Its nice to be in your group again! :) I am in the process of moving my comments over from Group 1 Mindomo to our group...I made a mistake on that one...so that will be updated tonight.
In regards to your project...it sounds good. I am particularly interested because I am looking into the same type of topic (I am teaching about predation tomorrow!)
The link you provided for the internet activity is not working...
Other than that...it sounds like you have a good plan in place.
Dear Team, Hello! It is so good to be in your group again. I will miss Ian though! I am excited about these next few weeks. Erica, I am looking at your plan now.
I am posting both my MINDOMO activity and thoughts regarding mind mapping as well as my plan for the inquiry project #2. My plan my not float. It may not be what Dr. Wong wants. But it is real for me. I do not have access to kids. I work at HQ in Washington DC. I need my project to relate to my work, that way I get really involved and care about it. I do not have time to do something that will not have an impact on my job and the teachers and students I service. So please read the plan and give me your honest feedback. I will change the project if you both think I should. Click this link to review it and be VERY critical, please.
Free web-based mind mapping applications are beneficial for educators because they are easy for teachers to create graphic organizers quickly and efficiently for students. In this exercise, I explored the following free web-based mind mapping applications: MINDOME, MindMeister, and Mind42. I wanted to learn what other mind mapping web 2.0 tools were available other than MINDOMO.
All three of the web-based mind mapping applications I visited share basic features: • Collaboration • Exporting or downloading of mind maps • Importing of mind maps • Publishing and sharing of maps
However, after using each of the web-based mind mapping applications, I chose MINDOME because MINDOME’s layout and the formatting options far are more flexible than Mindmeister and Mind42. You can use a centered map as with Mind42 and MindMeister, or you can choose a right or left-aligned view. MINDOME also offers several pre-defined mind map themes. Mindmeister offers basic text formatting and the ability to add notes to a node. But I found that the interface was difficult to navigate and use. Mind42 was my least favorite application because of the page layout and the editing tools.
Another powerful tool after you have published your mind map using MINDOMO is to embed it on your website. The map is hosted on the MINDOMO webserver and you can save space on your own webserver by simply embedding it into your webpage.
To learn more about the importance of mind maps, watch the video on YouTube called, Maximise the Power of Your Brain - Tony Buzan MIND MAPPING at http://uk.youtube.com/watch?v=MlabrWv25qQ. Tony Buzan is the pioneer behind the importance of mind mapping!
Also, click this link to visit my mind map created on MINDOMO. It is a concept map about the various software tools available for our Distance learning teachers in the DoDEA Virtual High School.
In this map, I inserted links to other websites for tutorials on using software applications. I also inserted a picture from the MINDOMO art gallery, and I inserted detailed descriptions of the software in the notes view of MINDOMO. I clicked the format tool, and then selected the black style.
Dear Erica, I just finished reading your inquiry project #2 proposal. The topic, predation is excellent! I would have never thought of that topic. I clicked the link to view the simulation. However, I had a hard time finding the specific simulation. In fact, when I clicked the link in the Goggle document, it would not display. So I copied and pasted the link into a new browser. The site opened. But I could not find 34.3.
Either way, the project sounds organized and realistic.
For the data, I wonder if you could do a pretest and post test to get a comparison of growth. That way, you can see how much the students improved as a result of the project. Also, make a survey to find out how the students felt about doing the simulation as compared to the traditional delivery of a lesson.
Dear Erica, I just found a direct link to the 34.3 simulation. It is cool. I love it. But the computer has to have shockwave downloaded to view the simulation. No worries. Most computers do have shockwave. But please make sure the laptops at your school already have it installed. If they don't, it might slow up your lesson. This is just a thought.
When I did your simulation my predator population became EXTINCT!!!!!!!!
Erica, I am piggybacking your project a bit. I figured we could collaborate and share our findings. Hopefully you don't mind. If you do, I can do something different. In the document above, I have link to the presentation (and simulation) that I am doing tomorrow...take a look if you get a chance.
Anyone, let me know if something needs to be different!
Dear Chuck, Hello! I interpreted the instructions for MINDOMO to mean that you (the individual) had to become familiar with MINDOMO and for me that meant actually doing a mind map using the application tools. I thought that Dr.Wong wanted each person to experiment with MINDOMO and then have a group discussion about how each of us could use MINDOMO in the classroom. Honestly, I have been using MINDOMO for over a year. I love it. The instructional designers use at work and home to graph out protocols for the existing distance learning courses. But those maps are private.
That is a GREAT idea (a group MINDOMO) map! If you all wish, we can do a group MINDOMO map. What do you want it to be about? MINDOMO is awesome for collaboration. I think the topic should involve simulations on the internet. The center might be internet simulations and then branching from the center could be specific simulations with links to the simulation and a description in the notes view of MINDOMO about the simulation site. I will start one for an example and if you all like it, start adding branches with specific sites and links to those sites. What do you think?
I am setting one up now and adding each of you as editors.
Here is the link for our MINDOMO map if you all want to do a group map:
To open the map, just click the link below. http://www.mindomo.com/edit.htm?m=c2c27c71a5f946f7aebea50f3ff64b55
I also sent an email invitation to your msu e-mail account. Please check it incase the link above does not work.
Oh regarding my proposal for the next inquiry project. If you do not think my idea for interactive course delivery (my job) then I can change my topic to something simple that does meet the requirement of creating a lesson that involves a technology simulation created by someone else. Here is the link to a physics site. One of my DL courses is AP physics. I can ask that instructor if he would allow me to use this site and a lesson on a few of his students. Should I redraft my plan and do something like this instead?
I know it needs work,especially I haven't developed a good list of questions to ask myself and my students to get data on my project. I would appreciate suggestions on any part of my plan, if you have them. My first question is, am I biting off too much by having two different classes, chemistry and physics, in my inquiry project?
Hello! Patrick! I opened the link to read your plan. But the message read that I would have to request access to view this document. Can you please add me to the list on the e-mail field for me to look over it? My gmail is dawncorley@gmail.com
I'm impressed by this group, and I'm excited to work with you all.
Erica, your predation project looks excellent.I appreciated your inclusion of the content expectations in your intro, I realize I could have and should have done the same. I'll definitely include them in my final report. In one way, you have a similar approach to your strategies as mine, in that you're using your normal approach and then adding a simulation as your other strategy.
Deborah, your experience is obvious.I think you should use your actual work as your inquiry project. Your plan has alot of depth, and that goes a long way. Your subject matter, ideas and strategies are impressive. I may use your physics simulations- I have to peruse them a bit more- either for this project or just in general. I've seen these before, I think. The PhET simulations I'm planning to use are more sophisticated,but the ones on your site are more numerous. I love your use of technology. I think I mentionned to you in the past how I hope to learn from your experience in web-based instruction. I love the mindomo map you shared, and I would definitely like to participate in the group one you started- I'll get there as soon as I can.
Chuck, I also think your plan was excellent. I'll say that I've done projects with others in the past, and in CEP812 I think, one of my group members and I did the same project- his for 5th graders, mine for high schoolers, and we both benefited from seeing different approaches to the same problem we were trying to solve with web-based technology. I had a question for you. Were you going to have all the students use all of the strategies, or are different groups of students going to use different strategies so you can compare them? I was also curious about the happenings you mentionned- like death and eating?
Dawn, I apologize profusely, I called you Deborah in my earlier post! I wrote down Deborah on my notes while I was reading your plan, I have no idea why.
I invited you to the googledoc I wrote using your gmail. I invited Erica and Chuck using their MSU emails. Is that how it's done? I'm new at googledocs.
Were you able to access the Mindomo that is already set up for our group? Erica and I were the only ones (I think) to use that tool. It appears that another mindomo map has been set up (for "Nature Deficit Disorder", which is the discussion topic for the week).
Patrick,
I will take a look at your document tomorrow. If you want to "share" it with me, share it with: commeret@gmail.com. That'll do it.
Nice to "see" you again! Thanks for reading my draft and taking a shot at the Internet simulation. I think your suggestion of a pre and post test makes a lot of sense.
I think you should stick with your current plan using your 16 teachers as your students. I can see why you're so passionate about your topic. I've used non-engaging, non-interactive online software before and it's frustrating for both me and my students.
This may create extra work for you (just what you wanted to hear, right?), but I wonder if you could create two lessons on the same topic: one non-interactive, text-based and the other your interactive lesson. You could then survey your teachers about their opinions regarding each type of lesson ("which method of instruction is more effective and/or engaging and why?", "what are the benefits and pitfalls of each type of instruction?"). Just a thought.
I'm glad we're in the same group again, too. And no, I don't mind at all that you're piggybacking, since I think we'll both benefit (would that be an example of mutualism? yeah, I know...bad biology teacher joke).
I really dig how you're using a hands-on and a computer simulation, as the comparison is pretty direct. It will be interesting to compare your hands-on data with my film data. Just out of curiosity, have you used the hands-on simulation in class before? If so, how do you like it?
Your powerpoint with all the imbedded YouTube clips is awesome. It really appeals to our Generation Y learners.
Here's a link to the video I mention in my plan: http://www.pbs.org/strangedays/. I don't show many videos, but I think this one is well produced.
Welcome to our group! It looks like you found nice simulations for both your chemistry classes and the physics class. If it were me, I would just stick with one class, so you can really hone in on your lesson preparation and data collection. I tried all 3 simulations and the chemistry one made the most sense to me, but certainly use any class you wish.
