The idea of the idea come from Plato...
Plato's Cave analogy we only see the the reflection or shadow
Discussed other philosophers (Jaquard? Babbidge, etc.)
Babbidge reduced people to cogs in a machine and we live with that idea today (I of course disagree with that idea...I beleive we are moral agents but i don't have time to explicate right now. Feel free to see my dissertation (though I didn't go into that enough there). Boy I have a lot to learn still. The wonderful thing about education is awareness of your ignroance...and I am only scratching the surface!
I am glad there will be video of these session online (but when am I going to find time to watch them without having to multi-task?)
User-generated content producers makes Chris squirm...
Good ideas are messy things
Some say that expertise can just be had after 10,00 hours of practice, but he refutes that claim. there is still the idea of genius and talent
value informal relationships
technological determinism vs neutrality
sleep walking though the vast machine
Engagement is good disengagement isn't but sleep walking isn't too go either.
we always were teaching people how to work around the faulty technology we were provided
tailor and the man with the suit that doesn't fit analogy that Chris shared...reminds me of corporate training!
grading is a system that has
"The nature of an innovation is that it will arise at a fringe where ican afford to become prevalent enough to establish its usefulness without being overwhelmed by the inertia of the orthodox system." -- Who? Someone Kelly
"Any man who can drive safely while kissing a pretty gilr is not giving the kiss the deserved attention." Alber Einstein
Tell me to what you pay attention and I will tell you who you are --Jose Ortega Y Gasset
Genius is nothing but continued attention. --Who?
meditation has positive effect on attention. attention related to genius and generation of ideas!
how do we instill and promote mindful practice?
read more about flow! by you know who!
We probably all experience flow, but how do we harness that or purposefully achieve it?
Best way is to over-learn so things become second nature.
One question: if this is the Information age, how come nobody knows anything? --Who?
discussed problems with quantitative research...
books: amateurs something, dumbest generation
everything bad is good for you (another book of interest)
to love rightly is to love what is orderly and beautiful in an educated and disciplined way. --plato
trust and love great outcomes of learning
six virtues:
Wisdom and kowledge
courage
humanity
justice
Temperance
transcendence (Character Strengths and Virtues -- Peterson and Seligman)
We can reintroduce virtue and these other ideas in what we are doing in education!
bravo, Chris!
Friday, June 5, 2009
reflecting on Grand Poobah of Social Media Competition
It isn't over yet, and I still hope I win, but has it been good for me to try to compete? Yes and no. There have been times when I have focused on getting stuff out. Yet I have been much more engaged trying to share what I am learning at the conference. Not enough time to reflect though. That may have to come afterward. Still, now I have some notes to reflect on. I still hope I win though?!?!
session on online math feedback @TTIX
Notes on Shane Brewer's Session on Online Homework in Math:
why consider online homework? there is a need (people use the web, adaptable, getting better (I think if it facilitates feedback time to students then it is worth looking into...in a distance course it would definitely be worht looking into, etc.)
Advantages: May not be tied to textbook, attempt-feedback-reattempt loop!, opportunities for proactice/mastery, free up time, more effective for some critical populations, (repeating students and low-skill students)
Studies show that online homework is as effective if not a little more so than textbook homework. But it is especially helpful for low skill students. High Skill students did a little better with textbook homework.
Conclusions: As effectiv as traditional homework, online may be more effective for low skill students, more Repeating S and LS passed when using OHW, self-efficacy didn't improve as much for OHW students but may be due to all the feedback they received (so traditional students perceive more improvement becasue they don't know what they don't know, at least that is what Shane thought might be happening).
many students liked it (although some didn't) anecdotal evidence that OHW is making a difference, retake to get perfect scores.
discussed a variety of challenges and drawbacks (instructor attitudes, cheating, etc.)
Ideal system: random problems, ways to deter cheating, etc.
why consider online homework? there is a need (people use the web, adaptable, getting better (I think if it facilitates feedback time to students then it is worth looking into...in a distance course it would definitely be worht looking into, etc.)
Advantages: May not be tied to textbook, attempt-feedback-reattempt loop!, opportunities for proactice/mastery, free up time, more effective for some critical populations, (repeating students and low-skill students)
Studies show that online homework is as effective if not a little more so than textbook homework. But it is especially helpful for low skill students. High Skill students did a little better with textbook homework.
Conclusions: As effectiv as traditional homework, online may be more effective for low skill students, more Repeating S and LS passed when using OHW, self-efficacy didn't improve as much for OHW students but may be due to all the feedback they received (so traditional students perceive more improvement becasue they don't know what they don't know, at least that is what Shane thought might be happening).
many students liked it (although some didn't) anecdotal evidence that OHW is making a difference, retake to get perfect scores.
discussed a variety of challenges and drawbacks (instructor attitudes, cheating, etc.)
Ideal system: random problems, ways to deter cheating, etc.
