Final Project: Digital Learning Farm

Below you will find a link to my final project for my Digital Learning Applications class.

Please click here to go to my project or copy and paste this link:  

https://sway.office.com/9E3B5vYyVxC0QIOP?ref=Link

Digital Project #6: Video Interview

Interview on Standardized Testing:

1.       What is the purpose of standardized testing?  Do you think they work?

 

2.       It has been determined that students take an average of 112 standardized tests from the time they enter Pre-K until they graduate from 12^th grade.    Do you think we test the students too much?

 

3.       Does the time used to prep students for standardized tests take away from your mandated curriculum?

 

4.       Do you think that the tests do more harm then good?  And why?

   

Interview on Virtual Learning:

1.       What do you like about virtual learning?

“It’s a shorter time.  I don’t have class as long.”

 

2.       What do you miss not attending classes in person?

“My friends.  And participating in class and writing on the board.”

3.       Do you feel that you’re learning more or less with virtual learning?  Why?

“I think more.  There’s more independent work so there’s not a lot of talking to bother you.”

 

4.       Do you think it’s harder or easier to ask the teacher for help?

“It’s easier, because you can hit the button on the screen “raise your hand.”  I don’t have to raise my hand and he (the teacher) doesn’t have to look around.  He can see it on the screen.”

 

5.       If you could change one thing about virtual learning, what would it be?

Nothing.  I wouldn’t change anything.  It’s fine the way it is. it is. 

Discussion Forum #5 Student as Researcher

 

Students can develop critical thinking skills when assigned the role of student researcher.  Becoming a researcher hopefully engages students in the learning process.  They learn to find, vet, and publish information.  They learn to find credible websites and by this, I mean that they learn to assess whether a site is promoting a product, belief or facts.  They learn to improve their use of search tools, such as the advanced search option using specific key words or phrases, as well as other “smartsearch” techniques such as link.  Learning how to use these tools teaches students how to do a more direct search than they are used to doing.  They have to think outside the box, which helps them develop critical thinking skills.  They learn to ask better questions, find factual and correct answers and apply the information found to their lesson or project.

The difficulties I foresee in assigning students the role of student researcher is that they don’t know how to do a correct online search, choose unreliable websites and perhaps plagiarize material that they do find. 

If I had to design an assessment that required my students to use the internet, the assessment would involve students providing deep thought into the questions. If they were learning about the US taking land from the Native Americans, questions could be along the lines of:  Why did the US believe it was okay to take Native American land by force?  Why do you think the Native Americans signed contracts to give their land to the US?  Do you think the US had the right to take their land?  In order for the question to differ from a memorization question, the question would have to based on critical thinking skills.  Students would have to take what they learned and apply it to the question.

Digital Project #7 - Lessons Learned Through Charlie Brown

Hi I’m Laura Jenkins and this podcast is an assignment for my EDU 311 class – Digital Learning Applications.

In my podcast, I discuss lessons I learned from Charlie Brown and his gang.  To hear my podcast, click here

Discussion Forum #7: Joining Forces in Purposeful Work: The Legacy of Student Contribution

 

In the case of doing the wiki, jobs that can be created are researchers, scribes, global communicator/collaborators, and tutorial designers.  Researchers would conduct research on the topic of the wiki.  Global communicators can interview others across the country or around the world and incorporate an interview into the wiki.  The scribe can take notes during a lesson on the topic or take notes during the interview.  The tutorial designer can create tutorials for the topic or create a tutorial on how to use apps or equipment that may be needed to create pages on a wiki or even a blog post.  And each of the jobs entails others, such as editors, sharers, greeters, photographers, videographers, and web posters. 

In just a daily lesson, student jobs that can be incorporated into a classroom include scribes and researchers, which incorporates editors.  You can also have jobs that use sharers, greeters, photographers and videographers when there is a classroom visitor/speaker.      

When I look back at my time in school, the things that I remember most are the times when I shined in class.  When I was proud of something I did or something I made on my own. Or even when I had a sense of purpose and helped others.

