Michael Connors (Uof Wisconsin-Maddison)
Digital Printmaking - student work exhibited in Second Life - aim to get critique from other students (and anyone else) across the world, virtual presentation before actually doing the final printing. Looks interesting, although the scanned logbook pages feels a little contrived (is this the easiest way to see the pages?) Keen to see the critique process - critique process have seven stages and is captured through a wiki so can use track back.
http://slurl.com/secondlife/NMC%20Arts/167/69/30 (you'll need NMC membership to get to this)
Qus asked about students skill level/support for using SL - response that students don't find it that difficult and take to it quickly use NMC orientation island to get started.
Qus about whether it adds value beyond an exhibition website and wiki or a flickr site and discussion area
Few art Qus about size of originals, lighting, layout etc etc
Future plans for students to present portfolios and negotiate with galleries within SL - able to practice presenting themselves, explore different identities, get to work with "real world" (ie outside education) partners.
Showing posts with label eli sfs. Show all posts
Showing posts with label eli sfs. Show all posts
Wednesday, 19 March 2008
ELI SFS: Integrating Community History, Technology, and Service Learning: The Digital Durham Project
Trudi Abel (Duke)
fyi Community History is a big theme in the History subject group at SHU.
Students pulling together research project re community history to share with 8th grade students (similar to UoS English Lit dept work on kiddult fiction - worked particularly well because lots of the eng students were considering careers in teaching)
not much going on in this session - its good enough, but once you've got the concept (sentence above) you've got the concept... and the rest is, well you know, history.
the website is great, of course, http://digitaldurham.duke.edu/
fyi Community History is a big theme in the History subject group at SHU.
Students pulling together research project re community history to share with 8th grade students (similar to UoS English Lit dept work on kiddult fiction - worked particularly well because lots of the eng students were considering careers in teaching)
not much going on in this session - its good enough, but once you've got the concept (sentence above) you've got the concept... and the rest is, well you know, history.
the website is great, of course, http://digitaldurham.duke.edu/
ELI SFS: Authentic Learning in History and Social Sciences: How "Real" Can We Make the Classroom Experience?
Scot French (U of Virginia)
Digital History project - the "old fashioned" way of presenting the student research projects was for students to develop websites (combination of digitised primary sources and student essays)
+ves - intro to rich archival holdings, collaboration, peer review, student work "published" for use by others - frequently used by others and for local researchers
-ves - access and preservation, little (or nil) interaction with professional historians
New version - partnership with cultural institutions, think like their real world partners who are "doing history" and learn new tools - strong point (as yesterday) of how the partners value the students' contributions. "Thinking like teachers" - as expected, we need to get more of this "thinking like..." into our SHU terminology (alongside learning per sq ft)
Useful resource link from the chat stream http://scholarsbank.uoregon.edu/dspace/handle/1794/309
Sample student video http://www.primaryaccess.org/show.php?id=11285
Sample resource built re Jefferson's visit to UK in 1786 - collaboration between tutors, real world experts and student projects artefacts - check out Jefferson's mail (one student's project) - run the time line - click on an envelope - go on, you know you want to...
http://primaryaccess.org/hub/browser.php?base=jt
+ves: more sustained engagement with real world partners, high expectations, positive feedback from partners...new prospective partners
-ves: mixed results from students (some students didn't use their imagination, less reflection), partners reluctant to use sgc on their official sites (what a shame), no formal participation by partners in the assessment
Really good session - only small class size (approx 10) but could be transferable if group projects
Carie Windham post to chat "A good discussion about student motivation -- as a student, I think I fell into that, "Just give me the facts" mentality but really loved those courses that forced me to engage. Might have been stressful at the time but, in retrospect, that's when I really felt "alive" "
Digital History project - the "old fashioned" way of presenting the student research projects was for students to develop websites (combination of digitised primary sources and student essays)
+ves - intro to rich archival holdings, collaboration, peer review, student work "published" for use by others - frequently used by others and for local researchers
-ves - access and preservation, little (or nil) interaction with professional historians
New version - partnership with cultural institutions, think like their real world partners who are "doing history" and learn new tools - strong point (as yesterday) of how the partners value the students' contributions. "Thinking like teachers" - as expected, we need to get more of this "thinking like..." into our SHU terminology (alongside learning per sq ft)
Useful resource link from the chat stream http://scholarsbank.uoregon.edu/dspace/handle/1794/309
Sample student video http://www.primaryaccess.org/show.php?id=11285
Sample resource built re Jefferson's visit to UK in 1786 - collaboration between tutors, real world experts and student projects artefacts - check out Jefferson's mail (one student's project) - run the time line - click on an envelope - go on, you know you want to...
