18:27:16 - Status Log Opening
Joe Walder: @64,64 !It's Joe Walder
Chip: Hello
Joe Walder: hi
Joe Walder: i was talking to my lil sister about the project due tonight
Joe Walder: and I realized that I did it completely wrong
Joe Walder: or rather with the wrng mindset
Joe Walder: this is only a draft right?
Chip: Just a draft, right.
Chip: How did you approach it?
Joe Walder: from a tech point of view
Joe Walder: too much instruction
Joe Walder: not enough skll based goals
Joe Walder: skill*
Chip: Not sure I understand yet.
Joe Walder: i basically wrote instructions
Chip: Oh, OK.... the IA is really to show that you understand how to do
the task and that you have covered everything. We'll get to how to teach
it a little later.
Joe Walder: ok
Chip: Clearly, there might be overlap, but one does not necessarily
teach something in order. There are other considerations.
Joe Walder: I think my biggest problem was over thinking the steps I
wanted to take
Joe Walder: I added much more than what I wanted to use in my lesson
Chip: That's OK at this stage.
rsynk: hello
Chip: Hi, rsynk.
Chip: Pretty quiet this evening so far.
Chip: Hi Kris R
Karie: @64,64 !It's Karie
Kris Robenolt: Hi everyone
Karie: hI
Chip: Hi Karie
rsynk: hi
Karie: hi Chip
Karie: Is that the real you?
Andy Short: @64,64 !It's Andy Short
Kris Robenolt: Chip, the coffee looks great!
Chip: This is me, but as of a few years ago. The gray has increased
since.
Denise: Hello!
Chip: Hi Andy
Karie: @64,64 !It's Karie
Chip: Hi Denise
Chip: Hi Jamie
Jamie: Hello!
Andy Short: how has the conference been for you chip?
Jamie: Lovely weather we are having here in Columbus~
Kris: @64,64 !It's Kris
Andy Short: just a drizzle down here in cincy
Chip: I got here this morning. Spent almost all day at the KSU table.
Lots of interest.
Chip: Hi Lauren
Lauren Davidson: Good evening!
Jamie: I really wanted to stop by- Are ou there tomorrow to Chip?
Andy Short: too bad you were not there yesturday. I had a standing room
only for my presentation.
Karie: @64,64 !It's Karie
Chip: Yes, Jamie. about 9 to 2, I think.
Chip: Good for you, Andy.
Chip: Wikis, Andy?
Andy Short: yup
Jamie: ok- If I go to work tomorrow I will come over!
Jim Raber: @64,64 !It's Jim Raber
Chip: OK, Jamie
Chip: Hi Jim
Jim Raber: Hi
Chip: HI Kris
Andy Short: i'll be there tomorrow so I'll see you there
Chip: OK, Andy
Jenn L: @64,64 !It's Jenn L
Chip: Hi Jenn L
Jenn L: hi
Andy Short: has anybody checked out the wiki i set up to post our dafts?
Denise: Yes, thanks for setting it up! It looks great!
Jamie: I have- thanks for that
Jamie: It took me forever but I got it posted
Andy Short: it can be a bit tricky if you have never been on one
Kris Robenolt: Sorry, Andy, I haven't had a chance to check it out yet.
Karie: Thanks for getting it all set up, Andy
Adina: @64,64 !It's Adina
Jenn L: @64,64 !It's Jenn L
Chip: Hi Adina
Chip: Hi Jenn V
Adina: Hi
Jamie: It was fine once I realized how to upload my doc
Chip: Hi Matt
Keith: @64,64 !It's Keith
Matt Dockery: Hello!
Chip: Hi Keith
Keith: Hi Chip
Jenn L: Chip what are you drinking? Looks good!
Chip: Some coffee (or it could be tea or cocoa, if you prefer)
Chip: We'll get started in a few minutes.
Jenn V.: Hot tea sounds good. The whole family is home with the flu
Karie: My 15-year-old has been running a high fever since Sunday
Jenn V.: We've been through so much Motrin in the last couple of days!
Andy Short: I sent home two kids from my class and few others from the
rest of the 5th grade went home sick today
Chip: Uh oh, I guess it's that season.
Jennifer J.: @64,64 !It's Jennifer J.
Chip: Hi Jenn J.
Jennifer J.: hello!
