Consider this video: “A Vision of Students Today.” While this is indicative of college students, what does this mean for learners in your context?

In addition, the Pew Research Center recently reported:

Cell-phone texting has become the preferred channel of basic communication between teens and their friends, with cell calling a close second. Some 75% of 12-17 year-olds now own cell phones, up from 45% in 2004. Those phones have become indispensable tools in teen communication patterns …. Fully two-thirds of teen texters say they are more likely to use their cell phones to text their friends than talk to them to them by cell phone (”The mobile phone has become the favored communication hub for the majority of American teens.” section; para. 1-3)

How do we adapt instruction based on this message?  Should we adapt instruction at all based on this message?

Related articles

• Trend Watch: Pew Study Finds 75% of Teens Own Mobile Phones, Teen Texting Takes Off (debaird.net)
• Teen Texting Now Tops Teen Cell Calling (cbsnews.com)

Here are some previous posts that you may be interested in:

1. A letter to my students …

CBL Designs repurposed text-based instructional job aids for shortening maintenance currently in use at most Long John Silver’s restaurant locations. This redesign incorporated the use of multimedia to attract and motivate learners from 16-25 years old. Their client is Maredith Adsit, Training Developer for Long John Silver’s Restaurant, based in Louisville, Kentucky.  CBL Designs combines the expertises of Kristy Conger, Amanda Bevis, and Jeremy Larson.

Design Domicile created a Web-based course to teach written and audio medical terms in Spanish used in a clinical setting. Their client is Dr. William Brescia, the Director of Instructional Technology at the University of Tennessee Health Science Center – College of Medicine.  Design Domicile’s primaries are Carmen Weaver, Stacy Clayton, and Joey Weaver.

Innovative Design Taskforce developed Web-based, self-paced, and on-demand training that equips subject matter experts at International Paper to write adequate and well-structured assessment items.  Deborah Adams, Manager for Enterprise Learning Services, is their client.  Innovative Design Taskforce employs Terica Butler, Federico Gomez, and Dot Hale.

Top Stone created a refresher course for Leadership Values for managers to review instructional material and modeling videos through AutoZone’s learning management system.  Their client is Kevin Thorn, the LMS administrator at AutoZone.  Top Stone’s team includes Linda Sadler, Luther Bradfute, and Suha Tamim.

In addition to the primary project, students are also learning project management.  We follow Lynch and Roecker’s (2007) Project Managing e-Learning: A Handbook for Successful Design, Delivery and Management, which is based on the Project Management Body of Knowledge (PMBOK).  In addition, we supplement with the Fast Forward MBA in Project Management, which has a wealth of examples and templates built in.

On top of the instructional design models from previous courses, including Morrison, Ross and Kemp and Dick, Carey and Carey, we emphasize rapid prototyping as a development model. So, you can see that students are doing a tremendous amount of work and learning.

Here are some previous posts that you may be interested in:

1. Project Showcase April 22 at 6:00 pm in 301 Ball Hall
2. IDT 7095-8095: Invitation to become a client
3. Instructional design & development project showcase

5 keys of Constructivism

• Constructivism is not a theory of learning instead it is philosophy that underlines various theories and combines them to form an epistemology
• Constructivists promote the need for the learner to discover their own knowledge to enrich their experiences
• Other names for constructivism are discovery learning and inquiry-based learning
• According to constructivist, new knowledge acquired by the students must be re-constructed in the learners’ mind which involves eliminating any discrepancies to develop a knowledge structure that is meaningful to the student
• Constructivist practices are usually prominent in science classrooms

Additionally, Tuncer Can stated on a blog post that students in a constructivist environment demonstrate the following qualities: self-controlling, realistic, scientific, and value generator just to name a few.

Before progressing let’s consider the following scenario: An algebra teacher is ready to introduce her students to the concept of pi (3.14) in the geometry portion of the lesson sequence. The students are enrolled in regular education classes and some have a solid understanding of basic algebra, while other students are lacking the necessary foundational skills to be successful with this concept. A constructivist would see this as a valuable opportunity to allow the students to discover the meaning of pi (3.14) through manipulating shapes, measuring shapes, comparing objects, etc.

