Thursday, January 30, 2014

Is Cyberspace Activity Too Much Fun For Our Kids?





Here is a question from my Global Literacy Class ...

(Referring to Mastering Global Literacy, edited by Heidi Hays Jacobs, 2014)

William Kist wrote the third chapter of the book and made an interesting point on page 62. He says that some "Teachers seem to be guilt-ridden over what one might call the entertainment factor of these new media and worry that by opening up their school and dumb it down.  All this cyberspace activity is seen as too much fun for kids -- with not enough rigor."

How can we maintain rigor while helping teachers and students learn the global technology?

Are "rigor" and "fun" counter-intuitive in a global classroom?

Here is my response...

When William Kist refers to the "entertainment factor" which teachers and students may experience with new media I can connect with that factor.  It is an excitement about learning in a new and different way.  I remember experiencing it as a child and I first began to read National Geographic magazine.  I  experienced a deeper level of engagement because I could see and touch vivid photos form around the world.  I was "entertained" by content that was new and different from anything I knew.   I will think when we encounter something new it poses an opportunity to learn.  The more exposure to "newness" the more learning occurs.  Cyberspace activity can open many "knowledge doors" at a very quick rate.

When it comes to rigor, the buzzword of the day, I think that lies in the design of the lesson.  If learning plans are created skillfully than students will feel at times that they are "playing" online and at other times they will feel like they are being extremely thorough and performing demanding, difficult work.  I would envision a global classroom as a place where both "rigor" and "fun" occur side by side.  I see and experience many classrooms now where new media enhances, engages, and enamors the teachers and learners.

Sunday, January 26, 2014

MOOCs pulling together others' Storify stories

This week I curated a Storify from my classmate's storifies on Massive Open Online Courses, or MOOCs.  Follow the link to learn about MOOCs.
MOOC's - One Big Story

Wednesday, January 22, 2014

What on earth is a MOOC ? Great Teachers Love to Learn

This week we are delving in deeper to understand more about a MOOC.  A MOOC is a Massive Online Open Course.  A MOOC is a "new" way of learning online.  A person can become a participant in a MOOC from anywhere in the world, on any type of computing device that has access to the internet.  Think of a MOOC as a course of study that has many resources pulled together in one place that you can read, view, and share/interact with others.  Here is a 4.26 minute video which gives an overview of a MOOC...

What is a MOOC?

How do MOOCs apply to teachers?  For the answer to that question please refer to the abstract and introduction in this publication. What Massive Open Online Courses Have to Offer K-12 Teachers and Students

As I reflect on how MOOCs come into play in the course I am taking at UNH I am thinking that participating in a MOOC is like walking into a library filled with thousands of resources about the particular content that I am studying.  It is better than the library that we all know because there is access to materials, peoples' feedback, opportunities to create and co-create, and connections with people, organizations, and teaching tools from all around the world...any time 24/7.

I see that MOOCs can extend learning and provide connections that have never been possible before.  As a person involved in professional development I envision a MOOC is a fantastic way to support teachers as they desire to improve their professional practice.  There are so very many opportunities right at a person's finger tips. The added convenience of professional development opportunities which can be utilized at one's own pace is also attractive.  The interactive nature of a MOOC allows for collegiality and collaboration, two aspects of professional development which are critical.

As I learn more about MOOCs in my studies I will share my reflections and perhaps someday we will all be a part of an "Over Fifty Teachers" MOOC.

Instructional Media and Technologies for Learning-From Micro to Macro

Today's Storify...

http://storify.com/jcrlearns/instructional-media-and-technologies-for-learning


SOMEHOW, THIS PHOTO IS BECOMING REPRESENTATIVE FOR ME OF THE CLASSIC 
"PIAGETIAN STRUGGLE" 


In my opinion it means that I am learning !

Tuesday, January 21, 2014

Friday, January 17, 2014

Screencast-O Matic...Playing With Multimodal Tutorials - UNH EDU 722 Week 3 Reflection

This week I developed a multimodal tutorial in response to teacher requests.  The teachers asked for support in navigating a district web site to assist them with instructional planning.

As I began to design this project I realized that there were 2 major aspects of learning that I needed to experience.  One aspect was involved with understanding the format and functionality of the web application that I presenting (ie Schoolnet).  The other area of learning involved with the features and functionality of Screencast-O-Matic.