You mentioned in your data collection section that you wanted to observe and record student behavior. What kind of behaviors do you have in mind? I have found "before and after" data to be quite helpful. I wonder if you can have a list of questions for students to answer before the simulation to determine how much they understand the topic and then give them the same (or very similar) series of questions after the simulation. The student perception survey is a great idea, because if your audience doesn't like the simulation or doesn't get it, it's not worth it (or vice versa). Both data sets (hopefully) will be relatively easy to manipulate based on similarities and differences.
Dear Patrick, Hello! Yes! I can access our group’s MINDOMO map now. I guess I jumped the gun.
Chuck, you were right! We are to use the Mindomo map already started to discuss Nature’s deficit disorder.
Also, thank you, Patrick for your feedback regarding my project plan. I was debating over the weekend whether or not to ditch the plan and do something like everyone else. But if I did that, it would only be useful for this class and not my real work in the Virtual School. It is difficult not having access to students. Last time, I had to work through another teacher in Marine Biology. The teacher by the way was in Germany. I did not know the kids and I felt very disjointed in the teaching - learning process. It would have been different if I had my own group of kids. That way, I could access their readiness level and plan according to where they are in the learning process.
Team, Please disregard the Mindomo map I started for us. Dr. Wong has everything set up in Mindomo. I found our map in just two clicks!
Dear Erica, Thanks so much for the positive feedback. I welcome extra work; so no worries about the suggestion regarding a text based instructional approach for a comparison. They are already doing the boring text based instruction using the WISIWIG in Blackboard. But I will use their current practices and compare my interactive approach to their current practices. I can ask, “Do you notice a difference?” But I will phrase it more diplomatically. I like your questions. I will definitely include them on the survey. Thank you!
Oh, did either of you get a chance to see the MINDOMO map with my pros and cons for using simulated frogs? What about the new MINDOMO map regarding the discussion about Nature’s Deficit Disorder? I am sorry about not realizing that the actual discussions were taking place in the MINDOMO interface. Do you think the new map I started is okay about Nature’s Deficit Disorder? I put four branches, etc... Please let me know if you all think it is okay. Or we can re-structure it differently depending upon what you think. Please let me know.
It looks like you have a good plan in place. AP Chemistry! That's awesome. I remember taking that course in high school...that's about all I remember. :) I do remember something about a mole...
Anyways, I hope you have better luck with your data collection this time around. I would suggest asking questions that lead students to one of two answers...and then have them explain (maybe create a worksheet). For example, "Did you 'like' the simulation or ___________ better? Explain." Or, "For the concept of _____________ was the simulation or _____________ more helpful in your understanding? Explain."
You could even have your students write a "pros" and "cons" list...naming the good and bad features of the simulation...and what could be added to make it better...
Thanks for the input, Chuck and Erica. I've decided to take your suggestion, Erica, and I'm going to refine my project to one class to make it more manageable and useful- Physics, because I have a couple simulations that go right to the content I'm teaching in the next week or so.
Chuck, I hear what you're saying r.e. the survey. What do all of you as a group think of these questions? (I taught vector addition using several strategies- outdoor group lab, simulation activity, lecture and practice word problems):
1. List the advantages and disadvantages of the simulation activity to learn about vector addition. 2. List the advantages and disadvantages of the lectures to learn about vector addition. 3. List the advantages and disadvantages of the word problems to learn about vector addition. 4. List the advantages and disadvantages of the outdoor lab activity to learn about vector addition. 5. List the activities mentionned above from least favorite to most favorite in terms of your personal feelings about the activities. Explain why you picked your least favorite and most favorite choices. 6. List the activities above in order of least useful to most useful in terms of learning about vector addition. Explain why you picked your least useful and most useful choices.
Also, I'm not sure how to get quantitative data in terms of learning outcomes, since it's hard to know which strategy worked best at teaching the content. So I'm thinking of just using the qualitative questions I noted above for the two content areas I'm teaching- vector addition and projectile motion. I would do similar questions after the projectile motion unit.
Dear Team, I did not receive feedback from the instructor for the inquiry project #1. Did you receive feedback and a grade? Also, I looked in the lessons folder for a zipped folder called, Examples or something similar to see the good examples.
The announcement read “now that Now that you've received feedback on your work in Module 1……These examples can be found in the ANGEL Examples Folder.
I checked my hotmail, course angel mail and the MSU mail. Nothing is there from the instructors. I did get a Module 1 comment regarding my participation in the discussions however. Is that the feedback Dr. Wong is referring too? I thought from the announcement that detailed feedback was given regarding the paper and the project.
I think your questions will work well. Sometimes I give my students specific guidelines when posing questions like this (i.e. give 2 advantages and 2 disadvantages), but I have freshmen who often need more guidance that your upperclassmen.
For this project I think qualitative data is sufficient.
Dear Team, I contacted Dr. Wong. He sent it days ago to my hotmail account. In fact, Dr. Wong sent it twice. I did not realize his e-mail mesasages were going to my Junk folder. The feedback got deleted. He re-sent it a third time this morning. So I am good to go. I am just a little behind in my readings.
Dear Patrick, I do not know much about physics. But when I ask a student questions either for qualitative as well as quantitative data, I try to vary the types of questions (higher cognitive thinking questions) that tap into Bloom’s HOTS. All of your questions ask the kids to “list….” Try to include other words, such as “How” or “Why.” Oh, one question could be a comparison like comparing a text-based lesson in the past with the lesson you are doing that involve simulations to teach vectors. You do not have to include those responses in your data pool; but it would be interesting to see what the students wrote and it would require more thinking on their part.
Thanks for the input, team. I'll try to have some more discerning questions- why, how- for my second simulation survey.
I received input on my participation in the discussions probably two weeks ago. I got my project 1 input from David last week, inadvertently deleted it, and he was kind enough to resend it to me. However, I still have not received a grade. If he's like me, he'll get to it when he can. Did I mention how much I hate grading?
I hope everyone's projects are going well. I ended doing the "hands-on" lab with only one class. It was not as effective as what I had envisioned. You live and you learn. The simulation activity was done as a whole class, then I had them work on it in groups the next day. I tried to gather "formal" data with that activity, but time would not allow. Informally, it was obvious that students enjoyed the activity. I heard various students make comments that suggested they were making the connection between manipulating particular variables and the outcome in relation to the overall "balance" of an ecosystem.
Tomorrow (Tuesday) I am having students take the following survey:
Go to my website, mrcommeret.kcsa.org/science and scroll down.
*please don't actually take the survey (because it will send the results to me)
I used Google "forms" for this. It is the first time I have used it and I am excited to see how it works. Basically, it sends me all the results into a google spreadsheet (like excel). So, it is going to save me "collection" time. I'll let you know how it works.
Well, my grand plan for my inquiry implementation and data collection isn't going quite as I had planned, but that certainly comes with the territory of teaching. I attended a professional development session today, so my students watched the video on predation before the lecture and discussion component; hopefully, that doesn't affect their learning too much. This is also MEAP week, which means one of my Biology classes will be taking the Social Studies MEAP instead of participating in the Internet simulation. I still have 3 classes participating, so I should have enough data.
Hope everyone's implementation is going well.
Chuck, I'm interested to hear if you like Google forms...please let us know.
I can't figure out how to attach a MP3 file to this blog, so I will "attached" it to the following website: http://sites.google.com/site/chuckmaet/home
Once you go there you can download the mp3 file.
Let me know if you have any issues with how I sound, etc. Just in case it doesn't sound as good on your computers...I need to know that sort of thing.
Erica, in regards to the google form...I really like it, and it is super useful (and easy to set-up). Give it a go if you're up for something new. Good luck with MEAPS and all the other joys that teaching presents. :)
Dear Team Mates, Hello! I have created my test mp3 file. It is longer than 10 seconds. Actually, this requirement gave me a kick to start a project that I have wanted to do for my DL teachers about Articulate. So this afternoon, I used audacity to create an mp3 for an overview of the Articulate software suite. It is an e-learning software suite for distance learning teachers and instructional designers to create virtual simulations.
However, during the course of the inquiry project #2 I have learned that our DL teachers are in no way ready to create their own simulation. But they are ready to use Articulate to deliver engaging, interactive core content. So this mp3 audio file is an overview of Articulate. Yes, I will use it in a training for my teachers. I always use my MSU work for my job. So I wanted my test file to be meaningful and used in my world! It has intro music and exit music. I deleted all of the UMssssss out. Audacity is great. If you need help, please let me know. It is so much better than those expensive audio programs like CS4 Adobe’ Soundbooth! The benefits of Audacity are that it is free, easy to use, and can be accessed from anywhere.
Copy and paste the link: http://www.archive.org/download/ArticulateOverview/overview.mp3
I could not upload an mp3 into this blog. What is the point of a feedburner if you can even use it here???????????
Dear Team, How about let’s use VoiceThread for feedback. I got so frustrated with not being able to embed my mp3 directly into this blog. So I uploaded it to archive.org. That is fine for a simple way to hear the audio file and type your thoughts directly into this blog.
But there is a more meaningful way that we can edit and add to one another’s podcast (really mp3 file). In a podcast, you just click the rss feed thing and it plays. This is not what is available to us in this blog.
