Design Experiment #4

For this weeks design experiment I explored PBworks. Before I began to explore this platform I knew very little about PBworks and even wikis. After all the research I did this week, I am very impressed with the product that is available for education.

PBworks is a online collaborative tool used for creating and hosting wikis.  They offer several different products depending on the needs of an organization, there are online collaborative tools for the following: agencies, legal, projects, education, wikis, and business. I was really interested in the history of the product, so I read quite a bit about the beginning and where it is now.  It was first called PeanutButtterWiki (PBwiki) in 2005 then in 2009 the company was relaunched and renamed PBworks. The company realized that they offered more than just wikis, so then name change was needed.  A wiki is a website where users can add, edit, and remove every page using a web browser. PBworks host wikis plus more! 

Sharing-Collaborating-Storing-Publishing-Communicating-Interacting-Monitoring

https://en.wikipedia.org/wiki/PBworks

To get started for this weeks exploration I started off by creating an account.  Which was simple to do, I had done a quick read and decided that I wanted to make a wiki page for an art club.  However, after about 10 more minutes of reading, I changed my mind!  I realized there was much more that I could do.  So I ended up creating another page, I have one for all my courses that can host everything including the art club and I created one for campus technology.

Screenshot- Conrad Technology Site

Once I created the two pages I started to play around, and realized that I needed assistance because the platform was completely new to me.  I had no clue where to begin! I browsed the Internet for sources, specifically videos that could help me out. Typically I would go to Lynda.com but didn't find much (plus my husband canceled our subscription), however I did find a great tutorial on Alison.com.  I spent about an 30-45 minutes going through the tutorials to help me get started.

https://alison.com/topic/learn/1929/29227/pbworks-for-wikis-training/how-to-use-pb-works-for-wikis

As I was brainstorming and mapping out ideas for my new wiki pages I thought that it was really important to consider-Why am I using this technology?  What are the adffordances for using this particular technology. Each week I have been exploring a technology, what make this one different?  The top two affordances in my opinion to using PBwork is collaboration and sharing.  I viewed all the different products available from PBworks, from the legal, to business, education and just a plain wiki.  All the products are built on the concept of collaborating and sharing.  So what does that mean? It is simple the PBworks allow for users to communicate with each other, even edit what each other has said! It allows for documents, reports, schedules, images to be shared inside a company and even outside a company-think clients or even parents!

So how do these affordance relate to let's say my course page or even technology page? Students can share ideas and collaborate on projects, I can send schedules out to parents and students.  And with the campus technology page teachers can share and collaborate on best practices in using technology, or just share a lesson.  If needed they can take a tutorial on a software from the comfort of their home, or planning period. Of course that brings me to the affordance of easy accessibility.  Since it is Internet based it can be accessed anywhere.

The decision to use PBworks as an educator is an obvious-yes!  Since I have been exploring the idea of creating to different pages: one for the courses I teach (teacher page) and one for campus technology.  I will discuss instructional approaches and strategies for both, plus include a bit on the theory related.

First, for the teacher page-

The purpose of this page is ultimately to host schedules, assignments, syllabus, discussions, sharing of ideas and artworks for myself and my students (high school art).  As I have been mapping out my ideas and purposes one of the first instructional lessons that I plan to host on the page will be a discussion on art.  I know that sounds very open ended, but there will be images and a few prompts, but I want to get the students comfortable with writing about art. There are two scenarios that happen in art classroom when it comes to discussions about art: students are afraid to answer because they might have the wrong answer or students have a hard time writing what they are thinking. By providing an environment where the only wrongs are not participating and not following the guidelines of discussion-then it should be a safe environment.  The discussion will be student-centered with small group discussions for different images, with me as the facilitator.  The outcome from this lesson beside students being able to write about art will also be students will be able to effectively participate in an online discussion with the end result of a cohesive discussion about art. Social constructivism is the theory that I would attach to this lesson, as the idea is that the students responses are constructed from the social interactions from the discussion on art.  

