My Diigo list for this assignment EDIM 514 CC
I enjoyed this assignment because it gave me the opportunity to search for sites that not only I would use but also sites that are appropriate for students to use as well. I found the following sites that can aid in the production of many different multi-media projects:
Insect Images: The Source for Entomology Photos If you teach elementary students this site is a must. Great quality CC photos that can be downloaded in multiple sizes for correct project application. This comprehensive site categorizes insects by order, Food Source and Other Arthropods. Includes access to a WIKI that is powered by The Center for Invasive Species, University of Georgia. Use these photos for reference, book report, biome report, poetry and short story. Most photos are sent in by users and have an Attribution/Non-Commercial CC license.
Openphoto.net: This site is an open source for photographs of every subject from landscapes to portraits and everything in between. Selecting a photograph brings up an option box that allows you to select from several sizes and sometimes resolutions. Each photo has it’s own license – most of the cases it is attribution/non-commercial. These would be great for all manner of projects and applications as the selection is truly vast.
Creativity 103: This unique site that offers creative design element photographs. This is a library of textures, backgrounds and design elements. The images are offered under the CC attribution 3.0 License. These images would be useful in Powerpoints, Keynotes, websites, Glogs, multi-media applications.
SoundBible.com: A site for free sound clips, sound bites, and sound effects. The site includes Royalty Free Sounds, CC Attribution 3.0 Licensed Sounds, and Public Domain Sounds. These sounds could be used for any multi-media project with attribution to the original artist. This is as excellent source of sounds and sound effects for any application.
FMA Free Music Archive: FMA is a site of CC attribution 3.0 licensed music. This site offers songs that can be searched and downloaded by genre and by artist. A good selection of music that would be appropriate for Middle to High School aged students. These songs would be best used in presentations and multi-media projects. They also have an interesting BLOG that is worth checking out.
This is a great way to give students access to a Diigo list compiled by an educator. Students would have parameters within which to begin their search and could avoid the tremendous amount of time spent on fruitless Internet searching.
Sunday, February 5, 2012
Thursday, February 2, 2012
Creative Commons License for MY BLOG
Issues in Education BLOG by Chris Carr is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
I have selected this license because I feel that it allows me to share my ideas freely with others while giving them the right to use and adapt the content to their needs. The license specifies that any altered works must be accompanied by attribution to me, the author, and that the subsequent work must also have a similar share alike license.
I have also included a non-commercial tag in my license. My blog is a place for me to reflect and communicate only. Through the classes I have taken so far on media and how it is utilized in education, I have learned that the POWER of the internet grows exponentially when you SHARE! The purpose of collaboration is mutually beneficial information SHARING. When you create something and hold on to it, it only has value to you.
I would encourage students to use this license for their work. For much of the same reasons I have stated previously, information is mean to be shared, altered, analyzed, synthesized, conceptualized and evaluated.
I think a CC license is a great way to conclude multi-media or online work. This gives the viewer a clear understanding of your intensions as the author.
Sunday, January 29, 2012
PBL Examples - Response
PBL Examples – Response
I enjoyed viewing the three examples and found them all exciting and inspirational. It was highly evident that after teaching through PBL that the teachers and students highlighted in the examples believed that learning was in fact enhanced and strengthened. To view the three examples referenced in this post visit:
"More Fun Than a Barrel of . . . Worms?!" - Diane Curtis, Edutopia http://www.edutopia.org/more-fun-barrel-worms
"Geometry Students Angle into Architecture Through Project Learning" - Sara Armstrong, Edutopia http://www.edutopia.org/geometry-real-world-students-architects
"March of the Monarchs: Students Follow the Butterflies' Migration" - Diane Curtis, Edutopia http://www.edutopia.org/march-monarchs
Similarities in Design
Each of the three examples share certain design principles and features within the PBL/CBL models. All of the examples made use of highly collaborative group learning inherent in PBL. Each example included the use of current and traditional technologies for project publication. Student inquiry, curiosity, and experimentation drove the learning process. The instructors acted as guides, mediators, coordinators and facilitators to manage the project timelines. Students explored topics in depth via web exploration, experimentation, observation, field trips, research and meetings with experts in the community. Students designed products/projects that answered real world questions. Through this type of project, students experienced authentic assessment that had relevance to them in their world. This in turn caused ownership of the learning and a deeper understanding when compared to traditional surface inquiry.
Diane Curtis, Barrel of…Worms?!