But that is okay. I need real feedback. Instead of typing everything here for the mp3 feed back, click the link below to add voice comments on my voicethread which is this simple mp3 audio file. I set it to where anyone can add a thread. Make sure your mic is plugged in and add a comment.
Just test mine for an example and let me know what you think. VoiceThreads are so cool and easy to use. Teachers should really capitalize on this web 2.0 tool. It encourages real global communication and allows students to listen to and add comments to other students around the world; thus opening their doors to a global community!
Try it!
Copy and paste this link: http://voicethread.com/share/690902/
Dawn, you are a lifesaver. I created my podcast in about a minute, but I've spent the last hour trying figure out how to upload it to our blog. Thank you for the heads up on archive.org.
Here's my test podcast: http://www.archive.org/details/BachmanTest
Dear Erica, Archive.org is cool. So is VoiceThread.com. Either one will work. But the beauty of voicethread is that the viewers (listeners) can add their comments directly to your voicethread which is your mp3. The right tool depends on your intended purpose. Just for the heck of it, try voicethread: Create an account. Then- Click upload, comment, and then share.
See what happens.
I listened to your mp3 from archive.org.
Your voice is very clear. In fact you have a nice internet voice. I look forward to listening to your real podcast. Thanks for sharing.
Here is the link to voicethread. http://voicethread.com/
or if you prefer here is the link to archive.org: http://www.archive.org/index.php
Use the tool that is best for you. Either way, you have to create an account. Both services allow for uploading and sharing mp3 audio files.
Chuck used his google site and that is cool too.
For ease and speed, archive is the quickest and easiest! I am using both archive and VoiceThread. What do I have to loose? Maybe sometime down the road, someone around the globe will add a thread to my voicethread. This has happened to my other VoiceThreads in the past. It is cool when someone adds a comment from out of the blue when you least expect it long after this class ends! Plus, you learn another cool tool.
Hello Team, I emailed Dr. Wong all of our mp3 links and wrote how we each problem solved to make this work. Here is the e-mail:
Dear Dr. Wong, I used archive.org and VoiceThread to have my mp3 hosted on another server. I made a link in the blog to both files. I was experimenting with various tools. The tool depends on the intended audience and desired collaborative feedback.
There are three ways our team solved this problem: 1. Voicethread: I did this. 2. Archive.org: I did this as a back up plan and Erica did as well. 3. GoogleSites: Chuck used his Googlesite to host his mp3.
The links to hear our team's mp3 files are as follows: http://sites.google.com/site/chuckmaet/home
We all were problem solving and learned a lot in the process. Speaking for myself, this was fun and we saw how we each approached the problem and found solutions.
Thanks for shooting Dr. Wong an email so he's sure to get our test podcasts. I left a verbal comment on your podcast (on voicethread). I'm continually amazed at all the cool stuff available on the Internet!
Dawn, thanks for all your work on setting up different avenues to communicate. I did a voice comment on your voice thread, so I assume you can get to that (I couldn't find Erica's comment).
Erica, your podcast sounded great. Thanks for the encouraging words.
Good luck as you begin wrapping up Inquiry Project 2.
Wow, you guys, take a day off for the grandparents to visit, and I'm left way behind! Actually, I was commenting on the week 7 discussion and forgot to visit this blogg. Live and learn.
I listened to each of your tests. They all sound good. I followed your lead and put mine on archive-copy and paste this to hear it-
I left 2 comments on Dawn's voicethread. I didn't see anyone else's comments. How do we hear each other's comments? I've heard of voicethread before, but never tried it.
Dear Team Mates, Yes. I heard your comments on my VoiceThread - way cool! To listen to any specific comments on the thread,just click the symbol for your voice. For example, Patrick is on the right. Click the cup (I think that is what it is) and it will play. If you upload your picture, your symbol will be your photo. The voice may take a few seconds depending on your internet speed.
YES! I heard each comment. Thank you so much for leaving one. Please go back to the voicethread and click your symbol to hear your comment.
to see how to use VT in your classroom. Oh, sign up for an account and upload your picture. Say you are an educator and your VT is only 10.00 (one time fee). This is important because if you claim educator, you can publize your VT to where anyone can comment on them like mine. If you do not get he educator's deal, you cannot make your VTs public.
Oh, upload your MP3 to the Angel folder. I know that David has the e-mail from me but I do not know if he will check it soon enough. Patrick no worries. We all know how much you do in this blog. Thank you again for adding a thread to my VT.
Dear Patrick, Your test recording was very clear. You have a nice, smooth voice. I like the way you wrote on Archive.org, "Part of the Test Collection."
All, I guess you already know this. But I will write it any way. Type your script. Click record in audacity, minimize the audacity screen and simply read your script. If you stumble or mess up. Just click stop, delete (cut out that section) and then start recording again. Audacity allows for multiple tracks. You can move them around, fade in and out, and import other mp3 sound files for background music.
I practiced several times. But I will never be satisfied with my speaking voice. But I do find that a script helps me trememndously.
Hey! Hope everyone is having a good week. I can't believe it's Wednesday already; the end of our first quarter is this Friday so it's crunch time for both teachers and students alike.
I took a quick look at my student surveys I issued after my Internet simulation lesson on predation. In the survey they, among other things, had to rate which type of instruction they liked best: a film, lecture (PowerPoint), or the Internet simulation. During the Internet simulation I heard a lot of really cool discussions between seat partners so I thought quite a few of them would list the simulation as their favorite type of instruction. Nope. Among the surveys I read, most preferred the film and some even liked my lecture (gasp!). I'm interested to take a more detailed look at my data.
Your test recording sounds great! Do you work for a local radio station? :) Seriously though...sounded good.
To answer your previous question about music...I used GarageBand (on Macs) to make my podcast. In that program you can easily insert music from your iTunes, etc.
Everyone, Good luck on Inquiry Project 2. I'm happy that we are podcasting the project. As a student, I appreciate the variety. Talk to you all soon.
Just a reminder that we are using Mindomo for this week's discussion.
I have set it up with strengths and weaknesses. You will be able to see the flow. Also, I set up a "good locations" (I think that's what I called it) tab where we can share good places we have found on Second Life.
Honestly, I found it hard to figure it all out. After a while, however, I was able to find some good stuff. Thanks to YouTube, I was able to hone in my "search". If you are spinning your tires, go to ISTE Island or Genome Island (under "Search"). I have found both of them to be good resources for educators.
I have to report that my simulation project has been compromized. My whole district was closed Monday afternoon for the rest of the week! So I can't get the second half of my data. The plan was to have the students provide feedback on my second simulation, projectile motion, after their test on Tuesday. I was hoping to use their feedback and the test results in my project data, but that's moot now. Fortunately,I have the data from my first simulation, vector addition, so I have something to work with. One thing I'm noticing is that, like most areas of teaching a group of students, every student has their preference in learning styles. Students also have different motives for preferring certain activities. I asked students which of several activities they liked, and which of those activities they thought were the most useful to learning vector addition. The interesting thing to me is the variety of responses, and it reminds me that some are kinesthetic learners, some are visual learners, some are text/lecture learners. Some need repetition, some need variety. I suspect that, as we spoke about earlier in our sim discussions, simulations have to be just one tool in our teaching kit, and that simulations benefit some students more than others. I've been learning over the years that I need to present the content with several different strategies that can address the varied learning styles. I think that's the message my report is going to finally convey, when I get it finished. My plan now is to get my podcast on the archive site by Saturday so you all might hear it and give me feedback before I turn it in on Sunday. I will be happy to listen to yours as well, if that sounds like a good idea. Thanks, Patrick
Thanks Chuck for setting up the MINDOMO map. I responded to the strengths and weaknesses. I used Second Life last summer. I really got frustrated. Plus, it is a download. I don't download stuff on my PC unless it is something I use on a regular basis. I use web 2.0 tools all the time because they do not require a download. Second Life is not authorized in DoDEA either. I don't have a problem with it if others want to use it; but I don't.
Patrick, Erica, and Chuck Good luck on the podcast. Here is mine if you want to hear it. Please offer suggestions for improvemnet. I do not have an internet voice at all. How can I make the podcast better? Does it have all the requirements from Dr. Wong?
Patrick, I heard TC schools were closed for the week. I hope you have a strong immune system! I also found while doing my project that different students like different methods of instruction (I had some students say the film I showed was exciting and interesting, while others thought it was boring. Were they in the same room?). Like you said, we need to use all types of instruction to meet the needs of all of our kids. I also want to apologize for not commenting on your test podcast...it sounds great.
Patrick, Chuck, and Dawn, I'll post to our Mindomo discussion tomorrow. I poked around on Second Life for about an hour and a half earlier in the week and didn't really like it so I'll give it one more shot.
Here's a link to my podcast: http://www.archive.org/details/BachmanInquiry2ProjectPodcast It's certainly longer than 5 minutes...I hope that's ok. Comments are welcome!
Hey all. Mine is also more than 5 minutes. I had to introduce the main character, set up the plot, etc. Sorry, I don't think it's very dramatic or story like, but I did get something out of the project. If you all could listen, that would be great. I'll wait to turn it in until I see your comments. I didn't do any music or anything, does that work?
I liked your podcast. I sure know what you mean about your feelings about comments on the lectures! I really appreciated the questions you came up with at the end of your report. I hope they don't mind it being longer than 5 minutes- it sort of has to be. Mine ran over 10 mminutes too.
