Monday Calendar

 

Monday Calendar

(Calendar for ED386/ED586 meets on Mondays)

Go to Week:

One / Two / Three / Four / Five / Six / Seven / Eight / Nine / Ten / Eleven / Twelve / Thirteen / Fourteen / Fifteen

Week One: Introductions, ePortfolios & Video Games| Monday 29 August 

Introductions: 

Exploration Introductions:

  1. WordPress Website & ePortfolio 
  2. Video game assignment

Workshop: Building WordPress Websites and Blogs:

Friday 2 September Assignment Due: BlogPost 1

Week Two:   Labor Day No Class | 5 September

 Friday 9 September Assignment Due: WordPress Website & ePortfolio

Week Three: Video Games | Monday 12 September 

 Noteworthy:

More Introductions: 

Noteworthy:

Readings:  Gee, J.P. (2007) Good video games, the human mind, and good learning. pp. 22-44.

Viewing:  James Paul Gee on Learning with Video Games

Discussion:

  1. Phet Interactive Simulations: what’s going on here?
  2. Video Games and Learning Principles

In Class Mini-Project: 

Workshop: (Some techniques for the Video game assignment)

  • – ePortfolio (a few observations)

    • Please include your name in your Site title;
    • Self Pic;
    • Set static homepage and Post page;
    • Primary Menu Items:
      • Home or About (not both)
      • Blog or PostPage or Weblog or Journal (just one, however)

    – Techniques for the Video game assignment

    • Configure your Weblog discussion settings: (So you can have a threaded discussion about your video gaming experience): My Sites >> Settings >> Discussion (on the top)
    • Screen Shots & Uploading and inserting images to WordPress (So you can insert a pic from your video game in your blog post discussions)
    • Hyperlinks (so you can link the blog entries to video gaming page)
  • iPad Roll Out ?
  • Apple – Apple ID

Friday 16 September:  Assignment due BlogPost2: This is to encourage you to make your initial post for the video gaming exploration.

Follow this link to sign up and learn who your video gaming group members are.

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Week Four: Video Gaming & Mobile Learning | Monday 19 September 

Readings: 

Noteworthy: 

Discussion I:  Being as specific as you can, what must be in place for you to feel comfortable taking intellectual and creative risks in a course?

Discussion II: Let’s continue our discussion of Gee Principles

Discussion III: Mobile Devices + Social Media = Personalized Learning.

Discussion IV: 

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Friday 23 September Assignment Due:  Video Game Exploration

Week Five: Mobile Learning | Monday 26 September

Discussion: Technology Thought to Be Educational…

Workshop: 

Discussion 2:

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Week Six: No Class Rosh Hashanah | Monday 3 October 

Noteworthy: While I am not on campus 3-4 OCTOBER, I am available the rest of the week.  If you would like to conference with me, please come to my office hours or make other arrangements to meet with me.

Week Seven: Multimodal Literacy | Monday 10 October  

Assignment Due: Mobile Learning including BlogPost3

Reading: Anstey, M., Bull, G. (2006). Teaching and Learning Multiliteracies: Changing Times, Changing Literacies. Chapter 5: The Consumption and Production of Text.  Newark, DE : International Reading Association. pp. 100-116.

Noteworthy:  

  • Exploration Introduction: Multimodal Literacy
  • For 17 October | week 8 Based on your reading of Anstey and Bull (2009), please bring to class a range of multimodal texts that you want to use for analysis and discussion.

Lecture/Discussion(s):  Thinking visually, thinking about multimodality

Part 1:  Introduction | Visual and Multimodal Literacy Standards
Part: 2 Visual Images | Elements & Principles
Part 3

Resources:

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Week Eight:Multimodal Literacy | Monday 17 October  

Reading: Anstey, M., Bull, G. (2009). Developing new literacies: responding to picturebooks in multiliterate ways.

Objective: Responding to narrative in multimodal ways

Noteworthy:

  • Based on your reading of Anstey and Bull (2009), please bring to class a range of multimodal texts that you want to use for analysis and discussion.
  • InfOhio Ohio’s state-funded resources are available to all Ohio’s K-12 students and teachers. Username: chuh | password: tigers. The JCU password is “works.”  The user id is “infohio.”