Session on Wikis For Educators (and Educators For Wikis)
Jared Stein gave a good presention on Wikis
Practical, we all set up a wiki (I haven't posted anythign there yet but you can find it at http://edpsycology.wikispaces.com)
Principles he shared were:
helps with engagement of students in creation and maintenance of dynamic course materials.
perpetual beta a term associated with web 2.0, services out there but constantly changing and evolving...example wikibooks.org and wikieducator.org
collaboration is a key concept related to web 2.0 Wiki's are collaborative in nature
Organic is another aspect of wikis that you have to embrace or you might want to reconsider
what about credibility of wikis? research says that on par with Britannica (with exceptions) and advantage is up-to-date
other key ideas: Colleagues, currency, reusability, participation, practice
wikis also allow us to revise...
Mention of WikiProject Murder Madness and Mayhem on Wikipedia again
UVU's project using a wiki...http://wikilearn.uvu.edu
WikiLearn is Utah Valley University's experimental wiki project for academic content and learning materials. Read the WikiLearn usage policy for more details on the WikiLearn project. If you're a UVU faculty member wondering, why use WikiLearn?, read the tips and ideas on teaching with WikiLearn.
but people have to have valid UVID to edit on the site...
features of wikilearn.uvu.edu: public viewable, academic content only, some complete courses, separated by departments
setting up a wiki on wikispaces.com not sure I will do anything with this after the presentation, but still fun
we are learning how to manage settings of our wikispaces wikis.
am I ready for the messiness of web 2.0 technology (mashups, etc.). The clutter on my office desk says, "Yes"
again reminds me of victorian short fiction prject (http://vsfp.byu.edu) but we set up structure...took a lot of help development to do though.
Will add other thoughts on this one later.
Practical, we all set up a wiki (I haven't posted anythign there yet but you can find it at http://edpsycology.wikispaces.com)
Principles he shared were:
helps with engagement of students in creation and maintenance of dynamic course materials.
perpetual beta a term associated with web 2.0, services out there but constantly changing and evolving...example wikibooks.org and wikieducator.org
collaboration is a key concept related to web 2.0 Wiki's are collaborative in nature
Organic is another aspect of wikis that you have to embrace or you might want to reconsider
what about credibility of wikis? research says that on par with Britannica (with exceptions) and advantage is up-to-date
other key ideas: Colleagues, currency, reusability, participation, practice
wikis also allow us to revise...
Mention of WikiProject Murder Madness and Mayhem on Wikipedia again
UVU's project using a wiki...http://wikilearn.uvu.edu
WikiLearn is Utah Valley University's experimental wiki project for academic content and learning materials. Read the WikiLearn usage policy for more details on the WikiLearn project. If you're a UVU faculty member wondering, why use WikiLearn?, read the tips and ideas on teaching with WikiLearn.
but people have to have valid UVID to edit on the site...
features of wikilearn.uvu.edu: public viewable, academic content only, some complete courses, separated by departments
setting up a wiki on wikispaces.com not sure I will do anything with this after the presentation, but still fun
we are learning how to manage settings of our wikispaces wikis.
am I ready for the messiness of web 2.0 technology (mashups, etc.). The clutter on my office desk says, "Yes"
again reminds me of victorian short fiction prject (http://vsfp.byu.edu) but we set up structure...took a lot of help development to do though.
Will add other thoughts on this one later.
Thomas Cunningham Service Learning at TTIX
Here are my notes on Dr. Cunningham's presentation on service learning (online):
Challenges: involving students beyond reading and discussions; solution, service learning; but how do you make it meaningful
Did study at SUU in the ESL endorsement program.
Needed to adapt what they were doing in face-to-face
Required RTF since people were using a variety of platforms.
Adpated othe materials (DVD, etc.)
Fostering community of learners through discussions (student to student and with instructor and other assignements)
Adapted the practical experience for peopel in a variety of settings (they could do work with english language learners to tutor, others could could work to create new materials). grouped people with the variety of experiences so they could share thier experiences with each other. Made allowances for people to tutor adults that wanted to learn english (not just k-12 students).
data used for the study: observations, instructor notes, assignments completed by students, student-student interactions, teacher-student interactions, email conversations, semester project proposals, final proects and reports
Results: students who didn't particpate in service learning said they would if they could do it over again. students had difficulties, some didn't particpate in discussions, some had the people they were going to tutor back out, met face-to-face wiht those they tutored 5-10 hours but a lot of preparation work went into that.
continued research: * how can he improve it further? * more in-depth analysis of existing data needed
Questions:
Did you get feedback from those who were tutored? Good idea!
evaluate the effectiveness of the tutoring.
Challenges: involving students beyond reading and discussions; solution, service learning; but how do you make it meaningful
Did study at SUU in the ESL endorsement program.
Needed to adapt what they were doing in face-to-face
Required RTF since people were using a variety of platforms.
Adpated othe materials (DVD, etc.)