1. I enjoyed your intro, as it let me get to know you a bit better. 2. You make a good point regarding the limitations of words and pictures in conveying a concept (especially scientific concepts). 3. Who would have thought that swine flu would have impacted your project!! 4. Nice analysis of your data. I never would have thought to look at students' second choice of instruction and correlating it with their preferred learning style. You're on the ball.
First of all, I don't know what you are saying about your "internet voice." I enjoy listening to you...and think your voice lends itself well to podcasting.
I love the intro music...very nicely done.
The pre-survey was a great idea...the results were quite something. A great place to start.
I am impressed with your webinars. Nice work. Excellent way of going beyond "frogguts"...it sounds like you created an excellent learning experience for the 16 teachers.
I would love to get the links to the simulations you mentioned (especially the math manipulatives).
I am not familiar with Articulate or Captivate. I just did some research and it seems pretty useful. I would be interested in seeing how I could implement that into a "regular" classroom.
As stated, the only negative is that it is well beyond the 5 minutes. All of our podcasts seem to be beyond the limit...hopefully the "content" will overshadow the "limit".
I like the comment, "distance themselves emotionally" (in regards to predation).
Strange Days on Planet Earth...I'm going to check that out...
I like the inclusion of the "humorous" responses to predation. I'm glad to hear that I'm not the only one that gets IDK as an answer. :) The Chuck Norris answer was hilarious. Isn't our job entertaining! Did you get any answers, like, "squirrels and acorns"? I got answers some answers with the "prey" being
Thanks for the "props" (for the praying mantis video).
Be careful with the praying mantis as your class pet. I say this because I started with a praying mantis...since then, I have accumulated 3 frogs, a salamander, and a snake. Yikes...it has become quite the zoo in my room.
I like the comment about the simulation taking 8 times as long. That is a great insight. And, you took it a step further, mentioning that you "hope" that they were able to understand it at a deeper level (which makes the time worth it!)
Getting student feedback is so important. It gives them ownership in their education. Simply letting them know that their opinion matters, and that you will actually "change" according to their honest needs. That is, if they are able to articulate their needs in an appropriate way...
Good analysis of the various "educational approaches." Nicely done.
As stated, the only negative is that it is well beyond the 5 minutes. All of our podcasts seem to be beyond the limit...hopefully the "content" will overshadow the "limit".
Let me first say I am humbled by your tech savyness! I love the addition of the music. A few things...
1. It's interesting that the kids were cheering for one species at all, let alone the rabbits. I do have to admit, though, I don't want the Yankees to win the World Series :) 2. Both you and Patrick mentioned the students liked that the simulation did the math for them so they could focus more on the scientific content rather than the math computations. Since I also teach math, I try to bring as much math as I can into my science classes, but some kids have a hard time changing gears. 3. I think we've all realized through this project that Internet simulations are another way to differentiate instruction to meet the needs of all of our learners.
Dear Chuck, Thanks so much for listening to my Podcast. I am thinking of a way right now to show you all the Articulate simulation I created. It is packaged as a web site so I do not know where to find free server space. My teachers and the DoDEA community have access to Blackboard. I might just put it on my MSU website if I have enough free space.
Here are the links to NCTM Illuminations and NLVM:
http://illuminations.nctm.org/
http://nlvm.usu.edu/en/nav/vLibrary.html
Here is a project from last year that explains how to incorporate virtual manipulatives into the teaching learning process. It also teaches you how to use both websites above. The video quality is kind of grainy though. Anything free usually is....
I appreciate you sharing your previous experience with simulations (as a lecture addition). The use of simulations for student self-guided activities has certainly
11 out of 47 liked your lecture. Nice work! I might get that high of a percentage if I danced (or did something else entertaining). :)
The comment the student made that I also found to be true in my inquiry was, "it does the math for you..." Although "doing the math" is important, it sometimes clouds a student's ability to get the concept. So, it is important to assess if the math connected to the activity is necessary...or not, depending on the activity, etc. With all that being said, I liked the student comments that you mentioned.
As stated, the only negative is that it is well beyond the 5 minutes. All of our podcasts seem to be beyond the limit...hopefully the "content" will overshadow the "limit".
Overall, your data was well laid out. Good connections with learning styles. Very well done...it was great to hear you.
I'm not quite sure what you mean when you say you don't have an Internet voice...I enjoyed listening to you. Thanks for the intro and exit music as well.
A few things... 1. Your pre-survey questions were really focused and detailed, which probably helped to give you better data. How interesting (sad?) that only 2 out of 16 teachers were using simulations on a regular basis before your PD. I also read Prensky's article in Edutopia and those barriers to using simulations certainly are real, but not to be used as an excuse. 2. I commend you on your flexibility and willingness to change the direction of your project once you found out that most of your teachers weren't comfortable with Internet simulations that were already available, let alone creating one of their own. Flexibility = good teaching! 3. Congrats that 10/16 used Internet simulations. Obviously your webinars were helpful. 4. You have so much knowledge of available educational Internet-based resources...you're an asset to DoDEA.
That felt like an NPR podcast with the music and all. I appreciated your observations of the students as they did the simulation. You also connected the simulation to the learning goals pretty well. You dissected the simulation quite well. Fun vitamin metaphor.
Dear Team, Hello! You guys are active on the blog today! This is terrific!
I noticed that you were interested in the Articulate Presenter interactive demonstration simulation I created for my DL teachers using Captivate. I have uploaded it it archive.org and it can be accessed by copying and pasting this url into your web browser.
Please look at it if you are interested. I was proud of this simulation because I tried to include a variety of media wrapped into one object (skin). Please let me know what you think.
If you like Articulate Presenter, read the site at:
I think it is great software, especially if you want to create interactive web learning activities for reinforcement of concepts addressed in your classrooms and upload them to an intranet site (not internet). An intranet is user secure.
http://www.articulate.com/
You can download the trial version and test it out. It is easy to use! Notice the publishing options.
Hi all,
ReplyDeleteHere is a link to view my plan for our second inquiry project:
http://docs.google.com/Doc?docid=0AXU2xnuOdhioZGZtenJ3cmJfMTFmNTZmYnJqaA&hl=en.
All comments and constructive criticism are welcome!
Enjoy the rest of your weekend,
Erica
Erica,
ReplyDeleteIts nice to be in your group again! :) I am in the process of moving my comments over from Group 1 Mindomo to our group...I made a mistake on that one...so that will be updated tonight.
In regards to your project...it sounds good. I am particularly interested because I am looking into the same type of topic (I am teaching about predation tomorrow!)
The link you provided for the internet activity is not working...
Other than that...it sounds like you have a good plan in place.
Good luck!
Chuck C.
Dear Team,
ReplyDeleteHello! It is so good to be in your group again. I will miss Ian though! I am excited about these next few weeks. Erica, I am looking at your plan now.
I am posting both my MINDOMO activity and thoughts regarding mind mapping as well as my plan for the inquiry project #2. My plan my not float. It may not be what Dr. Wong wants. But it is real for me. I do not have access to kids. I work at HQ in Washington DC. I need my project to relate to my work, that way I get really involved and care about it. I do not have time to do something that will not have an impact on my job and the teachers and students I service. So please read the plan and give me your honest feedback. I will change the project if you both think I should. Click this link to review it and be VERY critical, please.
http://docs.google.com/Doc?docid=0AYJllJNZcue7ZGhicHZrazJfMzU0ZnM5Z3FuZDI&hl=en
MINDOMO
Free web-based mind mapping applications are beneficial for educators because they are easy for teachers to create graphic organizers quickly and efficiently for students. In this exercise, I explored the following free web-based mind mapping applications: MINDOME, MindMeister, and Mind42. I wanted to learn what other mind mapping web 2.0 tools were available other than MINDOMO.
All three of the web-based mind mapping applications I visited share basic features:
• Collaboration
• Exporting or downloading of mind maps
• Importing of mind maps
• Publishing and sharing of maps
However, after using each of the web-based mind mapping applications, I chose MINDOME because MINDOME’s layout and the formatting options far are more flexible than Mindmeister and Mind42. You can use a centered map as with Mind42 and MindMeister, or you can choose a right or left-aligned view. MINDOME also offers several pre-defined mind map themes. Mindmeister offers basic text formatting and the ability to add notes to a node. But I found that the interface was difficult to navigate and use. Mind42 was my least favorite application because of the page layout and the editing tools.
Another powerful tool after you have published your mind map using MINDOMO is to embed it on your website. The map is hosted on the MINDOMO webserver and you can save space on your own webserver by simply embedding it into your webpage.
To learn more about the importance of mind maps, watch the video on YouTube called, Maximise the Power of Your Brain - Tony Buzan MIND MAPPING at http://uk.youtube.com/watch?v=MlabrWv25qQ. Tony Buzan is the pioneer behind the importance of mind mapping!
Also, click this link to visit my mind map created on MINDOMO. It is a concept map about the various software tools available for our Distance learning teachers in the DoDEA Virtual High School.
http://www.mindomo.com/view.htm?m=21bed1a9025142dcb8894807e2a34dee
In this map, I inserted links to other websites for tutorials on using software applications. I also inserted a picture from the MINDOMO art gallery, and I inserted detailed descriptions of the software in the notes view of MINDOMO. I clicked the format tool, and then selected the black style.
