I created the following Google Map to use with my architecture students as a resource of famous structures from around the world. I can embed this map on my website, so students are able to visualize the relative proximity of famous structures. After completing the map, I noticed a little link in the upper left corner of my screen that said "collaborate," so I clicked on it. It appears that I am able to invite other people to edit the map, which made me think of another possible, and perhaps more powerful use of Google Maps. If I invite my students to collaborate on a class map, I can ask each student to research a different famous structure, write a small report, and find an image or video (or maybe create a video slideshow of photos), and pinpoint their location, and include the above information as part of an assignment. When it is finished, the classroom map would look similar to the one here, but with more location points and more information at each point.
View Famous Architecture in a larger map
July 28, 2010
D/B9: Previous Assignments
I would like to hear a somewhat summative reflection on your experience in the course so far, particularly related to the technology-related tasks you have tackled.
Let me begin by saying that so far, I have learned a lot, and I have really enjoyed the course overall. I'm a little less excited about the book reading than the hands-on material, but have caught glimpses of its relevance, and agree with the authors about the importance of understanding and being able to speak intelligibly on the history of the field.
How challenging have you found them?
The activities have not been challenging for me, but I don't think that is a bad thing. Internet technology has become so intuitive in nature, that I think it ought to be fairly easy for users to comprehend and accomplish. I would also add that the programs which are too challenging will probably not develop a huge user-base.
What support you did not get that you would have appreciated (or what support did you get that you did appreciate)?
I think that the material and amount of information provided so far has been sufficient. I might also take this time to recognize Justin McCandless, and his efforts to help students by answering questions and providing visual "tutorials" when needed. I might also take this time to mention that I have noticed a few inconsistencies or errors within the course material which could benefit from detailed review and correction. By way of suggestion, I think that Diigo is a much more exciting social bookmarking tool for education than delicious, in case you are considering course improvements.
Are excited, frustrated, both?
I'm very excited to implement some of the web-based technologies that I have learned about in this class.
Do you think you will find ways to incorporate some of what we have done in your professional work?
Yes. I have especially been thinking about using podcasts as supplemental tutorials for students, blogs to provide students a paperless way to write reflections about class topics or reading assignments, and a wiki to compile resources for my classes.
For those of fairly (or brand) new to this masters program, how do you feel about this as a first or early course?
I think this is a great first course. It is probably safe to assume that students coming in have the basic skills required to comprehend and complete assignments. It also contains instruction about a variety of web-based technologies which fosters excitement for the program.
Let me begin by saying that so far, I have learned a lot, and I have really enjoyed the course overall. I'm a little less excited about the book reading than the hands-on material, but have caught glimpses of its relevance, and agree with the authors about the importance of understanding and being able to speak intelligibly on the history of the field.
How challenging have you found them?
The activities have not been challenging for me, but I don't think that is a bad thing. Internet technology has become so intuitive in nature, that I think it ought to be fairly easy for users to comprehend and accomplish. I would also add that the programs which are too challenging will probably not develop a huge user-base.
What support you did not get that you would have appreciated (or what support did you get that you did appreciate)?
I think that the material and amount of information provided so far has been sufficient. I might also take this time to recognize Justin McCandless, and his efforts to help students by answering questions and providing visual "tutorials" when needed. I might also take this time to mention that I have noticed a few inconsistencies or errors within the course material which could benefit from detailed review and correction. By way of suggestion, I think that Diigo is a much more exciting social bookmarking tool for education than delicious, in case you are considering course improvements.
Are excited, frustrated, both?
I'm very excited to implement some of the web-based technologies that I have learned about in this class.
Do you think you will find ways to incorporate some of what we have done in your professional work?
Yes. I have especially been thinking about using podcasts as supplemental tutorials for students, blogs to provide students a paperless way to write reflections about class topics or reading assignments, and a wiki to compile resources for my classes.
For those of fairly (or brand) new to this masters program, how do you feel about this as a first or early course?
I think this is a great first course. It is probably safe to assume that students coming in have the basic skills required to comprehend and complete assignments. It also contains instruction about a variety of web-based technologies which fosters excitement for the program.
D/B8: Chapter 21
Pick out two trends or issues that particularly surprised you and/or hit home and explain why.
On page 210, in the section which stated the difference between piecemeal and systemic change, there was a line that captured my attention: "...if a significant change is made in one part of a system, that part will usually become incompatible with other parts of the system, and the system will work to change that part back to what it was before." In my observation, this statement identifies a major problem of when change is initiated without "buy-in." If a change is instituted, and the staff is not on board with that change, oftentimes people will look for loop holes that will enable things to operate as before, or there will be so much resistance, the change will ultimately fail.
