The slidecast below is the culmination of my Wicked Problem Project. Our assignment was to take the four parts (A,B,C,D) which have been previously posted on this glog and combine them into a slidecast using only 10 slides. The slidecast that I have created is a very detailed look at the entire project to help my colleagues and any other educators who may view it to better understand the entire scope involved in a wicked problem. I hope that anyone who views this will find the information useful if they were wondering about the value of using Glogster EDU in their classroom or if they would like to plan their own technology integrated solution to a problem or need they may have at their own school.
You can find a transcript of this slidecast at this link
Here is a brief summary of the project and how it fits within the TPACK model:
Description of Need: I identified a need within my second and third grade classroom for a hands-on activity that could be used as an assessment tool for any subject matter.
Solution: I chose to use a free web 2.0 tool called Glogster EDU so students could create online posters to demonstrate their knowledge of material.
What is the TP Knowledge for the solution?: Glogster EDU supports the use of a hands-on learning activity that can also be used as an assessment tool by having the students make online posters.
What is the TC Knowledge for the solution?: Glogster EDU is a versatile tool that can be used to make online posters for any content area that I teach in my classroom.
What is the PC Knowledge for the solution?: With Glogster EDU, students are much more motivated to actively participate in their learning knowing that once they can show proof of their learning on a pre-planning page, they will then be able to get on the Glogster site to create their poster. Making online posters provides students with an activity which can be differentiated for the various skill levels of students. The visual, audio, and textural elements provided by Glogster is also very appealing to students and whole process of making a "poster", whether online or not provides for a fun-filled way for students to develop their problem solving skills.
Thursday, August 18, 2011
Sunday, August 14, 2011
Professional Learning Plan
I have created a podcast to share my professional learning plan. Podcasting was one of the most difficult concepts I had to figure out during this course and it took me several days of research to discover just exactly how to make one for my purposes. It is also a tool which requires us to remember how to store our documents "in the cloud", another step that I am working on remembering how to do. So in celebration of my ability to conquer this tool on my own, I have chosen it to deliver my professional learning plan to you.
You can access my podcast by clicking on the link below. Enjoy!
http://www.msu.edu/~stemendi/proflearningplan.mp3
You can access my podcast by clicking on the link below. Enjoy!
http://www.msu.edu/~stemendi/proflearningplan.mp3
Saturday, August 13, 2011
Group Leadership Project: Final
For our Group Leadership Project, we chose to create a professional development tutorial for others in the educational field on the use of Glogster EDU, a free Web 2.0 tool. You can find the final product at the following link:
http://voicethread.com/?#q.b2163294.i11535717
Question 1: What tool did your group use to deliver the PD tutorial? Why?
Our professional development tutorial is a two part slidecast which was created with the use of VoiceThread. The first part of this tutorial introduces the viewer to Glogster EDU and explains why a teacher would choose to use this tool in their classroom. The second part of the tutorial then takes the viewer through a simple step-by-step process in how to create a glog (an online poster with media capabilities) using Glogster. We chose to use VoiceThread because one of our team members was very familiar with its capabilities and because it was supposed to be easily compatible with other media tools. This was an important feature as each of the two parts would be created by different people and not all of us were familiar with VoiceThread. Originally, we had intended to create the second part as a screencast video tutorial but we had trouble finding a free web tool that VoiceThread would accept, even Camtasia Studio didn't work! Ultimately, the group member who ended up recording the second part decided to do it as a slidecast using Photostory because he was most comfortable with this tool. It would then be linked together with the first part using VoiceThread.
Question 2: What did you learn during the development process of the final product?
I learned how to use a couple of new tools - AnyMeeting as a conferencing tool and Camtasia Studio as a screencasting tool. I also learned about the importance of developing a storyboard to help in the production process of the project. I had never done a storyboard before nor did I know what one was. However, I now know that the storyboard serves as a sort of "blueprint" to show how illustrations or pictures tie in with the script.
Question 3: What would you do differently if you had to develop a similar product again?
