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Conference Going SITE 2013 in NOLA

In Becoming ruminative in education on March 23, 2013 at 1:45 PM
Picture Credit: Blog "A Future for SFN in New Orleans"

Picture Credit: Blog “A Future for SFN in New Orleans”

Conference Going and City-Exploring Episode ??

I am proud to be part of the collective endeavor, as discussed below.

SITE 2013 (the annual conference of the Society of Information Technology in Teacher Education) is being held in New Orleans starting next week. The Educational Psychology and Educational Technology program at MSU has a significant presence at the conference. This includes presentations and symposia organized by faculty, graduate students and graduates of our program. Thanks to Josh Rosenberg, we now have a list of all the various events EPET people are involved in. Here it is, arranged chronologically: (Reposted from Punya MishraWeb)

Tuesday, March 26th

  • 10:15 – 12:30 (Bayside C): Symposium on Breaking Disciplinary Boundaries in 21st Century Learning: Creative Teaching with Digital Technologies: Part I & II. Punya Mishra, Chris Fahnoe, Danah Henriksen, Kristen Kereluik, Mike DeSchryver, Sean Leahy, Laura Terry, and Leigh Graves Wolf

  • 12:30 PM (TBA), TPACK SIG meeting (Best TPACK-Related research award to be received by Chris Fahnoe & Punya Mishra)

  • 1:30 – 3:45 pm (Bayside C): Symposium on Action-Oriented Research: News Paradigms for Research Innovation in Hybrid Graduate Education Environments, Aroutis Foster (graduate of EPET currently at Drexel)

  • 4:00 pm (Grand Ballroom E): Paper on Training Teachers for Classroom Technology Integration: Changing Times, Changing Needs. Angel Kymes, Susan Stansberry, and Penny Thompson (Penny is a graduate of EPET and currently at Oklahoma State).

Wednesday, March 27th

  • 8:45 am (After Keynote): SITE 2013 Outstanding Paper Award, Chris Fahnoe and Punya Mishra

  • 10:35 am (Grand Couteau): Paper presentation on Technological Pedagogical Content Knowledge Development of Turkish Pre-service Teachers of English, Gokce Kurt, Punya Mishra and Zeynep Kocaglu

  • 12:10 pm (Oak Alley): Paper presentation, The Evolution of an Exceptional Online Educational Technology Course for Pre-Service Teachers. Chris Shaltry, Danah Henriksen, and Min Lun Wu

  • 1:30 pm (Salon 817): Paper presentation, Do 21st Century Learning Environments Support Self-Directed Learning? Middle School Students’ Response to an Intentionally Designed Learning Environment. Chris Fahnoe and Punya Mishra

  • 2:45 – 5:00 pm (Grand Ballroom A): Symposium, The Hitchhikers Guide to Hybrid and Online Doctoral Programs: Part I & II, Punya Mishra, Danah Henriksen, Matthew Koehler, Andrea Zellner, Robin Dickson, and Patrick Dickson

  • 6:00 pm: EPET Dinner at Red Fish Grill, All

Thursday, March 28th

  • 10:15 am (Southdown): Paper presentation, Empowering teachers toward efficacious adoption of game-based learning, Mamta Shah, Aroutis Foster, and Sagit Betser

  • 11:30 am (Nottoway): Paper presentation, Using Authentic Tasks to Support Technology Integration, Kathryn Dirkin (Katyryn is a graduate of EPET and is currently a faculty member at Central Michigan)

  • 11:30 am (Grand Ballroom C): Paper presentation, Creating a RISK FREE Environment for Preservice Teachers Learning to Teach with Technology, Penny Thompson

  • 5:15 pm (Southdown): Paper presentation, Review of Mobile Device Use Policies in Public High Schools, Joshua Rosenberg

  • 5:35 pm (Grand Ballroom E): Paper presentation, Enhancing Interactive Communication in an Asynchronous Online Class, Kari Richards and Min Lun Wu

