Before I begin with my final thoughts on this semester, I wanted to post a link to my Community Service Hours. For some reason, Moodle would not let me add a link.
For my final posting, I will be discussing learning in a constructionist environment, my strengths and weaknesses, and dealing with frustrations.
Learning in a Constructionist Environment:
This approach was definitely new to me, but at the same time provided me with many opportunities in which to learn more about myself. I appreciated the fact that we could choose our own project basing it on something in which we have a passion. This freedom allowed me to focus on something I believed would help others at my school and to also learn more about the passions of my classmates. It also allowed me the time to explore different tools that I had not thought of using. Being able to share our work with others while receiving critiques was also beneficial, and it helped me to develop as a designer.
Strengths and Weaknesses
I feel one of my strengths is that I'm a self-directed learner. Being able to have control over what I learn, how I learn, and when I learn contributed to my success in this course. I constantly felt that I was in charge and that my success in this course depended on the effort I put forth both inside and outside the Studio. Throughout the semester I was constantly setting goals to ensure that I would not get behind on designing my project. My biggest weakness is that I have never considered myself creative much less a "designer". To cope with this weakness I searched for tools that would bring out my creative side.
Frustrations
Another weakness this semester was that I allowed myself to get worked up and frustrated over the things that didn't go my way. Knowing that not being able to update myWeb was out of my control and in the hands of UGA was extremely frustrating especially when I did not know that it was UGA's problem. The lack of resources in this course was frustrating as well. Lynda was great, but when our trial ended I had to resort to Google and Adobe TV for help. To cope with these frustrations, I asked fellow 1st timers and 2nd timers for help and took LOTS of deep breaths knowing things could only get better. Lastly, I found it very frustrating that at the end of the course I knew just enough about Muse, Captivate, and Photoshop to put together a basic website. I am far from being an expert on them. Perhaps there should be a basic tools course taught before Studio for those of us that are not familiar.
Goals
As I move forward, I am trying to remain positive and know that there is much learning and discovery ahead. My hope is to focus on Dreamweaver in my spare time over the summer to catch up and to have a basic understanding of its basic functions. I would also like to have some conversations with the LSTC at my school to learn more about her job and possibly what I could do for an internship.
Friday, December 9, 2011
Monday, November 28, 2011
Journal #8
Since my last posting, not much has happened on which to update. This week I am wrapping up my last service hour and making a last update to my website. I plan on attending the optional class tomorrow (11/29) night in order to fix a problem I am having with uploading my site to the web and also to receive some last minute design advice.
For this week I read Project KID DESIGNER: Constructivism at work through play. The title immediately caught my attention as I am always trying to find new and engaging things to bring into my classroom. After finding this article is about students integrating curriculum into games they create, I was hooked. Due to time constraints, I find it challenging to set time aside to play games. I have heard recently from several students that they would like to play more games. KID DESIGNER would allow students the opportunity to be involved intellectually and socially with the learning process. While the setting of this study was in the elementary school, this concept could be applied to any level of schooling.
I particularly appreciate the phrase "creative investment" used to describe the design process. Through this study it was obvious that students were taking ownership of their projects as I could imagine them beaming with pride when their idea was chosen or when they enjoyed playing a game they had just created. The enthusiasm that follows would allow students to connect the curriculum with a favorite pastime and will result in sustainable learning.
The fact that collaboration was actively taking place in these classrooms is crucial to both social and intellectual maturity. When the article mentioned that nearby high school students could mentor and participate in the designing of the games, I again pictured proud creators impatiently waiting to show-off their creations and how honored they would be to receive feedback from the older students. The process of constructing knowledge, as demonstrated by Project KID DESIGNER, gives students a unique opportunity to build character through identifying each others strengths and developing a love for life-long learning.
Holly
Rieber, L. P., Luke, N., & Smith, J. (1998). Project KID DESIGNER: Constructivism at work through play. Meridian: Middle School Computer Technology [On-line], 1(1).