http://primaryaccess.org/hub/browser.php?base=jt
+ves: more sustained engagement with real world partners, high expectations, positive feedback from partners...new prospective partners
-ves: mixed results from students (some students didn't use their imagination, less reflection), partners reluctant to use sgc on their official sites (what a shame), no formal participation by partners in the assessment
Really good session - only small class size (approx 10) but could be transferable if group projects
Carie Windham post to chat "A good discussion about student motivation -- as a student, I think I fell into that, "Just give me the facts" mentality but really loved those courses that forced me to engage. Might have been stressful at the time but, in retrospect, that's when I really felt "alive" "
Tuesday, 18 March 2008
ELI SFS: The New Virtual Field Trip: A Perspective from NC State's Entomology Bug World
North Carolina State
a NC farm built within ActiveWorld (it's got a very big barn).
Favourite chat quote "virtual walking is a real waste of time" discuss.
..actually this triggered quite a flurry of chat discussion culminating in "Actually walking is quite useful since there is some spatial mapping that occurs automatically that one can leverage to content learning"
http://www4.ncsu.edu/~mjklesat/
a NC farm built within ActiveWorld (it's got a very big barn).
Favourite chat quote "virtual walking is a real waste of time" discuss.
..actually this triggered quite a flurry of chat discussion culminating in "Actually walking is quite useful since there is some spatial mapping that occurs automatically that one can leverage to content learning"
http://www4.ncsu.edu/~mjklesat/
ELI SFS: Using Computer-Simulated Case-Based Scenarios to Improve Learning
David Segal (Central Florida)
MyCaseSpace - a tool for diagnosing illnesses (I think) - small case study, differential diagnostics, additional information, medical history, physical exam, lab tests etc - of course very subject specific, but quite impressive (no cartoon in sight) - question again about maintenance and sustainability. Ask expert for help and all info linked to medical database. Score of performance on each of the stages.
Visual decision map for feedback and performance interesting (sorry screen grab so not the best - click on image to get a better look)
and then the words that make my heart sink: "I've built this myself for my own students and it runs from a SQL server"...just stopped short of - "under my desk". 15 minutes to develop/build a case. This is a really interesting tool but "enthusiast-dependent" and "high-tech staff member".
Keen to work with any participants to beta test/develop further.
Now here are a couple of interesting comments from the chat:
"This is a little unusual course development. You seem like a lone ranger with no collaborators, no other expert reviewers of your cases, no other technical assistance. Can you speak to how we might model your efforts in our institutions?"
"What kind of budget is involved in the creation of an application such as this, and did you face any obstacles in obtaining funding from your institution?"
His experience shows that the students respond disproportionately better to human avatars/photos rather than cartoons - find cartoons funny, unrealistics and don't have empathy with "patient" - so don't find it realistic/authentic. We should tell this to.....
As previous will add link to presentation when available
MyCaseSpace - a tool for diagnosing illnesses (I think) - small case study, differential diagnostics, additional information, medical history, physical exam, lab tests etc - of course very subject specific, but quite impressive (no cartoon in sight) - question again about maintenance and sustainability. Ask expert for help and all info linked to medical database. Score of performance on each of the stages.
Visual decision map for feedback and performance interesting (sorry screen grab so not the best - click on image to get a better look)
and then the words that make my heart sink: "I've built this myself for my own students and it runs from a SQL server"...just stopped short of - "under my desk". 15 minutes to develop/build a case. This is a really interesting tool but "enthusiast-dependent" and "high-tech staff member".
Keen to work with any participants to beta test/develop further.
Now here are a couple of interesting comments from the chat:
"This is a little unusual course development. You seem like a lone ranger with no collaborators, no other expert reviewers of your cases, no other technical assistance. Can you speak to how we might model your efforts in our institutions?"
"What kind of budget is involved in the creation of an application such as this, and did you face any obstacles in obtaining funding from your institution?"
His experience shows that the students respond disproportionately better to human avatars/photos rather than cartoons - find cartoons funny, unrealistics and don't have empathy with "patient" - so don't find it realistic/authentic. We should tell this to.....