However, if the students possess limited to no background knowledge of pi (3.14) are they truly able to construct their own knowledge? Will their knowledge of pi (3.14) be totally misconstrued or partially inaccurate? Are these inaccuracies acceptable because the student may have an epiphany and pi (3.14) will transform to knowledge in their minds? Do constructivists take cognitive overload into consideration when learning? How soon does the teacher intervene, since in the constructivist classroom the teacher is the “coach”?

Constructivism is a learning philosophy that has the potential to expand on a concept once it has been grasped by the learner, but if learners have limited knowledge are they able to construct (build) their own learning without the appropriate tool-background knowledge?

Being student centered means you take the needs of your learners first before delivering the instruction. A student centered educator is cognizant about the abilities of their learners and utilizes the instruction to bolster student achievement. When an educator has the students’ instructional levels, behavior characteristics, and effective strategies in their repertoire they are ensuring students are the primary focus from the development of the objectives to administering the evaluation. When learning is not achieved, the student-centered instructor determines the weaknesses and strengths of the learners and devises a plan on “how” to re-teach the concept/skill to achieve learner mastery.

Developing an in-depth knowledge regarding teaching and learning in order to diagnose and remediate instruction instantaneously to prevent frustration during instruction, and avoiding the possibility of a students’ motivation levels plummeting is student-centered instruction. Continuously providing students with motivational techniques to increase their confidence and performance level in the classroom promotes a student-centered environment. According to Dr. Kate Kinsella (2010), the research on motivation and learning states the most critical success factor for students is the ability for them to perceive themselves being successful. It would be quite difficult for a learner to perceive success while struggling to “discover” a new concept!  Delivering instruction customized to your learners needs and sustaining motivation in the classroom are the main ingredients of a students centered learning environment.  All of this can be accomplished in a classroom where the educator skipped the final exam essay question requiring him/her to support the constructivist viewpoint in an undergraduate Educational Psychology class!

References

Cruickshank, D., Bainer , D., & Metcalf, K. (1999). The act of teaching (4^th ed) . Boston, MA : McGraw-Hill.

Can , T. (2007). Constructivist learner. Retrieved March 13, 2010 from Constructivist Education: http://constructivist-education.blogspot.com/.

Kinsella, K. (2010 March). Accountable student engagement in the READ 180 classroom. Webinar presentation presented on WebEX.

Reiser, R., Dempsey, J. (2007). Trends and issues in instructional design and technology(2^nd ed). Upper Saddle River, NJ. Pearson

Guest blogger: Terica Butler is a former middle school reading/language arts teacher. She taught in an urban school setting for six years. After teaching, she transitioned into the role of an Implementation Consultant for Scholastic. She now has the opportunity to serve teachers and students in Memphis, Tennessee and other large urban districts.  Terica is presently pursing a doctoral degree from the University of Memphis. Her interest in education include: urban education, professional development for teachers, instructional design embedded in technology.  After completing her degree, Terica plans to continue improving the lives of teachers and students in school districts across the country!

Here are some previous posts that you may be interested in:

1. What I learned from teaching children and how it changed my instruction
2. Repetition is DEAD, or is it?
3. If I had all the time and money in the world, my elearning would look like this

Diversity

Probably the first thing I picked up from my students is their many differences. Differences in how they speak, act, and of course how they learn. The differences in how students learn are the primary argument of why teachers should differentiate their instruction. The basic definition of differentiated instruction (DI) is when teachers specify their instruction for a particular student or a small group of students depending on their individual learning needs. Despite this fairly universal definition of DI, there are many arguments of how it is best applied and used. In his blog post, “23 Myths of Differentiated Instruction” Mark Pennington discusses some of the different opinions on DI. One of the “myths” of DI that Mr. Pennington mentions is that DI needs to be done through small groups. As Mr. Pennington mentions small groups are important to DI, but it is not the only instructional strategy of DI. I have seen this in my own classroom. Some students really do benefit from small group work, but others do not get as much out of it. I have also witnessed that these differences do not only depend on the individual student, they can differ from day to day. Particularly true with Middle School students, people are always changing and on any given day they may not be as receptive to small group learning situations. The answer that I have found to this phenomenon is to change my instruction up. I believe that some days and for some lessons small group instruction or projects are the way to go, but other days/ lessons should be taught with a more traditional approach or direct teaching method. I have learned from my students that one universal teaching method does not exist and that many different teaching methods should be used.

