EDUC 791 Prototype Sketch
EDUC 791 Resources
The following are links that I've found to support exploration of 791 topics:
http://www.digitalcitizenship.net/Nine_Elements.html
http://www.teachthought.com/the-future-of-learning/technology/10-meditation-apps-classroom/
https://www.edutopia.org/social-media-case-education-edchat-steve-johnson
https://www.iste.org/docs/excerpts/DIGCI2-excerpt.pdf
https://www.edutopia.org/blogs/tag/digital-citizenship
https://www.commonsensemedia.org/educators/digital-bytes
https://www.commonsensemedia.org/educators/training/9-12/pdf-lessons
https://www.cde.state.co.us/cdesped/accommodationsmanual_ccss_k12_techscope
http://www.educatorstechnology.com/2015/04/50-great-edtech-tools-for-teachers.html
http://www.educatorstechnology.com/2015/08/6-new-edtech-tools-for-teachers.html
https://jennscheffer.wordpress.com/2015/05/04/10-edtech-tools-teachers-can-use-tomorrow-literally/
https://www.edutopia.org/blog/12-awesome-edtech-apps-vicki-davis
http://www.cue.org/professional-development-for-teachers
http://www.gcflearnfree.org/
http://www.gettingsmart.com/2015/05/22-cant-miss-edu-conferences/
http://tech.co/18-influential-people-ed-tech-2015-06
https://www.cultofpedagogy.com/6-ed-tech-tools-to-try-in-2016/
http://k-2mathapps.blogspot.com/
http://www.readwritethink.org/files/resources/interactives/timeline_2/
http://www.edweek.org/tm/articles/2014/12/31/3-steps-for-building-a-professional-learning.html?cmp=SOC-SHR-TW
https://www.edutopia.org/social-media-case-education-edchat-steve-johnson
Tool and websites:
https://quill.org/
https://www.peardeck.com/
https://www.canva.com/
https://animoto.com
https://www.powtoon.com
https://www.venngage.com
Assigned reading pdfs:
https://drive.google.com/file/d/0B1w1JOh5kTmMaFBvcW5IdE5wTFU/view?usp=drive_web
https://youtu.be/clNwWDEYr8Y
https://drive.google.com/open?id=0B8T1yDiS7cQ8cGh4Um1LaWwwYUk
SITE . https://drive.google.com/file/d/0B1w1JOh5kTmMbGNMR2pIQ3ZZVDg/view?usp=sharing
Pebble in a pond https://drive.google.com/open?id=0B1w1JOh5kTmMWkI4YmxhMGRnNGM
Four pillars . https://drive.google.com/file/d/0B1w1JOh5kTmMWEh5UXdaaGNQeXM/view?usp=sharing
ARCS . https://drive.google.com/file/d/0B1w1JOh5kTmMaVNud0Zua25DcE0/view?usp=sharing
Book report books/readings:
http://www.digitalcitizenship.net/Nine_Elements.html
http://www.teachthought.com/the-future-of-learning/technology/10-meditation-apps-classroom/
https://www.edutopia.org/social-media-case-education-edchat-steve-johnson
https://www.iste.org/docs/excerpts/DIGCI2-excerpt.pdf
https://www.edutopia.org/blogs/tag/digital-citizenship
https://www.commonsensemedia.org/educators/digital-bytes
https://www.commonsensemedia.org/educators/training/9-12/pdf-lessons
https://www.cde.state.co.us/cdesped/accommodationsmanual_ccss_k12_techscope
http://www.educatorstechnology.com/2015/04/50-great-edtech-tools-for-teachers.html
http://www.educatorstechnology.com/2015/08/6-new-edtech-tools-for-teachers.html
https://jennscheffer.wordpress.com/2015/05/04/10-edtech-tools-teachers-can-use-tomorrow-literally/
https://www.edutopia.org/blog/12-awesome-edtech-apps-vicki-davis
http://www.cue.org/professional-development-for-teachers
http://www.gcflearnfree.org/
http://www.gettingsmart.com/2015/05/22-cant-miss-edu-conferences/
http://tech.co/18-influential-people-ed-tech-2015-06
https://www.cultofpedagogy.com/6-ed-tech-tools-to-try-in-2016/
http://k-2mathapps.blogspot.com/
http://www.readwritethink.org/files/resources/interactives/timeline_2/
http://www.edweek.org/tm/articles/2014/12/31/3-steps-for-building-a-professional-learning.html?cmp=SOC-SHR-TW
https://www.edutopia.org/social-media-case-education-edchat-steve-johnson
Tool and websites:
https://quill.org/
https://www.peardeck.com/
https://www.canva.com/
https://animoto.com
https://www.powtoon.com
https://www.venngage.com
Assigned reading pdfs:
https://drive.google.com/file/d/0B1w1JOh5kTmMaFBvcW5IdE5wTFU/view?usp=drive_web
https://youtu.be/clNwWDEYr8Y
https://drive.google.com/open?id=0B8T1yDiS7cQ8cGh4Um1LaWwwYUk
SITE . https://drive.google.com/file/d/0B1w1JOh5kTmMbGNMR2pIQ3ZZVDg/view?usp=sharing
Pebble in a pond https://drive.google.com/open?id=0B1w1JOh5kTmMWkI4YmxhMGRnNGM
Four pillars . https://drive.google.com/file/d/0B1w1JOh5kTmMWEh5UXdaaGNQeXM/view?usp=sharing
ARCS . https://drive.google.com/file/d/0B1w1JOh5kTmMaVNud0Zua25DcE0/view?usp=sharing
Book report books/readings:
- Couros, G. (2015) The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity. San Diego: Dave Burgess. Kindle edition available.
- Thomas, D. & Seely-Brown, D. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. San Francisco: Sage.