And the second page, Campus Technology-

On my campus I have had the pleasure over the past three years with assisting and developing campus technology initiatives and providing training for district initiatives with technology.  We do not have a titled campus instructional technologist, but we do have a technician.  I do enjoy taking on the responsibilities, but I also do teach 4 preps, and am department chair.  So I really need a place where I can streamline everything and be able to put my vision to work.  My vision is not only to providing training for teachers, but to have a place where teachers can share, there can be information on new technologies, how to use in the classroom, and collaboration with using technology.  As I was exploring this week I got really excited, and thought I just found the perfect place to host my vision.  

When I think about instructional strategies and lessons for this page I kind of  struggle just a bit because it is not for students, but for my colleagues.  So I have to change my mindset on how I can provide learning. Learning that in the end that there is no grade, BUT the students are ultimately the ones who will gain from all of this!  So with that in mind I need to provide resources and support for teachers so that they feel the need and want to use the technologies in the classroom.  The first learning outcome for this page would be creating a collaborative environment where teachers can share ideas and even concerns.  To get to that outcome I would have to provide a presentation whether in video format or ppt about PBworks, plus a demo on how to get started.  I also know that I would provide face to face training for those that prefer that type of learning.  Once all the intros and demos are shared, than the online discussion would begin-Prompt: How do you use technology in your classroom?  From there I would become an active member of the group, not just a facilitator.  Just as in the student lesson social constructivism would be the theory that would be at work, as thoughts are being shared, new ideas are being constructed.

My final thoughts...

PBworks, a live online collaborative system that allows for editing and sharing across many different fields truly provides users with 21st Century skills.  Using this platform means that one is actively participating in 21st Century Skills with a seamless blend of technology, content, and pedagogy.  The product has been designed to support and host information from all different fields of careers and even hobbies.  Knowing that it can be used from a 5th grade classroom to a law firm, allows for the connections to the "real-world".  At the age of 10 a user begins developing their skills with collaboration and sharing which will prepare them at the age 26 when they are collaborating and sharing at a law firm or as a teacher.  

All week as I was preparing for this post I was saving links to different sites about wikis.  In the end I'm sharing the one that helped me most understand a wiki.

7 things you should know about....wikis
https://net.educause.edu/ir/library/pdf/ELI7004.pdf

Design Experiment #3

Khan Academy

For this weeks experiment I explored Khan Academy.  Khan Academy is a non profit organization that provides free education to anyone, anywhere in the world.  The site features short lectures in form of videos, exercises and tools for learners to use.

https://en.wikipedia.org/wiki/Khan_Academy

I was rather excited to start exploring Khan Academy (KA), before today I had only viewed a few videos of KA on YouTube before it became an organization.  Since I teach high school art all levels I set out to find content on art from technique to art history and even critiques.  I found that there are ample videos on art history and very little on technique when searching through Khan Academy.  Though there was little on technique, I did enjoy the videos that were available as the production was from the MOMA and was brief to the point (usually 50 sec.).  As I was viewing the videos on art history I was thinking about the differences between Khan Academy and YouTube since basically I was viewing videos. What makes the two sources different is that KA organizes the materials and provided more in depth learning, a classroom experience.   Where as YouTube houses all types of videos and the user sorts and creates their own library. What I did realize is that YouTube is an excellent source for videos on technique in art. 

So I started to play around more with Khan Academy and wanted to experience learning through exercises. I have always been interested in coding, and thought it would be fun to learn to draw using coding.  I found an Intro to JS: Drawing and Animation and got started.  

Here is an example of my snowman...

I think that depending on what content is needed to be learned Khan Academy can provided a great experience.  It is easy to navigate and for instance the lesson I completed had an intro, how to videos, gifs, exercises, and a folder to save work.  Plus I earned badges along the way! YAY!  What I enjoyed about this lesson was the sequencing and choices available to learn.  You are able to follow each step offered or you can do spin off exercise that help form a deeper understanding of the topic, for instance in my case I just need to practice, practice, and practice.  

