Accomplishments
Meet with teammates and discussed revisions tothe EdTech Solutions site as well as the Project Plan and Analysis Report(January 27, 2011)-50% Complete
Conducted a team meeting where we brainstormedand discussed possible questions for our clients (January 28, 2011)-100%Complete
Held a team meeting to finalize and organizeclient questions and discuss the Analysis Report and possible questions for theNeeds Analysis (January 31, 2011)-80% Complete
Sent a follow up email to Dr. Brescia about ourinitial meeting (February 1, 2011)-100% Complete
Met with our client and SME, discussed theproject, made plan for the Needs Analysis, and toured the Simulation Center(February 2, 2011)-80% Complete
Held a team meeting and reviewed Project Charterfeedback and discussed revisions (February 2, 2011)-90% Complete
Completed this week’s EdTech Solutions 15/5(February 2, 2011)-100% Complete
Reflection
Remembering: This week I…
-Reviewed the EdTech Solutions site and maderevision suggestions.
-Contributed to the “Client Questions” Google Doc
-Worked as a team to revise and organize theclient questions
-Communicated with Dr. Brescia about initial teammeeting
-Met with the client and SME and discussed theproject
-Toured the Simulation Center at UTHSC
-Met with team to discuss the upcomingassignments and determine responsibilities
-Stayed in constant communication with teammembers about various tasks
-Wrote the team’s 15/5
-Reviewed and edited Project Analysis
-Started working on the Needs Analysis
-Scheduled meeting with team to finalize theNeeds Analysis
-Revised the Project Charter
Understanding:
The most important task that was accomplishedthis week was meeting with our client and SME. In order for everything to work and proceed, the meeting wascritical. I was able to get adeeper understanding about the content, expectations, timelines, and goals forthe project.
Applying:
What I learned from meeting is how it would be asan Instructional Designer or Developer meeting with the client for the firsttime. When I was in there Ithought I could really be doing this for a living. It was the hand-on experience I needed to bridge the gapbetween my coursework and real world experience.
Analysis:
I still stand behind last week’s analysis insaying that communication is vital to this project and everyone involved. Our team is working very well togetherand we all believe that having too many meetings is better than not havingenough. We all want to produce aquality instructional module to the client but we want to be very proud of ourwork as individuals and as a team. Keeping the communication going between the team members is necessaryfor a successful end product.
Evaluation:
I think I did well in the client meeting. I was able to ask the questions Ineeded to get answered and help narrow the scope down to a manageablechunk. I was able to communicatemy learning to my team members by discussing what we all had learned from theclient meeting and how to proceed.
Creation:
My next plan is tocontribute to the Project Plan and send the Needs Assessment to theclient. In order to improve ourlearning environment we need to remain in communication, read and reflect onour readings, be actively engaged, and open to learn from our own experiencesas well as others.
Accomplishments Emailed and called Dr. Brescia to set up team meeting (January 20, 2011-email, January 24, 2011)-100% Complete Meet with teammates to discuss roles and responsibilities and determine next steps (January 22, 2011)-100% Complete Began drafting questions for Dr. Brescia and other key players (January 22, 2011)-75% Complete Communicated with Dr. Grant and teammates about the client meeting set for February 2, 2011 (January 24, 2011)-100% Complete Drafted Project Charter and sent out to teammates for review (January 24, 2011)-100% Complete Completed Project Charter final revisions and posted on EdTech Solutions site (January 26, 2011)-100% Complete Reviewed team 15/5 (January 25, 2011)-100% Complete Reflection Remembering: This week I… - Meet with teammates to decide and discuss our roles and responsibilities, determine team rules/understanding, and agree on next steps
- Made contact with Dr. Brescia and arranged for a team meeting
- Started making a list of possible questions for Dr. Brescia and key players
- Wrote the Project Charter and made final revision
- Reviewed the team’s 15/5
- Stayed in constant communication via email with teammates
- Connected to the team’s Google account to review and revise working documents
Understanding: Getting the Project Charter completed without meeting our client was a bit challenging but it was accomplished with the understanding that I will have to go back and revise it after our meeting. In order to get the project started, the importance of getting our charter approved by Dr. Grant and Dr. Brescia is vital. Everyone involved must be on the same page in terms of the scope and sequence. All goals set for the week were met and accomplished ahead of our scheduled time. Applying: What I learned writing the Project Charter will help when I could be working in a corporate environment. Having a deep understanding of the project, roles and responsibilities, assumptions, constraints, risks and obstacles will help guide the project to a successful completion. The Project Charter has helped me put into perspective our end goal. A nalysis: Communication is vital in all parts of this project. Being the project manager, it is necessary to stay on top of both written and oral communication. The team is committed to successfully completing this project to the best of our abilities. In order to do that, we have to stay in constant communication. So far, so good! I am sure once we meet with Dr. Brescia it will be a bit hectic to get everything up to date and on schedule but with good communication skills, we can do it. Evaluation: Overall, I think I did well. I got the Project Charter completed ahead of schedule and my teammates were able to review it and post it to our site before our set deadline. The communication has been effective and I am very happy about our progress so far. Creation: As soon as we meet with our client, we will need to move forward with the Project Plan and start thinking about the design and delivery of instruction. In the meantime, we will work on our team 15/5 and community blog.
