Final Thoughts

It is hard for me to believe that this is my final journal entry and that I will be graduating from the IDD program one week from today!  Over the past several years, I have devoted much effort and time to my studies.  Now that the end is here, it is quite bittersweet.  I'll miss seeing my cohort buddies on a weekly basis, but I'll soon get to rediscover all the free time I once had. 

 

I'm so proud of the project I created during Studio this semester.  So far, the faculty at my school is excited about the opportunity to use the tool to pat each other on the back for using technology in the classroom.  Since we've been extremely busy at school, the site hasn't received as many hits as I would like.  I'm fine with this for now because Digital Dogs is something that I look forward to maintaining in the future.  I feel that I have gained so much from the contructionist approach.  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. While it was highly suggested that we chose something of personal relevance, I focused my Studio projects around my career in teaching.  This freedom allowed me to focus on something I believed would help others at my school.  Kafai & Resnick (1996) provide support to this by stating, "Constructionism suggests that learners are particularly likely to make new ideas when they are actively engaged in making some type of external artifact."  The Studio experience also allowed me the time to explore different tools that I had not thought of using.  I feel that I was able to get my feet wet in several new tools in the Adobe Creative Suite, and I look forward to diving a little deeper in the future to learn more and apply them to my career.

 

So...where do I go from here??  As I've said many times before, I'm completely happy in my current position as a 6th grade teacher.  My future goals include being an LSTC or instructional technologist where I am able to use the knowledge I gained from the IDD program to help teachers teach technology.  

Kafai, Y. & Resnick, M., (1996). Introduction. In Y. Kafai & M. Resnick (Eds.), Constructionism in practice: Designing, thinking, and learning in a digital world (pp. 1-8). Mahwah, NJ: Lawrence Erlbaum Associates.

**Dr. Kopcha:  Thank you so much for your support throughout the program.  I've enjoyed working and learning with you over the past year and a half! 

Journal #8

Community Service
I posted my community service hours in a previous post a few weeks ago.  Just in case they were overlooked, I've posted them here as well.

Community Service Hours

There have not been many changes to my project since my last post.  Since the dress rehearsal, I took a picture of the Feature Teacher and made a few updates and minor design adjustments.  I feel the site accurately communicates the message I would like to send to the faculty and effectively shows how we, as a school, use technology.

Recently, I was able to lead a Techno Thursday session on Socrative.com.  I feel the session went well and those in attendance gained a great resource for their "technology tool box".  I also had the opportunity to present my Digital Dogs website, and it was well received by the faculty. 

I look forward to the Showcase next week!

Journal #7

This week in studio was the dress rehearsal.  I can't believe it is already time for the showcase!  Time is flying by!  During class on Tuesday, I enjoyed looking at the progress made by the first timers.  Their projects are really amazing, and I can't wait to see the final products in three weeks.

Since I am almost finished with my project, there really isn't anything new to share.  I have a few minor changes to make, and then it will be a finished product.  I will get those things done during my week off work and school.  

I have just finished my community service hours.  Please use the link below to access my hours.
Community Service Hours

For my reading this week, I read back over Wilson's Four Pillars of Practice.  The following passage about the Third Pillar stuck out to me.

Real working conditions result in a complex nest of incentives and disincentives to participate in instruction and apply new knowledge on the job. Instruction may encourage sharing communities of practice...

 

This passage about workplace realities and incentives resontated with me because my prinicpal is always pushing us to be involved with professional learning opportunities.  While much of this occurs during school hours, there are numerous chances to engage in learning outside of the school day.  The morning I presented socrative.com and how it can be used in the classroom during our Techno Thursday meeting.  While this was in no way a requirement, I enjoyed presenting and sharing my knowledge about technology with some of my colleagues.  

Wilson, B. G. (2005). Broadening our foundation for instructional design: Four pillars of practice. Educational Technology, 45 (2), 10-15. Special issue on cultural studies edited by Ellen Rose.

Journal #6

Over the past couple of weeks, I have been working on finishing the design of my website.  Specifically, the logo at the top of the page has been giving me trouble, so I've been tweaking a new design in Photoshop.  This is definitely one drawback of using a Weebly.  In the next few days, I plan to push the site out to the faculty.  I look forward to seeing their responses and recognition of staff members for their technology use in the classroom. 

In thinking about our reading for this week on Wilson's Four Pilliars of Practice, there were a couple points that resonated with me.  In his discussion of the Second Pillar, Wilson states, "Learning outcomes gained through instruction should relate to the outside world in significant ways—otherwise school learning remains of academic interest only."  In today's classrooms, students should be prepared to succeed in work and life in the 21st century by mastering skills set forth by the curriculum.  As a teacher, I feel that my responsibility is to make learning relevant and applicable so that students can relate what they are learning to the outside world.  