Tanja: @64,64 !It's Tanja
Chip: Hi Tanja
Tanja: Hello
Jenn L: rebecca how are you feeling?
rsynk: fine
Tanja: How is conference going?
Keith: I roast my own coffee. I order from http://www.u-roast-em.com/
Keith: Good stuff!
Kimberly C.: @64,64 !It's Kimberly C.
Keith: I was not paid for that commerical announcment.
Chip: I haven't seen any of the substance of the conference.
Andy Short: like i said earlier i had a full house for my session
Chip: Hi Kim
Keith: I was with my students all day.
Kimberly C.: Hello
Chip: OK, any questions about course admin?
Jenn L: is etech in columbus?
Andy Short: no questions, yes jenn
Matt Dockery: No questions yet, the NA feedback was good for me. It
helped clarify things on my project
Kris Robenolt: just a comment...I really enjoyed the audio feedback
Andy Short: i have to step out and check the dogs, be right back
Keith: I like the audio feedback too.
Chip: Good... I am able to give more feedback faster, so I hope it
helps.
Matt Dockery: Yeah, the audio fb was a first for me
Jamie: I turned in my goal project but if anyone wants to still give me
feedback on the wiki site I would appreciate it- I think it could use a
little more help :)
Karie: I agree about the audio feedback--very cool
Chip: I may have mixed up some of the files, so I will fix that ASAP.
Keith: I haven't been to the wiki yet. I'll try to get there this week.
Chip: I will have to remember to go to the Wiki for upcoming
submissions.
Matt Dockery: When will you start with the IA feedback?
Karie: Same as for Jamie--my instructional analysis is still very much a
work in progress
Jenn V.: I need to get there too.
Chip: As soon as I can, Matt. I'll try to at least start them before the
weekend.
Jamie: yes a work in progress! that is a good statment for mine too
Joe Walder: yeah my IA is no where near done
Keith: I went with an outline for my IA, but feel a flowchart would
probably work better.
Jenn V.: Everytime I think I have it all, I add soemthing else
Chip: You can submit a partial IA to make sure that you are on the right
track. Need the whole thing in a couple of weeks, though.
Keith: I just haven't worked a lot with flowcharts and for time's sake
went with an outline for the rough draft.
Chip: Questions about course content?
Karie: I did the same thing, Keith
Keith: For my project it seems that I could go into a "lot" of detail.
Jenn V.: I have to admit that flowcharts are hard for me take-in
visually. I usually prefer to work with an outline.Its a visual thing
for me
Joe Walder: I agree Jenn
Chip: Yes, these are detailed and should be.
Keith: Am I on the right track to just pick some basic beginning skills
that could be reasonablly covered in an hour?
Chip: Remember: I don't demand a specific format. What is important is
to communicate completely, accurately, and clearly.
Jenn L: Chip will our target audience be using our IA or will we make
something else?
Chip: Which project, Keith?
Keith: Creating an audio file to be used as an MP3 for a podcast.
Chip: Jenn L, the IA is for you to do the project. You may choose to
teach the topic in very different ways.
Keith: using Audacity
Chip: Well, Keith, you need to figure out one overall goal for them, and
then figure out the skills and knowledge that go into that.
Keith: Okay
Jenn L: Chip,okay becasue I think my students would also be confused
with the flow chart...I understand it though.
Kris: after making my flowchart, i decided to reduce the amount of
content, seemed like to much
Chip: That's OK, Jenn.... what matters are the actual instructional
materials, which we will get to.
Chip: Kris, that often happens.
Chip: Remember: at this point we are analyzing. We will get to designing
the instruction in a few weeks.
Denise: I too decided to reduce content.
Jenn L: I was looking back through the book on labeling styles of
learning. Am I understanding that we are to id the type of style that
the overall goal represents and then just id the verbal skills used alo
Chip: Overall goal and at least the major subskills under that.
Jenn L: okay thanks
Karie: oops--I over-labeled. I'll clean that up later.
Chip: No, it's OK to go beyond that. I was talking the minimum.
Jenn L: me too karie
Jenn V.: Ithink I did too,Karie
Andy Short: I did it too Karie, but I just wanted to cover all my bases
Chip: OK, so this evening we'll look at the Learner and Context
Analysis.
Chip: One of the first thing one is taught in public speaking, writing,
etc. is to know one's audience.
