Content: Student-constructed video tutorials embedded within a WBLT, whether it was using programs or applications like Google Form, TED Ed, YouTube, Explain Everything, Screen Chomp, or one of Techsmith's Screencasting options, would have students provide examples from English courses both of the specific skill in use, as well as how to use the skill, and the purpose of the skill.
Examples could include thesis construction, generation of inquiry topics and questions, eliciting discussions in seminars, presentation skills, slide design, embedding quotations, creating an annotated bibliography, etc.
Why this WBLT is needed: Ideally, over time, these student-constructed tutorials could be accumulated in a wiki, site, glossary, or LMS, be authentic in that students are teaching students, help the creators consolidate and pass on their learning, act as a metacognitive reflection tool, have newer students fill a need for specific areas that have not been constructed, strengthen technological skills, and move away from a teacher-centred, lecture-oriented delivery model. Ultimately, the teaching of secondary school English is not about content acquisition, but skill development, whether those skills involve input, output, oral communication, written communication, multimedia construction, interpersonal interaction, etc.
It would not serve as a way of flipping the classroom, but serve as a library of resources that students could both use and contribute to.
Hi Derrick, This is a very well thought out, articulated idea. I would suggest you focus on one of the skills, like thesis construction as you will want to focus on quality not quantity. That said, placing the WBLT within a weebly page as part of a larger collection of English skills is a good future idea. There is not much out there for English students, at least the last time I looked.
(From Derrick) Thanks for the feedback. Perhaps if I model the construction of a few good examples (using one type of technology, or several different ones) they can serve as future exemplars for my students, as well as pushing my thinking with regards to what makes a good WBLT.
What a great idea! You said it best, authentic learning for students... Students can really reflect on their own experience and build these tutorials with their own trials, tribulations and triumphs in mind.. this would really target the specific learner..
Details: Parts of the grade 10 science course, as well as grade 11 biology, require students to be able to trace the flow of blood through the human circulatory system. I would like to create a WBLT that could act as a common, centralized learning platform where students can not only have a simplified way of understanding this system, but also a place to actively engage and interact. I would consider using programs like YouTube and TED Ed as a learning platform that will provide students animation, video, assessment opportunity, and the ability to self-regulate and self-direct their own learning.
Why this WBLT is needed:
As with many science topics, there are many WBLT's that exist, but some of them are not ideal; being too difficult, confusing, or lacking clarity. I feel that a WBLT is needed to offer students ONE common place to seek out as much information as they need using a variety of different resources (differentiated instruction). A good WBLT should also have a place where students can interact with each other to encourage collaboration skills if assitance is needed. From experience as a teacher and student, the best way to learn is to have an active responsbility in your own learning, and I feel that the right WBLT would offer that experience. Eventually, this WBLT could become part of a large wiki page or website in which other topics can exist that offer similar learning experiences.
Being a non-science teacher I am trying to wrap my mind around what you intend to create. I am not sure if you are making a single distinct WBLT about the human circulatory system, or whether you are making a "centralized learning platform" that would house multiple WBLTs.
I think YouTube, combined with the TED Ed format, offers a very powerful to teach almost any concept.
I really like your idea to have student to teacher, and student to student communication, and collaboration, and wonder whether you are planning on combining the functions of a blog, wiki, or LMS, with whatever tech you use to construct your smaller, focused WBLTs.
My initial thoughts, with regards to my own interests and tech knowledge, would mean using moodle or a Google Site to house the lessons, but that may not be ideal for the type of communication and collaboration you are hoping for.
Name: Balancing Chemical Equations (Posted by Justin Havelock)
Details: One of the most fundamental concepts in chemistry is the ability to write and balance chemical equations. Although it is a topic first introduced in grade 9/10 chemistry, the concept is further built upon throughout senior chemistry courses and university. Students need to understand the importance of properly balanced chemical equations. I would like to create a WBLT that allows offers students the chance to balance chemical equations. Most WBLT's that exist don't actually offer engaging and dynamic ways of doing this, nor do they contain any type of assessment tool. I would also like to create a graphic organizer to help students simplify this process.
Reasons: As mentioned, many WBLT's really lack engaging ways of helping students balance chemical equations. Students need some sort of on-line simulation that provides practice, offers instant feedback, and is engaging and fun at the same time. I have also considered using TED Ed to further set up a lesson that is built around introducing balancing chemical equations, and then goes into the WBLT that can be used as practice/formative assessment. I might also use Youtube as a way of introducing the topic before the lesson. My goal is to create a more student-centered approach that is both inclusive and differentiated. I also want users to be able to obtain instant feedback, and find a way for them to collaborate or communicate with eachother. Perhaps a Q/A page where a user can ask a question and another user can answer this question. This also allows for users to compare answers and work together to solve practice questions.
Ok - Very useful idea, but I think you need to figure out scope so obviously you can't focus on all chemical reactions. Within this course I think it might be difficult to program an applet, so you might have to use video, then questions, then feedback. This idea could work quite well
Thanks Robin for the feedback. I agree that I will focus more on balancing than chemical reactions, but I definitely like the idea of using video and questions. Thanks for the input.
I agree with you. I only suggested video and questions because you probably would not have time to create the code for students to actually balance equations on the screen. I suppose they could take smatphone pics and submit them?
Lots of potential for this WBLT! I think it is important for students to have specific learning goals for this WBLT so students know what is expected. Having a video, and then practice questions are great ideas. I also think it is important to offer timely feedback so students are able to self-regulate their progress.
WBLT Idea: Grade 5 Social Studies - Heritage and Identity
Preliminary Details: Working on technology integration at the K-8 level has given me the opportunity to work with many WBLT’s across different areas of the curriculum. My experience with WBLT’s is mostly in Math and Science. I would be interested in designing a WBLT for a social studies unit for Grade 5 - Heritage and Identity: First Nations and Europeans in New France and Early Canada. I would design a WBLT that focuses on the historical content in the unit.
I was impressed with Robin’s “Flipping the Classroom” lesson on TED Ed, and would like to explore this platform and use it for designing and building my WBLT. I would use this in conjunction with an animation app or platform that would allow me to create content video (if a suitable video is not available online) to work with.
Reason why this WBLT is needed:
While there are many WBLT’s that can be used for Math and Science, topic specific WBLT’s in Social Studies (Ontario curriculum) are scarce. With the recent revisions in the Ontario Social Studies curriculum (2013) particularly for Grade 5, a suitable WBLT for this topic can be helpful in bringing this unit to life.
I'm so glad you are thinking of focusing on something other than math & science and I think you could create very good TEDEd unit(s) for these topics with discussion and PBL.
Great idea! I think we often don't spend enough time studying First Nations, so incorporating one into a WBLT will help to engage students. I also think some sort of animation app along with a lesson (from ted ed as you mentioned) will give the learner a great all-around lesson. Videos would also work well for oral and visual learners. Look forward to the development of this WBLT!
Name: How can tablets enhance learning for your students? A WBLT for teachers that demonstrates how a tablet programme (specifically a Microsoft Surface Pro 2) can aid student learning
Details of Content
This WBLT would offer a platform for educators to learn and explore best practices in a 1:1 tablet environment for students in Grade 4 and up In specific, this WBLT would offer strategies for leveraging Windows based machines to aid student learning in a variety of areas in the curriculum Topics include: Creating a vision for integration, Digital Citizenship, Learning the Device, Storage and Workflow, Leveraging cloud-based technologies (i.e. Google apps, OneDrive, Dropbox etc.), Creating a PLN (Personal Learning Network) through Twitter and other relevant social media, Use of multimedia, Creating Screencasts (Flipped Lessons) Sample of design and layout might found here at the SMART Learning Space http://smarttech.com/Resources/Training/SMART+Learning+Space
Why this kind of WBLT is needed?
