Sunday, October 11, 2015
Wednesday, October 7, 2015
Audio/Video Podcast: Pros and Cons for Adult Learners
Calandra
and Flanagan (2005) explain that “podcasting is an automated technology that
allows listeners to subscribe and listen to digitally recorded audio shows”
which are directly downloaded to your media device. The learner can
listen to the podcast as many times as they would like.
Learninginhand.com describes podcasting as a learning tool that is used all
over the world. The podcasts programs allow new episodes to automatically
download.
PRO:
·
Meets
the needs of auditory/visual learning style
·
Listening
to lectures at a convenience time (not bound to time, like sitting in a course)
·
Listening
to difficult portion of material several times
·
Hearing
the material while doing other things – working out, cooking, etc…
·
Flexible
– many different uses for example: lectures, interviews, guest speakers to
present, class news, external and supplementary material and resources and
distance learning
·
Helps
those that may struggle with reading
·
Fun
new way to listen to course material
·
Can
allow learners to make lessons available to learners can learn at their own
pace. Can move on to the next lesson when ready.
CON:
·
As
with many technology tools we have discussed in previous weeks, a challenge that
seems to reoccur is permission to publish the information or copyright issues
(just like on a blog and wiki).
·
Technical
support may be a challenge for different individuals using the equipment
required
·
Inappropriately
used
I
have to admit, I am not at all familiar with creating, using or even
incorporating such a thing into any of my courses but I feel this would be a
very beneficial tool to have. I like how you can refer back to it over
and over if your understanding of the material isn’t clear (in my mind, like a
textbook). As a student, I
like the ability of replaying and reviewing the information on my own time
outside of class. As an instructor, I like the ability to archive lectures.
I
am always thinking of creative ways to engage my learner but in a very
effective way. Since we are in the fall
semester, I will explain a learning activity that I do. In a course that I sometimes teach Creativity, Physical Development Working with
Children Birth-8. So we make a field
trip to our State Fair. During the fair
there is a building dedicated to children of all ages artwork. They must go and investigate and take notes
of all the different artwork they find and define different stages of
development. Using digital audio to
record field notes can supplement written notes. It could aid in another level of reflection
and/or experience. I love that
podcasting provides many different avenues of learning. 
McKinney,
Dyck and Luber (2009) mentioned in their article about iTunesU. I have
never heard of this and having an iPad that I am on constantly using.
This got my attention. Has anyone else had any experience using
this? I am very interested, so please comment.
Hope you enjoyed!
Melinda
Bennett
Resources:
Calandra,
B., & Flanagan, B. (2005). Podcasting in the classroom. Learning & Leading
with Technology, 33(3), 20. Retrieved from http://go.galegroup.com.er.lib.k-state.edu/ps/i.do?id=GALE%7CA138751740&v=2.1&u=ksu&it=r&p=AONE&sw=w&asid=cfaa0e034ba5f78679c30e20f43b55b2
McKinney,
D., Dyck, J., &Luber, E. (2009). iTunes University and the classroom:
can podcasts replace professors? Computers and Education, 52, pp. 617–623.
Wednesday, September 23, 2015
Wikis for collaborative learning,
knowledge construction, critical thinking,
& contextual application
According
to West and West (2009) “meaningful learning” is created by constructivist
educators that provide educational activities that are centered around
experiences that are active, networking between peers and the ability to
construct knowledge (p. 21). I am a firm
believer in the constructivist theory as an educator and as a learner. I incorporated a wiki group project in my
eight-week 1-credit hour course. Let me
say, this was probably the worst course I could chose to add another project in
because we are already really busy but this course all utilizes the computer
lab every course session.
I am a
firm believer in scaffolding and this course allows learners to go as a class
to the computer lab. As the educator of
this course, I am an active participant in this course with the learners. I am down in the lab with them and able to
assist when needed and guide the learners through the initial set-up of
becoming a member of the course wiki pages.
I think me being there promotes accountability in the learners. They know I am watching!!!
I think
this also creates a learning environment that West and West describes as
“Monitoring Construction – Managing The Wiki Process” (p.45). This includes promoting an environment of
trust, an environment to discuss concerns, an environment that builds
confidence, an environment that builds momentum and building courtships. As the educator, I prepared a-head of time
the group planning pages. Give the
learners many examples and hopefully creates a team/group atmosphere.
