- Erica Cottingham: global collaboration: https://youtu.be/tuTrNnlp77E
- Emily Bennett: Inquiry Based Learning: https://www.youtube.com/watch?v=_IA4gyEzja4&feature=youtu.be
- SB: action learning: https://www.youtube.com/watch?v=iLy2QFmEuTA&feature=youtu.be
- Lindsey mayhall: Guided discovery: https://www.youtube.com/watch?v=RodDkLYpYwQ&feature=youtu.be
- Kayla Parker: Guided Discovery: https://youtu.be/XWq1jRE-s-o
- Janet Reyes: Problem based learning: https://youtu.be/phUEE4-rVcE
- Sarah Allen: Challenge-based learning: https://www.youtube.com/watch?v=plL7XqvIdXI&feature=youtu.be
- Anita Farmer: field based learning: https://goanimate.com/videos/09BpHjdZNRIg?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent
- Ramona Banks: Discovery Learning: https://www.youtube.com/watch?v=l2tMm7zcch8&feature=youtu.be
- Emily Mahon: POGIL: https://youtu.be/NNz-rbW2OwU
- Tiffany Guin: Community Service Learning: https://goanimate.com/videos/0J8hLolGEWjE?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent
- Megan Shores: Field based learning: https://youtu.be/X1KcIn6o1ks
- Sandra Osburn: Team Based Learning: https://www.youtube.com/watch?v=72sJygWapQY
Thursday, November 19, 2015
Partnering Pedagogies - Explained
ED 307 students do an awesome job of explaining a variety of partnering pedagogies.
Sunday, November 8, 2015
Digital Citizenship
ED 505 students have been learning about Digital Citizenship, presenting their findings through Website projects. Thanks all for your really hard work.
Enjoy viewing:
Enjoy viewing:
- Gaskin, Mathew, Agree, Barksdale & Day: http://digitalcitizenshiped505.weebly.com/
- Binkowski, Brockett, Hudnall, Pitts and Fritz: http://digitalcitizenshipinfo1.weebly.com/
- Parsons, Davis, Daffin, Elllington and Nichols: http://2015digitalcitizenship.weebly.com/
- Pentecost and Foether: http://dcprojectgroup4.weebly.com/
- McGehee, Patterson, Ream and Rush: http://dcgroup5.weebly.com/
-
Larson, Hendon, Sessions and Whittington: http://uwadigitalcitizenship.weebly.com
- James, Wallington, Carlee, Hooper and Hatcher: http://dcgroup2uwa.weebly.com
- Turner, Reaves, Neal and Hicks: http://digitalcitizenshipuwa3.weebly.com
- Prater, Swindall, Otinger and Smith: http://digitalcitzenshipgroup4.weebly.com
- Schexnayder, Guin, Keith and Hardman: www.uwagroup5.weebly.com
Thursday, November 5, 2015
Wow! What great technology for teaching....
ED 305 students have been exploring a variety of technologies and technologically inspired practices that can be used in today's K-12 classrooms. They created Prezi demonstrations of their work and then captured with Jing. Check out the videos below to learn all about these great tech resources!
- Hunter Cox – 1:1 computing:
http://www.screencast.com/t/Y194qVHb
- Brittany Locke – Assistive
technologies: http://www.screencast.com/t/au6L6gNNhALB
- Matthew Crowe - Cloud
Storage: http://www.screencast.com/t/CYpypkaJjK
- Kesha Dotson - Mobile
Learning: http://www.screencast.com/t/zGRw9uBy3ht
- Shelby Holcombe - Digital
Storytelling: http://www.screencast.com/t/AvOzSkjkHU
- Elizabeth Haynes -
Pinboards: http://www.screencast.com/t/r3LkfCI4yK
- Ryan Swaim - QR Code: http://www.screencast.com/t/sPV9hUJIy
- Jessica Veysey – eBooks: http://www.screencast.com/t/FFFnZi9O06
- Denise Wallace – Wearable technology:
http://www.screencast.com/t/BoVKNXC5Eaih
- Pete Wilkerson – flipped classroom:
http://www.screencast.com/t/BfYfOnvlLy9
- George Williams - Virtual
field trip: http://www.screencast.com/t/PPXauYmnrO
Partnering Pedagogies Explained
ED 307 students did an amazing job creating engaging multimedia presentations about a variety of partnering pedagogy techniques. Enjoy their great work, below!
Kristyn Birdsong – place based
learning: https://www.youtube.com/watch?v=0Q6iqE5SPjU&feature=youtu.be
Samantha Brelinger – Discovery learning: https://www.youtube.com/watch?v=7NEAtrqWYrE&feature=youtu.be
Erica Cottingham – Community Service
Learning - https://www.youtube.com/watch?v=SKiTCmHB118&feature=youtu.be
Ramona Banks – challenge based learning: https://www.youtube.com/watch?v=CcrFlJNZLDs&feature=youtu.be
Emily Bennett – Inquiry based learning - https://www.youtube.com/watch?v=_IA4gyEzja4
Lindsey Mayhall – Problem based learning
- https://www.youtube.com/watch?v=Ud8xm6Q5xRM&feature=youtu.be
Sandra Osburn – Active learning - https://www.youtube.com/watch?v=7qznuDQ6nnM&feature=youtu.be
Kayla Parker - Field based learning - https://www.youtube.com/watch?v=J2gD-QhakLA&feature=youtu.be
Janet Reyes – Discovery Learning - https://www.youtube.com/watch?v=8i9jLVBvwdw
Megan Shores – team based learning - https://www.youtube.com/watch?v=F3uyX1xpo1Q&feature=youtu.be
Tuesday, October 27, 2015
TEACHING WELL IN A LEARNER’S MARKET – STUDENT-CENTERED INSTRUCTION IN ONLINE LEARNING
Dr. Bridgette Chandler and I will be presenting this week at the Centers for Scholastic Inquiry Fall 2015 Conference in Charleston, SC.
