TIE 512 post #5 Reflecting

complex model

Complex Problem:
framed as an essential question

WHY DO WE HAVE WAR?

model: database

Elements of War

Database created using Microsoft Access


I'm not really any closer to answering the essential question, which I'm sure is the point of using a database as a mindtool and model. I'm sure it has more to do with being a novice at using Access, which I have not found too helpful when running queries. The process of gathering information and organizing it into a table provided some insight as to why we have war. It's not really anything different than what I would have guessed at before doing this though. Learning about the cost in terms of financial and human life basically made me even more repulsed. The basic pattern in the wars depicted in this table show that, as you might guess, war is extremely costly across the board. I guess I was wondering if we were better off before or after each war and that is a query I couldn't run. Maybe it's possible, but I couldn't figure out how to do it no matter how many tutorials I listened to. I could figure out the basic queries without running them, like which war was longest, shortest, bloodiest, highest or lowest cost in dollars. It's obvious that as technology advanced so did the price, but interestingly the number of casualties decreased, but that ultimately depended on where the war was fought and how many troops were deployed. I could have added a field for civilian deaths and noncombat or disease-related deaths, since there was a great deal of information on this and it was a huge factor during the 18th century wars. I would have also like to ask which war was the most widespread, but again, this was not an option, or at least I couldn't figure it out. Based on the countries involved and it's name I can tell that it's WWII without running a query. I ended up creating several tables and databases and queries. The screenshot above is the final version.

I have included screenshots of two queries to help explain why I didn't think they were all that enlightening. The first is one where I compared location and government which demonstrates what types of governments often engage in war.

The second shows the connection between outcome and cost. Was winning/losing worth it? That's hard to say and depends on how winning and losing are defined. Personally I think everyone loses in a war. The question is obviously more complex than that, but this would get students to discuss how or if the gains outway the costs.
While the queries did not help to inform me to a great extent during this exercise, I do think generating a database helped me to understand why we would want students to engage in a similar experience. I know a hell of a lot more about the details of certain wars, much of which isn't even included in the database, than I did prior to doing this and I enjoyed reading and learning about all the history involved. For example, I didn't even know there was a Haitian revolt in 1791. I think students would be extremely engaged and feel a sense of ownership when creating a model. This is a great deal more interesting than reading a table in a text and worth the extra time and effort it takes to make. Generating a learning tool/complex model such as a database deepens understanding. Like Jonassen states, "Building such models is hard work. Because learners own the models they construct, they are more willing to engage in that hard work." It doesn't necessarily provide a straight-forward simple answer (such is the nature of essential questions), but definitely helps to organize thoughts about a specific topic. I think if students were tasked with this they would have learned more because they don't necessarily know as much about history and wars.

sources:

1. War defined
   http://en.wikipedia.org/wiki/War
2. War on Terror articles
   http://www.globalissues.org/article/358/war-on-terror-articles
3. Department of Veterans Affairs - American Wars
   http://www1.va.gov/opa/fact/amwars.asp
4. PBS - Psychology of war
   http://www.pbs.org/perilousfight/psychology/
5. WW I
   http://en.wikipedia.org/wiki/World_War_I
6. WWII
   http://en.wikipedia.org/wiki/World_War_II
7. American Revolution
   http://en.wikipedia.org/wiki/American_Revolution
8. French Revolution
   http://en.wikipedia.org/wiki/French_Revolution
9. Haitian Revolution
   http://en.wikipedia.org/wiki/Haitian_Revolution
10. Korean War
    http://en.wikipedia.org/wiki/Korean_War
11. Vietnam War
    http://en.wikipedia.org/wiki/Vietnam_War
12. American Civil War
    http://en.wikipedia.org/wiki/American_Civil_War
13. Financial cost of WWI
    http://www.spartacus.schoolnet.co.uk/FWWcosts.htm
14. NPR interview - Cost of War in Iraq
    http://www.npr.org/templates/story/story.php?storyId=5151090

TIE 512 Post #4 Reflecting

Problem-Based Lesson Planning and Implementing

I found Barell's 10 steps for organizing lesson concepts and ideas extremely helpful for the purpose of teaching and planning, particularly with regard to collaborating with another teacher. Since designing and writing a unit for the main purpose of teaching using problem-based learning and models, in an effort to employ problem solving as the authentic strategy and method for teaching concepts to students, is relatively new, I thought the practical information Barell provided quite useful. These steps ensured that problems were provided, student would be guided through an inquiry process, and consistently engaged. The various steps were easily amended as needed, which isn't always the case with some lesson formats. While I understand the importance of teaching inquiry, I found using the examples provided by both Barell and Jonassen to be helpful with choosing appropriate essential questions and mindtools. Students were not being spoon fed information or simply looking for information on a topic and copying it. I found the step involving creating a web particularly helpful for narrowing down and pinpointing exactly what topics the unit would include. I used this for moving from step 2 to step 3. I would not change the introduction activities, which included creating a knowledge chart, reading Just a Dream and viewing an ecological DVD on natural resources. Nor would I amend the objectives, essential questions, long-term strategies, learning experiences, assessment, reflection, and transfer and application components of the unit. I liked the way this unit flowed and how the components were divided between two teachers. Students are more excited than usual because they are learning about a system from two teachers and making connections regularly. They are constantly sharing what they learned in each class. This helped to emphasize the importance of collaboration. The essential questions provided guidance for the task and mindtool activity, which we have yet to complete since we are still creating the survey. Hopefully the database will be completed by the end of next week. While this tool is quite simple to create it will provide quite useful information that should be easily understood so students can take the next step and use what they learn to acquire conceptual change. Because students will be building this model they will be constructing their own knowledge, one of the primary goals of PBL. They are looking forward to creating the database and their plan for making our school more “eco-friendly”. We’re calling it the greening of Reilly.