Dear Erica,
ReplyDeleteI just finished reading your inquiry project #2 proposal. The topic, predation is excellent! I would have never thought of that topic. I clicked the link to view the simulation. However, I had a hard time finding the specific simulation. In fact, when I clicked the link in the Goggle document, it would not display. So I copied and pasted the link into a new browser. The site opened. But I could not find 34.3.
Either way, the project sounds organized and realistic.
For the data, I wonder if you could do a pretest and post test to get a comparison of growth. That way, you can see how much the students improved as a result of the project. Also, make a survey to find out how the students felt about doing the simulation as compared to the traditional delivery of a lesson.
Good job!
See ya,
D
http://nortonbooks.com/college/biology/animations/ch34a03.htm
ReplyDeleteDear Erica,
I just found a direct link to the 34.3 simulation. It is cool. I love it. But the computer has to have shockwave downloaded to view the simulation. No worries. Most computers do have shockwave. But please make sure the laptops at your school already have it installed. If they don't, it might slow up your lesson. This is just a thought.
When I did your simulation my predator population became EXTINCT!!!!!!!!
Sincerely,
Dawn
Dawn,
ReplyDeleteI am a little confused on your Mindomo comments...
Unless I misunderstood the assignment, I believe you were supposed to use Mindomo in our group map...?
Hello!
ReplyDeleteHere is my "plan":
https://docs.google.com/Doc?docid=0ARflo1d6Dff-ZGNnN21ycF83NWNwY3RuMmYy&hl=en
Erica, I am piggybacking your project a bit. I figured we could collaborate and share our findings. Hopefully you don't mind. If you do, I can do something different. In the document above, I have link to the presentation (and simulation) that I am doing tomorrow...take a look if you get a chance.
Anyone, let me know if something needs to be different!
Thanks! :)
Chuck C.
Dear Chuck,
ReplyDeleteHello! I interpreted the instructions for MINDOMO to mean that you (the individual) had to become familiar with MINDOMO and for me that meant actually doing a mind map using the application tools. I thought that Dr.Wong wanted each person to experiment with MINDOMO and then have a group discussion about how each of us could use MINDOMO in the classroom. Honestly, I have been using MINDOMO for over a year. I love it. The instructional designers use at work and home to graph out protocols for the existing distance learning courses. But those maps are private.
That is a GREAT idea (a group MINDOMO) map! If you all wish, we can do a group MINDOMO map. What do you want it to be about? MINDOMO is awesome for collaboration. I think the topic should involve simulations on the internet. The center might be internet simulations and then branching from the center could be specific simulations with links to the simulation and a description in the notes view of MINDOMO about the simulation site. I will start one for an example and if you all like it, start adding branches with specific sites and links to those sites. What do you think?
I am setting one up now and adding each of you as editors.
Here is the link for our MINDOMO map if you all want to do a group map:
To open the map, just click the link below.
http://www.mindomo.com/edit.htm?m=c2c27c71a5f946f7aebea50f3ff64b55
I also sent an email invitation to your msu e-mail account. Please check it incase the link above does not work.
Oh regarding my proposal for the next inquiry project. If you do not think my idea for interactive course delivery (my job) then I can change my topic to something simple that does meet the requirement of creating a lesson that involves a technology simulation created by someone else. Here is the link to a physics site. One of my DL courses is AP physics. I can ask that instructor if he would allow me to use this site and a lesson on a few of his students. Should I redraft my plan and do something like this instead?
http://users.hal-pc.org/~clement/Simulations/Physlets/MOP/minds_on_physics_physlets.html
Hi, and sorry to get in so late. I'll post again tonight after I've had a chance to look over your plans. Here's mine at ggogledocs:
ReplyDeletehttp://docs.google.com/Doc?docid=0AYSwKGwZ4R5eZHdqdDRxa18xZ2c1YnE3NGs&hl=en
I know it needs work,especially I haven't developed a good list of questions to ask myself and my students to get data on my project. I would appreciate suggestions on any part of my plan, if you have them. My first question is, am I biting off too much by having two different classes, chemistry and physics, in my inquiry project?
Hello! Patrick! I opened the link to read your plan. But the message read that I would have to request access to view this document. Can you please add me to the list on the e-mail field for me to look over it? My gmail is dawncorley@gmail.com
ReplyDeleteThanks,
D
I'm impressed by this group, and I'm excited to work with you all.
ReplyDeleteErica, your predation project looks excellent.I appreciated your inclusion of the content expectations in your intro, I realize I could have and should have done the same. I'll definitely include them in my final report.
In one way, you have a similar approach to your strategies as mine, in that you're using your normal approach and then adding a simulation as your other strategy.
Deborah, your experience is obvious.I think you should use your actual work as your inquiry project. Your plan has alot of depth, and that goes a long way. Your subject matter, ideas and strategies are impressive. I may use your physics simulations- I have to peruse them a bit more- either for this project or just in general. I've seen these before, I think. The PhET simulations I'm planning to use are more sophisticated,but the ones on your site are more numerous.
I love your use of technology. I think I mentionned to you in the past how I hope to learn from your experience in web-based instruction.
I love the mindomo map you shared, and I would definitely like to participate in the group one you started- I'll get there as soon as I can.
Chuck, I also think your plan was excellent. I'll say that I've done projects with others in the past, and in CEP812 I think, one of my group members and I did the same project- his for 5th graders, mine for high schoolers, and we both benefited from seeing different approaches to the same problem we were trying to solve with web-based technology.
I had a question for you. Were you going to have all the students use all of the strategies, or are different groups of students going to use different strategies so you can compare them?
I was also curious about the happenings you mentionned- like death and eating?
Looking forward to getting to know you all.
Dawn, I apologize profusely, I called you Deborah in my earlier post! I wrote down Deborah on my notes while I was reading your plan, I have no idea why.
ReplyDeleteI invited you to the googledoc I wrote using your gmail. I invited Erica and Chuck using their MSU emails. Is that how it's done? I'm new at googledocs.
Thanks
Dawn,
ReplyDeleteWere you able to access the Mindomo that is already set up for our group? Erica and I were the only ones (I think) to use that tool. It appears that another mindomo map has been set up (for "Nature Deficit Disorder", which is the discussion topic for the week).
Patrick,
I will take a look at your document tomorrow. If you want to "share" it with me, share it with: commeret@gmail.com. That'll do it.
Looking forward to more communication!
Chuck C.
Dawn,
ReplyDeleteNice to "see" you again! Thanks for reading my draft and taking a shot at the Internet simulation. I think your suggestion of a pre and post test makes a lot of sense.
I think you should stick with your current plan using your 16 teachers as your students. I can see why you're so passionate about your topic. I've used non-engaging, non-interactive online software before and it's frustrating for both me and my students.
This may create extra work for you (just what you wanted to hear, right?), but I wonder if you could create two lessons on the same topic: one non-interactive, text-based and the other your interactive lesson. You could then survey your teachers about their opinions regarding each type of lesson ("which method of instruction is more effective and/or engaging and why?", "what are the benefits and pitfalls of each type of instruction?"). Just a thought.
You're doing very meaningful work!
Take care,
Erica
Chuck,
ReplyDeleteI'm glad we're in the same group again, too. And no, I don't mind at all that you're piggybacking, since I think we'll both benefit (would that be an example of mutualism? yeah, I know...bad biology teacher joke).
I really dig how you're using a hands-on and a computer simulation, as the comparison is pretty direct. It will be interesting to compare your hands-on data with my film data. Just out of curiosity, have you used the hands-on simulation in class before? If so, how do you like it?
Your powerpoint with all the imbedded YouTube clips is awesome. It really appeals to our Generation Y learners.
Here's a link to the video I mention in my plan: http://www.pbs.org/strangedays/. I don't show many videos, but I think this one is well produced.
Hope your lesson went well,
Erica
Patrick,
ReplyDeleteWelcome to our group! It looks like you found nice simulations for both your chemistry classes and the physics class. If it were me, I would just stick with one class, so you can really hone in on your lesson preparation and data collection. I tried all 3 simulations and the chemistry one made the most sense to me, but certainly use any class you wish.
You mentioned in your data collection section that you wanted to observe and record student behavior. What kind of behaviors do you have in mind? I have found "before and after" data to be quite helpful. I wonder if you can have a list of questions for students to answer before the simulation to determine how much they understand the topic and then give them the same (or very similar) series of questions after the simulation. The student perception survey is a great idea, because if your audience doesn't like the simulation or doesn't get it, it's not worth it (or vice versa). Both data sets (hopefully) will be relatively easy to manipulate based on similarities and differences.
Hope this helps a little.
Take care,
Erica
Dear Patrick,
ReplyDeleteHello! Yes! I can access our group’s MINDOMO map now. I guess I jumped the gun.
Chuck, you were right! We are to use the Mindomo map already started to discuss Nature’s deficit disorder.
Also, thank you, Patrick for your feedback regarding my project plan. I was debating over the weekend whether or not to ditch the plan and do something like everyone else. But if I did that, it would only be useful for this class and not my real work in the Virtual School. It is difficult not having access to students. Last time, I had to work through another teacher in Marine Biology. The teacher by the way was in Germany. I did not know the kids and I felt very disjointed in the teaching - learning process. It would have been different if I had my own group of kids. That way, I could access their readiness level and plan according to where they are in the learning process.