As is often the case, once I began the project journey it took me much longer than I had expected.  I think that is something I need to build into my personal time management in the future,,,I will call it "expected normal play time".  I have learned many lessons this week and I look forward to learning many more int he future.

So here is the video, I will reflect on more lessons learned after you view it.
Accessing Standards Mastery in NHPS Schoolnet  (Please note that I may have more editing to do before going "public" due to permissions and figuring how to respect them.)

From the presentation or "content" end, I practiced presenting the steps involved in accessing this particular report about 9 times before I got the clip to be what I considered concise.  The variables I played with were the depth of understanding which I wanted the audience to gain and the length of the video.  I started with a 6.43 minute video and cut it down to 2,53 minutes.  Since many people feel that the topic is very "dry" I decided that short and sweet would have more appeal.

Most of the learning I dd this week was about Screencast-O-Matic.  I watched several of the online tutorials on Screencast-O-Matic to learn about various editing features.  I purchased the pro version because I saw that that version might have use for me in the future

After about 5 initial tries I thought I had a decent tutorial.  As I was doing my final preview I realized that student names needed to somehow be blocked out.  So, over the course of a few more sittings with this project I  was learning about overlay features,  Then I realized that I might need to get teacher permission for when their name pops up on a drop down menu.

I will continue to refine my skills with Screencast-O-Matic.  I see many possibilities to use this tool in the future as a staff developer.





Wednesday, January 15, 2014

Globally Competent Students Recognize Perspectives -Chapter 4 Reflection


Chapter four deals with helping students understand that each one of us in the world has unique perspectives. People have different perspectives and a key to becoming a global citizen involves the ability to acknowledge, understand, and appreciate different perspectives.  One personal example of recognition of different perspectives occurred in 1980 when I was living in Kenya, East Africa as a college student.  I was visiting a local hospital and several people assumed that I was a doctor.  I was surprised by this perspective.  I learned that there was an assumption that because I was a "muzungu" or white person I must be a doctor. The perception was based on peoples' past experiences and the idea that only a government sponsored position could afford someone the opportunity to travel so far to fulfill a service commitment.  There were many other religious and cultural perspectives which I encountered during my eight months there.

This chapter offers examples of how students have bee able to recognize perspectives in the following ways:

  • "Recognize and express their own perspective on situations, events, issues, or phenomena and identify       the influences on that perspective.
  • Examine  perspectives of other people, groups, or schools of thought and identify the influences on those perspectives. 
  • Explain how cultural interactions influence situations, events, issues, or phenomena, including the development of knowledge.
  • Articulate how differential access to knowledge, technology, and resources affects quality of life and perspectives."

The first example outlines a project between 2 American and 1 Indian school in which students explored shelters across the world.  Students communicated through blogs and Skype conversations.  Many lessons were learned about the different types of living conditions in India and America, abut shantytowns and suburbs and connections to nature and our environment.

Another project was described about a student, Alex, who did a comparison of humor in Afghanistan and America.  He explained the physiological benefits of humor and goes on to express how perspectives are key in the types of humor in these two countries.  He "argues that American humor is 'widely determined by observations made by one of multiple people.'  And it can easily be self-deprecating, as illustrated by the proverb 'it is better to be silent and be thought a fool than to speak and remove all doubt.'
Humor in Afghanistan has a different structure and social function. 'Bidar is a comedian on whom people rely to help them escape from pain and fear,' the essay explains.  One of his routines is to impersonate someone who is feared, helping people play with their pain.  Bidar's popularity in Afghanistan suggests to Alex that his kind of humor works in that particular context.  People in Afghanistan use comedy to forget aggression and heal from violence.  In addition, before local elections remote villagers use humor to promote themselves."

I thought that Alex made some interesting points.  I have never considered humor from a cross cultural perspective.  This is something I will explore further.  The chapter ends with a discussion of the need to give our students opportunities to challenge social stereotypes.  This topic could be covered in an entire book.  The main point is that there is a need at all levels to promote cultural sensitivity when formulating our ideas about others.  Stereotypes can be dangerous and education, experience and dialogue can help lesson the dangers. 