For this week I read Project KID DESIGNER: Constructivism at work through play. The title immediately caught my attention as I am always trying to find new and engaging things to bring into my classroom. After finding this article is about students integrating curriculum into games they create, I was hooked. Due to time constraints, I find it challenging to set time aside to play games. I have heard recently from several students that they would like to play more games. KID DESIGNER would allow students the opportunity to be involved intellectually and socially with the learning process. While the setting of this study was in the elementary school, this concept could be applied to any level of schooling.
I particularly appreciate the phrase "creative investment" used to describe the design process. Through this study it was obvious that students were taking ownership of their projects as I could imagine them beaming with pride when their idea was chosen or when they enjoyed playing a game they had just created. The enthusiasm that follows would allow students to connect the curriculum with a favorite pastime and will result in sustainable learning.
The fact that collaboration was actively taking place in these classrooms is crucial to both social and intellectual maturity. When the article mentioned that nearby high school students could mentor and participate in the designing of the games, I again pictured proud creators impatiently waiting to show-off their creations and how honored they would be to receive feedback from the older students. The process of constructing knowledge, as demonstrated by Project KID DESIGNER, gives students a unique opportunity to build character through identifying each others strengths and developing a love for life-long learning.
Holly
Rieber, L. P., Luke, N., & Smith, J. (1998). Project KID DESIGNER: Constructivism at work through play. Meridian: Middle School Computer Technology [On-line], 1(1).
Wednesday, November 16, 2011
Journal #7
Following our dress rehearsal last night, I came home feeling much better about my project. I am so grateful that Dr. Clinton was able to sit with me and help me with file management and uploading my site to the web and that two second-timers, Josh and Michelle, were able to offer suggestions on how I can improve my project. As a result, I've added several improvements to my to-do list such as adjusting the menu bar, adding graphics, and finishing my videos. I feel that all of the advice I have received will be beneficial in finishing and polishing my Studio project before the final Showcase in a few weeks.
During my reading of the last "C" in the Krause book, I began thinking about how I wanted to hook my viewer's through my website. Much like a good lesson plan, I feel that capturing the interest of my audience is vital to the success of the website. I used C.A.P to help me evaluate the concepts presented through my website...
Clarity - I feel the literal, stylistic, and thematic messages of my website work toward the same overall message and goal which is to teach the basic functions of the Mimio to my colleagues at school. My website is designed with the idea of simplicity. Tabs on the menu bar will effectively direct viewers to tutorials based on either Mimio hardware or Mimio software.
Audience - The target audience for my website are the teachers at N. Gwinnett MS who struggle with operating their Mimio interactive whiteboard. I've designed my website so that the viewer can access the needed tutorial in just a few clicks of the mouse and be able to obtain the needed information through a video in less than a few minutes. The concept behind the tutorials I have designed will be well-received by its audience through the use of appropriate lingo.
Purpose - This website was established to provide necessary information needed to perform basic tasks during instructional time. To ensure that this website addresses the needs of my clients, I have surveyed coworkers in my content area. Their feedback has helped me immensely through the development stages of my site.
Krause, J. (2004). Design basics index: A designer's guide to designing effective compositions, selecting dynamic components and developing creative concepts. Cincinnati, OH: How Design Books.
During my reading of the last "C" in the Krause book, I began thinking about how I wanted to hook my viewer's through my website. Much like a good lesson plan, I feel that capturing the interest of my audience is vital to the success of the website. I used C.A.P to help me evaluate the concepts presented through my website...
Clarity - I feel the literal, stylistic, and thematic messages of my website work toward the same overall message and goal which is to teach the basic functions of the Mimio to my colleagues at school. My website is designed with the idea of simplicity. Tabs on the menu bar will effectively direct viewers to tutorials based on either Mimio hardware or Mimio software.