As I was exploring Khan Academy I was thinking about the affordances that it provides and the first is of course the availability anywhere at anytime.  In mind I was thinking what if one of my students doesn't understand Contemporary Art or was out during the lecture, then they have access to several videos on Khan Academy that help explain and give examples of that particular type of art.  The availability to access allows the students to stay current, provides opportunities for curiosity and problem solving. Another affordance to using Khan Academy I think is the social interaction that is available.  As I was going through the lesson I had a few questions, and there was a thread for each lesson that I was able to read through and find answers to my questions or ask questions.  One question I had was what programs are available for coding? As I scrolled through the thread I was able to find a few answers. In the thread discussions there was also insight from the participants which I found to make it seem more like a classroom environment with collaboration.  

As an educator one of my visions that I often have is of my students exploring, engaging in curiosity.  Them wanting to know more and learn more!  I'm definitely a fan and practitioner of discovery learning,that is the students find solutions to problems on their own and/or with groups at whatever pace is desired.  But the key word is on their OWN.  What if they took 10 minutes outside of class and read an article, watched a video, or even listened to a podcast related to what content was being covered in the four walls (classroom).   Having an online source such as Khan Academy can support this pedagogy.  I think that it would be my responsibility to walk them through the site and what is available.  But if I really emphasize the importance of student-centered learning I think that what Khan Academy provides would enhance the students learning.

What I really liked about the art content provided on Khan Academy was the art history discussions.  The videos are presented typically with a discussion between two people, so there is a sense that you are part of the dialogue.  There is lesson on Art in 21st Century-Global Contemporary Art that I will want my advanced students to complete, 11th and 12th graders.  Much of our time in the classroom is spent on studio activities-the art making process.  Having the students take part in this learning outside of class is part of the flipped classroom so they would be gaining the understanding of contemporary art.   I will have to go through the content, and be specific to guide the students as it can be a bit of a rabbit hole with all the information, and how each click on a highlighted word can take you into another branch of art.  The content objective will be for students to create their own personal work of art with meaning, influenced by a contemporary artist featured in unit on Global Contemporary Art.   

When putting all the pieces together the Technology, Pedagogy, and Content with using Khan Academy as part of a flipped classroom I think that all weave together and build on each other.  Leaving one out would with out a doubt take away from the learning experience.  The flipped classroom allows the students to become digital citizens, explorers, develop inquiry, and collaborators.  Using Khan Academy supports the students and developing their 21st Century Skills.  

Design Experiment #2

Retrieved: http://q2learning.com/images

/21c-Learning-System.png

In this weeks design experiment I explored the world of Course Management Systems-CMS.  A course management system can be defined as an internet-based application that provides access to course content, discussion boards, grade books, and communications.

There are many different CMS available for educators to use as part of a blended learning environment.  Using a CMS in conjunction with a face to face classroom can save time and will improve the learning experiences for your students. 

Why CMS?

• Provide easy distribution of materials
• Keeps up to date information
• Creates engagement of learning through different activities
• provide consistency of learning
• Allows for tracking of students work and grades

This weeks exploration starts with Edmodo, a CMS that was developed in 2008. 

https://en.wikipedia.org/wiki/Edmodo

Edmodo

Over the past couple years as I have been working on my degree I have researched Edmodo never really sure if I wanted to use. This is the first time that I can see myself implementing Edmodo as a blended learning tool for the courses that I teach.  Edmodo offers quite a bit and it is free! What makes this CMS a strong contender among other CMS are the following features: it's free, a secure site, provides communication with students and parents, easy to use, mobile friendly, has a calendar for due dates and events, quizzes, polls, grades, discussion boards, can be used with Google Drive, helps with differentiation, and of course going paperless.  

Check out this link:
20 Ways to Use Edmodo
https://support.edmodo.com/hc/en-us/articles/205007974-20-Ways-to-Use-Edmodo-Teacher-

My classroom site!