In this example students decided to study many different interesting subjects. Worms, Cystic Fibrosis, Pets, and a Plant business based on a Fantasy stock market project were among the topics. Students seemed exhilarated by the research and discovery because they were finding their own answers. Teachers provided guiding questions and activities to shape the experiences. In all examples productive collaboration was the key to success.
Diane Curtis, March of the Monarchs: Butterfly Migration.
This example grew out of the Journey North program which is migration tracking for Monarch Butterflies. Students were excited about the research and field observations because the resulting data is important to many other people. Students took ownership of the learning and integrated math, science, language arts, and art into the Monarch project. Tying learning in all areas together with an authentic real-world end product created understanding and interest.
Sara Armstrong, Geometry Students Angle into Architecture
This PBL experience grew out of a teacher’s need to have high school students apply geometry principles to relevant experiences. A design competition was created to have students conceptualize a futuristic school on a real existing site. By inviting real architects to advise and judge the project students had a greater engagement to the PBL process. This was due to the fact that the real world aspect of authentic assessment created a perceived professional work environment. Students gained experience in teamwork with diverse individuals, concrete learning applications and connections, time management skills, simulated financial responsibility, and communication skills.
Conclusion
The examples of PBL seen here are evidence that this type of educational inquiry has powerful and lasting applications. Students gain real world skills while collaboratively seeking answers to questions they have helped to pose. Authentic assessment (real world relevance) is the cementing component to understanding content and application of new knowledge.
Works Cited
Armstrong, Sara. “Geometry Students Angle into Architecture Through Project Learning, Edutopia.” K-12 Education & Learning Innovations with Proven Strategies That Work | Edutopia. Edutopia, 11 Feb. 2001. Web. 27 Jan. 2012..
Curtis, Diane. “March of the Monarchs: Students Follow the Butterflies’ Migration | Edutopia.” K-12 Education & Learning Innovations with Proven Strategies That Work, Edutopia. Edutopia, 2 June 2001. Web. 27 Jan. 2012..
Curtis, Diane. “More Fun Than a Barrel of . . . Worms?! | Edutopia.” K-12 Education & Learning Innovations with Proven Strategies That Work, Edutopia. Edutopia, 1 Oct. 2001. Web. 27 Jan. 2012..
I enjoyed viewing the three examples and found them all exciting and inspirational. It was highly evident that after teaching through PBL that the teachers and students highlighted in the examples believed that learning was in fact enhanced and strengthened. To view the three examples referenced in this post visit:
"More Fun Than a Barrel of . . . Worms?!" - Diane Curtis, Edutopia http://www.edutopia.org/more-fun-barrel-worms
"Geometry Students Angle into Architecture Through Project Learning" - Sara Armstrong, Edutopia http://www.edutopia.org/geometry-real-world-students-architects
"March of the Monarchs: Students Follow the Butterflies' Migration" - Diane Curtis, Edutopia http://www.edutopia.org/march-monarchs
Similarities in Design
Each of the three examples share certain design principles and features within the PBL/CBL models. All of the examples made use of highly collaborative group learning inherent in PBL. Each example included the use of current and traditional technologies for project publication. Student inquiry, curiosity, and experimentation drove the learning process. The instructors acted as guides, mediators, coordinators and facilitators to manage the project timelines. Students explored topics in depth via web exploration, experimentation, observation, field trips, research and meetings with experts in the community. Students designed products/projects that answered real world questions. Through this type of project, students experienced authentic assessment that had relevance to them in their world. This in turn caused ownership of the learning and a deeper understanding when compared to traditional surface inquiry.
Diane Curtis, Barrel of…Worms?!
In this example students decided to study many different interesting subjects. Worms, Cystic Fibrosis, Pets, and a Plant business based on a Fantasy stock market project were among the topics. Students seemed exhilarated by the research and discovery because they were finding their own answers. Teachers provided guiding questions and activities to shape the experiences. In all examples productive collaboration was the key to success.
Diane Curtis, March of the Monarchs: Butterfly Migration.
This example grew out of the Journey North program which is migration tracking for Monarch Butterflies. Students were excited about the research and field observations because the resulting data is important to many other people. Students took ownership of the learning and integrated math, science, language arts, and art into the Monarch project. Tying learning in all areas together with an authentic real-world end product created understanding and interest.
Sara Armstrong, Geometry Students Angle into Architecture
This PBL experience grew out of a teacher’s need to have high school students apply geometry principles to relevant experiences. A design competition was created to have students conceptualize a futuristic school on a real existing site. By inviting real architects to advise and judge the project students had a greater engagement to the PBL process. This was due to the fact that the real world aspect of authentic assessment created a perceived professional work environment. Students gained experience in teamwork with diverse individuals, concrete learning applications and connections, time management skills, simulated financial responsibility, and communication skills.
