"The exterior cannot do without the interior since it is from this, as from life, that it derives much of its inspiration and character".
~Stephen Gardiner
"Come with me now and I'll show you inside.
I've put in a couch. It's comfy and wide. Plus a fireplace, fish tank, and here's something cool - The floor can slide open, and look - there's a pool!" p. |
"Now step right this way to the back of the car
And note the red button marked INSTANT SNACK BAR. Say you were hungry and wanted a treat: Just press it, and instantly good things to eat Appear in a flash! Anything that you please, From hazelnut pudding to aerosol cheese!" p. |
"After you've eaten you might like a nap,
And Robert the Robit makes napping a snap! I've built him right into the back of the chair. He's out of the way. You won't know he's there. But when you get sleepy and rise from your seat, The chair spins around without missing a beat. Robert the Robot will take the controls... And he's guaranteed not to hit telephone poles." p. |
"I see you're impressed with all that's inside,
So start up the motor. Let's go for a ride." ~p.
So start up the motor. Let's go for a ride." ~p.
Interior Features - community of practice
Metaphor Link:
The interior of any car is the heart of what makes it run. It is here where one gets to take control of a four wheeled machine that is either made for speed, luxury, convenience, practicality or just plain fun. When you have been sold by the exterior of a car and are ready to check out the features found on the inside, it is here you will find all of the creativity that has gone into making such a great ride.
The interior of any car is the heart of what makes it run. It is here where one gets to take control of a four wheeled machine that is either made for speed, luxury, convenience, practicality or just plain fun. When you have been sold by the exterior of a car and are ready to check out the features found on the inside, it is here you will find all of the creativity that has gone into making such a great ride.
Artifact #1
ETEC 565A - Special Course in Subject Matter Field: learning technologies
Never judge a book the cover. I guess the same can be said about a new car, but when you are willing to invest so much money into an expensive item the perks have to include more than what's on the inside.
This digital storytelling project was one of my favourites to work on. Not only did I learn a new Web 2.0 tool, but I found the purpose for the project as engaging and motivting as ever. I was motivated on two fronts: search out and try an appropriate tool; and come up with a purpose that was educational and willing to try with my staff and students. My story of how this project came together can be found HERE. To read the finished story of how Super Moses Saves the Day, click the icon above. Once inside the tool, just click READ and then turn the pages.
Never judge a book the cover. I guess the same can be said about a new car, but when you are willing to invest so much money into an expensive item the perks have to include more than what's on the inside.
This digital storytelling project was one of my favourites to work on. Not only did I learn a new Web 2.0 tool, but I found the purpose for the project as engaging and motivting as ever. I was motivated on two fronts: search out and try an appropriate tool; and come up with a purpose that was educational and willing to try with my staff and students. My story of how this project came together can be found HERE. To read the finished story of how Super Moses Saves the Day, click the icon above. Once inside the tool, just click READ and then turn the pages.
Artifact #2
click to access site
ETEC 510 - Design of Technology Supported Learning Environments
This project was one of the first real group projects that was fondly remembered because of the often 5:00 to 6:00am wake up calls to meet online using the Google Doc format. It was a project that had a lot of moving parts that we, as a group, had to ensure it all came together to look as if it was one.
The result was a website course developed for students to learn and practice being safe on the Internet and become a "good netizen". It is called Net Detectives. It is a fully developed online course that includes weekly modules, lots of online use and practice of web 2.0 tools, and required blog posts by the students. It is extremely interactive and constructivist throughout, which also allowed students to be able to work at their own pace if necessary. This project also allowed me to see what the potential of using a website, such as Weebly, could do in putting together other such module based programs in the schools I work at.
Two important authors that helped to shape this project to it's final product were Marc Prensky and T. Anderson. Their articles and work around online learning theory (Anderson, 2008) and digital natives-digital immigrants (Prensky, 2001) were vital in making sure that this potential online course would be well received with the intended age group selected.
Anderson (2008), reports effective online environments need to be learner- centered, knowledge-centered, assessment-centered and community-centered. This Weebly course creates a learning environment which embodies all of these attributes. The course provides students with a safe platform that is easy to use, flexible and allows for different learning styles. It enables learners to collaborate through the use of the blog and the forum. The design is knowledge centered as it enables students to build on previous knowledge and affords opportunities for students to display their new knowledge of Netiquette through the use of web 2.0 tools.
Prensky, M. (2001) believes that students today are native ‘digital’ speakers. He believes that their brains have developed differently due to the increased media use in the children’s personal lives and for the most part, their schools. Our website hopes to promote not only the understanding of how to act and stay safe within this new environment but also how to construct and develop their own knowledge using online open source tools and sharing with a community. Through blogging and forums, students can automatically be provided with the feedback needed for continual growth and learning to occur in such an important area of Internet use.
This project was one of the first real group projects that was fondly remembered because of the often 5:00 to 6:00am wake up calls to meet online using the Google Doc format. It was a project that had a lot of moving parts that we, as a group, had to ensure it all came together to look as if it was one.