As previous will add link to presentation when available
ELI SFS: Logistics
as part of the acrobat interface there's an on screen voting tool which looks interesting - but mostly intrigued by the choices for the intro "where are you logging in from?" question - Home, University, Starbucks, Other !
hmmm - more on the little quiz - you can see the totals dynamically updating and you can see that people are still prone to crowd following - of course, with this audience they are drawn to the "unlikely" answers which of course turn out to be the actual answers - success dependent upon writing good mcqs (no surprise there then)
online seminars very dependent on presenter skill of keeping track of all the different elements(and their level/speed of connectivity)
hmmm - more on the little quiz - you can see the totals dynamically updating and you can see that people are still prone to crowd following - of course, with this audience they are drawn to the "unlikely" answers which of course turn out to be the actual answers - success dependent upon writing good mcqs (no surprise there then)
online seminars very dependent on presenter skill of keeping track of all the different elements(and their level/speed of connectivity)
ELI SFS: Making Learning Real: Turning Sim City into "Sim Science"!
Diane Jass Ketelhut (Temple University)
Starting with a poll: When was this statement made: "If we are in earnest about universal education, we must...recognize that our education succeeds just to the extent that we make it focus upon the real activities of life?"
scroll right of this sentence for answer: Answer 1895
Not going to take copious notes as slides will be available after the event, what is most interesting as always are the side channels - fellow tweeters trying to find each other when tweet id not used, chat is full of questions about how chat works and, of course, the quality of the sound. An online session could do with a longer intro session to get past some of this stuff before the first keynote.
Demo of Chris Dede's River City - seen before, but it is interesting, and students like it "I felt like a scientist for the first time" - always wonder about maintenance and sustainability when I see it. It can look a bit like a "traditional" multimedia package designed to look like SL.
An interesting comment in the "chat" from U of Colorado: "I polled 500 university business students about using SL and the overwhelming majority did not want to use it - didn't want to learn yet another tool." What do you think about that statement?
Assessing student learning - methods of assessing change in the VE with assessment within the environment - River City - still use on online test but when compared to in situ assessment (eg letter to the mayor) no correlation between performance on each.
Now take a look at this comment in the chat: "I was at a conference last week where a private college had established a counseling center on SL- they actuall had a interactive tissue box for those encounters between counselor and client where tears flow. They are considering using the new tool in Sl that actually changes the facial expressions. This was a distance learning course for counselors in various locations in the US and globally." What do you think about it?
Starting with a poll: When was this statement made: "If we are in earnest about universal education, we must...recognize that our education succeeds just to the extent that we make it focus upon the real activities of life?"
scroll right of this sentence for answer: Answer 1895
Not going to take copious notes as slides will be available after the event, what is most interesting as always are the side channels - fellow tweeters trying to find each other when tweet id not used, chat is full of questions about how chat works and, of course, the quality of the sound. An online session could do with a longer intro session to get past some of this stuff before the first keynote.
Demo of Chris Dede's River City - seen before, but it is interesting, and students like it "I felt like a scientist for the first time" - always wonder about maintenance and sustainability when I see it. It can look a bit like a "traditional" multimedia package designed to look like SL.
An interesting comment in the "chat" from U of Colorado: "I polled 500 university business students about using SL and the overwhelming majority did not want to use it - didn't want to learn yet another tool." What do you think about that statement?
Assessing student learning - methods of assessing change in the VE with assessment within the environment - River City - still use on online test but when compared to in situ assessment (eg letter to the mayor) no correlation between performance on each.
Now take a look at this comment in the chat: "I was at a conference last week where a private college had established a counseling center on SL- they actuall had a interactive tissue box for those encounters between counselor and client where tears flow. They are considering using the new tool in Sl that actually changes the facial expressions. This was a distance learning course for counselors in various locations in the US and globally." What do you think about it?
ELI Spring Session - Discussion questions
As part of the Spring Session, here are some starter questions for on-campus discussion, anyone want to provide some perspectives on any of these. (please include the Qu in your comment):
- Considering the needs of our students and the demands of the workforce, what key skills should we try to develop through the use of authentic activities?
- How can we adequately gauge the types of activities that students want in the classroom? Are there ways to solicit advice from our students?
- When working with faculty to implement authentic learning experiences, what key concerns should be addressed?
- When considering the implementation of an authentic activity, what partners should be brought into the initial planning process?
- Considering those partners—and potential roadblocks ahead—what key questions should we address during the planning process?
- How can we help faculty move past their initial fears when considering these activities? What arguments support the use of authentic activities in class?
- What does assessment look like in an authentic environment? What needs to be taken into consideration?
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