Capstone Resource List
As I dive into the creation of a resource for students to create a digital portfolio that is public (through the use of weebly), seeing what others have done in this realm is imperative to my own work. Below are resources that I have (or will) look into during this design process.
Sites for Digital Portfolios
We already have good idea on how we want to structure the unit but looking at other examples that have been done might lead to some additional ideas or things to watch out for. As I find more resources about the digital portfolio process I will include them in this section. Digital Portfolio Tool: Weebly Digital Portfolio Assist: Getting Smart Pathbrite (have not used) Scaffolds for Independent learning The digital portfolio unit will include a lot of different technologies that students will need to be able to navigate. The focus is on creating an environment where students can get practice with learning how to learn. We plan on using various tools to help guide students through the process. EdPuzzle Screencast'o'matic Google Classroom Hyperdocs YouTube Khan Academy |
Coding Resources
Coding is something I am currently playing with and unsure if it will make it into our digital portfolio unit. The plan is to have students create a simple code based animation, game or app and post to their Weebly. With only 2 weeks for our unit I feel coding might be a bit ambitious but I might have this in my back pocket for those that want to go further (and will definitely use these resources next year). Code.org CS-First Scratch Tynker Assessment Tools Quick assessments allow me to see how students are grasping material in a fun and informative way. Google Forms Quizizz Kahoot Giving Feedback My goal with building independence in learning is getting students to take charge of their learning first off, however, having time during class when I am not having to direct instruct frees me up to give authentic feedback to students while they work. Padlet Google Suite including: tracking with spreadsheet, comments with docs, communication with Classroom |
Research Articles
Articles that relate to the driving question of the effect of hyperdocs and digital design on fostering independent learning.
Articles that relate to the driving question of the effect of hyperdocs and digital design on fostering independent learning.
Session 3: Baggio, Clark and Dervin
Baggio
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Connections
Baggio's writing about the conative domain within Trilogy of the Mind makes a connection with Dervin's idea of learners being unique and bringing their own experiences with them to the learning process. This also falls in line with Baggio's mention of influencing the way people learn through their own personal expectations. The example of "my parents told me that they were bad at math, so I must be bad at math too" This is the learner expecting to fail and this will possibly effect their potential for learning. As educators, we need to be able to take these misconceptions down. Being able to create resources to make this happen would benefit all parties involved. The affective domain within Baggio's 3rd chapter resonates with me in regards to Maslow's hierarchy of needs. If a learner's essential needs are not met, how can we expect them to focus and learn (it's hard to focus when faced with anger, hunger, etc.). While Baggio doesn't say this directly, the affective domain is about how you feel. When we encounter these situations in the classroom, what resource are available to meet the needs of the student before learning is expected to happen? This pushes me even further to wonder how many lessons might have been scraped by false negatives? Clark's ISD is a general framework. When reading Pebble-In-The-Pond (PITP) they were more specific in each section of the design model. How could following a design model like this effect your lesson/unit design? How in PITP does the model focus on the end user of the instruction? According to Dervin, all learners come with different experiences and prior knowledge. How can we leverage this to activate what is there for each individual while benefiting the whole? Baggio mentions this in What Impacts Learning? that prior knowledge impacts our read and understanding of certain visuals. Once again, how do we design appropriate resources to meet the need of most if not all learners? The ISD as a gap bridger. Identifying needs and using ISD model to bridge these deficiencies (or Gaps). Clark seems to lay out a very specific entry to design that begins with analyzing what is the problem. In the ISD model, is this gap made explicit to the learner as is the case in PITP? |
From the Mind's Eye (Dervin)
Image from: http://lib-infoscience.blogspot.com/2010/08/what-methodology-does-to-theory-sense.html
Image from: https://www.slideshare.net/AasiaAslamAsha/information-seeking-ppt
The Visual Connection (Baggio) Takeaways
Some key ideas from Chapter 1 & 2 include:
- Constructivism is the most current model of how we learn, in this model the learner is active in the process and constructs meaning of information that is based upon the learner's own personal biases (prior knowledge, culture, history, perspective).
- In our current technology based society, "the new role of teachers...is not of subject matter expert but rather of facilitator of an environment that supports the construction of knowledge.
- There are 4 ways to use our internal and external vision which include: Attention, Perception, Visualization and Imagination.
- The differences in from the mind of the adult learner and child learner.
Connecting Dervin and Baggio
Baggio talks about perception as one of the 4 ways that a person uses their vision. "Since each of us is an individual and each of us constructs our own thoughts and perceptions, it is quite possible for two people to look at the same picture and see two entirely different things" (Baggio p.16) I see this an fitting into Dervin's idea that when a learner is attempting to bridge a knowledge gap, the tool or way that the learner bridges this gap is unique to them. This infers that gap bridging might not look the same for two different people, even if their potential use of the information might be identical. The tools that a learner uses to make sense of information or a situation is dependent upon the learners "...culture, history and institutions that define much of the world within the individuals lives". (Dervin p.67)