While there are many resources (sites, exchanges, chats, guides etc.) for integrating iPads in the classroom but there are few that target this specific Windows based tablet (It is quite new.). The resource would suggest good pedagogy, practices and approaches to learning applicable to any tablet while considering the advantages of this hybrid device. As our school integrates Windows-based tablets, this WBLT would aid our busy teachers complete and explore activities, discussions and resources to aid teaching and learning in their class at their own pace. This resource could supplement Face to Face discussions and professional development or be a standalone resource for teachers to use at their own pace.
Ambitious but potentially very useful idea. I do wonder about the wisdom of making this WBLT platform specific. I'm sure you have your reasons but you automatically limit the impact. That said you could certainly learn a lot from designing this tool.
A resource like this could prove to be very useful for your staff. Will you offer any curricular connections or practical applications of the tablet? What tools will you be using to create each module in the tool? Will this WBLT be accessible on the tablet itself? Good luck :)
Content: The purpose of this WBLT would be to help kindergarten students learn good manners. It would include videos containing clip art and cartoon characters to model good manners. It would include game based learning where students can earn points for identifying good manners as well as videos that pop up when students answer incorrectly to show them the appropriate choice. The focus would be on the following behaviours: saying please and thank you, asking before taking things, cleaning your nose with a tissue and cleaning up after yourself.
I think this kind of an WBLT is needed because I have noticed the trend in schools in the Peel District going in BYOD and more and more schools are investing in iPads and many teachers are curious about good apps. I have noticed how engaged kindergarteners are when they come into contact with iPads. Especially after playing on an app and achieving something and "Good Job!" comes up or chimes and stars are achieved while playing iPad games, I see children light up with excitement. As a result, I think this would be a fun and interactive way to help students learn that their finger isn't the only solution when they have a stuffy nose.
It`s not just kindergarten students, but almost all students, in my experience. This idea would go hand-in-hand with most schools's Character Education intiatives. Great idea!
Not sure who posted this? Fundamentally a good idea although I see a few issues here. I wonder about the value of cartoon characters especially if you are targeting students who are older. I am particularly concerned about the over dependence on simple rewards as it has the feel of training student like puppies. I think you could do a lot with this kind of tool but try to use more types of learning theory to expand what can be done in the class. That is my bias but I would suppoet the idea of you creating ab ipad app with something like app maker
One app WBLT that may useful as inspiration might be a site called classdojo.com. I find it very helpful for managing transitions with students. I project this site on the Smartboard and students give themselves a point when they have began the task assigned. Here is a video I used as inspiration. https://www.youtube.com/watch?v=7prx6IRuLwM With the use of projector perhaps the videos could be part of a song that the JK or SK students learn to remind them to say thank you.
Rationale: As the new k-10 History curriculum is now focused on the inquiry process, students are learning to create big questions and then pursue them within the framework of the curriculum, but they are not really familiar with the process.
There are few social science based WBLTs out there, and usually not with a Canadian focus. The aim would be a broad based WBLT that helps the student learn about how to inquire and guide them with a sample. As it is broad, it could be used for any social science course.
Content: A series of questions/prompts for the student to choose pre-made answers (based upon resources from places such as The Critical Thinking Consortium). These answers would then lead to follow-ups that would guide the student to understanding the inquiry process. As it records their choices, the teacher can use it as a diagnostic assessment of whether the students understand the process. If using something like Google Forms to do this, the end product could be the submission of an idea the student would like to pursue within the course.
Ms. Leatham I think this is a great idea. I would suggest having some clear learning goals listed somewhere on the WBLT. In addition, it would be amazing to figure out a way to get students to interact with each other through a live video stream with each other and a More Knowledgeable person who can act as a guide to help them get instant feedback on their understanding of the inquiry process. Can you think of any experts who would be willing to invest time to help out with a project such as this?
Thanks! I think that the group I mentioned might be interested. The group stream is an interesting idea, not sure how that may be integrated as I was envisioning this itself being an exploratory learning WBLT.
Content: the purpose of this WBLT would be to help students learn about the skeletal system in the human body. Students could learn about the different bones and how they function within the body. Students could select a bone to open a window that would highlight and function of the bone. Students could also see what might happen to the body if they removed the bone (e.g. remove the spine and the animated human body would collapse).
I think this would be a fun way to learn about the skeletal system for students in a way that is also informative. Depending on the age of the student, it might also be interesting for them to see how some bones fuse together and disappear as we get older, or the fact that such a large percentage of bones are found in the feet and hands. While I have seen some sites that provide a model of the skeletal system, I haven't seen any that are interactive in the way I described above.
Interesting idea and quit suited to the WBLT idea. One idea from another student above is to create a prototype and get students to design similar WBLTs . I suggest this because there are a lot of bones.
I feel I need a pun, like Robin ;) I like this idea and the first thing that came to mind was the game operation. I like the manipulability function because that would make it more interesting and appealing for students.
Would you also maybe consider having the WBLT be able to compare other mammals (or other animals) as a next step, for example we have 8 bones in the wrist but a dog has this instead?
Also I would like to know if this would be aimed at a specific grade level? I know this would be valuable for the gr 12 Exercise Science course, or gr 11/12 Biology. I could see the same WBLT but with multiple layers depending upon the audience.
Disclaimer: I have a number of ideas and have struggled to narrow in on just one. I think I am going with the following, but may in fact change this path with further reflection. Just wanted to put that out there.
Name: Let the Beat Drop: Monologue Breakdown
Content: This WBLT would assist students with the written component of monologue work and character creation. It would teach them how to break down a monologue into beats, identifying obstacles and conflict; objectives and super-objective; blocking and stage business; subtext; given circumstances, etc. It would show them the analysis work necessary for a strong monologue performance based on the Stanislavski System or Method. It would detail the questions they need to ask themselves to portray the character in an honest manner.
Need: There are only a handful of drama WBLT’s in the world – and the majority are actually from an English course, play-study perspective. So, there is definitely a niche that this sort of WBLT could fill. Secondly, teaching monologue background work is tedious for the student as well as the teacher (my opinion only, of course), but is necessary in theatre education. It is challenging in class as students are all working on different pieces and often they want to do the work at home, but then I am not there to assist. This WBLT would give them a reference at home. They could walk through the process one step at a time, reviewing as necessary. Also, if I do it right it will not only teach them the monologue analysis skill set they require but hopefully make it a little more engaging for them.
Wow. Really cool. Thanks so much for the detail provided. Seems to be well suited to a WBLT although I would imagine it might take some time to create the supporting videos.
Great idea! I found as an English teachable student that their were very few resources such as this. How would you implement an evaluative system though to ensure that students are kept on the right track - or do you need to have one? Would copyright be an issue for uploading dramas and monologues? When you refer to beat - are you referring to the meter of the sentence (iambic pentameter, etc.)? Would you have the students attempt to create their own monologues to help in their learning, or only analyze the other ones out there? If so, how would you set that up?
