Category Archives: Courses

Ed Tech 513- Coherence Principle Analysis

Jon Freer
Ed Tech 513
Coherence Principle Analysis

Coherence Principle Description

The coherence principle essentially states that superfluous material, in the form of visuals, audio or text, should be avoided when preparing a multimedia lesson (Clark & Mayer, 2008, p. 153).  In each of these cases, there is support for the idea that the extra information that is not directly related to the learning objectives can distract the learner and hinder the learning process.

The most important aspects of the coherence principles focus on the avoidance of extraneous material.  In terms of audio, it is best to avoid the inclusion of background music or sounds in a lesson.  With a limit to the amount of working memory a learner has, the background music or other sounds can lead to overload of the working memory and hinder learning.  Eliminating or avoiding superfluous graphics is also recommended. While graphics related to the learning objectives are important to include, adding graphics not related to those objectives for the purpose of “spicing up” the lesson causes the learner to divide their attention between the learning material and the graphics.  When graphics are used, they should be simple in nature to improve the learning process.  Detailed graphics may depress learning, especially among beginners in a particular subject.  Lastly, it is best to avoid the use of extra words.  Words added to interest learners, expand on ideas or go into technical detail can all be distracting for the learners and hinder the learning process.

Examples of Coherence Principle

An example of successful adherence of  the coherence principle is the following slide from the instructor materials from Campbell Biology, the support site for the Biology textbook by Neil Campbell.  The slide presents a clearly identifies the “key to flight” as “aerodynamic structure and provides an image that illustrates this structure in a simple, relatable way.  In addition, the slide avoids going into the technical details of the airfoil in either words or images.  This allows the learner to come away with the simple idea that it is the structure of a wing that allows a bird to overcome gravity.

Another source provides an example of suspect adherence to the coherence principle.  In the slide below from a slideshow on evolution, focus is on Lamarck’s contribution of evolution theory.  While the limited text implies that this slideshow is being used while a teacher narrates, there is also the inclusion of a picture (perhaps one of the students) and the words “Are you still paying Attention?”  Both of these seem to be an attempt to retain the attention of students, but as they do not directly relate to the information being related, serve only to distract and disrupt the learning process.  They most certainly do not add to the learning experience for the student, nor do they effectively make the material more interesting.

Relationship of Coherence Principle to Other Multimedia Principles

Prior principles discussed include the multimedia principle, which states that learners benefit from having words and images together, rather than words alone, and the contiguity principle that states that those included images should be relatively close to the words to which they are related.  In short, these principles state that images should be included and be close to the words they are illustrating.  The relationship this has to the coherence principle is something like a reality check for image inclusion (or other media such as audio).  It is important to include multiple forms of media to allow users to access both auditory and visual learning channels, however, it is equally important to be sure that the images (or audio) serve a specific purpose.  Images must be related to the learning objective.  If they are not, the benefits of adherence to the multimedia principle may, in fact, be contradicted by the lack of adherence to the coherence principle.

Coherence Principle Related to Psychological Theories

Beginning with arousal theory, many instructors seem to face the challenge of keeping the attention of the learner.  To do this, they make attempts to grab or keep attention through the inclusion of “exciting” images, “fun” audio or “interesting” facts or stories.  Arousal theory assumes that the learners will become emotionally engaged and, therefore, have greater interest and focus in the main learning material (Clark & Mayer, 2008, p. 156).  In many ways, it seems like arousal theory makes perfect sense.  If I am attentive to the screen, thanks to the included media, I must be attentive to the topic at hand. Cognitive theory, however, contradicts this.  Essentially, it comes down to the idea that we must process information through our working memory and that working memory has limited capacity. Inclusion of images that do not specifically and coherently relate to the learning objectives will utilize some of the working memory space and may overload the working memory.  This would lead to decreased learning, rather than increased.  The dual-coding theory goes on to imply that improved learning comes from utilizing both the auditory and visual channels (Moreno & Mayer, 2000).  An example of this might be using an image along with narrated text.

