I was wondering why I was hesitating in posting my Final Synthesis Reflection. And then I realized why. Following the lead of Stephanie and Jen, I wanted to say thank you somewhere…so I will do as others have done:
In the words of Isaac Newton: “If I have seen a little further it is by standing on the shoulders of Giants.” I think this statement describes well the learning community that existed in this ETEC 565 course. Whether we were responding to each others postings on VISTA, or trouble shooting a Moodle glitch, I felt that we contributed to each others’ learning, and helped each other progress in our abilities. Our interactions on VISTA were allowed to play out as we learned from and with each other, with John as mentor, guide and mediator, but not as the ‘sage on the stage’. Our questions were always answered or reviewed, while at the same time our minds were not viewed as empty vessels needing to be filled. This is a skill I still need to constantly remind myself of while teaching a traditionally didactic course such as Chemistry.
Thank you John, for being enthusiastic, timely, while modeling how important it is to hang back once in awhile and let the students “play out” the discussion before throwing out the lifelines. The story telling nature of this course with the summative conclusions at the end of each Module was a very effective learning environment for me. Thanks everyone in the class. The key is collaboration and inspiration. Without all of you, it would not have been possible to see a little further.
Key Issues and Ideas that emerged with the Digital Stories.
In crafting my own Digital Story, a key issue for me was the choice of a tool that seemed a perfect fit, versus choosing a tool that told this story in a different way. My topic was amenable to a timeline tool, or a linear slide show, but I challenged myself to NOT tell the story in a manner that textbooks address this topic. Engaging students in the content in a way that can get them to want to know the story was the challenge for me.
In viewing and hearing others’ stories, and engaging in the discussion threads regarding our stories, I learned a lot about how people viewed others’ stories. People took different things away from the stories and the choice of tools used by others.
I enjoyed those that took a personal approach to their story telling in introducing a little more of themselves to the class. I knew that this would be a stressful topic for me…afraid I would lose audience interest two slides in. ☺ Besides, I had already done a mini-video for an ice-breaker for a previous class, so I also wanted to try something different.
I also recognized in viewng others’ stories that a media presentation a lot more going on behind the scenes in content creation and editing, than I would have known before MET, and I respected those colleagues and the time they put into their stories.
All in all this was a great learning experience. I think what I will take away most is that I saw that tools that I had tried and abandoned (or just shelved for a later time – when there is more time) were effectively used by others in very impressive and unique ways.
In week 9, the class used a Wiki site to collaboratively analyze the value of using a Wiki space for group collaboration.
Below are my personal thoughts on how the use of the site posed challenges and advantages:
Advantages of using Wiki in group collaboration
-rather than needing to scan through a long discussion thread to pull out the key features of the discussion, the Wiki space is inherently a streamlined list of key aspects of the topic
-eliminates repetition, as you can see points already submitted that you were going to contribute, thus keeping the Wiki space efficient and succinct
-When you read other’s submissions, it sparks more ideas, reflection and allows you to provide further insight. Building on each other’s ideas
Challenges of working with others in collaborative Wiki space
-Some of the key features posted are subsequently edited by others. I can see from the edits that the original author’s meaning was misinterpreted by the editing group member, and hence the original intention is lost in a series of edits by subsequent contributors
-I sometimes felt that I wanted to input a personal response to people’s contributions. Some contributors built in a question to their posts, such as “I wonder how to implement this in my class?”. I felt that I was restricted in this Wiki design, and not able to share ideas
Boris, the Chem 11 teacher, is looking for a way to create a stand-alone, self-directed tool for students learning the Periodic Table. It should allow students to review the material, then test their knowledge. It would give instant feedback, including formative feedback that helps them move towards the right answers.
My solution for Boris would be to include an interactive Module on his Moodle site, that allows students to explore interactive review options that will keep them on track.
At this site:
http://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/simDownload/index4.html
There is a simulation on
PREDICTING THE PRODUCTS OF CHEMICAL REACTIONS
Periodic Trends in electronegativity
At this site, there is an interactive periodic table that allows you to explore properties of each of the elements, including images of what the element or materials the element is used in, would look like, and also Chem 11 relevant information like isotopes, electron and orbitals:
http://www.ptable.com/
This site:
http://www.touchspin.com/chem/DisplayTable.html
Links the student to a wiki page for each element.
Although in Chem 11, generally, we do not require students to memorize pages of facts on each element (Wiki pages are easily accessible – no need to memorize this stuff).
This site
http://www.chemicool.com/
Is interesting, because when a student clicks on an element, the link includes videos of reactions with that element – far more “kewl” for Chem 11 students than reading encyclopedic facts about elements.
There are sites that offer downloadable review programs:
http://www.softpedia.com/reviews/mac/Periodic-Table-Review-149351.shtml
and
http://download.cnet.com/Periodic-Table/3000-2054_4-75221758.html
And online quiz programs to review the Periodic table:
http://www.quia.com/quiz/890298.html
This above example is on par with the Chem 11 learning outcomes.
These are quite applicable as well:
http://chemistry.about.com/od/testsquizzes/l/blperiodictablequiz.htm
http://chemistry.about.com/od/testsquizzes/l/bltrendsquiz.htm
In fact, this last site mentioned,
http://chemistry.about.com/od/generalchemistry/General_Introductory_Chemistry.htm
has many applicable links.