The purpose of this WBLT would be to provide an online tool for students to calculate their GPA. In addition to this, both current and past students would also be able to use the tool determine what grade(s) they would need to obtain to increase their GPA.
Why this WBLT is needed:
As a Student Advisor in a post-secondary institution, I meet with a lot of students who have no idea how to calculate their GPA, and require assistance with this task. This tool would allow students a better opportunity to plan for course requirements necessary to graduate, and help them to determine how to increase their GPA by substituting different grades. In addition, it would be used as a tool to empower students to learn how to calculate their own GPA, and help them to identify the difference between their term versus cumulative GPA. One of the goals of having a tool such as this is that it would alleviate the need for students to seek help from other service areas.
Useful idea and I think the scope might be a bit too narrow for a WBLT for this course. It is a reasonably straight forward procedure (albeit unknown to some students) and this restricts the range of learning theory and tools you could use.
I, like the comment above, have no idea how you would approach this and also due to its specificity I am having a hard time commenting. I'm sure this would be a useful tool. To expand, could this be part of a larger tool that compares GPA's somehow - it shows you how to calculate your own and play the numbers to see how badly or amazingly you are doing and then compare it to other school's rankings? Or other students in their program or other school's programs? Turn it into some sort of educational comparison tool perhaps or find a way to build in motivation by tracking class marks and receiving rewards? Sorry, I am not much help here!
Teachers in French Immersion often lament at the lack of resources available online. Often, English-stream schools receive lovely resources (think Nelson Literacy circle kits) that are unavailable in French. As another member of our class mentioned above, the new Ontario Social Studies curriculum is out, but there are few resources which have been developed to support teachers.
A web-based learning tool that I would like to design is an online French First Nations medicine wheel activity. This resource would include the basic Scugog Island Medicine Wheel, with initially only the colours shown (yellow, red, black, white), but users (students and teachers) would then click the various directions of the wheel, always beginning with the right-hand side, yellow-coloured, Eastern direction. As the various sides of the circle are pressed, a flash-based animation would pop up, cover the wheel, and would deliver content, in French, about the “direction”. For example, as mentioned, the East direction of the wheel represents yellow, morning, the eagle, tobacco, water, spring, sunrise, infancy, among many other teachings.
In summary, Social Studies, First Nations Education, French-based resources are in short supply in Ontario, and a web-based learning tool that would service this need is my idea.
Please copy this url into your browser to see what I am talking about!
Wow. You have really thought about this. My only concerns are that flash is no longer used to develop new wblts. Html 5 appears to be the tool of the day. And you wont have time to do it within this course? Are there pre made tools that could be used for this WBLT?
Hi Adrian...this is amazing regarding the content and it's specificity regarding the circle of life/social studis but could this WBLT also include other academic areas?
I would like to see a web based learning tool that effectively incorporates feedback from self, peers and potential audience.
Name of WBLT - WONDER WRITING
Why is this kind of WBLT needed? Many Ontario schools are embracing improved assessment practices which offer the opportunity for creating both individually and through collaboration the very highest level of work. However, inherent in these practices is the need for good, detailed, focused, timely feedback from a variety of sources. Teachers in classrooms struggle with ways to make this feedback work in a practical sense and those students involved in e-learning courses also need to consider this critical aspect.
Details of Content The WBLT that I would like to see develop allows for support for the brainstorming and planning with story starters and graphic organizers, these supports will have interesting audio and visual features. These supports will lead directly to the writing feature which will allow for a free flow of ideas. This kind of WBLT is not unusual, the element that will make mine different is the next feature which is a feedback feature, teacher can import success criteria that is generated with the class or have success criteria that is specifically suited for the type of writing chosen. Then the student will need to get feedback on their work from a peer, or potential audience representative or a teacher. The tool will include opportunities for the user to do self reflection as well. Multiple copies should be easily reproduced that can reflect the feedback. When the user wants to publish their work they will have a variety of options for this stage as well, with suggestions already found in the tool but also giving the user opportunities to creatively come up with their own ideas.
Thanks for the level of detail you have provided here. Amazing. I am thinking a wiki might work here and I wonder how this might be set up so that a student does not get overwhelmed with feedback from 20+ other students.
Virginia, great idea! I am on my school's SIT and one of my tasks is to figure out an effective model for peer assessments. As such, your idea interests me greatly.
My questions are the following; 1 - What is meant by "these supports will have interesting audio and visual features"? I agree 100% that visual and auditory stimuli are imperative (I learned about this aspect during Lesson 2's Learning Theory section). 2 - Is the "Wonder Writing" a step-wise WBLT that guides students from one process to the next, i.e. planning (storyboards or graphic organizers) - drafting - feedback - publish? 3 - The tool sounds complex. Does this sort of functionality exist somewhere already so I can see it in action?
Check out the article by Pare and Joordens on their use of the PeerScholar tool. They set up the activities quite well. Unfortunately, PeerScholar is not free (and I believe they charge both the school and the students). But how they structured the assignment I thought was quite good. TurnItIn has a PeerMark integration that you can also check out.
A WBLT I would like to see designed would be one that allows students to choose their reactants and observe what the product will be (or work backwards, from product to give the reactants). Students could also have to name the compounds (reactants and products) to practice their nomenclature skills. In the most difficult category, students could be asked to prepare a specific compound, which would be creatively phrased during a scenario, which might require the use of a synthesis pathway (series of reactions).
Why this WBLT is Needed:
There are very few WBLTs that are geared for students in senior chemistry, specifically grade 12 chemistry. Organic chemistry (specifically the study of organic reactions) is one of the most challenging components of the 12U chemistry course. It would be great to develop a meaningful WBLT that would help students with their learning.
Organic reactions are very important not only for 12U chemistry, but also for 12U biology. Not all students who take biology, take chemistry and chemistry is not a requirement for 12U biology. This WBLT would be very helpful to biology students who lack a solid chemistry background.
The purpose of this WBLT would be to help students better understand the elements of art. Students could explore each of the six elements of art and try out the different techniques that are assosciated with them. (Ex: Learning colour- students could mix secondary and tertiary colours and play around with hue and intensity).
There would be activities and/or small assessments at the end of the exploration of each of the elements to allow students to solidify their understanding. By completing these activities, students could create a digital art portfolio that could be assessed based on student understanding and application of the elements of art.
Why this WBLT is needed:
While these are taught every year in the K-6 Art curriculum, resources are limited with the exception of YouTube videos and other static online activities. While art galleries are beginning to create interactive sites, they tend to highlight artists and their works, not the elements used in the composition of art pieces. This WBLT would allow teachers to integrate technology into the art curriculum and would allow students the opportunity to experiment and creatively explore the elements of art.
Very cool idea! I am not familiar with the elements of art - are all elements easy enough for students to try out the technique? Would you design it so that the student mimics an example (using some aspects of social learning theory)?
Very creative idea of having the students create an online digital portfolio! This would also be done in the learning object?
The WBLT that would support the students that I work with would focus on the initial, medial and final consonant sounds in words. Students with a hearing loss often struggle with certain sounds depending on their type of hearing loss. This type of WBLT, would allow students to practice the specific sounds that they are struggling to hear at home or at school.
This type of WBLT would support students in a manner that would allow them to practice individually or with the support of a teacher or parent to improve their listening skills. Often students with a hearing loss attend speech therapy blocks that set listening goals and a WBLT like this would support them outside of their therapy session. It would also provide the parents with a tool to support their child at home.
