I think I have hit the proverbial wall. If I were a beaker and knowledge was a liquid, I would be leaking from my ears right about now. But that's what professors do---learn, learn, learn. At least I'd like to think that is the case. We've learned a lot today, but I can't quite articulate what.
We saw a great example of an online course using Moodle at Johnson C. Smith University. (I don't think Phyllis has listed her blog yet.) We saw demonstrations of bubbl.us, which is a very user-friendly way to create concept maps. Much thanks to Richard!
We saw some other good stuff too, but again information overload prevents me from recalling it. Maybe I need to read about Paris Hilton or something just to give the gray cells a rest. I have started a new blog for my fall Astronomy class, which I expect will remain dormant until September. I also added two new online learning related course goals to the syllabus. That's about all I can handle right now!
Regarding my final project, I will show my syllabus (I have NOT dumped it into WebCT), which includes the 2 online learning course goals. I also have an idea for a group project where students will build their own Wiki page. I'm thinking they'll need to discuss the surface geology of some planet (not Earth) or satellite (not the Moon).
Wednesday, June 13, 2007
Tuesday, June 12, 2007
Day 2: Authentic Learning Tasks
Today we learned about authentic learning tasks. Authentic tasks are ones designed with real-world applications in mind. So instead of asking students to solve standard textbook problems, perhaps I might ask them to discuss and explain a technique to shrink and/or destroy a brain tumor that uses magnetism as the primary phenomenon behind the technique. A "magnetic scalpel" project would be most appreciated by biology and pre-med students. As a group they often have challenges visualizing the connections between the physics they learn in class and the medical field in which they intend to specialize.
This past semester the students had to complete group projects where they modeled biological processes/phenomena. The most successful of the 3 projects was one where they modeled the design of a deep sea creature (fish or jellyfish, student's choice). They focused on the propulsion of the animal, and in the end discussed how their project might be informative in the design of a deep sea robot.
We saw some usage of Blackboard, which is a course management program. It is similar to WebCT in what it can do. I can only assume that since Blackboard has absorbed WebCT I will be using it in the near to distant future. We looked at an online simulation of gas in a can, where the user adjusted the volume of the container and measured pressure of the gas. It was very handy in that the program tabulated the "data" and graphed it with a mouse-click. The great thing about online simulations is that you never see such beautifully perfect data in real life (although a student has tried to pass off such perfect Excel-generated data as experimental results - and yes I caught it.) But I digress....
I'm enjoying blogging, and I do hope to continue this blog well into the next academic year. I think I will also try to use a Wiki in my next course, as I think it might help with student efforts in group projects.
Many thanks to Minchi for showing me how to create this blog, as well as a Wiki page!! Summer really is the best time of year as the brain has time to explore new and diverse ideas.
This past semester the students had to complete group projects where they modeled biological processes/phenomena. The most successful of the 3 projects was one where they modeled the design of a deep sea creature (fish or jellyfish, student's choice). They focused on the propulsion of the animal, and in the end discussed how their project might be informative in the design of a deep sea robot.
We saw some usage of Blackboard, which is a course management program. It is similar to WebCT in what it can do. I can only assume that since Blackboard has absorbed WebCT I will be using it in the near to distant future. We looked at an online simulation of gas in a can, where the user adjusted the volume of the container and measured pressure of the gas. It was very handy in that the program tabulated the "data" and graphed it with a mouse-click. The great thing about online simulations is that you never see such beautifully perfect data in real life (although a student has tried to pass off such perfect Excel-generated data as experimental results - and yes I caught it.) But I digress....
I'm enjoying blogging, and I do hope to continue this blog well into the next academic year. I think I will also try to use a Wiki in my next course, as I think it might help with student efforts in group projects.
Many thanks to Minchi for showing me how to create this blog, as well as a Wiki page!! Summer really is the best time of year as the brain has time to explore new and diverse ideas.
Monday, June 11, 2007
Day 1: Reflections on learning
I have learned quite a bit in Day 1 of the seminar. One eye-popping fact is that a pen can be considered "instructional technology". Certainly a pen is a tool (and a crucial one) for learning, but technology? My brain has been happily stretched today.
My experiences with online learning are limited to self-directed investigations on different topics du jour, i.e. googling. As far as online teaching goes, I have assisted one student through quantum physics at a distance. On campus we have WebCT as an instructional technology platform. I have merely used it as a depository for the syllabus, class notes, and a class calendar. As part of this seminar, I hope to progress beyond "user" and become a "facilitator" for student learning using online teaching tools in my classes.
One good example of an online learning tools (Physlets) can be found at Davidson College. I often use these in my face-to-face classes, and the students appear to be more engaged when the animations are used.
My experiences with online learning are limited to self-directed investigations on different topics du jour, i.e. googling. As far as online teaching goes, I have assisted one student through quantum physics at a distance. On campus we have WebCT as an instructional technology platform. I have merely used it as a depository for the syllabus, class notes, and a class calendar. As part of this seminar, I hope to progress beyond "user" and become a "facilitator" for student learning using online teaching tools in my classes.
One good example of an online learning tools (Physlets) can be found at Davidson College. I often use these in my face-to-face classes, and the students appear to be more engaged when the animations are used.
First approximation to a blog
Part of my assignment for an NYU online learning seminar includes creating a blog. So I shall begin with an ultra-brief biography of my path to physics.
I believe that I have always been curious person. Apparently, my world opened up around the age of 2 or 3 when the babysitter told my parents that "this child can't see." So after a trip to the opthalmologist and a pair of extra thick convex lenses, this little girl excitedly exclaimed "Look Daddy, I see an airplane!" Learning to read soon followed, and a future professor of physics was born.
I believe that I have always been curious person. Apparently, my world opened up around the age of 2 or 3 when the babysitter told my parents that "this child can't see." So after a trip to the opthalmologist and a pair of extra thick convex lenses, this little girl excitedly exclaimed "Look Daddy, I see an airplane!" Learning to read soon followed, and a future professor of physics was born.
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