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  • TLT 406, Summer 2010 - Course record
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Session 1 - Monday, 17 May

Before class

  • If possible, get your hands on the textbook: Smaldino, Lowther, & Russell (2009) Instructional Technology and Media for Learning (Pearson Prentice Hall)
  • If possible, review the materials in CourseSite and linked from the wiki

During class

  • Getting things started, hands-on style
    • First, you're going to play 'Choose your own adventure.' Find a partner and start on this page to learn about the characters, then follow the wiki instructions from there.
    • Discussion: How did what you just interacted with accomplish the task of teaching / learning about the Holocaust?
    • Second, you're going to read about Harry Potter, or a relative: Lily. Browse about a bit here
    • Discussion: Did what you just read have anything to do with English class? Creative writing?
  • Technology, teaching, and learning...and unlearning
  • Introductions
  • Looking at the course architecture: textbook, CourseSite, this wiki, eportfolio
  • Review of syllabus, assignments
  • Initial WTL post: "I'm excited to do _, dreading doing __, and have not a clue what __ means."
  • Discussing upcoming assignments
    • 'Opening your toolbox'
    • 'Technology through another's eyes'
  • Acclimating to our environment: Macs for PC users, hardware & software 101, living and dying with LU's wireless

After class

  • Reading: Pierson, 2004 (via CourseSite); SLR, Ch.1
  • Assignments: WTL, complete 'Opening your toolbox': template ; example . Start looking for a participant for 'Technology through another's eyes.

Session 2 - Wednesday, 19 May

Before class

  • Complete reading and assignments (above)
  • Turn in 'Opening your toolbox' assignment to CourseSite. If you're having trouble with this, let the instructor know and email in your assignment. (If you have a hard copy, just turn it in on paper during class.)

During class (ppt )

  • Housekeeping: Problems with 'Opening your toolbox'? Any challenges to getting someone to work with for 'Technology through another's eyes'?
  • Hands-on with Web 1.0
    • Making a webpage in 30 seconds or less
    • Putting your page on the web--I'm going to demo this, but you can check my work: is my page at boo.html ? boo2.html ? boo3.html ?
    • Making your webpage oh-so-special
    • Making your webpage interactive--again, I will demo this, but here's the file I'm working from: textdemo.html .
  • Hands-on with Web 2.0: Playing with Google Docs and Sites. Two ways to enter--choose from:
    1. Straight through Google (requires a Google account): sites.google.com or docs.google.com , or
    2. Via Lehigh's Google App server (just use your Lehigh account): sites.google.com/a/lehigh.edu. docs.google.com/a/lehigh.edu
  • You are invited to use Google Sites as your tool of choice for building your WebQuest. (You may of course use other tools if you wish.) Here are some samples for you to get a sense of what you will need to do
    1. Dinosaurs
    2. Colonial Williamsburg
  • Hello to ePortfolio .
    • Some examples of portfolios--see for specific assignments (e.g., webquests). Note: You probably need to be logged in to the E-Portfolio system before you will be able to see these.
  • Discussion of ePortfolio setup assignment.

After class

  • Reading: Keeler & Langhorst, 2008; SLR, Ch. 7
  • Assignments: WTL, begin ePortfolio setup, complete 'Technology through another's eyes'

(Monday, May 24 - No class - Lehigh commencement)

Session 3 - Wednesday, 26 May

Before class

  • Complete and turn in 'Technology through another's eyes'; if you need more time on this, let me know.
  • Try out ePortfolio (eportfolio.lehigh.edu), if you get the chance.

During class (ppt )

  • ePortfolio setup & troubleshooting Q&A (Ilena Key); invitation to try Mahara (mahara.cc.lehigh.edu )
  • Down the rabbit hole of WebQuests
    • Recap of Smaldino, Lowther, & Russell's discussion of internet affordances / limitations
    • A little backstory and contextualization of WebQuests / Quest Garden
    • A WebQuest about WebQuests--we need to form groups of 3-4 and then, as a group, pick one of the following
    • Discussion of the WebQuest assignment and process: topic, resources, instructional materials plan, WebQuest
    • In your WTL thread: Quick brainstorm of WebQuest topic.
    • Search, sites, and spreadsheets
      • Things teachers should know about search: Filtering , advanced search , and custom search engines
      • Evaluating what you find: Resource evaluation sheet (and spreadsheets)
        • Two things I want you to do in the assignment: automate the math and work across sheets
      • Organizing what you find: spreadsheets & online bookmarking. I use delicious ; others are fine, too.