I see the value of this WBLT but I don't quite get how this works. Perhaps you could describe a specific example and what exactly the student would be doing while interacting with the computer. I am just trying to determine whether this is achievable in this course.
Hi Laura, Could you consider the students doing something where they type the sounds, say (and record the sounds) and then hear them? Perhaps if they had webcams on as well this would help them see what their mouth looks like when the sounds are made. Or better yet, could your WBLT incorporate YouTube clips or videos of people saying the sounds to help them practice what this may look like? Not sure if this is straying to far from your intended purpose.
I'd like to create a web media remix that has the intention of providing foundational understanding of learning theory to its viewership - relevant to the topic of "Blended Learning". The purpose of this media would be to introduce foundational understanding of the aforementioned topic which would allow for an audience to share a common language and engage in subsequent discussion. The intention of the video creation would be to boost understanding in minimal time. However, the video would be laced with relevant links which could further be explored by interested learners. Through the production of this video, I might like to challenge myself by inviting a collaborator to the process. The audience for the final product would be post-secondary educators. The production tool used would be the web application "Mozilla's Popcorn Maker".
I like you idea about provided information for the audience to gain an understanding of a specific topic in a short amount of time. Providing the students with various links to support their learning would provide all users with relevant information to ensure a good understanding of the topic. I think this sounds like a big undertaking, is it possible to break the idea down into smaller pieces? I realize that this is for post-secondary educators, so it is a little different than what I deal with on a daily basis.
This WBLT would combine the use of E portfolio's, online audio interview practice sessions, as well as Skype to assist in preparing for a career.
This WBLT would be able to support a variety of learners of all ages, especially those who are entering the workforce. In the college environment, teaching students from the age of 17 to the mid 50's is the norm. Learners start to panic as graduation approaches sets since this means they have to transition into the world of work. There is now a great focus on getting their resumes right and brushing up on their interview skills and techniques. This period can be a stressful and difficult time as many students are less than prepared for these activities. My proposed learned tool provides a one-stop shop for such students by providing tools for resume writing, interview guidance and online practice tools that include using avatars and Skype. The learning application will also be beneficial to people returning to the workforce after years of being away, international students who are encountering the Canadian job market for the first time, and those learners who are entering the job market for the first time. Additionally, the ability to complete assessments and view additional web links should provide the skills needed to gain an edge in the competitive job market.
Useful WBLT for sure. You would want to narrow down the scope so that it could be achieved within the 8 week time period of this course. But I think you could do something quite interesting with this. How would you make it interactive and different from all the sites that simply give information but don't allow students to truly engage and learn?
Teachers struggle with using interactive whiteboards (IWBs). They can't find resources to use online and struggle with making their own resources from scratch.
Current Resources There are huge repositories of resources available online, smarttech.com for SmartBoard and Promethean Planet for Promethean Boards. Sifting through these resources is an onerous task, quality of most shared resources is low, and even when teachers find a resource that they like, they do not have the skills to customize the resource to meet the specific needs of their classroom.
Current Tutorials There are assorted videos on YouTube and on the Promethean Planet website. YouTube videos are often poorly planned and recorded, many of them focus on using the hardware, others list numerous tips and tricks, but few model modification of existing resources. Many of these videos are hour-long presentations. The videos do not leave the viewer with a finished, usable product ready for the classroom.
What is needed Between the two extremes of a ready-made resource and making one's own resource from scratch, is a template. A working, interactive slide with sample data that is easily modified if the user is given proper guidance.
With each template, there should be a short tutorial video explaining how to modify the template for teacher's specific needs. The templates should not be subject-specific, but technique-specific. Examples of techniques include: a matching game,
The template/video pairs should be easily accessible online (instead of in a school board's 'Academic Workspace'). Storage space should be available for teachers to upload their modified templates online, but these uploaded materials should be mixed in which the unmodified templates from which they originate. Users should not have to sift through numerous teacher-created resources to find the base template.
As an animal lover, I’m quite familiar with the tasks involved in keeping animals (particularly dogs) clean and looking great. I’ve learned the basic ins and outs of dog grooming from accompanying my four-legged friends to the very expensive dog groomers. The reality is, dog grooming isn’t overly technical or difficult. People tend to outsource this work because they don’t know where to start! In my opinion, at-home dog grooming is the way to go (your animals will be less stressed and anxious, and the dog owners will save a lot of money). I believe an instructive WBLT on this topic will be very beneficial to dog owners who are looking to tackle the basics of dog grooming on their own. My vision: Using captivate, create a “basics of dog grooming” tutorial. This WBLT, will use the principles of andragogy as the target learners are adults. Real-life demos will be used and interactive quizzes will be embedded. I will separate the different topics (nail care, oral hygiene etc) into different modules and the learner will be evaluated after completing each module. I would also like to use visuals- for instance, a diagram of a dog’s nail bed. I will create these visuals in Adobe flash so that learners can click on various parts of the diagram and a “learn more” pop up will appear.
First of all, awesome idea. My schnoodle (very furry) would love to save the $60 grooming fee.
Possible ideas to enhance this tool: -ways to connect learners to each other (discussion board, twitter) -connect learners to the world of dog-grooming knowledge outside this WBLT (other videos, etc.) to turn this WBLT into a launching pad for learners
Blended Learning Planning Tool Many instructors want to take advantage of technology and move portions of their class online. This tool will be part tutorial and part planning tool. Many instructors do not understand the full range of options they have when moving to blended learning nor do they understand the various workload trade-offs they will be making based on their decisions. How the face-to-face and online portions of the course interact is an important consideration that requires careful planning and decision-making. This tool will assist in that process. This tool will adapt the content based on user inputs, allowing the instructor to only see the most relevant information but still allowing “deeper dives” into topics based on their interest.
Why It Is Needed? Blended learning can result in better student outcomes than either non-mixed modalities, exclusively face-to-face or exclusively online. Blended learning allows instructors and students alike to benefit from the best aspects of both face-to-face and online instructions.
(from Derrick)
ReplyDeleteName: English Student Skills Tutorials
Content: Student-constructed video tutorials embedded within a WBLT, whether it was using programs or applications like Google Form, TED Ed, YouTube, Explain Everything, Screen Chomp, or one of Techsmith's Screencasting options, would have students provide examples from English courses both of the specific skill in use, as well as how to use the skill, and the purpose of the skill.
Examples could include thesis construction, generation of inquiry topics and questions, eliciting discussions in seminars, presentation skills, slide design, embedding quotations, creating an annotated bibliography, etc.
Why this WBLT is needed: Ideally, over time, these student-constructed tutorials could be accumulated in a wiki, site, glossary, or LMS, be authentic in that students are teaching students, help the creators consolidate and pass on their learning, act as a metacognitive reflection tool, have newer students fill a need for specific areas that have not been constructed, strengthen technological skills, and move away from a teacher-centred, lecture-oriented delivery model. Ultimately, the teaching of secondary school English is not about content acquisition, but skill development, whether those skills involve input, output, oral communication, written communication, multimedia construction, interpersonal interaction, etc.
It would not serve as a way of flipping the classroom, but serve as a library of resources that students could both use and contribute to.
