Week 7 Summary: Support Materials and Visualization for DE

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Week 7 Summary: Support Materials and Visualization for DE by Mind Map: Week 7 Summary:   Support Materials and Visualization for DE

1. Created by: Randy White for ETAD 804 - University of Saskatchewan - Oct. 25, 2014

2. Karim

2.1. “Metaphors can also be ‘magical’ … the magic of a metaphor lies in its ability to be extended in flexible and creative ways which do not precisely mirror the source of the metaphor.“- Tin Rohrer, T. (1995)

2.2. He commented on the similarity between analogies and metaphors. He provided the example of field information architecture where the metaphor of "buildings" was used for creating information "spaces:.

2.3. Karim also pointed out that metaphors can have a downside by possibly having metaphors cast a poor or negative tone without intention.

2.3.1. Sarah made a connection to "the middle ages" being called "the dark ages" which undermines the achievements of this era.

2.3.2. Edla pointed out that metaphors are difficult for some kids, especially ones which cannot understand any figurative language.

2.4. Karim's summary was brilliant by stating: "No doubt there is efficiencies and effectiveness in using analogies, metaphors, templates, best practices, but we need to be aware of what is being diminished or limited as a result."

3. Visual and Text Analogies (pg. 257-259)

3.1. Edla

3.1.1. • loves using analogies as she finds they really help to clarify a concept one may not fully understand.

3.1.2. • “you literally see lightbulbs go off over their heads”.

3.1.3. • an example that she uses for parents that are struggling with the new reporting system in her school. She compares percentages to flutter boards keeping parents afloat, but when the board is taken away they sink because they have used it for so long

3.1.3.1. In Ted’s reply he provided an analogy he uses to explain the use of cloud services – it is like skiing, there are potential risks but people still ski. Use of “the cloud” has some risk but much like skiing, people “…weigh the potential risk, measured it against the merit, taken the proper precautions, thus taken do diligence.”

3.1.3.2. Karim provided us with a teaching with analogy model from Harrison and Treagust (1994); 1. Introduce the target concept to be learned. 2. Cue the pupils' memory of the analog. 3. Identify the relevant features of the analog. 4. Map out the similarities between the analog and the target. 5. Indicate where the analogy breaks down. 6. Draw conclusions about the target concept.

3.1.4. a great exercise she does with her students when half way through Romeo and Juliet she gets the students to compare a character to an object and then explain the connection.

3.1.4.1. Stacey, Jordan and Sarah loved this exercise.

3.2. Stacey

3.2.1. Inspired by Edla, she provided the analogy she uses to explain the new 1-4 scale for grading. Her analogy uses a target to explain the concept and she later posted the above image for even more clarification. We all found it very useful and plan to borrow it.

3.2.1.1. This analogy was greatly appreciated by Edla, Mike, Randy, Ted and Sarah. Many commented on it's simplicity but clarity.

3.2.1.1.1. Branching from this discussion was how BC talks about going to a similar grading system and that in Saskatchewan percentages are still used at the high school level.

4. Word Pictures (Refer to pages 254 - 257)

4.1. Mike

4.1.1. He has used many graphic organizers over the years such as venn diagrams, KWL charts, T-charts, spider maps, etc...

4.1.2. He points out that graphic organizers have pros and cons with some providing clear details and others being more conducive to diversification of thoughts.

4.1.2.1. In looking for a good free game creation tool, Randy suggested Gamemaker by YoYo Games, Stacey recommended Kodu Game Lab and Ted suggested https://gamestarmechanic.com.

4.1.2.2. Edla liked Popplet.com and bubble.us as digital organizers and created a very nice example for thinglink.

4.1.2.3. Jordan agreed with Mike with graphic organizers having pros and cons and reminds us it is so important for educators to use them wisely to fit all the various learning styles and settings in today's classrooms.

4.1.3. He also suggests the organizers be created digitally for the ease in sharing -(I've taken your advice and done this summary digitally, and graphically:) )

4.2. Sarah

4.2.1. Sarah was motivated to play with Vue software and created a fabulous representation on the Basics of Photography Composition.

4.2.1.1. Randy, Stacey and Sherry enjoyed the visual and Sherry gave Sarah a 4:-)

4.3. Ted

4.3.1. Similarily to Mike, he has used a variety of graphic organizers and he encourages his students to find or create their own for their particular purpose.

4.3.2. He does a 3 step process with his students: First Term: display different options. Second Term he encourages them to search for organizers that fit their need. Third term they create their own.

4.3.2.1. Randy and Stacey liked this model

4.4. Dave

4.4.1. He has done a great activity using sticky notes to lead adult students into a "Who Are the Metis" session. Students write down 8-10 things they know about the Metis, combine their thoughts with a partner and select 8. The pair then chooses their 3 best ideas and posts them on a wall.

4.4.2. Then a second round is done with two more stickies to add ideas not yet on the wall

4.4.3. Dave sees using Popplet as a potential alternative to the stickie note method. Plus he may start to root for the BC Lions. :-)

4.5. Jordan

4.5.1. Jordan finds graphic organizers as an effective and effiecient learning tool for organizing a variety of information, various content and ideas to help support a learner's understanding of new material.

4.5.2. He points out that a good visual effectively reaches a wide range of student learning needs, including EAL students. Graphic organizers have been a life saver in teaching a difficult or time consuming topic.

4.5.3. Jordan shared Edwin Ellis' Q&A: What's the Big Deal with Graphic Organizers? (mcs.monet.k12.ca.us/Academics/el712/Graphic Organizers/Q and A about G O.pdf)

4.5.3.1. Dave and Randy were appreciative of the resource and in agreement with Jordan. Again, being so supportive. :-)

5. Interactive Study Guides (Refer to pages 244 - 253)

5.1. Sherry

5.1.1. Sherry was the only brave soul to conquer Interactive Study Guides. She used Rick Schweir's ETAD 802 class as an amazing example of his using video to explain a topic, support the video with powerpoint slides and to also provide the slides as notes for the students benefit.

5.1.2. Professionally, she has generated 'guided notes' for her Accounting 30 students. They are still required to access the various resources, however, the path generates confidence that they will not miss any main concepts and avoids sidetracking.

5.1.2.1. Stacey commented that as a student she likes having a balance of video and text and will transfer that to her instruction within her own classroom.

6. Resources discovered during this weeks discussions:

6.1. https://bubbl.us/

6.2. http://popplet.com/

6.3. Methodological framework for digisting study guides: (http://www.aare.edu.au/data/publications/2006/aul06613.pdf)

6.4. Gamemaker: http://www.yoyogames.com

6.5. Kodu Game Lab: http://www.youtube.com/watch?v=3sVnEt96HOA

6.6. Game Star Mechanic: https://gamestarmechanic.com/

6.7. Q&A: What's the Big Deal with Graphic Organizers? http://mcs.monet.k12.ca.us/Academics/el712/Graphic%20Organizers/Q%20and%20A%20about%20G%20O.pdf