EdTech 512: Design the Course Site

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To help put your preview in context, the online course is for grade 4 students and the course is delivered in Spanish.  The project site is in English, but the student site is in Spanish.

Project Site: La Clase del Maestro Dann

Student Site: La Escritura para estudiantes de 4

Sorry, no time for creativity.  This is the latest that I have ever turned in an assignment.  There were some abstract concepts in this module that I had trouble getting my head around.  Additionally, it did not help that my wife and I were in the midst of a move this week. We just bought a kitchen table and it serves as our desk for the time being and the chairs are the only furniture we have for sitting.  This post is me trying to persevere.  Here are the questions I need to address.

In what ways did you use type to draw attention to important content or to organize your materials?

From the start, when I began to build a project site, I used a template in Google sites.  The template came with a lot of graphic features. There were some icons that were not appropriate for the message that I wanted to convey, so I found some on Creative commons that were acceptable and I replaced the template icons.  I also added my photo in the header so the students can identify me with the course.  I selected a font in the header according to the instructions that were given this week.

As far as the LMS, I am completely limited by Edmodo for making any design changes to the class site.  The only distinctions I can make are the types of posts that I make, and they don’t even offer image files to be uploaded. Therefore, I contacted Professor Hinck and we came to a consensus that I would make a sister-site to the project web-page, which would be accessed by the students.  Fortunately, I was able to copy the project site, so most of the design features are consistent between the two sites, only the delivery language changes between the two sites.

How do the shapes that you used help convey your message? What colors did you use and why?

As I mentioned in the previous question, the template offered many icon images that were acceptable for how I set up my site, but there were a couple that did not go along with the menu selections, so they had to be changed.

In response to color selection, at first I was only writing in default, paragraph html, but I would used bold and change the size and color of the font to give it variety.  I later decided that color coordinating is not my strong suit so I started using the heading codes that go with the template.  I saw a big improvement in color coordination and contrast.  The headings also provided nice lines of separation to section off each individual sub-heading.

Explain in detail what you did in your design to address contrast, alignment, repetition, and proximity

In the previous question I addressed contrast, but since my theme has a white background, it is pretty simple to choose a font color to contrast it.  The colors I had originally chosen were not of bad contrasts, they just didn’t match the rest of the theme.  Once I started using the tiered headings, the colors not only had a good contrast, but also matched the site.

The alignment, repetition, and proximity were features that were very simple to work with because of the template.  The content lined up nicely to the left with adequate space given to the sidebar.  I used bullet and intentions to offset some of the information below each subtitle.  Also, each new page that was created already took on features from the template.  I made a point to follow as much consistency on the headings and sub headings as possible.

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Edtech 541: Video Reflection, Benefits of Video in Learning Environments

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This type of reflection was more challenging because I had to consider the best way to produce a video with the requirements: appearing in the video and also showing graphics.  This is what I came up with for the video reflection.

Death of Powerpoint?

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Flickr CC by Wesley Freyer

Has PowerPoint revolutionized humanity to the point that it will be endured as the turning point of human ingenuity, or is it merely a ripple in the consciousness of humanity?  Likely, most users and viewers of PowerPoint have not contemplated the infinity or decline of this tool, but I have been challenged with considering the relative advantage of using it in the classroom.  As I read through resources regarding the effective use or advantages of using PowerPoint, my mind tended to lean toward a more philosophical consideration of how it will stand the test of time.

Please don’t judge me of any disposition against PowerPoint for I do use it as an effective tool in the classroom.  One of the clear advantages that I have observed is the visual power that it offers.  As I work with English language learners, I see that long wordy dictionary definitions are practically useless, when all my students need are visual connections to the meaning of a word.  I have used PowerPoint effectively for these purposes.  Other advantages include: the relatively user friendly access,  the ease of digital sharing, the motivational stimulus of the audience, and a great format for organizing content (Teachnology, n.d.).

One dilemma in determining the longevity of PowerPoint has to do with the educational transition from teacher centered  to student centered instruction. The more teacher centered a classroom is, I believe the effectiveness of PowerPoint will decline.  The more student centered a classroom is, I believe PowerPoint still has a lot of potential.  Students that are encouraged to create in PowerPoint will benefit more from the learning experience than just being a mere spectator. In addition, these students also need to be taught presentation techniques so they don’t make the infamous dreaded PowerPoint presentations.