I would, however, provide additional practice with creating a database prior to this lesson because creating a survey, and gathering the information needed to create the database in addition to inputting all of the survey responses into it is quite a monumental task. One that had to be divided up into several lessons due to the fact that I was teaching this part of the unit and only see students once per week for 40 minutes, at which time they also circulate books. Especially when students have not engaged in this type of learning experience and we're completing this lesson bit by bit due to scheduling. I would like to see this class at least 3 times per week for 2 weeks in order to complete the lesson adequately. As it stands, we are in the 4th week of the lesson, but I have only worked with this group twice due to illness and ISAT testing. The classroom teacher has contributed to much of the introductory components of this mini unit. In the future I would plan it so that the unit has been completed prior to ISAT testing or begin it just after testing has ended, which might be better actually because then we can focus on it in April during national poetry month and Earth day. Furthermore, I would also spend more time on the Environmental Heroes book, or at least acquire another copy or two.

Ultimately, this mini-unit provided an opportunity for students to engage in meaningful learning in conjunction with the inquiry process because they are asking questions, analyzing, investigating, collaborating and sharing information about a problematic situation, which will lead to conceptual change and enduring understanding. A bonus just happens to be that they will also be making a difference in our school community. I personally think this unit scores high in the transfer category.

SOURCES:

1. Maricopa Center for Learning and Instruction
   Problem-Based Learning
   http://www.mcli.dist.maricopa.edu/pbl/info.html
2. Davidson County Schools
   Project Based Learning
   http://davidson.k12.nc.us/pbl/pbl.htm
3. Saskatchewan Schools
   Best Practices
   http://www.saskschools.ca/curr_content/bestpractice/index.html
   BP map - http://www.saskschools.ca/curr_content/bestpractice/sitemap.html
   
4. New Horizons for Learning - Thinking Skills
   http://www.newhorizons.org/strategies/thinking/front_thinking.htm
5. Central iSchool
   http://www.centralischool.ca/
6. Baltimore County Public Schools
   Elementary School Research Models
   http://www.bcps.org/offices/lis/models/elem.html
7. P16 Science Education - Akron Global Polymer Academy (AGPA)
   Best Teaching Practices
   http://agpa.uakron.edu/p16/best-teaching-practices.php
   

questions that prompt meaningful learning

ESSENTIAL QUESTIONS

1. What constitutes healthy eating/diet?
   STATE GOAL 22: Understand principles of health promotion and the prevention and treatment of illness and injury. B. Describe and explain the factors that influence health among individuals, groups and communities.
2. How can students be sure to stay healthy? 22
3. What makes a good President?
   STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
4. Who was more effective as a president, Washington or Lincoln?
   16 A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.
5. What makes a good leader?
   16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources. 16.B.2d Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt.
6. Why do we have war?
   16.B.2b Identify major causes of the American Revolution and describe the consequences of the Revolution through the early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin.
7. What would have happened to the economy in the colonies without slavery and indentured servants?
   16.C.2a Describe how slavery and indentured servitude influenced the early economy of the United States.
8. What is the best format for taking notes?
   STATE GOAL 5: Use the language arts to acquire, assess and communicate information. NETS-S 3 a/b Research and information fluency
9. What is the best OPAC database?
   AASL 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
10. How do civilizations become extinct?
    STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
11. Why is collaboration important?
    NETS-S 2a Communication and collaboration AASL 1.1.9 Collaborate with others to broaden and deepen understanding. STATE GOAL 24: Promote and enhance health and well-being through the use of effective communication and decision-making skills.
12. Why does the U.S.A. use so much fossil fuel?
    STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. C.1c Explain the difference between renewable and nonrenewable resources. STATE GOAL 12: E.1c identify renewable and nonrenewable natural resources.
13. Why are some species extinct?
    STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. A. Know and apply concepts that explain how living things function, adapt and change.
14. Who did more to impact human rights, Martin Luther King, Jr. or Abraham Lincoln?
    16 A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
15. What patterns exist in our nation’s political history?
    16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.
16. Why have rules/laws?
    STATE GOAL 14: Understand political systems, with an emphasis on the United States. A. Understand and explain basic principles of the United States government.
17. Why is information censored?
    STATE GOAL 14: Understand political systems, with an emphasis on the United States. D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. F. Understand the development of United States political ideas and traditions.
18. Why ban books? 14
    
19. Can/should the information available on the Internet be regulated?
    AASL 4.3.2 Recognize that resources are created for a variety of purposes.
20. Which city would be better for hosting the 2020 summer Olympics, Kuala Lumpur, Malaysia or St. Petersburg, Russia?
    STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.
21. What has been the most devastating natural disaster in the last decade? 17
22. Why do urban myths exist?
    STATE GOAL 18: Understand social systems, with an emphasis on the United States. A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.
23. How do fairy tales, legends and myths reflect culture?
    STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas. B. Read and interpret a variety of literary works. 18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.
24. How are ecosystems impacted by the reversal of water flow in a river?
    STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts. B. Know and apply concepts that describe the interaction between science, technology and society. 2e Identify and explain ways that technology changes ecosystems (e.g., dams, highways, buildings, communication networks, power plants).
25. Why do we build skyscrapers in Chicago?
    STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. STATE GOAL 18: Understand social systems, with an emphasis on the United States. A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
26. How does the way humans interact with/live off land lead to disaster/devastating events?
    STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. C. Understand relationships between geographic factors and society.

