tag:blogger.com,1999:blog-82791148297348839012024-03-28T06:00:32.275-05:00Educational Technology and DesignWeekly assigned Readings, Watchings, Listenings, & Doings (RWLDs)Dr. Zhttp://www.blogger.com/profile/01420546861775303616noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-8279114829734883901.post-22981494346699624812024-03-28T06:00:00.019-05:002024-03-28T06:00:00.202-05:00Computational Thinking in K-12 Education<div dir="ltr" style="text-align: left;" trbidi="on"><div style="margin: 0px;"><div style="margin: 0px;"><div class="separator" style="clear: both;"><div dir="ltr" trbidi="on"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><div dir="ltr" trbidi="on"><blockquote><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">"Computational thinking (CT) is a </span><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">problem-solving process</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"> in which </span><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">people formulate problems or instructions</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"> so that a computer [or human] can solve or implement them" <span style="font-size: x-small;">(ISTE, CSTA, 2016). </span></span></blockquote><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"></span></div><div dir="ltr" trbidi="on"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">Computational thinking (CT) is a fundamental part of computer science (CS) but can (and should) be applied across all content areas and everyday life. In fact, it is called by some a N</span><b>ew Literacy of the 21st Century. </b></div></span></div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on">In this unit, you will discover how you can use the aspect of computer science and computational thinking <span style="color: #0e101a;">to support students' literacy, critical thinking, thinking, creativity, collaboration, and problem-solving.</span></div><div dir="ltr" trbidi="on"><span style="color: #0e101a;"><br /></span></div><div dir="ltr" trbidi="on"><span style="color: #0e101a;"><span style="color: black;">Introducing computational thinking to a young student may sound intimidating at first. But when you decompose (break down) this problem into the four components, you will find it relatively easy and helpful across the curriculum. </span></span></div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on"><span style="color: #0e101a;"><b>So let's dive in:</b></span></div><div dir="ltr" trbidi="on"><span style="color: #0e101a;"><b><br /></b></span></div><div dir="ltr" trbidi="on"><span style="color: #0e101a;">Use this visual to help you think about the four aspects of computational thinking: Abstraction, Decomposition, Pattern Recognition, and Algorithms:</span></div><div dir="ltr" trbidi="on"><span style="color: #0e101a;"><br /></span></div><div dir="ltr" trbidi="on"><span data-preserver-spaces="true"><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGSsCBapMMe3sDMZohZFgaTMx7UNxtgyOFL2JyVwjtRSxwMFEURZH4fSF-gs0rFKpGuBorkSC4u3LsOvm3fjEqgSApTFlTkzP1eow0uo-6ZP3UNwiSEomSChkCHBBE76xNzrEVi_rPmZ2BHUbL3gEP9el6iYmXBK4Eob71-WnDWEddWF-0gUyP-Z6-/s3600/computational_thinking_PIZZA.png"><img alt="Computational Thinking pizza analogy" border="0" data-original-height="3600" data-original-width="3600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGSsCBapMMe3sDMZohZFgaTMx7UNxtgyOFL2JyVwjtRSxwMFEURZH4fSF-gs0rFKpGuBorkSC4u3LsOvm3fjEqgSApTFlTkzP1eow0uo-6ZP3UNwiSEomSChkCHBBE76xNzrEVi_rPmZ2BHUbL3gEP9el6iYmXBK4Eob71-WnDWEddWF-0gUyP-Z6-/w400-h400/computational_thinking_PIZZA.png" title="Computational Thinking pizza" width="400" /></a></div><div class="separator" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; clear: both; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><br /></div><ul><li>How can you turn real-life photography into a drawing? The problem may seem daunting, but when you remove the unnecessary details and think about what is the basic, the minimum that makes pizza a pizza (abstraction), you can break your drawing down (decompose) to the basic shapes. Now you can draw it! </li><li>How to make pizza? Can you build a simple step-by-step recipe (<b>algorithm)</b> so we can shop for the ingredients? Can you provide the essential steps explaining the preparation process and make it easy for beginner chefs to follow? </li><li>What ingredients are on that pizza? I spot olives and pepperoni. If I slice the pizza and give you just two slices, will you be able to tell me what is on the third one? If the answer is yes, you probably <b>recognized a pattern.</b></li></ul></span></div><div dir="ltr" trbidi="on"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><div class="separator" style="clear: both; color: #0e101a; text-align: center;"><br /></div></span></div><div dir="ltr" trbidi="on"><span data-preserver-spaces="true" style="color: #0e101a;"><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">With that in mind, watch the following short videos in which <a href="https://www.helloruby.com/educators" target="_blank">Linda Liukas, an author of the children's book series Hello Ruby</a> explains in student-friendly language what computational thinking is and how you can connect computer science to the real world. </p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><br /></p></span><span data-preserver-spaces="true" style="color: #0e101a;"><div class="separator" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; clear: both; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/kdngEhA4I00" width="320" youtube-src-id="kdngEhA4I00"></iframe></div></span></div><div dir="ltr" trbidi="on"><div class="separator" style="clear: both; text-align: center;"><br /></div></div><div dir="ltr" trbidi="on"><div style="margin: 0px;"><div style="clear: both;"><div class="separator" style="clear: both; text-align: center;"><br /></div></div></div><div style="margin: 0px;"><div class="separator" style="clear: both; text-align: center;"></div><b>Computational thinking can be applied to all grade levels.</b><br />Watch how this teacher uses humor to introduce students to algorithms (procedures for solving a problem) and debugging (finding and fixing mistakes)</div><div style="margin: 0px;"><br /><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/U3TsVz_pJf4" width="320" youtube-src-id="U3TsVz_pJf4"></iframe></div><div class="separator" style="clear: both;"><br /></div>Kids in the video above learned by trial and error and practiced the art of the <b>exact instructions.</b> </div><ul class="c12 lst-kix_vpl7g161srlk-0 start" style="font-family: Roboto, arial, sans, sans-serif; list-style-type: none; margin: 0px; padding: 0px;"><li class="c7 li-bullet-0" style="font-family: Arial; font-size: 9pt; line-height: 1.15; margin-left: 36pt; padding-bottom: 0pt; padding-left: 0pt; padding-top: 0pt; text-align: left;"><br /></li></ul><div style="margin: 0px;"><div><div class="separator" style="clear: both; text-align: center;"><br /></div><h4>Here are some other ideas:</h4><ul><li>Explore digital story creation with a simple (and free) web-based programming tool called <a href="https://scratch.mit.edu/" target="_blank">Scratch</a></li><li>Create timelines and complete sequencing activities (can be with technology or 'unplugged')</li><li>In music, reading, or writing - explore pattern recognition with rhythm, structure, and rhyme - try creating new forms</li><li>In social studies - have students generate step-by-step directions to complement the creation of community maps</li><li>In art, Student A describes an image or object hidden from Student B, while Student B follows instructions to draw or re-create that object. </li><li>Students practice exact instructions and step-by-step algorithms in a classroom while designing instructions for watering the classroom flowers, logging into the classroom computer, and morning (or any) class routine.</li></ul></div>This blog post aims to assist you in incorporating computer science and computational thinking in the K-12 classroom. Perhaps you can set up a new Pinterest board and start a collection of resources you can use in your future classroom. Make sure to pin the primary sources, not just this blog. Have fun, and please <b>consider teaming up with a teacher</b> to implement CS-related activities in teaching and learning!</div><div style="margin: 0px;"><br /></div><div style="margin: 0px;"><br /></div><div style="margin: 0px;"><div style="margin: 0px;"><a href="https://www.iste.org/standards/for-educators">ISTE standards for Educators</a> connection:<br /><br /><ul><li>Standard 2.1 - <b>Learner:</b> Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to enhance student learning.</li><ul><li>2.1c - Educators stay current with research that supports improved student learning outcomes, including findings from the learning sciences.<br /><br /></li></ul><li>Standard 2.6 - <b>Facilitator: </b>Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.</li><ul><li>Standard 2.6c - Educators create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.</li></ul></ul></div><div style="margin: 0px;"><br /><a href="https://www.iste.org/standards/for-students">ISTE Standards for Students </a>connection:</div><div style="margin: 0px;"> <br /><ul><li>Standard 1.5 - <b>Computational Thinker:</b> Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.</li><ul><li>1.5a - Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and <b>algorithmic thinking</b> in exploring and finding solutions.</li><li>1.5b - Students collect data or<b> identify relevant data sets</b>, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.</li><li>1.5c - Students <b>break problems into component parts</b>, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.</li><li>1.5d - Students understand how automation works and <b>use algorithmic thinking </b>to develop a sequence of steps to create and test automated solutions.</li></ul></ul></div></div><div style="margin: 0px;"><br /><div style="text-align: center;"><div style="clear: both; text-align: left;">--------------------------------</div></div><h3>Want to Learn More? Here are some EXTRA resources you might find interesting:</h3><div><h4><b>Free Training Courses for Teachers</b></h4><ul><li><a href="http://code.org/">Code.org</a> (Workshops, courses, digital 'dance parties, and the famous 'Hour of Code)</li><li><a href="https://computationalthinkingcourse.withgoogle.com/course" target="_blank">'Computational Thinking for Educators'</a> (Google's free CT training for teachers)</li><li><a href="https://csed.uni.edu/scratch-intro/" target="_blank">Scratch Ed - a free online course/intro to Scratch</a> (provided by Harvard University)</li><li><a href="https://csed.uni.edu/" target="_blank">UNI's partnership effort with the IA Department of Education</a> (offers a free course in "<a href="https://csed.uni.edu/scratch-intro/" target="_blank">programming with Scratch</a>")</li></ul></div><div style="margin: 0px;">Here are a couple more <b>home examples </b>of fun with the <b>Exact Instructions</b><br /><ul><li>Making a PB&J sandwich <a href="https://www.google.com/url?q=https://www.youtube.com/watch?v%3DFN2RM-CHkuI&sa=D&source=editors&ust=1664736597547556&usg=AOvVaw1c-RV-mcucWjk18Hr0LsaS">https://www.youtube.com/watch?v=FN2RM-CHkuI</a></li><li>Brushing your teeth, making toast: <a href="https://www.google.com/url?q=https://youtu.be/CT8Z1LlooCM?t%3D238&sa=D&source=editors&ust=1664736597547870&usg=AOvVaw1Cb4AIBph1CqbJtUhCj7EA">https://youtu.be/CT8Z1LlooCM?t=238</a></li></ul></div><div style="margin: 0px;"><ul></ul><a href="https://www.iste.org/standards/computational-thinking" target="_blank"></a>Analyze the vocabulary from the <a href="https://www.iste.org/standards/iste-standards-for-computational-thinking" target="_blank">ISTE Computational Thinking Competencies </a>are used to guide educators to integrate computational thinking across disciplines with all students. The goal is to help learners become computational thinkers who can harness the power of computing to innovate and solve problems.<br /><br /></div><div style="margin: 0px;"><br /></div><div style="margin: 0px;">Watch a brief video introduction to computational thinking as a New Literacy of the 21st century:<br /></div><div style="margin: 0px;"><br /></div><div style="margin: 0px;"><div style="text-align: center;"><iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/AikEF02p02o/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/AikEF02p02o?feature=player_embedded" width="320"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div><div>Browse resources from <a href="https://blog.playosmo.com/teaching-computational-thinking-to-kids/">Osmo: Teaching Computational Thinking to Kids</a><br /></div><div><br /></div><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhdtt62eMy27BdBwXp8BEXI81rKHDHdLu3RbWtrM39uaccmm3X-D8NdSXbESGrKNCnUbKEksIPaQ2stRHmnZpXb2VGHCvA30vGM4YnWZUjfKm9jUutOC_U4nZH_U7J5qV3yeGSN3UhmUUenfpmYt6FV_hS48ZKMjPmtAE_xOhFkusgMlkmiXi7j-8sVHA" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="347" data-original-width="617" height="360" src="https://blogger.googleusercontent.com/img/a/AVvXsEhdtt62eMy27BdBwXp8BEXI81rKHDHdLu3RbWtrM39uaccmm3X-D8NdSXbESGrKNCnUbKEksIPaQ2stRHmnZpXb2VGHCvA30vGM4YnWZUjfKm9jUutOC_U4nZH_U7J5qV3yeGSN3UhmUUenfpmYt6FV_hS48ZKMjPmtAE_xOhFkusgMlkmiXi7j-8sVHA=w640-h360" width="640" /></a></div><div style="text-align: center;"><span face="Arial, sans-serif" style="background-color: white; color: #333333; font-size: 13px;">Computational Thinking Skills: Image Source: </span><a href="https://blog.playosmo.com/teaching-computational-thinking-to-kids/" style="background-color: white; color: blue; font-family: Arial, sans-serif; font-size: 13px;" target="_blank">Osmo: Teaching Computational Thinking to Kids</a></div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both;">Resources curated by <a href="https://coe.uni.edu/curriculum-instruction/directory/sarah-bryans-bongey-edd" target="_blank">Dr. Sarah Bryans-Bongey</a> and Magdalena Galloway.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div></div></div></div></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8279114829734883901.post-10133852515165430352024-03-21T10:28:00.000-05:002024-03-21T10:28:03.873-05:00Global Collaboration<div dir="ltr" trbidi="on">
<span face=""arial" , "helvetica" , sans-serif">Global Collaboration is an empowering opportunity for students and teachers to connect and engage in authentic, meaningful experiences. It is an opportunity for students to learn about people from different cultures and backgrounds. These connections don't need to be with learners in other countries. You will find people of different cultures and backgrounds in different states, cities, or even down the street.</span></div><h3 style="text-align: left;"><b><br /></b></h3><h3 style="text-align: left;"><b>What is Global Collaboration?</b></h3><div dir="ltr" trbidi="on">Global Collaboration involves using technology to connect learners in different parts of the city, state, nation, or world. These partnerships are made for the purpose of working and learning together to accomplish goals and learn/develop new things. When learners work with people from other locations, they can become aware of people and cultures outside their immediate surroundings. </div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on"><span face=""arial" , "helvetica" , sans-serif"></span></div><div dir="ltr" trbidi="on">
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="300" src="https://www.youtube.com/embed/ArUuDc3cGWA" title="YouTube video player" width="520"></iframe>
<span face=""arial" , "helvetica" , sans-serif"></span></div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on">Learning about the structure and content of global collaboration is important, but the real question is whether the students can learn anything from this experience. Students are looking for authentic learning events and this can provide them. Watch as 4th-grade students in Fairfax, Virginia, share their experiences through connecting with other 4th graders in Costa Rica.</div><div dir="ltr" trbidi="on"><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/_EWKqiXXC78" width="320" youtube-src-id="_EWKqiXXC78"></iframe></div><br /><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on"><span face=""arial" , "helvetica" , sans-serif"></span></div><h3 style="text-align: left;">What is Cultural Competence?</h3><div dir="ltr" trbidi="on">Learning about cultures other than our own is the first step towards achieving "Cultural Competence." Cultural Competence is the ability to understand and interact effectively with people from other cultures. These people may be from another country, state, or in your own classroom. </div><div dir="ltr" trbidi="on">
