This week I investigated more fully the CAST.org website, paying particular attention to the UDL Lesson Builder and Book Builder areas. To tell you the truth, I rather enjoyed the Book Builder part of the assignments better than writing a lesson employing the concepts of Universal Design for Learning. I find myself getting frustrated when writing lessons in a different manner than I am used to using.
And in truth the Center for Applied Special Technology (CAST) has developed a fantastic program over the past 25 years. The Universal Design for Learning (UDL) is in fact useful for all levels of student achievement, not just that of Special Education students. Through the use of their innovative designs and programs, I can (and have) differentiated instruction without having to write three or four (or five or six) different lesson plans to accommodate all the students and the variety of needs reflected in my classroom.
My frustration lies in attempting to move how I "think" about a lesson to a different way. The information I inherently build into my lessons is the same over both my usual and CAST's UDL Lesson Builders. But I found the lessons needed to be built upon differently, and some of the activities I had planned to incorporate wouldn't work anymore.
But all in all, CAST's UDL Lesson Builder is beginning to grow on me. I may just have to let go of my"old way" and take a step into a new way.
Tuesday, December 8, 2009
Saturday, November 21, 2009
EDLD5364 -- Week 1 Web Conference
Note: I am in the first week of a new course towards my Masters in Educational Technology. Although an optional activity, I chose to attend and participate in a web conference held on Wednesday, November 18th. We were asked to reflect on the value of the experience.
I almost always enjoy attending the web conferences offered as a part of one of my courses. Especially within the first week when I have had a chance to look over the entire course, download the readings and assignments for the various weeks, and sit down (so to speak) to begin the Week 1 courseware.
By Wednesday this week, I was was frantic. There were so many readings, some quite long, and videos (several of which cannot be accessed using computers at school or even my personal laptop at the school). With the hours I put in at school (teaching) and for school (Lamar University), I was having severe "first week jitters" and couldn't see how with Thanksgiving, family responsibilities, school (teaching) responsibilities, church responsibility, and all the other pulls and tugs on my time, mind, and heart, I would ever get through this course with some semblance of sanity left.
I had some technical difficulties of my own, including a headset that won't work on my Vista laptop, room lighting that made me an eerie shadow on my webcam, which did not help in getting me up and running although I had begun to prepare 20 minutes before the window was to open (50 minutes before the web conference was scheduled to begin). So I had a double-dose of the "frantic dithers" before Dr. Mason accepted me into the conference.
Once into the conference with all the camera and microphone settings updated, I was able to listen to others asking questions and the answers given by Dr. Mason and others while I figured out how to move lighting around so I was no longer in shadow. Using the chat function as well as the microphone features, I was able to touch base with cohort members that I usually only see on Discussion Boards. I also got to hear from members of other cohorts (sections), helping to bring me a sense of the larger community (oooohhhh . . . Global learning?).
To me, the value of the web conferences are many. In the first week, they serve to allay some of my fears (real or imagined) and help gird me for battle against my doubts, the curriculum, the assignments, and fast pace of the course. In subsequent weeks (when we are lucky to have them), they help me to stay focused and on-task. I really missed the web conferences during my last course when every single one conflicted with a church, Bible study, or family activity that could not be changed to suit my schedule. I made the choice for them rather than the web conference. I would make the same choice if faced with it again, but it is a difficult choice for me to make. The web conferences help to "center" me, keeping me in touch with others who are feeling the same way or who have worked through the same or similar issues. They help me to support and be supported by more than just my own knowledge and know-how.
I almost always enjoy attending the web conferences offered as a part of one of my courses. Especially within the first week when I have had a chance to look over the entire course, download the readings and assignments for the various weeks, and sit down (so to speak) to begin the Week 1 courseware.
