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Multimodal Fluency: Classroom to the Cloud

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Multimodal Fluency: Classroom to the Cloud

  1. 1. Multimodal Fluency: From the Classroom to the Cloud Sean Cordes Assistant Professor Western Illinois University
  2. 2. The State of Things <ul><li>“ It is radical conditions which have changed,” he wrote, “and only a radical change in education suffices… Knowledge is no longer an immobile solid; it has been liquefied.” </li></ul><ul><li>Dewey, J. (1980). The School and Society. Carbondale, IL: Southern Illinois University Press. </li></ul>
  3. 3. The Classroom Only with a clear sense of the theoretical foundations that underpin assumptions about learning and cognition, can an efficient online learning environment be appropriately designed.  Failure to address questions regarding learning theories, pedagogical approaches and explicit learning outcomes, results in the Everest Syndrome - using technology just because it is there (Nunes & McPherson, p. 8). 
  4. 4. The Cloud <ul><li>&quot; Infrastructure as a Service (IaaS) &quot; - clients buy resources as a fully outsourced servers, software, data center space or network equipment. </li></ul><ul><li>&quot; Platform as a Service (PaaS) &quot; - facilitates deployment of applications without the cost and complexity of buying and managing the underlying hardware and software layers. </li></ul><ul><li>“ Software as a service ( SaaS )” a provider licenses an application to customers for use as a service on demand. vendors host the application on their own web servers or upload the application to the consumer device, disabling it after use or after the on-demand contract expires. </li></ul><ul><li>Cloud Computing-Larry Ellison http://bit.ly/13T3OZ </li></ul>
  5. 5. Learning and the Modern Learner
  6. 6. <ul><li>Information will be pervasive </li></ul><ul><li>Informational computing will be an extension of the self </li></ul><ul><li>Those with access and ability to information and technologies will have the edge over those who do not </li></ul><ul><li>Educators will be on the trailing edge in some cases, the leading edge in others. </li></ul>Learning and the Modern Learner
  7. 7. The Partnership for 21 st Century Skills http://www.21stcenturyskills.org Standards & Assessments Curriculum & Instruction Professional Development Learning Environments Life & Career Skills Learning & Innovation Skills Core Subjects & 21C Themes Information, Media, & Technology Skills
  8. 8. The Scope <ul><li>Students understand the nature and scope of information problems </li></ul><ul><li>The question </li></ul><ul><li>The information needed </li></ul><ul><li>Where to look </li></ul><ul><li>How to look </li></ul><ul><li>How to present it </li></ul>
  9. 9. The Means <ul><li>Students use efficient means to get the information needed to solve problems. </li></ul><ul><li>Databases </li></ul><ul><li>Internet </li></ul><ul><li>Community </li></ul>
  10. 10. Evaluating information <ul><li>Type </li></ul><ul><li>Quality </li></ul><ul><li>Quantity </li></ul><ul><li>Availability </li></ul><ul><li>Suitability </li></ul>
  11. 11. Ethical Use <ul><li>Piracy </li></ul><ul><li>Plagiarism </li></ul><ul><li>Cyber Bullying </li></ul>
  12. 12. Skill Sets for Survival <ul><li>Information Literacy Skills </li></ul><ul><li>Management Skills </li></ul><ul><li>Digital Literacy Skills </li></ul><ul><li>Inter-Personal Skills </li></ul>
  13. 13. What Gains?
  14. 14. What gives?
  15. 15. Brace Yourself <ul><li>Learning curve for students and instructors Look for balance between the learning experience and experience needed </li></ul><ul><li>Can be costly Investigate free and low cost options </li></ul><ul><li>Potential issues with compatibility and accessibility Test the tools on a variety of platforms browsers and environments, contact vendors and site owners </li></ul><ul><li>Can require outside support Work with your computing “experts” – in house & online </li></ul><ul><li>Operates in an open ended and somewhat ambiguous arena Try things out yourself first, provide alternates options, get to know student skill level, have a back up plan </li></ul>
  16. 16. Engage and Advance <ul><li>Do you need it?-Avoid Tech for Tech sake, match tools to tasks </li></ul><ul><li>Try It-Be prepared to do the assignment yourself, see what the experience is, and what can happen </li></ul><ul><li>Topics-Give them choices, let them choose </li></ul><ul><li>Provide context-Show how the tool can help with your class, other classes, work & life </li></ul><ul><li>Explain the essence- Nothing usually goes as planned, be prepared for set backs, plan ahead </li></ul>
  17. 17. Modern Literacies <ul><li>Visual literacy is the ability to analyze, create, and use, images and video using technology and media to enable critical thinking </li></ul><ul><li>Multicultural literacy is the ability to acknowledge, compare, contrast, and appreciate commonalities and differences in culture </li></ul><ul><li>Media literacy is the process of accessing, analyzing, evaluating and creating messages in a wide variety of media modes </li></ul><ul><li>Digital Literacy is the ability to apply technology to access and use resources in multiple modes and forms. </li></ul>
  18. 18. Information now? <ul><li>Information-Maya Design http://www.youtube.com/watch?v=WytNkw1xOIc&feature=player_embedded# </li></ul>Web 2 “0 My”
  19. 19. Visual Literacy-The Frightening
  20. 20. Visual Literacy-To the Familiar
  21. 21. Visual Literacy-The Normal
  22. 22. Visual Literacy-To the Novel http://www.psykopaint.com/