I have chosen all of these interactive sites as Boris’ solution, since these online quizzes give immediate feedback to the students and corrects them immediately, if they have chosen the wrong answer. It is of utmost importance to note that the teacher would only want to provide those hyperlinks that review the pertinent material and assess the content that the students require for this Chemistry 11 level. Of course, the teacher, in his spare time, could create his own quiz on Moodle, incorporating all the features of matching, multiple choice, embedded images, short answer, short essay, that relate directly to his curriculum…but in a pinch, he can find many interactive links that will engage his students and perhaps increase the likelihood that they will take the time to review the material and improve in their transfer of periodic table knowledge. ☺
For all those Chem teachers out there that wished that I just posted my URL finds so you can use them, here they are succinctly listed in this attachment:
Boris the Chem 11 teacher
Also, be sure to search Chemistry Periodic Table (or any other topic, for that matter) at http://www.curriki.org/xwiki/bin/view/Main/ to find great resources shared by collaborative teachers, just like you!
Preparations for creating my Moodle site are underway.
My LMS Proposal has been submitted and this time has been spent really considering the Rationale for this Course shell that I will be building.
What is my Rationale?
-why the communication space I will set up is supportive of your instructional goals.
The goal in this Chemistry 12 Moodle space that I am constructing, is to create another method of support for my students’ studies, and give them a different avenue for successful transfer of their learning outcomes. Students will have access to the online environment at any time, allowing them to revisit topics, complete work and collaborate with peers according to their schedule.
This platform will be designed to cater to a variety of learning styles. This learning environment, used in conjunction with the face to face, in classroom learning activities, might better meet students’ needs when facing a difficult topic. The intent is also to spark interest in a topic that may otherwise not entice the student. A proposed benefit might also be that students would be more likely to spend quality time completing homework and grasping concepts after class if such an environment is available to them.
This educational platform will allow students to collaborate with one another while learning, allow them to explore the material in any order and as many times as they wish. With the modeling provided by the instructor on this Moodle site, students will be encouraged to articulate their understanding of each topic and reflect upon their responses as well as reply to online postings from fellow classmates. In this way, we hope to motivate learners and provide them the opportunity to experience the learning materials in a more interactive way. Also to provide them with opportunities to learn information beyond the prescribed learning outcomes covered in the course outline.
Part of the delivery system will allow for students to assess their own learning as they collaborate on the website and respond to each other’s queries and comments.
“We must constantly remind ourselves that the ultimate purpose of evaluation is to have students become self evaluating. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we’ve missed the whole point of what education is about.” (Costa and Kallick, 1992, p. 280)
I truly believe that a blended, or mixed-mode delivery of content will benefit my students and prepare them more fully for lifelong learning.
I know that I will tweak, change and add activities and features as this Moodle site evolves, and I look forward to making this a valuable site for enhanced learning.
My reflections for the end of Week 2 are best communicated in my Flight Path.
My first real reflection in this course has been my Discussion Forum submission for Digital Age Teaching Professionals. This is my initial outlook at my hopes and goals for this course.
Digital Age Teaching Professionals
What would I like to learn in this course?
This term I am in my 6th and 7th MET course. There is so much I have been exposed to in the five MET courses I have completed. Rather than suggesting that this has ticked off a lot of boxes on my learning wishlist, what has happened is that I have been introduced to so many new ideas, theories, and technologies, that I now have too many things I want to learn; so many of which I never knew existed or were possible before.
What do I already do in my own teaching?
To facilitate and inspire student learning and creativity, I continually endeavour to promote, support, and model innovative thinking in my classroom learning activities.
I try to incorporate digital tools and resources in order to design and develop digital-age learning experiences and assessments for my students.
In an effort to model digital-age work and learning I place a high priority on collaborating with students, peers, parents, and community members using digital tools and resources. I communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
I believe that to some degree I am successful in promoting and modeling digital citizenship and responsibility. I strongly believe in the ethical use of digital information and technology. I educate myself and adhere strictly to copyright, intellectual property, and the appropriate documentation of sources. As an educator in the 21st century, I believe that it is my responsibility to promote and model digital etiquette and responsible social interactions related to the use of technology and information.
How do I engage in professional growth and leadership? Although I have always strived to become a better educator, and sought out ways to grow in my profession, being in the MET program is the biggest commitment I have made to this ideal. This program is allowing me to more effectively participate in learning communities that explore creative applications of technology to improve student learning. The MET program has also encouraged me to evaluate and reflect on current research and professional practice in the use of emerging digital tools and resources in support of improving the effectiveness of student learning.
What are my goals in becoming a more effective educator in this digital age? What is my flight path?
To narrow down my enthusiastic list of “what do I want to learn,” I have used the NETS document and the 565 course outline in order to present a realistic list. In looking at the NETS document, I believe that I could list all competencies on my list of skills and confidences that I could further develop. However, in an effort to focus my list with respect to the goals for this course, I have chosen to highlight a few bulleted points, that will be my main goals for this course:
• To promote student reflection using collaborative tools. I believe that this could be accomplished successfully in the use of a Learning Management System such as Moodle.
• To develop technology-enriched learning environments that enable all students to become active participants in setting their own educational goals, and assessing their own progress. For my students of today (versus the students of the early 90s that I started my teaching career with), I would like to incorporate a higher degree of online communication and collaborative tools. As I perused the reading list, I see authors that have come across my desktop from previous courses. This reading list focuses my wishlist for learning for this course. For instance, I am interested in using Course Management Systems in the Science Classroom to increase the collaboration, online communication, and interactivity of the courses that I teach. I am also interested in Integrating Digital Learning Objects in the Science Classroom, particularly in Chemistry 11 and 12.
• To demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. For this course, this would mean a particular focus on Moodle and Web publication. I have been exposed to Moodle briefly in two previous courses. One in which I was really more of an audience and one where I needed to create a course shell, but it was trial by fire. I am looking forward to learning the intricacies of Moodle, and of course, as suggested in this course outline, creating content that does not consist only of downloadable .doc and .pdf files. I am interested in Web publication as well. As much as I can follow the guidelines on a NING or Grouply or WordPress site and created my own webspace, I feel that I know little about Web publication to use it effectively in my educational practice.