By Wednesday this week, I was was frantic. There were so many readings, some quite long, and videos (several of which cannot be accessed using computers at school or even my personal laptop at the school). With the hours I put in at school (teaching) and for school (Lamar University), I was having severe "first week jitters" and couldn't see how with Thanksgiving, family responsibilities, school (teaching) responsibilities, church responsibility, and all the other pulls and tugs on my time, mind, and heart, I would ever get through this course with some semblance of sanity left.
I had some technical difficulties of my own, including a headset that won't work on my Vista laptop, room lighting that made me an eerie shadow on my webcam, which did not help in getting me up and running although I had begun to prepare 20 minutes before the window was to open (50 minutes before the web conference was scheduled to begin). So I had a double-dose of the "frantic dithers" before Dr. Mason accepted me into the conference.
Once into the conference with all the camera and microphone settings updated, I was able to listen to others asking questions and the answers given by Dr. Mason and others while I figured out how to move lighting around so I was no longer in shadow. Using the chat function as well as the microphone features, I was able to touch base with cohort members that I usually only see on Discussion Boards. I also got to hear from members of other cohorts (sections), helping to bring me a sense of the larger community (oooohhhh . . . Global learning?).
To me, the value of the web conferences are many. In the first week, they serve to allay some of my fears (real or imagined) and help gird me for battle against my doubts, the curriculum, the assignments, and fast pace of the course. In subsequent weeks (when we are lucky to have them), they help me to stay focused and on-task. I really missed the web conferences during my last course when every single one conflicted with a church, Bible study, or family activity that could not be changed to suit my schedule. I made the choice for them rather than the web conference. I would make the same choice if faced with it again, but it is a difficult choice for me to make. The web conferences help to "center" me, keeping me in touch with others who are feeling the same way or who have worked through the same or similar issues. They help me to support and be supported by more than just my own knowledge and know-how.
Saturday, July 4, 2009
Reflections on Working Collaboratively
I learned quite a bit about myself and working with others during this course. I knew that we would create a professional looking and sounding public service announcement. After all, we are all in a course of study working towards our Masters degrees. I admit though, that when we started, my attitude had a large portion of, "If the others don't come through, I will do what it takes to make sure what we turn in is a professional product."
And then we began to work together.
I'm not sure when, but it wasn't very long before I realized that each one of us had the same goal in mind: to create, produce, and turn in a professional PSA. And each of us, in moving toward that goal was going to give 100%.
Our group experienced interruptions and difficulties as as any group or professional learning community might -- summer vacations planned before beginning our masters programs, the death of a close friend, Bible studies, church, and family obligations, etc. Yet the members of our group maintained a seamless dance toward our goal. Without a word or complaint, when necessary, each member took an extra turn on the floor, keeping the dance flowing ever forward. As each member finished their outside duties, the others opened a space for their re-entry. All the while, the dance continued without a misstep.
It has truly been an awesome, eye-opening experience. Both into group dynamics and into my own misconceptions of group membership.
And then we began to work together.
I'm not sure when, but it wasn't very long before I realized that each one of us had the same goal in mind: to create, produce, and turn in a professional PSA. And each of us, in moving toward that goal was going to give 100%.
Our group experienced interruptions and difficulties as as any group or professional learning community might -- summer vacations planned before beginning our masters programs, the death of a close friend, Bible studies, church, and family obligations, etc. Yet the members of our group maintained a seamless dance toward our goal. Without a word or complaint, when necessary, each member took an extra turn on the floor, keeping the dance flowing ever forward. As each member finished their outside duties, the others opened a space for their re-entry. All the while, the dance continued without a misstep.
It has truly been an awesome, eye-opening experience. Both into group dynamics and into my own misconceptions of group membership.
Monday, June 15, 2009
Reflections on Week 2 Assignment
Whew! This assignment just about did me in! I collected stills and video clips all week. I thought about the plan, how it might come together, etc. I researched the various free video editing software and chose one (I also was in contact with my assignment buddy as per instructions). Nothing prepared me for the number of hours it was going to take to put something credible together.