I can help my students create an educational legacy by giving them the means to build their confidence, offering them opportunities to collaborate, and create work that they are proud of, work that they will share with or create for their class.  It has been proven that because students care more about what their peers think, they will put in the extra effort to get it right. Even giving students a sense of empowerment by providing them with projects that will live on with others or within themselves will create an educational legacy for students. Confidence, purpose and empowerment creates motivation.  Motivation inspires students to take ownership of their work and creates a sense of pride.

Having students work together on a classroom project, create a fundraiser for those less fortunate, or create a class blog where everyone participates and contributes are just a few ways that will assist students in creating an educational legacy that would outlast their own student experiences, experiences that will remain with them and last a lifetime.

Discussion Forum #6: The Student as Global Communicator and Collaborator

 

Opportunities that I can imagine for helping students to engage with authentic audiences around the world, may include having students share folktales with one another or discuss the similarities and differences of folktales from each other’s cultures.  I know that students do discuss and read folktales from other cultures while in elementary school.  For the younger set, students can share and learn about the different games played around the world.  Social studies can also offer opportunities to explore and learn from others globally.  Perhaps, students could interview scientists or astronauts who are in space, which could be intertwined with a science lesson.

I believe that the assignments that challenge students to partner with students globally are more motivating than teacher assigned grades because it offers students a sense of purpose.  They may be teaching or helping others outside the classroom.  Students may feel that what they are doing or contributing is beneficial and that it’s important or it matters.  Students are more concerned with making sure what they’re working on is correct because it’s not just for a grade it’s for a higher purpose.  Plus, their peers will be watching them, especially their peers on the other side of the world.

From what we’ve read, barriers that educators can anticipate in guiding students in the role of global communicator and collaborator can come from within, the ability or fear to let go of some of the control and put it in the hands of the students.  Another barrier may come from some student’s reluctance to participate.

Digital Project #5 - Content Curator

 Below, you will find a link to my content curator project.  Please let me know if you're unable to view it.

You can copy and paste the link below or click here.

https://docs.google.com/presentation/d/1mX4tCplOpqpd4Y4VlmYdDDlY8-f6z0aITOSH4IVpdvg/edit?usp=sharing

Discussion Forum #4 - The Student as a Scribe

 

Some of the benefits I see using student scribes in the classroom is that the students intentionally work hard to record accurate class lessons.  Other benefits include learning how to create a blog and all the new apps that students can use to create a visually appealing and informative blog, providing all students the opportunity to join in on lesson discussions, notes are together in one easily obtained location, increased confidence and feedback from those in and outside the classroom.  All of these benefits can lead to an active class participation and better grades.

I don’t see many downsides to having student scribes in the classroom.  Perhaps, some students could become lazy as they may feel they don’t need to pay attention or participate, because the notes will be provided to them later. 

According to our reading this week, there is a huge benefit for students who publish to a global audience.  Publishing globally instills an interest in the material and a powerful motivation to “get it right”.  Students know that their work is going to be online forever and that it has a purpose.  I believe that students are more motivated and more apt to work harder on classwork that is going to be seen by their peers, than by their teachers, as students care more about what their peers think, so they want to do well.

Teachers can model global sharing by creating a website to show what the class is doing; they can join a forum or create a blog and they can even create Youtube videos.  I’ve even seen teachers on Facebook and Twitter sharing their classroom.  There are many options to go global. 

Digital Project #3 - Video Tutorial of Padlet

I've created a video tutorial for the collaboration tool called Padlet.  I wish it was better.  After more than 11 attempts (I eventually stopped counting), I eventually had to pick the best one.  My older computer is just too slow and I was having a very hard time with it freezing, crashing or lagging behind.  My new computer is a Microsoft Window s-mode (safety) and it won't allow me download Chrome or any Google apps or other apps that aren't through Windows, something I didn't realize until I tried to download the Zoom app for a virtual meeting.  

Click here to view the Padlet Tutorial.

Discussion Forum #3 - The Student as Tutorial Designer

I believe that when I become an educator, that student tutorials would be particularly well-suited for math and even science classes.  Both of these classes are abstract and harder to learn and I feel that students may benefit more from these types of tutorials.

Purpose is a key motivator of high-quality work for student tutorial designers because the students feel that the videos they are creating are beneficial and are helping other students.  Even Jasmine said “I have to get this right.  Everyone in class will be able to use this video to learn…”  This fits with Daniel Pink’s analysis because he stated that people have the desire to do things because they mattered or were part of something important.  On a school level, a tutorial would be considered something that mattered or was important.