Audience - The target audience for my website are the teachers at N. Gwinnett MS who struggle with operating their Mimio interactive whiteboard. I've designed my website so that the viewer can access the needed tutorial in just a few clicks of the mouse and be able to obtain the needed information through a video in less than a few minutes. The concept behind the tutorials I have designed will be well-received by its audience through the use of appropriate lingo.
Purpose - This website was established to provide necessary information needed to perform basic tasks during instructional time. To ensure that this website addresses the needs of my clients, I have surveyed coworkers in my content area. Their feedback has helped me immensely through the development stages of my site.
Krause, J. (2004). Design basics index: A designer's guide to designing effective compositions, selecting dynamic components and developing creative concepts. Cincinnati, OH: How Design Books.
Monday, November 7, 2011
Journal #6
Last Thursday, I had the opportunity to do a presentation to the technology committee at my school on how I use the Mimio interactive whiteboard daily in my classroom. I felt the presentation went very well. The most rewarding aspect of the presentation was at the end when a teacher stated that she didn't know the Mimio could do so much and that she couldn't wait to play with all the new features she learned and plan new lessons during her planning time. I took that as a huge compliment as we don't usually have much planning time due to meetings. : ) In addition to this committee presentation, I continue to present "Technology Tidbits" during our language arts curriculum meetings on Wednesdays. Last Wednesday I compiled a list of language arts games and demonstrated a few of them using the Mimio. This Wednesday we have a guest speaker coming to speak; however, this gives me time to prepare a presentation (and learn) the Turning Point student response system. Our school recently purchased several new sets of these remotes, and I would love for my language arts teachers to be the first to use them!
This week I read Kevin Oliver's Integrating Web 2.0 Across the Curriculum. I really enjoyed this article and will definitely be printing a copy to keep on hand at school. I immediately zoned in to the language arts section where I found my head spinning from all the free Web 2.0 tools available for our curriculum area. I'll have my highlighter handy when I read it a second time. While reading the article, I found that I was already familiar with Quizlet and Shelfari; however, Diigo and Gliffy were new to me. I could use Diigo during collaborative classwork projects for students to share their work and Gliffy would be awesome for students to use for creating story maps and for help with creating graphic organizers for reading responses.
I find it so beneficial that these great tools that are available, at no cost, to promote sharing, collaborating, and creativity. My goal is to not only make better use of these resources in my classroom to promote student engagement and interactivity, but to share them with my colleagues so that everyone benefits.
Oliver, K. (2010). Integrating Web 2.0 across the curriculum. TechTrends: Linking Research & Practice to Improve Learning, 54(2), 50-60.
This week I read Kevin Oliver's Integrating Web 2.0 Across the Curriculum. I really enjoyed this article and will definitely be printing a copy to keep on hand at school. I immediately zoned in to the language arts section where I found my head spinning from all the free Web 2.0 tools available for our curriculum area. I'll have my highlighter handy when I read it a second time. While reading the article, I found that I was already familiar with Quizlet and Shelfari; however, Diigo and Gliffy were new to me. I could use Diigo during collaborative classwork projects for students to share their work and Gliffy would be awesome for students to use for creating story maps and for help with creating graphic organizers for reading responses.
I find it so beneficial that these great tools that are available, at no cost, to promote sharing, collaborating, and creativity. My goal is to not only make better use of these resources in my classroom to promote student engagement and interactivity, but to share them with my colleagues so that everyone benefits.
Oliver, K. (2010). Integrating Web 2.0 across the curriculum. TechTrends: Linking Research & Practice to Improve Learning, 54(2), 50-60.
Monday, October 24, 2011
Journal #5
Updates this week are pretty slim. My semester project is still coming along slowly but surely. I look forward to spending some time in the comfort of my own home (or my local Starbucks) tomorrow to get some work done on my project page. I must say that I am feeling a little more confident with Photoshop since Josh Grasso showed me how to create a more interesting and appealing background to import it into Muse. I must confess that I spent 30 minutes an hour on selecting the pattern I wanted to use and creating the background in Photoshop. :-)
Over the past week, I have solidified my topics for the screen captures/recordings that I will include. Next on the to-do list is to actually make them! I am still having trouble with deciding on how I will house the recordings. Ideally, I would like for the videos to appear directly on my website and not for those viewing my site to be directed to another page. During the next class, I'll ask for suggestions from some classmates.