Hi Derrick,
DeleteThis is a very well thought out, articulated idea. I would suggest you focus on one of the skills, like thesis construction as you will want to focus on quality not quantity. That said, placing the WBLT within a weebly page as part of a larger collection of English skills is a good future idea. There is not much out there for English students, at least the last time I looked.
(From Derrick)
DeleteThanks for the feedback. Perhaps if I model the construction of a few good examples (using one type of technology, or several different ones) they can serve as future exemplars for my students, as well as pushing my thinking with regards to what makes a good WBLT.
So this is an even better idea than I thought - posting an exemplar for students to model and then build the site further. Love this A+ idea!
DeleteWhat a great idea! You said it best, authentic learning for students... Students can really reflect on their own experience and build these tutorials with their own trials, tribulations and triumphs in mind.. this would really target the specific learner..
DeleteName: The Flow of Blood (Posted by Jason)
ReplyDeleteDetails: Parts of the grade 10 science course, as well as grade 11 biology, require students to be able to trace the flow of blood through the human circulatory system. I would like to create a WBLT that could act as a common, centralized learning platform where students can not only have a simplified way of understanding this system, but also a place to actively engage and interact. I would consider using programs like YouTube and TED Ed as a learning platform that will provide students animation, video, assessment opportunity, and the ability to self-regulate and self-direct their own learning.
Why this WBLT is needed:
As with many science topics, there are many WBLT's that exist, but some of them are not ideal; being too difficult, confusing, or lacking clarity. I feel that a WBLT is needed to offer students ONE common place to seek out as much information as they need using a variety of different resources (differentiated instruction). A good WBLT should also have a place where students can interact with each other to encourage collaboration skills if assitance is needed. From experience as a teacher and student, the best way to learn is to have an active responsbility in your own learning, and I feel that the right WBLT would offer that experience. Eventually, this WBLT could become part of a large wiki page or website in which other topics can exist that offer similar learning experiences.
This is a solid workable idea - you might try some sort of video slide presentation with this kind of concept. Lots of potential here Jason.
DeleteThanks for the feedback!
DeleteHi Mr. J,
DeleteBeing a non-science teacher I am trying to wrap my mind around what you intend to create. I am not sure if you are making a single distinct WBLT about the human circulatory system, or whether you are making a "centralized learning platform" that would house multiple WBLTs.
I think YouTube, combined with the TED Ed format, offers a very powerful to teach almost any concept.
I really like your idea to have student to teacher, and student to student communication, and collaboration, and wonder whether you are planning on combining the functions of a blog, wiki, or LMS, with whatever tech you use to construct your smaller, focused WBLTs.
My initial thoughts, with regards to my own interests and tech knowledge, would mean using moodle or a Google Site to house the lessons, but that may not be ideal for the type of communication and collaboration you are hoping for.
A cool idea!
Name: Balancing Chemical Equations (Posted by Justin Havelock)
ReplyDeleteDetails: One of the most fundamental concepts in chemistry is the ability to write and balance chemical equations. Although it is a topic first introduced in grade 9/10 chemistry, the concept is further built upon throughout senior chemistry courses and university. Students need to understand the importance of properly balanced chemical equations. I would like to create a WBLT that allows offers students the chance to balance chemical equations. Most WBLT's that exist don't actually offer engaging and dynamic ways of doing this, nor do they contain any type of assessment tool. I would also like to create a graphic organizer to help students simplify this process.
Reasons: As mentioned, many WBLT's really lack engaging ways of helping students balance chemical equations. Students need some sort of on-line simulation that provides practice, offers instant feedback, and is engaging and fun at the same time. I have also considered using TED Ed to further set up a lesson that is built around introducing balancing chemical equations, and then goes into the WBLT that can be used as practice/formative assessment. I might also use Youtube as a way of introducing the topic before the lesson. My goal is to create a more student-centered approach that is both inclusive and differentiated. I also want users to be able to obtain instant feedback, and find a way for them to collaborate or communicate with eachother. Perhaps a Q/A page where a user can ask a question and another user can answer this question. This also allows for users to compare answers and work together to solve practice questions.
Ok - Very useful idea, but I think you need to figure out scope so obviously you can't focus on all chemical reactions. Within this course I think it might be difficult to program an applet, so you might have to use video, then questions, then feedback. This idea could work quite well
DeleteThanks Robin for the feedback. I agree that I will focus more on balancing than chemical reactions, but I definitely like the idea of using video and questions. Thanks for the input.
DeleteI agree with you. I only suggested video and questions because you probably would not have time to create the code for students to actually balance equations on the screen. I suppose they could take smatphone pics and submit them?
DeleteLots of potential for this WBLT! I think it is important for students to have specific learning goals for this WBLT so students know what is expected. Having a video, and then practice questions are great ideas. I also think it is important to offer timely feedback so students are able to self-regulate their progress.
DeleteWBLT Idea: Grade 5 Social Studies - Heritage and Identity
ReplyDeletePreliminary Details: Working on technology integration at the K-8 level has given me the opportunity to work with many WBLT’s across different areas of the curriculum. My experience with WBLT’s is mostly in Math and Science. I would be interested in designing a WBLT for a social studies unit for Grade 5 - Heritage and Identity: First Nations and Europeans in New France and Early Canada. I would design a WBLT that focuses on the historical content in the unit.
I was impressed with Robin’s “Flipping the Classroom” lesson on TED Ed, and would like to explore this platform and use it for designing and building my WBLT. I would use this in conjunction with an animation app or platform that would allow me to create content video (if a suitable video is not available online) to work with.
Reason why this WBLT is needed:
While there are many WBLT’s that can be used for Math and Science, topic specific WBLT’s in Social Studies (Ontario curriculum) are scarce. With the recent revisions in the Ontario Social Studies curriculum (2013) particularly for Grade 5, a suitable WBLT for this topic can be helpful in bringing this unit to life.
I'm so glad you are thinking of focusing on something other than math & science and I think you could create very good TEDEd unit(s) for these topics with discussion and PBL.
DeleteGreat idea! I think we often don't spend enough time studying First Nations, so incorporating one into a WBLT will help to engage students. I also think some sort of animation app along with a lesson (from ted ed as you mentioned) will give the learner a great all-around lesson. Videos would also work well for oral and visual learners.
DeleteLook forward to the development of this WBLT!
Name: How can tablets enhance learning for your students? A WBLT for teachers that demonstrates how a tablet programme (specifically a Microsoft Surface Pro 2) can aid student learning
ReplyDeleteDetails of Content
This WBLT would offer a platform for educators to learn and explore best practices in a 1:1 tablet environment for students in Grade 4 and up
In specific, this WBLT would offer strategies for leveraging Windows based machines to aid student learning in a variety of areas in the curriculum
Topics include: Creating a vision for integration, Digital Citizenship, Learning the Device, Storage and Workflow, Leveraging cloud-based technologies (i.e. Google apps, OneDrive, Dropbox etc.), Creating a PLN (Personal Learning Network) through Twitter and other relevant social media, Use of multimedia, Creating Screencasts (Flipped Lessons)
Sample of design and layout might found here at the SMART Learning Space http://smarttech.com/Resources/Training/SMART+Learning+Space
Why this kind of WBLT is needed?