My View of the Coherence Principle

The aspect of the coherence principle that strikes me as being right on target is that the illustrations used in a multimedia presentation should be simple in nature.  As a science teacher, I am faced with the constant challenge of helping students to better understand complex systems.  Clearly, images and video go a long way towards helping a student visualize a process such as muscle contraction.  However, there exists a wide variety of diagrams that can show this.  Diagrams that are simple and focus on few specific details help beginner students to pay attention to the process in general without getting lost in the details.

The one aspect of this idea that I would say warrants qualification is that not all students possess the same knowledge base.  Advanced students, who may already have an understanding of the basic ideas, would likely benefit, or at least not be distracted by, a more detailed view of this same material.  They key to this is that the advanced students have prior understanding of the material to link the details to, whereas the beginner students do not.

References

Campbell, N. A., & Reece, J. B. (2001). Campbell Biology. San Francisco, Calif: Benjamin Cummings.

Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction, 2nd edition. Pfeiffer: San Francisco, CA.

Mayer, R. E. (1999). Multimedia aids to problem-solving transfer. International Journal of Educational Research, 31(7), 611-623.

Moreno, R., & Mayer, R. E. (2000). A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 2(2), 2004-07.

Links

Campbell Biology Online (subscription needed)

Southgate Schools Biology presentations

EdTech 513- Screencasting Project

For this project, I created a screencast in which the learners go through a worked example of drawing a Lewis structure. Because the video is a flash video, I had trouble embedding it on this blog. So, I created a Learning Log on Blogger that allows the interactive part to work.  Here is a link to that post.

The content of that post is below:

This screen cast is a worked example for drawing a Lewis structure in Chemistry class.  The video takes a Chemistry student through a review of how to draw a Lewis Structure. It then gives the learner a chance to do an example on their own.  I wanted to create an interactive experience for the learner in which they are able to pace the work on their own.  Unfortunately, I ran into a slew of issues with this.  In the end, I needed to place the video here in Blogger rather than WordPress.  I know there are better workarounds to accomplish what I was looking for, but time was an issue.  I do plan to explore the technology needed to make links within videos a bit more in the future.

Here is the worked example (note, to click “Continue” the video must be watched in full screen format, otherwise the progress bar masks it.) (This is where the interactive video should go, but it doesn’t work in WordPress.

For this worked example, I wanted to begin by giving the the learners a look at what a Lewis structure is to to familiarize them with the vocabulary and the symbols involved.  This pre-training would allow them to focus on the procedure, rather than wondering about the symbols.  I then proceeded to work through the example step by step.  At each step, the learner has the control of whether they feel confidence enough to continue or if they needed to review that step again.  Using the segmenting principle puts control of the learning in the users hands. At the end, the learner’s are given a summary of the steps and the option to replay the lesson as a whole or to move on to try an example on their own.  The example ends with the option of seeing the actual solution.  This example, would help a learner achieve far transfer for the material covered.

One thing to note is that I had some trouble deciding who the learner actually was.  I decided to create a video that I could share with my Chemistry class after this material had been presented.  It is not meant to be a replacement lecture, but rather a step-by-step worked example of something they should be somewhat familiar with.

EdTech 513- Digital Storytelling Project

For this project, we reviewed some of the elements that make for a good digital story and then set to work in creating our own. My story is about a local legend surrounding a a lost stash of gold.  It is a story of the desire to push into a world of adventure and the difficulties we have in doing that.  I found this project challenging in the very best sense of the word.  Technically I struggled at times (especially when it comes to the so-called “Ken Burns” effect), but it all came together eventually.  Even as I finished, I felt that I really wanted to spend more time smoothing out some of the wrinkles that I see in the finished project.  I can see  how filmmakers can get lost in their work.  For me, I simply ran out of time.  Maybe I’ll work on it again someday…

It was fun to develop a story that is personal. Having looked through a number of the examples given, I was struck by the fact that so many has a sad theme.  In developing my own story, I wanted to be positive and see if I could create a compelling story that still had meaning.  In the end, I was happy with the story as it turned out.  Because it was so personal and real, the application of the personalization principle was quite natural to use.  Using a natural, conversational tone allows viewers to get a bit lost, hopefully, in the story being told.  It allows for a deeper connection with the message of the story.