  23. 23. Media Literacy- Animoto Videos http://animoto.com/education http://bit.ly/bF6crv http://bit.ly/8Yc8C5
  24. 24. Media Literacy-Myxer.com http://www.myxer.com/ Upload image and music files to create wallpapers and ringtones for your phone. It's Easy! Have students upload music files to create ringtones for their phones and teach them about fair use and audio media. It's Easy!
  25. 25. Multi-Cultural Literacy-The Whole is Greater than the Sum Establishing personal relationships paves the way for more cooperative negotiation dynamics. Parties develop a sense that the other group's beliefs and values are similar to their own, and more likely to frame issues as mutual problems, refrain from personal attacks and build on the other side's ideas.
  26. 26. Multiculturalism in Context <ul><li>Face Transformer </li></ul><ul><li>http://morph.cs.st-andrews.ac.uk//Transformer/ </li></ul><ul><li>Face Photos </li></ul><ul><li>http://wiu.edu/users/csc115/faces/ </li></ul>1. Go to Face Transformer 2. Download photos from directory 3. Upload photo and process the transformation
  27. 27. Teaching Strategies
  28. 28. IBL Teaching Strategies <ul><li>Inquiry-based learning- Learning should be based around student's questions. Requires students to work together to solve problems rather than receiving direct instructions </li></ul><ul><li>The teacher's job in an inquiry learning environment is to help students along the process of discovering knowledge themselves. </li></ul>
  29. 29. <ul><li>IBM’s Many Eyes http://manyeyes.alphaworks.ibm.com/manyeyes/ </li></ul><ul><li>Many Eyes is a bet on the power of human visual intelligence to find patterns. Our goal is to &quot;democratize&quot; visualization and to enable a new social kind of data analysis. </li></ul>IBL-Many Eyes
  30. 30. IBL-MindMeister <ul><li>As a group create a mind map on the topic of Instructional Resources </li></ul><ul><li>Group leader(s) sets up account on www.mindemeister.com </li></ul><ul><li>Members contribute ideas for group branches on collaborative map </li></ul><ul><li>Group leader(s) inputs content to map. </li></ul><ul><li>GoogleApps http://blog.mindmeister.com/2010/03/10/mindmeister-now-available-at-the-new-google-apps-marketplace/ </li></ul>
  31. 31. IBL-Mind Maps http://www.mindmeister.com/
  32. 32. What We Learn <ul><li>Turn information into useful knowledge. </li></ul><ul><li>Stresses skill development and nurtures the development of good habits of mind. </li></ul><ul><li>Provides useful context, and application for information </li></ul><ul><li>Develops connections between activities within a particular subject. </li></ul>
  33. 33. Teaching Strategies <ul><li>Problem-based learning- is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. Characteristics of PBL are: </li></ul><ul><li>Learning is driven by challenging, open-ended problems. </li></ul><ul><li>Students work in small collaborative groups. </li></ul><ul><li>Teachers take on the role as &quot;facilitators&quot; of learning. </li></ul>
  34. 34. Problem Based Learning Example Use the tools to transfer content and combine it into a single object Flickr Photo Site Animoto Video Site WordPress Class Blog Site
  35. 35. <ul><li>To create meaningful information objects by combining media types including language and objects </li></ul><ul><li>To understand the process of trial, error, and consequence relating to technology use </li></ul><ul><li>To understand the relationship of rules, tools, labor, and community relating to information systems </li></ul>What we learn
  36. 36. Teaching Strategies <ul><li>Contstructivism assumes that learners construct their own knowledge on the basis of interaction with their environment. </li></ul><ul><li>Knowledge is physically constructed by learners who are involved in active learning </li></ul><ul><li>Knowledge is symbolically constructed by learners who are making their own representations of action </li></ul><ul><li>Knowledge is socially constructed by learners who convey their meaning making to others; </li></ul><ul><li>Knowledge is theoretically constructed by learners who try to explain things they don't completely understand </li></ul><ul><li>Example-Google Site http://sites.google.com/site/lib201site/ </li></ul>
  37. 37. Constructivist Learning Example Web Site Develop a research question and develop a presentation web site using multiple content types and tools. http://sites.google.com/site/lib201site/
  38. 38. What we learn <ul><li>To see information parts as a whole </li></ul><ul><li>To analyze media for messages </li></ul><ul><li>To relate the experience of others to ourselves </li></ul><ul><li>To understand how information transforms us, and how we transform information </li></ul>
  39. 39. Assesment
  40. 40. Outcome Based Assessment <ul><li>Skills Based </li></ul><ul><li>Real Life Context </li></ul><ul><li>Access and Use </li></ul><ul><li>Cognitive Skills </li></ul><ul><li>Digital Skills </li></ul><ul><li>Management </li></ul><ul><li>Communication </li></ul>
  41. 41. Google Forms
  42. 42. Poll Everywhere <ul><li>Poll Everywhere is a simple text message voting application that works well for live audiences. </li></ul><ul><li>People vote by sending text messages (or using Twitter) to options displayed on-screen. </li></ul><ul><li>The poll that is embedded within the presentation or web page will update in real time. </li></ul>http://www.polleverywhere.com/
  43. 43. <ul><li>Thank </li></ul><ul><li>You! </li></ul><ul><li>[email_address] </li></ul>http://bit.ly/cZZf4J Got Slides?

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