While there are many resources (sites, exchanges, chats, guides etc.) for integrating iPads in the classroom but there are few that target this specific Windows based tablet (It is quite new.). The resource would suggest good pedagogy, practices and approaches to learning applicable to any tablet while considering the advantages of this hybrid device. As our school integrates Windows-based tablets, this WBLT would aid our busy teachers complete and explore activities, discussions and resources to aid teaching and learning in their class at their own pace. This resource could supplement Face to Face discussions and professional development or be a standalone resource for teachers to use at their own pace.
Ambitious but potentially very useful idea. I do wonder about the wisdom of making this WBLT platform specific. I'm sure you have your reasons but you automatically limit the impact. That said you could certainly learn a lot from designing this tool.
DeleteA resource like this could prove to be very useful for your staff. Will you offer any curricular connections or practical applications of the tablet? What tools will you be using to create each module in the tool? Will this WBLT be accessible on the tablet itself? Good luck :)
DeleteName: Manners!
ReplyDeleteContent: The purpose of this WBLT would be to help kindergarten students learn good manners. It would include videos containing clip art and cartoon characters to model good manners. It would include game based learning where students can earn points for identifying good manners as well as videos that pop up when students answer incorrectly to show them the appropriate choice. The focus would be on the following behaviours:
saying please and thank you, asking before taking things, cleaning your nose with a tissue and cleaning up after yourself.
I think this kind of an WBLT is needed because I have noticed the trend in schools in the Peel District going in BYOD and more and more schools are investing in iPads and many teachers are curious about good apps. I have noticed how engaged kindergarteners are when they come into contact with iPads. Especially after playing on an app and achieving something and "Good Job!" comes up or chimes and stars are achieved while playing iPad games, I see children light up with excitement. As a result, I think this would be a fun and interactive way to help students learn that their finger isn't the only solution when they have a stuffy nose.
It`s not just kindergarten students, but almost all students, in my experience. This idea would go hand-in-hand with most schools's Character Education intiatives. Great idea!
DeleteNot sure who posted this? Fundamentally a good idea although I see a few issues here. I wonder about the value of cartoon characters especially if you are targeting students who are older. I am particularly concerned about the over dependence on simple rewards as it has the feel of training student like puppies. I think you could do a lot with this kind of tool but try to use more types of learning theory to expand what can be done in the class. That is my bias but I would suppoet the idea of you creating ab ipad app with something like app maker
DeleteOne app WBLT that may useful as inspiration might be a site called classdojo.com. I find it very helpful for managing transitions with students. I project this site on the Smartboard and students give themselves a point when they have began the task assigned. Here is a video I used as inspiration. https://www.youtube.com/watch?v=7prx6IRuLwM With the use of projector perhaps the videos could be part of a song that the JK or SK students learn to remind them to say thank you.
DeleteName: Inquiring Minds Need to Know!
ReplyDeleteRationale: As the new k-10 History curriculum is now focused on the inquiry process, students are learning to create big questions and then pursue them within the framework of the curriculum, but they are not really familiar with the process.
There are few social science based WBLTs out there, and usually not with a Canadian focus. The aim would be a broad based WBLT that helps the student learn about how to inquire and guide them with a sample. As it is broad, it could be used for any social science course.
Content: A series of questions/prompts for the student to choose pre-made answers (based upon resources from places such as The Critical Thinking Consortium). These answers would then lead to follow-ups that would guide the student to understanding the inquiry process. As it records their choices, the teacher can use it as a diagnostic assessment of whether the students understand the process. If using something like Google Forms to do this, the end product could be the submission of an idea the student would like to pursue within the course.
Really like where you are going with this. Quite novel but potentially quite valuable. Of course working out the details is the main challenge.
DeleteMs. Leatham I think this is a great idea. I would suggest having some clear learning goals listed somewhere on the WBLT. In addition, it would be amazing to figure out a way to get students to interact with each other through a live video stream with each other and a More Knowledgeable person who can act as a guide to help them get instant feedback on their understanding of the inquiry process. Can you think of any experts who would be willing to invest time to help out with a project such as this?
DeleteThanks! I think that the group I mentioned might be interested. The group stream is an interesting idea, not sure how that may be integrated as I was envisioning this itself being an exploratory learning WBLT.
DeleteName: Operation
ReplyDeleteContent: the purpose of this WBLT would be to help students learn about the skeletal system in the human body. Students could learn about the different bones and how they function within the body. Students could select a bone to open a window that would highlight and function of the bone. Students could also see what might happen to the body if they removed the bone (e.g. remove the spine and the animated human body would collapse).
I think this would be a fun way to learn about the skeletal system for students in a way that is also informative. Depending on the age of the student, it might also be interesting for them to see how some bones fuse together and disappear as we get older, or the fact that such a large percentage of bones are found in the feet and hands. While I have seen some sites that provide a model of the skeletal system, I haven't seen any that are interactive in the way I described above.
Interesting idea and quit suited to the WBLT idea. One idea from another student above is to create a prototype and get students to design similar WBLTs . I suggest this because there are a lot of bones.
DeleteI feel I need a pun, like Robin ;)
DeleteI like this idea and the first thing that came to mind was the game operation. I like the manipulability function because that would make it more interesting and appealing for students.
Would you also maybe consider having the WBLT be able to compare other mammals (or other animals) as a next step, for example we have 8 bones in the wrist but a dog has this instead?
Also I would like to know if this would be aimed at a specific grade level? I know this would be valuable for the gr 12 Exercise Science course, or gr 11/12 Biology. I could see the same WBLT but with multiple layers depending upon the audience.
Disclaimer: I have a number of ideas and have struggled to narrow in on just one. I think I am going with the following, but may in fact change this path with further reflection. Just wanted to put that out there.
ReplyDeleteName: Let the Beat Drop: Monologue Breakdown
Content:
This WBLT would assist students with the written component of monologue work and character creation. It would teach them how to break down a monologue into beats, identifying obstacles and conflict; objectives and super-objective; blocking and stage business; subtext; given circumstances, etc. It would show them the analysis work necessary for a strong monologue performance based on the Stanislavski System or Method. It would detail the questions they need to ask themselves to portray the character in an honest manner.
Need:
There are only a handful of drama WBLT’s in the world – and the majority are actually from an English course, play-study perspective. So, there is definitely a niche that this sort of WBLT could fill. Secondly, teaching monologue background work is tedious for the student as well as the teacher (my opinion only, of course), but is necessary in theatre education. It is challenging in class as students are all working on different pieces and often they want to do the work at home, but then I am not there to assist. This WBLT would give them a reference at home. They could walk through the process one step at a time, reviewing as necessary. Also, if I do it right it will not only teach them the monologue analysis skill set they require but hopefully make it a little more engaging for them.
Wow. Really cool. Thanks so much for the detail provided. Seems to be well suited to a WBLT although I would imagine it might take some time to create the supporting videos.
DeleteGreat idea! I found as an English teachable student that their were very few resources such as this. How would you implement an evaluative system though to ensure that students are kept on the right track - or do you need to have one? Would copyright be an issue for uploading dramas and monologues? When you refer to beat - are you referring to the meter of the sentence (iambic pentameter, etc.)? Would you have the students attempt to create their own monologues to help in their learning, or only analyze the other ones out there? If so, how would you set that up?
Deletelol, just noticed my grammar mistakes...I have failed as an English student... :)
DeleteName: GPA Calculator
ReplyDeleteDetails of Content:
The purpose of this WBLT would be to provide an online tool for students to calculate their GPA. In addition to this, both current and past students would also be able to use the tool determine what grade(s) they would need to obtain to increase their GPA.