For teachers, I believe the essence of PowerPoint has seen its “heyday” for offering the audience a novelty.  Of course, it can be used as a canvas for any creative design and presentation that can still “oooh” an audience, and PowerPoint has also adapted advanced feature that offer more bells and whistles, but the idea of putting a quadratic presentation in front of a group of students has lost some of its zing.  This, perhaps, might be related to the poor use of PowerPoint by teachers through the years, but it could also be related to emerging technologies.

The amount of people-power required to make something visually stimulating and engaging is often more than what a solo teacher can give.  Take for example the overhead projector and the VCR of the 80’s.  For the production in the VCR, a team of people worked diligently to create something entertaining and visually engaging.  One teacher with the overhead projector was not able to compete on the same level of entertainment, and the visual engagement was lacking.  However, the teacher did have the advantage of engaging in real time with humanistic interactions that appealed directly to the learner.  Nowadays, PowerPoint cannot compete with visual and audio rich media that is easily available, but the teacher still has the advantage of making a humanistic connection while using PowerPoint as a tool.

John Fiske, author of “Understanding Popular Culture”, states, “To be made into popular culture, a commodity must also bear the interest of the people” (Fiske, 2010).  This idea more than anything influences my thought that PowerPoint may eventually fade in importance.  The teachers that use it, will possibly lose interest due to the time consuming quality it has to not only create, but to stay current.  The students that view it and make it, already seem to be losing interest and opting for more rich media options such as YouTube.  Also, there are other web based tools, like VoiceThread and Prezi  offer other stimulating features and are starting gain popularity.  These web based tools along with Google tools offer the advantage integrating presentations easily on the web and it is easier on the budget.  PowerPoint has attempted to adapt, but is it going to be enough for….. oh, let’s say 100 years.

Reference:

No author specified. (n.d.). PowerPoint In the Classroom. TeAchnology. Education. Retrieved September 30, 2012, from http://www.teach-nology.com/tutorials/powerpoint/
Fiske, J. (2010). Understanding Popular Culture. Taylor & francis. p.19

 

Intercultural Analysis of Supply, Demand, and Trade

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Intercultural Analysis of Supply, Demand, and Trade

 

This project started with the notion that students will be more engaged in the learning process, if they are required to collaborate online with students on another continent.  Follow the following link above, to review the cross-cultural challenge that we have created for our students.

This project satisfies the following AECT standards
 
  • 1.1.a Utilize and implement design principles which specify optimal conditions for learning.

    1.1.1.a Write appropriate objectives for specific content and outcome levels.

    1.1.1.d Compare and contrast curriculum objectives for their area(s) of preparation with federal, state, and/or professional content standards.

    1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.

    1.1.2.c* Integrate information literacy skills into classroom and media center instruction.

    1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

    1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

    1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

    1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

  • 1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.
  • 1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.
  • 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
  • 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.
  • 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
  • 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.
  • 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
  • 1.4.d* Describe and/or document specific learner characteristics which influence the selection of instructional strategies and resources within the media center.
  • 1.4.e* Describe and/or document specific learner characteristics which influence the implementation of instructional strategies and resources within the media center.
  • 2.0.1 Select appropriate media to produce effective learning environments using technology resources.
  • 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
  • 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.
  • 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.
  • 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.
  • 2.1.1 Develop instructional and professional products using a variety of technological tools to produce text for communicating information.
  • 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
  • 2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
  • 2.2.1 Apply principles of visual and media literacy for the development and production of instructional and professional materials and products.
  • 2.2.3 Use appropriate video equipment (e.g., camcorders, video editing) to prepare effective instructional and professional products.
  • 2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.
  • 2.3.2 Design, produce, and use digital information with computer-based technologies.
  • 2.3.3 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer-based instructional materials.
  • 2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.
  • 2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.
  • 2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.
  • 3.0.2* Use automated processes and technologies related to school media center operations.
  • 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.
  • 3.1.3* Provide services and resources to all users in all formats that support curriculum needs and recreational reading interests of the students and teachers that are consistent with the mission, goals, and objectives of the local school community.
  • 3.2.2* Publicize the value of school media programs within the school, community, and local school district.
  • 3.3.1 Use appropriate instructional materials and strategies in various learning contexts.
  • 3.3.5* Use automated processes and technologies related to design, production and implementation of instructional materials and information systems in the operations of the school media program.
  • 3.4.1 Identify and apply standards for the use of instructional technology.
  • 3.4.2 Identify and apply policies which incorporate professional ethics within practice.
  • 4.0.1 Demonstrate leadership attributes with individuals and groups (e.g., interpersonal skills, group dynamics, team building).
  • 4.0.3* Develop a collaborative working relationship with school administration and staff which results in a strong understanding and widespread use of the school media program.
  • 4.3.1 Apply delivery system management techniques in various learning and training contexts.
  • 4.4.2* Apply a planning process for the development of school media programs using tools such as flowcharts and timelines.
 