TIE 512 post #3 Concept map

Inquiry Learning & Problem Solving

This map describes the ideas inherent in both inquiry and problem-based learning. Meaningful learning leads to conceptual change, which occurs when learners are engaged in experiences that are infused with solving problems and asking questions. The nodes in this map are organized in such a way that they describe methods and connections between the components that PBL encompasses. The branch describing technology and modeling mindtools is extremely extensive, but provides a thorough overview of the important concepts related to teaching learners to learn via PBL.

PBL is a student-centered complex and authentic teaching strategy that leads to inquiry and meaningful learning, which in turn causes learners to rethink and restructure their understanding and make sense of concepts in new ways, thus engaging in conceptual change. Conceptual change relates to problematic situations and theory building, which are connected to inquiry because it is a process that resolves learners’ questions, curiosities, doubts, and uncertainties about complex phenomena in life. Meaningful learning has at its core model-making, which has many facets, including assessment, construction, domain knowledge and mindtools. Domain knowledge, or facts and information, can be organized by using concept mapping tools, like the above map I generated using Inspiration, systems modeling tools that support learners’ understanding of specific subject matter content, modeling problems, experiences, and thinking. Mindtools for modeling is a complex component of model-making. Mindtools are computer-based tools that have been adapted or developed to enable learners to represent what they know and have the advantage of being efficient with regard to both time and money. Unfortunately, they are limited with regard to how learners’ think and develop. There are many options for modeling mindtools, all of which engage higher order thinking in learners, which I believe is one of the most important adantages of using them. Databases, concept maps, spreadsheets, expert systems, systems modeling, teachable agents, DMEs, visualization tools, hypermedia, and discussion boards are all a means for modeling mindtools. The most engaging and complex of all modeling tools is systems modeling, which supports specutlation, decision-making, and most importantly, problem solving. There are various computer tools used to achieve this end and organized into two areas: aggregate modeling tools, such as Stella, VenSim, PowerSim, Model-It, and population dynamics tools, such as NetLogo and EcoBeaker. These help to teach systems thinking, which is important for understanding complex, real-world systems and building mental models of those systems. Employing PBL is best practice because it is engaging for learners, demands use of MI and provides learning experiences that lead to transferrable life skills. Problematic situations require students to engage in the questioning process, one in which they often answer their own questions. Students’ questions should drive instruction/learning. By asking questions students are taking risks and driven to investigate and analyze in an effort to find answers. PBL also enables learners to share knowledge and collaborate. Teaching inquiry can be accomplished via a multidisciplinary approach and can be teacher-directed, shared, or learner-directed.

Sources:

1. Barell, J. Problem based learning: an inquiry approach. Corwin Press: Thousand Oaks, CA. 2007.
   
2. Jonassen, D. Modeling with Technology: Mindtools for conceptual change. Pearson: Upper Saddle River, NJ. 2006.
   
3. Mindtools from Technology in Education

   http://www.quasar.ualberta.ca/edpy485/edtech/index.htm
4. Problem Based Learning Resources
   http://www.techforlearning.org/PBLresources.html
5. Project/Problem Based Learning - The I² Mission
   http://video.google.com/videoplay?docid=392657594061529011

TIE 512 post #2 describe a complex problem - relate to theories

What should I do first? How should I do it? What resources can I enlist?

Last summer I was selected to be on a new Illinois reader's choice committee for the 2011 Bluestem award, which is geared toward grades 3-5. First, a list of 100 children's titles was divided up between 50 readers, of which I had to read and evaluate 10. This segment of the process occurred during the summer months. Then, the original list was narrowed down to 50 based on readers' evaluations.

In mid-October, I was then assigned to read these 50 books by January 29 so that I would be able to argue for or against keeping a book on a FINAL list of 20. We used criteria for determining appropriate selections for the final list, but it's not relevant for explaining the problem.

In order to read all 50 titles on the list, I first had to evaluate the list, which I printed out in a spreadsheet, alphabetically by author's last name. At this point I could have begun the task of acquiring and reading each title in the order that they appeared, but in an effort to be efficient, I decided to determine which selections I had already read, or those that were part of the initial 10 books read, and those I could acquire easily. I then highlighted the books I had already read or had available in my own library. I went to my school library, brought all of those books home and very slowly began the process of reading each selection.

I then went through the list from top to bottom and searched the Chicago Public Library database to find out which titles were available and where and made notes according to what I learned as I completed this step. If books were available at branches near where I lived or worked, then I noted which branch and what in section they were located in the library on my spreadsheet, and used this as a reference sheet and checklist as I went to these libraries to check out the books. If they were not available at locations close by, then I put them on hold and awaited their arrival at my local CPL branch. I also borrowed a few from classroom teachers at my school.

I made notes and color coded my spreadsheet as I located, acquired, read each book up until January 29. I highlighted school books in pink, books I read in yellow (number of each selected was highlighted), books from my original list in blue, CPL books in green, books I borrowed from colleagues in orange. This way I was able to track what I read and what still needed to be acquired and/or read as time progressed toward the deadline. Fortunately I did not have to evaluate this list as well or I would have added a section on my spreadsheet for comments and an overall score. I used this spreadsheet constantly to check on what selections still needed to be acquired and read.

This problem solving scenario reflects Howard Gardner's theory of multiple intelligence because a logical-mathematical learner would identify the task and its components before devising a plan, and a visual-spatial learner would create a visual representation of the task and create a colorful way to plan/chart progress.

