TQ#7 Gapminder Experience

Gapminder is an amazing program.  

What a Difference a Teacher Makes!

The night after my team played with Elluminate Live, our entire class met via this web-conferencing program for a session facilitated by our instructor. He led us through an organized, logical introductory session covering the major interactive features of this program and ending with an interesting website to explore (GapMinder).

This positive experience was the best antidote for the frustration I had experienced the evening before when we explored the same program on our own. Yet this session was truly facilitated, not dictated, since he invited us several times to play with the features and experiment for a few minutes with what they could/could not do. His style made this session feel like the instruction book for Elluminate that I had longed for during our team session.

I also liked the way that he left us at a web desitination....feeling a bit empowered by our experience and the instructor's orientation to this site, I explored it more than I would have if I'd simply been given the URL to check out.

Obviously, what I felt here was the power of scaffolding....offering the right amount of support to the students so they don't flounder, but they also still have some independence and choice within an instructional setting. The challenge would be figuring out how to offer various levels of scaffolding to each student or group of students. Obviously, we have a wide range of knowledge and skill in technologies like this. One person's scaffold could feel to another like a cage. I'm going to read some entries from my classmates to see how they felt about this session as well.

TQ#6 - Team's Preview of Elluminate Live

This week's assignment was to experiment with an online communication and collaboration program. My two team members and I decided that we would explore Elluminate Live, a program that NCC purchased a few years ago and I have used a little. I have participated in several sessions before and even facilitated one for some industry partners. Every session I had seen had used the whiteboard for PowerPoint only; I had never explored all of the features.

Kristin set up a v-room and sent the directions out to Corrinne & I. When that appointed meeting time came, I was the last to enter our "room" and was surprised to literally "see" both of them; I didn't know that Elluminate had video capabilities like Skype! However, shortly after I joined the video conference and we had all three of us on the screen, we suddenly lost video connection with Corrinne. We could still hear her (and her husband) checking out her webcam. We kept trying different things to get her back on video, but nothing seemed to work. We all started playing with various features when a loud, obnoxious sound started. It sounded like the feedback that happens when two microphones get too close to each other. We could all hear it and it was very distracting.

Kristin's daughter tried to help as well, but at some point, I inadvertently shut off my video feed as well. I could still see Kristin, but I couldn't figure out what I had done, so I couldn't figure out what needed to happen in order to get re-connected. In fact, I was worried that I would not be able to work the video portion if Dr. Garrigan were to ask us to do that during our Elluminate Live class meeting scheduled for Thursday. Seems a bit frustrating.....maybe I should "read the directions!"

TQ#5-Trying to Get this Concept

Concept mapping is obviously very constructivist. Building charts with bubbles of meaning to the creator(s), starting "where they are" and spreading out from there connecting new information to the existing structure. I like it, for brainstorming. However, I find it way too messy for my tastes as a way to learn everything. I'm sure that it works better for some people, but I much prefer outlines that don't require a "label" be placed on the relationship. That was the sticking point for me. I'm not sure that I'm learning or just getting frustrated when I have to place a word on every link.

I do like the flexibility and agree that it is an invaluable tool for group work. The computer allows the users to gather whole sections and move them to other locations, linking them in a totally new way when called for. Eventually, though, the information needs to be gathered into something more universal. A paper or a chart or something that anyone can easily understand is a better final product than a confusing jumble of information connected according to someone else's thinking patterns.

I also do not understand exactly what Jonassen meant when he said that "the students are teaching the computer."

Results of My Survey on Education Programs at Lehigh

Q1) What degree are you pursuing?
MS – 4 people
PhD – 2 people

Q2) What is your major?
Education
Instructional Technology
Special Education
LST – 2 people
Teaching and Learning Technology

Q3) What have you liked best about LU’s education programs?
The dedication of the teachers. Preparation for class.
The reputation of the school in the eyes of employers.
Research-based classes and on –the-job learning where the school I’m at is considered
a “laboratory school.” I get to do all of my projects at Centennial, using students I know.
The quality of instruction and instructors as well as the academic reputation of the
university.
Hands on instruction.
Excellent instructors.

Q4) What have you liked least about LU’s education programs?
Feedback is not promptly given. Inconsistency in the use of Blackboard by professors.
At times, a lack of real world perspective on the field.
The amount of work that is required (not necessary).
The fact that there are very few online or distance learning opportunities.
My diversity course : )
Too much lecturing.

Q5) What could be done to improve LU’s COE courses?
Have all teachers trained in using the university systems effectively.
Emphasize what I stated in #4 above (more of a real world perspective).
More explicitly planned out so that I know what courses and many other requirements
are necessary for each semester, instead of figuring out some of the requirements
last minute.
Let’s get to the 21st century and start offering distance learning courses more regularly.
(Or split courses – half in classroom, half online).
I like to see a second course devoted to technology tools in the classroom. There are so
many out there that warrant an in-depth look and discussion.
Let us truly experience constructivist education by having more class time devoted to
doing rather than listening. I'd like to see best practices in action rather than simply
reading about them.

While Rome Burned.....

"Civilization" has a steep learning curb. At first it didn't seem so bad. I really liked the primative music and started setting workers to tasks like creating irrigation, etc.

Then I started exploring. Leaping into the darkness to illuminate more of the surrondings, getting further & further from "Rome." I noticed fish in the water off the coast and started working on figuring out "who" could catch them and "how." I was the stereotypical "noob" who didn't even notice that I should have been simultaneously watching my back.

Suddenly a warning popped up with a vivid shot of my city on fire! Black smoke billowing, while I impotently tried to "fix" it. That was when I decided I had had enough.....and went to bed.

My "Rome"....before the fire!