I honestly did not think I would finish my assignment in time. I fought with my copy of Microsoft Movie Maker to make clips, put them together, add audio, effects and transitions. And even with all the cuts it's still a bit too long. And then I had to fight to get it on my wikispace! I feel as though I have been wiped clean of all traces of creativity!
I am not overly pleased with what I have created. But I also honestly do not believe that I could have done better for my first effort in creating a video sequence from stills and videos I found online. I may have had better luck choosing a different subject or creating a travelogue or news story. In retrospect, I tried to cram a subject that needs more time into the span of a minute. Not unlike the Genie in Aladdin (Disney); "Phenomenal Cosmic Power . . . Itty, bitty living space!"
I also know that I am learning new skills. And that becoming proficient at new skills takes time. I pray for patience, but just cannot seem to wait patiently.
I honestly did not think I would finish my assignment in time. I fought with my copy of Microsoft Movie Maker to make clips, put them together, add audio, effects and transitions. And even with all the cuts it's still a bit too long. And then I had to fight to get it on my wikispace! I feel as though I have been wiped clean of all traces of creativity!
I am not overly pleased with what I have created. But I also honestly do not believe that I could have done better for my first effort in creating a video sequence from stills and videos I found online. I may have had better luck choosing a different subject or creating a travelogue or news story. In retrospect, I tried to cram a subject that needs more time into the span of a minute. Not unlike the Genie in Aladdin (Disney); "Phenomenal Cosmic Power . . . Itty, bitty living space!"
I also know that I am learning new skills. And that becoming proficient at new skills takes time. I pray for patience, but just cannot seem to wait patiently.
Monday, June 8, 2009
Reflections on Creating a Digital Photo Story
I finally finished my first digital story. I didn't find it particularly difficult . . . once I got started. I just had problems moving past all the fears I began experiencing when I first looked through the week's assignments. As quickly as I would begin to think about my digital story, fear reared its ugly head and I would hesitate; often finding something (anything!) else to do!
One of the ways I procrastinated was to read and reread the Week 1 readings. As I read the Digital Storytellers Cookbook, Joe Lambert was able to put into words exactly how I was feeling: "For some, conceiving an idea for a story is an easy process; for others it is the beginning of a crisis. . . . We informally tell stories all the time, but the conscious construction of story call up mental blocks" (Lambert, 2006).
Encouraged, I began to work . . . uploaded the pictures I wanted to use, collaborating on the script, recording the narrations for the slides, previewing, and reworking. Finally, I felt it was ready to turn in. I had a little difficulty uploading the file to YouTube, and figuring out how to link it to my Wiki, but I eventually got it.
My final work is not perfect, but I am proud of it. I tried something new! And now that I've created a digital story, I know my next effort will be better (and easier -- emotionally). And even better the third time I create a digital story. I feel even a little smug.
References:
Lambert, J. (2006). Digital storytelling cookbook, 1-30. Story Center. Retrieved June 2, 2009 from http://www.storycenter.org/cookbook.pdf.
One of the ways I procrastinated was to read and reread the Week 1 readings. As I read the Digital Storytellers Cookbook, Joe Lambert was able to put into words exactly how I was feeling: "For some, conceiving an idea for a story is an easy process; for others it is the beginning of a crisis. . . . We informally tell stories all the time, but the conscious construction of story call up mental blocks" (Lambert, 2006).
Encouraged, I began to work . . . uploaded the pictures I wanted to use, collaborating on the script, recording the narrations for the slides, previewing, and reworking. Finally, I felt it was ready to turn in. I had a little difficulty uploading the file to YouTube, and figuring out how to link it to my Wiki, but I eventually got it.
My final work is not perfect, but I am proud of it. I tried something new! And now that I've created a digital story, I know my next effort will be better (and easier -- emotionally). And even better the third time I create a digital story. I feel even a little smug.