Friday, March 29th

  • 12:10 pm (Grand Couteau): Paper presentation, Pedagogy and Situational Creativity in Synchronous Hybrid Learning: Descriptions of Three Models, William Cain and Danah Henriksen

  • 1:30 pm (Salon 817): Paper presentation, Learning Using Smartphones: Analyzing What Current Learners Think and Do. Sandra Sawaya

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Tips Regarding Presentation Q & A

In Becoming ruminative in education on March 11, 2013 at 1:48 PM

Question and answer

In my experience giving presentations in seminar courses and at conferences, more often than not I tend conclude with a brief Q & A session.  Q & A is done last and how it is done usually culminates to the effectiveness of the whole presentation.  In Q & As, there are four things to bear in mind to make Q & A work for you the presenter and the audience as well.

1. Reconfirmation of the Question Raised: As you recapitulate the question raised by the interlocutor, you are double checking if you correctly comprehend the question being raised.

2. Buffering for Thinking the Question Through:  During recapitulation of the question, you are also giving yourself a bit more time to think through and come up with a well-rounded response.

3. Share the Wealth of Wisdom:  The person who raised the question  usually does not have a microphone or amplifying device.  This means that by repeating the question to the audience, you as the presenter are helping others seated in the right column hear the question raised by someone sitting in the left column, by the same token helping audience sitting in the back hear the question raised by someone sitting in front.

4. Involve the Throng:  Even though it could be that in a small room, everyone could hear well what the question was.  By repeating the question posed between the presenter and the audience, you are expanding audience involvement by inviting all others present to participate in the thought process and ensuing discussions.

5. End the Presentation on a Thank-You Note:  Always attempt to end the Q & A  and presentation by thanking the crowd for their attention and questions.  Prepare and distribute name cards when opportunities arise would also help making yourself visible to other scholars in the field.  On a light side, if time allowed I used to provide brief information regarding good eateries in town where the conference is being held and this move was often well-received by all of the audience  ^__^  After all, conference-going is both about exercising scholarly activities and also expanding your worldviews through sightseeing and a healthy dose of cultural immersion.

MOOC Data Big Data

In Becoming ruminative in education on March 6, 2013 at 3:16 PM

Should_you_start_a_MOOC-502x335

The biggest buzz word in the educational technology world in 2012 was MOOC (abbreviated as in the above picture).   With the prevalence of MOOC, I myself am currently taking two MOOCs because one, I am appealed to the content presented, and two, it’s intriguing to think that you are taking the same course at the same time with thousands of others worldwide.  The concept of MOOC to me is somewhat similar to the game play in MMORPG (massive multiplayer online role-playing game) because both require participants to have to some extent a level of digital literacy, invite participatory actions, and engage in social interactions devoid of the barrier of geographical boundaries.  The distinction may be that in a MOOC, you learn to learn and in a MMORPG you play to learn.

The rise of MOOC hints at the possibility that it can generate vast quantities of data, from course completion rates, to assessments, to student learning experience.  Then supposedly Data analytics can shed light on these data.  Below is a chart which displays numeric data of Duke’s first MOOC for undergraduates on bioelectricity.

2013-03-06_1456

What immediately caught my eyes was the low completion rate (coming from a bottle half empty perspective), even though I can look at it from the other end, the bottle half full perspective.  What is causing these participants to become truant online course roamers?  And what can be done to tinker a MOOC course structure and content to boost completion rate (I would assume that MOOC designers would love to see a higher completion rate anyhow)?  A lot of interesting questions can be asked.  For more details, please refer to the following link for the full article.

Big (MOOC) Data

Finally, you might wonder if MOOC is merely an expansion of LMS (learning management system) with the implementation of social media to further participant interaction and learning experience?  Perhaps so and maybe not so, since unlike a course hosted by a close-ended LMS, MOOC is designed to procure a much more open-ended large-scale participation to crowd-source information and feedback, in the hope of creating optimal learning experiences.

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