Another point Wilson makes about the Second Pillar is about bringing the outside world into the smaller world of instruction.  He states:

This second pillar, connecting instruction to the outside world, affects the world of instruction as well as links to work. Resnick (1987) spoke of bridging devices like simulations and multimedia resources that could bring features of the outside world into the smaller world of instruction. These second-pillar principles help designers keep in mind the need for authenticity, rich information resources, and links to the world outside of instruction.

In recent years, there has been an increase of "in-school" field trips at my school.  Each year we have several guests to visit our school and present hands-on, engaging lessons to our students.  By bringing the outside world in, students are able to connect to the world outside of instruction and learn concepts not presented in any textbook.  In the ever changing world of technology, the growth of "in-school" field trips is very promising.

 

Wilson, B. G. (2005). Broadening our foundation for instructional design: Four pillars of practice. Educational Technology, 45 (2), 10-15. Special issue on cultural studies edited by Ellen Rose.

Journal #5

Last week's Studio was very helpful in the development of my project.  The design conversations confirmed that I am on the right track and at the same time provided some helpful advice on revisions I should make.  The biggest problem that I have right now is the large amount of white space on my home page.  One solution is to eliminate the menu bar and add large picture buttons instead.  Another solution is to keep the menu bar and include an introduction to explain the Digital Dogs initiative.  I really like both ideas, so the plan is to combine them in an effective way that gets my message across to my audience while maintaining an appearance that is aesthetically pleasing.  Since I struggle with design, I decided to look back in the Krause book and review The Three C's of Design.

When it comes to composition, I know that I do not want my design to be unclear, confusing, or overwhelming.  So that it isn't, I need to focus on grouping and visual flow.  Krause states, "Visual grouping aids discovery by helping the viewer make useful connections between elements."  Krause also notes that "effective grouping streamlines the viewer's search for meaning and information".  This is extremely important with my project because when teachers visit my site they need to easily access the information they are seeking.  I also find it interesting that Krause mentions that attention spans are short in cyberspace.  I most definitely agree! If I can't find what I'm looking for on a particular website or if the content is overwhelming, I move on!  I don't want my audience to do this.  I also know that most teachers are going to access my website during school hours.  Since we are always running to meetings and conferences during our planning time, teachers won't have time to sit and decipher the content of my website.

Pertaining to flow, Krause states "a layout either has it or it doesn't".  The idea of circulating flow keeps there viewer engaged, whereas the linear arrangement does not.  This is something I must keep in mind when designing my homepage.  When thinking about text on a page, Krause suggests justified text if combined with an image.  Since I am considering a combination of text and images, I need to remember that text alignment is as equally important as the position of images.

As I continue designing my website, I will be keeping my Krause book nearby to serve as a quick reference should I need help.     

 
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.




  

Journal #4

In the past couple of weeks, so much has changed with my project!  Two weeks ago I participated in a group desk crit where I presented a prototype in the form of a PowerPoint.  Those participating in the group desk crit were able to critique my prototype and give me meaningful feedback.  I have since used that feedback to help develop my project.  Instead of struggling with Dreamweaver, I have transitioned to Weebly which is much more manageable for me.  This past week, I was able to create the barebones of my website using Weebly and to play with some of its functions.  So far, I really like how it is coming along.  I have also found that my attitude about my project is improving!  I now look forward to working on the project now that I'm not intimidated by DW.  My next challenge will be to play with the code to further tailor the site to fit my needs. 

Over the past couple of weeks, I feel that my project has shifted from being media (or tool)-centric to message-centric.  The purpose of my project is to recognize teachers at my school for their use of technology in the classroom setting.  Though my website, I hope to encourage more teachers to utilize the tools that are readily available to them.  Gibbons states, "Message-centric design places primary importance on message-related constructs and employs media onstructs...secondarily."  First and foremost, I want to communicate the importance of technology usage in the classroom.  Second, I hope to develop my skills in the area of web development.  As I continue to work on my project, I will seek the help of those that have more experience in this area than I do. 


Gibbons, A. S. (2003). What and how do designers design? TechTrends, 47(5), 22-25.ploys media constructs

(main idea, explanation, line

of argument, dramatization, etc.) secondarily

Journal #3

In the past week, I have become more and more frustrated with Dreamweaver.  I have spent most of my time watching tutorials from various websites; however, the amount of time I've spent watching videos and learning about Dreamweaver has not been reflected in the progression of my project.  Part of my frustration has been where to start with my design.  Do I use a CSS template?  Do I develop something first in Photoshop as I have with my other Studio project?  Do I use a preset within Dreamweaver?  I just couldn't decide, and, quite frankly, I spent way too much time experimenting with each of them.  With finishing up my Specialist degree, I just don't have the time, like I thought, to learn a new tool.  In the next few days, I will make a decision as to whether I will stick with Dreamweaver or move on to WordPress or Weebly.  I feel that I should have more done at this point.