Although we encountered multiple road blocks during several phases of this project, most of those problems stemmed from group members having different background experiences with using the many web tools out there and, of course, the compatibility problems. Given the timeline we had to work with, I don't think we could have done anything differently to avoid these problems. We were in constant communications with each other - helping out where ever we could, lending advice to one another, and helping to make group decisions. I do believe that some of our problems started right at the beginning during our brainstorming session. Because of the difficulty we were having with the tool we used, being able to effectively communicate each person's thinking was a struggle and actually created some confusion at the beginning of the project which ate up some of our time.
http://voicethread.com/?#q.b2163294.i11535717
Question 1: What tool did your group use to deliver the PD tutorial? Why?
Our professional development tutorial is a two part slidecast which was created with the use of VoiceThread. The first part of this tutorial introduces the viewer to Glogster EDU and explains why a teacher would choose to use this tool in their classroom. The second part of the tutorial then takes the viewer through a simple step-by-step process in how to create a glog (an online poster with media capabilities) using Glogster. We chose to use VoiceThread because one of our team members was very familiar with its capabilities and because it was supposed to be easily compatible with other media tools. This was an important feature as each of the two parts would be created by different people and not all of us were familiar with VoiceThread. Originally, we had intended to create the second part as a screencast video tutorial but we had trouble finding a free web tool that VoiceThread would accept, even Camtasia Studio didn't work! Ultimately, the group member who ended up recording the second part decided to do it as a slidecast using Photostory because he was most comfortable with this tool. It would then be linked together with the first part using VoiceThread.
Question 2: What did you learn during the development process of the final product?
I learned how to use a couple of new tools - AnyMeeting as a conferencing tool and Camtasia Studio as a screencasting tool. I also learned about the importance of developing a storyboard to help in the production process of the project. I had never done a storyboard before nor did I know what one was. However, I now know that the storyboard serves as a sort of "blueprint" to show how illustrations or pictures tie in with the script.
Question 3: What would you do differently if you had to develop a similar product again?
Although we encountered multiple road blocks during several phases of this project, most of those problems stemmed from group members having different background experiences with using the many web tools out there and, of course, the compatibility problems. Given the timeline we had to work with, I don't think we could have done anything differently to avoid these problems. We were in constant communications with each other - helping out where ever we could, lending advice to one another, and helping to make group decisions. I do believe that some of our problems started right at the beginning during our brainstorming session. Because of the difficulty we were having with the tool we used, being able to effectively communicate each person's thinking was a struggle and actually created some confusion at the beginning of the project which ate up some of our time.
Sunday, August 7, 2011
Wicked Problem Project-PART D: Findings and Implications
An indication of a good educator is the amount of reflecting they do on their students' learning and the teaching strategies they employ in their classrooms. If the learning is not at the desired level, teachers need to identify the actual problem before they can begin thinking about any types of solutions. Once a solution has been chosen and implemented, it should then be assessed as to its level of success in resolving the problem.
For this CEP 812 project, I have identified a "wicked problem" in my classroom - that of finding a more accurate assessment tool that can be used in all subject areas to determine my students' level of learning. I have chosen to use Glogster EDU, a free online educational tool, as my solution, not only because it can be used as an assessment tool but also because it often becomes a motivational factor for students in taking a more active role in their learning which is also a desired response to the use of this tool.
In determining if Glogster has been an effective solution for my problem, it will be important for me to begin collecting data on my students' learning as well as their levels of involvement in lessons and discussions before fully implementing my solution. I can do this by keeping a daily record on who is contributing answers, comments, or questions during our whole class discussions and plotting scores from pretests, conferences, and tests administered during their first science unit. This will provide me with a baseline for the level of daily involvement that is occurring in science as well as the level of knowledge being displayed by my students at the beginning of the school year without the use of Glogster. I will continue to keep the same ongoing records during our second science unit which will run congruently to when my students are learning to use Glogster. I am expecting to see some type of improvement in scores and involvement in discussions at this point because students will be aware that they need to show me some type of learning on the pencil and paper outline before being allowed on the computer to make their glog. Upon our return back from winter break in January, we will be starting our third science unit, and when students will be using Glogster on their first independently completed glog. Again, records will be kept during this third unit.