TITLE OF THE LESSON/TRAINING: Child
Development Associate – Block 5
TARGET
AUDIENCE: Early Childhood Educators that
want to pursue and/or obtain the Child Development Associate (CDA)
Credential.
|
CLASS
DESCRIPTION:
This is a preparation course
for the Child Development Associate (CDA) Credential. Students will study the CDA assessment
system and review the competency standards for the CDA Credential evaluation. How to complete the direct assessment
application, compile the Professional Portfolio File, distribute and collect
the Family Questionnaires, find and select a Professional Development (PD)
Specialist, complete the Verification Visit & the CDA Exam and how to apply
for the CDA National Credential. Student
candidates for the CDA credential may apply in one or more of the following:
preschool, family childcare, infant/toddler, bilingual, and/or monolingual
Spanish. Each of these areas will be
explained in this class. Lecture 1
hour. No Laboratory. (Tier II training if needed)
ABOUT
THE CDA PROGRAM:
The Child Development
Associate (CDA) credential is a national program that is administered by the
Council for Professional Recognition in
The CDA program was
designed by the Council for Professional Recognition (www.cdacouncil.org) to meet the needs of students who are already
working in the field of early childhood education. CDA assignments are
intended to be immediately applicable to individuals who are currently
working in classrooms that serve children from birth to age five. Assignments
in the CDA program often require students to observe and engage the children
in their classrooms in specific ways.
|
|
CLASS
OBJECTIVES:
|
|
MATERIALS
AND REQUIRED DISPOSITIONS NEEDED:
|
TEACHING
METHODS:
A variety of teaching methods will
be utilized for this course. Reading, internet searches, class discussions,
videos, small group activities, projects and/or role playing may be used.
COURSE
LEARNING ACTIVITIES/PRACTICES:
1. Class
Attendance/Participation . Class participation is the responsibility of the student. Students are also expected to actively participate
in discussions, activities and all assignments.
Students receiving benefits from government
agencies and/or scholarship programs must adhere to policies stipulated by that
specific agency.
2.
Readings. Students are expected to read the assigned readings that are
assigned weekly. Additional handouts,
articles, and materials may be required during the course.
3. Examinations.
There will be one examination. The exam will be taken
online using the course Blackboard system. The exam will be timed; time allowed
will be from 60-90 minutes. The exam will cover assigned readings, PowerPoint
presentations, and additional material given during the course. The exam may
consist of multiple choice, matching, true/false, essay, and/or short answer
questions.
4. Discussion
Board Posts & Replies. Students are required to complete weekly
Discussion Board post and are required to reply to 2 peers Discussion Board
post. (Separate instructions are located
in the Discussion Board).
5. Assignments. There will be two (2) assignments during the
duration of this course. Separate instructions will be given for each
assignment. Below is a summary of what to expect.
·
Professional
Portfolio: Students will development the Professional
Portfolio that is compiled while pursuing the CDA. A separate handout with
guidelines and instructions will be provided. (Separate instructions are
located in the weekly content folders).
Submission of your Professional Portfolio Skeleton can be done 3
different ways (separate instructions will be provided to you on each different
way). You may pick the one that best
works with your schedule and abilities.
1.
You
may take pictures of your completed Professional Resource File Skeleton and
submit them through the assignment link
2.
You make take a video of your completed
Professional Resource File Skeleton and submit your video through the
assignment line
3.
You
make schedule an appointment with me throughout the duration of the
course. Please be aware of my office
hours Monday – Friday. You are welcome
to schedule an appointment with me during the hours provided above.
·
Wiki Group Pages - Professionalism: Students
will be placed in a Wiki group (4 students in each group). Each student will become a member of the
course Wiki page and will be discussed in-class after the first class
period. Each class period there is
designated time spent in the computer lab.
Mets Objective #8: To build
professional support system by fostering collaborative learning
Wiki
Group Project topic: Professionalism – Because children’s developmental course
is determined in large part by their early experiences, caregivers and teachers
of young children play a critical role in shaping the future of our
country. Recognizing the importance of
our professional role, we must not only follow the best practices and maintain
the highest ethics of the profession, but we must also continually strive to
increase and share our own knowledge and serve as advocates for children.
Projected
Schedule: Wiki Project
·
Wiki Week One- Computer Orientation – make sure
students understand the lab computers, login numbers, password, etc…
·
Wiki Week Two – Wiki orientation. Get students signed in to site with
username/passwords. Assign groups. Have
students meet up with the group members and just socialize about anything, get to
know you and team work activities.
·
Wiki Week Three – Members will sign in the group
pages, receive the wiki project planning sheet, directions/project details,
example of different roles within a wiki group, discuss ground rules, anything
else pertaining to the project.
Wiki Group Project: Think of an issue in the field of early childhood
that is important to the group. Write a
letter about this issue to someone of importance from your group’s area,
county, or state, such as a school board member; council member; senator; representative,
or member of an early childhood advisory board.