After class

  • Readings
    • Webquest materials folder
    • SLR, Ch. 2
  • Assignments
    • WTL--revisit/revise your WebQuest topic brainstorm?
    • Attempt (complete?) ePortfolio setup
    • Begin web resources database assignment
    • Begin instructional materials plan

Session 4 - Friday, 28 May

Before class

  • Do the reading--take your time looking through the WebQuest materials.
  • Assignments: Don't forget to let me know if you are ready for me to look at your ePortfolio (or Mahara) site by posting the URL in the CourseSite assignment submit box.

During class (ppt )

  • Housekeeping: Checking in on WebQuest, web resource database
  • Basic principles of design
    • An opening vignette
    • "Design" -- what are we talking about? Visual design, sound design, set design
    • A pretty good set of fundamental principles: CARP (Robin Williams)
    • An opportunity to snark...and maybe learn something? Vincent Flanders' Webpages That Suck ; my own personal candidate (not accepted!) for the Daily Sucker.
    • And a reminder that a lot of design judgments have a cultural basis....
    • And an endcap to that opening vignette: A lesson about audience.
  • Getting started with slideware
    • Meet another...challenging...powerpoint.
    • A fun send-up of powerpoint reflexes--remember the Gettysburg address ?
    • Lots more editorializing to be found--a good overview here, by Lorraine Elder at N. AZ. But you get the point: Bad ppt is bad.
    • Making good ppts
      • CARP
      • Fine-tuning master templates. I made a video about it. Lucky you.
      • When presenting (or having students present), give a handout. 
    • Looking ahead to your slideware assignment. Who in the room is a Master of Powerful Points? Who needs some help with this?

After class

  • Reading: SLR, Ch. 3
  • Assignments: Finish web resource database assignment, submit via CourseSite. Work on instructional materials plan.

Monday, May 31 - no class - Memorial Day

Session 5 - Wednesday, 2 June

Before class

  • Complete web resource database; if you haven't already, please submit your ePortfolio / Mahara URL.
  • Play a little with PowerPoint (or the slideware of your choice). You might also want to check out Google Present. You might also be interested in Prezi.com.

During class (ppt )

  • Discussion of copyright assignment
  • Copyright, copyleft, fair use, and tolerated use: What teachers should know; what teachers and students ought to do (?)
  • Text editors: What do you already know? What do you want to know? What do you need to know? I will demo comments, track changes, complex tables, and images/textboxes. Feel free to follow this up with questions in the "Help Me!" forum.

After class

  • Turn in EITHER your instructional materials plan or your copyright presentation
  • Reading: SLR, Ch. 4 & 5. Optional: Langran, Langran, & Bull on copyright.

Session 6 - Friday, 4 June

Before class

  • Complete EITHER your copyright presentation OR your instructional materials plan, post it to the correct spot in CourseSite
  • Read SLR Ch. 4 & 5; think about your instructional materials plan as you do this.

During class (ppt )

  • Housekeeping: Nothing graded since the last time I saw you...
  • Conceptual work
    • Teacher- vs. student-oriented uses of tech (TOTs and HOTs?)
    • Looking at the context of image use: What's 'teacher-oriented'? What's 'student-oriented'?
    • Image activity: 5-picture charades.
    • Editing activity: Wooden Person's Day at the Beach. You will need some files (Start.psd , Hats.psd , Basket.psd ) and an image editor (we'll be using Photoshop; feel free to use GImP or others).
    • Other things to do with images/graphics: make a digital movie (next week), make a concept map, make a poster.

After class

  • Reading: SLR, Ch. 9; feel free to borrow or look at chapters from Teaching with Digital Images.
  • Assignments: Complete EITHER your instructional materials plan or your copyright presentation
  • Do some WTL
  • To prep for Monday: Experiment with audio! If you don't have an audio editor, try out Audacity: audacity.sourceforge.net .

Session 7 - Monday, 7 June

Before class: Prep and turn in your copyright presentation OR instructional materials plan, whichever is left

During class - Dr. Bishop will work with you guys on AUDIO

After class

  • Read SLR, Ch. 10
  • Assignments: WTL & work on webquest

Session 8 - Wednesday, 9 June

Before class - post something about your audio experiences, so I have a sense of what you did on Monday....

