Extended Research Outside of the Classroom

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Often because of time constraints, I am unable to cover a topic in as much detail as I (and some students) would like, and thus, I give assignments where students are asked to gain more knowledge on a topic area. Many times students will actively gain this information from various Internet sites. We then will discuss in class the information they’ve gathered and the validity of such information. This is a great tool that encourages active learning, and discussion of not only the topic, but also allows students to evaluate materials they find on the Internet.
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Some of our classes have used Internet-based research projects, such as a learning community we did that had small groups of students examine and report on separate web sites of American hate groups. The in-seat class time for this project was only about 50% of what would normally have been required; even the students’ presentations occurred out of class, in a campus-wide auditorium setting.
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Another way active learning is encouraged through one of my classes is through a tool provided by the textbook publisher. One of our general psychology texts is bound with a CD-ROM that gives students an opportunity to explore the material in more depth, practice testing themselves, and review material already discussed.
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Occasionally, I will have students visit a web site that contains information that they are covering, I have found giving the a study guide that asks them to visit certain pages of the site, and find specific information is helpful. The process of writing it down after reading it, then reporting it back seems to help with retention. Editor’s Note: This may help a bit with the student remembering the text that he or she has copied, but it takes even more active forms of learning to help the student learn how to explain or apply what has been found. Compare this idea with the one immediately below.
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My composition students are exposed to many of the principles of effective research and information literacy by comparing electronic information sources. By applying the criteria we introduce and discuss in class to a wide variety of artifacts that they are assigned or which they locate on their own, they actively engage in the lessons we would have previously "shown" them. The level of active engagement that happens in most courses on campus makes it interesting when students are expected to partake of more lecture-oriented material, as must happen in all courses at some time; they labor to remain attentive. So this is a bit of a double-edged sword.

via Ideas for Support Active Learning – & Seven Principles Collection.

Active learning refers to techniques where students do more than simply listen to a lecture. Students are DOING something including discovering, processing, and applying information. Active learning "derives from two basic assumptions: (1) that learning is by nature an active endeavor and (2) that different people learn in different ways" (Meyers and Jones, 1993). Research shows greater learning when students engage in active learning. It is important to remember, however, that lecture does have its place and that you should not do active learning without content or objectives. The elements of active learning are talking and listening, writing, reading, and reflecting (Meyers and Jones, 1993). Bonwell and Eison (1991) state that some characteristics of active learning are:

Students are involved in more than listening, less emphasis is placed on transmitting information and more on developing students’ skills, students are involved in higher-order thinking (analysis, synthesis, evaluation), students are engaged in activities (e.g., reading discussing, writing), and greater emphasis is placed on students’ exploration of their own attitudes and values. (p. 2)

There may be some resistance to active learning by students who are accustomed to lectures, students who prefer passive learning, or students in large classes (who don’t expect it). Thus, you need to prepare students. Explain your objectives and the benefits of the active learning techniques explicitly to students. Expect both successes and failures as you try active learning techniques. Solicit feedback on the activity afterwards from the students to improve it in the future. Some active learning techniques take little faculty preparation and may be done spontaneously; others require much more preparation. Active learning techniques can occur in class or outside of class (e.g., computer simulations, internships, WWW assignments, class Internet discussion lists, independent study research). Active learning can be used with all levels of students from first year through graduate students. Teaching a mass class does not prohibit the use of active learning techniques; in fact, they may be especially important to promote interest and learning in a mass class. Below, I offer a few examples of in-class active learning techniques used in small and large classes, and with all levels of students.
Think-Pair-Share

Give students a task such as a question or problem to solve, an original example to develop, etc. Have them work on this 2-5 minutes alone (think). Then have them discuss their ideas for 3-5 minutes with the student sitting next to them (pair). Finally, ask or choose student pairs to share their ideas with the whole class (share). I have used these in classes ranging from 12 to 340 students.
Collaborative learning groups

These may be formal or informal, graded or not, short-term or long-term. Generally, you assign students to heterogeneous groups of 3-6 students. They choose a leader and a scribe (note-taker). They are given a task to work on together. Often, student preparation for the CLG has been required earlier (reading or homework). The group produces a group answer or paper or project. These work best in small to medium size classes, but I have also used them in a class of 340 students. If interested, see my short paper on "Collaborative Learning Groups in the Large Class: Is it Possible?" in Teaching Sociology, 1993, 21, 403-408.

via Active Learning.

