Blog #4

Assignment #3 (Inquiry-Based Learning)
Making an IKEA Bed

Pose questions: I started with “What am I going to learn?”. The answer came when I looked at the single bed in the spare bedroom at the cottage. A double bed would be more functional. The second question was “How am I going to get a bigger bed to the cottage?”. An IKEA bedroom flyer answered that.
Find resources: Many people have made IKEA furniture so there were suggestions on needing two people to carry the boxes and tackling the assembly in an open space. I have lots of tools and IKEA includes IKEA-specific ones.

Interpret information: The suggestions helped me to buy the right bed and take it to the cottage. The need for space was obvious so I moved the existing furniture to the side to create an open space to start; I made a bigger space later. The “wooden” bed components were simple but the instructions and fasteners took much longer to understand. After sorting out the instructions and booklet, I was ready to start. As the bed is at the cottage, the assembly is underway but not yet completed.

Report findings: I took pictures at IKEA and at the cottage. As I thought I should be in some of the pictures, I had help with the pictures. I picked 18 representative pictures and put them into a logical sequence in Google Slides. I added opening and closing slides as well as a description about what each picture represented. It was great that the pictures and presentation were all done on a iPhone.

A second IKEA bed would be much easier as I learned by doing. Our students will also learn by doing so it should be part of our instructing.

Learning by Doing

Blog 3

Digital Storytelling

Digital storytelling is a new concept for me. It isn’t currently used in our accounting or business analysis instruction and I would need something to guide me. I searched for guidance and found a Digital Storytelling Workshop online at elab.athabascau.ca/workshop/digital-storytelling

This workshop told me digital storytelling is a short story told through a recorded message of about 250 words and supported by music or other sounds and about a dozen still or moving images. Apple works well with GarageBand for the audio and iMovie for the video. Other resources are Audacity for audio and Photoshop for video.

With this new knowledge, I could see digital storytelling being used in a flipped classroom setting for either accounting or business analysis. The students would be given a introduction to digital storytelling, a sample, and a link to the workshop. They would then be asked to select a topic from a hat including “How to get approval for a recommendation” and “How to generate solutions”. The students’ task would be to create a digital story using the parameters of two to three minutes, about 250 words, and about a dozen images to demonstrate how they would deal with the topic selected. We’d set up a storytelling day or two so the students’ work could be showcased in a logical learning sequence.
The value of this approach includes the variety in classroom experiences, the opportunity for the students to use technology, and the potential for students to use their creativity. Younger students with a keen interest in technology could be highly motivated by this approach. Other students may be more hesitant so it may be helpful to have a preparation period where the keener students could inspire the other students and the instructor could also provide guidance.

Blog 2

Understanding the Flipped Classroom Parts 1 & 2 by Pamela Kachka
Kachka examines one of the latest educational trends. Flipping the classroom refers to moving instructor lead lecture time to a homework opportunity so students can use the classroom for hands-on practice time. A lecture is prepared as a video or audio file (online or DVD) so the student can access it outside of the classroom.
The concept has been used in law schools for a long time, but the recent interest and the term “flipping the classroom” appears to have originated with Bergmann and Sams in Colorado in 2007. Others have also promoted the value of flipping the classroom.

While lecturing makes economic sense, it doesn’t have to be done in the classroom. Short videos of 10 or less minutes have been found to be most effective especially when they go beyond the instructor just talking by using multi-media techniques to be engaging. The homework lecture can be augmented by the students submitting questions about what they need more information about or by providing their own summary of the lecture.

Hands-on practice can be very effective when the instructor is available to provide support in the classroom. A real benefit of flipping the classroom is the ability to provide different support to different students. The instructor can start the class with a quick review of the topic and discuss some common questions before giving students problems to work on in class. While circulating about the classroom, the instructor can help each student tackle the problems and clear up any misunderstandings. Students can also be asked to teach a concept to the other students.

Quizzes remain important for tracking understanding.

While flipping the classroom may take more effort, the results should be worthwhile for the students.

URL

http://www.facultyfocus.com/articles/blended-flipped-learning/understanding-the-flipped-classroom-part-1/

Link

Understanding the Flipped Classroom

 

Blog #1

21st Century Educational Technology and Learning by Mike Gorman

This is a series of three articles written in 2015.
The theme is the students not the technology should be the focus. The integration of technology should give the students a learning experience. Gorman gives five tips for technology integration:

use a step by step process and celebrate student successes

go beyond the device to give students the opportunity to control their learning

be open to new possibilities such as having students be the curators of their own content

go beyond the shiny new technology to ensure the students have career ready skills

amplify the learning experience through flipping the classroom and other supportive techniques
He also points out we live in an era that includes the advantages of 

free or at list free ‘light’ versions of technology

technology that works on PCs, tablets, and smartphones

short learning curves for technologies

technologies that facilitate student centred learning

content and performance based standards
He concludes by providing various tools he’s found to be helpful including:

Weebly: provides an easy website creation tool

Blendspace: brings instructor and other lessons together through a link

Quizziz: makes a quiz for group and individual learning

Nearpod: shares slide shows

Formative: offer feedback to students and groups

Graphite: provides a searchable lesson builder

CCSearch: queries a number of free online services

OER Commons: pulls pertinent info from a variety of open education resources

Google Advanced Search: research topics on a more focused basis

Your Next Read: provides reading selection based on gentle etc

ePub Bud: allows students to create and the publish their writing for audiences
There are many tools available to help the instructor guide the student to a positive student centred learning experience.

URL

https://21centuryedtech.wordpress.com/2015/09/25/technology-integration-1-to-1-and-student-centered-learning-five-ideas-to-consider/

Link

Technology and Student Centred Learning