The result was a website course developed for students to learn and practice being safe on the Internet and become a "good netizen". It is called Net Detectives. It is a fully developed online course that includes weekly modules, lots of online use and practice of web 2.0 tools, and required blog posts by the students. It is extremely interactive and constructivist throughout, which also allowed students to be able to work at their own pace if necessary. This project also allowed me to see what the potential of using a website, such as Weebly, could do in putting together other such module based programs in the schools I work at.
Two important authors that helped to shape this project to it's final product were Marc Prensky and T. Anderson. Their articles and work around online learning theory (Anderson, 2008) and digital natives-digital immigrants (Prensky, 2001) were vital in making sure that this potential online course would be well received with the intended age group selected.
Anderson (2008), reports effective online environments need to be learner- centered, knowledge-centered, assessment-centered and community-centered. This Weebly course creates a learning environment which embodies all of these attributes. The course provides students with a safe platform that is easy to use, flexible and allows for different learning styles. It enables learners to collaborate through the use of the blog and the forum. The design is knowledge centered as it enables students to build on previous knowledge and affords opportunities for students to display their new knowledge of Netiquette through the use of web 2.0 tools.
Prensky, M. (2001) believes that students today are native ‘digital’ speakers. He believes that their brains have developed differently due to the increased media use in the children’s personal lives and for the most part, their schools. Our website hopes to promote not only the understanding of how to act and stay safe within this new environment but also how to construct and develop their own knowledge using online open source tools and sharing with a community. Through blogging and forums, students can automatically be provided with the feedback needed for continual growth and learning to occur in such an important area of Internet use.
Artifact #3
ETEC 511 - Foundations of Educational Technology
The timing could not have been perfect for this next writing assignment. I had just been promoted to Principal at my first school in January of 2012. It was 40 year old school with the Open Area concept; meaning almost all of the teaching spaces were in large open spaces. There was also one of the areas that was renovated a few years prior to meet the new 21st Century thinking in involving space and learning with the use of mobile technology. It was a perfect fit for me, as not only was I heavily immersed in my MET coursework and learning some of the best practices in the field of technology, but this school was in need of an identity and possibly become a model for other schools in the District to follow.
There were a few key contributors in my thinking which included Jean Piaget's understanding of what development is, the new BC Education Plan 2011 and a 1972 study on Team Teaching and the "Active" Classroom by Erika Leuders-Salmon.
Firstly I felt Piaget's thoughts on what development is fits with how students and staff could exist in an open area environment such as my new school. Piaget stated that children explore and interact with things around them, then construct buildings that explain the world and how it works (Campbell, 1997). Without the four walls of a traditional classroom, staff and students are forced to interact in many different ways with the hope to reach what Piaget calls the development ideal - equilibrium.
The new British Columbia Education Plan that came out in 2011 (still evolving as we speak) also provided me with some of the proof that policy makers are also thinking about 21st Century learning and the need to change how the curriculum is delivered in today's classroom.
Finally, the conclusions found in Erika Leuders-Salmon 1972 study on open area team teaching mirrors a lot of what the BC Education Plan (almost 40 years later) is hoping to achieve in today's classrooms. Like the BC Ed Plan, teachers should move away from direct instructions and providers of all knowledge and more towards working alongside the student. Teachers should become more of a guide or advisor to what studies a child pursues.
The timing could not have been perfect for this next writing assignment. I had just been promoted to Principal at my first school in January of 2012. It was 40 year old school with the Open Area concept; meaning almost all of the teaching spaces were in large open spaces. There was also one of the areas that was renovated a few years prior to meet the new 21st Century thinking in involving space and learning with the use of mobile technology. It was a perfect fit for me, as not only was I heavily immersed in my MET coursework and learning some of the best practices in the field of technology, but this school was in need of an identity and possibly become a model for other schools in the District to follow.
There were a few key contributors in my thinking which included Jean Piaget's understanding of what development is, the new BC Education Plan 2011 and a 1972 study on Team Teaching and the "Active" Classroom by Erika Leuders-Salmon.
Firstly I felt Piaget's thoughts on what development is fits with how students and staff could exist in an open area environment such as my new school. Piaget stated that children explore and interact with things around them, then construct buildings that explain the world and how it works (Campbell, 1997). Without the four walls of a traditional classroom, staff and students are forced to interact in many different ways with the hope to reach what Piaget calls the development ideal - equilibrium.
The new British Columbia Education Plan that came out in 2011 (still evolving as we speak) also provided me with some of the proof that policy makers are also thinking about 21st Century learning and the need to change how the curriculum is delivered in today's classroom.
Finally, the conclusions found in Erika Leuders-Salmon 1972 study on open area team teaching mirrors a lot of what the BC Education Plan (almost 40 years later) is hoping to achieve in today's classrooms. Like the BC Ed Plan, teachers should move away from direct instructions and providers of all knowledge and more towards working alongside the student. Teachers should become more of a guide or advisor to what studies a child pursues.