As far as the use of digital storytelling goes, I see a great deal of potential for its use in a classroom.   While I did have some difficulty with the technical aspects of the story, with some practice, it seems easy enough to pass the “how-to’s” along to students.  I can envision English classes analyzing novels or making short pieces about Shakespearean soliloquies.  Foreign Language classes could easily make use of this concept by having students create stories in the language they are studying.  Overall, this seems like a fairly versatile type of project.

Jon

Coherence Analysis

Coherence Principle Description

The coherence principle essentially states that superfluous material, in the form of visuals, audio or text, should be avoided when preparing a multimedia lesson (Clark & Mayer, 2008, p. 153).  In each of these cases, there is support for the idea that the extra information that is not directly related to the learning objectives can distract the learner and hinder the learning process.

The most important aspects of the coherence principles focus on the avoidance of extraneous material.  In terms of audio, it is best to avoid the inclusion of background music or sounds in a lesson.  With a limit to the amount of working memory a learner has, the background music or other sounds can lead to overload of the working memory and hinder learning.  Eliminating or avoiding superfluous graphics is also recommended. While graphics related to the learning objectives are important to include, adding graphics not related to those objectives for the purpose of “spicing up” the lesson causes the learner to divide their attention between the learning material and the graphics.  When graphics are used, they should be simple in nature to improve the learning process.  Detailed graphics may depress learning, especially among beginners in a particular subject.  Lastly, it is best to avoid the use of extra words.  Words added to interest learners, expand on ideas or go into technical detail can all be distracting for the learners and hinder the learning process.

Examples of Coherence Principle

An example of successful adherence of  the coherence principle is the following slide from the instructor materials from Campbell Biology, the support site for the Biology textbook by Neil Campbell.  The slide presents a clearly identifies the “key to flight” as “aerodynamic structure and provides an image that illustrates this structure in a simple, relatable way.  In addition, the slide avoids going into the technical details of the airfoil in either words or images.  This allows the learner to come away with the simple idea that it is the structure of a wing that allows a bird to overcome gravity.

 

Another source provides an example of suspect adherence to the coherence principle.  In the slide below from a slideshow on evolution, focus is on Lamarck’s contribution of evolution theory.  While the limited text implies that this slideshow is being used while a teacher narrates, there is also the inclusion of a picture (perhaps one of the students) and the words “Are you still paying Attention?”  Both of these seem to be an attempt to retain the attention of students, but as they do not directly relate to the information being related, serve only to distract and disrupt the learning process.  They most certainly do not add to the learning experience for the student, nor do they effectively make the material more interesting.


Relationship of Coherence Principle to Other Multimedia Principles

Prior principles discussed include the multimedia principle, which states that learners benefit from having words and images together, rather than words alone, and the contiguity principle that states that those included images should be relatively close to the words to which they are related.  In short, these principles state that images should be included and be close to the words they are illustrating.  The relationship this has to the coherence principle is something like a reality check for image inclusion (or other media such as audio).  It is important to include multiple forms of media to allow users to access both auditory and visual learning channels, however, it is equally important to be sure that the images (or audio) serve a specific purpose.  Images must be related to the learning objective.  If they are not, the benefits of adherence to the multimedia principle may, in fact, be contradicted by the lack of adherence to the coherence principle.

