"I have this kind of mild nice-guy exterior, but inside my heart is like a steel trap".
~Dan Aykroyd
"You'll see that I've added a lot of neat things:
Flush fender skirts and retractable wings, Three headlights up front, four taillights in the back, Plus two giant fins like our old Cadillac! My brand-new design will be curvy and round, With special jet engines that don't make a sound. I'll paint it bright colors with accents of chrome And top it all off with a Plexiglass dome". ~p. 6 |
"I'll build a safe car, just as safe as I can,
'Cause safety is job number-one in my plan. It may look like steel - from afar you can't tell, But it's actually made of polymer gel - A space-age concoction that I just invented So in a collision my car won't get dented. It simply absorbs what we happen to hit, And folks would be fine in the seats where thet sit". ~p. 8 |
Exterior Features - in depth reflections
Metaphor Link:
The exterior of any object is what catches the eye immediately and draws people to either carry on wanting more or moving on to something else. With the first impressions so vital, it is the point that it carries enough that someone wants to know more and it really determines the success or failure of the object, course, or item you are presenting.
In the case of a student using an online tool, the first opportunity to get into a website, blog, or video will either grab the student to want to keep going or they will turn it off completely. All the hard work that was put into building a program will be lost. This is not to say that the interior will be just as good, but it is the initial curiousity that will make someone want to go further and learn whats inside.
These artifacts that I have chosen represent more than just walking by and window shopping. They have the appeal that would make one want to know more of what's inside and then continue inside to find even more that they bargained for.
The exterior of any object is what catches the eye immediately and draws people to either carry on wanting more or moving on to something else. With the first impressions so vital, it is the point that it carries enough that someone wants to know more and it really determines the success or failure of the object, course, or item you are presenting.
In the case of a student using an online tool, the first opportunity to get into a website, blog, or video will either grab the student to want to keep going or they will turn it off completely. All the hard work that was put into building a program will be lost. This is not to say that the interior will be just as good, but it is the initial curiousity that will make someone want to go further and learn whats inside.
These artifacts that I have chosen represent more than just walking by and window shopping. They have the appeal that would make one want to know more of what's inside and then continue inside to find even more that they bargained for.
Artifact #1
ETEC 512 - Applications of Learning Theory to Instruction
My Personal Learning Theory Re-Discovered paper really came from working with students and reading the many active research studies along the way. I have always been a believer that the best education comes from students actively experiencing their learning. This means students are no longer getting the information delivered to them. Students are seeking out the information themselves and putting it together in a way that they can understand and make sense of it. Tapping into Jerome Bruner's work on discovery learning and constructivism, I really found myself resonating with the notion that children (and adults) develop and build on new ideas based on prior knowledge. Learning is continual and an active process. I would also tend to follow the same notion as Bruner, in that any child can learn any subject provided that the material is converted to a form that is appropriate for that child (Perry, 2002). This may erode the idea that a child must learn the basics in Grade 3 math to be successful in Grade 4. Why can't a child begin to learn what is already being taught in Grade 4 or higher if the material is at a level they can understand on their own?
To now incorporate 21st Century technology, it is even more important that students actively learn how these tools work and how they can used in showcasing one's learning. Students these days will have much more experience using web 2.0 tools or video games than their instructor; therefore tapping into their prior knowledge of these technologies will not only motivate them, but engage them in presenting their learning in meaningful ways.
My Personal Learning Theory Re-Discovered paper really came from working with students and reading the many active research studies along the way. I have always been a believer that the best education comes from students actively experiencing their learning. This means students are no longer getting the information delivered to them. Students are seeking out the information themselves and putting it together in a way that they can understand and make sense of it. Tapping into Jerome Bruner's work on discovery learning and constructivism, I really found myself resonating with the notion that children (and adults) develop and build on new ideas based on prior knowledge. Learning is continual and an active process. I would also tend to follow the same notion as Bruner, in that any child can learn any subject provided that the material is converted to a form that is appropriate for that child (Perry, 2002). This may erode the idea that a child must learn the basics in Grade 3 math to be successful in Grade 4. Why can't a child begin to learn what is already being taught in Grade 4 or higher if the material is at a level they can understand on their own?
To now incorporate 21st Century technology, it is even more important that students actively learn how these tools work and how they can used in showcasing one's learning. Students these days will have much more experience using web 2.0 tools or video games than their instructor; therefore tapping into their prior knowledge of these technologies will not only motivate them, but engage them in presenting their learning in meaningful ways.
pltrediscovered.pdf | |
File Size: | 51 kb |
File Type: |
Artifact #2
ETEC 533 - Technology in the Mathematics and Science Classroom
This course dealt with two subject areas that often seem like a great fit in utilizing technology to help students have an increased understanding. Both math and science allow students to research scientific formulas, watch real life experiments, interview math professors, look at animal realia, and practice real life problems; all at the finger tips of technology.
The inquiry e-portfolio I created for this course has all the glitz and shine on the outside to definitely want a reader to know more. When you get inside, it is another journey of thoughts and ideas in the area of math and science.
Just click the E-Portfolio icon to take you to the site.
This course dealt with two subject areas that often seem like a great fit in utilizing technology to help students have an increased understanding. Both math and science allow students to research scientific formulas, watch real life experiments, interview math professors, look at animal realia, and practice real life problems; all at the finger tips of technology.
The inquiry e-portfolio I created for this course has all the glitz and shine on the outside to definitely want a reader to know more. When you get inside, it is another journey of thoughts and ideas in the area of math and science.
Just click the E-Portfolio icon to take you to the site.