An Introduction to Using Patterns in Web Design

by Ryan Singer, October 5 2004

The biggest challenge for web designers is the unthinkably huge number of possible ways to solve any given problem. We usually don’t think of this because we have our habits and traditions to fall back on, but there are literally billions of possible pixel combinations for each page we make.

There is a better way to manage this vast complexity than by making big decisions up front and hoping for the best. To make better sites — sites that are functional, beautiful, and "usable" — we have to break our design problems up into small independent chunks based on the real issues within our requirements. Christopher Alexander, who came up with this stuff, calls these chunks patterns.

I’m going to show you how to sidestep your habits and assumptions and use patterns to make better design decisions. A lot of fancy stuff has been written about patterns. To be simple and clear in this introduction, I’ll just call them chunks.

via 37signals: An Introduction to Using Patterns in Web Design.

I am at the CTC 2009 and finding it to be very informative.  Right now (Monday  – afternoon) I am attending a Web 2.0 session that is illustrating the use of Web 2.0 in teaching.  The types of instruction that involves and engages students.

Some of the sites shared are as follows:

http://www.appapopeal.com/web-2-0-application-world-mosaic/

http://www.go2web20.net – this site helps you find Web 2.0 tools

The tools needed and/or wanted are on the web and for the most part they are free.

The top 10 list of tools

• Twitter
• Jing
• youtube quickcapture
• polldaddy
• mogulus
• wordle
• prezi
• animoto

Web 2.0 is very fit for the faculty member that feels that an LMS or CMS has too many constraints.  With Web 2.0 types of applications .

I find it interesting that so many that speak are speaking from their perspective and what they perceive versus what is “real” -  An example of this would be that students’ having the aspirations to use technology is so many different ways and this is supposedly a GREAT thing.  However, when someone asked what impact this has on students’ learning the answer was, “that is outside of the scope of our interests.” — I don’t get that!!

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The next model presented is the Dick & Carey model.

The presenter is showing these are “process models” versus “design models”

Clark & Lyons book “graphics for learning” is presented in the book as a design model. This is a process model — this is presented as a better model. Almost all of the models so far have a phase for design.

Savvy Process: Allen Interactions
This is found in Michael Allen’s book and presented as a process model.
Preparation — Interactive Design

Participants at a Savvy Start include a producer and a developer from Allen Interactions.The producer is the person who provides project management and instructional design on the project.The developer is there to provide technical support and create prototypes. On the client side, participants usually include the project manager, stakeholders and subject matter experts (SMEs). It’s usually best to keep this group small – 4 or 5 people total (1-2 from Allen, 2-3 from the client) will be able to reach consensus and keep moving to make the best use of Savvy Start time.

Analysis for this project may include interviews with end-users, and an analysis report.

Revisions to SAVVY Start prototypes will be created (often called “Second Prototypes”, “Third Prototypes” etc.) and tested with users during this stage. Media prototypes will also be created, revised and approved.

Reigeluth, C.M. (1999). Instructional Design theories and models: a new paradigm of instructional theory (Vol III)

First Principles:
(Deavid Merrill)

Introduce Problem/sitution/goal
Activation of prior experience
Demonstration o skills
Application of skills
Integration of these skills into real world activities

INTEGRATION ACTIVATION

PROBLEM

APPLICATION DEMONSTRATION

The goal is to define the problem first:
Second “activation” — i.e. listen to an audio clip, then ask for initial reaction.
Third: Demonstration of skills — video showing the problem or situation
Fourth: Have the students to apply skills
Lastly, Integrate all into a solution

next model presented is the Dick & Carey model.

SEDA Model

Situation
Evaluation
Decision
Action

Star Legacy — Model
Vanderbilt Learning Technology Center (Schwartz et al, 1999)

Look ahead
The challenges
Generate ideas
Multiple prespectives
Research and Revise
Test your Mettle
Go Public
Reflect Back
(ETR&D Vol 50 No 2)

Nine Events of Learning (Robert Gagne)
Instructional Event Internal Mental Process
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1. Gain Attention : Stimuli activates receptors
2. Inform learners of objectives: Creates level of expectation for learning
3. Stimulate recall of prior learning: Retrieval & activation of ST memory
4. Present the content: Selective perception of content
5. Provide “learning guidance” : Semantic encoding for storing LT memory
6. Elicit performance: Response to questions to enhance encoding
7. Provide feedback: Reinforcement and assessment of correct performance
8. Assess performance: Retrieval and reinforcement of content as final eval.
9. Enhance retention and transfer to the job: Retrieval and generalization of learned skill

1. Gain attention

In order for any learning to take place, you must first capture the attention of the student. A multimedia program that begins with an animated title screen sequence accompanied by sound effects or music startles the senses with auditory or visual stimuli. An even better way to capture students’ attention is to start each lesson with a thought-provoking question or interesting fact. Curiosity motivates students to learn.