<span face=""arial" , "helvetica" , sans-serif"><br /></span> <span face=""arial" , "helvetica" , sans-serif">You won't have the opportunity to actually engage in a global collaboration project in this course, Ed Tech and Design, but learning about the various projects/strategies, resources, and digital tools will help prepare you for turning your students into global collaborators. It's the recognition of differences and the interest in learning about those differences to better communicate and work with others. </span></div><div dir="ltr" trbidi="on"><span face=""arial" , "helvetica" , sans-serif"><br /></span></div><div dir="ltr" trbidi="on">Professor Juanita Sherwood describes cultural competency in the video below. Pay careful attention to how she explains the importance of cultural competence in our lives. An interesting aspect is the need for understanding one's own culture as well as other cultures.</div><div dir="ltr" trbidi="on"><span face=""arial" , "helvetica" , sans-serif"><br /></span></div><div dir="ltr" trbidi="on"><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/QR-32K2K01k" width="320" youtube-src-id="QR-32K2K01k"></iframe></div><span face=""arial" , "helvetica" , sans-serif"><br /></span></div><h3 style="text-align: left;">ISTE Standards</h3>Global Collaboration and Cultural Competence are important parts of the ISTE Standards for <a href="https://www.iste.org/standards/iste-standards-for-students">Students</a> and <a href="https://www.iste.org/standards/iste-standards-for-teachers">Educators. </a>Global Collaborator is the 7th standard. "Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally." More specifically, 7a states that we should "Connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning."<br /><br />As educators, we are expected to "Demonstrate Cultural Competency when communicating with students, parents, and colleagues and interact with them as co-collaborators in student learning." The world is a big place and it is our duty as educators to prepare our students (and ourselves) to recognize, communicate, and collaborate with people of a variety of backgrounds.<div><br /><div><h3 style="text-align: left;">Global Collaboration Projects</h3><div><div dir="ltr" trbidi="on">Connecting with other classrooms requires organization and connections. The most efficient way to get involved in global collaboration is to join projects that are already organized. This is called <b>Managed Global Collaboration.</b> The managing organization has already created the activity and all that you need to do is join and get engaged. It is suggested that this is usually the best way to begin introducing Global Collaboration into your classroom. Here is a project that has connected thousands of learners around the world.</div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on"><span style="font-size: medium;"><b>Global Read Aloud</b></span><br /><div>
<span face=""arial" , "helvetica" , sans-serif">The <a href="https://theglobalreadaloud.com/">Global Read Aloud project</a> involves students around the world reading one or more of a set of selected books during a 6-week period and then they try to connect with other students who have read the book so that they can share their ideas and thoughts. </span></div><div><span face=""arial" , "helvetica" , sans-serif"><br /></span></div><div><span face=""arial" , "helvetica" , sans-serif">Watch the <a href="https://www.youtube.com/watch?v=ZoJo5wbK54I">What is the Global Read Aloud? </a>video and then <a href="https://theglobalreadaloud.com/">visit the official website</a> <b><span id="goog_459156927"></span><a href="https://www.blogger.com/"></a><span id="goog_459156928"></span></b>where they have identified a set of 10 books from which they can select their reading material. These books range from picture books to young adults. Envision how you could do something like this in your future classes.</span></div><div style="text-align: left;"><br /></div><span style="font-size: medium;"><b>Taxonomy of Global Collaboration</b></span></div><div dir="ltr" trbidi="on"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwbKRVJecNZPGOhp_CXbLobqrsljQ3hXkRJPHVorBbdDqaTGJTPZj7Zu9IdOKZWFj1Pv8x3i4oSd-uWNII5yHS0nmOJ2seQbuS4nP9PlELr3zsvh3je0nvoqxZDDu4s7hXs8Slc9QG4lo/s960/ITEC+2019+Top+Tools+and+Strategies+for+Connecting+Your+Students+to+the+World.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="317" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwbKRVJecNZPGOhp_CXbLobqrsljQ3hXkRJPHVorBbdDqaTGJTPZj7Zu9IdOKZWFj1Pv8x3i4oSd-uWNII5yHS0nmOJ2seQbuS4nP9PlELr3zsvh3je0nvoqxZDDu4s7hXs8Slc9QG4lo/w562-h317/ITEC+2019+Top+Tools+and+Strategies+for+Connecting+Your+Students+to+the+World.jpg" width="562" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><b><span style="font-size: medium;">Starting a Global Collaboration Project</span></b></div><div class="separator" style="clear: both; text-align: left;">Global Collaboration projects can be life-changing experiences. They can bring a whole new meaning to topics that we can only read about in our books. Instead of reading about how the Chinese celebrate the Chinese New Year, you and your students can connect with students in Beijing to learn from the actual people who live this celebration. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Here is a brief overview of how to create a Global Collaboration project for your students. It doesn't identify the actual steps for making such a project happen, but it provides an overview of the stages you will go through and how to approach specific challenges. It also provides 4 exciting projects that you should explore (The <i>Winter Around the World </i>link doesn't work.)</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://iste.org/blog/7-steps-to-starting-a-global-collaboration-project" target="_blank"><span style="font-family: arial; font-size: medium;"><b>Seven Steps to Starting a Global Collaboration Project</b></span></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Consider how you can enrich your students' learning opportunities through Global Collaboration. You are preparing your learners for living in a global society where it is important to connect with and understand other people.</div><div>
<span face=""arial" , "helvetica" , sans-serif"><br /></span> <span face=""arial" , "helvetica" , sans-serif">Imagine extending your Thematic Unit to include global collaboration. What would YOU do? </span><br />
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<span face=""arial" , "helvetica" , sans-serif"> <span face=""arial" , "helvetica" , sans-serif"><span style="color: black;"><span style="background-color: white;">Begin your dreaming here . . . <br /></span></span></span></span></div>
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</div></div></div>Dr. Zhttp://www.blogger.com/profile/01420546861775303616noreply@blogger.comtag:blogger.com,1999:blog-8279114829734883901.post-40410943296665040442024-03-07T06:00:00.001-06:002024-03-07T06:00:00.143-06:00Diversity in the Classroom. Media Influences<b>To Do:</b> Begin by <b>analyzing</b> the short <a href="https://insttech.uni.edu/240-031/documents/state_of_the_village_report.pdf" target="_blank">“State of the village report” </a>from 2005 originally created by Donella H. Meadows.<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;">
<br /><b>To Watch: What it takes to be racially literate? </b>Watch this short TED talk by Priya Vulchi and Winona Guo, the two amazing teenagers and the authors of the student-run organization, <a href="http://www.princetonchoose.org/" target="_blank">CHOOSE</a>, to overcome racism and inspire harmony through exposure, education, and empowerment AND authors of The Classroom Index, a textbook devoted to racial literacy:</div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;">
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<b>Ask yourself: </b><a href="https://www.wikihow.com/Tell-if-You-Are-a-Racist" target="_blank">Could I be racist? How to tell if I am? </a>Racism is when you draw conclusions about people based on racial stereotypes and believe that some races are better than others. Consider the questions, answer them to yourself.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOiZrnmKGHbnb6C0XImcI1Bzed0pzpD7_I8wFOGZdnqtH_ECwozQ1mXFLVzq2TDbTxr_l9wsqH5pfatiIDM-snY5STsACC0OABqy1ItZORttWoYj5P8bPH714fdk-gmx-abu3unTE304Yd/s1600-h/benetton-faces.jpg" style="margin-left: auto; margin-right: auto;"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5301304465673197570" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOiZrnmKGHbnb6C0XImcI1Bzed0pzpD7_I8wFOGZdnqtH_ECwozQ1mXFLVzq2TDbTxr_l9wsqH5pfatiIDM-snY5STsACC0OABqy1ItZORttWoYj5P8bPH714fdk-gmx-abu3unTE304Yd/s400/benetton-faces.jpg" style="display: block; height: 290px; margin: 0px auto 10px; text-align: center; width: 400px;" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i style="font-size: medium; text-align: -webkit-auto;"><span class="Apple-style-span" style="font-style: normal;"><i><span class="Apple-style-span" style="font-size: xx-small;"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="c5dedb08-1a0d-4f51-a383-f87f485cce27" id="627173a4-7f31-4247-ac63-e09c670ba50a"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="2f3fdc5a-ff61-4425-8c5f-1627f298f2e6" id="999c19cc-903e-41d7-a84f-47b262cb4bbb"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="cf434afe-f96b-4b1b-b5fd-464c1025c4b2" id="039b7db8-fd4e-4311-aea4-382565d7e9ae"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="9077e6cc-d33b-40a7-ad98-c5b95cda943b" id="12a80fee-2b1a-4a2a-b343-1bcbf595d4be"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="feaecf07-9d26-42b2-b4c8-aa82041ea74f" id="f5190071-38ae-4264-b647-68087f245880"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="725424a1-abb4-421e-ba9f-66e961794157" id="55cce4e8-25cf-4f9a-acee-3b9e96a6a2e8"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="051db421-9aa9-41f7-ae6d-c10e213654f4" id="3fa272aa-356f-4ef8-8302-48063767631f"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="8aca7723-6e91-46e7-a106-cc19c620a302" id="4b8e1b0c-5b30-4f56-97ec-2bb087d6ba25">image</gs></gs></gs></gs></gs></gs></gs></gs> source: </span></i></span><span class="Apple-style-span" style="font-style: normal;"><i><a href="http://www.benettongroup.com/"><span class="Apple-style-span" style="font-size: xx-small;">benettongroup.com</span></a></i></span></i></td></tr>
</tbody></table><br /><b><br /></b></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><b>To read, print or bookmark, </b><b><span style="color: #ff00fe;">and use in your classroom:</span></b><b> </b>Although equity has become a popular term, many teachers are uncertain about achieving it. Dr. Gail Thomson created an “<a href="https://static1.1.sqspcdn.com/static/f/1369233/28098986/1553112228940/An+Equity+Affirmation+for+Teachers+new.pdf?token=wnRma0TxRZqHurViC%2F0ysJxORKI%3D" target="_blank">An Equity Affirmation for Educators" sheet</a> that you can use in your daily work as a teacher.</div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><br /></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><b>To read: </b>“Key Characteristics of a Multicultural Curriculum” by P<gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="ca6bdd8d-386b-4b8b-994a-7262781c73e8" id="8bf6cf6f-85e6-494e-9745-e4ba4b1a778d"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="567a7c0a-6a26-41b2-960f-59e07986c074" id="40d5fb18-7447-473f-82be-60611e70973d"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="6d50ce5c-12d6-4b02-b4c5-e7a856c36494" id="e4cf3008-2ccb-4020-921e-8418cea30ccb"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="2349b3f7-ceb5-4598-a1f8-337411efea73" id="01f79202-a0ec-4b5b-8c4b-bfba8b8bc6f6"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="25b66939-e336-471b-8949-8b25fb3052a0" id="bd612844-8f31-416f-8bd8-302c39ff982e"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="4bc2db96-1a57-439c-a78b-6002554e43b1" id="974e7423-4fa1-46fc-8511-2f193e355605"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="e0212b92-9c8d-433a-b427-a5adbbeb76a9" id="2ca8d2b1-14ff-45d0-bdbd-97cefd3bc7d3"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="88a67af0-46da-4f0a-aa0e-8d25013f1998" id="a9aa7572-fef3-49ce-994e-80f7aec2867b">.</gs></gs></gs></gs></gs></gs></gs></gs>Gorski.<br />
<a href="http://www.edchange.org/multicultural/curriculum/characteristics.html" target="_blank">www.edchange.org/multicultural/curriculum/characteristics.html</a> (here is a<a href="http://www.edchange.org/handouts/curriculum_characteristics.pdf" target="_blank"> pdf version</a> of that resource)<br />
<br /><b>To read: </b><a href="http://iteslj.org/Articles/Pratt-Johnson-CrossCultural.html" target="_blank">Communicating Cross-Culturally: What Teachers Should Know</a>. This is a good article for teachers with ELL students in their classrooms. It highlights <b>five points</b> of cultural difference that all teachers should be aware of when teaching diverse backgrounds.<br /></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><br /></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span><b style="font-weight: bold;">To do: </b>Books Matter!<span style="font-weight: 400;"> As a teacher, you will build your classroom library. </span><b>Browse and save</b><a href="https://www.adl.org/education-and-resources/resources-for-educators-parents-families/childrens-literature" style="font-weight: 400;" target="_blank"> the list of titles collected by ADL </a></span> (The Anti-Defamation League) with the power to instill empathy, affirm children’s sense of self, teach about others, transport them to new places, and inspire actions on behalf of social justice. </div>
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<b>To watch:</b> “<a href="http://www.youtube.com/watch?v=VQ5HDM5H1yM" target="_blank">Misconceptions; Do’s & Don’ts of a 1st Year Teacher</a>” created by Mississippi State University students about racial stereotypes (4 min)</div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><br /></div>
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><b>To browse and bookmark (pin?)</b> the <a href="https://www.pinterest.com/kidworldcitizen/" target="_blank">Kid World Citizen organization on <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="6a369eb4-5580-4d51-b79a-3742a06ff0af" id="408a7382-fd46-40d8-84ab-bffd679ec276"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="45b1c1c1-c4d8-4bbe-b0ff-6909a61a55c8" id="2136fe69-f5f7-4435-9c0c-2c75eb6513da"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="4c4530d7-839f-4187-aea6-8257e9a04932" id="979269bd-f670-49ab-af4c-d22074580567">Pinterest</gs></gs></gs></a> for a variety of multicultural activities and resources</div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><br /></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><b>To browse: </b><a href="http://learningforjustice.org" target="_blank">learningforjustice.org</a> (browse classroom resources) </div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><br /></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;">
<b>To do:</b> Take a quick tour of <a href="https://www.gapminder.org/dollar-street/matrix" target="_blank">Dollar street </a>- Everyone lives on Dollar Street. We all have some things in common. See how people around the world live. Could the investigation of different living styles and conditions help your students build a global perspective?</div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><br /></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-weight: bold;">---</span><br />
<span style="font-weight: bold;">Additional resources (not required):</span><br />
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<span style="font-weight: bold;"><b>Extra Credit opportunity</b><span style="font-weight: 400;">: </span><span style="font-weight: 400;">Complete </span><a href="https://skillshop.exceedlms.com/student/path/61215-support-english-language-learners-course" style="font-weight: 400;">Google's Support English Language Learners training</a><span style="font-weight: 400;">. This activity provides strategies for educators to create culturally responsive learning environments. - When done take a screenshot of the course page showing your login and when the course was passed, and submit it to the Extra Credit assignment submission folder. </span></span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-weight: bold;"><br /></span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-weight: bold;">Link </span>to Annual African American Children and Families Conference organized at the UNI campus <a href="https://aac.uni.edu/">https://aac.uni.edu/</a> <span style="font-weight: bold;"> </span><br />
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<b><a href="http://www.iste.org/standards/standards/for-students-2016" target="_blank">ISTE Standards for <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="fbd9940a-7e4c-44a2-aa60-b3bacbf50f89" id="88c500b4-91f2-415b-a1b2-e876f995d03d"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="639b85b7-e493-4803-b02a-baab5a14f1a0" id="53159646-5fbe-4374-8c76-4c8517546747"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="02ebe007-36b3-4771-b2d7-e62c6a92ed9b" id="c770471d-6e1d-4773-a3a8-08c33f355068"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="e4d0f426-8359-4fda-8494-b330e441502d" id="b3e04c79-cdec-42c3-ba37-323ee2486bc8"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="d7973248-8e20-4a55-bfb8-5310288a12de" id="be65ed5b-105f-406e-83c4-5eedf6f02d06">students</gs></gs></gs></gs></gs></a></b><br />