Tuesday, January 14, 2014

Educating For Global Competence:Preparing Our Youth to Engage the World - Global Literacy

This week we are reading and reflecting on chapter one  in the Asia Society's book entitled Educating for Global Competence: Preparing Our Youth to Engage the World. Chapter one begins by outlining three global forces which are present in our changing world.  The areas are:
  • the flattened global economy and changing demands of work
  • unprecedented global migration
  • climate instability and global environmental stewardship
Each of these transformations affect our students now and in the future.  In our current global economy there are no borders.  Employers are looking for capable individuals from all parts of the world.  The people who can provide expertise at the lowest rate are the people who will get the jobs.  We need to prepare our students so that they can reach out all over the world and be marketable.  Our students should be knowledgeable about various types of economies which may differ from ours.  The student of the future needs to have global perspective and competence.

The concept of global migration reminds me of a group my parents belonged to when I was a child called the "Living room Dialogue".  In this discussion group the members were from all different religious backgrounds. Once a month the members got together to discuss a reading from their religious perspective.  As a young child I was exposed to people sharing and respecting different perspectives at a deep level.  I think that our students need to appreciate the opportunities for exchanging ideas, norms, traditions.  The key for me is teaching a spirit or attitude, of collaboration, not competition, when it comes to diverse populations at all levels, locally, nationally, and internationally.

In my opinion the concept of climate instability and global environmental stewardship is closely tied to economics.  I will briefly state that in my opinion we as a country and a world put economic gain over long- term environmental sustainability.  If we do not educate our students about the long term effects of climate instability I fear that there will be ramifications that we can not even imagine.

Barriers do exist for the education of our young in terms of global awareness and action.  I feel that the primary barrier is economic.  There are many individuals and institutions that put money over knowledge.  I am so very empowered, and moved to take action, in learning about the current global competence "movement".  I can comment on one high quality college level educational program,  School For International Training, in Brattleboro, VT.  I am an alumni and it is a wonderful undergraduate program based on the ideas of John Dewey.  At this point they may offer graduate programs.  I so look forward to rejuvenating of international awareness and action in this course.



Sunday, January 12, 2014

Theory of Distance Education/Online Learning Week 2 Reflection

imagge by algogenius
This week started with theory and ended with thoughts about practical implementation.  

Several "light bulbs" went on as I read and viewed information about educational philosophies and implications for online learning.  

Read my Storify to explore some ideas with me!

Sunday, January 5, 2014

Storify

Today I learned about Storify.  It is a way to "package" information and comment as desired.

Blogs as Documents of Learning

This morning I was directed to a blog post which helped me get some clarity about blogging.  After reading Blogs As Documents of Learning I thought about how my blog has served as a reflection place for me to process ideas.  At times my blog helps me to sort out the many thoughts in my head about how to be a better teacher and learner.  As I begin another course in the University Of New Haven, Instructional Teacnology & Digital Media Literacy entitled Distance Learning, I am beginning to see that the distance of learning is often between my thoughts, the keyboard and the available world online.


Saturday, January 4, 2014

Introduction to ED 722 Course Distance Learning Trends, Issues, and Practices


ED 722- Introduction - Community Building

11 Random Facts About Me

  1. I am the youngest of 7 children
  2. I am left handed
  3. I have lived in Brazil, Kenya, Long Island, New Hampshire,and Vermont
  4. Afternoon naps work well for me
  5. I enjoy refinishing antique wood items, cooking, and making jewelry
  6. I have 2 beautiful daughters
  7. I love my job and learning with others
  8. My dog, Beau, is very special to me
  9. Humor is important
  10. Music is necessary
  11. I love playing with technology
Other Facts About Me

  1. What is the best vacation you've ever taken?   My family and I had a wonderful 18 day vacation in China, that was perhaps the best.
  2. What is your favorite movie?  As Good As It Gets
  3.  Can you play a musical instrument?  Alto Saxaphone, organ, harmonica, recorder
  4. When did you know what you wanted to do for a Career? I knew I wanted to go into teaching after working in daycare or a few years.   How did you discover that?  After earning a degree in International Studies I ended up moving to New Haven for a job that did not pan out.  I found a job in daycare and I realized that working with children felt right.
  5.  What is on your bucket list?   At this point, perhaps owning a golf cart
  6. What are your top three favorite books of all time ? Green Eggs and Ham (I remember first learning to read with this book), The Odyssey, and The Prophet
  7.  What are 3 things that matter to you?  Family, Adventure, Kindness
  8.   What is the best advice you can give to your children?  Live Simply, Care Deeply, Love Generously