You might be asking yourself the same thing I wondered the first day of class...What is a 15/5? It is updates and reflections on the progress of our team's project. It should take 15 minutes to write and 5 minutes to read. I think I have exceed the 15 minute limit but hey...what's new? Last week we met with our client and received an overview of our project. We started building our site and additional information can be found at here. I assisted naming our team, meeting with one of our team mates, writing the mission statement, and contacting the subject matter expert (SME). Overall, it took me about 2 hours to complete these tasks. I was able to complete my tasks with the exception of scheduling a date to meet with our SME. My goal is to make contact by Friday and schedule a date. Additionally, our team will meet Friday afternoon and determine the roles and responsibilities. Reflection (Peter Pappas’ taxonomy for the reflective student) Remembering-This week's assignment was to create our team website, individual site, select teammates, and select team project. All assignments will be turned in on time. Understanding-Overall, I was able to understand the assignments. It was a bit overwhelming at first but after reading the course requirements and schedule at least ten times, I think I got it down. The assignments focused on the beginning of our individual and teamwork. In order to successfully complete the tasks, the assignments fit in with our class goals. Application-The overall project and process were related to the project we completed in 8090 in the fact that we used the Dick and Carey model and completed an instructional unit from beginning to end. The experience completing a project of this nature will assist me in my future profession as an instructional designer or developer. Analysis-Our team is in the process of developing strategies, identifying skills, and creating procedures for our project. Additional information will be forthcoming. Evaluation-We are going to be learning how to develop a functional interactive learning system. It is vital that we learning and apply elements such as project management, instructional design, programming, graphic design, technical writing and evaluation. What I have learned thus far is the need to communicate effectively and often. This is a team effort and we must rely on each other for the knowledge and skills we bring to the project. Creation-My next steps are to meet with my team members and identify our skill set. We will begin to divide up the roles and responsibilities. Since one of our team members was out of the country, we have a delay in getting started. We completed our Web site and individual sites. The goal is to meet and divvy up the roles and get started.
It is a start of a new semester and my last IDT course. I am excited yet a little scared what is to come in the next few months. This class is going to be challenging and rewarding. I am fortunate to have two highly intelligent women on my team. For our team project we selected to work with the College of Medicine at the University of Tennessee Health Science Center. Our focus is to design and develop training materials for two simulation encounters, Central Line and Adult Airway Management. Throughout the semester I will be posting my 15/5s (15 minutes to write and 5 minutes to read) which detail my activities related to our team project. Please stay tuned for more.Throughout the semester I will be posting my 15/5s (15 minutes to write and 5 minutes to read) which detail my activities related to our team project. You can follow our progress at Throughout the semester I will be posting my 15/5s (15 minutes to write and 5 minutes to read) which detail my activities related to our team project. You can follow our progress here.
The Read Write Web, affectionately known as Web 2.0, has changed my educational life in so many positive ways. First of all, I have a variety of tools to choose from when I am working on a project. I have many favorite tools like Diigo, TeacherTube, and Slideshare but one of my top favorites is Zoho. From Zoho, I can create documents, presentations, spreadsheets, and many other types of interactive documents. The best part about Zoho is the ability to share my online documents with other people. Together, we have the ability to synchronously communicate and edit the same project. If the group cannot make a decision on something, you can use Zoho Polls. Create a poll, vote and determine which choice is the winner. It is user-friendly, and best of all, it is free!
Another favorite Web 2.0 tool is Twitter. I enjoy communicating with other professionals around the world. With Twitter, I look for people who have similar interests as mine and begin to follow their posts or “tweets”. It has proven to be a useful tool for academic purposes. If I have a question about my web site creation or some technology project, I send out a message (tweet) and within a few minutes, I will receive an answer. The best part about Twitter is the ability to learn and share information with IDT professionals. I would highly recommend Twitter to anyone…especially a fellow student.
With the creation of Web 2.0 tools, problems are going to arise. It is very aggravating when an application is not working properly. Weebly is one example a web-based application that I have been experiencing difficulties. Weebly allows users to create free websites and blogs. It is very user-friendly however the system tends to stall and not import some of my current changes. This can be very frustrating when you spend a lot of time waiting around for Weebly to load. One way I have found to combat this problem is to be connected to two different computers at the same time. When one computer is loading, I will work on something else from the other computer. Twitter is also experiencing problems. The infamous ‘fail whale’ appears anytime Twitter is dysfunctional (scroll down and look to the right for the fail whale graphic).
My Web 2.0 experience will have a huge impact on my coursework and teaching. I am able to implement web applications in my course projects such as a digital video on Google Video and a slide show on SlideShare. As a teacher, it will play a large role in the way I teach and how students learn. In my classroom and coursework, my students and I will be able to publish, share and collaborate via the Internet. The collaborative opportunities are never ending however, the more opportunities there are, the more problems that can occur in regard to student safety. In order to ensure safety, I have to be conscious of the school district’s Internet policy and ensure my students know the proper rules and procedures for Internet use. It is vital that I provide my students with a structured lesson and detailed publishing instructions. Continual monitoring of student’s progress is vital.