Coherence Principle Related to Psychological Theories

Beginning with arousal theory, many instructors seem to face the challenge of keeping the attention of the learner.  To do this, they make attempts to grab or keep attention through the inclusion of “exciting” images, “fun” audio or “interesting” facts or stories.  Arousal theory assumes that the learners will become emotionally engaged and, therefore, have greater interest and focus in the main learning material (Clark & Mayer, 2008, p. 156).  In many ways, it seems like arousal theory makes perfect sense.  If I am attentive to the screen, thanks to the included media, I must be attentive to the topic at hand. Cognitive theory, however, contradicts this.  Essentially, it comes down to the idea that we must process information through our working memory and that working memory has limited capacity. Inclusion of images that do not specifically and coherently relate to the learning objectives will utilize some of the working memory space and may overload the working memory.  This would lead to decreased learning, rather than increased.  The dual-coding theory goes on to imply that improved learning comes from utilizing both the auditory and visual channels (Moreno & Mayer, 2000).  An example of this might be using an image along with narrated text.

My View of the Coherence Principle

The aspect of the coherence principle that strikes me as being right on target is that the illustrations used in a multimedia presentation should be simple in nature.  As a science teacher, I am faced with the constant challenge of helping students to better understand complex systems.  Clearly, images and video go a long way towards helping a student visualize a process such as muscle contraction.  However, there exists a wide variety of diagrams that can show this.  Diagrams that are simple and focus on few specific details help beginner students to pay attention to the process in general without getting lost in the details.

The one aspect of this idea that I would say warrants qualification is that not all students possess the same knowledge base.  Advanced students, who may already have an understanding of the basic ideas, would likely benefit, or at least not be distracted by, a more detailed view of this same material.  They key to this is that the advanced students have prior understanding of the material to link the details to, whereas the beginner students do not.

 

References

Campbell, N. A., & Reece, J. B. (2001). Campbell Biology. San Francisco, Calif: Benjamin Cummings.

Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction, 2nd edition. Pfeiffer: San Francisco, CA.

Mayer, R. E. (1999). Multimedia aids to problem-solving transfer. International Journal of Educational Research, 31(7), 611-623.

Moreno, R., & Mayer, R. E. (2000). A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 2(2), 2004-07.

 

Links

Campbell Biology Online (subscription needed)

Southgate Schools Biology presentations

Science/Fiction Podcast- Episode 1: Extinct Species, Zombies, Time Travel and Tricorders

For this assignment, I created a podcast called “Science/Fiction” (or perhaps Science-Slash-Fiction” to add emphasis to the slash).  The idea behind this podcast was to spark the imagination of the listeners.  As a Science teacher, all too often I see student that become disenchanted with science because so much of it seems to be fact memorization.  While I can sit back and be amazed by the work of Charles Darwin or Gregor Mendel, student don’t see it that way.  So, I wanted to create a podcast that reminded listeners that there is a connection between real-world science and science fiction.  Through this series, listeners will see connections between dreams of the past and the realities of the future (or present).

In the pilot episode, the four topics I chose to look at were the possibility of bringing extinct species back to life using their DNA, parasites that infect the brain of their hosts turning them into zombies, the ins and outs of time travel and science fiction devices that will soon be a reality.

This was a very enjoyable assignment.  While I can’t say I am natural at podcasting, I do feel like the process is a great learning experience that helps you delve deeply into topics that are interesting.  I would love to make this particular podcast a series in which my students are the contributors.

Creating My Learning Log

Welcome to my learning log for my work at Boise State University.  This post is a simple one demonstrating that I have my learning log up and running and have the proper AECT standards applied. From here on my work in Multimedia will be shared via this blog.

EDTECH 543- My Life as a Reformed Lurker: A Final Reflection

Lurker

As I round the bend and head into the home stretch of my Masters at Boise State, I can’t help but look back and realize that it was social network learning that sparked my interest in Ed Tech in the first place.  I was excited by the prospect of reaching out to people around the world and learning from their experiences.  I was also amazed as some of my early contacts in the world of PLN’s would tweet out a message and receive a flurry of tweets back saying “Hello from Des Moines”, “Hey there from Sydney” and “How’s it going from Saturn.”  Pretty impressive stuff.  I was frustrated, however, when my early attempts at such a feat were met with silence.  Even now, I would get just a blip of response as compared to those bigwigs with their thousands of Twitter followers.