Flexibility

One of the characteristics that I have come to understand as key to my success as a teacher is flexibility. I am a teacher that loves to have a plan. In fact, I have my entire years worth of lessons decided, tests scheduled, and assignments created before students arrive on the first day of school. Unfortunately, despite my best-laid plans, things change. Unplanned field trips arise, snow days occur (occasionally), and sometimes students need to spend more time on a particularly difficult area. I have to be flexible with my plans to meet the needs of my students. My students have helped me learn that I need to realize that each student has different responsibilities and different things going on in their lives. On several occasions I have had to be flexible with assignment due dates and assigned tests to meet the schedules, family issues, and illnesses of my students. Perhaps Arthus Erea put it best in his blog, “5 Qualities of Good Teachers” (link to http://myfla.ws/blog/2008/05/24/top-5-qualities-of-good-teachers/) when he says, “Learning is not static and you cannot be either”.

Guest blogger: Jeremy Larson is a 7^th and 8^th grade American History teacher at Grace- St. Luke’s Episcopal School in Memphis, TN. He received his Bachelors degree in Elementary Education (K-8) at St. Cloud State University in St. Cloud, MN. While at SCSU, Jeremy also received specialties in Instructional Technology and Social Studies Education. Jeremy is currently working towards his Masters degree in Instructional Design and Technology at the University of Memphis. He is interested in K-12 technology integration and helping school districts bring technology into the classroom.

Here are some previous posts that you may be interested in:

1. What I learned from teaching children and how it changed my instruction
2. Putting it all together: What I learned from teaching adults
3. If you’re creating instruction for the Web, you better be doing these 4 things

Today, I get to spend the day at Union University with Dr. Anna Clifford’s classes. Anna is always so generous and invites me to come visit with her students and share a little of my knowledge with them. For the past few times, we’ve been concentrating on Google Docs. But I think I’m going to throw in a little Wordle this time, too.

Below are the links and resources we’ll be using from my Resource Wiki hosted at PBWorks.

1. Using Google Docs word processor
2. Using Google Docs presentations
3. Using Google Docs spreadsheet
4. Creating forms and quizzes with Google Docs forms

And hopefully, we’ll have time to do a little Wordle, too, to see how we might use Wordle during class.

Here are some previous posts that you may be interested in:

1. Google Groovin’ at Union
2. More Googling at Union
3. Using Google at Union University

Here are some previous posts that you may be interested in:

1. A letter to my students …

Dr. Bill Taylor,

What are your thoughts?  Does your school have a code of conduct for academic honesty?  Is it taken seriously?  Should teachers write letters like this home to students — either for middle school, high school or college?  What about elementary schools?  We’ve all sat through the fourth grade reports on dinosaurs, where each student said the exact same thing.  Or for me, worse yet, is where you can tell the parents did the school project.  Where’s the learning?  What might this letter look like to elementary school students?

I’m considering doing this with my students.  What do you think?  Should I?

Here are some previous posts that you may be interested in:

1. A vision of students today
2. Welcome Dr. Clifford’s Students
3. Trusting your school with the technology may become the issue

I Agree With….

At the beginning of this year, staff members and contributors to eLearn Magazine each described some of their predictions for the year 2010. The first prediction that I agreed with was from Stephen Downes who predicts that the demand for online learning will increase from both the private sector and traditional institutions. I agree with this prediction because the current economic crisis and job situation will compel citizens to take on new positions and roles, requiring them to learn new knowledge and skills. I also agree with Mark Notess’ assessment that higher education institutions will make greater movements towards open source solutions. I agree with Mr. Notess because the economy is forcing many higher education institutions to cut costs wherever they can and because open source options are becoming more accepted and understood by the technological community. Finally, I agree with Jim Hendler’s prediction that the technology gap between students and teachers will continue to expand and widen. I agree with Mr. Hendler because student’s technological exposure and experience continues to grow while many teachers technology learning remains stagnant or does not increase at the rate in which new technologies are developed.