Chip: What does that mean?
Tanja: Information given must be appropriate.
Keith: To know what knowledge and prejudices they bring to the table.
Karie: be familiar with what they already know, where they're coming
from, their opinion on the matter already, etc
Joe Walder: info must be relevant
Chip: What do we mean by appropriate? How do we know?
Kimberly C.: to understand who you are trying to teach
Lauren Davidson: and the information must be given in an appropriate
manner
Jim Raber: to know their existing knowledge base
Jenn V.: Infor should be relevant to the needs
Keith: Also what skills they already possess.
Matt Dockery: Know the type of audience that you are talking too. You do
not want a wordy in-depth presentation to a group of elementary kids
Tanja: It depends on age, prior knowledge, social status...
Andy Short: is is on the level of the audience
Jamie: know what language would be appropraite for them
Jenn L: It means to find out who you are speaking to so you can make the
info relate to their experiences.
Jenn V.: ability levels
Jamie: Lke you said if you would talk to adults and kids differently
Keith: Teaching multiplication facts to high school math is usually "not
knowing your audience"
Karie: you don't want to talk down to them OR be over their heads
Jennifer J.: teach them what they need to know of the subject matter not
everything
Chip: OK.... we could know all sorts of things about our learners. Some
seem more important than others. What would you say are the most
important things we need to know?
Kimberly C.: ability
Adina: their prior knowledge
Andy Short: prior knowledge
Chip: Ability defined how?
Jenn V.: prior knpwledge
Karie: their level of familiarity with the topic
Jennifer J.: what they know now
Jenn V.: entry levle skills
Andy Short: age?
Keith: What they know now is better
Jamie: what type of info they already know
Kimberly C.: skill level
Jim Raber: purpose for learning
Keith: What they used to know is irrelevent.
Chip: OK, these are really important things. Probably the most important
thing from the research is how much they already know.
Chip: What are some other things that might also be important?
rsynk: learning style
Keith: Their interest level in the content.
Karie: How they feel about being there!
Jenn L: educational abilities
Jennifer J.: time ;you have to teach it
Jenn V.: interest or attitude
Kris Robenolt: attention span, learning styles
Lauren Davidson: why they need to learn this
Kimberly C.: motivation to complete the task
Matt Dockery: learning style and ability leve
Keith: Any attitudes toward you as a teacher.
Jenn V.: learning needs
Andy Short: background, where are they coming from
Jamie: what they want to know
Denise: How they will use the information
Keith: Group dynamics
Jenn L: misconceptions
Jenn V.: how info relates to evryday lives
Chip: OK, clearly this group has a really good sense of understanding
the learners. We won't belabor it here.
Chip: Oh.... I like the one on misconceptions!
Andy Short: that is good
Chip: Anyway, the point of doing a systematic analysis is to make sure
you cover all bases.
Chip: That's why the book looks at different categories: attitudes,
prior knowledge, etc etc.
Chip: Nothing magical about those, just trying to help you look for
everything.
Chip: The other half of the LCA (Learner/Context Analysis) might be less
familiar to you.
Chip: What do we mean by Context here?
Adina: where the instruction will take place
Keith: Where this will be taught
rsynk: setting
Tanja: Learning and performance contexts
Andy Short: the meat and potatos
Jenn V.: where and underwhat circumstances you are treaching
Chip: Meat and potatoes??
Keith: the physical environment
Andy Short: i'm hungry
Chip: Is it just the place where you will be teaching?
Kris Robenolt: appropriateness of materials
Keith: Support from authorities.
Karie: the environment where it all happens
Tanja: it is also place where skills will be performed
Jennifer J.: like teaching the civil war from diferent viewpoints?
Keith: Will this new knowledge be encourage or will it be DOA right
after you teach it.
Kimberly C.: material and enviroment of the lesson
Chip: Right.... in some cases the learning context and the performance
context might be different.
Chip: Also, is it just the physical environment?
Jennifer J.: no
Karie: could it also be the social aspects of the environment?
Keith: Group dynamics
Andy Short: it take everyting into effect
Kris Robenolt: it's how you make the lesson come alive
Keith: Learning excitement, apathy, or hostility.
Shehu Umar: @64,64 !It's Shehu Umar
Chip: Kris R.... not really.We're not into the instructional design just
yet.