What’s the secret?  I’ve learned about PLN’s and the need to connect with like-minded people.  I recognize the importance of learning from others, no matter where they are.  Reaching out and seeking knowledge in its many forms can enrich my profession and my personal interests.

So what’s the secret to gaining that form of response?  Sharing.  That’s what I have taken away from this class.  In other classes, I have produced many artifacts.  I have made screencasts and animations, video lessons and lesson plans, webquests and presentations.  I enjoyed making most of these and gained something from each of them.  The difference I now see between those types of assignments and the work in Social Network Learning is that one is about “me” and the other is about “us.”  This class was about connection and building ideas in a coordinated, personalized and interactive way.  It forced me to come out from the shadows (a bit anyway) and to share my ideas and works with the world.  That’s a great thing.

Prior to this class, I saw social media as a way to get lessons others had created and to harvest resources in general.  Over time, however, the calls for “does anyone have a resource on…” go unanswered.  The world of the PLN and of social learning is a two-way street.  Those in it want the connections.  They want to learn from others.  They want to be inspired.  The shocking thing for me was that they want that from me,  Jon Freer.

If I truly want to grow a PLN and to learn how to help others to do so too, I have to share.  Share my work through Twitter.  Share my opinion through my blog or in the form of comments on others.  Offer my help where needed.

There were two big events that really brought this home for me.  One was watching the second presidential debate with my Twitter feed open.  I learned so much more about the issues discussed and answers given than I did when it was just me on my own.  Heck, I was seeing “Binders full of Women” memes before the debate was over.  The second event followed the live webinar assignment.  I took part in a Webinar on Inquiry Learning presented by David Truss.  I really enjoyed the experience and tried to express that in my reflection.  I also let seep through a bit of frustration I feel because I seem to understand the theory, but have trouble making it real.  The post wasn’t even a day old when David commented on it asking about what I felt was missing.  Wow.  This showed me that I need to express myself, but do so very thoughtfully and that people want to connect.

As I wrap this up, I am a bit disappointed that I didn’t always have time to really put into my work for this class.  My life is complicated by three kids 5 and under, a high energy dog, grad school, work, a wife that works and is in grad school, power-killing Superstorms and all the stuff that comes along with being alive.  I was so impressed with my classmates, especially Gretel and Fabio, and am excited to have them in my ever-expanding PLN.

Most of all, I am excited to reverse my web 2.0 experience.  I hope, in the near future, to be a regular blogger and to share ideas I have with the world.  My guess is that it is this element that those folks that inspired me early on all had in common.

Ed Tech 543- Development of a Social Media Policy

While many teachers still choose to keep their head in the sand, the fact is that Social Media is in our schools.  Moreover, that’s where it should be.  There is no doubt that dealing with social media in a school setting is tricky business.  Fears about students safety, cyber-bullying, reputation management, distraction in school and the like are real issues that should be addressed by school communities.  More and more, this is being handled by the development of a Social Media Policy for the school or school district.  This is an important part of creating a culture where students learn to use social media,, something they are already doing in the personal lives, in the space they spend so much of their time.  By taking the approach of creating a policy that cultivates an understanding of the proper use of social media, schools not only protect themselves and their students, they also help students learn to better use such technology.

The following was developed as a guideline for developing such a social media policy in a school.  The original document can be found here.

Plan for Development of a Social Media Policy for Holmquist School

With the ever increasing presence of Social Media in the world of our students, it is important that the school take time to reflect upon what it deems to be “appropriate use” of social media in the school setting.  While it is important to ensure the safety of our students, it is equally important to help students develop skills for using social media and a sense of how to manage their online world.  To that end, this plan was developed as a guideline for developing a Social media policy that effectively meets the needs of our school.

