How much did you write? 350 words x 14 posts = 4900 words + 10 minutes of fame and final project URL – an average book chapter is approximately 5,000 words – we just wrote the equivalent of 29 book chapters in 3 weeks including research – not to mention discussion forum postings and collaborative work<\/p>\n How much did I write in comments? 14 x 29 (406 comments) x 200 words (81,200 ((00)) words!!!!).<\/p>\n Folks – we have the makings of a full book manuscript in these blog posts – all about teaching, school libraries, technology and educational policy<\/p>\n Synthesizing the journey<\/p>\n 1. Individual summaries 2. Where we go from here Thursday, July 18, module 13, day 13<\/p>\n Preparing for difficulties<\/p>\n Crazy-making? Consider implicit association bias<\/p>\n http:\/\/www.amazon.ca\/Blindspot-Hidden-Biases-Good-People\/dp\/0553804642<\/a><\/p>\n Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden Biases of Good People: Hidden Biases of Good People. Delacorte Press. <\/p>\n Blind spots – what we are capable of perceiving consciously Self-efficacy Personal learning network – planning for support<\/p>\n Wednesday, July 17, module 12, day 12 Read and record impressions on discussion forum: iPads vs Teachers first impressions<\/a> – thoughts and feelings arising from reading the article<\/p>\n Discuss and record comments on discussion forum<\/a> critical inquiry – alternate lines of discourse about this phenomena Re-cap final project vision (without referring to ict)<\/p>\n Re-cap final project participants and learner qualities and characteristics (include ict history, skills, confidence)<\/p>\n Identify ict devices, software applications, and network infrastructure ideally suited to support the project (enrich, enable, enhance learning and connectivity)<\/p>\n Identify pertinent policy conditions – provincial, district, school<\/p>\n Identify pertinent ict access conditions – devices, software, network Design ict component of future vision project – who is doing what, when, with whom, and why<\/p>\n ========================================================================================= Thinking about Participants’ Learning – Qualities and Characteristics<\/p>\n Designing for Participants’ Learning and Connectivity<\/p>\n Monday, July 15, module 10, day 10<\/p>\n Shape of the week – course overview \/ putting ourselves on the timeline<\/p>\n Whole group check in – project development plans<\/p>\n Design based learning<\/p>\n Interest based groups – research design based learning What role does visual literacy and visual language play in your design considerations? How are you accounting for that element in your design?<\/p>\n Visual literacy \/ visual language<\/p>\n 12:10 4 x 10 minutes of fame<\/p>\n ====================================================================<\/p>\n Friday, July 12, module 9, day 9<\/p>\n 10 minute debrief – developing world libraries : school level and inquiry-based<\/p>\n Ted talk – sugata mitra hole in the wall project<\/a> – kids teaching each other technology<\/p>\n![\"\"](\"https:\/\/blogs.ubc.ca\/libe477b9512013\/files\/2013\/07\/Screen-shot-2013-07-19-at-10.18.10-AM.png\")
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\nPost thoughts, ideas, and responses on the discussion forum for today<\/p>\n
\nPublishing – influencing public perceptions, building public knowledge and support
\nPresenting – influencing policy conditions (school, district, province, and beyond)
\nKnowledge generative networks – broadening perspectives; deepening understanding
\nEfficacious Ict communities of practice: inquiry-based pro d – question, research, discern, design, implement, deliberate, repeat<\/p>\n![\"\"](\"https:\/\/blogs.ubc.ca\/libe477b9512013\/files\/2013\/07\/2013-07-18-10.23.20-1024x532.jpg\")
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\nBlindsight – what we are capable of perceiving collectively<\/p>\n
\nBandura, A. (1982). Self-efficacy in human agency. American Psychologist, 37(2).<\/p>\n
\nThinking about using ict to enable, enrich, and enhance learning<\/p>\n![\"\"](\"https:\/\/blogs.ubc.ca\/libe477b9512013\/files\/2013\/07\/Screen-shot-2013-07-17-at-10.19.42-AM.png\")
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\n– identify false dichotomies, binary oppositions, propaganda speech<\/p>\n
\nDesign ict component – ict used singularly, ict used as composite unity (ie. email, website and blog; or digital cameras, Flickr, iPad drawing app, blog).<\/p>\n
\nTuesday, July 16, Module 11, Day 11<\/p>\n![\"\"](\"https:\/\/blogs.ubc.ca\/libe477b9512013\/files\/2013\/07\/Screen-shot-2013-07-16-at-11.43.27-AM.png\")
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\nDiscuss the relationship between design based learning and inquiry design
\nExplain how you are incorporating design based learning and\/or inquiry based learning into your project
\nWhat are you hoping to accomplish with this design approach?<\/p>\n