Although any improvement in scores and active involvement in classroom discussions will be an indication of some type of success, ultimately, I'd like to see 80% of my students (16 of my 20 students) demonstrating mastery of the GLCE's outlined in the Michigan Curriculum Standards for that science unit. I plan to keep records and daily journal entries through the entire 2011-2012 school year and chart the results for each of the four science units. I will then report the final outcome on the effectiveness of my solution to our dean at the end of the school year and discuss with her what other factors may have contributed positively or negatively to the results. I would then like to find an appropriate forum for presenting my findings and our class' experience in using this particular technology tool in the classroom with staff and parents from our school.
For this CEP 812 project, I have identified a "wicked problem" in my classroom - that of finding a more accurate assessment tool that can be used in all subject areas to determine my students' level of learning. I have chosen to use Glogster EDU, a free online educational tool, as my solution, not only because it can be used as an assessment tool but also because it often becomes a motivational factor for students in taking a more active role in their learning which is also a desired response to the use of this tool.
In determining if Glogster has been an effective solution for my problem, it will be important for me to begin collecting data on my students' learning as well as their levels of involvement in lessons and discussions before fully implementing my solution. I can do this by keeping a daily record on who is contributing answers, comments, or questions during our whole class discussions and plotting scores from pretests, conferences, and tests administered during their first science unit. This will provide me with a baseline for the level of daily involvement that is occurring in science as well as the level of knowledge being displayed by my students at the beginning of the school year without the use of Glogster. I will continue to keep the same ongoing records during our second science unit which will run congruently to when my students are learning to use Glogster. I am expecting to see some type of improvement in scores and involvement in discussions at this point because students will be aware that they need to show me some type of learning on the pencil and paper outline before being allowed on the computer to make their glog. Upon our return back from winter break in January, we will be starting our third science unit, and when students will be using Glogster on their first independently completed glog. Again, records will be kept during this third unit.
Although any improvement in scores and active involvement in classroom discussions will be an indication of some type of success, ultimately, I'd like to see 80% of my students (16 of my 20 students) demonstrating mastery of the GLCE's outlined in the Michigan Curriculum Standards for that science unit. I plan to keep records and daily journal entries through the entire 2011-2012 school year and chart the results for each of the four science units. I will then report the final outcome on the effectiveness of my solution to our dean at the end of the school year and discuss with her what other factors may have contributed positively or negatively to the results. I would then like to find an appropriate forum for presenting my findings and our class' experience in using this particular technology tool in the classroom with staff and parents from our school.
Sunday, July 31, 2011
Wicked Problem Project-PART C: Implementation
This is a podcast for the purpose of communicating the progress on my Wicked Problem Project. We are currently at the implementation phase of the project. Because this course is being taken during the summer when school is not in session, we are unable to actually do implementation. Therefore, the requirements for this blog have been modified to reflect our progress in the planning and the creation of the materials needed to begin carrying out our solution in the fall when school resumes.
You can access my podcast by clicking on the link below:
https://www.msu.edu/~stemendi/podcastwickedproject.mp3
I have included screenshots of the glog I made, one of the video tutorials I used to train myself on Glogster EDU, and an example of how a teacher can use a glog for a lesson. I have found a number of these examples to guide me when I create my glog lesson.
You can access my podcast by clicking on the link below:
https://www.msu.edu/~stemendi/podcastwickedproject.mp3
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| An example of a glog being used for teaching an author study on Jan Brett |
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| My "All About Me" glog |
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| One of the video tutorials I used to train myself in using Glogster EDU |
Saturday, July 30, 2011
Group Leadership Project-PART B: Storyboard and Script
At this point in our group project, we are coming along pretty well. Since my last post, we have made a few changes in the role assignment and job responsibilities. Originally, Andrew was going to write the script for the first half of our slideshare presentation, Diana would do the storyboard for the entire script, I was to write the script for the tutorial portion and provide Diana with an outline of the steps I would follow, and Sarah was going to put the whole thing together using VoiceThread and do the editing.