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#2 <b>Digital Citizen</b>: Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.<br />
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#3c<b> Knowledge Constructor:</b> Students curate information from digital resources using various tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.<br />
#3d <b> Knowledge Constructor: </b>Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.<br />
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<b><a href="https://www.iste.org/standards/for-educators" target="_blank">ISTE Standards for educators</a> connection: </b><br />
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<b>#3a Citizen: Educators </b>create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.<br />
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<b>#3b </b><b>Citizen: Educators </b>Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.<br />
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<b># 4d Collaborator: Educators</b> demonstrate cultural competency when communicating with students, parents, and colleagues and interact with them as co-collaborators in student learning.<br />
<br /><b>To browse and bookmark (pin?) </b>resources collected by Dr. Gail L. Thompson. She shares great equity-related resources for teachers <a href="https://www.drgailthompson.com/reso-for-teachersaz/">https://www.drgailthompson.com/reso-for-teachersaz/</a> </div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><br /></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><b>To read: </b>a short article about <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="908a53f3-43d9-4b15-88c2-643b3ec51e07" id="9e1b4074-343f-4db6-9fa8-94226ae2a37a">challenges</gs> in defining Multicultural Education and the areas of social transformation.<br /><a href="http://www.edchange.org/multicultural/initial.html">www.edchange.org/multicultural/initial.html</a></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><br /></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;">To browse: <a href="https://www.gapminder.org/" target="_blank">gapminder.org</a> - Free tools for a fact-based worldview<br /><br /></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"> </div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><b>To read:</b> We use media in different ways. The same media content may gratify different needs <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="f0c4b3e3-44ec-45c6-bc4e-8b3743ded6ff" id="b7f91c9b-6ed0-4ae6-949d-9e4f78ac104a"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="cdd43349-8d4b-4721-9742-271823d00873" id="96348f6a-a7cd-4573-893c-2d0d25c7a04b"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="59964832-2fd8-4b97-b549-aa945cf233a1" id="388fa55b-c3be-41db-aac4-2713fa438218"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="5a4b01dc-4e33-49de-bb03-9e7becf8cded" id="ac17ae2c-57b9-46d8-8fb6-d1606ef36fd2"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="ca162b8a-bb16-4ebe-b74c-42e9e7ae9ea7" id="73f410a4-9eae-4111-9e27-d80c825c00b5">for</gs></gs></gs></gs></gs> different individuals—the resources below explaining the media's effects from the point of view of audiences.<br />
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<b><span> </span>Needs and Gratifications model of the Media </b><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="2b5d837c-8017-457f-97e9-552876fd29fd" id="30ecd237-e539-41d6-bc66-fc653d104330"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="e36a0545-0a12-484e-8b93-022be9207712" id="c3236f7d-7b51-4675-ab2e-5c999db1a15a"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="8880f2a0-9445-4b9c-94d3-e48754a8bf52" id="8caf7517-c0fb-4c10-8a74-a80dd4baab50"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="55c233a8-d4ef-4cb6-b237-1553226697c5" id="489aa8bb-24e4-41eb-9f10-dcf5192ff8fd">( </gs></gs></gs></gs>by Blumler & Katz)</div>
<ul>
<li><a href="http://en.wikibooks.org/wiki/Communication_Theory/Uses_and_Gratifications" target="_blank">http://tinyurl.com/32a6bv</a></li>
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<ul>
<li><a href="http://www.bbc.co.uk/dna/h2g2/A770951" target="_blank">www.bbc.co.uk/dna/h2g2/A770951</a></li></ul></div>
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<span style="font-weight: bold;"></span><b>To read: </b><a href="https://www.adl.org/education/resources/tools-and-strategies/10-ways-youth-can-engage-in-activism" target="_blank">10 Ways Youth Can Engage in Activism</a>.</div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><br /></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><b>To do: </b>Explore resources for older students to help stop discrimination and bias <a href="http://www.lookdifferent.org/" target="_blank">lookdifferent.org</a> <br />
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<b>To watch:</b> the <a href="http://www.noh8campaign.com/video/an-anti-bullying-message-from-the-noh8-campaign">An Anti-Bullying Message</a> From the NOH8 Campaign (2.27 min)<br />
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<b>To watch: </b>10 Misconceptions about Muslim: <a href="https://www.youtube.com/watch?v=iUvnD5GVAXg" target="_blank">https://www.youtube.com/watch?v=iUvnD5GVAXg </a><br />
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<b>To read: </b>Information for Teens: <a href="http://www.pamf.org/teen/life/bodyimage/media.html" target="_blank">The Media &Your Life</a> - How the media affects Teens & Young Adults.<br />
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<b>To watch</b>: The <a href="http://www.youtube.com/watch?v=q6WA8P1zamI">digital story about the depression and issues faced by Asian American girl</a> - pay attention to the poem in the story (also typed under the video) (5.29 min)</div><div><br /></div><div><b>To watch</b>: video about <a href="https://www.youtube.com/watch?v=ZahtlxW2CIQ" target="_blank">Microagressions in a classroom</a>. <br /><br />
<b>To watch</b>: <a href="https://www.youtube.com/watch?v=zx-WoMdBfV8" target="_blank">Elders React to Nicki Minaj - Anaconda</a> (Age diversity)<br />
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<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5B8COaTq21cN-ooheC2ulq8AocyHZ8Xs1VLF0egE6Uhr34XcNHuAFhqEe8hNH8ncnbJa0PxRLiiezca68tFD9o_kTGS_evI3iPgDegIMeXksfLK0kk7GwVM4cKSCtvdXr_nTiHztEzsE/s1600/toscani.jpg"><img alt="Everybody in advertising is blonde, beautiful, families are happy, cars are never in traffic, everything is shiny, food looks like it's incredibly tasteful. I ask myself ... Controversial artist Olivero Toscani on ad influence" border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5B8COaTq21cN-ooheC2ulq8AocyHZ8Xs1VLF0egE6Uhr34XcNHuAFhqEe8hNH8ncnbJa0PxRLiiezca68tFD9o_kTGS_evI3iPgDegIMeXksfLK0kk7GwVM4cKSCtvdXr_nTiHztEzsE/w450-h640/toscani.jpg" title="Everybody in advertising is blonde, beautiful, families are happy, cars are never in traffic, everything is shiny, food looks like it's incredibly tasteful. I ask myself ... Controversial artist Olivero Toscani on ad influence" width="450" /></a></div>
<br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td class="tr-caption"><blockquote><span style="font-size: x-small;">"Everybody in advertising is blonde, beautiful, families are happy, cars are never in traffic, everything is shiny, food looks like it's incredibly tasteful. I ask myself ... How Stupid are we" Controversial artist <a href="https://magdagalloway.blogspot.com/2012/03/there-are-no-shocking-pictures-only.html" target="_blank">Olivero Toscani</a> on ad influence </span></blockquote><br /></td></tr></tbody></table></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8279114829734883901.post-13210882184391187582024-02-29T06:00:00.006-06:002024-02-29T18:39:26.392-06:00Information Literacy<h3><span style="font-family: inherit;">
Do you want to know...</span></h3>
<span style="font-family: inherit;"><div style="text-align: center;"><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="280" src="https://www.youtube.com/embed/zE7PKRjrid4" width="500"></iframe></div>
<i><div style="text-align: center;"><i style="font-family: inherit;">Remember, all I'm offering is the truth... nothing more.</i></div></i></span><div><span style="font-family: inherit;"><br />
The Matrix could be an excellent allegory for <b>finding truth in the chaos of disinformation. </b>It could be about breaking an <b>information bubble</b> we may live in and choosing the right path. Unfortunately, we cannot load the skills like Neo could. Fortunately, our information and fake news Matrix is not as grim as the one in the movie...or is it?</span></div><div><blockquote><span style="font-family: inherit;">“You take the blue pill, the story ends, you wake up in your bed and believe whatever you want to believe. You take the red pill, you stay in Wonderland, and I show you how deep the rabbit hole goes.”</span></blockquote></div><div><span style="font-family: inherit;">I hope you choose the knowledge, aka the red pill. So, here it goes: </span></div><div><span style="font-family: inherit;"><br /></span></div><div><div><span><span style="font-family: inherit;">
Information literacy is more than possessing information. Information literacy is the ability "to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information." (ACRL, 2000)</span><br />
<br />Developing information literacy skills requires a combination of tools, educational resources, and critical thinking practice.</span></div><div><span><br />
</span><span style="font-family: inherit;"><b><span><img border="0" height="188" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggXJuet1o4WQryf6pYGWb1UrnKmal92sgTdqVpRHoy3MKL0odzPrCW3avLsoKagdTrtPD3t6xYQgdF0PE-jTSojX4dxrx8iw_bOosQK8le_WDvJH08yzs1fKrKPuVktDKWOD6pEGuyp7ee/s320/one-does-not-simply-save-cancer-patients-by-pressing-like-on-facebook.jpg" width="320" /><br /></span><br /></b></span></div><div><div><span style="font-family: inherit;"><b><br /></b></span></div><div><span style="font-family: inherit;"><b>What practical steps can you and your students take to critically evaluate information found on the Internet? </b>How can we protect them and ourselves from fake news, scams, and phishing?</span></div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;">
<span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggXJuet1o4WQryf6pYGWb1UrnKmal92sgTdqVpRHoy3MKL0odzPrCW3avLsoKagdTrtPD3t6xYQgdF0PE-jTSojX4dxrx8iw_bOosQK8le_WDvJH08yzs1fKrKPuVktDKWOD6pEGuyp7ee/s1600/one-does-not-simply-save-cancer-patients-by-pressing-like-on-facebook.jpg" style="margin-left: 1em; margin-right: 1em;"></a></span></div>
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<li><span style="font-family: inherit;"><b>Read</b> about those <a href="https://www.bbb.org/article/news-releases/17149-like-farming-a-facebook-scam-still-going-strong" target="_blank">Facebook 'Like' Scam Posts</a> - by Better Business Bureau<br /><br /></span></li>
<li><span style="font-family: inherit;"><b>Watch </b>the short video from<b> <a href="https://www.commonsensemedia.org/videos/5-ways-to-spot-fake-news#" target="_blank">Commonsensemedia.org</a> </b>about 5 ways to spot fake news. L<b>ook around</b> the Common Sense website. Notice organizational tabs for Parents, <a href="https://www.commonsense.org/education/" target="_blank">Educators</a>, and Advocates. <b>Add</b> useful links to your bookmarks or pins collection.<br /></span></li><div><br /></div><li><span style="font-family: inherit;"><b>Read </b>Stephen Downe's post about<b> <a href="http://www.downes.ca/cgi-bin/page.cgi?post=4" style="font-weight: 400;">Principles for Evaluating Website</a><br /><br /></b></span></li><li><span style="font-family: inherit;">What is a Filter Bubble? How does it isolate you? - <b>watch</b> <a href="https://www.youtube.com/watch?v=pT-k1kDIRnw" target="_blank">this short video </a>(2.37min ) explaining just that!<br /><br /></span></li><li><span style="font-family: inherit;"><b>Browse and bookmark </b>(pin?) for later - <b>Fake news and misinformation advice hub </b>from <a href="http://internetmatters.org" target="_blank">internetmatters.org</a> where you can learn about fake news, how to spot it, and how to empower children to recognize what fake news is and how to stop the spread of it.<br /><br /></span></li><li><b>How to check the credibility of controversial information?</b></li><ul><li><span style="font-family: inherit;"><b>Browse</b> and<b> bookmark</b> <a href="https://www.snopes.com/" target="_blank">snopes.com</a> - a reference source for urban legends, folklore, myths, rumors, and misinformation. <br /><br /></span></li><li><b style="font-family: inherit;">Browse</b><span style="font-family: inherit;"> </span><a href="http://AllSides.com" style="font-family: inherit;">AllSides.com</a>: <span><span style="font-family: inherit;">Balanced News from the Left, Center, and Right<br /></span><span style="font-family: inherit;">Look for resources about media bias, and check the incredibly well-developed </span></span><b style="font-family: inherit;">resources for schools!</b></li></ul></ul></div><div><span style="font-family: inherit;"><b><br /></b></span></div><h3 style="text-align: left;">Learning (and teaching) today is much different than it used to be. So, it is logical to look for new learning theories!</h3></div><div><b>Connectivism</b> is a relatively new but mighty theoretical framework for understanding learning in a digital age. </div><div><ul style="text-align: left;"><li>It is a theory that argues that learning is not just about memorizing facts but about how <b>you connect those facts together.</b> It's like building a network of information in your mind, where each piece of knowledge is a node, and the <b>connections between them </b>are what help you <b>understand and navigate the world.</b> So, instead of just storing information, you're actively creating a web of understanding. It will be important to keep in mind when building your Personal Learning Network (PLN)</li><li>Connectivism acknowledges that <b>learning is a social </b>process and <b>individuals bring unique perspectives and experiences</b> to the learning process. Interacting with diverse viewpoints enriches understanding and fosters creativity and innovation.</li></ul></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div><div><div style="text-align: left;"><span style="font-family: inherit;"><b>Watch</b> this short video explaining the theory of Connectivism (3 min). This will be further discussed in the lecture. </span></div></div></div></blockquote><div><span style="font-family: inherit;"><br />
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<span style="font-family: inherit;"><span style="font-weight: bold;"><span style="font-weight: bold;"></span></span><span style="font-weight: bold;"><span style="font-weight: bold;">What strategies could students adopt to make decisions or solve an </span></span>information problem? <span style="font-weight: bold;"> </span></span></div>
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<li style="font-weight: normal;"><span style="font-family: inherit;"><b>Analyze </b><a href="https://thebig6.org/" target="_blank">the Big6 and Super3</a> process models of how people should solve information strategies<gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="8ad16cd0-f8af-4e77-90e3-8889e37581ac" id="3d8f35b9-fb84-43ad-9125-e632a329aa5d"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="94749f05-bb3e-497d-8ef9-e362210b3547" id="76db7337-7198-471b-8638-9cda03e1fc3b"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="e6b557ae-4dc0-429b-8301-89523683a87b" id="5fe17e59-f51f-4eae-926c-8e6eb763166a"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="246a7f2f-e92f-40e1-9466-5adf1d9e862a" id="5ee977a9-8fe4-4445-b087-247f08b52bdb"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="348d93d7-c153-4d2f-9494-62da52edbf2e" id="06a70ed2-44ce-4f25-b925-690bb1630d03"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="74280805-3899-44a7-a62d-9b1a3a753b26" id="0d27f693-c6a8-45d4-ad4a-7c5949d1cbff"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="8a3891ba-d12d-45ad-8fd7-966741d91e69" id="967f140b-0dc9-40f6-895e-10cd4d0e7312"></gs></gs></gs></gs></gs></gs></gs>. S per 3 is a simplified model for <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="11f8e529-d4f3-4f9d-92fe-5fae7fef0e7c" id="6f0b70fd-a8d1-4cc9-bb8b-a4619a9ef31e"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="a91e1dab-5a23-4803-89dc-6d896d5a375b" id="8e015463-d4e1-4246-93d0-9fc9f77c94a1"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="6a4e7fb8-2634-4c1c-bf9c-1c3a6d92d8c2" id="ef441ba6-c0ad-44d6-9047-f1aed10b9700"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="4aa03efd-312d-4894-a1c1-a95e05311802" id="b5220174-9406-46d9-a8d4-62bc3f744679"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="c0600543-4451-4b9f-a5fa-05f9ef0853c1" id="73c31a0b-7cec-4503-bf5b-deda209de104"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="331286c3-a91c-45e7-b0b3-5a0fa5692c57" id="ee1ed8d6-862e-47d1-9221-3efdd8c8e5c3">the youngest</gs></gs></gs></gs></gs></gs> students. </span></li>
