DUE: Research Group Signup, Initial Research, Quizzes 1, 2, 3, Blog Post

NOTES:  8 June.docx  08 June.docx

Back in the day . . . 

Posted by  Deborah Davis  at Thursday, May 28, 2015 6:30:54 AM EDT

     "When I was a young adult, I received an Associates in Computer Programming.  I learned to use punch cards for RPG programming.  The most advanced thing program we had was Assembler 365.  We did our debugging with a vacuum cleaner, and the mainframe was housed in a room that was about 50' x 75' and highly air conditioned.  I am constantly amazed at my phone.  It houses more computer power than we ever thought possible, back in the day.  Throughout my professional life, I typed on manual typewriters, then electric typewriters, then electronic typewriters, then large word processing machines, and eventually, on desktop and portable (luggable) computers.  I was nearing the end of my full-time career when laptops were viable, and diskettes had moved to three and a half inches.  

     "Trying to keep up with the times has been an amazing effort.  While I managed well enough through Windows 7, Windows 8 has been a real challenge for me.  Touch screens and Smart boards bring a versatility to my classroom that excites me with the options now available.  While I don't understand all the new technology available these days, and I'm sure there is much more to come, I look forward to learning to use these new tools to a greater efficacy.  I know that any new technology in my classroom will aid in engaging my students to their benefit!"

 Assignment Explanations

 Documents/ Collaboration

Nerves - At this point, with this much experience and this much know-how, one would think that the butterflies would at least fly in formation.  But, instead, I feel the flutters of nerves as the morning begins.  As the day goes onward, I know that my senses will settle, and I will become comfortable with the classroom environment again.  For the moment, however, nerves are aflutter.     As the prof presented the information, I found myself relaxing.  The history of memory use resonated with me from my early days in computer sciences and programming.  

    The trip down memory lane aided me in relaxing and being open to learning the paths open to us.  Then, the lights went out and my anxiety rose.  I was near edging into hyperventilation and using tools for bio-feedback to relieve and distract me when we broke for the dissertation brief and lunch.  By the time we returned from lunch, I was back on focus and the lights stayed lit.  The afternoon allowed for discussion of the requirements for the lit review.  Focus was given on the need for published research articles vice best practices.  For the individual prospectus, take what we have learned about our singular issue sub-trend as the basis of a hypothetical research project.  

    This afternoon culminated with a dynamic work session within our team.  We are blessed to be well balanced and appropriately focused.  There are no slackers in this group and our presentation will be wonderful I have no doubt. We found that we have a creative theme captured within our group, and I am hopeful it will be approved.  If not, we will rein it in and move forward in a slightly less creative manner.  The topic is fascinating, and I feel I am learning new things constantly.  

Research Process

Computer Assisted Qualitative Data Analysis Software (CAQDAS)

Mobile/ Tablet

http://zunal.com/webquest.php?w=288557  -- http://zunal.com/webquest.php?w=288141

DUE: Blog Post #4   11 June.docx

Play Day -- not meant to be stressful

45 minutes each, for six groups -- should be done by 1  -- REVIEW researched published literature on a specific topic

EDUC730_LitRevRubric.docx  EDUC 730 Lit Review Assignment(2).docx     Our foci -- Big Data (William); Traits in Translation (Deb); Positive Predictions (Scott)

10 minute overview and vignette -- elements and findings --  then summarize

Students will develop a WebQuest following the general procedures for WebQuest development as identified in the course session. The basic requirements for this assignment are:

• Develop a WebQuest in the student’s general area of instructional interest/ expertise.
• Use www.zunal.com or the WebQuest templates in Microsoft Word. 
• Follow the rubric for guidelines.

               -  Focus on both a student page and a teacher page
               -  Develop procedures that are appropriate for the intended grade level
               -  Use sources and procedures that harness the power of current technology
               -  Be sure that the assessment procedures are appropriate
               -  Be sure that the task is both interesting/ engaging and relevant

Basic Powerpoint for transition to WebQuest ==>> Writing to Analyze Images.pptx

140/150

Students will develop a lesson (or group of lessons) that integrates technology into the pedagogical elements for the purpose of “flipping”a classroom  This will be due two weeks after the last day of the intensive.  

The basic requirements for this assignment are:

-       Students will develop a flipped classroom lesson plan that incorporates technology focusing on the direct instruction component delivery in a student self-directed format.  This i often done using video screen capture, multimedia audio production or some other effective presentation system. 

-       The lesson must sufficiently identify the core components (objectives, assessments, learning activities).  No specific technologies are being prescribed overall, but students should be careful to choose appropriate technologies for the learning and to effectively present concepts, materials and demonstrations for self-directed student learning, and that these choices were made in the context of the content, the diversity of the class, and for the skills already present.

-       Students will also need to identify the accompanying state and national standards, the general goal(s) for the lesson, and the required resources and materials for the implementation.

-       Students should conceptualize both the out-of-class activities (and develop accompanying materials) and in-class activities (group practice, differentiated activities, etc).

-       Diagnostic, formative and summative assessments should be identified where appropriate.

-       Students turn in all materials by posting them into an online hosted environment (with embedded videos and all) and provide a link in the Blackboard submission area.

Overall Assignment Description

Create an instructional video using one of the TYPES of technology:

• ·        
• ·        
• ·         Video using webcam built into laptop
• ·         Pieced together video using various assets using MovieMaker, iMovie, or WeVideo
• ·         Photo based video using MovieMaker, iMovie, WeVideo or PhotoStory

You will need to explain a skill, demonstrate a skill or teach in general a skill.  This can be recorded by you or with someone’s help.  The video must be at least 1 minute long and no longer than 5 minutes.  It must include visuals and audio.  And finally it must be uploaded to a sharing location (like Youtube, SchoolTube, TeacherTube, Vimeo, or even DropBox or Box.Net).