I Don’t Agree With…

From the same eLearn Magazine article, I do not agree with Roger Schank’s prediction that mobile e-learning will go away. I believe that as mobile technologies increase, so will opportunities to learn from mobile devices. I believe that just-in-time learning will become a major form of e-learning on mobile devices. I also do not agree with Hend S. Al-Khalifa’s prediction that portable devices like Smart phones and Nintendo DS systems will make their way into traditional classrooms. I do believe that learning opportunities will increase on devices like these; however, to be implemented into the classroom there would need to be more teachers willing to teach using these devices. I do not think that many teachers are ready to make this leap yet. The final prediction I do not agree with comes from Ignatia Webs. I do not agree with the prediction that pedagogy will overtake technologies role as front and center of innovative learning. I believe that pedagogy should become the primary focus of innovative learning, however technology still offers so much motivation and interest that technology will remain in its central role.

Guest blogger: Jeremy Larson is a 7^th and 8^th grade American History teacher at Grace- St. Luke’s Episcopal School in Memphis, TN. He received his Bachelors degree in Elementary Education (K-8) at St. Cloud State University in St. Cloud, MN. While at SCSU, Jeremy also received specialties in Instructional Technology and Social Studies Education. Jeremy is currently working towards his Masters degree in Instructional Design and Technology at the University of Memphis. He is interested in K-12 technology integration and helping school districts bring technology into the classroom.

Image courtesy of iLounge at http://www.flickr.com/photos/ipodlounger/4310067280/

Here are some previous posts that you may be interested in:

1. It’s more than convenience. Online instruction needs help.
2. Warning: Constructivists read at your own risk!
3. If you’re creating instruction for the Web, you better be doing these 4 things

During my first year in the classroom, I approached teaching in the same manner that I had been taught during my days as a student.  As a student, I sat at my desk, listened to the teacher lecture, completed end of the chapter questions or worksheets, and spit all of that knowledge back out on a multiple choice or true/false test.  Once I was in charge of my own classroom, I found myself using the same direct instruction method.  I recall from previous readings in Steve Alessi and Stan Trollip’s  Multimedia for Learning, proponents of behavioral and cognitive theory treated learners like a bucket that information and knowledge were to be poured into.  I now realize that I approached teaching in the early stages of my career in the same manner.

While teaching class one day during my first semester, a student raised his hand in the middle of my riveting class lecture and asked a question that changed my style of teaching for the rest of my career:    “Ms. Conger when will we actually do something in here other than reading the book, answering the questions at the end of the chapter, and taking tests? ”  I didn’t have an answer; I think I was too stunned to answer his question.  I had been so caught up in covering the material in the textbook and getting the required number of grades recorded for the grading period, I hadn’t stopped to consider if what I was teaching was actually being comprehended outside of a multiple choice or true/false test question.  However, from that day forward, I was determined to making learning for my students a more active process.

I was suddenly progressing from the world of behavioral and cognitive teaching theory into the world of constructivist learning and teaching theory.  I searched for and found motivation from other educators such as Edie Parrott and Vicki Davis who are active educational bloggers and experienced educators.  Even though we don’t teach the same subjects, we could all relate to many of the same classroom management issues and could also share some of the same lesson plan ideas which could be revamped to suit our individual courses.  An example would be the PSA lesson plan available at Edie Parrott’s blog.  This particular lesson relates directly to the course competencies as set by the Tennessee Department of Education for one of the classes I taught, Advertising and Public Relations.

Not only did my teaching style change, there was also a notable change in my students.  They seemed to be more motivated and were active participants in the learning process much like the students in this image.  The students were coming to school early and staying late to work on projects for local businesses and practice for regional, state, and local business competitions.  It certainly was a change from my initial days as an educator and definitely a change for the better in regards to the learning experience for my students.  Learning in my classroom had transformed into an active process which allowed the students to connect what was taking place inside our classroom to the real world of business outside the walls of our school.