Additionally, this reflects Bransford and Stein's IDEAL problem solving model in that initially the problem was identified ( read 50 books), alternative goals were defined ( read whatever I can get my hands on without devising a plan to ensure all are read), possible strategies were explored ( read books in order appear on list or any order, try to acquire one title at a time), anticipated and acted ( I figured it would be difficult and time-consuming to get some of the books I needed so I spent a great deal of time determining where each was located and read them as I was able to acquire them), looked and learned (once I completed the task I was prepared to discuss the titles at the meeting and argue for or against keeping them on the final list of 20 titles).

Furthermore, I believe the theory of Bloom's taxonomy reflects the problem solving that occurred as well because I toggled between creating, evaluating, analyzing, applying, understanding, and remembering to attain a solution.

sources:

1. Bloom's Taxonomy of Cognitive Levels, by Mary Forehand, University of Georgia http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
2. The Art of Complex Problem Solving
   http://www.idiagram.com/CP/kindsofproblems.html
3. Gestalt psychology
   http://en.wikipedia.org/wiki/Gestalt_psychology
4. VirtualSalt - problem solving techniques
   http://www.virtualsalt.com/crebook4.htm
5. Multiple Intelligence
   http://www.thomasarmstrong.com/multiple_intelligences.htm
6. Ideal Problem Solving Template
   http://www.mindomo.com/view.htm?m=3f55b1e740bdb815dd8fe92209be01ef
   

TIE 512 post #1 model a complex system/problem

modeling a model

According to John Barell, "a model is someone or something that represents the kinds of behaviors, relationships, or parts people hold up to themselves and others as exemplary" (p. 13). Since modeling such things as good behavior and problem solving is a good way for students to learn we must keep this at the forefront of our minds when employing teaching methods to instill learning strategies that enable us to connect and instruct our students.

Effective and appropriate communication as a means for commenting on other's work or verbal input is a problem I have consistently experienced with students. With this in mind I try to model appropriate and constructive verbal interactions with my students so that they learn how to apply communication skills effectively. I want my students to be able to listen and comment on each others' remarks during whole-group and small-group discussions. Therefore, I use the following sentence stems during discussions and ask that my students do the same:
• I agree with...
• I disagree with...
• I'd like to comment on...
Additionally, I use something similar for the purpose of peer editing/review. In this case students are to use a visualization tool or chart, what we call PQS (Praise, Question, Suggestion). Students use this tool in order to offer praise (positive comments on work), ask questions about what students have completed in order to help them clarify their writing/thoughts, and finally, offer suggestions as to what can be done to possibly improve something. This model enables student to engage in articulation and reflection, components of cognitive theory.

Students are quite receptive to both strategies, which are modeled in my classes from the onset of the school year. Both sentence stems and PQS are models for interacting and communicating that help create an positive risk-taking environment (see Barell, ch. 2). While learning is a very social activity, students are not always comfortable commenting on each others' remarks or offering feedback in a constructive format. Therefore, employing the above described models (via modeling) provides opportunities for developing what I consider to be life skills, and communication in itself is a component of a complex system. When students engage in successful communication they are learning. "It follows that only through interactions with one's peers and environment can a learner negotiate comprehension" (Stein, 1998). It is my belief and experience that students need to be shown how to interact verbally and given every opportunity to practice and master this skill so that they can successfully converse, inquire, and solve problems collaboratively.

As we learn more about what models of complex systems/problems entail and how to create models that reflect these, I will be able to choose an actual model of a complex problem and articulate the process more thoroghly. While this is thoroughly explained in Jonassen's book, Modeling with Technology, p. 17-18, I need more practice with this concept in order to do so. I checked out the STELLA modeling site to get more of a flavor for what this type of model can do, like simulate a system over time, jump the gap between theory and real world, enable students to creatively change systems, teach students to look for relationships, communicate system inputs/outputs and demonstrate outcomes.

sources:
1. Barell, J. Problem based learning: an inquiry approach. Corwin Press:
Thousand Oaks, CA. 2007. http://morecuriousminds.com/problem.htm
2. Mindtools from Technology in Education

http://www.quasar.ualberta.ca/edpy485/edtech/index.htm
3. Educational Psychology and Learning Technologies

http://web.missouri.edu/jonassend/
4. Emerging Perspectives on Learning, Teaching, and Technology

http://projects.coe.uga.ed/eplt/index.php?title=Articulation_and_Reflection
5. isee systems - STELLA Modeling

http://www.iseesystems.com/softwares/education/stellasoftware.aspx

Reflecting on Process

Beginning with defining inquiry, evaluating inquiry levels of various Web quests and the designing a task made moving toward a final product easier for me. The teaching guide and storyboard truly helped to fine tune the inquiry process and what students will being doing throughout this Web-based learning experience. The components also helped me to better understand what I was trying to create by having students learn about how information is controlled and why, as well as whether it is appropriate or not and in line with first amendment rights. I also think dividing up the project, in this case a Web quest, into 5 components helped to organize what, when and how things would happen. I like the organization of a Web quest because students can manipulate back and forth between pages as information is needed. I think doing things in this order helped me to amend my ideas so that there is more technology involved in students creating products and communicating ideas and opinions. I added the class Wiki as a forum for discussing experiences with how students access to information is monitored and/or controlled and Google docs to write and publish their persuasive essays for saving the book they chose to read as well as iMovie or Animoto to create and share their ads for saving a challenged or banned book.I feel like I will be going back to the storyboard and refining it even more as I work out some more kinks in my Web quest. I have amended the teaching guide a few times already, but all of this just makes me go back to another component and further define what students will experience and how. For example, I continue to edit the storyboard and will do so again as soon as I publish this post because I keep thinking of more things to add. It’s all been very cyclical, which I suppose is the point. Lessons and units can always be refined and tailored to meet the needs of whatever group you are teaching at the time. The point is to compare what’s been created to the initial inquiry rubric so that students are indeed engaging in an authentic inquiry-based learning experience that will in fact lead to an enduring understanding of the topic of focus.