- Chen, M. & Lucas, G. (2010) Education Nation: Six Leading Edges of Innovation in our Schools. San Francisco: Jossey Bass Kindle edition available
- Medina, J. (2010) Brain Rules: 12 Principles for Surviving at Work, Home and School. Pear Press. Kindle edition available
- Wagner, T. (2010) The Global Achievement Gap: Why Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--and What We Can Do About It. Basic Books. Kindle edition available
- Trilling, B. & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. San Francisco: Jossey Bass .
- Prensky, M. (2007). Digital game-based learning. St. Paul Minnesota: Paragon House.
- Gee, J. P. (2008). Good video games + good learning. New York: Peter Lang.
- Clark, R. & Mayer, R. (2011, third edition). E-learning and the science of instruction. Pfeiffer: San Francisco.
- Pink, D. (2006, second edition). A whole new mind. New York: Riverhead Books.
- Hattie, J. (2012). Visible learning for Teachers: Maximizing the Impact on Learning. New York :Routledge.
- Carr, N. (2010). The shallows: What the internet is doing to our brains. New York: W.W. Norton.
- November, A. (2012). Who owns the learning? Solution Tree.
- Robinson, K. (2011). Out of our Minds. Capstone Books, 2nd edition
Robinson,K. (2016). Creative Schools: The Grassroots Revolution That's Transforming Education. Penguin Books
Session 3, Baggio, Clark and Dervin 2/18/17
Ruth Clark provides insight into the process of ISD, Instructional Systems Design. This process gives the framework for: analysis and design, development, evaluation, and implementation. Clark also provides a model for effective technology training, following the steps to: introduce the topic, design performance outcomes, choose a instructional method, and instructional media. Though the later was more of the focus in the reading, I found the ISD model is most helpful, especially with the constant evaluation interwoven, this is similar to how I conatively create instructional material. I also thought Clark gave a great rationale on why technical training is priority.
Dr. Bobbe Baggio brings up important concepts around how information is coded in the brain for future access. This trilogy of the mind: affective, cognitive and conative influence how effective information is processed and stored. I agreed with the insight that the affective processing affects the other two. For me this connects the Social Emotional Learning (SEL) importance to learning, if students are healthy emotionally they will have greater learning outcomes. Also her insights around what impacts learning are helpful for any teacher. Prior knowledge must be understood to build upon; context can help to code the information within a schema for future access; and expectations can steer learning towards or away from learning objectives. Baggio also comments that NLP, Neuro-linguistic programming establishes that experience is subjective; but really, what else would it be??
Dervin brings a more epistemological elements to the dialog, how does sense-making take place. How do we create the ah-ha moments for our students effectively. This process of an event/situation, a gap to overcome, and a use rationale, are all part of circling the experience. I agree that the rationale for use is key, this is also the crux for teachers, as they can see the whole use of a property of inequality, but to a geometry student this may not be apparent.
I think that these key ideas will effect my approach to my driving question. The frameworks mimic the function of learning in the brain, and are insightful to guide what is asked, how, and with what expectation. Mostly, I think that the sense-making concepts from Dervin will challenge me to look at the driving question more critically.
My primary driving question will still explore the impacts of Social Emotional Learning (SEL) on emotionally charged topics, but I will need to explore the sense-making process for students to a greater extend. These new need-to-knows include how the trilogy of the mind: affective, cognitive, conative are affected by emotionally charged topics. This is more of a neuro-linguistic realm, that Baggio will provide insights around. To summarize, I will not just be looking at the effect of SEL, but also the process that students experience, and gap they face when addressing emotionally charged topics.
Ruth Clark provides insight into the process of ISD, Instructional Systems Design. This process gives the framework for: analysis and design, development, evaluation, and implementation. Clark also provides a model for effective technology training, following the steps to: introduce the topic, design performance outcomes, choose a instructional method, and instructional media. Though the later was more of the focus in the reading, I found the ISD model is most helpful, especially with the constant evaluation interwoven, this is similar to how I conatively create instructional material. I also thought Clark gave a great rationale on why technical training is priority.
Dr. Bobbe Baggio brings up important concepts around how information is coded in the brain for future access. This trilogy of the mind: affective, cognitive and conative influence how effective information is processed and stored. I agreed with the insight that the affective processing affects the other two. For me this connects the Social Emotional Learning (SEL) importance to learning, if students are healthy emotionally they will have greater learning outcomes. Also her insights around what impacts learning are helpful for any teacher. Prior knowledge must be understood to build upon; context can help to code the information within a schema for future access; and expectations can steer learning towards or away from learning objectives. Baggio also comments that NLP, Neuro-linguistic programming establishes that experience is subjective; but really, what else would it be??
Dervin brings a more epistemological elements to the dialog, how does sense-making take place. How do we create the ah-ha moments for our students effectively. This process of an event/situation, a gap to overcome, and a use rationale, are all part of circling the experience. I agree that the rationale for use is key, this is also the crux for teachers, as they can see the whole use of a property of inequality, but to a geometry student this may not be apparent.
I think that these key ideas will effect my approach to my driving question. The frameworks mimic the function of learning in the brain, and are insightful to guide what is asked, how, and with what expectation. Mostly, I think that the sense-making concepts from Dervin will challenge me to look at the driving question more critically.
My primary driving question will still explore the impacts of Social Emotional Learning (SEL) on emotionally charged topics, but I will need to explore the sense-making process for students to a greater extend. These new need-to-knows include how the trilogy of the mind: affective, cognitive, conative are affected by emotionally charged topics. This is more of a neuro-linguistic realm, that Baggio will provide insights around. To summarize, I will not just be looking at the effect of SEL, but also the process that students experience, and gap they face when addressing emotionally charged topics.