Technology as Assessment

Something I ran across while looking at UWO's publication of using different instructional technology and its functions and was surprised to read the below about online testing: The article titled "Instructional Technology: Functions and Best Practices, Website Support for Teaching Large Classes, Turnitin.com: A New Plagiarism Checking Tool at Western"states that "If you ask students what feature they find most valuable on a course website, the consistent response is practice tests. Students like to test their knowledge of a chapter or module, both after they have read the chapter and when they are preparing for an exam". Like Bowen states in "Teaching Naked", "the simplest and most basic use of new communication technologies is to create more class time for engaged learning..(Bowen, 2012, p.104. For me, I think it is a great way of incorporating different instructional technologies together, especially in face to face courses, to add that social media element. By doing so, you are broadening your learners use of different instructional strategies as well as using something they are familiar with.I think this can be stretched out to include not just testing, but information about concepts and subject topics that can perhaps we discussed in class (if it is not a testable subject).Something like Bowen's suggestion of the program "Brainshark" can provide students with the opportunities to use technology as assessment from something as easy as their mobiles to complete pre-exam practice (Bowen, 2012). The link is http://www.uwo.ca/tsc/resources/publications/newsletter/selected_articles/instructional_technology_functions.html Text: Bowen, Jose A. "Teaching Naked: How Moving Technology out of Your College Classroom will Improve Student Learning". (2012) San Fransisco: John Wiley & Son.

Fair Dealings in a Fair way?

For the past week, I have been awed by the term "fair dealings". Initially I was under the impression that this was a way to protect the original sources or author(s) of a publication, but the more I read about it, and note my colleagues in my course's feedback and perspectives, I am finding, that sometimes its doing the opposite. I found the following you tube video which made me wonder? https://www.youtube.com/watch?v=u3Oe1GNHrSo So this begs the question for me, how will I interpret this in my classroom for my students/earners. I think for me, it is important that no matter what I use, I need to make that solid effort to recognize others works when sharing it in my classes. But I also have to be mindful of the information I use as well, and ensure that it has been cited properly.

The next part of my Journey: Media

Hi all, I know it's been a while since I have posted, forgive me, everyone needs a break sometimes to refresh! I am now starting the next part of my journey in PIDP, which is Media. I must say I am a bit hesitant, social media is not particularly my comfort zone, but that is exactly why I chose it as my option in the course, I mean that is the point right, challenge yourself and learn new things? Well here is to me and learning how to be comfortable in this context of a virtual community. I definitely agree with Jose Bowen's ideas that social media has changed our students in his book " Teaching Naked". Exactly how? I'm not so sure of this yet as this is new to me, but I will keep you updated in this blog of how that journey goes....

Motivation

I can remember what it was like when i was in a classroom listening to the instructor and comleting fazing out. Why? Now that I think about it, it was probably because I was not motivated, it didn't relate to me. I wonder in the classroom how we can motivate our learners if they are not engaged. I know a few times I have started with ice breaker activities that get us to know each other and our passions and hobbies, things that motivate us. It gets learners at the least, thinking about something that motivates them and gives me knowledge as an instructor, to be able to refer to such things as examples we we continue in the course. Then at the least it peaks their interest at those points they hear something interesting or relvant to them and hopefully can draw them in. Further, we can as instructors always ask them to use their own experiences in assignments or class pastipation as a way to motivate them. I beleive, that if learners can see how the material relates to their life, they are more likely to particpate, because they want to.

Classroom Management

I think one of the toughest parts of being a teacher or instructor is classroom management. I say that because no matter how much subject expertise you have, no matter how many years you have been in the classroom, the only thing that is going to predict how you do with classroom management is your communication and patience. I have found in past experiences that teachers who are more "authoritarian" tend to get into power struggles with students. That is very uncomfortable thing to experience as a learner because the teacher begins to lose credibility when they act authoritarian. What I mean by that is, they are more demanding, can be condescending in their tones, which comes across disrespectful and reflects poorly on the teacher's character. On the other hand I have seen teachers approach the student with respect, and re-direct the misbheaviour, not the student. I think that is a skill in order to be able to do that. For one you have to see the strength in each student, but also patience in communicating that we may not appreciate your behaviour, but we do appreciate you. I think as I go along in my carreer, that is the type of teacher I want to be. Now the question is how will I get there......I think firstly by noticing these qualities is a good step as those are skills I can refine within myself and I can be self aware of. Secondly, I think having open communication and transparency in the classroom is one way to earn respect from the learners. I know where I have always felt respected and my opinion valued, I don't feel a need to veer off into something else. For now, this is a start....

Gaming education

So here is the thing...I here from so many people in general that they are sick of their kids being stuck in front of a tv or video game all of the time and when they try to pull their kids away, it turns into a major battle, one that they often don't win. When I asked these same parents about how they felt about gaming and education and showed them a video from my class. the results were mixed. Some thought well at least the kids are getting something educational out of it, while others were outraged with the idea because they wanted their kids away from gaming, not another reason to be in front of the tv. Personally, in my opinion, we live in a society where both parents usually have to work, and while they are getting things accomplished at home, the tv or video games keeps their kids quiet and occupied. Trust me, there is no judement here, I can't imagine the stress of it. So, knowing this information, its not going to be changing anytime soon, so what else can we do? That is where I think the gaming and education fall together nicely, not as a pimary teaching method, but as ONE way of relaying informaiton in a way that younger learners already know how to understand. Anyways those are my two bits.....

How much control is too much control?

I had recently run across a website that explained how to be effective with group work in the classroom, and the role of the instructor. This website is https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/alternatives-lecturing/group-work/implementing-group-work-classroom.

Although at first I thought what a great resource this was to learn from, I found myself debating with myself of why it was so controlling of the group work process. As a learner, I recall experiences of group work where we had to choose our own groups and what direction our project would go it. We had to learn to communicate with each other and divide the work up  ourselves.  Whereas, the University of Waterloo site talks about he instructor diving the groups, setting ground rules for interactions, assign group tasks...etc.

As a future instructor, it worries me, are we taking on too much control and are the learners missing out on learning these valuable tasks on their own because we are taking over the process? I think this will be an ongoing debate with in myself.  But, one thing I know for sure is that I want learners to have to figure things out on their own as well, learn to problem solve, not only within themselves, but with other team members as well. That is how you learn what is effective and appropriate and what is not. What will this look like in the classroom, not so sure yet. But when I know, you will be the first to know!