3D Learning ~ Second Life

The Educational Value of Virtual Learning Environments (VLEs)

I have only been into Second Life a few times and I have come to understand to a small degree the advantages of being able to interact with peers and professors in a 3D learning environment. Having enrolled in and completed several online courses I have become familiar with learning management systems like Blackboard. I have also become quite adept at using Wikis for the purpose of required course discussion topics. While these have served their purpose for teaching and learning and I love the advantages of efficiency, ease of use, and convenience, I cannot deny the advantage of being able to interact with peers and teachers in real time. I think not having access to instant feedback to one's comments and questions is the only real disadvantage of online learning that does not employ 3D learning such as Second Life. While manipulating avatars and maneuvering through Second Life takes practice and time like anything else, I look forward to learning more about what I can learn from using this tool. I see the future use of this type of technology used increasingly for higher education, professional development and distance learning. Being able to interact with people from very distant locations is another huge advantage of VLEs, which will continue to become more popular as academic staff at universities demand them for use in their courses. I also believe VLEs are extremely attractive with regard to functionality and cost. Student access is unlimited and university space no longer essential. No real buildings or classrooms are needed. Students can stay at home to attend a lecture or participate in a discussion. What could be better? I think teachers can add and edit courses according to the needs of each class more easily, which means they can better meet the demands of covering course content in conjunction with addressing learners’ needs, which isn’t always the case with online courses using a CMS or LMS. Having to meet in an 3D VLE like Second Life at a certain time is just like attending a class, except you don’t have to spend your time and money getting there. The future of education definitely lies in virtual learning environments for many reasons, but simply having a greater/varied student base i.e. students from all over can enroll in a class together, regardless of where they live, and basic costs will be much lower, hopefully transferring to students by lowering tuition costs, are two. While institutions will have to incur some basic costs, many software packages available employ open source software so that it can be provided freely. One such example is Moodle, which I describe in detail in an earlier post. I think VLEs have the ability to provide students and teachers with the best tools and resources possible. I think that many courses will be more often blended in the future, but as technology advances, VLEs are going to take the place of traditional classroom settings. There are many organizations and studies dedicated to providing information on the value of VLEs. For example, CLIVE, Sun Microsystems, Media Grid, Arvel sig, and CATE. The Center for Learning in Virtual Environments (CLIVE) is a collaboration between The Center for Advanced Technology in Education (CATE) at The University of Oregon, Sun Microsystems, and MERLOT to create two complimentary spaces on the Web and within 3D space - for comparing, contrasting, and informing educators about the potentials and challenges for learning and teaching in Multi-User Virtual Environments. Check out the source below to learn more.

Source:
Center for Learning in Virtual Environments - CLIVE

Are you a Moodler?

Using technology, particularly Web 2.0 and Web 3D via the Internet applications, as a tool for teaching creates an environment of engaged learners by employing multi-sensory applications that are extremely beneficial to ELLs, helps to address the use of multiple intelligences and differentiated instruction, allows teachers and students to communicate with people globally, provides professional development opportunities via SecondLife and Moodle, applies the constructivist or constructionist approach to teaching and learning, provides a means for mulit-modal communication via text/chat, lip motion and body language as well as Web-based collaboration. For example, using Moodle software provides a way for teachers and students to teach and learn online.

Moodle is a software package for producing Internet-based courses and web sites. It is a global development project designed to support a social contructionist framework of education. Moodle is provided freely as Open Source software. Basically this means Moodle is copyrighted, but that you have additional freedoms. For example, you are allowed to copy, use and modify Moodle as long as you agree to provide the source to others, not modify or remove the original license and copyrights, and apply this same license to any derivative work.

Moodle is an Open Source Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It has become very popular among educators around the world as a tool for creating online dynamic web sites for their students. To work, it needs to be installed on a web server somewhere, either on one of your own computers or one at a web hosting company.

The focus of the Moodle project is always on giving educators the best tools to manage and promote learning, but there are many ways to use Moodle. For example, Moodle has features that allow it to scale to hundreds of thousands of students or it can be used in an elementary or high school. Many institutions use it as their platform to conduct fully online courses, while some use it simply to augment face-to-face courses a.k.a. blended learning. Many users love to use the variety of activity modules, such as forums, wikis, and databases, to build richly collaborative communities of learning around their subject matter. Others prefer to use Moodle as a way to deliver content to students and assess learning using assignments or quizzes.

The word Moodle was originally an acronym for Modular Object-Oriented Dynamic Learning Environment, which is mostly useful to programmers and education theorists. It's also a verb that describes the process of lazily meandering through something, doing things as it occurs to you to do them, an enjoyable tinkering that often leads to insight and creativity. As such it applies both to the way Moodle was developed, and to the way a student or teacher might approach studying or teaching an online course.

There are even Moodlemoots which are conferences held all over the world that can be attended in person or virtually. There's are two this month in Orlando and Madrid, and in New Zealand in April, 2010!

Moodle also offers Moodle Docs which is similar to Google Docs. MediaWiki is the technology that drives Moodle Docs.

If you use Moodle, then you are a Moodler.

Sources:
www.moodle.org
www.iste.org
Language Learning through Multimodal Communication in VEC3D (a study in a PDF)

How do we select Web-based materials?

Criteria for Selection

As a teacher and a school library media specialist I think it's important to look at what the needs of a specific school community are as well as what parameters have been laid out by professional organizations. As a rule, I reference the American Library Association (ALA) for much of what I do, particularly with regard to collection development guidelines. I think they have a complete list of important criteria to consider when selecting electronic resources, including Web-based materials. Below I provide evaluative questions as well as the ALA’s selection policy criteria regarding electronic resources.