  • Mobile Learning Application Assessment &  Gallery

Discussions & Mini-Lectures 1 | Analyzing multimodal text : visual, linguistic, gestural, audio semiotic systems.

Workshop 1: Based on your reading of Anstey and Bull (2009), please bring to class a range of multimodal texts that you want to use for analysis and discussion.

Discussions & Mini-Lectures 2 | Analyzing multimodal text : visual, linguistic, gestural, audio semiotic systems.

  1. Making storyboards to study to multimodal narratives — let’s read a bit of Anstey & Bull, 2009, pp. 35-36
  2. Storyboards & multimodal analysis
  3. Doing a discipline and/or grade level specific multimodal analysis
Workshop 2 

Resources:

1. Storyboarding (suggested) There are any number of storyboarding apps to choose from including apps dedicated to the iPad.

  • Visit the App store and explore the various StoryBoard tools. While I cannot recommend one or another application, there are numerous interesting apps to explore.  Of course read the reviews before choosing to spend money.
  • Prezi is particularly effective for storyboarding.
  • You might also consider Google Slides. (Please note: the application you choose for your storyboard needs to be well suited for representing the semiotic systems you are exploring).
  • Lino – collaborative bulletin board for posting notes, images, and video

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Friday 21 October Assignment Due:  BlogPost 4

Week Nine: Multimodal Literacy | Monday 24 October

Noteworthy: BlogPost 7 & 8 :  ED386 Initial FIELD OBSERVATION

(Unassigned but interesting) Reading: Shanahan, L. (2012) Lessons in multimodal composition from a fifth-grade science classroom. 

Lecture/Discussion: Introduction to Digital StoryTelling

Workshop 1:

  • Make a WeVideo Account and get started

Workshop 2: Multimodal Literacy | Storyboarding & BP6 

Resources:  Digital Storytelling

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Friday 28 October : Assignments Due Blog Post6  Responding to Multimodal Texts (StoryBoard)

Week Ten: Digital Storytelling | Monday 31 October

Noteworthy:

Readings

  1. Reading: Dalton, B. (2013). Multimodal Composition and the Common Core State Standards.
  2. Please choose a reading based on your focus in EC | MC | AYA (See below)

Discussions 1: Multimodal composition workshop

Discussion 2: Designing and Producing a Digital Story

  • From the reading you chose (based on your focus in EC | MC | AYA) please identify:
    • Ideas about/for organizing a digital storytelling workshop;
    • Pedagogical enhancements/benefits to learning from digital storytelling workshops

Readings

Early Childhood

Husbye, N. E., et al (2012). Critical Lessons and Playful Literacies: Digital Media in PK-2 Classrooms. 

Middle Child

Science /Math

Doyle, K., & Dezuanni, M. (2014). Children participating in science through digital-media literacies.

ELA & Social Studies

Miller, S. et. al. (2012) A Literacy Pedagogy for Multimodal Compositing. 

Adolescent & Young Adult

Science /Math

Hoban, G., Nielsen, W., & Shepherd, A. (2013). Explaining and communicating science using student-created blended media.

ELA & Social Studies

Miller, S. et. al. (2012) A Literacy Pedagogy for Multimodal Compositing.

Workshop:  

Resources: 

Friday 4 November:  Assignment Due BlogPost 7 & 8 

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Week Eleven: Digital Storytelling & Assessment

Monday 7 November

Required Readings:

  • Lambert, J. (2013) Chapter 5: Seven Steps of Digital Storytelling.  Digital Storytelling: Capturing Lives, Creating Community. (4th Edition). Routledge : New York, NY. pp. 53-69.
  • Smith, G. and Sobel, D. (2010) Chapter five, Place- and Community-Based Education in Practice: Starting with the Traditional Disciplines. Place- and Community-Based Education in Schools. New York: Routledge. pp. 60-73.

Recommended Readings:

  • Lambert, J. (2013) Chapter 9: Designing in Digital: Working with Digital Imaging, Audio, and Video. Digital Storytelling: Capturing Lives, Creating Community. (4th Edition). Routledge : New York, NY. pp. 105-116.
  • Lambert, J. (2009) Chapter 6: Storyboarding. Digital Storytelling: Capturing Lives, Creating Community. (3rd Edition). Digital Diner Press : Berkeley, CA. pp. 51-64.