Guest Blogger: Kristy Conger worked in the classroom for seven years as a Marketing Education teacher/ Work Based Learning Coordinator in the Henry County School System. She also taught computer literacy courses through the Adult Basic Education Program, and currently works as an Academic Technology Consultant for the University of Memphis.  Kristy received her BS in Business Administration with an emphasis in Marketing from the University of Tennessee at Martin. She is currently pursuing her Master’s in Instructional Design and Technology at the University of Memphis. After completing her degree, she would like to return to teaching in some capacity and perhaps work within a K-12 setting in an instructional technology role.

Image courtesy of Adam Seering at http://ocw.mit.edu/ans7870/hs/guitar/su06/imagegallery/pages/DSCF0014. html

Here are some previous posts that you may be interested in:

1. What I learned from teaching kids and how it changed my instruction
2. Putting it all together: What I learned from teaching adults
3. If you’re creating instruction for the Web, you better be doing these 4 things

(Even as I Google “Wikipedia Controversy,” the first entry was a Wikipedia entry! It is about a person who was editing on the popular site and wrote that a well-known journalist actually had been a suspect in the assignations of his friends JFK and Robert Kennedy, Jr. The post remained up on Wikipedia for four months, subsequently, tarnishing the journalist’s image-and hurting his feelings–of course. There are many more stories like this, most are quite entertaining.  If you are bored, Google: “Erdosville, Nebraska” or “Shane Fitzgerald”.)

Back to the topic at hand.  There are two conflicting sides to this well-known internet encyclopedia: To trust or not to trust.

Those leading the charge that Wikipedia is not to be trusted believe as John Bambenek (who was listed as a sex offender for over an hour and a half on Wikipedia and was later deleted because he was not ‘notable’ enough). He argues that the people who edit the site, themselves, are untrustworthy, “Business people and executives are generally far too busy to edit. That leaves a small subset of people… generally not experts in what they are editing…”  He goes on to state, “The fact is that Wikipedia is untrustworthy as anything other than a quick place to look to find other sites with reliable information.”  My personal argument is that the editors are unpaid. You get what you pay for.

The nay-sayers’ argument begins and ends the same: anyone and everyone can edit.

Molly Lewis sums up her experience with Wikipedia in song,

Click here to view the embedded video.

Supporters of the website are just as passionate, though none admitted to being accused of a heinous crime on the popular site. One supporter of Wikipedia, who wrote on Tech Savvy Teachers stated,” all sources (since they were created by people) can have errors and should be evaluated. Wikipedia can (and does) contain errors, but so does the Encyclopedia Britannica and many other sources.” Another positive feature of Wikipedia is that it is easy accessible and readily available in so many languages.

As Michael, from NBC’s The Office, so eloquently and optimistically states:

Click here to view the embedded video.

In addition to its supporters, the journal Nature researched and concluded that Wikipedia’s entries are about as dependable as Britannica’s.

Nonetheless, the teacher quoted above also agrees with Bambenek, “Basically my policy (and I believe many other teacher’s) is that Wikipedia is a great source to get basic information, but don’t use it as a cited source.”  Many believe Wikipedia has a place. A starting place.

So, as both sides agree on at least one thing, I believe we shouldn’t have to worry about a Wikipedia World War –of course, we could edit history ourselves and see how long it lasts.

As you decide for yourself to Wikipedia or not, there is one more important aspect to consider. Remember that Britannica charges a $60 a year for online access, given that it has to pay thousands of dollars to edit articles for accuracy, and, since Wikipedia is edited by the masses on a volunteer basis, it is offered free.

However, feel free to donate. They will accept money (in any language).

Guest Blogger: Logan Prevette has been an elementary school teacher for the past seven years working with second and third graders. She received her bachelor’s degree from the University of North Carolina in 2003 and worked in N.C. for five years. She recently moved to Memphis and is currently working on her graduate degree from the University of Memphis in IDT. She plans to stay in education (in some fashion) after the completion of her coursework. She will probably never be deemed notable enough by Wikipedia editors.

Here are some previous posts that you may be interested in:

1. 400 friends? Confirm or ignore?
2. Matching new literacies with new learning environments
3. 3 predictions I agree with and 3 I don’t … and why