, February 7, 2008
I think, therefore I blog
I must admit it's a little strange to be posting my first blog. I keep thinking to myself who is going to want to read my babbling? Certainly not my students! They already get enough of me day in and day out. Perhaps some of my classmates will read this. Granted, this might be only because it's part of this weeks assignment.
But then I think back to the original purpose of this initial posting. To reflect on how I feel about all these new tools and how I might use them to enhance my teaching and, hopefully, my students learning experience. The truth is, at the moment, I'm a bit at a loss of how I'm going to incorporate all these tools. But I'm excited out playing around with this medium and I think that if I share this with my students that they might be inspired to develop blogs of their own. I think this has tremendous potential as a networking tool. To be honest, until this week I had never been the slightest bit interested in reading a blog, let alone writing one. But when you think about the amazing power this arena has, it's really mind-blowing. I think it was mentioned in our "Rule the Web" reading from last week that as little as 10 years ago the only way to submit your writing to such a large potential audience was through a publisher. So I embark on this journey with a dizzying mix of trepidation and excitement.
But then I think back to the original purpose of this initial posting. To reflect on how I feel about all these new tools and how I might use them to enhance my teaching and, hopefully, my students learning experience. The truth is, at the moment, I'm a bit at a loss of how I'm going to incorporate all these tools. But I'm excited out playing around with this medium and I think that if I share this with my students that they might be inspired to develop blogs of their own. I think this has tremendous potential as a networking tool. To be honest, until this week I had never been the slightest bit interested in reading a blog, let alone writing one. But when you think about the amazing power this arena has, it's really mind-blowing. I think it was mentioned in our "Rule the Web" reading from last week that as little as 10 years ago the only way to submit your writing to such a large potential audience was through a publisher. So I embark on this journey with a dizzying mix of trepidation and excitement.
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