EDUC 6470 Week 10 - Revision history

Shawn: /* Readings */

2010-04-08T02:06:51Z

Readings

← Older revision		Revision as of 18:06, 7 April 2010
Line 98:		Line 98:

	This chapter could be the basis of an entire research-based 6000-level course at Cornell or elsewhere.		This chapter could be the basis of an entire research-based 6000-level course at Cornell or elsewhere.


	;Mantei (2002)		;Mantei (2002)

Shawn: /* Readings */ Mantei unaware of more recently recognized variables.

2010-04-08T02:06:32Z

Readings: Mantei unaware of more recently recognized variables.

← Older revision		Revision as of 18:06, 7 April 2010
Line 95:		Line 95:

	;Champion & Novicki (2006)		;Champion & Novicki (2006)
			Timothy Champion and Andrea Novicki address the concern I raise above (see paragraph "Bill Gates...") about the down side of "tech" in the classroom. They cite the No Significant Difference study by Thomas Russell: http://www.nosignificantdifference.org (p. 234)

			This chapter could be the basis of an entire research-based 6000-level course at Cornell or elsewhere.


	;Mantei (2002)		;Mantei (2002)
			Erwin Mantei shows that internet notes and PowerPoint slides improved scores in physical geology courses significantly. I appreciate a discussion of the controls on variables. Perhaps one might ask Mantei to identify qualities of the resources according to the newer articles' findings?

	==Notes from class==		==Notes from class==
	Amanda presented a geoscience-education helpful site, "On the Cutting Edge": http://serc.carleton.edu/NAGTWorkshops/ and http://serc.carleton.edu/sp/index.html		Amanda presented a geoscience-education helpful site, "On the Cutting Edge": http://serc.carleton.edu/NAGTWorkshops/ and http://serc.carleton.edu/sp/index.html

Shawn: /* Readings */ French (2006) more

2010-04-08T01:36:21Z

Readings: French (2006) more

← Older revision		Revision as of 17:36, 7 April 2010
Line 79:		Line 79:

	==Readings==		==Readings==
			Many students in class applied much of the content of these readings to the discussion. I wish I had read French, Champion and Novicki, and Mantei before I had generated my plans for the above lesson.
	;Barak (2006)		;Barak (2006)
	When Miri Barak starts the article, the first subject is the use of internet for lessons and the instruction of how chemists use the internet. My reaction is that the internet, in this light, may be seen as opposite to innovation, allowing undergraduate instructors to shunt readings away from costly textbooks, lectures away from costly lecture halls, labs away from costly physical laboratories, and homework clerical work away from costly teaching assistants, thereby maintaining the tradition of readings, lectures, labs, and problem sets. So I agree with Barak that "integrating technology in a coherent and authentic way into curricula is a significant ... challenge." (p. 216) But I would specify that one of the challenges is to take proper advantage of technologies instead of using them as a crutch for crippled traditions.		When Miri Barak starts the article, the first subject is the use of internet for lessons and the instruction of how chemists use the internet. My reaction is that the internet, in this light, may be seen as opposite to innovation, allowing undergraduate instructors to shunt readings away from costly textbooks, lectures away from costly lecture halls, labs away from costly physical laboratories, and homework clerical work away from costly teaching assistants, thereby maintaining the tradition of readings, lectures, labs, and problem sets. So I agree with Barak that "integrating technology in a coherent and authentic way into curricula is a significant ... challenge." (p. 216) But I would specify that one of the challenges is to take proper advantage of technologies instead of using them as a crutch for crippled traditions.
Line 88:		Line 89:
	;French (2006)		;French (2006)
	Wow, Donald French really hits it for me, immediately bemoaning the facility in computer presentations to make information presentation even more didactic and hard-to-follow. (p. 223)		Wow, Donald French really hits it for me, immediately bemoaning the facility in computer presentations to make information presentation even more didactic and hard-to-follow. (p. 223)

			On page 225, French cites many quite-specific studies of particular dichotomies in presenting animations, such as whether musical accompaniment is helpful or detrimental (it's detrimental). It's nice that French provides a list on page 229.

			One of the most powerful phrases I encountered in French, near to my heart, is "We lead our students from the real-world applications to the underlying processes..." (p. 226) How refreshing a departure from the more often heard (by me) "we need to start with the underlying basics, then students can apply them to the real world." I am very interested in the need-to-know process French uses, and I would like to see it in action outside my classroom. It seems important that "the instructor and graduate facilitators interact with the groups, assisting them by clarifying expectations and prompting them with questions." (p. 226)

	;Champion & Novicki (2006)		;Champion & Novicki (2006)

Shawn: /* Readings */ French (2006) bad computer didactics.

2010-04-08T01:11:59Z

Readings: French (2006) bad computer didactics.

← Older revision		Revision as of 17:11, 7 April 2010
Line 87:		Line 87:

	;French (2006)		;French (2006)
			Wow, Donald French really hits it for me, immediately bemoaning the facility in computer presentations to make information presentation even more didactic and hard-to-follow. (p. 223)

	;Champion & Novicki (2006)		;Champion & Novicki (2006)

Shawn: /* Readings */ questioning Bill Gates' influence

2010-04-08T01:05:07Z

Readings: questioning Bill Gates' influence

← Older revision		Revision as of 17:05, 7 April 2010
Line 83:		Line 83:

	In enumerating the examples of diverse valuable lessons using information technology, Barak makes me think that we might make a [[Survey of pedagogical qualities]] that would act as a guide and an assessment of the pedagogical value of a lesson.		In enumerating the examples of diverse valuable lessons using information technology, Barak makes me think that we might make a [[Survey of pedagogical qualities]] that would act as a guide and an assessment of the pedagogical value of a lesson.