Nothing has changed with my community service hours. I plan on presenting to my curriculum area on Wednesday about how to find games and game templates on the Internet. I also plan on doing an extension to my last Mimio presentation. I talked to our curriculum leader last week and she commented about how my presentation greatly helped her with using her Mimio in class. She also said that she has referred to the handout that I made several times during class if she forgot the functionality of one of the buttons.
This week I chose to read The Studio Experience and Self-Organized Learning by Sebastian Fiedler. I found the phrase "self-organized learning" to describe the studio experience perfectly. As stated in the reading, "beginning learners are confronted with course structure that requires a very different role for students than traditional forms of instruction usually demand". At first, there was an "adjustment" period for me when I did question if this style of learning was for me. Fiedler also mentions the effectiveness of "flexible learning" strategies such as time-planning and managing. I feel that these are areas in which I excel.
Now, eleven weeks in I am more comfortable and acclimated to this different style of instruction and am eager to continue this Studio journey.
Fiedler, Sebastian (1999). The Studio Experience: Challenges and Opportunities for Self-Organized Learning. Athens, GA: The University of Georgia, Department of Instructional Technology [On-line]. Available online: http://it.coe.uga.edu/studio/fiedler.html
Over the past week, I have solidified my topics for the screen captures/recordings that I will include. Next on the to-do list is to actually make them! I am still having trouble with deciding on how I will house the recordings. Ideally, I would like for the videos to appear directly on my website and not for those viewing my site to be directed to another page. During the next class, I'll ask for suggestions from some classmates.
Nothing has changed with my community service hours. I plan on presenting to my curriculum area on Wednesday about how to find games and game templates on the Internet. I also plan on doing an extension to my last Mimio presentation. I talked to our curriculum leader last week and she commented about how my presentation greatly helped her with using her Mimio in class. She also said that she has referred to the handout that I made several times during class if she forgot the functionality of one of the buttons.
This week I chose to read The Studio Experience and Self-Organized Learning by Sebastian Fiedler. I found the phrase "self-organized learning" to describe the studio experience perfectly. As stated in the reading, "beginning learners are confronted with course structure that requires a very different role for students than traditional forms of instruction usually demand". At first, there was an "adjustment" period for me when I did question if this style of learning was for me. Fiedler also mentions the effectiveness of "flexible learning" strategies such as time-planning and managing. I feel that these are areas in which I excel.
Now, eleven weeks in I am more comfortable and acclimated to this different style of instruction and am eager to continue this Studio journey.
Fiedler, Sebastian (1999). The Studio Experience: Challenges and Opportunities for Self-Organized Learning. Athens, GA: The University of Georgia, Department of Instructional Technology [On-line]. Available online: http://it.coe.uga.edu/studio/fiedler.html
Monday, October 10, 2011
Journal #4
I must confess that web design is a more tedious process than I had originally thought. While most of the concepts presented in the Krause book seem to be common sense when it comes to design, there are many new concepts I never knew existed. Sans Serif vs. Serif fonts were familiar to me; however, monospace, novelty, and ornament were not. Monochromatic and primary colors were familiar to me, yet analogous and split-complements were not. The Krause book has already helped me with designing my semester project and will continue to be a useful tool in the future as I develop my project.
One of my frustrations with developing my website has been with the lack of templates and backgrounds available through Muse. Since I'm not a fan of solids (nor am I creative), I rely heavily on the preset fuctions of any word processor or design program. I expressed my concerns to a second-timer and his advice was to use Photoshop to design my background and then import into Muse. During class on Tuesday, I plan to discuss this more with him and also ask other second-timers about their success with importing from Photoshop. I also plan to learn more about Photoshop so that I "can give new life to...the most mundane photo" in order to enhance the appearance of my site (and my creativity).
