Self Teaching Tests and Introducing VIdeo

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Two birds with one stone::

Watch this YouTube on Creating a Self-Teaching Test. 

Video Tutorial created with ScreenCastify

• ScreenPal
• Techsmith Capture
• iVcam

Combine Google Slides and ScreenCastify for your TPACK presentation 

Connecting to a YouTube account.

Most of the video editing platforms allow you to upload to YouTube. 

To do this for the first time you need to open your  the YouTube application in your class account and create a channel in that account. All the videos you create will be found in the channels that you set up. 

Once you upload a video to your YouTube channel you can edit some of the features but most importantly you can embed your YouTube video where ever you need with all the classroom advantages of embedded videos. 

Podcasting Continued

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Recap of Audacity

More hosting/sharing services/sites

• Internet Archive
• Spotify for Podcasters ( formerly Anchor)

Theory for the Day

There is nothing so practical as a good theory. Kurt Lewin

Another analytical lens to try out. All practitioners are also researchers, formal and otherwise. 

Most teachers engage in action research which can have formal and informal aspects as well. 

A good theory:

• a set of coherent and logically consistent statements
• explains an observed pattern of behavior 
• allows for prediction of future behavior
• generalizable across contexts, settings, populations
• accommodates the introduction of new data
• testable and supported by evidence
• academic testing of theories is formal and systematic
• falsifiable
• parsimonious- fewest assumptions-Occam's Razor

    Montessori Method

•     supporting theory
• child centered approach
• individualized
• constructivist
• children are born with the desire to learn and explore the world around them. They don’t have to be forced to learn or even taught how to learn. They already know!
• Holistic
• Doesn't focus so much on discrete knowledge or skills
• focused on equipping people for life time learning
• assumes people are independent, self-motivated disciplined, curious and adaptable

The big challenge to all learning theories is how have they responded to the introduction of new data. 

• Digital Technology in the Montessori Classroom

Intro to Podcasting

 Podcasting

Using audio in education has been around forever from "What sound does the cow make" for the youngest learners to the most sophisticated ( and some unsophisticated) podcasts, interactive and otherwise. 

The process of creating a podcast can be very simple but limited only by imagination and a willingness to explore. 

A few simple steps, 

1. Create an audio file
2. Edit the audio file (maybe optional if you can do it all in one take)
3. Host the file  on a web server (with a player)
4. Distribute the podcast 
5. Repeat for episodic podcasts. 

Create audio files

• Vocaroo
• Audacity

Hosting

• SoundCloud
• Internet Archive

Theory 

Mayer's  Cognitive Theory of Multimedia Learning. 

• There are two separate channels (auditory and visual) for processing information (sometimes referred to as Dual-Coding theory);
• Each channel has a limited (finite) capacity (similar to Sweller’s notion of Cognitive Load)
• Learning is an active process of filtering, selecting, organizing, and integrating information based upon prior knowledge.

Humans can only process a finite amount of information in a channel at a time, and they make sense of incoming information by actively creating mental representations.   Mayer also discusses the role of three memory stores: sensory (which receives stimuli and stores it for a very short time), working (where we actively process information to create mental constructs (or ‘schema’), and long-term (the repository of all things learned).  Mayer’s cognitive theory of multimedia learning presents the idea that the brain does not interpret a multimedia presentation of words, pictures, and auditory information in a mutually exclusive fashion; rather, these elements are selected and organized dynamically to produce logical mental constructs. Furthermore, Mayer underscores the importance of learning (based upon the testing of content and demonstrating the successful transfer of knowledge) when new information is integrated with prior knowledge.

Design principles including providing coherent verbal, pictorial information, guiding the learners to select relevant words and images, and reducing the load for a single processing channel etc. can be entailed from this theory[3][4].

Argyris and Schon. Theory in Action

• Espoused theory
• Theory in use
• Congruence and cognitive dissonance

Framework for analysis

Integral to TPACK framework

Used to understand individual and organizational learning. 

   Graziano, K. J., Herring, M. C., Carpenter, J. P., Smaldino, S., & Finsness, E. S. (2017). A TPACK diagnostic tool for teacher education leaders. TechTrends, 61(4), 372–379. https://doi.org/10.1007/s11528-017-0171-7 

    Thorvaldsen, S., & Madsen, S. S. (2020). Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action. Education and Information Technologies, 25(6), 5281–5299. https://doi.org/10.1007/s10639-020-10221-4

Back in Class

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• Reflect on the ICT or lack thereof you experienced in your placements

Comprehensive review of the class so far

Course outline

Class blog as template

Assessment Rubric

ICT allows us to work smarter not harder.

• ongoing process 
• constant Beta
• learn, unlearn, relearn

Theory for the day

Cognitive Load Theory

Learning is a cognitive process that can be supported or inhibited by instructional design. All learning is subject to cognitive loading

• Intrinsic
• The inherent difficulty of the subject matter
• Extraneous
• Things that interfere
• Germane
• Schemas
• We get better with training and practice (education)
• eg,learn, unlearn, relearn Alvin Tofler, Future Shock

Implications for Instructional Design

• Chunking
• Multimedia
• Khan Academy

Rapid Cognition

•     Thin slice learning 
•     Blink, Malcolm Gladwell popularized. 
• We know things instantly, but only know we know after processing. 
•     RSVP