Conclusion
The examples of PBL seen here are evidence that this type of educational inquiry has powerful and lasting applications. Students gain real world skills while collaboratively seeking answers to questions they have helped to pose. Authentic assessment (real world relevance) is the cementing component to understanding content and application of new knowledge.
Works Cited
Armstrong, Sara. “Geometry Students Angle into Architecture Through Project Learning, Edutopia.” K-12 Education & Learning Innovations with Proven Strategies That Work | Edutopia. Edutopia, 11 Feb. 2001. Web. 27 Jan. 2012.
Curtis, Diane. “March of the Monarchs: Students Follow the Butterflies’ Migration | Edutopia.” K-12 Education & Learning Innovations with Proven Strategies That Work, Edutopia. Edutopia, 2 June 2001. Web. 27 Jan. 2012.
Curtis, Diane. “More Fun Than a Barrel of . . . Worms?! | Edutopia.” K-12 Education & Learning Innovations with Proven Strategies That Work, Edutopia. Edutopia, 1 Oct. 2001. Web. 27 Jan. 2012.
Saturday, January 28, 2012
EDIM 514 - Introduction
Hello my name is Chris Carr and I teach students about the history, appreciation and the emotional and social benefits of creating ART. It is a fact that there is over 7000 years of art history to explore. My students and I are always looking for interesting facts and lessons from art history and exciting and diverse contemporary artists. Most recently, "ART" has come to mean so much more with the advent of digital technology. NOW creative opportunities abound for all levels and all talents from photography to simple and advanced film making. It is my continuing mission to help students navigate the world of visual imagery. I am looking to help them to make sense of what they see and teach them how to understand and talk about ALL forms of media in a productive way. You would be suprised at how astute Kindergarteners can be when viewing new images.
I am currently in my 17th year at the Wilson School District in West Lawn, PA. I teach in two very different buildings and see approx. 550 students in a 6 day cycle. I am also the department chair for the 15th year. To make a long story short, I LOVE my job.
I have come to Wilkes seeking my second Masters degree. I am a technology user and love learning new ways of engaging students in my subject area and learning in general. I have taken: Digital Storytelling, Web 2.0 Tools, and Digital Media in the Classroom. I am currently taking PBL as well as this course. (A sabbatical in my District is 18 credits). I have enjoyed the classes and learned TONS of new and USEFUL information. I am signed up for over 40 new sites! It is RIGOROUS to say the least...good thing the Eagles were awful this year.
I have a dual role in education. I have the responsibility to my students to be the best Art teacher possible. I need to stay current with technology, educational theory and practice so as to provide them with an experience that meets THEIR learning needs and styles. On the flip-side I have a responsibility to my department to be a strong representative and advocate for Art education. At the same time I need to make sure that I provide the necessary inservice to keep them moving forward professionally and artistically. All this for a huge salary and of course Summers and weekends OFF!!! (LOL)
I am currently in my 17th year at the Wilson School District in West Lawn, PA. I teach in two very different buildings and see approx. 550 students in a 6 day cycle. I am also the department chair for the 15th year. To make a long story short, I LOVE my job.
I have come to Wilkes seeking my second Masters degree. I am a technology user and love learning new ways of engaging students in my subject area and learning in general. I have taken: Digital Storytelling, Web 2.0 Tools, and Digital Media in the Classroom. I am currently taking PBL as well as this course. (A sabbatical in my District is 18 credits). I have enjoyed the classes and learned TONS of new and USEFUL information. I am signed up for over 40 new sites! It is RIGOROUS to say the least...good thing the Eagles were awful this year.
I have a dual role in education. I have the responsibility to my students to be the best Art teacher possible. I need to stay current with technology, educational theory and practice so as to provide them with an experience that meets THEIR learning needs and styles. On the flip-side I have a responsibility to my department to be a strong representative and advocate for Art education. At the same time I need to make sure that I provide the necessary inservice to keep them moving forward professionally and artistically. All this for a huge salary and of course Summers and weekends OFF!!! (LOL)
Sunday, December 11, 2011
Virtual Field Trip
My Virtual Field Trip
I am quite happy with the final "trip". My idea behind the trip was to have students in 4th and 5th grades interact with the file in Google Earth BEFORE we study the highlighted cultures. This will provide students with a background on each culture and allow them to discuss aspects of each in class in more depth. The students could access the file either in school or at home(at home will be encouraged). Since there is a lot of information we will view the trip in chunks before each culture is introduced. This can happen over the first couple weeks of school. Students finished early with a project can go to the computer lab and access the information. Ultimately this will save time in a class where I only see them once every 6 days.