Take a Social Media Inventory

Before developing a policy, it is important to first have an understanding of a great many factors.  The following topic/areas should be included in a questionnaire that may be shared with teachers, administrators, students and parents.  Gaining an understanding of the current use and impact of social media on the school is essential to craft an appropriate policy.

  • Definition of “Social Media”
  • Current Use
    • Teachers/Classes
    • Administration/School Communication
    • Student Use (Academic and Non-Academic)
    • Examples of Good Use
    • Concerns related to Social Media Use

Form a Social Media Policy Committee

A committee of representatives from each of the main areas of the school (teachers, administrators, students and parents) should be assembled with the purpose of working through the answers to the questionnaire and crafting the policy.  It is important to include those who are technology literate and those who are a bit more dubious of technology.  Having the spectrum of attitudes represented on the committee will help to build a policy that makes sense to all members ofthe community.

Research Existing Policies

While the goal of this process is to develop a policy that is crafted specifically for our school, the committee should certainly utilize existing policies to develop an understanding of what areas should be covered in such a policy and how schools similar to ours approach social media in their school.  Individuals with their own learning networks via Social Media may also reach out to find guidelines and ideas.  The following are areas that may be included:

  • Type of Usage
  • Web Access
  • Collaboration, Web 2.0 and Academic Policies
  • Personal Device Useage
  • Security
  • Downloads
  • Online Behavior and Etiquette
  • Personal Safety and Cyberbullying

Write a Draft of the Social Media Policy

With an understanding of the school’s current use of social media and policies of similar schools, the committee should turn their attention to crafting their own policy.  Once completed, this draft should be presented to some constituent groups within the school community (students, teachers, parents), school administrators, the school board and, if deemed necessary by the administration, the school’s attorney.  It is important to emphasize that this is a draft of the policy to reduce confusion and to open the way for feedback from those reviewing it.  Edits may be made based on the feedback received.

A policy may include the following sections (as needed):

 

  • Introduction
  • Rationale for Policy Development
  • Policy Guidelines (broken into sections)
  • Help/Questions Contact Information
  • Signature of Student and/or Parent

Introduction of the Social Media Policy to the School Community

Once reviewed and edited, the policy should be presented to the school community.  The members of the committee should play a central role in explaining the policy and answering any questions that may arise.  This could/should include:

  • Introduction to faculty
  • Introduction to student body
  • Introduction to parents
  • Posting of policy in accessible space

Review the Policy

As social media changes, policies may become somewhat outdated.  Regularly scheduled reviews of the policy should be scheduled to be sure it is up to date and still meets all the needs of the school community.

Resources Used:

Anderson, S. (2012). How to create social media guidelines for your school. Edutopia. Retrieved from http://www.edutopia.org/how-to-create-social-media-guidelines-school

Dunn, J. (2012). It’s time to crowdsource your school’s social media policy. Edudemic. Retrieved from http://edudemic.com/2012/05/social-media-policy-crowdsource/

Johnson, S. (2010). How we used twitter to create our school’s social media guidelines. Ed Social Media. Retreived from: http://www.edsocialmedia.com/2010/08/how-we-used-twitter-to-create-our-schools-social-media-guidelines/

Schultz, J. (2012). Should we fear children accessing facebook? DMLcentral. Retrieved from: http://dmlcentral.net/blog/jason-schultz/should-we-fear-children-accessing-facebook

Smith, L.  (2012). Creating social media policies for school educators- a wise step for a better future. Solutions for Schools. Retrieved from http://solutions-for-schools.com/creating-social-media-policies-for-school-educators-a-wise-step-for-a-better-future/

EdTech 543- PLE Depiction and Analysis

Entering into this class, I was certainly aware of the term Personal Learning Network.  I had been through a professional development ‘workshop’ on web 2.0 and it’s potential uses in education.  I had embraced Facebook as a way to connect socially, Twitter as a way to see what others are doing and various Ning Communities as a way to converse while still be distant.  If anyone asked, I would have said that I had a PLN.  Looking back, I am not so sure.  I had connections, for sure.  I lurked in the background and cherry-picked the good stuff.  I read blogs posts here and there, but never commented.  I tweeted experimentally, but with little of substance to add.