Team,
Please disregard the Mindomo map I started for us. Dr. Wong has everything set up in Mindomo. I found our map in just two clicks!
Dear Erica,
ReplyDeleteThanks so much for the positive feedback. I welcome extra work; so no worries about the suggestion regarding a text based instructional approach for a comparison. They are already doing the boring text based instruction using the WISIWIG in Blackboard. But I will use their current practices and compare my interactive approach to their current practices. I can ask, “Do you notice a difference?” But I will phrase it more diplomatically. I like your questions. I will definitely include them on the survey. Thank you!
Oh, did either of you get a chance to see the MINDOMO map with my pros and cons for using simulated frogs? What about the new MINDOMO map regarding the discussion about Nature’s Deficit Disorder? I am sorry about not realizing that the actual discussions were taking place in the MINDOMO interface. Do you think the new map I started is okay about Nature’s Deficit Disorder? I put four branches, etc... Please let me know if you all think it is okay. Or we can re-structure it differently depending upon what you think. Please let me know.
Thanks,
Dawn
Patrick,
ReplyDeleteIt looks like you have a good plan in place. AP Chemistry! That's awesome. I remember taking that course in high school...that's about all I remember. :) I do remember something about a mole...
Anyways, I hope you have better luck with your data collection this time around. I would suggest asking questions that lead students to one of two answers...and then have them explain (maybe create a worksheet). For example, "Did you 'like' the simulation or ___________ better? Explain." Or, "For the concept of _____________ was the simulation or _____________ more helpful in your understanding? Explain."
You could even have your students write a "pros" and "cons" list...naming the good and bad features of the simulation...and what could be added to make it better...
I hope this helps!
Chuck C
Thanks for the input, Chuck and Erica. I've decided to take your suggestion, Erica, and I'm going to refine my project to one class to make it more manageable and useful- Physics, because I have a couple simulations that go right to the content I'm teaching in the next week or so.
ReplyDeleteChuck, I hear what you're saying r.e. the survey. What do all of you as a group think of these questions? (I taught vector addition using several strategies- outdoor group lab, simulation activity, lecture and practice word problems):
1. List the advantages and disadvantages of the simulation activity to learn about vector addition.
2. List the advantages and disadvantages of the lectures to learn about vector addition.
3. List the advantages and disadvantages of the word problems to learn about vector addition.
4. List the advantages and disadvantages of the outdoor lab activity to learn about vector addition.
5. List the activities mentionned above from least favorite to most favorite in terms of your personal feelings about the activities. Explain why you picked your least favorite and most favorite choices.
6. List the activities above in order of least useful to most useful in terms of learning about vector addition. Explain why you picked your least useful and most useful choices.
Also, I'm not sure how to get quantitative data in terms of learning outcomes, since it's hard to know which strategy worked best at teaching the content. So I'm thinking of just using the qualitative questions I noted above for the two content areas I'm teaching- vector addition and projectile motion. I would do similar questions after the projectile motion unit.
Thanks for your input.
Patrick
Dear Team,
ReplyDeleteI did not receive feedback from the instructor for the inquiry project #1. Did you receive feedback and a grade? Also, I looked in the lessons folder for a zipped folder called, Examples or something similar to see the good examples.
The announcement read “now that Now that you've received feedback on your work in Module 1……These examples can be found in the ANGEL Examples Folder.
I checked my hotmail, course angel mail and the MSU mail. Nothing is there from the instructors. I did get a Module 1 comment regarding my participation in the discussions however. Is that the feedback Dr. Wong is referring too? I thought from the announcement that detailed feedback was given regarding the paper and the project.
Any advice?
Thanks,
D
I found the examples. Awesome paper Chuck! It was one of the examples. They are where Dr. Wong said.
ReplyDeleteClick Lessons, Examples, Examples Fall 2009 (4th folder). I still do not know about my feedback.
Sincerely,
Dawn
Patrick,
ReplyDeleteI think your questions will work well. Sometimes I give my students specific guidelines when posing questions like this (i.e. give 2 advantages and 2 disadvantages), but I have freshmen who often need more guidance that your upperclassmen.
For this project I think qualitative data is sufficient.
Erica
Dawn,
ReplyDeleteI received an email from Dr. Wong to my MSU account with my grade for the first inquiry project.
Erica
Dear Team,
ReplyDeleteI contacted Dr. Wong. He sent it days ago to my hotmail account. In fact, Dr. Wong sent it twice. I did not realize his e-mail mesasages were going to my Junk folder. The feedback got deleted. He re-sent it a third time this morning. So I am good to go. I am just a little behind in my readings.
Dear Patrick,
ReplyDeleteI do not know much about physics. But when I ask a student questions either for qualitative as well as quantitative data, I try to vary the types of questions (higher cognitive thinking questions) that tap into Bloom’s HOTS. All of your questions ask the kids to “list….” Try to include other words, such as “How” or “Why.” Oh, one question could be a comparison like comparing a text-based lesson in the past with the lesson you are doing that involve simulations to teach vectors. You do not have to include those responses in your data pool; but it would be interesting to see what the students wrote and it would require more thinking on their part.
Just a thought….
Sincerely,
Dawn
Thanks for the input, team. I'll try to have some more discerning questions- why, how- for my second simulation survey.
ReplyDeleteI received input on my participation in the discussions probably two weeks ago. I got my project 1 input from David last week, inadvertently deleted it, and he was kind enough to resend it to me. However, I still have not received a grade. If he's like me, he'll get to it when he can. Did I mention how much I hate grading?
Hello everyone!
ReplyDeleteI hope everyone's projects are going well. I ended doing the "hands-on" lab with only one class. It was not as effective as what I had envisioned. You live and you learn. The simulation activity was done as a whole class, then I had them work on it in groups the next day. I tried to gather "formal" data with that activity, but time would not allow. Informally, it was obvious that students enjoyed the activity. I heard various students make comments that suggested they were making the connection between manipulating particular variables and the outcome in relation to the overall "balance" of an ecosystem.
Tomorrow (Tuesday) I am having students take the following survey:
https://spreadsheets.google.com/viewform?formkey=dG03WnNCRmhpNGZsdC12Q2tvcFdZMGc6MA
OR
Go to my website, mrcommeret.kcsa.org/science and scroll down.
*please don't actually take the survey (because it will send the results to me)
I used Google "forms" for this. It is the first time I have used it and I am excited to see how it works. Basically, it sends me all the results into a google spreadsheet (like excel). So, it is going to save me "collection" time. I'll let you know how it works.
(Chuck C.)
Don't forget!!!
ReplyDeleteWe have our discussion this week IN Angel (not mindomo).
Go to the "lessons" tab, and it is in a folder called, "Week 7 Discussion - Group 3"
Adios!
Chuck
Hi all!
ReplyDeleteWell, my grand plan for my inquiry implementation and data collection isn't going quite as I had planned, but that certainly comes with the territory of teaching. I attended a professional development session today, so my students watched the video on predation before the lecture and discussion component; hopefully, that doesn't affect their learning too much. This is also MEAP week, which means one of my Biology classes will be taking the Social Studies MEAP instead of participating in the Internet simulation. I still have 3 classes participating, so I should have enough data.
Hope everyone's implementation is going well.
Chuck, I'm interested to hear if you like Google forms...please let us know.
Take care,
Erica
Hello!
ReplyDeleteI can't figure out how to attach a MP3 file to this blog, so I will "attached" it to the following website: http://sites.google.com/site/chuckmaet/home
Once you go there you can download the mp3 file.
Let me know if you have any issues with how I sound, etc. Just in case it doesn't sound as good on your computers...I need to know that sort of thing.
Erica, in regards to the google form...I really like it, and it is super useful (and easy to set-up). Give it a go if you're up for something new.
Good luck with MEAPS and all the other joys that teaching presents. :)
Dear Team Mates,
ReplyDeleteHello! I have created my test mp3 file. It is longer than 10 seconds. Actually, this requirement gave me a kick to start a project that I have wanted to do for my DL teachers about Articulate. So this afternoon, I used audacity to create an mp3 for an overview of the Articulate software suite. It is an e-learning software suite for distance learning teachers and instructional designers to create virtual simulations.
However, during the course of the inquiry project #2 I have learned that our DL teachers are in no way ready to create their own simulation. But they are ready to use Articulate to deliver engaging, interactive core content. So this mp3 audio file is an overview of Articulate. Yes, I will use it in a training for my teachers. I always use my MSU work for my job. So I wanted my test file to be meaningful and used in my world! It has intro music and exit music. I deleted all of the UMssssss out. Audacity is great. If you need help, please let me know. It is so much better than those expensive audio programs like CS4 Adobe’ Soundbooth! The benefits of Audacity are that it is free, easy to use, and can be accessed from anywhere.
Copy and paste the link: http://www.archive.org/download/ArticulateOverview/overview.mp3
I could not upload an mp3 into this blog. What is the point of a feedburner if you can even use it here???????????
Dear Chuck,
ReplyDeleteLovely music! Congratulations on the bady! April 18th will be here before you know it.
Dear Team,
ReplyDeleteHow about let’s use VoiceThread for feedback. I got so frustrated with not being able to embed my mp3 directly into this blog. So I uploaded it to archive.org. That is fine for a simple way to hear the audio file and type your thoughts directly into this blog.