As I was exploring the platform I found it to be easy to navigate.  Once I created the group,an access code was generated that I would share with my students.  My students would need to create an account with a username and password, emails are not required. But,because this does work with Google an email address would be needed. (I'll compare the two later in my post.) This platform offers excellent opportunities for students to actively participate in their learning.  Through the discussion boards, polls, quizzes, calendar of events, and messaging. Not only are the students involved, so are the teachers.  Teachers can invite a second teacher to collaborate, which can help with scaffolding and team teaching.  Results are immediate for quizzes and polls, which can help with content understanding at the end of class.  Edmodo provides a strong platform to support a blended learning environment.

As I have been exploring Edmodo, I have been making connections with the affordances that this technology provides and supports.  I think it is agreeable that one of the affordances of the is platform is the accessibility of  information for teaching and learning. Each year I have a couple of students that are out on maternity leave or there is an injury that puts a student out.   Using this CMS can keep those students part of the class, rather than sending miscellaneous work home that may be difficult to follow and a loss of connection with their classmates.  I could record direct instructions, upload handouts, students can still collaborate, though not in the classroom the students can still be part of the community.  Another affordance of this CMS is communication and collaboration. Edmodo is a social site, students communicate with each other, teachers, parents and teachers can communicate, and teachers can set-up small group communications. Being able to control who discusses with who can be an advantage.  I always find the same students start off discussions, which at times determines the direction of the discussion. However, by choosing the groups other students will have the opportunity to be leaders and share.  Also, sharing can happen at anytime, or until the due date.  In the classroom a bell typically ends the sharing time, but with Edmodo sharing continuses outside the four walls. 

I believe that students learn best by doing, which leads to discovery, socialization, and development of knowledge.  Constructivists believe “learning occurs when one constructs both mechanisms for learning and his or her own unique version of the knowledge, colored by background, experiences, and aptitudes" (Roblyer, 2006, p.37). Knowledge is therefore constructed and not transmitted and students generate new knowledge through activities, experiences, and experiments.  Edmodo, supports this learning theory by enhancing the learning of the students.  Students have the opportunity to engage in student-centered learning and practicing responsible learning.  As we develop in our education it is vital that we learn how to become a responsible learner.  Edmodo, provides a platform for 21st Century learners to interact and practice collaboration, thinking critically, and life/real skills.  The technology is interactive with the student, that is the technology not only supports the leaner, but is an active part of the learning process.

Edmodo vs Google Classroom

From all my research last week and this week I honestly feel that both have a lot to offer.  I do not think a teacher needs to use both, one or the other will work just fine.  I'm going to say if you are in a district that supports Google, than I would use Google Classroom.  As a teacher that uses several Google Apps for education it only makes sense for me to use the Google Classroom, every thing is connected.  As for Edmodo, I had a colleague last year try it for the first semester in her classroom and it was not successful. There were tons of sign in problems and the kids rarely accessed outside of class.  Now, I do think some of that could have been fixed through conditioning, but I understand.  This year she is excited to try Google Classroom.  

Urinarte, Jen & John. "Constructivism and Technology in the Classroom." N.p., n.d. Web. 19 June 2016.

  

Design Experiment #1-Google

TEACH-LEARN-MANAGE-COLLABORATE

The Google Classroom

The Google Classroom is an online course management system that eliminates paper and allows for an online blended learning environment that creates collaboration, communication, time management, organization and grading of assignments.

On our campus we are at the beginning phase of implementing Google Classroom. Currently it is being implemented with teachers to create collaboration for the Advanced Placement classes the 2016-2017 SY.  I have had the opportunity to explore through collaboration, sharing, and I created classrooms for my students for next year.

As I have been exploring this course management system I have been thinking about the affordance for using this technology for both the teachers and the learners. Who would benefit? What skills would be learned? What would be the end product?  As a teacher I know how valuable time is and I know that what ever I choose to use in my classroom must have a purpose.