Chip: Hi Shehu
Shehu Umar: Hi Chip, I got lost.
Chip: OK, so there are a lot of things that are part of the context.
Chip: Let's look briefly at the difference between the learning and
performance contexts.
Chip: Examples?
Tanja: you learn how to multiply at school and use it in the store?
Andy Short: what the students are bringing to the table?
Chip: Right Tanja.
Jenn V.: does the conditions under which you are teaching and presenting
the materials match the conditions under which the students are expected
to perform
Andy Short: I think i was a bit off
Shehu Umar: psychomotor and cognitive compared
Keith: The what is - the setting & the what should be - the facilities,
equipment, & resources
Chip: Or the teachers among you might go to a workshop to learn new
skills and then use them in the classroom.
rsynk: written test in PE and playing basketball
Matt Dockery: Learning about sentence structure than writing a journal
entry
Jenn L: my district calls these essential learning goals...how will the
students use what you are teaching outside of class
Kris: learning about software tools, then using them
Jim Raber: learning the basics of a foreign language vs. actually
speaking it
Chip: Rsynk, interesting assessment problem... we'll get to that.
Andy Short: much of what we learn at the conference fitts this bill
Chip: Right Andy.
Jenn V.: learning how to cook something in a life skills setting then
doing it in real life in the home setting
Chip: In education, often the two contexts are the same... kids are
taught and tested in the same place. But the real performance might come
long after in a completely different context.
Chip: Right Jenn V.
Keith: learning how to save a drowning victim and then actually doing it
Chip: In your projects.... are there any where the two contexts seem
very DIFFERENT?
Shehu Umar: Which makes performance not completely readily available
Chip: Often that's true, Shehu.
Karie: You mean the learner context vs the performance context?
Chip: Yes, Karie
Karie: I'm still a little unclear on the difference
Tanja: Yes, In my project they are completely different.
Jennifer J.: like learning how to write a bibliography and then actually
writing one at end of a report?
Keith: A teacher learning to use Audacity is a much easier task than
teaching it to kids.
Karie: Is the learner context all the stuff we need to know about our
target audience?
Kris Robenolt: it seems like the contexts are the same
Chip: How so, Tanja?
Tanja: I teach teacher skills that they need to apply in their
instruction.
Andy Short: it's like many things, we are taught it but can we do it
Chip: Yes, Jenn J, but the context is very similar there.
Shehu Umar: Learning leads to performance, Chip?
Jennifer J.: should they be very different?
Chip: Karie, the context is the setting. The Learner Analysis is the
info aboutt the students.
Karie: the performance context--is that all the ways/places they might
be using the skill?
Chip: One hopes so, Shehu, but often people have difficulty transfering
skills from one context to another.
Chip: Yes, Karie.
Keith: The learning context is often calm and predictable compared to
the performance context.
Chip: Good point Keith.
Kris: in photoshop you need to learn file types for later when you apply
them with tools
Kris Robenolt: how would we know performance outside of our context?
Andy Short: that is a tough one Kris
Tanja: That is a very good question Kris.
Chip: Kris R.... we're not yet concerned with whether we can observe or
measure perf in another context. But we do need to know whether the
contexts are different.
Andy Short: I look back at my military career
Kris Robenolt: if we're teaching a skill to students, wouldn't they have
to perform in the same context?
Matt Dockery: Coaches knowing how to calculate baseball statistics and
than entering data into a statistics program
Andy Short: could I really ably what i learned and was trained to do?
Karie: So there are 3 things here: a learner analysis, and learning
context, and a performance context?
Keith: Coaches have to become very comfortable or they won't use the
stats program right?
Jenn V.: teachers learning about discipline methods, then applying them
in a context of a real classroom
Chip: Yes, Andy, that's a good one, but in military training they do try
to make the learning context as close as possible to the real thing.
Matt Dockery: yes
Shehu Umar: Studs perf during evaluation gives us confidence of their
perf out of our control?
Chip: Jenn V..... good one.
Andy Short: that is true but not always
Chip: Yes, Karie: learners and two contexts.
Matt Dockery: Oh, so coaches learning how to calculate statistics and
than actually calculating a box score would be better?
Chip: Shehu.... we will want to find ways to make sure this is true.
Chip: Yes, Matt, for example, during and right after games.