With previous projects, I have jumped in with both feet without prototyping first.  Moggridge states in Chapter 10 titled "People and Prototypes", "Designers are often too quick to start working in the final medium of their project".  He goes on to say that because the final medium will be on a "pixel-based screen" designers often leap straight into that medium.  That is exactly what I have done in the past because I assumed it would save time.  I was so wrong!!  In an attempt to resolve some of my frustrations with the design aspects, I have decided to prototype in the form of a PowerPoint.  I feel this way I stay focused on what's most important in my design.  Tomorrow I look forward to hearing feedback and advice from classmates on how I can improve my design and move forward. 

Moggridge, B. (2007). Designing interactions. Cambridge, MA: MIT Press.

Journal #2

Since my last posting, I have changed my project idea.  My last idea of creating a website to house "Techno Thursday" (formerly known as Techno Tuesday) tutorials just didn't excite me.  Part of the reason was that I knew few teachers would actually access the site to "learn" something new.  We already have enough on our plates!  I wouldn't want to sit through tutorials either!  SO...after speaking with my LSTC, Lisa, she suggested that I create a website to spotlight teachers using technology in their classroom.  Her idea (and I really like it) is to create a place where teachers can go to nominate other teachers to recognize them for trying something new and thinking outside the box.  In addition, I will be updating a weekly blog highlighting Web 2.0 tools that can be used in the classroom.  I'm excited to get the ball rolling and hope to have a design sketch by Tuesdays class meeting.

As I stated earlier, I will be using Dreamweaver this semester to create my project.  I recently sat down and started going through online tutorials on AdobeTV and Lynda.com.  I have very little experience with Dreamweaver, so I look forward to learning new things.  So far, I have learned how to set up my local site, import images in the correct format,  and how to link to websites.

In Parrish's Design as Storytelling, the concept of "learner empathy" suggested by his colleague Scott Switzer is something I can relate to as an instructional designer.  While planning my lessons for school, I always think about how my instruction will be experienced by my students.  If I think something would bore me as a learner, it will have the same inpact on students.  While not explicitly discussed in the design world, Parrish poses the question of whether or not designers exercise empathy intentionally or is it simply a trait the designer possesses.  Personally, it is an intended process.  Naturally, some of the concepts I teach in the language arts curriculum can be monotonous.  It is up to me to create a more positive and fun learning experience as I imagine myself in my students' shoes. 

Fitting in with my Studio project, if a teacher is stepping into unchartered territory by using a student response system for the first time or having students showcase their work under a document camera that they've never plugged in before, they deserve to be recognized for trying something new and should be encouraged to continue integrating technology into their lessons.  It doesn't matter that it isn't new to me, I have to possess the understanding that it is a big step for him or her.

Parrish, P. (2006). Design as storytelling. TechTrends, 50(4), 72-82.  

Journal #1

It seems so long ago that I was just a first-timer getting my feet wet in the LDT program!  It definitely felt weird sitting on "the other side" of the room these past couple of weeks.  What a great feeling it is! 

This week I revisited Moggridge's article on designing interactions.  I was able to connect more to this article after gaining more experience with prototyping and design over the past year.  This summer I was given the opportunity to work with Dr. Orey and my project management team on a design project for Dr. Branch's course.  I gained firsthand experience with what Moggridge mentions in his article as "designing discipline".  For our project we had to incorporate many other disciplines into our design so that it would be functional for everyone involved.  In order to create a successful design, we had to consider the client's budget, ideas for the space, as well as the needs of the graduate student's and other faculty members whose offices are housed in River's Crossing.  Moggridge is also right with the statement "designers get the love because we control the part the people want."  As designers, we wanted to make sure that our design included all the components we had previously discussed.  In the end, Dr. Orey really liked our final product and looks forward to using it to kick start remodeling projects within River's Crossing. 

This semester I have decided to associate my Studio project with my internship I am currently finishing with my LSTC.  Recently, she mentioned the idea of conducting brief, once a month technology meetings to introduce different tools to the faculty at our school.  So far, I have drafted a flier with tools to be taught and descriptions.  My thought for my Studio project is to develop a website to house all the tutorials for teachers who either could not attend a particular session or needs more help with a certain tool.  I have decided to focus on Dreamweaver this semester but also use Captivate for the tutorials.  Since I am such the novice with Adobe applications, I thought this would be a good tool to learn.

My next steps are to watch Dreamweaver tutorials on Lynda.com and Adobe TV to learn about getting started. 

Moggridge, B. (2007). Designing interactions. Cambridge, MA: MIT Press.