To update you on my community service project, and, to put it bluntly, business has slowed tremendously. My technology committee presentation has been rescheduled for November, and there has not been much activity on the hall lately. As a result, I am feeling overwhelemed considering I only have three hours of completed service. Initially, I said that I wouldn't have ANY problem with acheiving 10 hours of service. I wish I had not said that as I seemed to have "jinxed" myself. :-( Over the next few days, I will brainstorm some ideas to get the ball rolling again. I certainly do not want to wait until the last minute before coming up with project ideas.
So far, I have been focusing on Captivate and Muse because they will provide the basic structure to my project. In the next couple of weeks I will turn my focus to Dreamweaver and Photoshop. The only experience I have with Dreamweaver is what we did in a portion of one class over the summer in 6100. Right now, I feel like I've only been learning bits and pieces of different software to grasp a basic understanding. I would much rather learn something in its entirety, and then move on to something new. For the time being, I'll just keep watching, learning, and trying.
Krause, J. (2004). Design basics index. Cincinnati: How Design Books.
One of my frustrations with developing my website has been with the lack of templates and backgrounds available through Muse. Since I'm not a fan of solids (nor am I creative), I rely heavily on the preset fuctions of any word processor or design program. I expressed my concerns to a second-timer and his advice was to use Photoshop to design my background and then import into Muse. During class on Tuesday, I plan to discuss this more with him and also ask other second-timers about their success with importing from Photoshop. I also plan to learn more about Photoshop so that I "can give new life to...the most mundane photo" in order to enhance the appearance of my site (and my creativity).
To update you on my community service project, and, to put it bluntly, business has slowed tremendously. My technology committee presentation has been rescheduled for November, and there has not been much activity on the hall lately. As a result, I am feeling overwhelemed considering I only have three hours of completed service. Initially, I said that I wouldn't have ANY problem with acheiving 10 hours of service. I wish I had not said that as I seemed to have "jinxed" myself. :-( Over the next few days, I will brainstorm some ideas to get the ball rolling again. I certainly do not want to wait until the last minute before coming up with project ideas.
So far, I have been focusing on Captivate and Muse because they will provide the basic structure to my project. In the next couple of weeks I will turn my focus to Dreamweaver and Photoshop. The only experience I have with Dreamweaver is what we did in a portion of one class over the summer in 6100. Right now, I feel like I've only been learning bits and pieces of different software to grasp a basic understanding. I would much rather learn something in its entirety, and then move on to something new. For the time being, I'll just keep watching, learning, and trying.
Krause, J. (2004). Design basics index. Cincinnati: How Design Books.
Monday, September 26, 2011
Journal #3
Since posting my last journal, I have had a few discussions with my LSTC about possible project ideas. We both agreed that anything pertaining to the Mimio would be beneficial to the staff at our school. Now that 95% of the teachers at my school are integrating the interactive whiteboard into their lessons, a tutorial site would greatly improve their confidence and usage of technology.
My school has committees that meet on the first Thursday of every month. In August I signed up to be on the technology committee. I am joined by 10 other teachers each morning as we discuss the integration of technology at our school. We are also the first to know of new technologies that are soon to be introduced so that we are able to assist the LSTC in training fellow teachers. Recently, my LSTC asked me if I would lead our Technology committee meeting on October 6th by demonstrating how I use the Mimio in my classroom. I thought that this would be a great lead-in to my semester project. As I plan for my presentation, I will be constantly brainstorming ideas for my semester project.
The Hong, Clinton, and Rieber article frame two of the most important aspects I aim to include in every lesson I teach and my Studio project: interactivity and creativity. I immediately related to the last section of the article, "Enhacing Creativity to Design Creative Interactions". Since I am not very artistic, I sometimes struggle with being creative. I found the tips listed in the seven suggestions to be applicable. Suggestion #1 was a great starting point for me. I need to choose to be creative. I find that I get discouraged when taking on a project that requires artistic ability, so agreeing to be creative will put me on the right path right away.