Matt Dockery: Ok, that makes more sense now
Keith: So whatever we are talking about, instruction has to be clear and
comprehensive so when the real thing comes there is a confidence level.
Jennifer J.: so, the learning context and the performance context need
to be different in what way? or how?
Andy Short: good point keith
Chip: Keith.... .AND we may need to take steps to ensure that the skills
transfer from the LC to the PC.
Jenn L: so if we practice good study habits in class students will
utilize them at home. What we do in class should be as close as possible
to how they would use it outside of class?
Keith: Like a manual to refer back to.
Denise: Isn't the point in knowing where they are actually going to be
using the skill essential so you can address the differences when
teaching?
Keith: Refresher courses
Chip: Jenn J... right now we're just concerned with finding out whether
they are different. There is no right or wrong configuration.
Keith: tutorials or some kind of support to turn to.
Keith: What else?
Chip: Jenn L... yes, and we'll talk about other strategies to make sure
that the transfer happens.
rsynk: I took a class on authentic assessment and it tries to get the
assessment as close as possible to the real so that there is transfer
Chip: Right, Denise.
Jennifer J.: Generally they are different as classroom settings aren't
usually reproduced precisely during performance of a skill
Chip: All of those are good ideas, Keith.
Keith: Then the real thing becomes the reinforcer.
Karie: Do you sometimes have to direct-teach the transfer of the
learning to other contexts? Like give kids multiple opportunities to do
it again in other contexts?
Chip: Right, rsynk.
Chip: Yes, Karie.
Keith: Like reading for an elementary student becomes self extending
learning and transfer has occured!
Chip: That's certainly an ideal, Keith.
Shehu Umar: Thats while they are in a classroom situation, Rsynk.
Jenn V.: We do that often when teaching adaptive behavior skills to our
cognitivley disabled dtudents, karie
Keith: For kids who learn to read for pleasure - of course not all do
Chip: OK, so let's get down to projects. Then we'll come back and
discuss the assignment.
Chip: I'll divide you into groups and send you to rooms.
Jamie: ok
Shehu Umar: Ready
Chip: This time I want each person to take a turn and say 1. what are
the 1-3 things about your learners that will be MOST important for your
project
Chip: 2. what are the key aspects of the learning context for you and
Chip: 3. dies the perf context differ in key ways?
Chip: The other group members should try to ask tough questions to help
focus the project.
Chip: OK?
Andy Short: k
Kris Robenolt: ok
Kris: k
Matt Dockery: ok
Kimberly C.: k
Keith: ok
Chip: Denise, Jamie, Keith....
Denise: k
Chip: go to the Conference Room
Chip: Kris R. Andy, Karie... Fountains.
Chip: Adina, Matt Shehu.... Bridge.
Chip: Joe, Jenn J, rsynk..... Field.
Chip: Jim, Jenn L., Lauren..... Hoover.
Chip: Everyone else... Cabin.
*** You now have wizard privileges.
*** ... Figure on about 5- 10 mins per person... give it plenty of time.
Try to help each other clarify your thoughts on this.
*** And try to figure out WHY the different characteristics are
important. What are their implications for your teaching?
Jamie: They have idiots guide to just about everyhing
Keith: Are we supposed to include any kind of bibliography?
Denise: Oh you mean for your skill and not how to do a IA?
Keith: Yes
Keith: Chip?
Denise: Not sure yet.. that will come in a while when we actually start
writing the instruction
Keith: Any bibliography at any point?
Jamie: That is what I am thinking
Chip: Bibliography... if you use significant resources, then it is
always good to cite them.
Chip: If you refer students to other materials, then certainly you want
to include that.
Keith: No special format, just cite them somehow?
Chip: Yes, although in education you should get used to what is known as
APA style.
Jamie: ok. that sounds good-
Keith: Okay
Chip: Any other questions?
Denise: About a million :)
Jamie: no I dont think so
Keith: not now
Keith: That is an amazing cup. It keeps the drink hot a long time.
Keith: It sounds like my and Jamies projects are similar
Keith: Excel & Audacity both can do a lot, but we are trying to cover
basics
Chip: Virtual cups are always better.
Keith: Yep
Chip: We will go over the assignment in a little while.
Chip: What's up? Any questions?
Andy Short: but you can put it to your own situation
Karie: We're a little fuzzy on all this, Chip
Chip: Specific questions?