Viewing: Center for Digital Storytelling -> with your assigned partner, view one digital story with intention and focus

Discussion & Small group activity 

  • Seven Steps of Digital Storytelling -> assign one step to each pair
  • Read your step for the main ideas (relative to the digital story you just watched):
    • Prepare a talking point or two;
    • Relate the talking points to the digital story you watched;
    • Identify a brief quote or two from the reading;
    • Relate the quotes to the digital story you watched;
    • Prepare to discuss with class.
  • Discuss the digital story you previewed in relation to the points & quotes

Discussion 2: Place-based Education & coming up with an idea for your digital story screen-shot-2016-11-01-at-11-19-21-am

Discussion 3: Scripting for Digital Storytelling

Workshop:  WeVideo: video production and editing (I DO, YOU DO, WE DO, YOU DO)

  • Titles
  • Transitions (conventional)
  • Multiple tracks
  • Animation & Filling the frame with still images
  • Levels : audio and video

Resources

Sources:

  • City Voices City Visions: The objective of CVCV is fostering student achievement by empowering them with digital video tools for visual/analytic thinking and understanding.
  • Center for Digital Storytelling (cen·ter for dig·i·tal sto·ry·tell·ing; CDS) Assists youth and adults in using digital media tools to craft and record meaningful stories from their lives and share these stories.

Thursday 10 November Assignments Due: Blog9 Digital Story Script

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Digital Storytelling  Week Twelve | Monday 14 November 

Assignment Due: BP 10 Digital Storyboard

Reading: Callow, J. (2008). Show Me: Principles for Assessing Students’ Visual Literacy.

Noteworthy:

Discussion 1: Story circles with Storyboards 

  • With your circle
  • With Dr. Shutkin

Discussion 2: Assessment

Workshop 1: iPhone & Voice over narration

  • You can use your own music or audio files in your videos made with WeVideo. Simply upload them just like you do with your videos and images and they will appear in your media gallery for use in the editor.
  • WeVideo supports the following audio files: .aif, .mp3, .m4a, .ogg, .wav and .wma

Workshop 2:  WeVideo: video production and editing (I DO, YOU DO, WE DO, YOU DO)

  • Titles
  • Transitions (conventional)
  • Multiple tracks
  • Animation & Filling the frame with still images
  • Levels : audio and video

Resources:

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Week Thirteen:  Distributed Cognition | Monday 21 November 

Assignment Due:  Digital Stories (accepted until 28 November)
Distributed Cognition

Noteworthy: 

Reading:  

  • Salamon, G. & Perkins, D. (2005)”Do Technologies Make Us Smarter? Intellectual Amplification With, Of and Through Technology.”
  • Martin, L. (2012). Connection, Translation, Off-Loading, and Monitoring: A Framework for Characterizing the Pedagogical Functions of Educational Technologies.

Workshop :  

Discussion:

  • Digital Stories: Gallery (To get credit for your digital story, please use the assessment criteria you developed to assess your digital story).
  • Distributed Cognition:

A. Effects With/Of/Through

B. Pedagogical Functions of Educational Technologies (learning as coordinating between and among people and technologies in an educational system) : Connecting | Translating | Off-Loading | Monitoring

Distributed Cognition Case Analyses

A.  Blended Learning Energizes High School Math Students:  Educator Peter McIntosh helps his students to take ownership of their learning by using interactive subject-mastery tools like Khan Academy. High (9-12)

B.  Differentiating Instruction Through Interactive Games:  Using tech tools and games acquired through grants and his own resourcefulness, second-grade teacher Robert Pronovost tailors math instruction to match students’ individual learning styles. (multi-age)

C.  Exploring Emigration: Maps & Migration :  Using maps and technology to explore geography (Grades 6-8, Social Studies)

D. Poetry WorkStations : Students analyze poetry with PodCasts and WebLogs (Middle School 4-8 Language Arts)

E. Enhancing Chemistry Basics with Technology : Grades 9-12 / Science / Peer Teaching

F. Potential Energy: Problem Solving with Technology : Grades 9-12 / Science / Physics

G. Google Docs in the Classroom : Grades 9-12 / All Subjects / Collaboration

H. The Learning Landscape: Kids Monitor Terrain with Technology  : Grades 3-7 / Environmental Science

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Week Fourteen: TPACK Design | Monday 28 November 