References:
Lambert, J. (2006). Digital storytelling cookbook, 1-30. Story Center. Retrieved June 2, 2009 from http://www.storycenter.org/cookbook.pdf.
Saturday, June 6, 2009
Web Conference Reflections -- June 6, 2009
Off to a slow start, this morning's web conference picked up speed once Dr. A. gave presenter rights to one of our members who was able to get most things working at the same time. Once most of the communication levels were established and we all felt comfortable, members of the group began talking with each other and the real conferencing commenced. Dr. A. gently faded into the background, in attendance, yet only occasionally contributing. In retrospect, that may have been her plan all along. Get us started, slowly relinquishing the reins as others stepped in. What a good facilitator should do, actually.
At first I felt very awkward, both with my face plastered on the screen and with using the microphone. I have never liked hearing my voice and am often self-conscious when using a webcam. I also had a difficult time following much of the conversation as people talked at the same time as others or forgot to identify themselves. I imagine as we progress through the course and use the web conference tool more often, I (as well as others) will become more self-assured and be able to use the technology with greater ease.
At this first reflection on using web conferencing, I still feel ill-at-ease with webcam technology. In my mind's eye I can see a great deal of potential for its use. In the classroom, I can see myself being able to give a lesson, even if I cannot be in the room. In the computer lab, no matter which way a student's screen is pointed, we can all communicate without turning around and craning our necks to see the speaker. I can easily see its use as another tool for a professional learning community -- members would no longer need to travel to meet, we could sit in the comfort of our classrooms, offices, or home and conduct our meetings and share new ideas, discuss issues, and work on team-building.
On second thought . . . I can see much value in learning to effectively use web conferencing. I must make sure I take advantage of every opportunity to use and practice this!
At first I felt very awkward, both with my face plastered on the screen and with using the microphone. I have never liked hearing my voice and am often self-conscious when using a webcam. I also had a difficult time following much of the conversation as people talked at the same time as others or forgot to identify themselves. I imagine as we progress through the course and use the web conference tool more often, I (as well as others) will become more self-assured and be able to use the technology with greater ease.
At this first reflection on using web conferencing, I still feel ill-at-ease with webcam technology. In my mind's eye I can see a great deal of potential for its use. In the classroom, I can see myself being able to give a lesson, even if I cannot be in the room. In the computer lab, no matter which way a student's screen is pointed, we can all communicate without turning around and craning our necks to see the speaker. I can easily see its use as another tool for a professional learning community -- members would no longer need to travel to meet, we could sit in the comfort of our classrooms, offices, or home and conduct our meetings and share new ideas, discuss issues, and work on team-building.
On second thought . . . I can see much value in learning to effectively use web conferencing. I must make sure I take advantage of every opportunity to use and practice this!
Wednesday, March 18, 2009
Keeping On
I'm in Week Four of my first class towards my Masters. I'm beginning to feel a bit more comfortable with the use of some of the online tools we are using. My Wiki is up-and-running, although I do have some difficulty with composing and editing fonts and sizes, etc. But I'm learning and that's half the battle!
I'm doing well grade-wise, too. I earned 100s on my first two papers and a 90 on my mid-term. So my average is a 95. I have worked very hard on the assignments, so I very happy for the good grades.
I do have to spend a whole lot of time to do the readings, watch the videos, make use of the discussion forums, and compose and submit my assignments. So much so that I may have to forego a planned vacation this summer. I would take my computer, etc., but would I actually do the work?
No vacation -- that really whomps.
I'm doing well grade-wise, too. I earned 100s on my first two papers and a 90 on my mid-term. So my average is a 95. I have worked very hard on the assignments, so I very happy for the good grades.
I do have to spend a whole lot of time to do the readings, watch the videos, make use of the discussion forums, and compose and submit my assignments. So much so that I may have to forego a planned vacation this summer. I would take my computer, etc., but would I actually do the work?
No vacation -- that really whomps.
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