Andy Short: what entails a learning context?
Andy Short: and performace context
Andy Short: we think we have it but not quite sure
Chip: What is the situation where people will learn the skills you are
teaching? Physcal characteristics? Social characteristics?
Chip: Concentrate on things you think will affect the instruction.
Karie: Almost like a Praxis III "classroom Profile" for some of it
Chip: Perf Context: situation where they will actually perform the
skills after the instruction.
Chip: Could be Karie.
Karie: so.. future applications?
Kris Robenolt: social characteristics?
Chip: Yes,
Andy Short: i think i have it now
Karie: I'm struggling on the Perf Context for mine (making Concept Maps)
Kris Robenolt: would this be like our optimals?
Chip: Well, Kris, take this course. Social characteristics include the
fact that most students do not know one another going into the class and
the fact that few will meet one another outsde of class.
Chip: Not sure of the implications of those, but we could think about
them.
Chip: Karie.... in education, the perf context may not be that
different.
Karie: future situations: where else and why else would they be making
concept maps unless told to by another teacher?
Kris Robenolt: not necessarily making maps, but making connections
Karie: good point
Chip: If it is that uncertain, then concentrate on doing it in your
class, where the LC and the PC are the same.
Chip: I'd best move on.
Chip: Questions.
Adina: my gap on my needs assessment was that they are not writing a
complete sentence
Adina: I think we are just finishing up Chip
Chip: OK
Matt Dockery: Yes
Chip: Hows it going?
rsynk: ok
Jennifer J.: ok
Chip: Questions?
Jennifer J.: we are very concerned about the assignment we turned in
Chip: The IA? I'll get back to you on that.
Jennifer J.: ok, i think you will be doing alot of talking this week!
rsynk: that is for designers to use to help plan the lesson, right?
Chip: That's OK... the IA is conceptually the hardest part.
Joe Walder: with this one are we concerned about the where and with what
only?
Chip: Right, rsynk... everything we're doing at the moment falls into
that category.
Jennifer J.: then what we hand the learners is drawn from this?
Chip: NA and IAare the WHAT to teach. LA is WHO. CA is WHERE
Joe Walder: ok
Chip: From all that we will design the assessment and instruction.
Joe Walder: ok that makes sense
Chip: I'll move on. We'll come back together in a few minutes.
Chip: Questions?
Jenn L: What exactly do you mean by question 3 chip
Chip: Which one was that?
Jim Raber: does the perf context differ in key ways?
Jenn L: does the perf context diff in key ways
Chip: OK.... sometimes the learning context and the perf context are
pretty much the same (e.g. a classroom setting)
Chip: In other cases, they are very different. If so, then you need to
know about the differences so that you can design in things to ensure
transfer.
Chip: Here we just want to describe the differences.
Jim Raber: so say...in my example...learning a procedure to upload
content to YouTube...
Jim Raber: the learnign environment would be identicle to the perf.
context
Chip: Easier to do that in the compuer lab with you there than from how
with different computer, connections, etc.
Jenn L: okay so difference like you said lauren between school and home
no tv etcc to distract
Chip: Yes, that could be important.
Jenn L: I get it
Chip: I'd better move on.
Chip: OK, questions?
Tanja: We are pretty much set. Right?
Kimberly C.: How specific do our IA's have to get?
Chip: Very specific, Kim.
Chip: Lotsa details about the concepts and subskills needed.
Jenn V.: that answers that question
Chip: Yep.
Chip: Time to go back to the lobby.
Keith: hello
*** We're meeting back in the lobby now.
Shehu Umar: Okay, here he comes
Andy Short: @64,64 !It's Andy Short
Jennifer J.: Chip, do you only give audio feedback on assignments?
Chip: I've been doing it that way for a few semesters, Jenn J.
Shehu Umar: Whats audio feedback? Pls.
Jennifer J.: Ok, IT is neat, but also hard to get used to for us visual
people
Denise: I just took notes on a piece of paper.
rsynk: i agree
Chip: When you submit an assignment, I record my comments as I go
through it and send them to you.
Karie: imagine how hard it would be for him to type all that up!
Kris: if you look at your project when playing it back it helps
Jamie: Im a visual person too- I had to do take notes and listen several
times
Chip: Yes, but people tell me that they open the assignment and go
through it with me.