In order to create a tutorial, students need to learn and know the information.  This means that they have
to do their homework and listen in class.  Students want to learn, so they can help others.  They become devoted to the whole project.  Creating tutorials can also nurture creativity and innovation when it comes to creating new, exciting and attention-grabbing videos.

Digital Project #2: Mind Mapping

 

The benefits of using mind mapping tools in the classroom are plentiful.  First of all, mind mapping tools allows students to organize their notes.  They also give students an overview of the topic. With mind maps, notes are all on one page, so students don’t have to search through several pages to find what they are looking for.  As I stated last week in the forum, research shows that 90% of information transmitted to the brain is visual and that people tend to recall data better when visuals are involved. So, mind maps, especially when accompanied by symbols and pictures, can help students improve their ability to retain information. 

         Mind mapping tools can also benefit businesses.  Employees or management can use mind maps when giving a presentation, as mind maps can allow the staff to follow the speakers train of thought.  Mind maps can also be used as collaboration tools, where co-workers can brainstorm together.  As co-workers add ideas, it can spark an idea in another co-worker.  Plus, they can be used as a to-do list tool, pro or con list, or even a tool to list business ideas. 

                 

I had never heard of Mind Meister before this class.  Over the past year, I’ve had to create a few mind maps for classes and it had been a nightmare to say the least.  The first problem was trying to find a mind mapping tool for free.  I did eventually find one, however, for some reason it wouldn’t allow me to access some of the free tools.  I tried contacting the company, but they didn’t understand why either.  I eventually used Word, which was time consuming and stressful.  Mind Meister was very easy to use.  I think the most difficult part of the project was coming up with a topic.  Once I came up with the topic, I had to create headings and then subheadings.  After I had all that in place, I decided to add color to my mind map.  That was a little harder because I wanted to go with different shades of purple as we got further from the main topic.  I realized I had to use html color codes to ensure that the colors were the same.  I tried to use every tool available to me in the Mind Meister program, as to learn and to demonstrate that I understand how to use it. 

I believe mind mapping is helpful to students.  I recall a few of my teachers using them when I was in school, but I don’t recall a teacher ever recommending that the students use them.  I think they’re a brilliant idea.  When I pushed-in (as a tutor) to a high school government class, it was required that students take notes and then later, add pictures, graphs or any other type of visual aid to their notes.  They were graded on it.  It was during a test, that I learned that pictures, drawings, etc. really did help students retain information.  I was helping some EL students with their test and as I read each question to them, they were able to visualize the picture they drew and where they drew it on the page.  So, I believe that mind maps, with the different colors, symbols, pictures and text are definitely beneficial to students.  To quote from our reading “a mind map makes use of mental triggers (such as pictures, colors, and connections) to help your brain memorize things more easily.”

Teachers should use mind maps in the classroom when they feel that the topic is extensive and needs to be broken down or when they want to grab the student’s attention. Teachers can also use mind maps as a collaboration tool among students, as a brainstorming tool, or as a tool to collect information on certain topics or characters of books.  Actually, I think the uses of mind maps can be quite extensive, especially if you want to grab the student’s attention and keep them engaged.

Standing on Our Shoulders

 According to the author of Who Owns the Learning, Alan November, discusses in chapter one of how students initially reacted to the Digital Learning Farm model.  He stated that students, at first, can be uncomfortable when they are asked to take on more responsibility when it comes to their learning “after years of having their learning managed for them,” (page 23).

While I can see this being a problem for older students, most elementary school students love to participate, help their classmates and use the computer at school.  So, since I’m not an educator, I can only assume that when I do become an elementary school educator, I will see little resistance from students when I ask them to contribute to the class.  Young students love to help one another and if the computer is part of the equation and they get to record themselves, even better.  Actually, I believe young students would be excited to make a difference and not just in the classroom.  My son loves to help out every Thanksgiving at the Feed-a-Family Community Food Program and when they collect canned goods for school, he constantly begs me for more cans.  And, my son is not the exception, many children when offered the chance to help would jump at it.  If you watch the news, every so often you hear of children who do amazing things, such as Miles Umschied, who collected over 2,200 cans of food to donate to a local food bank.  Or the young boys in Texas who collected money for Habitat for Humanity by running a lemonade stand.