The cultures we have highlighted are the Cuna Indians of South America, Asante People of Ghana West Africa, Aboriginal people of Arnhem Land, Australia, and the Japanese craftsman of Tokyo, Japan. Each culture is one that we study in art class throughout the year. I have included mini projects in each place mark that differ from the projects we complete in class. I think that this will give the students a deeper understanding and appreciation for each individual culture. I have also focused the video clips I have included to review different aspects and customs of each culture - not just art and artifacts.
Students can continue to develop their ethical and respectful minds by becoming aware of global cultures. Understanding and compassion stem from familiarity with global issues and conditions. By learning how different cultures live and thrive, students can develop a respect and understanding of the different cultures they come in contact with everyday. Tolerance is not enough. Understanding, collaboration, and acceptance come from an ethical and respectful approach to treating all people with dignity. As an art teacher I try to point out the similarities between other cultures and my students. By the same token we celebrate the differences as unique points of interest and creative expression essential to all people.
Google Earth provides an excellent way to provide a more "concrete" experience when studying distant cultures. The ability to embed video, text, audio and assessments are great features of this powerful program. Although I will admit it took me more time to learn than any of the other tools that we used. That will not inhibit me from using it in the future.
From a student perspective this is a great opportunity to really become globally aware. That is so important in Art class, social studies, Language Arts, and other subjects that reference "culture". Students can't help but develop respectful and ethical approaches to learning and inquiry as Google Earth provides a highly motivational and interactive environment in which to explore the world.
I am quite happy with the final "trip". My idea behind the trip was to have students in 4th and 5th grades interact with the file in Google Earth BEFORE we study the highlighted cultures. This will provide students with a background on each culture and allow them to discuss aspects of each in class in more depth. The students could access the file either in school or at home(at home will be encouraged). Since there is a lot of information we will view the trip in chunks before each culture is introduced. This can happen over the first couple weeks of school. Students finished early with a project can go to the computer lab and access the information. Ultimately this will save time in a class where I only see them once every 6 days.
The cultures we have highlighted are the Cuna Indians of South America, Asante People of Ghana West Africa, Aboriginal people of Arnhem Land, Australia, and the Japanese craftsman of Tokyo, Japan. Each culture is one that we study in art class throughout the year. I have included mini projects in each place mark that differ from the projects we complete in class. I think that this will give the students a deeper understanding and appreciation for each individual culture. I have also focused the video clips I have included to review different aspects and customs of each culture - not just art and artifacts.
Students can continue to develop their ethical and respectful minds by becoming aware of global cultures. Understanding and compassion stem from familiarity with global issues and conditions. By learning how different cultures live and thrive, students can develop a respect and understanding of the different cultures they come in contact with everyday. Tolerance is not enough. Understanding, collaboration, and acceptance come from an ethical and respectful approach to treating all people with dignity. As an art teacher I try to point out the similarities between other cultures and my students. By the same token we celebrate the differences as unique points of interest and creative expression essential to all people.
Google Earth provides an excellent way to provide a more "concrete" experience when studying distant cultures. The ability to embed video, text, audio and assessments are great features of this powerful program. Although I will admit it took me more time to learn than any of the other tools that we used. That will not inhibit me from using it in the future.
From a student perspective this is a great opportunity to really become globally aware. That is so important in Art class, social studies, Language Arts, and other subjects that reference "culture". Students can't help but develop respectful and ethical approaches to learning and inquiry as Google Earth provides a highly motivational and interactive environment in which to explore the world.
Thursday, December 8, 2011
Saturday, December 3, 2011
Respectful and Ethical Minds
Since I began teaching in 1995 I have taught in 5 different schools encompassing grades K - 8. In that time I have held true to my strongest belief: When kids speak, listen to them. Take them seriously and treat them with respect and dignity. I pride myself on treating ALL students and parents this way. I find that this attitude is reciprocal. Respect is something you learn through upbringing, modeling and schooling. When kids see and feel respect, they return respect.
To be good at anything you must pursue it wholeheartedly and honestly. My Mother always said, "Anything worth doing is worth doing well". Ethical behavior is an understanding of one's greater role in a profession and as a citizen of a global society. My personal definitions of these "minds" as Gardner refers to them are important because this is how I deliver them in my daily teaching. I am respectful and build a community within my classroom everyday. My ethical treatment of students and subject matter are important in helping students to form their own respectful and ethical views of the world.