But there is a more meaningful way that we can edit and add to one another’s podcast (really mp3 file). In a podcast, you just click the rss feed thing and it plays. This is not what is available to us in this blog.
But that is okay. I need real feedback. Instead of typing everything here for the mp3 feed back, click the link below to add voice comments on my voicethread which is this simple mp3 audio file. I set it to where anyone can add a thread. Make sure your mic is plugged in and add a comment.
Just test mine for an example and let me know what you think. VoiceThreads are so cool and easy to use. Teachers should really capitalize on this web 2.0 tool. It encourages real global communication and allows students to listen to and add comments to other students around the world; thus opening their doors to a global community!
Try it!
Copy and paste this link: http://voicethread.com/share/690902/
Hi all!
ReplyDeleteChuck, congrats on your baby. How exciting!!
Dawn, you are a lifesaver. I created my podcast in about a minute, but I've spent the last hour trying figure out how to upload it to our blog. Thank you for the heads up on archive.org.
Here's my test podcast: http://www.archive.org/details/BachmanTest
Erica
Dear Erica,
ReplyDeleteArchive.org is cool. So is VoiceThread.com. Either one will work. But the beauty of voicethread is that the viewers (listeners) can add their comments directly to your voicethread which is your mp3. The right tool depends on your intended purpose. Just for the heck of it, try voicethread: Create an account. Then-
Click upload, comment, and then share.
See what happens.
I listened to your mp3 from archive.org.
Your voice is very clear. In fact you have a nice internet voice. I look forward to listening to your real podcast. Thanks for sharing.
Here is the link to voicethread.
ReplyDeletehttp://voicethread.com/
or if you prefer here is the link to archive.org: http://www.archive.org/index.php
Use the tool that is best for you. Either way, you have to create an account. Both services allow for uploading and sharing mp3 audio files.
Chuck used his google site and that is cool too.
For ease and speed, archive is the quickest and easiest! I am using both archive and VoiceThread. What do I have to loose? Maybe sometime down the road, someone around the globe will add a thread to my voicethread. This has happened to my other VoiceThreads in the past. It is cool when someone adds a comment from out of the blue when you least expect it long after this class ends! Plus, you learn another cool tool.
Hello Team,
ReplyDeleteI emailed Dr. Wong all of our mp3 links and wrote how we each problem solved to make this work. Here is the e-mail:
Dear Dr. Wong,
I used archive.org and VoiceThread to have my mp3 hosted on another server. I made a link in the blog to both files. I was experimenting with various tools. The tool depends on the intended audience and desired collaborative feedback.
There are three ways our team solved this problem:
1. Voicethread: I did this.
2. Archive.org: I did this as a back up plan and Erica did as well.
3. GoogleSites: Chuck used his Googlesite to host his mp3.
The links to hear our team's mp3 files are as follows:
http://sites.google.com/site/chuckmaet/home
http://www.archive.org/download/ArticulateOverview/overview.mp3
http://voicethread.com/share/690902/
http://www.archive.org/details/BachmanTest
We all were problem solving and learned a lot in the process. Speaking for myself, this was fun and we saw how we each approached the problem and found solutions.
Dawn,
ReplyDeleteThanks for shooting Dr. Wong an email so he's sure to get our test podcasts. I left a verbal comment on your podcast (on voicethread). I'm continually amazed at all the cool stuff available on the Internet!
Erica
Hello!
ReplyDeleteDawn, thanks for all your work on setting up different avenues to communicate. I did a voice comment on your voice thread, so I assume you can get to that (I couldn't find Erica's comment).
Erica, your podcast sounded great. Thanks for the encouraging words.
Good luck as you begin wrapping up Inquiry Project 2.
Chuck :)
Wow, you guys, take a day off for the grandparents to visit, and I'm left way behind! Actually, I was commenting on the week 7 discussion and forgot to visit this blogg. Live and learn.
ReplyDeleteI listened to each of your tests. They all sound good. I followed your lead and put mine on archive-copy and paste this to hear it-
http://www.archive.org/details/GillespiesTestRecording
I'm not saying much, but I would like to know about the sound quality from your perspective, and mostly I wanted to try archive.
I wish I had been reading sooner, so I could have been in on the message to Dr. Wong.
Dawn, I wasn't sure how to comment on your voicethread. Do you just hit the record button and comment? That doesn't mess up your podcast, does it?
Chuck, cool about your baby. Can you tell me how to incorporate music into your podcast as you did?
Thanks-
Patrick
I left 2 comments on Dawn's voicethread. I didn't see anyone else's comments. How do we hear each other's comments?
ReplyDeleteI've heard of voicethread before, but never tried it.
Patrick
Dear Team Mates,
ReplyDeleteYes. I heard your comments on my VoiceThread - way cool! To listen to any specific comments on the thread,just click the symbol for your voice. For example, Patrick is on the right. Click the cup (I think that is what it is) and it will play. If you upload your picture, your symbol will be your photo. The voice may take a few seconds depending on your internet speed.
YES! I heard each comment. Thank you so much for leaving one. Please go back to the voicethread and click your symbol to hear your comment.
Please copy and paste this link this link:
https://www.msu.edu/~corleywi/portfolio_2008/voicethread_education.html
to see how to use VT in your classroom. Oh, sign up for an account and upload your picture. Say you are an educator and your VT is only 10.00 (one time fee). This is important because if you claim educator, you can publize your VT to where anyone can comment on them like mine. If you do not get he educator's deal, you cannot make your VTs public.
Oh, upload your MP3 to the Angel folder. I know that David has the e-mail from me but I do not know if he will check it soon enough. Patrick no worries. We all know how much you do in this blog. Thank you again for adding a thread to my VT.
Dear Patrick,
ReplyDeleteYour test recording was very clear. You have a nice, smooth voice. I like the way you wrote on Archive.org, "Part of the Test Collection."
All,
I guess you already know this. But I will write it any way. Type your script. Click record in audacity, minimize the audacity screen and simply read your script. If you stumble or mess up. Just click stop, delete (cut out that section) and then start recording again. Audacity allows for multiple tracks. You can move them around, fade in and out, and import other mp3 sound files for background music.
I practiced several times. But I will never be satisfied with my speaking voice. But I do find that a script helps me trememndously.
Hey! Hope everyone is having a good week. I can't believe it's Wednesday already; the end of our first quarter is this Friday so it's crunch time for both teachers and students alike.
ReplyDeleteI took a quick look at my student surveys I issued after my Internet simulation lesson on predation. In the survey they, among other things, had to rate which type of instruction they liked best: a film, lecture (PowerPoint), or the Internet simulation. During the Internet simulation I heard a lot of really cool discussions between seat partners so I thought quite a few of them would list the simulation as their favorite type of instruction. Nope. Among the surveys I read, most preferred the film and some even liked my lecture (gasp!). I'm interested to take a more detailed look at my data.
Take care,
Erica
Patrick,
ReplyDeleteYour test recording sounds great! Do you work for a local radio station? :)
Seriously though...sounded good.
To answer your previous question about music...I used GarageBand (on Macs) to make my podcast. In that program you can easily insert music from your iTunes, etc.
Everyone,
Good luck on Inquiry Project 2. I'm happy that we are podcasting the project. As a student, I appreciate the variety. Talk to you all soon.
Chuck
Hello!
ReplyDeleteJust a reminder that we are using Mindomo for this week's discussion.
I have set it up with strengths and weaknesses. You will be able to see the flow. Also, I set up a "good locations" (I think that's what I called it) tab where we can share good places we have found on Second Life.
Honestly, I found it hard to figure it all out. After a while, however, I was able to find some good stuff. Thanks to YouTube, I was able to hone in my "search". If you are spinning your tires, go to ISTE Island or Genome Island (under "Search"). I have found both of them to be good resources for educators.
Have FUN. Go team.
Thanks Chuck. It's a wild place, Second Life.
ReplyDeleteI have to report that my simulation project has been compromized. My whole district was closed Monday afternoon for the rest of the week! So I can't get the second half of my data.
The plan was to have the students provide feedback on my second simulation, projectile motion, after their test on Tuesday. I was hoping to use their feedback and the test results in my project data, but that's moot now.
Fortunately,I have the data from my first simulation, vector addition, so I have something to work with.
One thing I'm noticing is that, like most areas of teaching a group of students, every student has their preference in learning styles. Students also have different motives for preferring certain activities.
I asked students which of several activities they liked, and which of those activities they thought were the most useful to learning vector addition. The interesting thing to me is the variety of responses, and it reminds me that some are kinesthetic learners, some are visual learners, some are text/lecture learners. Some need repetition, some need variety.
I suspect that, as we spoke about earlier in our sim discussions, simulations have to be just one tool in our teaching kit, and that simulations benefit some students more than others. I've been learning over the years that I need to present the content with several different strategies that can address the varied learning styles.
I think that's the message my report is going to finally convey, when I get it finished.
My plan now is to get my podcast on the archive site by Saturday so you all might hear it and give me feedback before I turn it in on Sunday. I will be happy to listen to yours as well, if that sounds like a good idea.
Thanks,
Patrick
Thanks Chuck for setting up the MINDOMO map. I responded to the strengths and weaknesses. I used Second Life last summer. I really got frustrated. Plus, it is a download. I don't download stuff on my PC unless it is something I use on a regular basis. I use web 2.0 tools all the time because they do not require a download. Second Life is not authorized in DoDEA either. I don't have a problem with it if others want to use it; but I don't.