Although there has been a constant stream of communications occurring through the Group 5 Discussion Forum, one of our members had been away and wasn't aware of final role delegations and responsibilities. Ultimately, we had to shift gears and move the roles around in order to meet the deadlines we had set up to ensure plenty of time for completion of the project. Each member of our group has been very willing to help out where ever is needed and although we've encountered a few bumps along the way, our constant chatter on the forum has allowed us to collaborate and shift things around whenever needed. This is how we have divided up the responsibilities:
Person #1: (Diana) Wrote the script, found images, and developed the storyboard for the first half of our project using GoogleDocs. She also put the two storyboards and scripts together into one document.
Person #2: (me) Wrote the script and developed the storyboard for the tutorial portion of our project using GoogleDocs. Provided resources for the development of the script and began working with a couple different screencasting tools and then provided Sarah with a test portion from Camtasia Studios to see if it would be compatible with VoiceThread.
Person #3: (Andrew) Because of a last minute rearrangement in roles and finding out that the screencast tools were not compatible with VoiceThread, Andrew has been assigned to completing the tutorial as a video and giving it to Sarah for editing and tying it with the first part of the project.
Person #4: (Sarah) Will make the slides and do the narration of the overview portion of the script. Because she is very comfortable working with VoiceThread, she will also tie the video tutorial with the VoiceThread she completes and then do any editing that needs to happen to keep within the 10 minute time limit. She has also been instrumental in testing compatibilities between the different technology tools we are trying to use.
The development of all our scripts and storyboards have been completed using GoogleDocs to allow all members to view, edit, convey suggestions, and make changes as they saw necessary.
You can view our finished storyboard and script at the following link:
https://docs.google.com/document/d/1tt-yxc0bJkUvHeMPjqEffV_4g5ruSm61g84gHTl4slA/edit?hl=en_US
Although there has been a constant stream of communications occurring through the Group 5 Discussion Forum, one of our members had been away and wasn't aware of final role delegations and responsibilities. Ultimately, we had to shift gears and move the roles around in order to meet the deadlines we had set up to ensure plenty of time for completion of the project. Each member of our group has been very willing to help out where ever is needed and although we've encountered a few bumps along the way, our constant chatter on the forum has allowed us to collaborate and shift things around whenever needed. This is how we have divided up the responsibilities:
Person #1: (Diana) Wrote the script, found images, and developed the storyboard for the first half of our project using GoogleDocs. She also put the two storyboards and scripts together into one document.
Person #2: (me) Wrote the script and developed the storyboard for the tutorial portion of our project using GoogleDocs. Provided resources for the development of the script and began working with a couple different screencasting tools and then provided Sarah with a test portion from Camtasia Studios to see if it would be compatible with VoiceThread.
Person #3: (Andrew) Because of a last minute rearrangement in roles and finding out that the screencast tools were not compatible with VoiceThread, Andrew has been assigned to completing the tutorial as a video and giving it to Sarah for editing and tying it with the first part of the project.
Person #4: (Sarah) Will make the slides and do the narration of the overview portion of the script. Because she is very comfortable working with VoiceThread, she will also tie the video tutorial with the VoiceThread she completes and then do any editing that needs to happen to keep within the 10 minute time limit. She has also been instrumental in testing compatibilities between the different technology tools we are trying to use.
The development of all our scripts and storyboards have been completed using GoogleDocs to allow all members to view, edit, convey suggestions, and make changes as they saw necessary.