Art education is a wonderful vehicle to examine the differences and similarities among global cultures. We search for the meaning behind what makes cultural ceremonies, legends, adornments, artifacts and artworks contextually important. In an effort to be respectful we study all cultures with the same level of inquiry and acceptance. By examining what substantive practices make cultures unique, we can develop our ethical minds in an attempt to identify with similarities and differences in our own society. I always ask students the question after we study a culture unfamiliar to them, "How long do you think it would take someone from that culture to learn EVERYTHING you need to know to live in America?" My goal by asking this question is to help students develop an understanding and empathetic response to the plight of a newcomer to our society, school or neighborhood.
Julene Reed's article takes this notion one step further and suggests reaching out to create a collaborative learning experience with other cultures. Her goal of creating Global Citizens and Global Education can be realized more readily with the advent and advancement of digital media. I have learned in this class how easy it is to communicate with people from different parts of my own culture. All while recognizing, accepting and building on different beliefs and opinions within our own subgroup. Reed suggests that knowledge of other cultures leads to understanding and compassion. This in turn helps cultivate respectful and ethical students willing to take action to recognize and help solve global issues.
My initial thoughts are to create an online art gallery of student work and exchange email or blog addresses with a foreign culture and spend time corresponding and forging relationships. A Wiki or blog could be a great tool for this application. The two parties could progress to
video conferencing via webcams and podcasting. Through the exchange of artistic products and ideas students could begin to understand and form relationships with other cultures.
More specifically, students could create a self-portrait that depicts important aspects of their life. I am thinking a GLOG would be perfect for this application. Students could embed audio files (poems, quotes, a day in the life, songs) that are important to them. Images could be a pictorial representation of their current life. Students would also be required to upload images of personal artwork and perhaps a short introductory video and tour of their favorite place to socialize. Students could use first names only as a means of security OR enable viewing for only the corresponding institution. This virtual self-portrait would allow great depth of mutual understanding and enable students to begin to build global relationships.
To be good at anything you must pursue it wholeheartedly and honestly. My Mother always said, "Anything worth doing is worth doing well". Ethical behavior is an understanding of one's greater role in a profession and as a citizen of a global society. My personal definitions of these "minds" as Gardner refers to them are important because this is how I deliver them in my daily teaching. I am respectful and build a community within my classroom everyday. My ethical treatment of students and subject matter are important in helping students to form their own respectful and ethical views of the world.
Art education is a wonderful vehicle to examine the differences and similarities among global cultures. We search for the meaning behind what makes cultural ceremonies, legends, adornments, artifacts and artworks contextually important. In an effort to be respectful we study all cultures with the same level of inquiry and acceptance. By examining what substantive practices make cultures unique, we can develop our ethical minds in an attempt to identify with similarities and differences in our own society. I always ask students the question after we study a culture unfamiliar to them, "How long do you think it would take someone from that culture to learn EVERYTHING you need to know to live in America?" My goal by asking this question is to help students develop an understanding and empathetic response to the plight of a newcomer to our society, school or neighborhood.
Julene Reed's article takes this notion one step further and suggests reaching out to create a collaborative learning experience with other cultures. Her goal of creating Global Citizens and Global Education can be realized more readily with the advent and advancement of digital media. I have learned in this class how easy it is to communicate with people from different parts of my own culture. All while recognizing, accepting and building on different beliefs and opinions within our own subgroup. Reed suggests that knowledge of other cultures leads to understanding and compassion. This in turn helps cultivate respectful and ethical students willing to take action to recognize and help solve global issues.
My initial thoughts are to create an online art gallery of student work and exchange email or blog addresses with a foreign culture and spend time corresponding and forging relationships. A Wiki or blog could be a great tool for this application. The two parties could progress to
video conferencing via webcams and podcasting. Through the exchange of artistic products and ideas students could begin to understand and form relationships with other cultures.
More specifically, students could create a self-portrait that depicts important aspects of their life. I am thinking a GLOG would be perfect for this application. Students could embed audio files (poems, quotes, a day in the life, songs) that are important to them. Images could be a pictorial representation of their current life. Students would also be required to upload images of personal artwork and perhaps a short introductory video and tour of their favorite place to socialize. Students could use first names only as a means of security OR enable viewing for only the corresponding institution. This virtual self-portrait would allow great depth of mutual understanding and enable students to begin to build global relationships.
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