Assignment Due:  Digital Stories (accepted until 28 November)

Reading: Mishra, P. & Koehler, J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. (pp. 1017-1031)

Noteworthy:  iOS: Understanding ‘Erase All Content and Settings’ (Instructions for erasing all content and settings for your iPad are available from the above link. If you want access to any of the information in the future, make sure you have an iCloud or iTunes backup and that it is up to date before erasing.  The erase process should take just a few minutes. iPads are to be turned in next week, 5 December AFTER you have successfully erased all content and settings).

Digital Story Gallery 1

Discussion Distributed Cognition Case Analyses

A.  Blended Learning Energizes High School Math Students:  Educator Peter McIntosh helps his students to take ownership of their learning by using interactive subject-mastery tools like Khan Academy. High (9-12)

B.  Differentiating Instruction Through Interactive Games:  Using tech tools and games acquired through grants and his own resourcefulness, second-grade teacher Robert Pronovost tailors math instruction to match students’ individual learning styles. (multi-age)

C.  Exploring Emigration: Maps & Migration :  Using maps and technology to explore geography (Grades 6-8, Social Studies)

D. Poetry WorkStations : Students analyze poetry with PodCasts and WebLogs (Middle School 4-8 Language Arts)

E. Enhancing Chemistry Basics with Technology : Grades 9-12 / Science / Peer Teaching

F. Potential Energy: Problem Solving with Technology : Grades 9-12 / Science / Physics

G. Google Docs in the Classroom : Grades 9-12 / All Subjects / Collaboration

H. The Learning Landscape: Kids Monitor Terrain with Technology  : Grades 3-7 / Environmental Science

Discussion: TPACK Design 3103592_orig

Resources:

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Monday 5 December: Assignment Due: Distributed Cognition Exploration

Week Fifteen:  TPACK Design | Monday 5 December  

Noteworthy:

Readings:

Digital Story Gallery 2

TPACK (Please review the assignment to ask me about anything).

Review: Your Video Games Exploration 

A. Discussions TPACK Analysis:

Describe the PCK or TPCK of the teacher. Include the following (the more the merrier):

  • Technological resources evident and the technological knowledge of teachers and students;
  • The domain of knowledge and understanding of what makes the concepts or ideas difficult or easy for students to learn and how technology can help;
  • Understanding of the representation of concepts using technologies:
  1. Multimodal literacy and semiotic systems: visual, audio, gestural, linguistic.
  2. Translation (distributed cognition);
  3. Powerful analogies, illustrations, examples, explanations, and demonstrations that help make the subject comprehensible to the students;
  • Knowledge and understanding of how technology can help make concepts or ideas comprehensible to students;
  • Pedagogical techniques that use technologies in constructive ways to teach content (TPACK learning activity types); [Note: LAT’s can also be discussion in the Organization section of your TPACK Design].
  • Evidence of Distributed Cognition including the effects of classroom technologies on the learning experiences of students including:
    • (a). Technological pedagogical functions; (connect, translate, off-load, and monitor); and
    • (b). Cognitive amplification (effects with, of, and through)
  • The twelve (12) principles of learning built into good video/computer games & other educational technologies.

B. Working with a partner, view one of the 5 videos listed below

(Describe everything you can that relates to PCK and TPCK)

  1. Poetry WorkStations : Students analyze poetry with PodCasts and WebLogs / Middle School 4-8 Language Arts
  2. Enhancing Chemistry Basics with Technology : Grades 9-12 / Science / Peer Teaching
  3. Potential Energy: Problem Solving with Technology : Grades 9-12 / Science / Physics
  4. Google Docs in the Classroom : Grades 9-12 / All Subjects / Collaboration
  5. The Learning Landscape: Kids Monitor Terrain with Technology  : Grades 3-6 / Environmental Science

C. TPACK

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TPACK Design

Final Exam Schedule

Digital Story Gallery 3

Course Summary

Final Exam: Monday 12 December, 6:00-7:50

Assignment Due:  15 December TPACK Design 

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