Jennifer J.: true. I understand the why.
Chip: stopping the audio while they take notes or fix things.
Jennifer J.: I just wondered
Andy Short: that is what I did chip
Jenn V.: It is helpful to hear you as I an looking at my work
Shehu Umar: How do I locate them if you send.
Chip: Yes, the typing thing is the problem I'm trying to solve.
Matt Dockery: I just read through and paused it along the way
Matt Dockery: worked well
Chip: I sent something of over 30 minutes to a doctoral student on their
dissertation proposal.
Karie: Shehu, the link should be on the Moodle site where you submitted
your assignment
Chip: Anyway, let's look at the assignment on the LCA.
Keith: ok
Shehu Umar: Ok
Andy Short: k
Chip: There is a table that you can fill out for this one. And there are
RTF and DOC files that you can download to do it.
Andy Short: saw it
Karie: are those on the moodle?
Andy Short: yest
Andy Short: i mean yes
Jennifer J.: where on moodle
Karie: as you can see I'm not thinking too far ahead these days!
Keith: Still thinking about supper Andy?
Keith: You need to eat
Chip: For each category with the LA or the CA, you should think of any
characteristics that might afffect how you teach.
Chip: For example, list things that you know the learners already know
(under prior knowledge or entry skills).
Chip: Or things about their motivation.
Chip: Although it would be good to have data to back you up, your own
observations and experience count, too.
Shehu Umar: I was surprd when I saw in your pres that we dont teach them
what they dont know?
Chip: So, characteristics and data sources
Chip: Um, that doesn't sound right, Shehu.... did I mis-speak something?
Chip: We don't teach them what they do already know.
Shehu Umar: I will check, sorry
Chip: Well, I have been known to make mistakes.....
Shehu Umar: Its on the slides you ve on Moodle. not here.
Chip: OK, the last column of the table is the toughest one conceptually.
Chip: After you have important characteristics, you should think about
the implications of them.
Chip: Specifically, what will you do differently in designing,
developing, or delivering this instruction because you know this about
the learners or context.
Karie: you mean differently than we had originally planned?
Jenn V.: Or specifically to meet the needs of the learners
Chip: Perhaps, Karie, or differently from how it would be if the
characteristic weren't there or if it were the opposite one.
Karie: Or different in terms of doing something different for this group
that I might not do for another set of learners?
Shehu Umar: Or to fill part of the gap?
Chip: Jenn V that's another good way to look at it.
Chip: Karie, that could be true , too.
Karie: It's like thinking, "because of this context, I will need to...?"
Chip: Generally, the implications are what this tells you about what you
should do in the instruction.
Chip: Right, Karie.
Andy Short: does the learning context affect this?
Jenn L: so not really change the steps but change how you present them
Chip: So, let's say you are teaching Excel. If you know that the
learners all know Lotus 123 from before, how will you use that? How does
that differ from whent he learners have never used a spreadsheet?
Jenn V.: adaptations and modifications to meet learner needs
Chip: Does the learning context have a lot of distractions
Jennifer J.: you have previous learning to base what you teach on
Chip: How will you do the instruction in that envrionment?
Shehu Umar: Then this shd be in every way of instr unit?
Chip: Yes, the point of the Implications is to focus in on what makes a
difference in the instruction.
Andy Short: Jenn L, remember how i said the wiki is like a word
processor? i think this is the same context.
Jamie: you don't have to start on the fact of what a spreashsheet or
worksheet is
Karie: It's almost like you're starting to justify WHY you're doing what
you're doing, based on what you know about the learners and the
contexts.
Keith: This part is used to explain why we gear our teaching at the
level we will gear it towards.
Chip: Yes Karie... the implications are the first design step.... or at
least they provide the parameters for it.
Keith: It is justifying why we are aiming our instruction at the level
we are aiming it at
Keith: ?
Chip: Less justifying it than simply describing what the parameters are.
Karie: I get it
Keith: Okay
Kris Robenolt: what if we find that the prior knowledge is not present
like it should be?
Jenn L: this is the same as I do with my inclusion classses...I teach
the same material but in a different way based on their needs
Jenn V.: Exactly, jenn.
Chip: Well, Kris, that can happen here or it can happen in the tryouts.
Keith: Are we to assume a homogenous class for the most part?