Personally, I like to ask questions when evaluating pretty much anything. As far as determining whether Web-based materials are appropriate, I think the following questions are helpful:

• Do the materials make learning a more efficient process?
• Do the materials provide a more efficient means for assessment?
• Is there a means for learners to self-evaluate/self-assess progress?
• Do the materials make learning more easily accessible?
• Do the materials save money?
Do they provide methods for self-study?
• Do materials offer more features than print versions?
• Are there alternatives or supplemental materials for learners who prefer print materials?
• Will these materials increase engagement?
• Is it compatible with common hardware and software?
• Can it be used on PCs and Macs?
• How much does it cost in comparison to print materials?
• How often are updates available?
• How much of the content is downloadable?
• Is a free trial available? If so, for how long?

ALA defines electronic resources as those that encompass full-text and abstracting/indexing databases, CD-ROMs/DVDs, computer software (especially bibliographic management products), Internet sites, e-books with no print counterparts, e-reference works, and collections of e-books and e-journals. We review both commercial (fee-based) and open/free electronic Web sites, the latter including those that offer unrestricted full-text access to material, including digital archives; collections of research journals; preprints/e-prints; and discipline-specific repositories. We selectively review Web-based magazines, courseware, and electronic sites based on collaborative authorship (including wikis and blogs/Weblogs), carefully scrutinizing the quality of the material and the content review processes. Criteria particular to electronic resources include the following:

Access (commercial databases only): try to arrange a free trial so that both editor and reviewer can evaluate the full database.

Scope: give priority to resources that are comprehensive or broad in coverage.

Comparative formats: review electronic resources that are available only in electronic format (including e-books), along with those that have print counterparts.

Multimedia: review selected CD-ROMs/DVDs and Internet sites offering collections of streamed or downloadable full-length video, audio, and multimedia

Currency and updates: product information that shows evidence that the publisher/producer plans regular updates

Hardware and software: Technical requirements of a product should be compatible with standard and commonly available hardware and software.

Publication or release date: may re-review an online resource when content has changed substantially or when the developers have substantially upgraded the interface

Stability of content: Electronic products and Internet sites should be stable in content and format.

Source:
American Library Association Selection Policy

Evaluating Web Resources

Since anyone can create a Web page, students and teachers need to be able to critically evaluate Web resources and materials for authenticity, applicability, authorship, bias and usability. Being able to accurately and critically evaluate resources is a necessary life skill for a 21st-century learner. Information literacy requires users of information to be able to do just this. There are many important components to look for in evaluating any type of Web resource. When I evaluate resources or I teach my students how to evaluate resources on the Internet I use content and usability as the main areas of focus for determining whether a site provides valid as well as appropriate information for students’ queries. Below are specific areas of criteria regarding a source’s content and usability which help to evaluate its usefulness. I typically have students use a list of Web site evaluation questions to help them determine if it’s an appropriate resource for them to use. Additionally I model the evaluation process as well as provide examples of inaccurate and/or completely bogus Internet sources.

Content:

Authority - Does the source provide the author's name? Are author’s credentials listed or the publisher given with contact information?

Accuracy - Are there sources cited? Is there a bibliography included? Is the information misleading or are biases easily identifiable? Is the information relevant?

Audience - Is it obvious who the information is intended for?

Last Updated - How current is the information?

Is this a valuable source - Is the information available elsewhere? In what format? How does this source compare to other sources? Can you cross check data?

Purpose - Is the purpose of this resource clear? Is it a commercial site trying to sell something?

Usability:

• Does the site include clickable images?
• Is the site easy to navigate?
• Is help available?
• Is the layout appropriate for the topic and audience?
• Does the site include a table of contents or menu available on all pages?
• Does site or certain page(s) take a long time to download?
• Is the title accurate for the contents of each page?
• Is there a way to return to the home page on all pages?
• Do all links work?
• Are there any restrictions or is registration or fee necessary?
• Is the Information included here worth the effort?

Sources:

Riedling, A. M. (2004). Information literacy: What does it look like in the school library media center? Westport, Connecticut: Libraries Unlimited.

Evaluation Checklist

Kathy Schrock's Guide for Educators

University of Maryland University Libraries

Teaching with Primary Sources Sources

Teaching with primary sources engages students in that it requires that they draw upon prior knowledge, make connections, and promotes student inquiry. I believe that examining primary sources gives students a powerful sense of history and that teaching students how to analyze primary sources pushes them to use higher-order thinking, which improves critical thinking and analysis skills. I use the following Web resources to support my unit on using and analyzing primary sources with my students.

Library of Congress:

I use this source often and for many different reasons. I show students how to access primary resources in an effort to support their research with authentic, quality resources. I also show them how to read/evaluate primary sources by using much of what’s available on this site. I use The Teacher's Page to access lesson plans, themed resources, primary source sets, presentations and activities as well as collection connections. This page also includes information about the what/how of using primary sources to teach. It's truly a useful source you should investigate if you haven't already.

TPS Quarterly Newsletter:
Each issue explores how to use primary sources and focuses on a specific theme, i.e. research and inquiry learning. It also provides summaries of and links to online resources that provide research and current thinking relating to the current theme.

National Archives Digital Classroom:
This source provides lesson plans by era for teaching with documents. Here you can access activities correlated to the national history standards, national standards for civics and government, and cross-curricular connections.