ReplyDeletePatrick, Erica, and Chuck
Good luck on the podcast. Here is mine if you want to hear it. Please offer suggestions for improvemnet. I do not have an internet voice at all. How can I make the podcast better? Does it have all the requirements from Dr. Wong?
http://www.archive.org/details/DeepeningTeacherUnderstandingOfVirtualSimulations
Patrick,
ReplyDeleteI heard TC schools were closed for the week. I hope you have a strong immune system! I also found while doing my project that different students like different methods of instruction (I had some students say the film I showed was exciting and interesting, while others thought it was boring. Were they in the same room?). Like you said, we need to use all types of instruction to meet the needs of all of our kids. I also want to apologize for not commenting on your test podcast...it sounds great.
Patrick, Chuck, and Dawn,
I'll post to our Mindomo discussion tomorrow. I poked around on Second Life for about an hour and a half earlier in the week and didn't really like it so I'll give it one more shot.
Here's a link to my podcast: http://www.archive.org/details/BachmanInquiry2ProjectPodcast
It's certainly longer than 5 minutes...I hope that's ok. Comments are welcome!
Erica
Hey all!
ReplyDeleteI'm having a hard time keeping my podcast to 5 minutes, making it a "story", and including all the pertinent information.
I hope to post it by 3:00. :) We'll see if I can do it!
Dawn and Erica,
I will listen to your podcasts and respond in my next post.
Thanks!
chuck
Hey all.
ReplyDeleteMine is also more than 5 minutes. I had to introduce the main character, set up the plot, etc.
Sorry, I don't think it's very dramatic or story like, but I did get something out of the project. If you all could listen, that would be great. I'll wait to turn it in until I see your comments.
I didn't do any music or anything, does that work?
Apreciate it, here it is:
http://www.archive.org/details/GillespiesProject2PodcastReport
Patrick
Erica-
ReplyDeleteI liked your podcast. I sure know what you mean about your feelings about comments on the lectures!
I really appreciated the questions you came up with at the end of your report.
I hope they don't mind it being longer than 5 minutes- it sort of has to be. Mine ran over 10 mminutes too.
Patrick
Dawn,
ReplyDeleteOnce again, your technical expertise is impressive.I appreciate the scope of the goals of your project as well.
Looks like you had to run over time wise too. Well at least we're in good company.
Patrick
Here is the google site where my podcast is located:
ReplyDeletehttp://sites.google.com/site/chuckmaet/
I am going to listen to your podcasts now...
:) chuck
Patrick,
ReplyDeleteWell done! A few comments...
1. I enjoyed your intro, as it let me get to know you a bit better.
2. You make a good point regarding the limitations of words and pictures in conveying a concept (especially scientific concepts).
3. Who would have thought that swine flu would have impacted your project!!
4. Nice analysis of your data. I never would have thought to look at students' second choice of instruction and correlating it with their preferred learning style. You're on the ball.
Thanks for sharing,
Erica
Dawn,
ReplyDeleteFirst of all, I don't know what you are saying about your "internet voice." I enjoy listening to you...and think your voice lends itself well to podcasting.
I love the intro music...very nicely done.
The pre-survey was a great idea...the results were quite something. A great place to start.
I am impressed with your webinars. Nice work. Excellent way of going beyond "frogguts"...it sounds like you created an excellent learning experience for the 16 teachers.
I would love to get the links to the simulations you mentioned (especially the math manipulatives).
I am not familiar with Articulate or Captivate. I just did some research and it seems pretty useful. I would be interested in seeing how I could implement that into a "regular" classroom.
As stated, the only negative is that it is well beyond the 5 minutes. All of our podcasts seem to be beyond the limit...hopefully the "content" will overshadow the "limit".
Other than that...sound great!
chuck :)
Erica,
ReplyDeleteI like the comment, "distance themselves emotionally" (in regards to predation).
Strange Days on Planet Earth...I'm going to check that out...
I like the inclusion of the "humorous" responses to predation. I'm glad to hear that I'm not the only one that gets IDK as an answer. :) The Chuck Norris answer was hilarious. Isn't our job entertaining! Did you get any answers, like, "squirrels and acorns"? I got answers some answers with the "prey" being
Thanks for the "props" (for the praying mantis video).
Be careful with the praying mantis as your class pet. I say this because I started with a praying mantis...since then, I have accumulated 3 frogs, a salamander, and a snake. Yikes...it has become quite the zoo in my room.
I like the comment about the simulation taking 8 times as long. That is a great insight. And, you took it a step further, mentioning that you "hope" that they were able to understand it at a deeper level (which makes the time worth it!)
Getting student feedback is so important. It gives them ownership in their education. Simply letting them know that their opinion matters, and that you will actually "change" according to their honest needs. That is, if they are able to articulate their needs in an appropriate way...
Good analysis of the various "educational approaches." Nicely done.
As stated, the only negative is that it is well beyond the 5 minutes. All of our podcasts seem to be beyond the limit...hopefully the "content" will overshadow the "limit".
It was great to hear you! Nice job.
chuck :)
Chuck,
ReplyDeleteLet me first say I am humbled by your tech savyness! I love the addition of the music. A few things...
1. It's interesting that the kids were cheering for one species at all, let alone the rabbits. I do have to admit, though, I don't want the Yankees to win the World Series :)
2. Both you and Patrick mentioned the students liked that the simulation did the math for them so they could focus more on the scientific content rather than the math computations. Since I also teach math, I try to bring as much math as I can into my science classes, but some kids have a hard time changing gears.
3. I think we've all realized through this project that Internet simulations are another way to differentiate instruction to meet the needs of all of our learners.
Nice job!
Erica
Dear Chuck,
ReplyDeleteThanks so much for listening to my Podcast. I am thinking of a way right now to show you all the Articulate simulation I created. It is packaged as a web site so I do not know where to find free server space. My teachers and the DoDEA community have access to Blackboard. I might just put it on my MSU website if I have enough free space.
Here are the links to NCTM Illuminations and NLVM:
http://illuminations.nctm.org/
http://nlvm.usu.edu/en/nav/vLibrary.html
Here is a project from last year that explains how to incorporate virtual manipulatives into the teaching learning process. It also teaches you how to use both websites above. The video quality is kind of grainy though. Anything free usually is....
http://voicethread.com/share/164839/
Patrick,
ReplyDeleteI appreciate you sharing your previous experience with simulations (as a lecture addition). The use of simulations for student self-guided activities has certainly
11 out of 47 liked your lecture. Nice work! I might get that high of a percentage if I danced (or did something else entertaining). :)
The comment the student made that I also found to be true in my inquiry was, "it does the math for you..." Although "doing the math" is important, it sometimes clouds a student's ability to get the concept. So, it is important to assess if the math connected to the activity is necessary...or not, depending on the activity, etc. With all that being said, I liked the student comments that you mentioned.
As stated, the only negative is that it is well beyond the 5 minutes. All of our podcasts seem to be beyond the limit...hopefully the "content" will overshadow the "limit".
Overall, your data was well laid out. Good connections with learning styles. Very well done...it was great to hear you.
Random question: how long have you worked at TC?
chuck :)
Dawn,
ReplyDeleteWow! What a cool and relevant project.
I'm not quite sure what you mean when you say you don't have an Internet voice...I enjoyed listening to you. Thanks for the intro and exit music as well.
A few things...
1. Your pre-survey questions were really focused and detailed, which probably helped to give you better data. How interesting (sad?) that only 2 out of 16 teachers were using simulations on a regular basis before your PD. I also read Prensky's article in Edutopia and those barriers to using simulations certainly are real, but not to be used as an excuse.
2. I commend you on your flexibility and willingness to change the direction of your project once you found out that most of your teachers weren't comfortable with Internet simulations that were already available, let alone creating one of their own. Flexibility = good teaching!
3. Congrats that 10/16 used Internet simulations. Obviously your webinars were helpful.
4. You have so much knowledge of available educational Internet-based resources...you're an asset to DoDEA.
Nice work,
Erica
Wow Chuck.
ReplyDeleteThat felt like an NPR podcast with the music and all.
I appreciated your observations of the students as they did the simulation.
You also connected the simulation to the learning goals pretty well.
You dissected the simulation quite well.
Fun vitamin metaphor.
This is my 8th year at West Senior High.
Talk to you all soon.
Patrick
Dear Team,
ReplyDeleteHello! You guys are active on the blog today! This is terrific!
I noticed that you were interested in the Articulate Presenter interactive demonstration simulation I created for my DL teachers using Captivate. I have uploaded it it archive.org and it can be accessed by copying and pasting this url into your web browser.
http://www.archive.org/download/HowToUseArticulatePresenter/HowToUseArticulatePresenter.pdf
Please look at it if you are interested. I was proud of this simulation because I tried to include a variety of media wrapped into one object (skin). Please let me know what you think.
If you like Articulate Presenter, read the site at:
I think it is great software, especially if you want to create interactive web learning activities for reinforcement of concepts addressed in your classrooms and upload them to an intranet site (not internet). An intranet is user secure.
http://www.articulate.com/
You can download the trial version and test it out. It is easy to use! Notice the publishing options.