Why this WBLT is needed:
As a Student Advisor in a post-secondary institution, I meet with a lot of students who have no idea how to calculate their GPA, and require assistance with this task.
This tool would allow students a better opportunity to plan for course requirements necessary to graduate, and help them to determine how to increase their GPA by substituting different grades. In addition, it would be used as a tool to empower students to learn how to calculate their own GPA, and help them to identify the difference between their term versus cumulative GPA. One of the goals of having a tool such as this is that it would alleviate the need for students to seek help from other service areas.
That's a lovely idea, Alison! I wouldn't even know where to begin when designing that program, best of luck!
DeleteUseful idea and I think the scope might be a bit too narrow for a WBLT for this course. It is a reasonably straight forward procedure (albeit unknown to some students) and this restricts the range of learning theory and tools you could use.
DeleteI, like the comment above, have no idea how you would approach this and also due to its specificity I am having a hard time commenting. I'm sure this would be a useful tool. To expand, could this be part of a larger tool that compares GPA's somehow - it shows you how to calculate your own and play the numbers to see how badly or amazingly you are doing and then compare it to other school's rankings? Or other students in their program or other school's programs? Turn it into some sort of educational comparison tool perhaps or find a way to build in motivation by tracking class marks and receiving rewards? Sorry, I am not much help here!
DeletePosted by Adrian:
ReplyDeleteTeachers in French Immersion often lament at the lack of resources available online. Often, English-stream schools receive lovely resources (think Nelson Literacy circle kits) that are unavailable in French. As another member of our class mentioned above, the new Ontario Social Studies curriculum is out, but there are few resources which have been developed to support teachers.
A web-based learning tool that I would like to design is an online French First Nations medicine wheel activity. This resource would include the basic Scugog Island Medicine Wheel, with initially only the colours shown (yellow, red, black, white), but users (students and teachers) would then click the various directions of the wheel, always beginning with the right-hand side, yellow-coloured, Eastern direction. As the various sides of the circle are pressed, a flash-based animation would pop up, cover the wheel, and would deliver content, in French, about the “direction”. For example, as mentioned, the East direction of the wheel represents yellow, morning, the eagle, tobacco, water, spring, sunrise, infancy, among many other teachings.
In summary, Social Studies, First Nations Education, French-based resources are in short supply in Ontario, and a web-based learning tool that would service this need is my idea.
Please copy this url into your browser to see what I am talking about!
http://www.ddsb.ca/Programs/aboriginaled/Resources/Documents/WelcomeWheelPamphlet.pdf
I suppose I would call this WBLT "Roue médecine en-ligne"
DeleteWow. You have really thought about this. My only concerns are that flash is no longer used to develop new wblts. Html 5 appears to be the tool of the day. And you wont have time to do it within this course? Are there pre made tools that could be used for this WBLT?
DeleteHi Adrian...this is amazing regarding the content and it's specificity regarding the circle of life/social studis but could this WBLT also include other academic areas?
DeleteMy idea for a WBLT
ReplyDeleteI would like to see a web based learning tool that effectively incorporates feedback from self, peers and potential audience.
Name of WBLT - WONDER WRITING
Why is this kind of WBLT needed?
Many Ontario schools are embracing improved assessment practices which offer the opportunity for creating both individually and through collaboration the very highest level of work. However, inherent in these practices is the need for good, detailed, focused, timely feedback from a variety of sources. Teachers in classrooms struggle with ways to make this feedback work in a practical sense and those students involved in e-learning courses also need to consider this critical aspect.
Details of Content
The WBLT that I would like to see develop allows for support for the brainstorming and planning with story starters and graphic organizers, these supports will have interesting audio and visual features. These supports will lead directly to the writing feature which will allow for a free flow of ideas. This kind of WBLT is not unusual, the element that will make mine different is the next feature which is a feedback feature, teacher can import success criteria that is generated with the class or have success criteria that is specifically suited for the type of writing chosen. Then the student will need to get feedback on their work from a peer, or potential audience representative or a teacher. The tool will include opportunities for the user to do self reflection as well. Multiple copies should be easily reproduced that can reflect the feedback. When the user wants to publish their work they will have a variety of options for this stage as well, with suggestions already found in the tool but also giving the user opportunities to creatively come up with their own ideas.
Thanks for the level of detail you have provided here. Amazing. I am thinking a wiki might work here and I wonder how this might be set up so that a student does not get overwhelmed with feedback from 20+ other students.
DeleteVirginia, great idea! I am on my school's SIT and one of my tasks is to figure out an effective model for peer assessments. As such, your idea interests me greatly.
DeleteMy questions are the following;
1 - What is meant by "these supports will have interesting audio and visual features"? I agree 100% that visual and auditory stimuli are imperative (I learned about this aspect during Lesson 2's Learning Theory section).
2 - Is the "Wonder Writing" a step-wise WBLT that guides students from one process to the next, i.e. planning (storyboards or graphic organizers) - drafting - feedback - publish?
3 - The tool sounds complex. Does this sort of functionality exist somewhere already so I can see it in action?
Thanks for the great post :)
- Adrian.
Check out the article by Pare and Joordens on their use of the PeerScholar tool. They set up the activities quite well. Unfortunately, PeerScholar is not free (and I believe they charge both the school and the students). But how they structured the assignment I thought was quite good. TurnItIn has a PeerMark integration that you can also check out.
DeleteName: Organic Reactions
ReplyDeleteDetails of Content:
A WBLT I would like to see designed would be one that allows students to choose their reactants and observe what the product will be (or work backwards, from product to give the reactants). Students could also have to name the compounds (reactants and products) to practice their nomenclature skills. In the most difficult category, students could be asked to prepare a specific compound, which would be creatively phrased during a scenario, which might require the use of a synthesis pathway (series of reactions).
Why this WBLT is Needed:
There are very few WBLTs that are geared for students in senior chemistry, specifically grade 12 chemistry. Organic chemistry (specifically the study of organic reactions) is one of the most challenging components of the 12U chemistry course. It would be great to develop a meaningful WBLT that would help students with their learning.
Organic reactions are very important not only for 12U chemistry, but also for 12U biology. Not all students who take biology, take chemistry and chemistry is not a requirement for 12U biology. This WBLT would be very helpful to biology students who lack a solid chemistry background.
Interesting idea. Have you thought about how you might design this WBLT without programming?
DeleteName: Exploring the Elements of Art
ReplyDeleteContent:
The purpose of this WBLT would be to help students better understand the elements of art. Students could explore each of the six elements of art and try out the different techniques that are assosciated with them. (Ex: Learning colour- students could mix secondary and tertiary colours and play around with hue and intensity).
There would be activities and/or small assessments at the end of the exploration of each of the elements to allow students to solidify their understanding. By completing these activities, students could create a digital art portfolio that could be assessed based on student understanding and application of the elements of art.
Why this WBLT is needed:
While these are taught every year in the K-6 Art curriculum, resources are limited with the exception of YouTube videos and other static online activities. While art galleries are beginning to create interactive sites, they tend to highlight artists and their works, not the elements used in the composition of art pieces. This WBLT would allow teachers to integrate technology into the art curriculum and would allow students the opportunity to experiment and creatively explore the elements of art.
