Monday, May 12, 2014
Introducing a PLE to students
Introduce by example and having cool learning tools!
I choose Symbaloo as my portal because of its visual appeal and ease of use. Since I am only using it for library course work I try to keep only relevant websites and tools. Less is more in this case to avoid distraction. I will pass this advice along to students so they can understand that online learning requires great focus and concentration, but that it is still fun. I will now cover some of the websites and tools I have found the most useful for learning about free learning resources on the web, creating a personal learning environment, and getting students motivated and interested for following this example and creating their own PLE.
"One quick note and observation about tools like Delicious and Evernote are that they are a great resources for students because it cuts down on their need for folders and lightens their backpacks". Quote from my PLE presentation.
Example of one of those tools that get students motivated: ThingLink has got to be the tool I love most. I used a ThingLink image for every transformation. Everyone I have shared it with has opened up their own account and think it is a great way to introduce visual learning techniques that make text interesting and fun for students.
"Tools like ThingLink and VoiceThread are great because these are the really fun tools all students should add and will want to add to the PLE. These make online learning fun!" Quote from my PLE presentation.
Email from Chritina Chan
Since the log consists mainly of my notes from meeting personally with Christina, I included an email she sent me at the conclusion of the process.
Sunday, May 11, 2014
QuickMOOC VLE Project Log and Reflection
Description of project:
The project is to create a QuickMOOC to teach 5th graders about the solar system. The project aims to provide fun and valuable resources and activities that engage the student’s interests. The activities will also require them to use and learn various Web2.0 technologies that will develop their abilities to navigate and search the web, use online tools, and improve digital and media literacy. The assignment relies on creating student curiosity and enthusiasm for the field of astronomy. While the students are navigating the QuickMOOC they can follow the activities to their desired learning interests. They will learn about their planet of choice, but in the process they will learn about the history of astronomy and important astronomers, and they will learn from their peers. Intended to be a flat learning process the teacher and teacher librarian will serve mostly as mentors and troubleshooters for problems students face using course technologies. This QuickMOOC will not have an opportunity to be introduced to students this semester, but it can be in the future.
Log of the process:
After the completion and turn in date of TransformationC, which was on April 7 I contacted Christina Chan who is a 5th grade teacher at McKinley Elementary School in San Francisco by phone. I explained the process to her and she thought it would be a great project to work on so we decided to meet about two weeks later in person on April 21st.
Wednesday April 21st – Before meeting I had brainstormed a few topics. When I met Christina she was very interested in learning about what I had been learning in this class so I discussed the Think Models and the Big Think with her. From the ideas I presented she liked the QuickMOOC on Astronomy. She explained that her students are really interested in astronomy. I also liked the idea because of the variety of videos and online sources that would be available on the web. I asked her if it was possible to introduce the QuickMOOC to her students but time constraints would not allow it. Therefore, the QuickMOOC is a hypothetical learning experience that may be used in future classes. Although I was a bit disappointed I felt like an advocate for these new approaches, which is really rewarding. She agreed to go over the common core methods with me. We set up a meeting for Thursday May 8th to go over any last minute details.
In between the first meeting on April 21st and before last one on May 8th we have only communicated through the QuickMOOC I set up. She had editing rights and I often find some great corrections to what I am working on. I know that teachers are really busy so I really appreciated all of the time she gave to reviewing and providing input.
Thursday, May 8th – This was the last meeting I had with Cristina. We mostly discussed all the fun resources we were able to find. She mentioned the QuickMOOC would be a great addition to any class especially for students who have trouble with self-motivation. The interactive and independent nature was the best selling point for this style of learning. *
*My log was transcribed from in person meetings/conversations and hand-written notes. When it comes to collaboration, I feel that if in person meetings are possible this is still the best way to get things done. Living in San Francisco this option was available to me so we collaborated online mostly through the QuickMOOC. I will post supporting evidence before turning in this assignment.
Reflections upon the project and the process:
This QuickMOOC was really enjoyable. Like I had imagined the internet sources for this topic were excellent. The solar system will keep fascinating students and keep them engaged with the class. These lessons are very promising in terms of getting student to move forward through their learning of science and mathematics. For 5th graders mathematics was not a large factor in teaching about astronomy because at this age and according to the core standards, it is when they are beginning to understand the concepts of why planets look the way they do and why they rotate on their axis and in orbits around the Sun. Difficult topics and concept such as gravity and planetary motion therefore are at their basic and introductory stages. I kept this in mind when choosing sources, but fortunately I was working with an experienced instructor who knew what sources to add, keep, or discard. The teacher deleted some article that she explained would just not be of interest to her students. I appreciated her honesty and feedback.
In addition, I felt that I was able to build and contribute as a more experienced collaborator due to the previous transformations. I came in to this class very intimidated from the fact that I have no teaching experience and do not plan to become a K-12 teacher. I am working towards becoming an academic librarian. I am hoping to provide guidance and information literacy instruction to college students. I knew that this class would be a great benefit for me because of the lesson planning and curriculum building. Although I will not work as a K-12 teacher one of the things I kept in mind while learning about lesson plans, educational theories, and core standards is that these are the future students colleges and universities will inherit. Therefore, we must know and understand their education environments and experiences. Without this information, colleges and universities will miss the mark when assessing their students and adjusting learning goals to meet their needs.
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