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<li><span style="font-family: inherit;"><b><span>Connect</span> it to the ISTE Student <span>Standard</span></b><b style="font-weight: normal;"> #5: Computational Thinker</b>: Students develop and employ <b>strategies for understanding and solving problems</b> that leverage technological methods' power to develop and test solutions.</span></li>
<ul style="font-weight: normal;">
<li><span style="font-family: inherit;">5b Students collect data or <b>identify relevant data sets</b>, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.</span></li>
<li><span style="font-family: inherit;">5 c Students <b>break problems into component parts, extract key information</b>, and develop descriptive models to understand complex systems or facilitate problem-solving. </span></li></ul></ul></ul><div><div>Consider pinning or bookmarking the resources for future use (<b>build that PLN!</b></div><ul><li><span style="font-family: inherit;"><b>Browse </b>classroom resources for <b>media literacy at <a href="https://newseumed.org/" target="_blank">newseumed.org</a></b> (you can access resources with a free sign-up)<br /><br /></span></li><li><span style="font-family: inherit;">Browse K-12 teaching and learning resources about <a href="https://www.commonsense.org/education/digital-citizenship" target="_blank">Digital Citizenship from Commonsense.org </a><br /><br /></span></li><li><b>Browse and bookmark</b> Kathy Schrock's Guide to<a href="http://www.schrockguide.net/critical-evaluation.html" target="_blank"> Critical Evaluation of Information</a> - TONES of resources for your classroom.<br /><br /></li><li>Not sure about the safety of a website? <a href="https://transparencyreport.google.com/safe-browsing/search?hl=en" target="_blank">Check Safe Browsing Site Status </a>with Google</li></ul><div><div style="margin: 0px;"><div style="clear: both;"><span style="font-family: inherit;"><br /></span></div><div style="clear: both;"><span style="font-family: inherit;"><br /></span></div><div style="clear: both;"><span style="font-family: inherit;">--</span></div><div style="clear: both;"><div><b>Additional resources (not required; to use, bookmark, or pin for later):</b></div><div><b><br /></b></div><div><span style="font-family: inherit;"><a href="https://www.netfamilynews.org/chatgpt-for-media-literacy-training" target="_blank">Chat GPT for media literacy</a> -</span>an interesting article about why using AI could be a great media literacy instruction tool.</div><div><span style="font-family: inherit;"><br /></span></div><span style="font-family: inherit;"><a href="https://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf" target="_blank">Information Literacy Standards for Student Learning </a>(pdf) provides a conceptual framework and broad guidelines for describing the information-literate student.<br /><br /><a href="https://en.wikipedia.org/wiki/Connectivism" target="_blank">Siemens and Downes theory of <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="2e256d03-45ea-4130-85d0-280920afac59" id="e35e3254-dcbd-4bcd-b2bd-392a2b699d78"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="06af54aa-7ea5-499f-9207-2ba545345a5d" id="a98e9db9-c67f-42af-9a8b-00864fe607f1"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="271a5e2a-92c0-4932-be88-2ed30d61f1f6" id="df524918-1881-40db-9a21-3877411f712c">Connectivism</gs></gs></gs></a></span></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-family: inherit;"><br /><a href="https://www.edutopia.org/article/battling-fake-news-classroom-mary-beth-hertz" target="_blank">Battling Fake News in a classroo</a>m<br /><br />How to spot a <a href="https://clark.com/scams-rip-offs/how-to-spot-a-fake-online-store/" target="_blank">fake online store </a></span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-family: inherit;"><br /></span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-family: inherit;"><span> </span><a href="http://www.asecurelife.com/how-to-spot-a-fake-website/" target="_blank">How to Spot a Fake or Scam Website</a></span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-family: inherit;"><br /></span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-family: inherit;"><a href="https://www.poynter.org/channels/fact-checking" target="_blank">Poynter.org</a> - The International Fact-Checking Network is a unit of the Poynter Institute dedicated to bringing together fact-checkers worldwide.<br /><br /><a href="http://www.opensecrets.org/" target="_blank">opensecrets.org</a> - Follows the money. D ta on campaign finance, Super PACs, Industries ect.<br /><br /></span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-family: inherit;"><a href="https://www.factcheck.org/" target="_blank">factcheck.org</a> - nonpartisan, nonprofit "consumer advocate" for voters that aims to reduce the level of deception and confusion in U.S. politics. A dress public policy issues at the local, state and federal levels.</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-family: inherit;"><br /><a href="http://www.truthorfiction.com/" target="_blank">truthorfiction.com</a> - Get the truth about rumors, inspirational stories, virus warnings, hoaxes, scams, humorous tales, pleas for help, urban legends, prayer requests, calls to action, and other forwarded emails.<br /><br /><a href="http://www.hoax-slayer.com/" target="_blank">hoax-slayer.com</a> - dedicated to" debunking email hoaxes, thwarting Internet scammers, combating spam, and educating web users about email and Internet security issues"</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-family: inherit;"><br /><a href="http://sourcewatch.org/" target="_blank">sourcewatch.org</a> - a collaborative resource for <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="b7a1dfdd-8610-421a-9129-10ce97eea69b" id="0ef48bae-f029-474c-8341-35aef3f6ec48"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="0a737c29-f3d4-4c32-bed1-8c351471bcce" id="fbc4eb1a-1f49-4a86-ba12-1587bcec1f13"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="cfc9d401-71cb-4a2c-b04f-89928a5b0e41" id="7397a6a9-d82e-4968-b01f-df234348400c"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="f0a226fe-1dae-492b-8bf2-9de73b49c229" id="dc89d86c-bf0f-4677-a4f6-e19c6cd23c95"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="6d379e95-d390-468d-b28a-b09f3a81cc24" id="99b44f4b-b445-47af-87a5-e9c81292626b"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="8db338bb-143b-4f7a-8195-5b853d0f0c65" id="fd15e2a3-daaa-4aed-8334-4a0dc7955583"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="1e57909a-f9de-4154-9807-8bfafe78db93" id="33d255a3-e8d9-46fd-9e25-d75d8e6a0412">documented</gs></gs></gs></gs></gs></gs></gs> information about the corporations, industries, and people trying to influence public policy and public opinion<br /><br /><a href="http://www.domaintools.com/" target="_blank">domaintools.com</a> - a collection of domain name ownership records in the world (also look easywhois.com)<br /><br /></span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-family: inherit;"><a href=" https://www.classtools.net/breakingnews/" target="_blank">Breaking</a> News Generator <span style="font-size: 12.8px; text-align: center;"><br /></span><a href="https://www.postermywall.com/index.php/posters/search?s=fake%20newspaper%20template#" target="_blank">Fake News </a>templates</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; margin: 0px;"><span style="font-family: inherit;"><a href="https://www.fodey.com/generators/newspaper/snippet.asp">News Paper clipping</a> generator<br /><br /><a href="https://www.iste.org/standards/for-students" target="_blank"><b>ISTE Standards for S<gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="8ab72fda-13ca-4e7b-a804-c428ce7a4727" id="1c34f31f-8f9a-4e13-8f64-9628161110b8"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="d610669b-af49-4816-9528-f7a621b276b5" id="65e6a010-65c5-4b4c-a9a9-05063aa87a44"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="a9b06677-f420-4ca9-b1b0-ad4cd92a769c" id="99551224-1344-40ae-a148-f75ab282fceb"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="21f02b14-6c95-4673-8ec4-07b26c23cb7f" id="e0a70ed1-a65e-46ad-9013-d6f8b31f146e"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="96c9a7d3-0c8d-4221-bcd5-670a87153696" id="f5ac6acc-9f6e-4cfc-b298-eba75b9af948"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="28d796bf-91f2-4eb3-8a84-f3982ce56ae0" id="a733491e-86fb-4c95-b2fc-8bf75e208767">tudents</gs></gs></gs></gs></gs></gs></b> </a>connection:<br /><br /><b>Standard # 3: Knowledge Constructor:</b> Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.<br /></span><ul><li><span style="font-family: inherit;">3a. S udents plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.</span></li><li><span style="font-family: inherit;">3b. S udents evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.</span></li></ul><div><span style="font-family: inherit;"><b>Standard #2 Digital Citizen:</b> Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical</span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;"><b>Standards #5: Computational Thinker</b>: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.</span></div><div><ul><li><span style="font-family: inherit;">5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.</span></li><li><span style="font-family: inherit;">5 c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. </span></li></ul></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;"><b><a href="https://www.iste.org/standards/for-educators" target="_blank">ISTE Standards for Educators</a></b> connection:<br /><br /><b>Standard #2: Leader:</b> Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning<br /></span><ul><li><span style="font-family: inherit;">2c. Educator model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning.</span></li></ul><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL9A6vwSdnAV1mWjI0DgYIjILfcQvLXcEALlhNia0PIKSUV4DAmOwDw4AGa_BuoHanh7qVkL_c2Z-IzloRjBsryZ3AHxvtBtVzb4cOSetJoTptLFliiSY0cTPVsMc_-SCrl3Z1dmUSgg0/s1600/Screen+Shot+2017-03-22+at+7.52.29+PM.png" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img alt="EdTech fastest growing minor - fake yahoo news" border="0" height="170" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL9A6vwSdnAV1mWjI0DgYIjILfcQvLXcEALlhNia0PIKSUV4DAmOwDw4AGa_BuoHanh7qVkL_c2Z-IzloRjBsryZ3AHxvtBtVzb4cOSetJoTptLFliiSY0cTPVsMc_-SCrl3Z1dmUSgg0/s400/Screen+Shot+2017-03-22+at+7.52.29+PM.png" title="EdTech fastest growing minor - fake yahoo news" width="400" /></span></a></div><span style="font-family: inherit;"><b>Standard #3: Citizen:</b> Educators inspire students to positively contribute to and responsibly participate in the digital world.</span></div><div><ul><li><span style="font-family: inherit;">3b. E ucators establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.</span></li><li><span style="font-family: inherit;">3 c mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.</span></li></ul></div></div></div></div></div></div></div></div></div><div style="margin: 0px;"><div style="clear: both; text-align: left;"><span style="font-family: inherit; font-weight: normal;">--<br />
</span><div style="margin: 0px;"><b>Activities during the lab (we will work on them together)</b></div></div><div style="clear: both;"><br /></div><div style="clear: both;"><span style="font-family: inherit;"><br /></span><div class="separator" style="clear: both; font-weight: normal; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYgVYsucTcQq93turiuPzvJogERFPufsXF49I5_0iIVqqS7YYjWX3vESTde4Y0pxw2_0T_GYLqAFsQH8KDKT5RdFdAbjx614jUfpKzvvXJiUa4pkrCaXYfHji3HXXirWp3gPYGmtgWt-g/s1600/665297453.gif" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img alt="Quote from The Matrix movie: There is a difference between knowing the path and walking the path" border="0" data-original-height="1200" data-original-width="1000" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYgVYsucTcQq93turiuPzvJogERFPufsXF49I5_0iIVqqS7YYjWX3vESTde4Y0pxw2_0T_GYLqAFsQH8KDKT5RdFdAbjx614jUfpKzvvXJiUa4pkrCaXYfHji3HXXirWp3gPYGmtgWt-g/s320/665297453.gif" title="" width="266" /></span></a></div>
<span style="font-family: inherit; font-weight: normal;"><span style="font-weight: bold;"><br /></span>
</span><div class="separator" style="clear: both; font-weight: normal; text-align: center;">
<span style="font-family: inherit;"><br /></span></div><span style="font-family: inherit;"><span>
Using Stephen Downe's <a href="http://www.downes.ca/cgi-bin/page.cgi?post=4" style="font-weight: normal;">Principles for Evaluating Websites</a>, lecture, and<b style="font-weight: normal;"> </b></span>resources above, analyze the resources below.<span><br />
<br />
</span></span><ul style="font-weight: normal;">
<li><span style="font-family: inherit;">Can you find an argument to support or discredit the legitimacy of your resource? It is not enough to use "gut feeling" or common knowledge.</span></li>
<li><span style="font-family: inherit;">How can you prove it? </span></li>
<li><span style="font-family: inherit;">Can you see the purpose of the resource? </span></li>
<li><span style="font-family: inherit;">Could you use it in your classroom?</span></li>
</ul>
<span style="font-family: inherit; font-weight: normal;"><br />
<b>Exhibit A: (elementary):</b><br />
<a href="http://zapatopi.net/treeoctopus/" target="_blank">http://zapatopi.net/treeoctopus/</a><br />
<br />
<b>Exhibit B:</b><br />
<a href="http://www.archaeology.org/online/features/hierakonpolis/zombies.html" target="_blank">http://www.archaeology.org/online/features/hierakonpolis/zombies.html</a><br />
<br />
<b>Exhibit C:</b><br />
<a href="https://insttech.uni.edu/240-031/images/infliteracy-vaccinate.jpg" target="_blank">https://insttech.uni.edu/240-031/images/infliteracy-vaccinate.jpg</a><br />
<br />
<b>Exhibit D:</b><br />
<a href="https://insttech.uni.edu/240-031/documents/mail_SlowDance.pdf" target="_blank">https://insttech.uni.edu/240-031/documents/mail_SlowDance.pdf</a><br />
<br /><br /><br /></span></div></div>
</div>
</div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8279114829734883901.post-85898426665548502962024-02-22T06:00:00.001-06:002024-02-22T06:00:00.138-06:00Copyright & Creative Commons <br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody>
<tr><td style="text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd9j8gUO7nTAKqtgSHCPTkeGkQr8UOXVMA6pmKS5bTMgGS-0hQYM5TIXYs99qKBt76xVxupslcZ_QoHqTQ5TdV1OS6A2lsZBukeEw6YFXJz1OnZNx1cBpa6FNV8LjHy6UEZErdW0G_0sx7/s1600/copyright.png" style="margin-left: auto; margin-right: auto;" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Image source: <a href="http://commons.wikimedia.org/wiki/File:Copyright_%28Simple_English%29_Wikibook_header.png">Wikimedia Commons</a> (this image is in the public domain)</i></td></tr>
</tbody></table>
These RWLDs introduce you to fundamental principles of U.S. copyright law, fair use, public domain, and creative commons. Understanding these concepts is key to making legal/ethical decisions about incorporating media into your educational projects (and guiding your students to do so in the future).<br />
<br /><h4 style="text-align: left;">List of Terms and Concepts You Should Know:</h4>
<ol>
<li><a href="http://twaterman.pbworks.com/f/BriefNOTES07.pdf">Copyright</a> (What is it, and when is it obtained by a creator?) </li>
<li><a href="https://www.lib.uchicago.edu/copyrightinfo/fairuse.html" target="_blank">Fair Use</a> (when it can be used?)</li><li><a href="https://www.youtube.com/watch?v=PMp_-OX15Jc" target="_blank">Public Domain</a> (explained in a YouTube video)</li><li><a href="https://creativecommons.org/about/cclicenses/" target="_blank">Creative Commons (How do you obtain a CC license?)</a></li>
<li>
<a href="http://www.cnn.com/2009/CRIME/06/18/minnesota.music.download.fine/index.html?_s=PM:CRIME" target="_blank">Jammie Thomas-Rasset's case</a>, who illegally downloaded 24 songs. Read the follow-up to the story of <a href="http://en.wikipedia.org/wiki/Capitol_v._Thomas" target="_blank">Capitol v. Thomas on Wikipedia</a>.</li>
<li><a href="http://www.iowaaea.org/wp-content/uploads/2020/10/AEA_Iowa_CopyrightBriefnotes_Students-1.pdf" target="_blank">Copyright BriefNotes for Students</a>. this is an interesting compilation of the meaning of copyright. Review the Copyright Decision Tree on page 2. It helps you decide if you can use a work in your projects. </li></ol>