In reading about the various teams, networks, and leadership roles that combine to make the Step-Up-To-Excellence model effective, I found that I was impressed by its overall structure. The description of each element led me to conclude that if followed correctly, it would be difficult for an organization to fail at systemic change efforts. In the school district where I work, we are currently experiencing the beginnings of some major changes. One change is the intent of our technology department to implement a one-to-one learning initiative, in which each student will be supplied with a laptop, or portable electronic learning device. The other is the intent of our school board to pursue major facility upgrades, changes, and/or additions in order to accommodate projected growth, and 21st century learning trends. As I was reading about the SUTE method of whole-district improvement, I was also reflecting on these changes taking place in my own district, and found myself wondering if our district has employed a specific systemic change model, and if so (or if not) what impact it might have on the realized success of these changes. I suppose that time will tell.
On page 210, in the section which stated the difference between piecemeal and systemic change, there was a line that captured my attention: "...if a significant change is made in one part of a system, that part will usually become incompatible with other parts of the system, and the system will work to change that part back to what it was before." In my observation, this statement identifies a major problem of when change is initiated without "buy-in." If a change is instituted, and the staff is not on board with that change, oftentimes people will look for loop holes that will enable things to operate as before, or there will be so much resistance, the change will ultimately fail.
In reading about the various teams, networks, and leadership roles that combine to make the Step-Up-To-Excellence model effective, I found that I was impressed by its overall structure. The description of each element led me to conclude that if followed correctly, it would be difficult for an organization to fail at systemic change efforts. In the school district where I work, we are currently experiencing the beginnings of some major changes. One change is the intent of our technology department to implement a one-to-one learning initiative, in which each student will be supplied with a laptop, or portable electronic learning device. The other is the intent of our school board to pursue major facility upgrades, changes, and/or additions in order to accommodate projected growth, and 21st century learning trends. As I was reading about the SUTE method of whole-district improvement, I was also reflecting on these changes taking place in my own district, and found myself wondering if our district has employed a specific systemic change model, and if so (or if not) what impact it might have on the realized success of these changes. I suppose that time will tell.
D/B7: Chapter 18
What are, in your mind, two unique or interesting or different or noteworthy ways Instructional Design/Technology has been used in business & industry that you believe could be usefully applied to your own professional work? Explain.
One of the topics discussed in chapter 18 was rapid prototyping, which I have already found is a useful tool in my classroom. I teach drafting/CAD classes, and often use parts that have been created using a rapid prototyping machine to help students visualize the views of the object that they are drawing. Also, for the past several years, I have worked collaboratively with our calculus students on a water goblet project. The students are responsible to come up with the design of a water goblet, and plot out the profile shape using calculus equations. The design has to meet very strict specifications on the amount of material that can be used, and the volume of liquid that it holds. Once the students have satisfied those requirements, they come to the CAD lab, and I help them apply those equations to our parametric modeling software (Pro|ENGINEER), and we send the 3D file to be created on the rapid prototyping machine. It is always very rewarding to hear student reactions when they are able to hold the tangible product. Furthermore, they are able to use the product to physically analyze the volume and mass.
Another topic from the chapter that I found interesting was the topic of globalization. I found myself reflecting about the nature of technical drawing. One of the things that I begin the year teaching my students about is the fact that technical drawings are required to be universal, meaning that they can be interpreted globally without experiencing any loss of information or meaning. There are many standards and specifications that are applied to technical drawings to ensure that they can be translated in any country. I suppose that the book would refer to that as internationalization. I suppose after further reflection, that there are items included in the drawing, specifically the title block that could be misinterpreted, such as the date. To that end, I might do further research in order to inform my students of those opportunities for misinterpretation. I try to help my students become aware of the global aspect of drafting-related professions, because many firms (like Stryker or Eaton) operate globally.
One of the topics discussed in chapter 18 was rapid prototyping, which I have already found is a useful tool in my classroom. I teach drafting/CAD classes, and often use parts that have been created using a rapid prototyping machine to help students visualize the views of the object that they are drawing. Also, for the past several years, I have worked collaboratively with our calculus students on a water goblet project. The students are responsible to come up with the design of a water goblet, and plot out the profile shape using calculus equations. The design has to meet very strict specifications on the amount of material that can be used, and the volume of liquid that it holds. Once the students have satisfied those requirements, they come to the CAD lab, and I help them apply those equations to our parametric modeling software (Pro|ENGINEER), and we send the 3D file to be created on the rapid prototyping machine. It is always very rewarding to hear student reactions when they are able to hold the tangible product. Furthermore, they are able to use the product to physically analyze the volume and mass.
Another topic from the chapter that I found interesting was the topic of globalization. I found myself reflecting about the nature of technical drawing. One of the things that I begin the year teaching my students about is the fact that technical drawings are required to be universal, meaning that they can be interpreted globally without experiencing any loss of information or meaning. There are many standards and specifications that are applied to technical drawings to ensure that they can be translated in any country. I suppose that the book would refer to that as internationalization. I suppose after further reflection, that there are items included in the drawing, specifically the title block that could be misinterpreted, such as the date. To that end, I might do further research in order to inform my students of those opportunities for misinterpretation. I try to help my students become aware of the global aspect of drafting-related professions, because many firms (like Stryker or Eaton) operate globally.
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