			I think Bill Gates, in lobbying and setting the tone for computers-in-the-classroom policies for over 20 years now, along with computer makers and PASCO and Vernier, has carefully crafted a tone of discourse, something like "lets' talk about all the awesome things we can do with information technology," allowing some "but it has to be used properly." What's lacking is enough skepticism besides the inertial impediments to using more information technology. Why not research the improper uses more closely, to see why we do wrong and what leads us to do wrong? I wonder whether Gates et al. have made us afraid to ask?

	;French (2006)		;French (2006)

Shawn: Survey of pedagogical qualities

2010-04-08T00:51:57Z

Survey of pedagogical qualities

← Older revision		Revision as of 16:51, 7 April 2010
Line 81:		Line 81:
	;Barak (2006)		;Barak (2006)
	When Miri Barak starts the article, the first subject is the use of internet for lessons and the instruction of how chemists use the internet. My reaction is that the internet, in this light, may be seen as opposite to innovation, allowing undergraduate instructors to shunt readings away from costly textbooks, lectures away from costly lecture halls, labs away from costly physical laboratories, and homework clerical work away from costly teaching assistants, thereby maintaining the tradition of readings, lectures, labs, and problem sets. So I agree with Barak that "integrating technology in a coherent and authentic way into curricula is a significant ... challenge." (p. 216) But I would specify that one of the challenges is to take proper advantage of technologies instead of using them as a crutch for crippled traditions.		When Miri Barak starts the article, the first subject is the use of internet for lessons and the instruction of how chemists use the internet. My reaction is that the internet, in this light, may be seen as opposite to innovation, allowing undergraduate instructors to shunt readings away from costly textbooks, lectures away from costly lecture halls, labs away from costly physical laboratories, and homework clerical work away from costly teaching assistants, thereby maintaining the tradition of readings, lectures, labs, and problem sets. So I agree with Barak that "integrating technology in a coherent and authentic way into curricula is a significant ... challenge." (p. 216) But I would specify that one of the challenges is to take proper advantage of technologies instead of using them as a crutch for crippled traditions.

			In enumerating the examples of diverse valuable lessons using information technology, Barak makes me think that we might make a [[Survey of pedagogical qualities]] that would act as a guide and an assessment of the pedagogical value of a lesson.

	;French (2006)		;French (2006)

Shawn: /* Notes from class */

2010-04-07T21:39:48Z

Notes from class

← Older revision		Revision as of 13:39, 7 April 2010
Line 89:		Line 89:

	==Notes from class==		==Notes from class==
	Amanda presented a geoscience-education helpful site, "On the Cutting Edge": http://serc.carleton.edu/NAGTWorkshops/		Amanda presented a geoscience-education helpful site, "On the Cutting Edge": http://serc.carleton.edu/NAGTWorkshops/ and http://serc.carleton.edu/sp/index.html

Shawn: /* Notes from class */

2010-04-07T21:38:07Z

Notes from class

← Older revision		Revision as of 13:38, 7 April 2010
Line 89:		Line 89:

	==Notes from class==		==Notes from class==
	Amanda presented a geoscience-education helpful site: http://serc.carleton.edu/NAGTWorkshops/		Amanda presented a geoscience-education helpful site, "On the Cutting Edge": http://serc.carleton.edu/NAGTWorkshops/

Shawn at 21:37, 7 April 2010

2010-04-07T21:37:15Z

← Older revision		Revision as of 13:37, 7 April 2010
Line 87:		Line 87:

	;Mantei (2002)		;Mantei (2002)

			==Notes from class==
			Amanda presented a geoscience-education helpful site: http://serc.carleton.edu/NAGTWorkshops/

Shawn: /* Activity for April 7 */ filled matrix of inquiry

2010-04-07T19:57:11Z

Activity for April 7: filled matrix of inquiry

← Older revision		Revision as of 11:57, 7 April 2010
Line 12:		Line 12:
	!Questions about nachos in solar cooker		!Questions about nachos in solar cooker
	!Questions about water in solar cooker		!Questions about water in solar cooker
			!Questions about HOBO
	\|-		\|-
	\|Answer		\|Answer
Line 18:		Line 19:

	questions		questions
	\|		\| Pair 4,5,6,7
			\|Pair 8,9
			\|
	\|		\|-
			\|Generate

			own

			analysis
			\|Pair 2, 3
			\|Pair 8,9
			\|Pair 1
	\|-		\|-
	\|Generate		\|Generate
Line 30:		Line 37:

	questions		questions
			\|Pair 2, 3
	\|		\|
	\|		\|Pair 1
	\|}		\|}
	*Have pairs report to whole group findings and perhaps relevant learning issues		*Have pairs report to whole group findings and perhaps relevant learning issues
Line 48:		Line 56:
	====Pairs====		====Pairs====
	;Note--You have only 5 minutes for your analysis, then you will give a 1 minute oral report to the whole class of your findings.		;Note--You have only 5 minutes for your analysis, then you will give a 1 minute oral report to the whole class of your findings.
	#~~Determine~~ thermal mass of a HOBO.		#Develop a study to determine the thermal mass of a HOBO.
	#Freely interpret printout of LightTempSolBQ20090416-2.		#Freely interpret printout of LightTempSolBQ20090416-2.
	#Freely interpret LightTempSolBQ20090416-2 in Excel.		#Freely interpret LightTempSolBQ20090416-2 in Excel.