The fourth suggestion relates to my last journal when I talked about using the IDEO cards. Simply looking at something from a different perspective can develop creative ideas. I will try this when working on my Studio project. Since I am familiar with the Mimio, I'll try using it from the perspective of someone who is not accustomed to the technology. This is definitely an article I will refer back to while working on my project.
Holly
Hong, Y., Clinton, G., & Rieber, L.P. (2010). Designing creative interactions for educational multimedia. Submitted for publication.
My school has committees that meet on the first Thursday of every month. In August I signed up to be on the technology committee. I am joined by 10 other teachers each morning as we discuss the integration of technology at our school. We are also the first to know of new technologies that are soon to be introduced so that we are able to assist the LSTC in training fellow teachers. Recently, my LSTC asked me if I would lead our Technology committee meeting on October 6th by demonstrating how I use the Mimio in my classroom. I thought that this would be a great lead-in to my semester project. As I plan for my presentation, I will be constantly brainstorming ideas for my semester project.
The Hong, Clinton, and Rieber article frame two of the most important aspects I aim to include in every lesson I teach and my Studio project: interactivity and creativity. I immediately related to the last section of the article, "Enhacing Creativity to Design Creative Interactions". Since I am not very artistic, I sometimes struggle with being creative. I found the tips listed in the seven suggestions to be applicable. Suggestion #1 was a great starting point for me. I need to choose to be creative. I find that I get discouraged when taking on a project that requires artistic ability, so agreeing to be creative will put me on the right path right away.
The fourth suggestion relates to my last journal when I talked about using the IDEO cards. Simply looking at something from a different perspective can develop creative ideas. I will try this when working on my Studio project. Since I am familiar with the Mimio, I'll try using it from the perspective of someone who is not accustomed to the technology. This is definitely an article I will refer back to while working on my project.
Holly
Hong, Y., Clinton, G., & Rieber, L.P. (2010). Designing creative interactions for educational multimedia. Submitted for publication.
Monday, September 12, 2011
Journal #2
At the conclusion of my last post, I was in the midst of preparing for a training session with my language arts colleagues that would cover using the toolbars and basic functions of the Mimio Interactive Whiteboard. I feel that the preparations I made were a perfect fit for my audience and that they walked away with a better understanding of the Mimio. My next task is to demonstrate more advanced features of the Mimio such as importing powerpoints and images from the gallery, and navigating the Internet. I would also like to introduce them to screen and video captures by using Jing.
While surveying the comfort levels of my colleagues with using the Mimio during instructional time, I discovered they were less comfortable than I had originally thought. This made me reevaluate my idea for a semester project. I am now leaning more towards creating tutorials for the Mimio. When I found out that most teachers didn't know how to plug in their Mimio, my immediate thought was that I needed to reconsider my semester project.
I found the IDEO Method Cards, that we used in class on September 6th, to be very helpful when considering viewpoints of the client. Specifically, I found the "Fly on the Wall" card to be a great idea for me to try before designing my prototype. Quick observations would allow me to identify the functions of the Mimio that teachers struggle with the most. I could then tailor my tutorials to fit their needs. A "Personal Inventory" would allow my colleagues to share their interests and how they intend on using the technology daily to enhance their lessons. Another card I would use is "Card Sort" to further determine their priorities with using the Mimio.
In the next few days, I hope to solidify my project idea and begin brainstorming about the components and design. First and foremost, my goal is to design a tool that can be used throughout my school to increase technology usage. As always, I'm looking forward to the challenge.
Holly
Moggridge, B. (2007). Designing interactions. Cambridge, MA: MIT Press.