2. Inform learners of objectives

Early in each lesson students should encounter a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson. These objectives should form the basis for assessment and possible certification as well. Typically, learning objectives are presented in the form of “Upon completing this lesson you will be able to. . . .” The phrasing of the objectives themselves will be covered under Robert Mager’s contributions later in this chapter.

3. Stimulate recall of prior learning

Associating new information with prior knowledge can facilitate the learning process. It is easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge. A simple way to stimulate recall is to ask questions about previous experiences, an understanding of previous concepts, or a body of content.

4. Present the content

This event of instruction is where the new content is actually presented to the learner. Content should be chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to different learning modalities, a variety of media should be used if possible, including text, graphics, audio narration, and video.

5. Provide “learning guidance”

To help learners encode information for long-term storage, additional guidance should be provided along with the presentation of new content. Guidance strategies include the use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies.

6. Elicit performance (practice)

In this event of instruction, the learner is required to practice the new skill or behavior. Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.

7. Provide feedback

As learners practice new behavior it is important to provide specific and immediate feedback of their performance. Unlike questions in a post-test, exercises within tutorials should be used for comprehension and encoding purposes, not for formal scoring. Additional guidance and answers provided at this stage are called formative feedback.

8. Assess performance

Upon completing instructional modules, students should be given the opportunity to take (or be required to take) a post-test or final assessment. This assessment should be completed without the ability to receive additional coaching, feedback, or hints. Mastery of material, or certification, is typically granted after achieving a certain score or percent correct. A commonly accepted level of mastery is 80% to 90% correct.

9. Enhance retention and transfer to the job

Learning Philosophies: Provide the underlying approach and driving mechanism that creates the relationship between teacher and student of facilitator and participant.

This was a fantastic presentation — very informative.

Where do you draw your happiness and inspiration from? How can everyday images, phrases, and events inspire you or provide a source for ideas? Stefan Sagmeister is among today’s most important graphic designers. He has designed branding, graphics and packaging for clients as diverse as the Rolling Stones, HBO, the Guggenheim Museum and Time Warner. He has also earned near to every major international design award. In this presentation he will challenge you — through his life observations and lessons learned — to look at design, work, and your daily activities from a new and inspiring viewpoint. This fun, funny and thought-provoking closing general session will recharge your innovative and creative spark and send you off with new ways of looking at the world, your life, and your work.

This presentation is very interesting. As I am live-blogging, I am hearing and seeing this presenter’s works. His company works in three areas, Music Industry, Socially Responsibilities, and Corportate Design.
He has shown his designs in each area. He has just stated what many designers already have suggested and that is that the quality of design is much different when the designer is not working under pressure. He is presently sharing what he feels he has learned in life through his profession.

There is so much that he is saying and showing that I will have to stop this typing and be more attentive. I feel at least this keynote speaker is more worthwhile.

He states that we have only experience 5% of what the internet offers for us.

Many of his comments so far are quite shallow and common sense to me. He is a good speaker, but I am not sure he knows his audience as well as he should. Speaking on topics of email, security, websites, business oriented topics that are not indepth is less than I anticipated.

For the most part, the conference has been great. I am still waiting for this speaking to state what the “Future of the Internet IS” … he hasn’t said it yet!!!

As I am blogging his speech live, I am waiting — and becoming tired of waiting.

Here is th
e info he has bestowed upon us thus far …
1. Email is common and the primary way teenagers communicate.
2. Web services should be global in their design
3. Internet Service Providers must offer all services, all hours.
4. Companies are not being as responsible as they should be in responding to customers
5. Spam is a problem and the filters are blocking customers

As can be seen, this is not NEW information, and it does NOT tell about the future of the internet.

Ah ha — he just said that he will us about the future of the internet – so apparently he knows that he hasn’t gotten to that point yet.

Most of the things he speaks of as “futurisitic” of the internet are already in place. The point he is focusing on right now is “learning” and talking about how schools and libraries will change. The fact of the matter is that they HAVE changed.

I guess I will cut off at this point and add better information and more information later.

I will be back with up to date information I am studying on the topics of Intrinsic Motivation and Self-Directed Learning. I am seeking, in the process, a copy of the Self-Directed Learning Readiness Inventory.