Smithsonian Source - Resources for Teaching American History:
This is the Smithsonian Web source for which provides actual lesson plans that incorporate teaching with primary sources, historical topics like Civil Rights, transportations and Westward expansion. This online resource provides a means for accessing various primary sources on any topic related to American history. For example, if you search for the keyword 'revolution' you will be provided with documents beginning with one from 1769 which outlines a key issue of why the American Revolution took place. It even provides a way to narrow a search by choosing the type of primary source needed and/or a specific era.

Primary Sources at Yale:
I use this source to access primary source materials to help students during the research process as well as during a unit on evaluating primary sources. I like to use this site to show students what a primary source is, because it is defined so nicely on this site. I also like to use their 'tools for discovery' page which includes tips on identifying materials relevant to research.

Voice Thread:
I use this for teaching students about primary sources. I post actual pictures for them to evaluate and make comments about. This is a means for getting students to share opinions and view others’ opinions. It’s very much like a classroom discussion, but students work independently or in small groups to access and contribute to our Voice Thread projects.

Become an expert surfer

Think you know how to surf the Web? Think again!




Check out this visual search application to start searching more efficiently while having fun doing so.

Managed Q makes typical searches, which are basically databases, into a full-fledged application that integrates the exact same results and ordering delivered by search engines like Google. They extract the important People, Places, and Things from the search results and make the results instantly explorable by simply typing and rolling over. The result exploration is also faster because managed results are pre-downloaded and render instantly because the slow code, such as javascript, has been removed. This application makes it a more efficient means for accessing information because the results are organized by providing pictures of the sites. You can roll over any part of the results page to get even more information. They also include a previous and back button so that you can quickly get back to or move forward to sites that may be of interest. The pictures and summaries provide instant feedback on whether the site includes something you are looking to use. The results are organized by taking important numbers, names of people, places and things which can be rolled over of click on so that these words are highlighted in each result box. If there is nothing on that site that matches, it will say “no matches”. Words used in your query are listed as links at the top of each result box, of which there are six able to be viewed at one time, so that users can quickly weed through results. You also have the option of deleting a result or getting more information about it. A search box is located at the top of the results page so that you can continuously refine your query if needed.

I created a lesson to promote it as a research tool for teachers in my school to use for their own needs, but also to use with their students. I strongly encourage you to go to Managed Q on your own and experiment with this application so that you can understand exactly how it manipulates and organizes search requests. There are tutorial, blog, forum, about, contact and feedback buttons at the bottom of the home page that provide more information about this awesome application. The creators have also begun to provide a way to reconfigure your browser’s search box so that ManagedQ is how you automatically search. You can convert yours from Google to ManagedQ by clicking on the i believe box next to the tutorial on the home page. This is visually pleasing and easy to navigate.

If any of you are interested, I created a brief professional development session for teachers on how to use ManagedQ. Below is the link to my lesson on Scribd, yet another valuable tool for communicating via the Internet.

Managed Q mini PD

SOURCE:

Managed Q - http://www.managedq.com

Inquiry

How can we learn to read critically?

This is the title/topic of an inquiry-based unit where the objective is to evaluate statements and facts in order to gain a deeper understanding of what is written either in texts and/or on the Internet. "For example, we learn that "in 1492, Columbus sailed the ocean blue" and that he discovered America. But what did he really discover and in what sense did he discover it?"

Students are to choose a commonplace statement from a list and then use the Internet to search for information on this topic to see what they can learn about why the statement may be in some way limited or incorrect. Students should continue searching in an effort to find facts they did no know prior to their search on the chosen topic. The point is for students to locate information that changes their view on a particular subject. Students are to use the following questions to guide them through the inquiry process as well as respond to each:

• What does the Web say about it? Does it contradict the statement?
• Does that change your beliefs?
• How do you know which is true? The original statement? The web page? Something else?
• What does this tell you about credibility of the Web? About credibility of other sources? About knowledge? About how we acquire knowledge?

The important components of an inquiry-based lesson are inherent for the most part. The enduring understanding and essential question(s) exist though not labeled clearly. Students need to think for themselves, make connections, construct new knowledge, demonstrate learning, problem solve, and synthesize information gathered. All of these are done by choosing a statement, searching for information, and answering the guiding questions, which require students to compare, contrast, connect, analyze, synthesize and determine what is accurate, which would be the problem solving component of the lesson. Also, this unit includes authentic lessons that are providing students with a skill that is applicable to real life situations. Any user of information must learn how to engage in the process of evaluating what they read in an effort to understand something to the greatest extent possible. Additionally, this unit provides background reading to prepare students for this activity as well as examples of misinformation in texts and on the Internet. There are two other lessons in this unit; one about Web site evaluation and another about issues that affect evaluation of information in digital environments, both of which further support the objectives of this inquiry-based unit.

source:
Inquiry Page - http://inquiry.illinois.edu/index.php
Inquiry Units - http://inquiry.illinois.edu/bin/unit_update.cgi?command=select&xmlfile=u10324.xml