Or write a letter to the editor of a local newspaper. Explain your issue and why your group wants
to bring it to this person’s attention.
·
Wiki Week Four – Wiki group will work together and
post on the wiki page their planning sheet and members roles. Instructor will visit with each wiki group
during computer lab time and make sure groups are progressing or answer
questions/needs for additional information.
Group member s will begin to brainstorm and select an issue in the field
of early childhood.
·
Wiki Week Five – Decide who you will address the
letter too and research contact information and begin to research information
on the issue. Make sure to follow
guidelines of Wiki project and refer to sample letter.
·
Wiki Week Six – Begin
to draft the letter on the Wiki page.
·
Wiki Week Seven –
Final draft is due at the end of class time.
Review other groups letters
·
Wiki Week Eight – Discussion
of Wiki project.
INDIVIDUAL CLASS SESSION/OUTLINE
|
Class Title:
|
CDA
Block 5
|
Class #:
|
FACS-3817
|
Session #:
|
1
|
|
Approximate
Timing
|
Topic
Outline
|
||||
|
15
minutes
|
Welcome
& Icebreaker (teacher shelf)
|
||||
|
10
minutes
|
Required
Paperwork
1. Policies
& Procedures
2. Course
Syllabus
3. Grade
Policy
4. Student
Information
|
||||
|
35
minutes
|
PPT:
Earning A CDA – Best 1st Step presentation
|
||||
|
30
minutes
|
Overview
Reflective Competency Statements (CSI – CSVI)
Discussion
Reflective Competency Statement I
Handout:
Reflective Competency Statement I Instructions
Discussion
Family Questionnaires
|
||||
|
30
minutes
|
Computer Lab Orientation
Discussion
Homework & Required material to located and/or purchase
|
||||
|
Class Title:
|
CDA
Block 5
|
Class #:
|
FACS-3817
|
Session #:
|
2
|
|
Approximate Timing
|
Topic Outline
|
||||
|
10
minutes
|
Reflective Competency Statement CSI Final
DUE
|
||||
|
45
minutes
|
PPT: CDA
Professional Portfolio
Handout: Professional Portfolio Instructions
|
||||
|
20
minutes
|
PPT:
Verification Visit Details
|
||||
|
45
minutes
|
Discussion Reflective Competency Statement III
Handout: Reflective Competency Statement III Instructions
Computer Lab
Time
Wiki Orientation
Introduction to Wiki Group Project
Creation of Wiki Groups
In-Class time to work on Competency Statement III
|
||||
|
Class Title:
|
CDA
Block 5
|
Class #:
|
FACS-3817
|
Session #:
|
3
|
|
Approximate
Timing
|
Topic
Outline
|
||||
|
10
minutes
|
Reflective Competency Statement CSIII Final
DUE
|
||||
|
10
minutes
|
Discussion
Reflective Competency Statement II
Handout:
Reflective Competency Statement II Instructions
|
||||
|
90
minutes
|
Computer Lab Time
In-Class
time to work on Reflective Competency Statement II
Wiki
Group Project Work
|
||||
|
Class Title:
|
CDA
Block 5
|
Class #:
|
FACS-3817
|
Session #:
|
4
|
|
Approximate
Timing
|
Topic
Outline
|
||||
|
10
minutes
|
Reflective Competency Statement CSII Final
DUE
|
||||
|
40
minutes
|
In-Class
Activity: Self Reflection Inventory handout
|
||||
|
70
minutes
|
Discussion Reflective Competency Statement IV
Handout: Reflective Competency Statement IV
Instructions
Computer Lab
Time
In-Class time to work on Reflective Competency
Statement IV
Wiki Group Project Work
|
||||
|
Class Title:
|
CDA
Block 5
|
Class #:
|
FACS-3817
|
Session #:
|
5
|
|
Approximate
Timing
|
Topic
Outline
|
||||
|
10
minutes
|
Reflective Competency Statement CSIV Final
DUE
|
||||
|
110
minutes
|
Discussion Reflective Competency Statement V
Handout: Reflective Competency Statement V Instructions
Discussion Homework
Computer Lab
Time
In-Class time to work on Reflective Competency
Statement V
Wiki Group Project Work
Students that
have signed up to have their Professional Portfolios reviewed and graded on
this day will give them to instructor at this time. After grading of Professional Portfolios
instructor will return them to the students.