Very creative and useful. I wonder how students could display their practice without you having to program this? Perhaps send pics from a smartphone?
DeleteHi Kathryn!
DeleteVery cool idea! I am not familiar with the elements of art - are all elements easy enough for students to try out the technique? Would you design it so that the student mimics an example (using some aspects of social learning theory)?
Very creative idea of having the students create an online digital portfolio! This would also be done in the learning object?
Listening Skills
ReplyDeleteThe WBLT that would support the students that I work with would focus on the initial, medial and final consonant sounds in words. Students with a hearing loss often struggle with certain sounds depending on their type of hearing loss. This type of WBLT, would allow students to practice the specific sounds that they are struggling to hear at home or at school.
This type of WBLT would support students in a manner that would allow them to practice individually or with the support of a teacher or parent to improve their listening skills. Often students with a hearing loss attend speech therapy blocks that set listening goals and a WBLT like this would support them outside of their therapy session. It would also provide the parents with a tool to support their child at home.
I see the value of this WBLT but I don't quite get how this works. Perhaps you could describe a specific example and what exactly the student would be doing while interacting with the computer. I am just trying to determine whether this is achievable in this course.
DeleteHi Laura, Could you consider the students doing something where they type the sounds, say (and record the sounds) and then hear them? Perhaps if they had webcams on as well this would help them see what their mouth looks like when the sounds are made. Or better yet, could your WBLT incorporate YouTube clips or videos of people saying the sounds to help them practice what this may look like? Not sure if this is straying to far from your intended purpose.
DeleteLearning Theory in Blended Design
ReplyDeleteI'd like to create a web media remix that has the intention of providing foundational understanding of learning theory to its viewership - relevant to the topic of "Blended Learning". The purpose of this media would be to introduce foundational understanding of the aforementioned topic which would allow for an audience to share a common language and engage in subsequent discussion. The intention of the video creation would be to boost understanding in minimal time. However, the video would be laced with relevant links which could further be explored by interested learners. Through the production of this video, I might like to challenge myself by inviting a collaborator to the process. The audience for the final product would be post-secondary educators. The production tool used would be the web application "Mozilla's Popcorn Maker".
Quite involved but worth pursuing for sure. The only issue I would be concerned about is scope because this is a big topic.
DeleteI like you idea about provided information for the audience to gain an understanding of a specific topic in a short amount of time. Providing the students with various links to support their learning would provide all users with relevant information to ensure a good understanding of the topic. I think this sounds like a big undertaking, is it possible to break the idea down into smaller pieces? I realize that this is for post-secondary educators, so it is a little different than what I deal with on a daily basis.
DeleteCAREER PREPARATION TUTORIAL
ReplyDeleteThis WBLT would combine the use of E portfolio's, online audio interview practice sessions, as well as Skype to assist in preparing for a career.
This WBLT would be able to support a variety of learners of all ages, especially those who are entering the workforce. In the college environment, teaching students from the age of 17 to the mid 50's is the norm. Learners start to panic as graduation approaches sets since this means they have to transition into the world of work. There is now a great focus on getting their resumes right and brushing up on their interview skills and techniques. This period can be a stressful and difficult time as many students are less than prepared for these activities. My proposed learned tool provides a one-stop shop for such students by providing tools for resume writing, interview guidance and online practice tools that include using avatars and Skype. The learning application will also be beneficial to people returning to the workforce after years of being away, international students who are encountering the Canadian job market for the first time, and those learners who are entering the job market for the first time. Additionally, the ability to complete assessments and view additional web links should provide the skills needed to gain an edge in the competitive job market.
Useful WBLT for sure. You would want to narrow down the scope so that it could be achieved within the 8 week time period of this course. But I think you could do something quite interesting with this. How would you make it interactive and different from all the sites that simply give information but don't allow students to truly engage and learn?
DeleteTeachers struggle with using interactive whiteboards (IWBs). They can't find resources to use online and struggle with making their own resources from scratch.
ReplyDeleteCurrent Resources
There are huge repositories of resources available online, smarttech.com for SmartBoard and Promethean Planet for Promethean Boards. Sifting through these resources is an onerous task, quality of most shared resources is low, and even when teachers find a resource that they like, they do not have the skills to customize the resource to meet the specific needs of their classroom.
Current Tutorials
There are assorted videos on YouTube and on the Promethean Planet website. YouTube videos are often poorly planned and recorded, many of them focus on using the hardware, others list numerous tips and tricks, but few model modification of existing resources. Many of these videos are hour-long presentations. The videos do not leave the viewer with a finished, usable product ready for the classroom.
What is needed
Between the two extremes of a ready-made resource and making one's own resource from scratch, is a template. A working, interactive slide with sample data that is easily modified if the user is given proper guidance.
With each template, there should be a short tutorial video explaining how to modify the template for teacher's specific needs. The templates should not be subject-specific, but technique-specific. Examples of techniques include: a matching game,
The template/video pairs should be easily accessible online (instead of in a school board's 'Academic Workspace'). Storage space should be available for teachers to upload their modified templates online, but these uploaded materials should be mixed in which the unmodified templates from which they originate. Users should not have to sift through numerous teacher-created resources to find the base template.
Good Idea, would the user be able to make changes to this template easily
DeleteBasics of Dog Grooming (name still in progress)…
ReplyDeleteAs an animal lover, I’m quite familiar with the tasks involved in keeping animals (particularly dogs) clean and looking great. I’ve learned the basic ins and outs of dog grooming from accompanying my four-legged friends to the very expensive dog groomers. The reality is, dog grooming isn’t overly technical or difficult. People tend to outsource this work because they don’t know where to start! In my opinion, at-home dog grooming is the way to go (your animals will be less stressed and anxious, and the dog owners will save a lot of money). I believe an instructive WBLT on this topic will be very beneficial to dog owners who are looking to tackle the basics of dog grooming on their own.
My vision: Using captivate, create a “basics of dog grooming” tutorial. This WBLT, will use the principles of andragogy as the target learners are adults. Real-life demos will be used and interactive quizzes will be embedded. I will separate the different topics (nail care, oral hygiene etc) into different modules and the learner will be evaluated after completing each module. I would also like to use visuals- for instance, a diagram of a dog’s nail bed. I will create these visuals in Adobe flash so that learners can click on various parts of the diagram and a “learn more” pop up will appear.
First of all, awesome idea. My schnoodle (very furry) would love to save the $60 grooming fee.
ReplyDeletePossible ideas to enhance this tool:
-ways to connect learners to each other (discussion board, twitter)
-connect learners to the world of dog-grooming knowledge outside this WBLT (other videos, etc.) to turn this WBLT into a launching pad for learners
Blended Learning Planning Tool
ReplyDeleteMany instructors want to take advantage of technology and move portions of their class online. This tool will be part tutorial and part planning tool. Many instructors do not understand the full range of options they have when moving to blended learning nor do they understand the various workload trade-offs they will be making based on their decisions. How the face-to-face and online portions of the course interact is an important consideration that requires careful planning and decision-making. This tool will assist in that process. This tool will adapt the content based on user inputs, allowing the instructor to only see the most relevant information but still allowing “deeper dives” into topics based on their interest.
Why It Is Needed?
Blended learning can result in better student outcomes than either non-mixed modalities, exclusively face-to-face or exclusively online. Blended learning allows instructors and students alike to benefit from the best aspects of both face-to-face and online instructions.