I believe that parents would have a positive outlook on this shift, especially when they can see how their child is contributing to the school or community and that they are learning along the way.  The child is proud of his/her work and the parent is proud of what their child accomplished.  Plus, the parent is part of the equation.  The parent can discuss the child’s work and keep the child excited about their project or work.

I think my first steps in building a learning community in the classroom would be start with the tutorials, where students can create videos to help other classmates and students.  Once they see how rewarding and fun it can be, we could discuss others in our community that need help and how we can help them.  Unlike older students, I believe the elementary aged students could come up with many ideas.  The roles in our projects will have to rotate, just as in the Digital Learning Farm, as to give everyone an opportunity to learn and experience something new.  If this is approached the right way, students won’t even realize that they are taking more control of their learning.

Review of the App Padlet

 Padlet is a online whiteboard where students can collaborate in class.  They can share ideas, pictures, videos, links, text, etc. in real time. Students can comment on each other’s work or reply to another student.  

Padlet is great for group projects.  In each group, students have the ability to add their own ideas, as well as contribute to another student’s work/ideas. As one student adds an image or text, it may prompt another student to add to that idea or create another - almost like the domino effect.  Also, working together, students can bounce ideas off one another.

Since padlet is not limited to text, images and videos can be added.  It’s proven that people tend to have better recall when images are used.  Students can learn from one another, become engaged in learning, and learn to work together.

In the classroom, the teacher can add a topic in a whiteboard and students can collaborate.  For example, before a new lesson on Rainforests, the teacher can have students create a whiteboard of everything they know about rainforests.  Or students can work on a group project about the water cycle or animal habitats.

What is Digital Learning?

 

From our reading, I’ve discovered that digital learning is learning that uses technology to assist in the educational process.  Digital learning is very important in the learning process for many

reasons.  Digital learning allows teachers to use a medium that enables them to be more creative in their lesson plans, which in essence captures the attention of their students. Some applications actually motivate students to learn because they resemble video games from home or for the younger students,  as they earn badges and points during play.  Some applications allow teachers to capture a wealth of information and data about how their students are progressing in real-time so they can make adjustments to lesson plans to meet the needs of all of their students.

With digital learning, students can learn anyplace and anytime.  Learning becomes a 24/7 opportunity.   And, students seem to like the fact that they can even access their teachers in the evening if they have questions, rather than stay after school (which can be a problem with some students who lack transportation or who have after school jobs). 

Digital learning enhances teacher’s working conditions.  Instead of recreating the wheel, teachers can work collaboratively on lesson plans.  They can share, download, and manipulate or modify each other’s plans.  Plus, as I mentioned above, teachers now have access to student performance in real-time, so they no longer have to wait on results from standardized tests for student performance.

The one take-away from the readings was that laptops do not deter student-teacher relationships, it’s actually the opposite.  Laptops and digital learning help build the student-teacher relationship, in part because students have access to their teachers 24/7 when they are in need of help.

What I really like about digital learning is the adaptive tests. Adaptive classwork/tests empowers students to work at their own pace.  With schools now virtual, students in our county are using Exact Path once a week so teachers can track student’s progress.  At the beginning of the school year, students were given a test.  This test gave students a different set of questions based on their answers to the previous question.  This test determined what level students would start on in the Exact Path online program.  These types of adaptive applications allow a student who is progressing faster than others to move ahead with them, which will, hopefully, keep a student from getting bored with the material. The same holds true for someone who is learning at a slower pace. Students no longer have to feel as if they are holding the class back and therefore feel the need to give up. 

I do agree that the one thing that is needed is continuing professional development in the area of technology.  While working at a local elementary school as a tutor, one of the teachers had retired because she felt lost with the digital technology and didn’t feel she could keep up.  She obviously loved working in the school, because after she retired, she immediately became a part-time tutor.  For the younger teachers coming in, they are extremely comfortable using technology, however, for the older teachers, professional development should be a priority in order to hold on to teachers.