This week was a week of working ahead. Since I was going out of town to present at a conference, I did some front end work so that I didn't leave my team high and dry. My primary task this week was to finish scripting the goal involving the dichotomous key. I added suggestions for video throughout also. I also created a rough sketch of a "certificate of completion" for our whale tour guide trainees when they complete the module.
The group as a whole is developing, developing, developing! The module is beginning to take form. The activities are being created by Audra and Carrie, while Amy is working on some video. Lindsay and I worked on the content once again this week and will likely continue working on documentation in the upcoming weeks while supporting the flash activities when possible.
This coming week will likely be full of work on the evaluation plan for me but I will get formal word from my group this weekend when we meet.
Friday, March 28, 2008
Tuesday, March 18, 2008
Desk Crit- Ali Burrous
Hi Ali,
I hope you don’t mind that I went ahead and offered a desk crit without asking first! It seems that you are progressing nicely with your project. You already have a lot of information for your documentation completed. The abstract and learner profile sections are good because of their thoroughness. As I kept reading, I did end up wondering what domain of mathematics the students would be learning about within problem solving. Will the students already have mastered the mathematical calculations/algorithms necessary to apply to the problem solving situations? If so, I think that you should include this as a prerequisite skill in your task analysis. I only mention this because usually math instruction focuses on some sort of specific topic. You could elaborate on that more to help paint a picture for the outsiders reading your documents.
If you already know what video you will be using to introduce good techniques in problem solving, I would go ahead and name it in your ‘rationale for technology’ section. I am going to suggest that students focus on the problem solving aspect of their thinking. One thing that you might want to make clear in your own mind is how much of this is on students understanding technology, how much of it is about math, and how much is about problem solving. Of course there are elements of all 3 intermingled but I think it would behoove you to define which is the main goal and which are contexts and supports for that main goal! I think your good work will unfold more naturally from there.
I am also concerned about your objectives. While the ones that you have listed are indeed important, they do not seem to be objectives for your project. For example, students aren’t using technology to solve math problems. They are using problem solving to solve math problems, with technology as a means to demonstrate their understanding. I also did not notice anywhere that students would have to translate among representations. You might have a plan for all of this, but I’m just including it here so that you know what the inquiring minds in instructional technology still want to know about. There are a few others but you get the idea…
Overall, your documentation is great. Keep working with the objectives, lesson summary, and their alignment to each other! I can’t wait to see your implementation results. I’m sure this sort of thing will really appeal to students and teachers alike! Great job so far!
If you’d like better clarification or to chat more about any of this, please feel free to ask me! :)
I hope you don’t mind that I went ahead and offered a desk crit without asking first! It seems that you are progressing nicely with your project. You already have a lot of information for your documentation completed. The abstract and learner profile sections are good because of their thoroughness. As I kept reading, I did end up wondering what domain of mathematics the students would be learning about within problem solving. Will the students already have mastered the mathematical calculations/algorithms necessary to apply to the problem solving situations? If so, I think that you should include this as a prerequisite skill in your task analysis. I only mention this because usually math instruction focuses on some sort of specific topic. You could elaborate on that more to help paint a picture for the outsiders reading your documents.
If you already know what video you will be using to introduce good techniques in problem solving, I would go ahead and name it in your ‘rationale for technology’ section. I am going to suggest that students focus on the problem solving aspect of their thinking. One thing that you might want to make clear in your own mind is how much of this is on students understanding technology, how much of it is about math, and how much is about problem solving. Of course there are elements of all 3 intermingled but I think it would behoove you to define which is the main goal and which are contexts and supports for that main goal! I think your good work will unfold more naturally from there.
I am also concerned about your objectives. While the ones that you have listed are indeed important, they do not seem to be objectives for your project. For example, students aren’t using technology to solve math problems. They are using problem solving to solve math problems, with technology as a means to demonstrate their understanding. I also did not notice anywhere that students would have to translate among representations. You might have a plan for all of this, but I’m just including it here so that you know what the inquiring minds in instructional technology still want to know about. There are a few others but you get the idea…
Overall, your documentation is great. Keep working with the objectives, lesson summary, and their alignment to each other! I can’t wait to see your implementation results. I’m sure this sort of thing will really appeal to students and teachers alike! Great job so far!
If you’d like better clarification or to chat more about any of this, please feel free to ask me! :)
15-5 nine
It seems like it has been a while since I've written one of these... wait, it has! I don't know where to begin with what has transpired in 2 weeks. I'm pretty sure my recount will even leave many things out.
Warp speed has indeed begun. With our client and subject matter expert on board with our new concept, we are definitely in the thick of development. We began with divvying the video footage and pulling those clips that are usable. Each team member took 7 tapes to sift through and then Amy took the lead at organizing and gathering the clips that were found. Lindsay and I have been scripting the material for some of the lessons, after working with the team as a whole on the first few. Carrie and Audra have begun working in flash on some activities. We have also begun utilizing our consultants some (since time is ticking away on that resource). So far we have delegated work developing the template for our videos and some work organizing the videos we do have.
In the coming week, I hope to finish scripting and begin working on editing video footage. I will also give some desk crits to 6190 and 6200 members.
Warp speed has indeed begun. With our client and subject matter expert on board with our new concept, we are definitely in the thick of development. We began with divvying the video footage and pulling those clips that are usable. Each team member took 7 tapes to sift through and then Amy took the lead at organizing and gathering the clips that were found. Lindsay and I have been scripting the material for some of the lessons, after working with the team as a whole on the first few. Carrie and Audra have begun working in flash on some activities. We have also begun utilizing our consultants some (since time is ticking away on that resource). So far we have delegated work developing the template for our videos and some work organizing the videos we do have.
In the coming week, I hope to finish scripting and begin working on editing video footage. I will also give some desk crits to 6190 and 6200 members.
Wednesday, March 5, 2008
15-5 eight
The weeks are zooming by at this point. This past week had a bit of a bombshell effect to it. As our client expressed worry about providing effective instruction, we went back to the drawing board. It seems that we have risen to the challenge though seeing as the client is very pleased with the concept we proposed. It is a very exciting suggestion that we will execute since it really attempts to encompass situated learning. This week has mostly been full of meetings and communication. Most every member has been doing some sort of preparation work for the upcoming weeks of work.
This week I have spent my time talking with Mr. Braxley in OIT about video and logging the footage that we received from the client. In the upcoming week, I will try to watch 7 DV tapes worth of footage and drag usable pieces into iMovie or Final Cut.
Documentation continues to be refined and signed (but as more of a secondary task). As a group we seem to already be gearing for warp speed in the near future. Since the project is very video intensive (and Flash intensive) we are eager to dive in so that we can create a good final product.
This week I have spent my time talking with Mr. Braxley in OIT about video and logging the footage that we received from the client. In the upcoming week, I will try to watch 7 DV tapes worth of footage and drag usable pieces into iMovie or Final Cut.
Documentation continues to be refined and signed (but as more of a secondary task). As a group we seem to already be gearing for warp speed in the near future. Since the project is very video intensive (and Flash intensive) we are eager to dive in so that we can create a good final product.
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