Spring2010

 Each week, we can segment the labs into 3 50-minute slots. It’s important to have them stay the full 3 hours because otherwise, they will complain that they are putting so much time in out of class. They need to accomplish this during class.

If I do more lectures via podcasts (which will be their readings) and we require them to respond to the OnCourse Test/Survey tool, this could help maximize our time. One change will need to be the lecture worksheets. How do we encourage discussion and participation in the lab?

(1) More focus on webquests BEFORE CE week so webquests are a more viable option for first case/artifact. I agree. I think this should be a required activity – where they build a WebQuest (a REAL one – not just a list of links) of their own based off some standard. This could be done during the 3e’s week. Or for the first artifact proposal, we put it in the case that the teacher wants to develop a WebQuest, but doesn’t know how. They will have to make one. But I like providing them with more guidance on this.

(2) MovieMaker later in semester or easier tool (iMovie might be easier or Photostory). However, I think this is really important. They get too busy later on in the semester, so we need to put it before the half-way point, but we could push it back some.

(3) Screencast/walkthrough earlier. I completely agree. They loved this tool! Based on this comment and #2, perhaps we create a list of easiest to most difficult and try to use the elaboration theory of instruction. ;)

(4) Cases build (CE only, CE + Production, CE + Pro + other). These cases in general really need some work. I think if we outlined them like that, it would provide a little more direction (which would be good). On the artifact proposals, I think the options section needs a CE section, Production section, etc... Students need to propose options for each.


 * Example Outline for First Week**

1. What are the “parts” of a w200 class that you can expect each week (or most)? a. Lectures or Podcasts for BREADTH of tech and educational content b. Discussions and Demos for DEPTH of tech and educational content c. Lab Workouts d. E-Portfolio Workshops e. Housekeeping/Odds-and-ends f. Other? 2. Explain goals and content of Unit #1 3. Shift Theme #1: Shift happens (refer back to “parts of a w200 class” to remind them how this fits in) a. Breadth: i. Option #1: AI leads lecture/discussion normally ii. Option #2: Podcast of bulk lecture material is provided for students to listen to individually or as a group, AI leads discussions at stopping points where lecture worksheets used to be included b. Depth i. Lab Workout: Digital Natives Webquest (I really want to hit this hard and early in the hopes that many students will propose these for the content exploration cases. I was disappointed at how few of mine remembered these as possibilities) 1. What is a webquest (and what does it have to do with what we’re talking about) 2. Complete digital natives webquest 3. Discuss as needed c. Housekeeping: How to turn in an assignment to OnCourse (webquest) 4. Break 5. Shift Theme #2: It hits the fan a. Breadth i. Option #1: AI leads lecture/discussion normally ii. Option #2: Podcast of bulk lecture material is provided for students to listen to individually or as a group, AI leads discussions at stopping points where lecture worksheets used to be included b. Depth i. Discussion – students split into ES, MS, HS groups and view the extra videos in the first lecture that we never have time to show (just the one for their age group). Discussion follows. Some means for recording ideas takes place. 6. Shift Theme #3 a. Breadth i. Option #1: AI leads lecture/discussion normally ii. Option #2: Podcast of bulk lecture material is provided for students to listen to individually or as a group, AI leads discussions at stopping points where lecture worksheets used to be included b. Depth i. ??? 7. Very short break – time to “reset 8. Introductions – something fun. Cartoon yourself? Glog? 9. Housekeeping/odds and ends: Course info, expectations, syllabus, etc