Overall how I see the use of the Google Classroom is as a classroom without walls.  What that means to me is that when the students are not inside the four walls of the classroom, the four walls can be with them wherever they go.  Just like their phones!  As I always tell my students.."I know there is an APP for that!...so downloaded and use it!"

https://en.wikipedia.org/wiki/Google_Classroom

Technology-Pedagogy-Content 

The Google Classroom can be used with any content to support, learn, explore, and share; it will the decision of the teacher of how it will be implemented in the classroom. As with any new technologies it is important to understand the connection to the content and instructional practices, all should seamlessly interact together.  Teachers will be able to use it for journals,discussions, assignments, problem solving, and more.  When paired with another Google Application more learning outcomes can be achieved (I will discuss later in this post!)  As for myself I see the use of the Google Classroom as an big umbrella to be used to prepare students to be college and career ready.  In the designing and implementation stages for using the Google Classroom it will be important for me to reference the Texas College and Career Readiness Standards. It can be used to target the cross-disciplinary standards that can be used in all content areas. Below is a link to the standards, go to page 107.

file:///C:/Users/kmccloskey/Downloads/CCRS071509FINAL%20(1).pdf

As you can see there are many connections that can be made using the Google Classroom. 

What is great about this platform is that it provides the opportunity for teachers and learners to be part of different instructional practices inside and outside the classroom.  

Such as:

• Collaborative Learning
• Project Based Learning
• Direct Instruction
• Modeling
• Students Helping Students
• Inquiry
• Small Group Discussions
• Information Literacy

Why just stop with the Google Classroom! There are tons of  Google apps out there to be used in education.  

जानें सहयोग व्यवस्थापन सिकाउनुहोस्

A few of my favorites are Google Translate, Google Drive, Google Slides, and Blogger.

https://en.wikipedia.org/wiki/
Google_Translate

Google Translate: Is an app that translates speech, real time videos, and text from one language to another.

Lesson Idea: Using Google Translate the students will translate titles of works of art from artist from different countries.  The students will research an artist of their choice from another country, they will find images and titles of works of arts created by their artist of choice and create a presentation using Google Slides.  The students will submit final projects using Google Classroom.

Pedagogy:  This lesson will allow the teacher to be a facilitator, which is a key component of the  Constructivist approach in learning.  The students will participate in project based learning.

https://commons.wikimedia.org /wiki/File:Blogger.svg

Blogger: Is a platform that allows people share things about their life, events, school work, projects, etc.

Lesson Idea: Using Blogger the advanced art students will create a digital portfolio that will require images of their works of art in progress and completed along with group discussions. At the end of each week students will post their art and explain where they are at in the creative process. Each student will be required to critique a minimum of three students post, using discussion guidelines provided by the teacher.

Pedagogy:  This lesson will allow the teacher to be a facilitator, which is a key component of the Constructivist approach in learning.  The learners will participate in critical thinking, communication with peers, reflections, and problem solving.

https://en.wikipedia.org
/wiki/Google_Drive

Google Drive: Is an online storage application that allows the user to store and share different types of files.

http://sites.gsu.edu/tools/
2015/03/24/google-slides/

Google Slides: Is an online presentation app that allows the user to create, edit and share presentations.

Lesson Idea: Using both the Google Drive and Google Slides the students will work in groups of 7 to create a presentation of the Elements of Art. In this lesson each student is responsible for an image of an element of art from their daily life. Students will use any device that they feel comfortable using to take a photograph from their daily life. Once the students have their photograph they will then set up a collaboration time using Google Slides to work on the project. The final project will be submitted via Google Classroom.

Pedagogy:  This lesson will allow the teacher to be a facilitator, which is a key component of the  Constructivist approach in learning.  The learners will participate in critical thinking, communication with peers, reflections, and problem solving.

This past year I implemented Google Apps in my classroom, it was great experience as I encountered many learning curves. I believe I had more student engagement! I am excited to get started for next year and can't wait to see what happens.