Fostering community of learners through discussions (student to student and with instructor and other assignements)
Adapted the practical experience for peopel in a variety of settings (they could do work with english language learners to tutor, others could could work to create new materials). grouped people with the variety of experiences so they could share thier experiences with each other. Made allowances for people to tutor adults that wanted to learn english (not just k-12 students).
data used for the study: observations, instructor notes, assignments completed by students, student-student interactions, teacher-student interactions, email conversations, semester project proposals, final proects and reports
Results: students who didn't particpate in service learning said they would if they could do it over again. students had difficulties, some didn't particpate in discussions, some had the people they were going to tutor back out, met face-to-face wiht those they tutored 5-10 hours but a lot of preparation work went into that.
continued research: * how can he improve it further? * more in-depth analysis of existing data needed
Questions:
Did you get feedback from those who were tutored? Good idea!
evaluate the effectiveness of the tutoring.
Key Note from 6-4-09
Listening to Brian Lamb on scocial media and open education
encyclopedia Britannica vs. wikipedia typifies the need/call for open educaiton--Brian Lamb
How many of you have consulted wikipedia in the last month?
How many have edited or otherwise contributed to wikipedia (ever)?
brian lamb discussed the case of students submitting their assignments to wikipedia (WikiProject Murder Madness and Mayhem) where a professor had students contribute to wikipedia and students were almost immediately getting feedback, cool!
brian said, better to not have learning experiences were there is one uber-designer controlling all interactions. Do I feel the need to be the uber-designer? Sometimes...time to self-evaluate!
brian is talking about student's contributing...like our project http://vsfp.byu.edu check it out (if you like Victorian Fiction)
does anyone know where the information about brian's trip to Barcelona is documented? please comment if you do: Jon Mott shared: http://blogs.ubc.ca/brian/2008/11/a-social-layer-for-dspace/
is microblogging my thoughts keeping me from actually getting something out of the presentation, wait what did he just say? I guess so! And yet I am more engaged in other ways.
encyclopedia Britannica vs. wikipedia typifies the need/call for open educaiton--Brian Lamb
How many of you have consulted wikipedia in the last month?
How many have edited or otherwise contributed to wikipedia (ever)?
brian lamb discussed the case of students submitting their assignments to wikipedia (WikiProject Murder Madness and Mayhem) where a professor had students contribute to wikipedia and students were almost immediately getting feedback, cool!
brian said, better to not have learning experiences were there is one uber-designer controlling all interactions. Do I feel the need to be the uber-designer? Sometimes...time to self-evaluate!
brian is talking about student's contributing...like our project http://vsfp.byu.edu check it out (if you like Victorian Fiction)
does anyone know where the information about brian's trip to Barcelona is documented? please comment if you do: Jon Mott shared: http://blogs.ubc.ca/brian/2008/11/a-social-layer-for-dspace/
is microblogging my thoughts keeping me from actually getting something out of the presentation, wait what did he just say? I guess so! And yet I am more engaged in other ways.
Round Table on Faculty Support and Development at TTIX
ideas from the roundtable (I missed a few, but oh well):
* invlove faculty in the active learning to provide support (things like getting basic content is not as necessary.
* start small
* soft chalk
* get new ideas even if you cannot fully get faculty to implment
* engage them in self-evaluation -- is this working? Let them do what they want to do but encourage them to evalaute their efforts (nice thought, Marc).
* hosting showcase (sharing of best practices)
* look for opportunities (teaching moments) to introduce new ideas...find out what they are already doing then introduce ways that they can do it better and/or easier.
* use the statewide license to use Wimba (asynchrnous stuff is good to allow people to get trainign and info on thier time).
* how can you help faculty avoid information overload (help them find a thing and do it well, then move on to the next thing). If you don't try something you'll never do anything, but if you try to do too much you won't be able to do it either.
* Always changing (we have to keep up but if we do it helps us keep our jobs)
* don't try to give them everything (there are thousands of web 2.0 teachologies), what you think is useful, you're willing to support.
* invlove faculty in the active learning to provide support (things like getting basic content is not as necessary.
* start small
* soft chalk
* get new ideas even if you cannot fully get faculty to implment
* engage them in self-evaluation -- is this working? Let them do what they want to do but encourage them to evalaute their efforts (nice thought, Marc).
* hosting showcase (sharing of best practices)
* look for opportunities (teaching moments) to introduce new ideas...find out what they are already doing then introduce ways that they can do it better and/or easier.
* use the statewide license to use Wimba (asynchrnous stuff is good to allow people to get trainign and info on thier time).
* how can you help faculty avoid information overload (help them find a thing and do it well, then move on to the next thing). If you don't try something you'll never do anything, but if you try to do too much you won't be able to do it either.
* Always changing (we have to keep up but if we do it helps us keep our jobs)
* don't try to give them everything (there are thousands of web 2.0 teachologies), what you think is useful, you're willing to support.
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