Karie: My class is VERY heterogeneous
Keith: for the sake of the insstruction?
Chip: If it happens here while you are analyzing the learners, then you
need to consider how that affects how much you will have to teach.
Jamie: you could do a breif over view of what should have been prior
knowledge that the students might have forgot
Shehu Umar: Mine too.
Kris Robenolt: thanks
Chip: Heterogeneity is common. It is also an important characteristic.
It mgiht mean, for example, that you need to individualize teh
instruction in some way.
Andy Short: looking at prerequisites
Kris Robenolt: how are entry behaviors different from prior knowledge?
Tanja: Yes, maybe even branch?
Keith: That is the reason that we are to go into a lot of detail
Karie: good questions Kris
Keith: do entry level behaviors get into attitudes?
Keith: verses knowledge
Chip: In general EBs are skills and PK is concepts and facts. But don't
worry about it. It's not a key distinction as long as you list the
important characteristics.
Keith: or actions anyway
Keith: okay
Andy Short: it they have little knowledge that can affect the motivaiton
Tanja: EB? PK?
Karie: I think I assumed entry behaviors were the facts/content
knowledge they needed before starting the lesson so I messed that up.
Chip: In the table attitudes are separate, but again the categories are
hard-and-fast. Think of them as memory joggers.
Chip: Entry behaviors and prior knowledge
Kris Robenolt: entry behaviors(EB), prior knowledge (pK)
Andy Short: OOO
Keith: I think the book also mentions assumptions
Chip: Assumptions?
Jenn V.: Can you also look at entry behaviors as something you could
meausre or see?
Keith: Things we assume - like a level below EB
Keith: like the ablity to read
Chip: Yes, for me those would be things that are based on your
observations and experience.
Jenn V.: Ok
Chip: And reading is a bggie!
Chip: Ideally, we would measure the EBs and PK, but we don't really have
time.
Shehu Umar: Is the EB the required or the obtained?
Chip: OK, so again, you can do drafts, so you want to try your best, get
it on paper (or Wiki page), and then get feedback.
Chip: Shehu: I'm not sure what you mean.
Jenn L: ok...thx again Andy for setting it up and teachiing me how to
use it
Andy Short: who you calling keith?
Keith: Pizza Hut
Shehu Umar: I will rethink.
Andy Short: your welcom Jenn
Jenn V.: Could someone send me the info about the wikispace. i think I
inadvertantly delted it. Sorry!
Chip: Feel free to put it on a discussion board, Shehu.
Chip: Other questions?
Shehu Umar: Okay.
Andy Short: I'll post it in this weeks assignment discussion
Andy Short: right now
Karie: I just need to dig in and digest it all.
Jenn V.: Thanks, Andy!
Keith: me too
Jamie: Thanks Andy
Kris Robenolt: me too
Keith: Thanks Andy
Matt Dockery: Yes, thanks
Chip: I'll need to post some more discussion threads. But remember that
you can start them, too, and get more points for it!
Andy Short: if you haven't get to the wiki and register with wikispaces
and then join the wiki
Keith: okay
Shehu Umar: okay
Jamie: thanks
Karie: Chip, will you ever be checking the wiki? Do we get "points" for
using the wiki?!
Chip: That's all I've got this evening.
Andy Short: bye
Matt Dockery: ok.bye
Chip: I'll be checking it soon. I'll think about the points, Karie.
Jamie: Good night
Chip: Bye
Keith: bye
Karie: Thanks, bye!
Kris: bye
Jenn V.: Have a great week!
Jennifer J.: c u
Denise: Good night!
Shehu Umar: Have a great week. Bye.
Tanja: Good night all.
Kris Robenolt: good luck everyone
Chip: Anything else?
Denise: Not right this second. Thanks! Have fun here in Columbus. I wish
I could get down there for lunch! Are you here Thursday?
Chip: Yes, I'll be at KSU on Thurs and Fri
Denise: I meant here as in Columbus!
Chip: Oh, sorry. I'm headig back tomorrow afternoon.
Denise: Have a safe trip! Good night!
Chip: Thanks. Bye
Chip: Lauren, you still here? Anything else?
Lauren Davidson: Nope, just copying the log into word!
Chip: OK
Chip: I'll see you then.
Chip: Bye
Lauren Davidson: have a good night!
Chip: You too |
|