<h4 style="text-align: left;"><b>RESOURCES </b></h4><i>If you are a reader,</i> <br />familiarize yourself with pages 1—6 of <a href="http://www.copyright.gov/circs/circ01.pdf" target="_blank">Copyright Basics</a> (PDF) from the US Copyright Office (<a href="http://www.copyright.gov/" target="_blank">copyright.gov</a>). This introduction to copyright law describes what works are protected and defines ownership as well as the typical duration of copyright law protection.<div><br /></div><div><i>If you would rather watch videos to learn</i>, <br />review the 3 videos below:</div><div><h4 style="text-align: left;"><b>Using Copyrighted Works in Our Own Creations: Fair Use, Creative Commons, and Permissions</b></h4><div><b>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="300" src="https://www.youtube.com/embed/1R5QccMTDMs" width="520"></iframe> </b></div><div><h4 style="text-align: left;"><b>
Copyright History and Rational in 6 minutes!</b></h4>
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/tk862BbjWx4" width="560"></iframe>
<br />
<br />
<h4 style="text-align: left;"><b>Creative Commons</b></h4>
This 5-minute video explains why Creative Commons was created:<br /><br />
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/ZbJmQSuNcQ4" width="560"></iframe>
<br />
<a href="http://creativecommons.org/about" target="_blank">Creative Commons</a> licenses make it easy for people to share their works which are otherwise protected by copyright law. This provides terrific opportunities for teachers and students! It's what you might say is a happy middle ground between All Rights Reserved and the public domain.</div><div><br /><div><b>Food for thought: </b></div><div><br /></div><div>You probably<a href="http://magdagalloway.blogspot.com/2023/01/testing-chatgpt.html" target="_blank"> heard about ChatGPT </a>and the concerns it raises among schools. We are witnessing the rapid development of chatbots and artificial intelligence that can imitate human conversation and generate essays, poems, and even<a href="https://www.npr.org/transcripts/1152653269" target="_blank"> art</a>. </div><div><br /></div><div>I asked ChatGPT two questions:</div>Q1: What do you think about students using ChatGPT to complete their assigned essays?</div><div><br /></div><div>Here are the chat-generated answers: </div><div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxRjfH-lQH9L5ivFCIzVBcQ-IiSmXitg9_j7SMCbgIhf912x0eZEvdKQKs5C_n6XGxT5waVAGjD-kuR180NVISxA1sOCblrjJybMlYUWO_I8rnna5xVP8mNixN2WmpDFFiYskWgKXAp2RfI47H8uYWrgQ6tLK7r9-POsBMOsVKuIxMlZVd4BkzdnFf/s881/Screen%20Shot%202023-02-03%20at%2010.47.39%20AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="656" data-original-width="881" height="476" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxRjfH-lQH9L5ivFCIzVBcQ-IiSmXitg9_j7SMCbgIhf912x0eZEvdKQKs5C_n6XGxT5waVAGjD-kuR180NVISxA1sOCblrjJybMlYUWO_I8rnna5xVP8mNixN2WmpDFFiYskWgKXAp2RfI47H8uYWrgQ6tLK7r9-POsBMOsVKuIxMlZVd4BkzdnFf/w640-h476/Screen%20Shot%202023-02-03%20at%2010.47.39%20AM.png" width="640" /></a></div><br /><div>Q2: Is ChatGPT in violation of copyright laws?</div><div><br /></div><div>Answer: </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglv3uo2jHg_G6u4FqCI8vDlFR4g1BD_X-5PbVbjJv3FrSzYGx8WJBI7Ajxhtp3u4yBNOttTG9Gt16Y9X8ZdBYImA-Cp7fOwOP5m_oWwv7cIygoa739b-mWVSqIzymgTYL339sxFjax7frlIzgR9m8j5XOHoWCHP9i1CAmV8tVttAHX-x8pV1ktUsd3/s882/Screen%20Shot%202023-02-03%20at%2010.51.09%20AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="374" data-original-width="882" height="272" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglv3uo2jHg_G6u4FqCI8vDlFR4g1BD_X-5PbVbjJv3FrSzYGx8WJBI7Ajxhtp3u4yBNOttTG9Gt16Y9X8ZdBYImA-Cp7fOwOP5m_oWwv7cIygoa739b-mWVSqIzymgTYL339sxFjax7frlIzgR9m8j5XOHoWCHP9i1CAmV8tVttAHX-x8pV1ktUsd3/w640-h272/Screen%20Shot%202023-02-03%20at%2010.51.09%20AM.png" width="640" /></a></div><div><br /></div><div>What are your thoughts on using chatbots to complete your homework? </div><div><h4><b>Other Resources (As FYI, not required)</b></h4></div>- To listen: <a href="https://www.npr.org/transcripts/1152653269" target="_blank">NPR interview with an artist, Kelly McKernan</a>, who filed the lawsuit after discovering that her artwork was used via an AI art generator to produce more work in her style.</div><div><br /></div><div>- To read: Grappling With AI Writing Technologies in the Classroom - article but a h<b>igh school social studies teache</b>r <a href="https://www.edutopia.org/article/chatgpt-ai-writing-platforms-classroom">https://www.edutopia.org/article/chatgpt-ai-writing-platforms-classroom</a> </div><div><div><b><br /></b></div>
- Bookmark and explore these UNI sites related to copyright: <a href="http://www.library.uni.edu/copyright-policies" target="_blank">UNI Copyright Policies</a> and <a href="http://guides.lib.uni.edu/copyright" target="_blank">Rod Library Guide to Copyright</a>.</div><div><br /></div><div>-Take a look at the <a href="http://www.sociallyawareblog.com/2012/01/18/key-moments-in-social-media-law-history/" target="_blank">Key Moments in Social Media Law</a> from 1984 to today.</div></div><div><br /></div><div>- To bookmark for later: <a href="https://magdagalloway.blogspot.com/2023/09/how-to-cite-chatgpt.html" target="_blank">How to cite ChatGPT </a></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8279114829734883901.post-56127598791834540382024-02-15T06:00:00.067-06:002024-03-27T09:13:26.257-05:00Visual Literacy<div dir="ltr" trbidi="on">
<div style="text-align: center;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDDu4T2-rC8coJqgjXFRkbgAEA2fOI2tCDDBKpRV1Erik6ZvmJfrZYysw5KJGAyNBRQkO_dzh4nmasd2DN9H-_APKm86sIwOR2lUwTl8Sy2caxq2JwG9VjTEzRAgmf3mALG0ZMfXNYdWU/s1600/400px-Ray_eye.jpg" style="margin-left: auto; margin-right: auto;"><img alt="an eye ball" border="0" height="260" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDDu4T2-rC8coJqgjXFRkbgAEA2fOI2tCDDBKpRV1Erik6ZvmJfrZYysw5KJGAyNBRQkO_dzh4nmasd2DN9H-_APKm86sIwOR2lUwTl8Sy2caxq2JwG9VjTEzRAgmf3mALG0ZMfXNYdWU/w320-h260/400px-Ray_eye.jpg" title="an eye ball" width="320" /></a></td></tr><tr><td class="tr-caption"><span face="" style="background-color: white; color: #666666; font-size: 10px; line-height: 20px;">Image: </span><a href="http://commons.wikimedia.org/wiki/User:Ray_eye" style="background-color: white; color: blue; font-family: arial, sans-serif; font-size: 10px; line-height: 20px; text-align: start;" target="_blank">Ray eye</a><span face="" style="background-color: white; color: #666666; font-size: 10px; line-height: 20px;"> Creative Commons license<br /><br /></span></td></tr></tbody></table></div><div style="margin: 0px;">
<div class="separator" style="clear: both;"><b>To Read: </b>Color matters! Read <a href="http://www.colormatters.com/color-symbolism/color-symbolism-theories" target="_blank"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="125edbd5-b5cd-4cbf-8672-0c1c52f2d0e0" id="d101ce7c-bb5b-4766-84e0-f595e4d177c1"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="c65ed991-1326-4d99-9d2e-c4e90ff2b374" id="7afa8bba-109d-4332-8d8c-01d29dacef3d"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="95a4070d-f95f-4844-b2d1-aad1c03e545e" id="67ff7524-5221-49f2-a6f7-2dcb43bf90fa">about color</gs></gs></gs> symbolism in different cultures</a> and explore other parts of this website to learn more about the significance of color in our lives.</div>
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<div class="separator" style="clear: both;"><b>To Watch:</b> You are in the process of designing your teacher's website. It should be important for you to make <b>conscious decisions</b> about how you present the content of the pages. </div><div class="separator" style="clear: both;">What makes the page user-friendly? </div><div class="separator" style="clear: both;">What are the most common design mistakes made when creating websites? </div><div class="separator" style="clear: both;">To help you answer that, I created a short video about <b>web design considerations</b>: </div>
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<div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b>To Watch:</b> Visual Diagramming, Concept Mapping, Mind Mapping - these phrases apply to visually brainstorming or organizing ideas. This video explains the benefits of it:</div>
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<iframe allowfullscreen="" frameborder="0" height="270" src="https://www.youtube.com/embed/9AOGLuDElm0?rel=0" width="480"></iframe></div></div><div style="margin: 0px;"><br /></div><br /><br /><br /><a href="https://scarfedigitalsandbox.teach.educ.ubc.ca/concept-maps-for-teaching-and-learning/" target="_blank">Concept Maps for teaching and learning </a>- it may be a useful tool, especially for older students, to represent knowledge of a topic, make connections between ideas <div style="margin: 0px;"><b><br /></b></div><div style="margin: 0px;"><b>To use in the early elementary classroom (or with your kids):</b> <a href="https://www.mspanasays.com/blog/kids-can-c-a-r-p" target="_blank">C.A.R.P. junior</a> - Design Principles for kids - ideas for practicing them in an elementary classroom.</div><div style="margin: 0px;"><div style="clear: both; text-align: left;"><b><br /></b></div><div style="clear: both; text-align: left;"><b>To challenge yourself:</b> Look at these <a href="http://www.cnn.com/2013/09/01/world/gallery/iconic-images/" style="font-size: medium; font-weight: 400;" target="_blank">25 of the most iconic photographs</a><span style="font-size: medium; font-weight: 400;"> (according to CNN) - How many can you name just by looking at them?</span></div><h2 style="clear: both;">---------</h2>
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<b>Additional optional resources:</b></div>
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<a href="https://www.iste.org/standards/for-educators" target="_blank">ISTE Standards for Educators</a>:<br />2.5c Educators explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.<br />2.6d. Educators model and nurture creativity and creative expression to communicate ideas, knowledge or connections.<br />
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<a href="https://www.iste.org/standards/for-students" target="_blank">ISTE Standards for S<gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="9fd6d32a-1bc3-4ce8-998a-895d25606d95" id="98bd69c6-f197-4950-8eb1-b9b6444cd56d"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="2437ac98-7769-4074-947c-d326f5c89f2c" id="dbd5c085-6dff-4357-b535-82c3f00f5b9e"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="bd472a62-fd61-44de-ac28-6aa22df067e5" id="ef40e386-75f8-4225-b086-224be3e84ef9">tudents</gs></gs></gs> </a>:<br />1.1b Students build networks and customize their learning environments in ways that support the learning process.<br />1.6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.</div><div style="margin: 0px;"><ul style="text-align: left;"><li>To browse: Free teaching resources from Visual Literacy today: <a href="https://visualliteracytoday.org/teaching-resources/">https://visualliteracytoday.org/teaching-resources/</a><br /><br /></li><li>To read: (elementary and middle grades): How to incorporate Visual Literacy in your classroom by using wordless texts to help students make observations in the illustrations while addressing <b>six components of visual literacy:</b><span face="canada-type-gibson, Arial, Verdana, sans-serif" style="color: #333333;"><span style="background-color: white; font-size: 21px; letter-spacing: 0.8px;"> </span></span><a href="https://www.edutopia.org/article/how-incorporate-visual-literacy-your-instruction/">https://www.edutopia.org/article/how-incorporate-visual-literacy-your-instruction/</a> </li></ul></div><div style="margin: 0px;"><ul style="text-align: left;"><li>To read (HS): Article about teaching Visual Literacy in high school English <a href="https://www.secondaryenglishcoffeeshop.com/2022/10/the-3-rs-reading-riting-and-rithmetic.html">https://www.secondaryenglishcoffeeshop.com/2022/10/the-3-rs-reading-riting-and-rithmetic.html</a><br /><br /></li><li> To interact: Play with colors professionally: <a href="http://paletton.com/" target="_blank">Paletton.com</a>- The color <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="c03b3d85-a85a-4040-a68f-97017b000c19" id="1e6a6a01-4210-482d-bfe0-81b86ed6ce67">scheme</gs> designer.<br /><br /></li><li>To read: How to Design For Color Blindness: <a href="https://www.getfeedback.com/resources/ux/how-to-design-for-color-blindness/" target="_blank">https://www.getfeedback.com/resources/ux/how-to-design-for-color-blindness/ </a><br /><br /></li><li>To browse: <a href="https://www.si.edu/openaccess " target="_blank">Smithsonian Open Access</a>: where you can download, share, and reuse millions of the Smithsonian’s images. </li></ul></div></div><div style="margin: 0px;"><div style="margin: 0px;"><div class="separator" style="clear: both; text-align: center;"><br /></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8279114829734883901.post-83322993103926321072024-02-08T06:00:00.075-06:002024-03-01T11:37:44.337-06:00AI Artificial Intelligence (AI) is a relatively new field in K-12 education. It exploded at the beginning of 2023 with the release of a free version of Large Language Model, Generative AI, ChatGPT. As a new-era educator, you probably want to have a basic understanding of how AI works, how it will influence teaching and learning, and how to teach about it to your students. Since we are in a lifelong learning profession, it is on us to keep up and understand the implications of the current trends. The changes are coming, and we are living in exciting times! So, let's dive in.<div><br /><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb9k1zZ_2R7CHOsz7vWTeJkU83JdxueJIoVrj3NQnmGzRNXCoXTX97AYJgzClSCb26GmEPqNepnMyJ2LPoeL1Rfzwg8rm8zhYYRczAjlXb5rv482iLSgvvtFjYq57BNXNaMnT7h10RDsPrpM6A67fobdUCzQplv56v-A2tLFSw9xf9Dd3QN9d-d8s6-Xc/s338/Screenshotcodeorg.jpeg" style="margin-left: auto; margin-right: auto;"><img alt="cute machine learning AI from code.org" border="0" data-original-height="338" data-original-width="292" height="164" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb9k1zZ_2R7CHOsz7vWTeJkU83JdxueJIoVrj3NQnmGzRNXCoXTX97AYJgzClSCb26GmEPqNepnMyJ2LPoeL1Rfzwg8rm8zhYYRczAjlXb5rv482iLSgvvtFjYq57BNXNaMnT7h10RDsPrpM6A67fobdUCzQplv56v-A2tLFSw9xf9Dd3QN9d-d8s6-Xc/w142-h164/Screenshotcodeorg.jpeg" width="142" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Machine learning from code.org</td></tr></tbody></table></div><p>To Watch and Do (15 minutes): Start by <a href="https://studio.code.org/s/oceans/lessons/1/levels/1 " target="_blank">completing this short <b>eight-step unit from code.org</b> </a>designed to help you and your students learn about types of machine learning and training data, pattern analysis, classification models, ethical issues such as bias, and even how AI can be used to address Global Goals! <b>Don't skip this part! </b></p><h3 style="text-align: left;">A human-centered approach to AI:</h3></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>A human-centered approach to AI <b>prioritizes the well-being and needs of humans</b> in developing and implementing artificial intelligence systems.