Abstract: Research on constructivist, learner-centered teaching indicates that it helps students learn more and understand better (Felder & Brent, 1996). Furthermore, students learn more when collaborating and exploring with other students (Vygotsky, 1978). Teaching is not something that can only be done by a professor. Students need to be involved and participate in the process. Constructivist activities should promote multiple perspectives, knowledge construction and collaboration, problem solving, and exploration (Murphy, 1997).
Additionally, in a constructivist model, learner-centered course, participants develop skills that can be used in current or future careers. Prospective employers prefer people who know how to take responsibility for their learning (The Conference Board, 2013) and have identified a list of skills that are essential for success as citizens and workers in the 21st century (Partnership for 21st Century skills, 2013) The "Are they really ready to work report" results suggest that graduates of all levels are lacking in professionalism, teamwork and communication skills, and other 21st century skills as well. The Partnership for 21st Century Skills has identified a list of skills critical for today's graduates. In addition to mastery of content, this list includes lifelong skills that must be practiced and refined while learning content.
To reinforce these necessary lifelong skills, it is essential that course designers construct online classrooms that foster inquiry and higher order thinking. Although it may appear easier to use a constructivist model in a traditional land-based classroom, it is also possible to implement such a model into a virtual classroom as well.
Recommendations for implementing begin with course design - whereby content is chunked into inquiry-based lessons delivered using the PAR model of learning (Petty, 2009). New material is "presented" with adequate detail to intrigue without exhausting the topic, followed by questions for students to answer. Assignments require "application" of content and presentation of findings via a variety of digital tools. A teacher-led "review" includes summary and clarification of key points.
The second recommendation is to create an environment that fosters communication and collaboration; both require that positive, trusting relationships be built. There are a variety of asynchronous and synchronous communication strategies that help achieve this goal. Last but not least, to build a productive, energetic and enthusiastic learning community the instructor must also use a variety of strategies to set the tone for interaction.
Conference handout
Abstract: Research on constructivist, learner-centered teaching indicates that it helps students learn more and understand better (Felder & Brent, 1996). Furthermore, students learn more when collaborating and exploring with other students (Vygotsky, 1978). Teaching is not something that can only be done by a professor. Students need to be involved and participate in the process. Constructivist activities should promote multiple perspectives, knowledge construction and collaboration, problem solving, and exploration (Murphy, 1997).
Additionally, in a constructivist model, learner-centered course, participants develop skills that can be used in current or future careers. Prospective employers prefer people who know how to take responsibility for their learning (The Conference Board, 2013) and have identified a list of skills that are essential for success as citizens and workers in the 21st century (Partnership for 21st Century skills, 2013) The "Are they really ready to work report" results suggest that graduates of all levels are lacking in professionalism, teamwork and communication skills, and other 21st century skills as well. The Partnership for 21st Century Skills has identified a list of skills critical for today's graduates. In addition to mastery of content, this list includes lifelong skills that must be practiced and refined while learning content.
To reinforce these necessary lifelong skills, it is essential that course designers construct online classrooms that foster inquiry and higher order thinking. Although it may appear easier to use a constructivist model in a traditional land-based classroom, it is also possible to implement such a model into a virtual classroom as well.
Recommendations for implementing begin with course design - whereby content is chunked into inquiry-based lessons delivered using the PAR model of learning (Petty, 2009). New material is "presented" with adequate detail to intrigue without exhausting the topic, followed by questions for students to answer. Assignments require "application" of content and presentation of findings via a variety of digital tools. A teacher-led "review" includes summary and clarification of key points.
The second recommendation is to create an environment that fosters communication and collaboration; both require that positive, trusting relationships be built. There are a variety of asynchronous and synchronous communication strategies that help achieve this goal. Last but not least, to build a productive, energetic and enthusiastic learning community the instructor must also use a variety of strategies to set the tone for interaction.
Conference handout
Tuesday, October 6, 2015
Digital Citizenship
ED 305 students recently learned about digital citizenship and course authoring. To illustrate their learning, students created Digital Citizenship Lessons using SoftChalk. The entire class did a great job with this assignment.
While not necessarily perfect, below are examples of a few stand-out submissions:
While not necessarily perfect, below are examples of a few stand-out submissions:
Monday, October 5, 2015
ED 410 Managing Classroom Technology
ED 410 students are hard at it again. This past week they worked on management of classroom technology lessons. Below are a few great examples of student submissions -
This video is by Meghan Weed - really nice job.
This video is by Meghan Weed - really nice job.
- Cari Alderton - did a great job with emaze - I really appreciate how she stepped out with a new technology we haven't used in class - Technology Management
- Allison McCord - did a great job discussing BYOD - BYOD in the Classroom
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