The movement from Web 1.0 (receiving or taking in web information) to Web 2.0 (taking in and giving out web information) has created an environment that is expanding learning to a larger audience. Incorporating new technological applications in my classroom will increase student’s knowledge, refine concepts, and promote creativity. As part of my reflection, I developed three lesson ideas for how I could integrate Web 2.0 technologies in my curriculum.
For the longest time, I have been referring to my handy dandy APA manual. Thanks to Peter Nerzak's Web 2.0 workshop session this morning, I have learned how to generate a reference list that will save me a lot of time in the future. Anyone who is interested should take a look at Peter's slide show.
Below are three lessons ideas for integrating technology and techniques for evaluating information using the Big6 Skills, Info Savvy, and the Research Cycle.
Lesson Plan Idea #1 Grade Level : 10-12 th grade Content Area : Economics Student Product : Group presentation Lesson Title : Consumer Rights and Responsibilities Overview of the lesson : Using the Info Savvy model, the learners w ill use the five A’s to make a presentation on consumer rights and responsibilities . - Asking/Essential Question : What are consumer rights and responsibilities? What impact does consumer rights have on our economy?
- Assessing : The learners will use Kapoun’s five criteria for evaluation Web pages to i dentify sources on consumer rights and responsibilities. The criteria for evaluating Web documents are accuracy, authority, objectivity, currency and coverage.
- Analyzing : The learners will review the chosen Web sites and collect information on consumer rights and responsibilities.
- Applying : The learners will develop and present a group presentation using an online Web application .
- Assessing : The learners will present information on consumer rights and responsibilities. The learners will answer r eflecting questions about the project and site research. The teacher will use the checklist, presentation and participation for accessing a grade.
Lesson Plan Idea #2 Grade Level : 10-12 th grade Content Area : Economics Student Product : Electronic Brochure Lesson Title : Investments Overview of the lesson : Using the Research Cycle, the students will go through the problem-solving model to find the best types of investments and create a n electronic brochure . - Questioning: The learners will discuss , explore and map out the different types of investments . Students will answer questions such as: Why are there different types of investments? Which investments are good for short term gains? Long term gains? How do you know what types of investments to invest in when you are in your 20’s, 50’s and 70’s?
- Planning: The learners will explore the Internet for valid research sites on the different type s of investments .
- Gathering: The learners wi ll narrow down their search and decide which sites would provide information to complete the investment brochure.
- Sorting and Sifting: The learners will research the chosen sites, sort and organize the different types of investments and come up with a creative way to design the brochure .
- Synthesizing: The learners will reflect on their research and come up with answers to the questions (see questioning) .
- Evaluating: Th e learners will edit the brochures and make suggestions for what is missing or needed.
- Report: The learners will present the brochure and receive feedback.
Lesson Plan Idea #3 Grade Level : 10-12 th grade Content Area : Economics Student Product : Concept map Lesson Title : Economic Cycle Overview of the lesson : Using the Big6 model, the students will research the economic cycle and design a concept map with examples for each stage. - Task Definition : What is the economic cycle? What occurs in each stage? Wh at is the importance of understanding the economic cycle? (Define the initial problem)
- Information Seeking Strategies : Where can we obtain information about the economic cycle? (Brainstorm all possible sources)
- Location and Access : Information on the economic cycle can be found on the following site s: eLibrary, W ikipedia, The Library of Economics and Liberty, etc. (Locate sources and information)
- Use of Information : Research and read information on the economic cycle and examples. (Engage in activity and extract important information)
- Synthesis : Design a concept map using an online Web application . (Organize and present information)
- Ev aluation : Evaluate concept map and participation using a rubric.
References Kapoun, J. (1998). Five criteria for evaluating web pages . Retrieved June 23, 2008 from http://www.library.cornell.edu/olinuris/ref/webcrit.html McKenzie, J. (2000). The research cycle . Retrieved June 18, 2008 from http://questioning.org/module/cycle.html Mills, S. C. (2006). Using the internet for active teaching and learning . Upper Saddle River, NJ: Person Merrill Prentice Hall.
I would be interested in knowing how other people have integrated this digital taxonomy into the classroom or coursework. Do you know of a website that implements one of the higher levels that is geared toward K-12 education that you would like to share?
For class this week, I read an interesting article titled, Bloom's Taxonomy and the Digital World. The article discussed Bloom's Taxonomy and Andrew Churches' digital twist to the levels of higher thinking. The following are examples of digital additions to the different levels of Bloom's Taxonomy:
Remembering: bulleting, bookmarking, searching, highlighting
Understanding: blogging, Twittering, tagging, subscribing
Applying: gaming, uploading, editing
Analyzing: linking, mashing, tagging
Evaluating: posting, commenting, networking, collaborating
Creating: podcasting, publishing, programming
Additional reading and descriptive charts on Bloom's Digital Taxonomy can be found at Educational-Origami.
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