[gigya src=” http://media.spicynodes.org/display.swf?id=a5c45c8257abfa64abca0e952767e4d8&nodemapID=395959″ quality=”high” width=”550″ height=”315 ]

So what has changed.  In some ways, not a great deal.  I am still more lurker than contributor…but I am working on that.  More importantly, I have come to gain a better appreciation of the fact that the PLN is simply a portion of the Personal Learning Environment (PLE).  When push comes to shove, this is about my own learning.  For that to happen, I need to have a variety of ways to obtain and process information.  The tools for finding information vary from Google to Twitter to Facebook.  (For the sake of this assignment, I am limiting myself to the online communities, but understand the role of my offline interactions as well.)  From there, learning becomes an interactive process.  I reflect in a blog or comment on someone else’s blog.  The dialogue begins and I build on a base of understanding.  From there the cycle builds and grows over time.  Interestingly, I used to feel like I could “master”  a topic.  I may not have known everything, but I knew everything that was reasonable to know.  Now, it seems there really isn’t such a limit (or achievement?).  With so much to know and so many potential teachers, all PLE supported,  the sky is the limit.

One thing became apparent as I viewed some classmates’ own PLE diagrams- mine showed less distinction about what each tool/community is for.  That is not to say that mine is better.  Truth is I really don’t know.  Distinctions about personal vs. professional seem like they should be distinguished.  But, for me, as I view my own learning, they all blend together.  This class brought my social world, Facebook, into my professional world.  One of my students follows me on Twitter, which I use for Professional Development.  We chat about golf.  So many of the tools could be placed in every category.  Even in my depiction this was true, but I went with what I use it for most.  Heading forward, this is both a challenge and an opportunity.  I have to be aware that my audience is very diverse.  It includes my colleagues, my boss, my students and even my mother.  However, it also brings the opportunity to catch things that might pass by otherwise and to get input on professional topics (or personal ones) from unlikely sources.

I’ll be interested to do this again in a few years.

Ed Tech 543- Curated Topics Criteria Group Assignment

While I have been studying Ed Tech at Boise State for a year and a half, this was the first true group project I have been involved.  There have been opportunities, but it always seemed that it would be easier to work alone.  Something about individual work just seems more efficient.  Much of this comes from outdated ideas that linger in my head.  Collaboration across the internet means creating a document, emailing it to your partners, each suggesting or adding changes and emailing it back, changing the original to reflect the new material, emailing that updated copy to partners, getting an email pointing out errors or omissions  changing the new original to reflect those changes, emailing it out, and on and on.  Frustrating right?

Leave it to Social Networking Learning to disprove that.  This assignment was something of an eye-opener in terms of showing me the ease of group collaboration across social networks.  To be fair, my group was actually a pair and my partner was outstanding.  Both of these facts contributed to the success of the project.

My partner Fabio Cominotti, and I come from different backgrounds.  I teach Science and Fabio’s background is in
English.  Despite this, we seemed to be on the same page from square one.  Our busy schedules limited our time and made efficient work a must.  We quickly settled on Google Docs as our medium and the project on curation came together seamlessly   The use of Facebook for conversation (and the fact that I get updates on my phone and can respond quickly) help ease the process of communicating changes and helped us stay on the same track.  Fabio learned and introduced me to Scoop.It, which is an exciting tool that I will be using quite a bit heading forward.

Overall, this group experience has been excellent.  A great partner, amazing tools and a cool subject all contributed to a positive experience.