As I begin to think about my website, the audience that I am trying to reach are teachers at the micro level, but I would could also see the site being used as a jump-off for professional developments at the site and district level. Working in Oakland, we had a strong and connected district content teams that did a large amount of work around curriculum, pedagogy and other "mathy processes" but very little was spoken around integrating technology into the curriculum. I believe that creating a resource that highlights hyperdocs, digital portfolios and other design tools can help teachers differentiate and engage students, so why couldn't my site be used as a resource within PD's?
After reviewing the Learn More sections within other's capstone sites, this is the "protein and potatoes" of the website. If I was going to access a site that was dedicated to using hyperdocs and the digital design process I would want to see it in action! Sample lessons, units and student portfolios will need to be presented as well as a short tutorial (I can see this being a screencast with voice over) on how to plan, organize and design a hyperdoc. The resource section of the Learn More page could have all the tools that I have used when developing hyperdocs during my own lessons. Since my use of hyperdocs has been math centered, it would be useful to link the creators of hyperdocs page to my site to show other content uses of the tool. Brainstorming of the Learn More page
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Coming into the Innovative Learning program I was unsure what to expect. Over the past nine months, the way that I approach preparing for my units and lessons has changed drastically. Goals that I had set for myself early in the year have been surpassed and so in looking forward I would like to continue to build off what I have gained to meet the needs of students in a more dynamic way. in practice I see this as becoming more fluent in the intersections of content, pedagogy and technology. The more that I have played with various apps, programs and various technologies, the more applications I have been able to utilize inside and outside of the classroom. Ultimately, I want to continue to play, explore and reflect.
The cohort model itself is a powerful tool. Getting the opportunity to work closely with cohort members last semester as we completed projects for 702 allowed us to get deeper into the minds of each other to see not only where we are headed with our graduate work but also what prior skills we have brought to the program. As we begin to build our websites, the support that I most need is feedback. It is easy to feel lost or pulled in many different directions when thinking about a product and I hope my peers can help me understand my work from the user perspective (which makes me think of all the work we did with our end user last semester and how big of a role that will play now). This feedback model can be pushed by being allowed opportunities to view each others sites while they are under construction. There are so many key features to the sites such as content, design and functionality. In order to create the best product we can, we must have other eyes on the project during the design phase. ED791, Sensemaking and Research design has really shaped the way that I have looked at my own practice as well as where I want to go with my Action Research. I came into the class ready to continue down the path of Project Based Learning which was the focus of my action research within ED790. As we went through our readings with Dervin and Clark and hearing the words of Obeng, my design thinking has shifted in a way that not only includes PBL design but also incorporates a technology component that will assist in accessibility which is a focus for our site.
As we have been pushed to think about creating a product, I kept coming back to what I find useful in educational resources. I want a resource that is concrete, yet leaves room for me to put my own spin on it. A PBL framework is valuable, but left too much gray area on what to do with it. Lately, I have gravitated towards Hyperdocs as a central way to organize content, scaffolds and provide students with a transparent view of what they are being asked to do/learn/engage with. I believe this technology leaves someone with enough of a framework that they can then adapt it to make it their own. As I spent time on the Hyperdocs page, the examples really helped me think through ways that I could use it with my students. This is the type of product I am hoping to create. While Hyperdocs have been done (there is a whole site from the creators) the way that I see them being used could integrate not only technology but various forms of pedagogy, including: flipping the classroom, independent and collaborative learning, self assessments and project-based learning. |
AuthorHello, I'm Joe. Welcome to writings about my thought process throughout the journey of Touro's Innovative Learning Graduate Program. Archives
July 2018
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