During class (ppt )

  • Video task groups
    • Turning your 5-picture charades images into a digital movie: Get your images from CourseSite, make a movie in the editor of your choice
    • Video camera folks: Make a video tour of at least 3 points in Iacocca Hall. Feel free to be nonsensical. But be brief
    • Webcam folks: Do the book conversation from Monday again. Feel free to shift the medium to film, if you like (i.e., "One film that everyone should see"). Be brief.
    • Jing folks: Explain how to do something on the computer: How to make a document in Google Docs? How to search for things on the internet? How to find CreativeCommons-licensed images on flickr? Whatever you do, keep it brief.

After class

  • Reading
    • SLR, Ch. 11
    • Digital video articles, by interest
  • Assignments
    • WTL
    • Experiment with digital video
    • Think about / work on your demonstration video assignment (due next Wed)

Session 9 - Monday, 14 June

Before class

  • Experiment with digital video and work on your demonstration video assignment. Remember that there are easier and harder routes, and that the assignment requires just a snippet of video at the beginning and the end -- the rest can be static images.
  • Work on your webquest
  • Do WTL
  • Read SLR, Ch. 11 and selected digital video articles

During class (ppt )

After class

  • Assignments
    • Complete digital video assignment and turn in. If you ended up putting it online, just give me the URL and the handout. If you created a video file, turn in the video file and the handout. If you're having trouble getting the video file small enough to turn in, try zipping or compressing it, or perhaps rendering into a lower-res version.
    • Work on webquest
    • Do WTL
  • Reading: SLR, Ch. 8. Optional: Check out the Pew Internet and American Life project reports linked from CourseSite. Again, they're dated but still extremely useful reference points.

Session 10 - Wednesday, 16 June

Before class: Complete and turn in video assignment

During class (ppt )

  • Big housekeeping announcement: No required class on Monday, 21 June. Use it as lab time; come and work / consult as needed.
  • TONS of links, and they're all in the ppt. Topics =
    • Technology & access/quity
    • Technology & class, culture
    • Internet safety

After class

  • Reading: Follow a couple of links from the ppt (or Google) into a couple of topics that interest you.
  • Assignments
    • WTL
    • Work on WebQuest
  • REMINDER: LAB SESSION ON MONDAY, 21 JUNE

Session 11 - Monday, 21 June - NO CLASS - LAB TIME

Session 12 - Wednesday, 23 June

During class - no ppt, just the links below

  • SmartBoard time -- what is this? Is this a visualization tool?
    • Smartboard demo, using this file .
    • Use it like a white board or overhead ... not a big deal. Some logistical value-added
    • Use it as a set of interactive maps ... I think this is a big step forward from pull-down maps, Google Earth, etc.
    • Use it as a flexible concept map, a media mixer
  • Visualization: What's so important about this? Let's see this applet about Integer Cars .
    • More like this, please: A company called ExploreLearning out of Charlottesville, VA does this sort of stuff--lots of interactive applets for math and science with lots of visual content.
  • Something you're familiar with: Concept mapping.
  • SketchUp is actually intended for use in building models of structures. For example: 3-D buildings in Google Earth .
  • GIS (geographic information system)
    • What it is: A data analysis tool -- this time it works between data sets and MAPS (and consider that a map is just a specific type of visualization)
    • The tool I'll be using is AEJEE -- get it here, read more about it. It's Java-based, cross-platform, and free. The positive features of it stop right about there.
  • Fathom
    • What it is: A data analysis tool. You give it numbers and it lets you play with them.
    • Where you can buy it: Key Curriculum Press.
    • Why I think it's worth looking at
      • Working back and forth between tables of data (e.g., spreadsheets) and graphs (visualizations of data)
      • You can use it so fast and intuitively that it opens up new options for whole-class instruction, if nothing else.
        • Example: Predict - Observe - Explain model from science education...now available in social studies flavors!!
  • GapMinder -- interactive visualizations of data, but it's (currently) display-only; you can't input your own data. But note the ability to look across time.
  • VisEyes : The idea is to build an online tool that allows you to roll together ANY data and ANY visualization, adding as much or as little interactivity as you like. Let's take a look at Thomas Jefferson's travel between Monticello and Poplar Forest . Or look at his mail while ambassador to France.

Wrap up

  • Final assignments: Due Friday. I have a little wriggle room, so ask for more time if you need it.
  • Course evaluation: There's the usual paper forms plus this anonymous webform . You can use the latter at any time.
  • ...and a comment on classroom management (and visuals!)
  • Graduation exercise

...go back to top?

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