You can view our finished storyboard and script at the following link:
https://docs.google.com/document/d/1tt-yxc0bJkUvHeMPjqEffV_4g5ruSm61g84gHTl4slA/edit?hl=en_US
Sunday, July 24, 2011
Group Leadership Project-PART A: Brainstorm Session
On Friday, July 22 our group completed their first web conference using Anytime.com (formerly Freebinar). Although none of us had ever used this conferencing tool, we felt it looked easy enough for us to use. It was supposed to work like the Adobe Connect sessions we've all participated in as a part of the EdTech program here at MSU. We experienced a bit of a delay at the beginning with difficulties getting into the session. Not everyone had a microphone but they could still participate by chatting with the texting tool. We actually struggled with the technology throughout the entire conference with multiple problems that slowed our progress and resulted in a very long session. However, during our conference we were able to decide on Glogster EDU as our topic and producing the Professional Development tutorial as a slidecast using VoiceThread. Because of some confusion on the project and the frustrations with the technology during the web conference, we decided to sort out the logistics of the project using the Group Discussion Forum on our course site. Although we still haven't heard back from everyone at the time of this posting, it looks like Andrew will prepare a 4 minute script explaining what Glogster EDU is, the benefits of using it, and ways it can be used in the classroom. This will be completed by July 26th in order to pass it off for the storyboard creation. I will be doing a 6 minute tutorial on how teachers can sign up for a free account, and a step-by-step process of making a simple Glog. The outline for the order of the tutorial is due July 26th to pass off to the storyboard creator and the completed tutorial is due July 31st to pass off to Sarah. Diana will be selecting the images to go with the 4 minute introduction piece and the creation of the storyboard. This is due July 29th. Sarah will then take all the pieces, create the slides and put it all together using VoiceThread. This portion is due August 7th to allow time for all of us to view it and make any changes or editing problems.
There were a few advantages to using Anymeeting.com to conduct our web conference. Sarah was able to run the meeting and we could hear and see her. She was also able to share her screen and show us some websites to look at. Diana was finally able to also get the controls to share her ideas. I was able to be seen and heard for a very short time but lost these abilities after we all got disconnected. The audio and visuals were very clear and we successfully recorded the final part of the session (we had started the session earlier than the recording and spent some time trying to figure out the tools).
The hardest part of the conferencing session was the ongoing technical problems we encountered because we weren't familiar with it and one person didn't have the equipment to use it to its fullest potential. Being restricted to only being able to type my comments was extremely frustrating for me as I couldn't keep up with how fast everyone else was making decisions that I didn't necessary agree to. We also found some difficulties in finding one convenient time for all four people to meet with their different work schedules.
I'm sure with continued practice with Anytime.com it could be a very good tool. I actually look forward with playing with it some more. There aren't very many sites out there that offer a web conferencing tool for free with unlimited time restrictions with text chatting, screen sharing, and the option to record the session. Please click the link below to see/hear our conference.
http://www.anymeeting.com/msutech/E950DA80864F
There were a few advantages to using Anymeeting.com to conduct our web conference. Sarah was able to run the meeting and we could hear and see her. She was also able to share her screen and show us some websites to look at. Diana was finally able to also get the controls to share her ideas. I was able to be seen and heard for a very short time but lost these abilities after we all got disconnected. The audio and visuals were very clear and we successfully recorded the final part of the session (we had started the session earlier than the recording and spent some time trying to figure out the tools).
The hardest part of the conferencing session was the ongoing technical problems we encountered because we weren't familiar with it and one person didn't have the equipment to use it to its fullest potential. Being restricted to only being able to type my comments was extremely frustrating for me as I couldn't keep up with how fast everyone else was making decisions that I didn't necessary agree to. We also found some difficulties in finding one convenient time for all four people to meet with their different work schedules.
I'm sure with continued practice with Anytime.com it could be a very good tool. I actually look forward with playing with it some more. There aren't very many sites out there that offer a web conferencing tool for free with unlimited time restrictions with text chatting, screen sharing, and the option to record the session. Please click the link below to see/hear our conference.
http://www.anymeeting.com/msutech/E950DA80864F
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