Value of Internet Resources in Education

There are myriad Internet resources currently available that can enhance educational experiences for students, parents and teachers, thereby positively impacting students’ learning. The infinite Internet resources at a teacher's disposal enable them to create and teach engaging lessons and provide positive learning experiences. It is in an educator's best interest to create lessons requiring the use of technological tools to teach the lesson as well as for the students to use in school or at home to extend the learning in an effort to meet students' preferred intelligence and learning modalities. The Internet affords an infinite cache of tools that will help students understand, organize, synthesize and share knowledge. For example, Web 2.0 tools provide such things as Snipd for archiving, Delver and Managed Q for searching, Gliffy, Exploratree, Mayomi, Mind Meister and Kayuda-just to name a few, for concept mapping, EasyBib for creating a bibliography, Similipedia for researching, Diigo for annotation, slideboom, Google Docs and knols, for file sharing, wikis, blogs, podcasting etc... the list goes on and on. There is so much information available and these tools are especially wonderful for the purpose of accessing it efficiently. Students can demonstrate learning by pulling up a presentation on slideboom whenever necessary. Teachers can communicate at any time via Websites and blogs. Students can share opinions and reactions with each other via wikis, knols and blogs. Parents can check in on their child’s progress via student information systems and communicate with teachers and administrators. They can even pay for lost or damaged school library books online. The Internet provides free access to information easily. While it is not without it’s pitfalls, it has the capacity to do more good than harm simply by making it easier to communicate and access information. The Internet is currently shaping minds whether teachers use it for teaching or not. It is a school’s responsibility to teach Internet safety and train teachers and students how to use its’ resources. It is a community building tool simply by being an avenue for increasing communication. It is a learning tool used by teachers and for teachers regularly during professional development whether it’s in school, or an online tutorial or class at home. Teachers are using the Internet to learn, plan, and teach on a regular basis. Students are using it to learn and demonstrate their knowledge constantly. As the Internet advances with Web 3.0, so too will teaching and learning.

Millenials

Know your millenials so you can better teach them how to research. This will create amazing information literate beings who contribute to society by making it better.

Q. What's a millenial you ask?

Good question!

A. Anyone born between 1982 and 2001 give or take a year.

Managed Q

Check out the coolest new visual search application....it will forever change the way you search from this point on.....

I created a lesson to promote it as a research tool for teachers, but you can just go to http://www.managedq.com on your own and play around. There's a tutorial, a forum and an about to learn more about an awesome new application.

Don't forget to check out the cute guy who started it all!

Here's my lesson link. Fun looking at all the new tools I can share with my students and colleagues. It was difficult to choose just one.

http://www.scribd.com/doc/15778465/ManagedQword

For more great ways to use Web 2.0 tools and teach research, check out
Kids Search Tools

refdesk.com

elearners.com

web 2 point 0 for teachers

What does Information Literacy Look Like in a School Library?

Here is a great resource that will tell you all about it!

Riedling, A. M. (2004). Information literacy: What does it look like in the school library media center? Westport, Connecticut: Libraries Unlimited.

This is an all-inclusive practical guide book written for both practicing school library media specialists and for courses that prepare college/university students for undergraduate and graduate degrees in school library media, that discusses information literacy, research, independent learning, ethics and more. It is aimed specifically for school library media specialist's use. The overall goal is to teach what information literacy looks like in general, in school, in a classroom, in your mind and in life. It is a guide designed to lead SLMSs through the information literacy procedure. Because it is a practical guide it provides helpful scenarios to explain what information literacy looks like.

I love this book! I know it's 5 years old, but everything in it is relevant. I found another title I'm trying to get my hands on that looks like it will be extremely useful and it's only 2 years old: Information Literacy Cookbook. I'm still awaiting the Eisenberg book; sometimes CPL holds take longer than a week.

Role of Games in a School Library Media Program

Why not? It's an educational tool that engages students during learning experiences; probably more than any other tool.

I love that there is research about using gaming to teach and that I can use that when I make my budget pitch to my principal and Local School Council. I found the School Libraryland blog and the online toolkit for building gaming @ your library especially enlightening. Genesee Valley BOCES IS a trailblazer in this area. I look forward to sharing this information with my colleagues.

I have many games in my school library such as boggle, scrabble, connect four, Uno, and the like. I also have a chess club, which has grown into a very popular game at my school over the last two years. I've been teaching the faculty too. It's a lot of fun and the students LOVE to play against teachers. I teach reading and math via chess and it's probably been one of the greatest experiences in my career. If you don't have chess at your school, I would recommend starting up an afterschool program...it is amazing how engaged students can be and it doesn't involve anything electronic:) But it can, obviously, we play chess on the computers as well.

I have been using a scavenger hunt to teach students how to use the library and it's probably the lesson that they are most engaged in throughout the year. It's very effective for teaching them where resources are located as well as what info. the resource provides. The competitive aspect is fun because there are always prizes for the first few who complete it. Students also enjoy choosing their partners to work together. I typically don't include the Internet as a resource for this specific activity because we do so many other info. quest type activities with it throughout the year. We do use our computers to access gaming sites.

Is Blocking a site for their own good or is it Censorhip?

Can it be both?

What is the best way to keep students' learning environment safe and not infringe on their right to intellectual freedom?

We have an acceptable use policy (AUP) and consequences listed in our district's Uniform Discipline Code, but nothing specific at the school level. We have consistent problems with students accessing inappropriate content. I have taken away computer use privileges (which is what I inform the students and parents - that using the library and its resource is a PRIVILEGE that can be lost) from students who choose to do this. It does not, however, mean they lose access throughout the school. I would like to form a representative committee of my school community to include students, parents, staff as well as a CPL librarian to create an AUP that enforces and extends what the district has already laid out for us. This committee would also need to create a program for teaching students and parents about the dangers of Internet use and defining explicitly what acceptable use entails. Q & A is necessary for students and parents for these educational hot topics. Internet safety is not something that is addressed in my school. Hopefully I can change that this year. Again, the articles will really help me to put forth the message about how we have a duty and responsibility as educators to address this issue. I think I will be met with rigorous support.

While we have district filters, students are still able to type in a name in Google and get loads of images of women with large breasts, nice huh? We also have policies against MP3 players and cell phones, which are confiscated consistently and repeatedly. These are not working, so what's next?

I guess censorship, but is that right? Is there a happy medium? Protecting students and providing intellectual freedom per the first amendment....is it possible?