</div></blockquote><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;">It advocates that <b>AI should be used to amplify human capabilities</b>, creating collaborative interactions between humans and AI <b>rather than replacing them. </b></div></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div><p style="text-align: left;"><a href="https://unesdoc.unesco.org/ark:/48223/pf0000386693" target="_blank">UNESCO’s 2021 Recommendation </a>on the Ethics of AI provides a framework for addressing controversies around generative AI in education and research. It advocates for a<b> human-centered approach to AI</b> </p></div></blockquote><div><p style="text-align: left;"></p><ul style="text-align: left;"><ul><li>AI should be used to develop human capabilities for inclusive, just, and sustainable futures</li><li>Human rights principles should guide the use of AI</li><li>Human dignity and cultural diversity should be protected</li><li>Proper regulation is needed for a human-centered approach to AI</li></ul></ul><p></p><p><br /></p><p>To watch: (2 min.33s) <b>Machine Learning and Human Bias</b> - How it can perpetuate human bias, why it is important to know, how Google approaches this problem, and what you can do about it. </p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/59bMh59JQDo" width="320" youtube-src-id="59bMh59JQDo"></iframe></div><p><br /></p>The Artificial Intelligence (AI) for K-12 initiative (AI4K12): <a href="https://ai4k12.org/">https://ai4k12.org/</a> :<div>Organize the topics surrounding Artificial Intelligence and organize them into 5 Big Ideas. Each Idea has a progression chart similar to DOK that can help you teach about AI in a different grade level. </div><div><br /></div><div>To do: Go to this link: <a href="https://ai4k12.org/gradeband-progression-charts/">https://ai4k12.org/gradeband-progression-charts/</a> and open a progression chart for each idea. Try to make sense of what kind of AI concepts and topics should be taught in each grade. Would you be able to teach them today? </div><div><br /></div><div><br /></div><div><div class="separator" style="clear: both;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixhHL5I9LjvobjEqmdgh3st2qQrIVgoBuobRRkZsvaJTMV9dQbeRPYPRbeaCFqWXik3Q4ymPG5HpixJ-1wFPcAxTVZKOvUVw1-K4P5gRPhysCqw7LoXxoGlwDYDuimTaY3n5vNd5UYGb2OMp9dnnVb32clC4OlFfIld9NWqig-I2V1kxbH4a5LNbfodfA/s1020/5BigIdeasWheel.png" style="margin-left: 1em; margin-right: 1em;"><img alt="5 Big Ideas in AI" border="0" data-original-height="995" data-original-width="1020" height="390" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixhHL5I9LjvobjEqmdgh3st2qQrIVgoBuobRRkZsvaJTMV9dQbeRPYPRbeaCFqWXik3Q4ymPG5HpixJ-1wFPcAxTVZKOvUVw1-K4P5gRPhysCqw7LoXxoGlwDYDuimTaY3n5vNd5UYGb2OMp9dnnVb32clC4OlFfIld9NWqig-I2V1kxbH4a5LNbfodfA/w400-h390/5BigIdeasWheel.png" title="5 Big Ideas in AI" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div></div><div><div class="separator" style="clear: both; text-align: center;"><br /></div><div><br /></div><div>To browse: Resources from <a href="http://aiedu.org" target="_blank">aiedu.org</a> <b>The AI Education Projec</b>t. We used some resources from there while working on Digital Citizenship activities. </div><div><br /></div>To watch: Ted Talk How AI could save (not destroy) education (15 min)</div><div>Sal Khan (founder of Khan Academy) thinks AI could spark the greatest positive transformation education has ever seen. See what opportunities he envisions for students and educators working with Khanmigo AI. Do you like his vision? What are the positives? Are there any downsides? Do you agree with his statement that AI can be used to enhance HI?</div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/hJP5GqnTrNo" width="320" youtube-src-id="hJP5GqnTrNo"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div>To read and think about <a href="https://www.blogger.com/blog/post/edit/7794858656707550527/5134174201728368007" target="_blank">Reconsidering Student Learning Outcomes in the Age of Generative AI</a> - do you agree? What other skills, if any, will be important, and which should be revisited for their usefulness? </div><div><br /></div><div><br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJxTtoPFx-pJJHmnDq33DUg57pjN4u_vj_gy1tFg-7-eFnGG17CBaVbnANB7xk7Utl7kKFYHCpLYRgWRf74q7rPhd9amA8qUKLr_5kdVBqN7e8OTp8nuINlIyyhuFpDxJXYJCTQsKJmDsDhNRQXiKNsr7SB7GBnwrR92gCS_MTdPvS33v2nJMsolP5CLY/s500/magicschoollogo.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="218" data-original-width="500" height="140" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJxTtoPFx-pJJHmnDq33DUg57pjN4u_vj_gy1tFg-7-eFnGG17CBaVbnANB7xk7Utl7kKFYHCpLYRgWRf74q7rPhd9amA8qUKLr_5kdVBqN7e8OTp8nuINlIyyhuFpDxJXYJCTQsKJmDsDhNRQXiKNsr7SB7GBnwrR92gCS_MTdPvS33v2nJMsolP5CLY/s320/magicschoollogo.png" width="320" /></a></div><br /><div><br /></div><div>Please create a free account on <a href="https://www.magicschool.ai/" target="_blank">magicschool.ai</a> - we suggest using a private account. We will look at it and evaluate in labs. </div><div><br /></div></div><span id="docs-internal-guid-7fef997c-7fff-9f70-a2d6-3477be58439c"><h4 style="text-align: left;"><span>Other Resources (not required, but useful) </span></h4><div>To listen: <b><a href="https://pondering-ai.transistor.fm/ " target="_blank">Pondering AI podcast</a></b> How is using artificial intelligence (AI) shaping our human experience? Kimberly Nevala talks with a diverse group of innovators, advocates, and data scientists.</div><div><br /></div>To read, think, and interact: <b><a href="https://magdagalloway.blogspot.com/2023/09/is-modern-development-of-god-like.html" target="_blank">Is the modern development of "god-like technology" a new fire?</a> </b> A philosophical question for the insomnia minds: Read and consider posting your response </span></div><div><br /></div><div>To read: 3 <a href="https://edtechmagazine.com/k12/article/2023/11/3-ways-educators-can-use-artificial-intelligence" target="_blank">Ways Educators Can Use Artificial Intelligence. </a></div><div><br /></div><div><b>Approaches & Guides to Prompt Engineering in LLM like ChatGPT</b><br /><ul><li><a href="https://quickref.me/chatgpt">ChatGPT cheatsheet</a> list of prompts organized by topics from QuickRef.me</li><li>Study smarter, not harder <a href="https://youtu.be/TEq5chOb4is?si=eikmLHOcu7ScDgfT">13 techniques to use ChatGPT Prompts For Studying</a>- YouTube</li><li><a href="https://thepromptartisan.com/prompt-engineering-in-chatgpt-a-comprehensive-master-course/">Prompt Engineering in ChatGPT: A Comprehensive Master Course</a></li></ul></div><div><div>To browse: <a href="https://docs.google.com/document/d/1ozl2rQm4A4fTUcZD1VzpkiXXHvhkZzAwnXbg0bItXuE/edit " target="_blank">Secondary Idea for English 12: </a>An Exploration of British Classic and Contemporary Science Fiction Literature Focusing on Artificial Intelligence: </div><div><br /></div><div>To read: Everything You Ever Wanted To Know About <a href="https://towardsdatascience.com/everything-you-ever-wanted-to-know-about-computer-vision-heres-a-look-why-it-s-so-awesome-e8a58dfb641e" target="_blank"><b>Computer Vision</b>.</a><br /><br /></div><div><div class="separator" style="clear: both;">To browse and bookmark: <a href="https://applieddigitalskills.withgoogle.com/c/middle-and-high-school/en/discover-ai-in-daily-life/discover-ai-in-daily-life/introduction-to-discover-ai-in-daily-life.html" target="_blank">Applied Digital Skills with Google</a>.</div></div><div><br /></div><div>UNI resources for AI in Teaching & Learning: <a href="https://ai.uni.edu/">https://ai.uni.edu/</a></div><div><br /></div><div>Train a computer to recognize your own images, sounds, & poses with Google <a href="https://teachablemachine.withgoogle.com/" target="_blank">Teachable Machine</a></div><div><br /></div><div><br /></div>To read: about the new market for low-paid workers. : <a href="https://www.theverge.com/features/23764584/ai-artificial-intelligence-data-notation-labor-scale-surge-remotasks-openai-chatbots" target="_blank">Behind even the most impressive AI system are people</a>. Huge numbers of people label data to train it and clarify data when it gets confused. As the technology becomes ubiquitous, a vast tasker underclass is emerging:<br /><br /></div><div class="separator" style="clear: both;"><img src="https://lh7-us.googleusercontent.com/7oZCm1GWTiqJ761PM9U3ZHdb3g3VCXUAdS_9drGy_NRRhPORVM6ZzFsfuBW_6yvhJ72uxwiz54-zkwj7YJbwpv3ZAC_C4dAWRHLFnofrmEWuZyKS22gIZJ2VJVQhld19wLdWFAYWxyA2SVtNH9OAiPM=w324-h405" /><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">ISTE standards for Educators connection:<div><ul><li>Standard 2.2 <b>Leader:</b> Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning.</li><ul><li>2.2.c <b>Model Digital Tool Use</b>: Model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning.</li></ul><li>Standard 2.3 <b>Citizen:</b> Educators inspire students to positively contribute to and responsibly participate in the digital world.</li><ul><li>2.3.b <b>Evaluate Resources for Credibility</b> - Establish a learning culture that promotes curiosity and critical examination of online resources, and fosters digital literacy and media fluency.</li><li>2.3.c <b>Teach Safe, Legal, Ethical Practices</b> - Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.</li></ul><li>Standard 2.4 <b>Collaborator:</b> Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.</li><ul><li>2.4.b <b>Learn Alongside Students</b>: Collaborate and co-learn with students to discover and use new digital resources, and diagnose and troubleshoot technology issues.</li></ul><li>Standard 2.6 <b>Facilitator</b>: Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.</li><ul><li>2.6.d <b>Model and Nurture Creativity</b>: Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.</li></ul></ul></div></div></div>Magdalena Gallowayhttp://www.blogger.com/profile/13750861912594076899noreply@blogger.comtag:blogger.com,1999:blog-8279114829734883901.post-922493521592697182024-02-01T06:00:00.001-06:002024-02-01T06:00:00.129-06:00Thinking Skills<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif"><span style="color: #990000; font-size: x-large;">Thinking comes in many forms . . . </span><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="color: red; float: right; margin-left: 1em; text-align: right;"><tbody>
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<span face=""arial" , "helvetica" , sans-serif"><br /></span></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif">Sometimes, it just requires remembering </span><span face=""arial" , "helvetica" , sans-serif">the capital of Iowa or </span><span face=""arial" , "helvetica" , sans-serif">where you put your keys. Other times, thinking is more complex as we decide how to apply the new skills we just learned. It might also involve analyzing the differences between two approaches to solving a problem. Thinking often requires us to evaluate different opportunities to create something uniquely original.</span><br />
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<span face=""arial" , "helvetica" , sans-serif">An educator's responsibility is to build these skills in our learners. We need to develop thinking skills that range all the way from remembering a simple fact to creating a complex project. As educators, we need to be aware of these different levels of thinking and mindfully create learning opportunities for our students that will develop thinking at all levels.</span><br />
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<span face=""arial" , "helvetica" , sans-serif">The basic level of thinking is called <b>Lower-Order Thinking (LOTS). </b>This is the level where you memorize facts, poems, and equations. You are rewarded by <b>remembering</b> them when needed. Remembering things is useless unless you <b>understand </b>what these things mean. <b>Knowing</b> what things mean is important, but applying your knowledge to the real world takes another level of responsibility.</span><br />
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<span face=""arial" , "helvetica" , sans-serif">The more complex level of thinking is called <b>Higher-Order Thinking (HOTS)</b>. This is the level where you really have to be engaged. You use what you know to <b>analyze</b> original situations. You <b>evaluate</b> them for good and bad. You even take on the responsibility to use your background and knowledge to <b>create</b> new and original projects and ideas.</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Knowing about these levels of thinking will enable you to create learning experiences this semester that will challenge your students. Basic facts (like the names of planets) are useful, but being able to list those facts is not enough to be valuable in real life. You will need to provide your students with challenges where they can apply these basic facts in a new and creative way.</span><br />
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<b><span face=""arial" , "helvetica" , sans-serif">Bloom's Taxonomy</span></b><br />
<i><span face=""arial" , "helvetica" , sans-serif">Yes, we know that you have probably learned about Bloom's Taxonomy in other classes but please don't "turn off." Your mastery of teaching and learning at these levels is what will enhance the meaning of your students' learning.</span></i><br />
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<span face=""arial" , "helvetica" , sans-serif">These levels of thinking are captured in Bloom's Taxonomy. Developed in 1954 to identify different types of questions, this taxonomy has evolved into a model that classifies the various levels of thinking that we have been discussing. (Click CC in the video below for closed captions)</span><br />
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<span face=""arial" , "helvetica" , sans-serif">As we progress through <i>Ed Tech and Design,</i> you will be asked to write statements that define what you want your learners to be able to do to prove that they have learned throughout your thematic unit. These statements (Objectives) will use observable verbs to define the behavior you want your students to exhibit. The key to success is for you to use the appropriate observable verbs so that your learners will know what to do. Here is a <a href="https://www.teachthought.com/critical-thinking/blooms-taxonomy-verbs/" target="_blank"><b>list of observable verbs</b> </a>that you will be able to use this week and next week as you learn about instructional design. These verbs are important. Remember that the </span><b><span face=""arial" , "helvetica" , sans-serif"><a href="https://www.teachertube.com/video/action-verbs-sing-along-368836">Verb is the Word</a>.</span><span face=""arial" , "helvetica" , sans-serif"> </span></b><span face=""arial" , "helvetica" , sans-serif"> This will all be discussed in more detail in this week's lecture.</span><br />
</span><div dir="ltr" trbidi="on"><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8rCFwaax_gJg4cl3w6vYxunM-L1AKD-B7CYRrLD3KEtfCz3c1qOUI4-p2K4VcgBtmcnBVPsgVOM8kZra5t0C9pVe9AlE9UWOXFawS2bUpMU7BaaM8CHSSaKfCf9fa32JzIKpB4Radg_o/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" data-original-height="413" data-original-width="1097" height="205" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8rCFwaax_gJg4cl3w6vYxunM-L1AKD-B7CYRrLD3KEtfCz3c1qOUI4-p2K4VcgBtmcnBVPsgVOM8kZra5t0C9pVe9AlE9UWOXFawS2bUpMU7BaaM8CHSSaKfCf9fa32JzIKpB4Radg_o/w547-h205/Screen+Shot+2021-02-10+at+10.55.06+PM.png" width="547" /></a></div><br /><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><b><span style="font-family: arial;">Depths of Knowledge (DoK)</span></b></div><span style="font-family: arial;">While Bloom's Taxonomy is used to categorize and evaluate the "Thinking Processes" students use to understand and apply knowledge, it is not directly employed to evaluate the complexity of students' knowledge and assessments teachers use for student evaluation. On the other hand, Depths of Knowledge (DoK) is a system specifically designed to assess the <b>depth and complexity</b> of tests and projects utilized by teachers in evaluating their student's understanding and skills. It helps educators create challenging tasks and assessments that accurately measure students' understanding and skills.<br /></span><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;">DoK involves 4 Levels:<br /></span></div></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div style="text-align: left;" trbidi="on"><div trbidi="on"><div style="text-align: left;" trbidi="on"><span style="font-family: arial;">Level 1: <b>Recall and Reproduction</b> - involves basic recall of facts or information.</span></div></div></div><div style="text-align: left;" trbidi="on"><div trbidi="on"><div style="text-align: left;" trbidi="on"><span style="font-family: arial;">Level 2: Basic <b>Skills and Concepts</b> - requires more than simple recall and includes applying skills or concepts.</span></div></div></div><div style="text-align: left;" trbidi="on"><div trbidi="on"><div style="text-align: left;" trbidi="on"><span style="font-family: arial;">Level 3: <b>Strategic Thinking</b> - involves reasoning, planning, and using evidence to solve problems.</span></div></div></div><div style="text-align: left;" trbidi="on"><div trbidi="on"><div style="text-align: left;" trbidi="on"><span style="font-family: arial;">Level 4: <b>Extended Thinking</b> - requires complex and abstract thinking, often over an extended period. </span></div></div></div></blockquote><div dir="ltr" style="text-align: left;" trbidi="on"><div dir="ltr" trbidi="on"><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;">The diagram below compares how the DOK can relate to Bloom's Taxonomy.</span></div><div dir="ltr" style="text-align: left;" trbidi="on"><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"><br /></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCXG5R-2ZZYRjRiO97SW7yUZarjYiio3nNPEeleOpCLnOlLSqilY41kkbler7cc6Fq17K2fPtFb_qv47xLBT4v0pb1Efg_6c_14tpdW8oWKLfMvCW11XauhrdtJTLVBPkRNP6H6OxXRbQ/s830/DOK+and+Bloom%2527s+Comparison.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: arial;"><img border="0" data-original-height="359" data-original-width="830" height="222" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCXG5R-2ZZYRjRiO97SW7yUZarjYiio3nNPEeleOpCLnOlLSqilY41kkbler7cc6Fq17K2fPtFb_qv47xLBT4v0pb1Efg_6c_14tpdW8oWKLfMvCW11XauhrdtJTLVBPkRNP6H6OxXRbQ/w515-h222/DOK+and+Bloom%2527s+Comparison.png" width="515" /></span></a></div><span style="font-family: arial;"><br /><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;">The following video explains the role that Bloom's Taxonomy and Depths of Knowledge play in learning and assessing thinking processes and levels of complexity in assessment. <br /><i><b>NOTE: </b>The following video is created by the same company that created the Bloom's Taxonomy video above. The intro theme and narrator are the same but the content is different.</i></span></div><div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-family: arial;"><br /></span></div><div dir="ltr" style="text-align: left;" trbidi="on">