|
||||
|
Class Title:
|
CDA
Block 5
|
Class #:
|
FACS-3817
|
Session #:
|
6
|
|
Approximate
Timing
|
Topic
Outline
|
||||
|
10
minutes
|
Reflective Competency Statement CSV Final
DUE
|
||||
|
110
minutes
|
Discussion
Reflective Competency Statement VI
Handout:
Reflective Competency Statement VI Instructions
Discussion
Homework
Computer Lab
Time
In-Class time to work on Reflective Competency
Statement VI
Wiki Group Project Work
Students that
have signed up to have their Professional Portfolios reviewed and graded on
this day will give them to instructor at this time. After grading of Professional Portfolios
instructor will return them to the students.
|
||||
|
Class Title:
|
CDA
Block 5
|
Class #:
|
FACS-3817
|
Session #:
|
7
|
|
Approximate
Timing
|
Topic
Outline
|
||||
|
10
minutes
|
Reflective Competency Statement CSVI Final
DUE
|
||||
|
45
minutes
|
PPT:
The CDA Professional Philosophy Statement
|
||||
|
15
minutes
|
Discussion
Reflective Competency Statement VI
Handout:
Reflective Competency Statement VI Instructions
|
||||
|
60
minutes
|
Computer Lab Time
Wiki
Group Project Work – Final Due
Discussion
Homework/Final Written Review
|
||||
|
Class Title:
|
CDA
Block 5
|
Class #:
|
FACS-3817
|
Session #:
|
8
|
|
Approximate
Timing
|
Topic
Outline
|
||||
|
10
minutes
|
Professional Philosophy Statement Final DUE
|
||||
|
35
minutes
|
Written
Review Exam Grading & discussion of exam
|
||||
|
95 minutes
|
Discussion & Question anything CDA related
Reflective Competency Statements CSI-VI
Professional Philosophy Statement
Professional Portfolio and required materials
Wiki Project Discussion
|
||||
EVALUATION
(rubric, grading criteria, etc.)
Example Rubric
Group Wiki Project
Professionalism
Due
Date:_________________ Student
Name:____________________________________________
Content Excellent
Average Poor
|
Focus
on the Task & Participation
|
15
|
10
|
5
|
|
Dependability
& Shared Responsibility
|
15
|
10
|
5
|
|
Listening,
Questioning & Discussing
Problem-solving
|
15
|
10
|
5
|
|
Research and Information Sharing
|
15
|
10
|
5
|
|
Group/Partner Teamwork
|
15
|
10
|
5
|
|
Professional
Overall
format: Typed, correct spelling,
grammar and punctuation, complete sentences, correct format (title &
subtitles)
|
15
|
10
|
5
|
Student’s score for each item in rubric
can fall anywhere on the scale (0 through maximum number under the column
labeled “Excellent”).
Total
Score: _____________
Comments:
GRADING
GRADING SYSTEM
|
Percent (%)
|
Grade
|
Total
Points
|
|
90-100
|
A
|
414-450
|
|
80-89
|
B
|
368-413
|
|
70-79
|
C
|
322-367
|
|
60-69
|
D
|
276-321
|
|
0-59
|
F
|
0-275
|
“A”
and “B” grades are reserved for work that is intelligent, complex, interesting,
and polished; high grades indicate that the student has exhibited far-reaching
abilities and exceptional talent and effort.
The
grade of “C,” on the other hand, indicates satisfactory, competent work, work
that is free of mechanical errors, is reasonably organized, and well developed.
The instructor will give an honest and qualified assessment of each student’s
work, and will do her best to help students improve. Students who “try hard” by
completing assignments, reading carefully, seeking help when necessary, and
developing an understanding of course material should earn at least a “C.”
Students
will receive full credit for assignments that reflect a solid understanding of
the topic. Incomplete assignments and hastily completed assignments will not
receive full credit.
SPELLING,
GRAMMAR, PUNCTUATION
Assignments in this course are graded for spelling, grammar, and
punctuation. Students are advised that points will be deducted on all assignments
that contain spelling, grammar, or punctuation errors. Proofreading of
submitted work is required. Students who have concerns about the technical
quality of their assignment submissions in this course are encouraged to work
with writing tutors prior to turning in the assignment.
EVALUATION
TECHNIQUES
|
#
|
Method
of Evaluation
|
Points
Possible
|
|
3
|
Discussion Board
Replies (30 points each)
|
90
|
|
4
|
Quizzes (1@10
points, 3@20 points each)
|
70
|
|
1
|
Professional
Portfolio
|
100
|
|
1
|
Wiki Group
Project – Professionalism
|
90
|
|
1
|
Final Exam
|
100
|
|
|
Total
Amount of Points in Class
|
450
|
Let me know what you think, I am very open to ideas for improvement. Thanks, Melinda Bennett
Resources
West, J. and West, M. (2009). Using Wikis for online
collaboration: The power of the read-write Web. San Francisco, CA:
Jossey-Bass.
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