While surveying the comfort levels of my colleagues with using the Mimio during instructional time, I discovered they were less comfortable than I had originally thought. This made me reevaluate my idea for a semester project. I am now leaning more towards creating tutorials for the Mimio. When I found out that most teachers didn't know how to plug in their Mimio, my immediate thought was that I needed to reconsider my semester project.
I found the IDEO Method Cards, that we used in class on September 6th, to be very helpful when considering viewpoints of the client. Specifically, I found the "Fly on the Wall" card to be a great idea for me to try before designing my prototype. Quick observations would allow me to identify the functions of the Mimio that teachers struggle with the most. I could then tailor my tutorials to fit their needs. A "Personal Inventory" would allow my colleagues to share their interests and how they intend on using the technology daily to enhance their lessons. Another card I would use is "Card Sort" to further determine their priorities with using the Mimio.
In the next few days, I hope to solidify my project idea and begin brainstorming about the components and design. First and foremost, my goal is to design a tool that can be used throughout my school to increase technology usage. As always, I'm looking forward to the challenge.
Holly
Moggridge, B. (2007). Designing interactions. Cambridge, MA: MIT Press.
Monday, August 29, 2011
Journal #1
I must admit that I am both excited and nervous about my first Studio experience. I know for certain that I am looking foward to learning about all the different design tools and taking my experiences and creations back to my classroom to share with my students. The daunting part of this process is deciding which tool(s) to use for the semester project. For help with this step, I will look to the second-timers for advice on what has worked for them. After the first two classes, I have narrowed down my choices to using either Flash or Captivate. I know that multiple tools are used in a single project so I look forward to working in some Web 2.0 tools as well.
For class this week, one article we read was A Software Design Manifesto by Mitchell Kapor. I found his definition of design quite interesting. Kapor states that, "it's where you stand with a foot in two worlds - the world of technology and the world of people and human purposes." When I first thought of instructional design, I imagined designing for both personal benefits as well as for instructional purposes that would benefit my students. As we are beginning to learn and apply the ADDIE process, it is all starting to make sense.
At this point, I feel that I am already ahead of the game. I have decided that my semester project will be something that I can use with my students in the classroom and something that they can access from home. My goal is to design a site my students can visit to review their eight parts of speech. Teaching language arts has been my passion for 6 years now and I look forward to producing something that is useful to my students and colleagues.
I also feel like I have a good start with my community service project. Utilizing instructional technology in the classroom setting is a difficult task for some of my colleagues; however, they have a positive attitude when it comes to learning. They have informed me that I will have NO trouble with achieving my 10 hours. :-) My next service project will be on Wednesday during a grade-level curriculum meeting when I show 6th grade language arts teachers how to plug in and use their Mimio board. I'm looking forward to it!
Holly
For class this week, one article we read was A Software Design Manifesto by Mitchell Kapor. I found his definition of design quite interesting. Kapor states that, "it's where you stand with a foot in two worlds - the world of technology and the world of people and human purposes." When I first thought of instructional design, I imagined designing for both personal benefits as well as for instructional purposes that would benefit my students. As we are beginning to learn and apply the ADDIE process, it is all starting to make sense.
At this point, I feel that I am already ahead of the game. I have decided that my semester project will be something that I can use with my students in the classroom and something that they can access from home. My goal is to design a site my students can visit to review their eight parts of speech. Teaching language arts has been my passion for 6 years now and I look forward to producing something that is useful to my students and colleagues.
I also feel like I have a good start with my community service project. Utilizing instructional technology in the classroom setting is a difficult task for some of my colleagues; however, they have a positive attitude when it comes to learning. They have informed me that I will have NO trouble with achieving my 10 hours. :-) My next service project will be on Wednesday during a grade-level curriculum meeting when I show 6th grade language arts teachers how to plug in and use their Mimio board. I'm looking forward to it!
Holly
Kapor, M. (1996). A software design manifesto. In Winograd, T. (Ed.), Bringing Design to Software (pp. 1-9). New York: Addison-Wesley.
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