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<span face=""arial" , "helvetica" , sans-serif">Nurturing Higher-Order thinking is the basis for developing and rewarding creativity. Steven Johnson, one of our most innovative, popular thinkers explores (in exhilarating style) one of our key questions: <i>Where do good ideas come from? </i>Johnson provides the story of how we generate the ideas that push our careers, our lives, our education, our society, and our culture forward. </span><br />
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<b><i><span style="font-family: arial;">So HOW do we integrate Higher-Order Thinking Skills into our Learning and Teaching? Here are a few ideas by Sir Ken Robinson.</span></i></b></div>
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<span style="font-family: arial;"><b><a href="http://www.youtube.com/watch?v=63NTB7oObtw&playnext=1&list=PLE23EABA5CABF195B"><span face=""arial" , "helvetica" , sans-serif">Collaboration in the 21st Century: Sir Ken Robinson </span></a></b><br />
<span face=""arial" , "helvetica" , sans-serif">Watch how Sir Robinson explores ways that education can prepare students for the collaboration they will use in their future lives. This is an inspiring video that explains how collaboration supports innovation. (Click CC in the video for closed captions)</span></span></div><div dir="ltr" style="text-align: left;" trbidi="on">
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8279114829734883901.post-65835766468058593222024-01-25T06:00:00.084-06:002024-01-25T06:00:00.141-06:00Systematic Instructional Design & Universal Design for Learning<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKjx90WzL1CIKtJz4klJGrzAw334QLzaaXyY83Fdm9iRUpsaHsaOijCnHP-YXCiB3Y3hkXkrZFHfKhaZh0OI6VxaxnXABAg0_UhD2VZaz4Mg3NukKk2OTFZ3Uy1rprYQa70U_vgW7mAQU/s1600/Screen+Shot+2018-09-06+at+8.47.56+AM.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: arial;"><img border="0" data-original-height="350" data-original-width="365" height="304" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKjx90WzL1CIKtJz4klJGrzAw334QLzaaXyY83Fdm9iRUpsaHsaOijCnHP-YXCiB3Y3hkXkrZFHfKhaZh0OI6VxaxnXABAg0_UhD2VZaz4Mg3NukKk2OTFZ3Uy1rprYQa70U_vgW7mAQU/s320/Screen+Shot+2018-09-06+at+8.47.56+AM.png" width="320" /></span></a><span style="font-family: arial;"><span face="">This set of <i>Readings, Watchings, Listenings, and Doings (RWLDs) </i>is designed to prepare you for the lecture on "Systematic Instructional Design and Universal Design for Learning." It is meant to help you plan your Thematic Unit.</span><br />
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<span style="font-family: arial;"> <span face=""><b>Systematic Instructional Design</b></span></span></h2>
<span style="font-family: arial;"><span face=""> <span face=""><b>Identifying Your Destination</b></span><br />
<span face="">The Teaching/Learning situation is not limited to identifying a "coooool" activity and then connecting forms of instruction and assessment to it. To effectively design and develop learning activities, it is necessary to <b>identify the desired outcome first.</b> This provides direction for your instructional activities.</span></span><br />
<span face=""><br /></span> <span face="">When you are classroom teachers, your job will be to provide a supportive learning environment (your classroom) where your students can learn. They can learn a whole rainbow of ideas and skills, but your job is to provide opportunities for them to learn ideas and skills that are appropriate to your grade level. </span><br />
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<span face="">The key to successful instructional design is to identify what you want your students to learn and then plan accordingly. This posting will provide you with some strategies for accomplishing this and how to make it accessible to all. Towards the end, we will introduce some of the basics you will use to do your own designing this semester. </span><br />
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</span><h3 style="text-align: left;">
<span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span style="font-family: arial;"><b>Designing Your Instruction</b></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></h3>
<span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span style="font-family: arial;">It's just common sense to<i> <b>begin with the end in mind </b></i>when you are designing instruction. Begin by defining what you want your students to learn and plan your instruction to that result. This is called <b>Backward Design. </b></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></div>
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<span face=""><span face=""><span style="font-family: arial; font-size: medium;"><i></i></span></span></span></h4><blockquote><h4><span face=""><span face=""><span style="font-family: arial; font-size: medium;"><i>If you don't know where you are going, </i></span></span></span></h4><h4><span face=""><span face=""><span style="font-family: arial; font-size: medium;"><i>how will you know how to get there?</i></span></span></span></h4></blockquote><h4><span face=""><span face=""><span style="font-family: arial; font-size: medium;"><i></i></span></span></span></h4>
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<span style="font-family: arial;"><span face="">
</span> Here is a video that uses the metaphor of planning a trip to describe <b>Backward Design.</b></span></div><div><span style="font-family: arial;"><b><br /></b>
<iframe allowfullscreen="" frameborder="0" height="300" src="//www.youtube.com/embed/3Xzi2cm9WTg" width="530"></iframe> <br />
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Makes a lot of sense, doesn't it? </span></div><div><span style="font-family: arial;">If you don't know where you will be going, you won't be able to figure out how to get there.</span></div>
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<span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><span style="font-family: arial;"><span face=""><br />
</span> <b>Backward Design</b> is the basis for an instructional design system called <b>Understanding by Design. </b></span></span></span></span></span></span></span></div>
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<span style="font-family: arial;"><span face=""><span face=""><span face=""><span face=""><span face=""><span face=""><b><br /></b> </span> The <b>Understanding by Design</b> framework has 3 parts:</span></span></span></span></span><br />
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<li><span face="">Identify Desired Results</span></li>
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<li><span face="">What do you want students to know after the lessons?</span></li>
<li><span face="">What do you want your students to be able to do after the lessons?</span></li>
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<li><span face="">Determine Acceptable Evidence </span></li><ol><li>What performance will indicate that your students have reached the desired level of proficiency/</li></ol>
<li><span face="">Create Your Learning Plans</span></li>
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<li><span face="">Develop your Learning Plan (instruction)</span></li>
<li><span face="">Develop your Learning Activities (experiences)</span></li>
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Bernajean Porter does a good job of explaining the aspects of Understanding by Design. The most significant point that she makes is that starting with the "End in Mind" is just common sense. (Pay SPECIAL ATTENTION to the B.F.O.)</span></div><div><span style="font-family: arial;"><br />
<iframe allowfullscreen="" frameborder="0" height="293" src="//www.youtube.com/embed/G0QnodcTLw4" width="530"></iframe> <br />
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<span style="font-family: arial;"><span face=""><span face=""><b><br />Understanding by Design</b> is a framework that provides direction for unit lesson planning. It begins by identifying the Desired Outcomes and Results and then makes a plan to achieve that outcome.</span><br />
<span face=""><br /></span> <span face="">Achieving your desired results is not always an easy task. Your students all have different skill levels and learning preferences. It is important that we present new information and engage our students in learning using a variety of approaches. </span></span></span></div><div style="text-align: left;"><span style="font-family: arial;"><span face=""><span face="">This strategy is called <i>Universal Design for Learning</i></span></span></span></div><div style="text-align: left;"><h2 style="text-align: left;"><span style="font-family: arial;"><span face="">Measure Success through Observable Verbs</span></span></h2><span style="font-family: arial;">Measuring your student's success in learning is based upon a change in their behavior. </span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;">If the goal of your lesson is for your student "recognize verbs," you must ask them to <br />DO SOMETHING OBSERVABLE - like "Identify verbs in a sentence." </span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;">If you want to know if they understand the difference between stocks and bonds, you can ask them to "Compare stocks and bonds."</span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;">These are called <b>observable verbs</b> because you will be able to observe what they learned.</span></div><div style="text-align: left;"><span style="font-family: arial;">Here is a link to observable verbs that you might use to evaluate how well your students have learned a topic. <a href="http://Tinyurl.com/ObservableVerbs">Tinyurl.com/ObservableVerbs</a>.<br />
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<span face="">Universal Design for Learning</span></span></h2>
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<span face="">Effective Instructional Design can only be successful if you consider the learning needs of your learners. Your learners do not all have the same preferences for ways to learn, so you need to consider various ways that new ideas and skills are introduced and how your learners can engage in mastering this content.</span><br />
<span face=""><br /></span> <span face=""><i>Universal Design for Learning</i><th-span rwthpgen="1"> (UDL) is a combination of pedagogy and techniques that acknowledge the different levels of needs.</th-span><th-span rwthpgen="1"> UDL uses brain-based research to identify the need for addressing multiple methods of representation, expression, and engagement of learners with information and knowledge.</th-span><th-span rwthpgen="1"> It involves instructional goals, methods, materials, and assessments.</th-span><th-span rwthpgen="1"> </th-span></span><br />
<span face=""><br /></span><span face="">The<a href="http://www.cast.org"> </a></span><span face="" style="background-color: white;">Center for Applied Special Technology (CAST)<a href="http://cast.org/"> </a><th-span rwthpgen="1">is a leading organization in the field of UDL.</th-span><th-span rwthpgen="1"> <a href="https://www.cast.org/about/about-cast" target="_blank"> Read about CAST and the UDL Guidelines.</a></th-span></span><br />
<th-span rwthpgen="1"><br /></th-span>
<th-span rwthpgen="1">Here is a </th-span><b>5-minute introductory video on UDL. </b><br /></span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"><iframe allowfullscreen="" class="BLOG_video_class" height="403" src="https://www.youtube.com/embed/bDvKnY0g6e4" width="485" youtube-src-id="bDvKnY0g6e4"></iframe></span></div></div><div style="text-align: left;"><span style="font-family: arial;"> <span face=""><span style="background-color: white; color: blue;"> </span></span><br /><span face="" style="background-color: white;"><th-span rwthpgen="1"><b>Multiple Means of Representation: </b>An essential part of UDL is using </th-span><i>Multiple Means of Representation</i><th-span rwthpgen="1">.</th-span><th-span rwthpgen="1"> Some learners learn better means by reading than by watching. Many prefer watching a video or live presentation. What is your preference?</th-span></span></span></div><div style="text-align: left;"><span style="font-family: arial;"><span face="" style="background-color: white;"><th-span rwthpgen="1">You might do better if you visited </th-span><a href="https://www.understood.org/en/school-learning/for-educators/universal-design-for-learning/understanding-universal-design-for-learning" target="_blank"><b>this website</b></a><th-span rwthpgen="1"><b> </b>and read about UDL.</th-span><th-span rwthpgen="1"> </th-span></span><br />
<span face="" style="background-color: white;"><th-span rwthpgen="1"><br /></th-span></span>
<span face="" style="background-color: white;"><th-span rwthpgen="1">Consider how we use Multiple Means of Representation in our Ed Tech and Design class. You are introduced (engaged) to new ideas through written and spoken media. The content is Represented in multiple formats. You are provided multiple ways to Act upon your new knowledge and Express your learning.</th-span></span><br />
<span face="" style="background-color: white;"><th-span rwthpgen="1"><br /></th-span></span> <span face=""><span style="background-color: white;">You should consider developing instruction that integrates a variety of methods of instruction including written text, speaking, listening, watching, and creating (to name a few.) This will be discussed further in the lecture that you will watch.</span></span></span></div>
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<span face=""><b>Putting It All Together with TPACK</b></span></span></h2>
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<span style="font-family: arial;"><span face="">We have already introduced TPACK, but Instructional Design is a good place to consider how we can most effectively integrate </span><span face=""><b>Technology</b>, </span><span face=""><b>Pedagogy</b> (teaching skills), and </span><span face=""><b>Content Knowledge</b> (TPACK). </span><br />
<span face=""><br /></span> <span face="">Teaching and Learning through technology is much more than just using PowerPoint and Twitter. The Venn diagram below shows how each of these areas can combine and impact the others. Certain forms of Technology can be used to support specific teaching strategies (Pedagogy). That is the TPK intersection. Ultimately the TPACK educator is interested in teaching in the "sweet spot" in the middle where all three areas are fully integrated.</span></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: arial;">Reproduced by permission of the publisher, © 2012 by tpack.org</span></td></tr>
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<span style="font-family: arial;"><span face="">Read more about the <a href="http://www.matt-koehler.com/tpack/what-is-tpack/"><b>TPACK model</b></a> (Technological Pedagogical Content Knowledge) which we consider a framework that identifies the knowledge teachers need to teach effectively with technology. </span><br />
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<span style="font-family: arial;">You can also watch this video which provides a brief introduction to TPACK in 2 minutes. </span></div><div>
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<span style="font-family: arial;"><iframe allowfullscreen="" frameborder="0" height="293" src="//www.youtube.com/embed/FagVSQlZELY" width="530"></iframe>
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<span face="">An important point that TPACK makes is that neither Technology nor Content nor Pedagogy is more important than the other. Each area provides a necessary "piece of the puzzle" that yields Successful Learning.</span><br />
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<span face="">One might consider in that class that we believe that everything can be fixed with technology - this is NOT the Case. Technology is NOT the Thing. When you using technology to support learning, remember that</span><br />