Cross-Cultural Supply and Demand: Forum

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Mr. Dann Mosteller

Mr. Dann Mosteller
9th Grade English Teacher
King Faisal School
Riyadh, Saudi Arabia

Welcome to the information forum

Cross-Cultural

Supply and Demand

Jump to Saudi Student Forum
Jump to Michigan Student Forum

This forum is where you will access important resources and instructions for completing assignments that are related to supply and demand and inter-cultural collaboration.  The activities and assignments have two primary goals (objectives).

  1. You will develop research skills while learn about supply and demand, which is the topic you will discuss with other students in other countries.
  2. You will practice your communication skills in a real world cross-cultural situation.

Before we start the main activity, it is important that you are familiar with some basic concepts of supply and demand.  Use the following resources to help you complete one of the tasks that follow.  You must complete at least ONE of these tasks.

  1. Read Simple Economics: Demand and Supply Affect Gas Prices by Trevor Shipp of Financial Nut.  This article clearly explains the relationship between Saudi Arabia and the USA as it relates to supply and demand of petroleum products.  Re-read it as necessary to complete the following task.
  2. Watch Real World Economics – Simple Supply and Demand by Blessed_Hope in Daily Motion. This 15 minute video gives excellent information about the relationship of supply and demand and how it is affected many factors such as  costs, quantity, producers, the government, and the consumers.
  3. Read halal_market_pathfinder_en of Global Pathfinder Report of Agriculture and Agri-Food Canada.  This report informs about international distribution of halal food markets, which distribute primarily to Muslim consumers because of religious and cultural regulations about acceptable types of foods.  This is a growing market and distributors a working hard to meet the demand.

Food For Camping Trip

This activity will require you to collaborate online, meaning you will be communicating with other students using the internet.  In addition, you will be interacting with students from another country. Here are some guidelines for communication in this cross-cultural platform.

  • This communication will be seen in public places, where other students and the teacher can see.
  • It is important that your communication is appropriate for the activity.
  • Because of the 8 hour difference in time zones, your communication will be written (if this is a problem please contact your teacher for an alternative).
  • Personal questions and written conversation are allowed, but the primary purpose of the forums are to complete the tasks in the assignment link below.
  • Because this is a cross-cultural discussion, sensitive issues, like religion, should not be part of the discussion unless it relates to personal choices, for example,  prohibited food.
  • For more information about appropriate online behavior and the teacher expectations, watch the following video.

For Instructions Click on the Link “Food For Camping Trip” (There are a total of 10 slides)

For those who would like to hear the teacher’s description of this assignment you can watch this video.

To respond to both tasks in this activity, go to the appropriate forum below:

Final Assignment

Now that you and your cross-cultural partner have completed both tasks of the “Food For Camping Trip” assignment, you will have one more task to work together to complete.  Follow the instructions below:

  1. The teachers will create a new blank presentation for you and send it to both your e-mails. Together you will make a full presentation while using the comment section of the presentation. Click on this link if you need help for using Google presentations.  Both you and your partner will have access to edit the document by adding information from the list of tasks at the end of these instructions.
  2. Choose one food product from either lists that you and your partner wrote for the “Food For Camping Trip” assignment, the product has to have a label.  Look for the distributor information on the label as a starting point for your research.  See step #3 for more information.
  3. Research:  The research of this assignment is what is most important.  For tasks 3-8 listed below, you will need to search for information or even go to your local supermarket to ask the shipping manager or the store manager.  For each slide you should use the following guide to explain how you did your research.  Even if you can’t find the information, explain your research and how you tried to find the correct information.
      • Where did you search for or find information?
      • How many places did you look for the information?
      • How long did you look for the information ?
  4. When your team finishes the presentation, click “share” to copy the link and paste the link in the comment section below (See tutorial).  Only one partner will copy the link to your presentation in this page. Below the link write your name and the name of your partner.
  5. The presentation should have one slide for each of the the following tasks (1-10).  You and your partner can divide these tasks so that each of you don’t have to do all of them.
    1. Title, Names of Student Partners, Name and Picture of the product
    2. Name of the company and name of the distributor (Sometimes the company and the distributor are the same, but many times they are different companies, especially for foods distributed internationally)
    3. Where was the food produced, prepared, and packaged?
    4. How was the food shipped to your country or state?  How long did it take?
    5. How was the food delivered to your local store?  How long before the workers put it on the shelf?
    6. How many other similar products are at your local store?  How much do they cost?
    7. How much is sold per week or per month?  How does it compare to similar brands of the same product?
    8. How do the distribution and price of the product or similar products compare in both countries?
    9. Student A written reflection: Describe the process of researching the tasks that you completed, or, describe the effect of supply and demand on this product in your region.
    10. Student B written reflection: Describe the process of researching the tasks that you completed, or, describe the effect of supply and demand on this product in your region.

Don’t forget to copy the link to your finished presentation below.

See the Asynchronous Lesson Rubric  by Dr. Kerry Rice For a list of AECT Standards covered with this assignment.

502 Web Pages

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This post is dedicated to the semester long course (Spring 2012) of EDTECH 502, Internet for Educators. Dann Mosteller’s EDtech 502 Web Page

When I started out this semester, I had never made a web page and I was not familiar with the XHTML code language and the Cascading Styles Sheet formatting.  This part of the learning process was a challenge in the beginning, but as the semester progressed, I became more familiar with the code and I was able to problem solve my way through many layout and design situations.

Also, as I went deeper into the course the tasks became more challenging, which required much planning, research, and development of the content.  This became the most time consuming part of the course, but as a result, I have satisfied more AECT standards based on the design of the content and the instruction.

The following AECT standards were met in this course:
  • 1.1.a Utilize and implement design principles which specify optimal conditions for learning.
  • 1.1.1.a Write appropriate objectives for specific content and outcome levels.
  • 1.1.1.b Analyze instructional tasks, content, and context.
  • 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
  • 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.
  • 1.1.2.c* Integrate information literacy skills into classroom and media center instruction.
  • 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.
  • 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).
  • 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.
  • 1.1.4.d* Organize, classify, and maintain bibliographic records within the media center to ensure efficient access to resources for students and teachers.
  • 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
  • 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
  • 1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
  • 1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.
  • 1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.
  • 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
  • 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
  • 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
  • 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.
  • 2.0.1 Select appropriate media to produce effective learning environments using technology resources.
  • 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
  • 2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
  • 2.2.1 Apply principles of visual and media literacy for the development and production of instructional and professional materials and products.
  • 2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.
  • 2.3.2 Design, produce, and use digital information with computer-based technologies.
  • 2.3.3 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer-based instructional materials.
  • 2.3.4* Incorporate the use of the Internet, online catalogs and electronic databases to meet the reference and learning needs of students and teachers.
  • 2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.
  • 2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.
  • 2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.
  • 2.4.5 Develop effective Web pages with appropriate links using various technological tools (e.g., print technologies, imaging technologies, and video).
  • 2.4.7 Use appropriate software for capturing Web pages, audio wave files, and video files for developing off-line presentations.
  • 2.4.8* Prepare instructional materials, bibliographies, resource lists for instructional units, and other materials as appropriate to support students and teachers.
  • 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. (KFS)
  • 3.4.1 Identify and apply standards for the use of instructional technology.
  • 3.4.3 Identify and apply copyright and fair use guidelines within practice.
  • 3.4.4 Identify and implement effective policies related to the utilization, application, and integration of instructional technologies. (KFS)
  • 3.4.7* Identify and apply contemporary laws related to copyright, fair use, and intellectual freedom in the school media program.

503 Instructional Design Project

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The following link provides a descriptive outline of my ID project.  The learning goal is as follows: A group of K-12 instructors and administrators will be able to effectively make online surveys and quizzes using Polldaddy, after they take 3 sessions of one hour instruction.  The document lists the AECT standards met with this project.

503 ID Project: Polldaddy

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