This Blog is Retired.

I was just checking out the new Stats function on Blogger, and discovered that this old defunct blog still gets regular visitors.  Well, just so you don't completely waste your time, I'm going to give you links to my more current, living blogs.

Hope to see you there....

Just something from on the wall in the IDET lab.

Visual Design - C.R.A.P.
Robin Williams

Contrast

The concept of keeping the elements of a page which look visually similar apart.  Likewise, keeping elements that appear different together.  This is mainly to make it easy to view and to the visual attraction of the page.

Repetition

The idea of continuing and repeating visual elements of a page.  The goal is add to the organizational strength and sense of unity in a site as a whole, a swell as seperate pages.

Alignment

"Nothing should be placed on the page arbitrarily". Every element needs to be aligned on a page for a reason, whether it is to guide the eyes in a certain direction, or give a good sophisticated look.

Proximity

Then concept of keeping elements which relate to each other close to each other.  This helps the organizational feel of a page and makes it easier to browse.

As nice as this works out as a strategy, it kind of lacks in the anacronym department.  Much like "Citizens for the Liberation and Integration of Terrifying Organisms and their Rehabilitation Into Society" from Red Dwarf.  Not a good anacronym.

10/27/08 Leadership

Find something that would benefit from educational technology leadership, based on what we have talked about in class. Identify an issue in my life that needs some technology leadership. Hand in this week needs - needs assessment, draft of timeline for project. About a paragraph - here's the problem, here's the plan, here is the things that will be delivered.

1. Legal Issues.
2. Teaching issues.
3. Funding issues.

Look at three part Venn diagram from sheingold article.
Proposals best if done by Nov 5th, 10th at the latest.

Next week - meeting up at Eccles Broadcast Center.

Instructional Design 10/09/08

Randy and Lisa do a presentation; Chapter 8, Declarative Knowledge

1. Names and labels
2. Facts and lists
3. Organized discourse

memorized by linking new knowledge to existing knowledge, must be integrated into prior knowledge
mnemonic devices

Instructional design implications

1. establish instructional purpose
2. preview the lesson material
3. stimulate relevant knowledge recall by using advanced organizers and mnemonic devices
4. present material in the best way to process it - mnemonic and images, chunking and clustering, devising generic rules
5. focus attention on important information
6. practice in the way it will need to be remembered
7. give appropriate feedback
8. summarize and review, which clarifies and ensures schema tuning in organized discourse, and gives extra practice for facts, lists and labels
9. assess and recall, not application of material

Names & Labels - present 1 of the 2 elements and have the learner identify the other
Facts & Lists - use verbatim recall
Organized Discourse - paraphrased recall

Concept Learning

The ability to apply knowledge across a variety of instances and circumstances
Compare and contrast
concrete - senses
abstract

INstRuCTionAl DesIgN 10/02/08

zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz, oh, we're doing something. better wake up and start paying attention.

Needs Assessment
look at;

• -what is - existing circumstances
• -what should be - target goal

Instructional Objectives and Performance Objectives

Goal Analysis

• Needs
• Standards (eg NCTM, ISTE, etc)
• Identify types of learning
• Identify intended learning outcomes

Identify types of learning

• given a bank statement and a checkbook, balance the checkbook - intellectual skills, problem solving
• using the shell as a tool, seperate the egg yolk from the white - psychomotor skills
• name the critical parts of a motor engine - verbal skills
• choose to make lifestyle decisions that reflect positive lifelong health concerns - attitude

each skill requires different kind of training.

"The goal or teaching ID is to help the students understand which ID model to use and when to use each model"

similarities & differences among the models

identify instructional objectives based on goals
identify suboordinate skills based on goals

Types of knowledge

• Learn the parts of an engine - declaritive knowledge - verbal skills
• practice assembling a model airplane - procedural knowledge - psychomotor skills
• learn to solve algebra problems by applying the commutative rules - procedure - intellectual skills

Performance Objectives

• condition
• action
• criteria/benchmark

Leadership Agin'

• Fullan Clip


• Discussion Groups


• Whole Class Discussion


• Change Solutions


• Next Week and the following


• Other?
  


• Fullan article about change - adaptive, not easy, no simple answers and conflict necessary to force change.
  


• Change is a living thing - compares to a living organism. Dynamic, constant state of change. (Last week Sheingold talked about same thing - tension between things).



• No cookbooks, no silver bullets. There is no single way that will work for all, or sometimes any other, situation. A system needs to be tweaked and adapted for a new situation or place.



• Knowledge, creation, explicit knowledge (hard data, facts, numbers) and tacit knowledge (knowledge about personalities in and of the classroom, who will want to answer each question, who will use the hall pass a bazillion times).



• Formal planning, restricts creative abilities, they don't buy into it, don't take ownership.



• Middle Managers - they are interpreters - take things from the top and translate for those below (mediators) and take comments from below and bring it up to the higher up.



• 8 Change Lessons

Combustion Statement - a complaint - take care of it before it explodes. Key to diffusing combustion statement is knowing your customers.

Assignment - post two original comments, each on a different section.

http://www.pbs.org/wnet/wherewestand/about/message-from-ron-thorpe-vice-president-and-director-of-the-educational-resources-center-at-thirteenwnet/152/

Due by, midnight September 24th.

September 29th, discuss leadership article. Class 4:30 - 5:30 on the web, class website, wimba classroom from her class site.