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<p style="text-align: left;"></p><div style="text-align: center;"><i><span style="font-family: arial;">Technology is NOT the <b>Thing</b>, It provides <b>Opportunities</b>.</span></i></div><span style="font-family: arial;"><span face=""><div style="text-align: center;"><i>Technology is the <b>Thing</b> that gets you <b>to the Thing</b>.</i></div></span><i><div style="text-align: center;"><i><span> Zeitz </span> <span style="font-size: large;"> </span></i></div></i></span></div></div><div><div style="text-align: center;"><div style="text-align: left;"><div style="text-align: center;"><div style="text-align: left;"><div style="text-align: center;"><div style="text-align: left;"><span style="font-family: arial;"><b><br /></b></span></div><div style="text-align: left;"><span style="font-family: arial;"><b>===============================</b></span></div><div style="text-align: left;"><span style="font-family: arial;"><b>Additional Resources: These are not required, but you may find them helpful in understanding these concepts.</b></span></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"><iframe allowfullscreen="" class="BLOG_video_class" height="316" src="https://www.youtube.com/embed/ylkD02EjG4A" width="380" youtube-src-id="ylkD02EjG4A"></iframe></span></div><span style="font-family: arial;"><br /></span><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div>
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Dr. Zhttp://www.blogger.com/profile/01420546861775303616noreply@blogger.comCedar Falls, IA, USA42.5348993 -92.445316114.224665463821154 -127.6015661 70.845133136178845 -57.2890661tag:blogger.com,1999:blog-8279114829734883901.post-58780255678130790452024-01-18T06:00:00.001-06:002024-01-18T06:00:00.291-06:00Connecting with the World: Giving Our Students a Voice.<div dir="ltr" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEIrWtwLAEi50f7XywVtCkyuH59aUtQFXSqPO7ir2i87NNrWJMHwo8b0V_c0QkxeToQoUkpgt3kJhV3Fp_uwwHB316vGU-zpjjTrM1Ry66yw3rJX1ngm8P7GJdVkeuomKXBhriq4Kl2P8/s1600/shannonmiller.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="195" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEIrWtwLAEi50f7XywVtCkyuH59aUtQFXSqPO7ir2i87NNrWJMHwo8b0V_c0QkxeToQoUkpgt3kJhV3Fp_uwwHB316vGU-zpjjTrM1Ry66yw3rJX1ngm8P7GJdVkeuomKXBhriq4Kl2P8/s200/shannonmiller.png" width="200" /></a><br />
Your first lecture is a recorded session from our guest speaker, Shannon Miller. She is a UNI graduate teacher-librarian and technology integration specialist at Van Meter Community School District. She is now an international speaker who encourages young people and educators to have a voice while learning, creating, collaborating, and connecting with others globally. She speaks and consults around the country on education, librarianship, technology, social media, and making a difference in education and the lives of others. She is a Future Ready Librarians and Project Connect Spokesperson at Follett Corporation.; Buncee's Teacher Librarian Advisor and Cantata Learning's Teacher Librarian Advocate. </div><div dir="ltr" trbidi="on"><br /></div><div dir="ltr" trbidi="on">She is also the author of the award-winning <a href="http://vanmeterlibraryvoice.blogspot.com/" target="_blank">The Library Voice</a> blog. <b>Browse and bookmark</b> it for a future classroom resource.<br /><br /></div><div dir="ltr" trbidi="on">
You may follow her on Twitter at <a href="https://twitter.com/shannonmmiller" target="_blank">https://twitter.com/shannonmmiller</a><br />
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<h4 style="text-align: left;">Before watching the lecture:</h4>
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Open and analyze</b> the International Society for Technology in Education (ISTE) standards for teachers and students. ISTE standards provide a framework for learning, teaching, and leading that is amplified by technology.<br />
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<li><a href="https://www.iste.org/standards/for-students" target="_blank">ISTE Standards for Students</a> emphasize the skills and qualities we want for students, enabling them to engage and thrive in a connected, digital world. </li>
<li><a href="https://www.iste.org/standards/for-educators" target="_blank">ISTE Standards for Educators </a>define the new skills and pedagogical insights educators need to teach, work, and learn in the digital age. </li>
</ul><b>
Bookmark</b> these standards. We will be coming back to them throughout the course.<br />
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Download</b> and scrutinize the <a href="https://cdn2.hubspot.net/hubfs/1818747/Downloads/ISTE-I-am-a-digital-age-learner-poster.pdf" target="_blank">"I am a Digital Age Learner" </a>poster. It breaks down the ISTE standards for students in an easy-to-follow concept map. <br /><b><br />Ask yourself: </b>"Am I a digital-age learner?" Am I ready to become a digital-age teacher? <br /><br /></div><div dir="ltr" trbidi="on">If possible, print the poster and place it in your workspace. It should guide your future decisions when creating projects for your students.<br />
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<b>While watching</b> the lecture (<b>see Lecture folder in an eLearning</b>) :<br />
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<li>Try to make a list of the skills and tools mentioned by Shannon. </li>
</ul></div></div><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><div dir="ltr" trbidi="on"><div style="text-align: left;" trbidi="on"><b>Think:</b></div></div></blockquote><div dir="ltr" trbidi="on"><div dir="ltr" trbidi="on">
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<li>Do you know many skills and tools to give you and your future students a voice? </li>
<li>What did your high, middle, and elementary school teachers do to give you a voice and connect you to the world outside of your classroom? </li>
<li>What can you do to make your future students' learning more meaningful and engaging? </li>
<li>Do you see an echo of ISTE standards in Shannon's teaching? </li>
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<tr><td class="tr-caption" style="text-align: center;">Shannon Miller guest speaker</td></tr>
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Magdalena Gallowayhttp://www.blogger.com/profile/13750861912594076899noreply@blogger.comtag:blogger.com,1999:blog-8279114829734883901.post-65187603025549198552024-01-07T18:40:00.005-06:002024-01-07T18:41:36.012-06:00Welcome to Educational Technology and Design <p><span style="color: #0e101a;">We are excited to work with you this semester!</span></p><p><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">These </span><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">RWLDs</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"> (</span><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">R</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">eading, </span><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">W</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">atching, </span><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">L</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">istening, and </span><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">D</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">oings) are your weekly assignments instead of the traditional textbook. You will complete them </span><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;">before</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"> the corresponding lecture. Every week, we will be releasing a new set of RWLDs. Please refer to the course schedule and eLearning for the details.</span></p><ul style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Face-to-face sections:</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"> we will explain everything and answer all your questions on Monday or Tuesday during our first lab in SEC 133.<br /><br /></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">2+2 and Online students: </strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">please look for the message from your course instructor and ask your questions in the designated area in your eLearning course. You will meet with your instructor via ZOOM on Tuesday.<br /><br /></span></li></ul><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span class="s1">You can also ask</span> questions in the designated area in your eLearning course, Q&A Support Forum. </p><div class="p1"><br /><span class="s1">For now, please b</span>ookmark this page, visit our social media (links on a sidebar in a web version), and stay tuned for more :-)</div><div class="p1"><br /></div><div class="p1"><span style="color: #0e101a;">Have a great semester! </span></div><div class="p1"><br /><div style="text-align: right;"> <i>~Your Ed Tech and Design (LRNTECH 1031) team</i> </div></div><div class="p2"><span class="s1"></span><br /></div><div class="p1"><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="324" src="https://www.youtube.com/embed/SYcOOROSMIs" width="390" youtube-src-id="SYcOOROSMIs"></iframe></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="p1"><br /></div><div class="p1"><p><br /></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><br /></p></div>Magdalena Gallowayhttp://www.blogger.com/profile/13750861912594076899noreply@blogger.comtag:blogger.com,1999:blog-8279114829734883901.post-40822060666389234022023-01-26T06:00:00.009-06:002024-01-09T18:29:45.484-06:00Systematic Instructional Design<div dir="ltr" style="text-align: left;" trbidi="on">
<div><span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif"><h4 style="font-family: Times; text-align: center;"><span face=""><span face=""><span face="" style="font-size: medium;"><i>If you don't know where you are going, </i></span></span></span><i style="font-size: large;">how will you know how to get there?</i></h4></span></span></div><div><span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif"><br /></span></span></div><div>
<span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif">This set of <i>Readings, Watchings, Listenings, and Doings (RWLDs) </i>will prepare you for the "Systematic Instructional Design" lecture and help you plan an interdisciplinary thematic unit of instruction. The team assignment that we will concentrate on creating during our labs.</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="390" src="//www.youtube.com/embed/4AJbE0ZaNDQ" width="530"></iframe></div></span><span face=""arial" , "helvetica" , sans-serif"><b><br /><br />Universal Design for Learning (UDL)</b></span></span></div><div><span style="font-family: arial;"><span face=""Open Sans", -apple-system, system-ui, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", sans-serif" style="background-color: white; font-size: 15px;"><br /></span></span></div><div><span style="font-family: arial;"><span face=""Open Sans", -apple-system, system-ui, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", sans-serif" style="background-color: white; font-size: 15px;">Universal Design for Learning (UDL) is a teaching approach designed to address the needs and abilities of all learners. It is designed to eliminate the unnecessary barriers to the learning process that some people experience. This involves creating a flexible learning environment where learners engage in new material in various ways. New information is presented to learners in multiple formats. Students are provided multiple options for demonstrating that they have learned the new material. </span></span></div><div><span style="font-family: arial;"><span face=""Open Sans", -apple-system, system-ui, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", sans-serif" style="background-color: white; font-size: 15px;"><br /></span></span></div><div><span style="font-family: arial;"><span face=""Open Sans", -apple-system, system-ui, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", sans-serif" style="background-color: white; font-size: 15px;">The following 5-minute video provides an easy-to-understand foundation of Universal Design for Learning.</span></span></div><div><span style="font-family: arial;"><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/bDvKnY0g6e4" title="YouTube video player" width="560"></iframe></div><div style="text-align: center;"><br /></div>
<br /></span></div><div><span style="font-family: arial;"><b>Developing Instruction Using Backwards Design</b></span></div><div><span style="font-family: arial;"><b><br /></b></span></div><div><span style="font-family: arial;">Designing instruction requires more than a good idea. It requires an educator </span><span style="font-family: arial;">to</span><i style="font-family: arial;"> begin with the end in mind </i><span style="font-family: arial;">and then design instruction that will lead to mastery of the desired outcome.</span><span style="font-family: arial;"> This is called </span><b style="font-family: arial;">Backward Design. </b></div><div><br /></div><div><span style="font-family: arial;"> <span face=""arial" , "helvetica" , sans-serif">Here is a video that uses the metaphor of planning a trip to describe <b>Backward Design.</b></span><br />
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<span face=""arial" , "helvetica" , sans-serif">Makes a lot of sense, doesn't it? If you don't know where you will be going, you won't be able to figure out how to get there.</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span> <span face=""arial" , "helvetica" , sans-serif"><b>Backward Design</b> is the basis for an instructional design system called <b>Understanding by Design. </b></span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span> <span face=""arial" , "helvetica" , sans-serif">The <b>Understanding by Design</b> framework has 3 parts:</span><br />
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<li><span style="font-family: arial;">Identify Desired Results</span></li>
<ul><li><span style="font-family: arial;">What will students know?</span></li>
<li><span style="font-family: arial;">What will students be able to do?</span></li></ul>
<li><span style="font-family: arial;">Determine Acceptable Evidence</span></li>
<ul><li><span style="font-family: arial;">What performance will meaning-making and transfer</span></li></ul><ol>
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<li><span style="font-family: arial;">Create the Learning Plans</span></li>
<ul><li><span style="font-family: arial;">Learning Plan (instruction)</span></li>
<li><span style="font-family: arial;">Learning Activities (experiences)</span></li></ul>
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<span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif">Bernajean Porter does a good job of explaining the aspects of Understanding by Design. Her most significant point is that starting with the "End in Mind" is just common sense.</span><br />
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<span style="font-family: arial;"><b><br />Understanding by Design</b> is a framework that provides direction for unit lesson planning. It begins by identifying the <b>desired outcomes</b> and <b>results</b> and then <b>planning</b> to achieve them. </span></div>
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<span style="font-family: arial;"><b>Putting It All Together with TPACK</b></span></div>
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<span style="font-family: arial;">Teaching and Learning through technology is much more than just using Powerpoint and Twitter. It is an integration of Technology, Pedagogy (Teaching Strategies), and Content Knowledge. The Venn diagram below shows how each of these areas can combine and impact the others. Certain forms of Technology can be used to support specific teaching strategies (Pedagogy). That is the TPK intersection. Specific forms of pedagogy are used to teach specific forms of Content Knowledge. Ultimately the TPACK educator is interested in teaching in the "sweet spot" in the middle where all three areas are fully integrated. </span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: arial;">Reproduced by permission of the publisher, © 2012 by tpack.org</span></td></tr>
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<span style="font-family: arial;">Read more about the <a href="http://www.matt-koehler.com/tpack/what-is-tpack/">TPACK model</a> (Technological Pedagogical Content Knowledge) which we consider a framework that identifies the knowledge teachers need to teach effectively with technology. </span></div><div><span style="font-family: arial;"><br /></span></div>
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<span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif">You can also watch this video which provides a brief introduction to TPACK in 2 minutes. </span><br />
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<span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif"><b>Prepare for Your Thematic Unit</b></span><br />
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<span style="font-family: arial;">Find the Thematic Unit Description project requirements in eLearning. Familiarize yourself with the expectations and resources provided for your first big project in the course.</span></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><span style="font-family: arial;">This week's lecture describes how you can select specific Iowa Curricular Standards to use as the targets when you are designing your Thematic Unit.</span></div><div style="text-align: left;"><br /></div>
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