#vlog |
Below, is the Grad school discussion post that I created February 2016 where I finally was able to outline some of the ideas for this assignment. |
"I am a 21st century learner..."
-The ISTE Student Standards point out the important skills students need to be considered "21st Century Learners"
-Create a #vlog on how this IDU has accomplished (some or all) of the standards. Make sure to give clear examples.
-The minimum effort would be writing an paragraph-long dialogue. What are you going to do to make this amazing?
-YOU WILL post your script, a screen shot of your video, and your citations on your Weebly.
-You will share your #vlog via Google Drive and post your script, pictures, and citations on your Weebly.
-You will get a grade for this that goes towards your Social Studies and English grade.
-Create a #vlog on how this IDU has accomplished (some or all) of the standards. Make sure to give clear examples.
-The minimum effort would be writing an paragraph-long dialogue. What are you going to do to make this amazing?
-YOU WILL post your script, a screen shot of your video, and your citations on your Weebly.
-You will share your #vlog via Google Drive and post your script, pictures, and citations on your Weebly.
-You will get a grade for this that goes towards your Social Studies and English grade.
February 18, 2015
Hicks’ (2014) article from Edudemic discusses five different types of platforms that students could use to show their understanding on topics. This article uses examples that showed how students used portfolios to learn more about themselves. The digital portfolio structures that were discussed were, Google Sites, Evernote, Wordpress, Edublogs, and Weebly. The author points out a key consideration when choosing one of the platforms, “You should keep in mind how difficult each option is likely to be for students of the age you work with and what kind of work they’ll be doing throughout the year.”
Currently I am designing an Interdisciplinary Unit with my colleague on World War Two and the Holocaust. I have had in the past the students create a physical portfolio to document their understanding and research on any topic of their choosing. Last year I had the students create a Learnist to document their research online. Currently we are trying to see whether or not this is the best portfolio type for the 8th grade students. I had suggested Weebly last year, but the learning curve was so intense, we were not prepared to integrate it into our curriculum. This year however, we are favoring this platform with the addition of “tech lessons” offered during students’ free periods. Obviously this is a little more to take on, but with us combining more of the project together a new platform is needed. Our idea was to offer the structure of the site (possible tabs: Ancestry/Link. Artifacts, Historical Fiction, Blog/Journal, Podcasts/Educreations) to the students, but what they put within is their choice. They could still choose the topics, but they would need the necessary parts.
As for NET-S I think that is covers most of the criteria. I think, when compared to last year’s structure (Learnist) This offers more digital citizenship practice because they will be creating much the content, and it will reflect their opinions. If we wanted to take it one step further we would have students interact on eachothers’ page. Nevertheless, much of the standards would be reached: students would be troubleshooting website design, using a digital tool to share ideas, using digital multimedia to show original work.
This idea was discussed throughout our multimedia reading. In Chapter 1 it states, “Multimedia projects allow students to exhibit their understanding of a topic in a variety of ways, and therefore provide students with the opportunity to explain their work and ideas to others.” We are really excited to be able to offer a project like this to the students. The opportunities for personal growth is endless and we are anxious to see where their learning takes them.
Resource:
Hicks, Kristen. (2014) “5 Free Tools For Making Digital Portfolios”. Edudemic. February 9, 2015. Accessed February 17, 2015. Web. http://www.edudemic.com/tools-for-digital-portfolios/
Hicks’ (2014) article from Edudemic discusses five different types of platforms that students could use to show their understanding on topics. This article uses examples that showed how students used portfolios to learn more about themselves. The digital portfolio structures that were discussed were, Google Sites, Evernote, Wordpress, Edublogs, and Weebly. The author points out a key consideration when choosing one of the platforms, “You should keep in mind how difficult each option is likely to be for students of the age you work with and what kind of work they’ll be doing throughout the year.”
Currently I am designing an Interdisciplinary Unit with my colleague on World War Two and the Holocaust. I have had in the past the students create a physical portfolio to document their understanding and research on any topic of their choosing. Last year I had the students create a Learnist to document their research online. Currently we are trying to see whether or not this is the best portfolio type for the 8th grade students. I had suggested Weebly last year, but the learning curve was so intense, we were not prepared to integrate it into our curriculum. This year however, we are favoring this platform with the addition of “tech lessons” offered during students’ free periods. Obviously this is a little more to take on, but with us combining more of the project together a new platform is needed. Our idea was to offer the structure of the site (possible tabs: Ancestry/Link. Artifacts, Historical Fiction, Blog/Journal, Podcasts/Educreations) to the students, but what they put within is their choice. They could still choose the topics, but they would need the necessary parts.
As for NET-S I think that is covers most of the criteria. I think, when compared to last year’s structure (Learnist) This offers more digital citizenship practice because they will be creating much the content, and it will reflect their opinions. If we wanted to take it one step further we would have students interact on eachothers’ page. Nevertheless, much of the standards would be reached: students would be troubleshooting website design, using a digital tool to share ideas, using digital multimedia to show original work.
This idea was discussed throughout our multimedia reading. In Chapter 1 it states, “Multimedia projects allow students to exhibit their understanding of a topic in a variety of ways, and therefore provide students with the opportunity to explain their work and ideas to others.” We are really excited to be able to offer a project like this to the students. The opportunities for personal growth is endless and we are anxious to see where their learning takes them.
Resource:
Hicks, Kristen. (2014) “5 Free Tools For Making Digital Portfolios”. Edudemic. February 9, 2015. Accessed February 17, 2015. Web. http://www.edudemic.com/tools-for-digital-portfolios/
Milk Container from United States Holocaust Memorial Museum (Image: L. Houston 2018)
Now that we have completed the station work for the Holocaust Interdisciplinary Unit, we have one final set of essential questions for you to consider.
- What do we need to remember about the events of the Holocaust?
- Why do we need to remember these things?
- How have I improved and used my 21st Century learning skills to keep the memory of the Holocaust alive for others?
- Next, you will compile a list of items from the research and reading we have done together. In the ghetto hallway of the Museum, you may have noticed a large milk can that families used as a time capsule in one of the ghettos. You are creating a virtual record of a list of essential pieces of information about the Holocaust, much like that milk can time capsule (see above picture). Identify the most significant or impactful five items to you that you discovered through class or on our trip...Think about the story these items would tell upon discovery 50 years from now.
- Video or Audio clip
- Primary Source
- Secondary Source
- Artwork
- Quote
- Review the list of 21st Century skills for students of your age. The list: creativity and innovation, communication and collaboration, research and information fluency, critical thinking/problem solving/decision making, digital citizenship, technology operations and concepts. What skills have you practiced and mastered during this unit? Be ready to share that information in your Vlog.
- Create a script and address as to why, in your opinion, these are the essential items someone would need to understand the impact of the Holocaust, and how you used the 21st Century skills to learn about the impact of this event and time period. Please be very specific in your explanation. Use specific examples for the work you have completed during the project.
- Film yourself reciting your script. Please consider where you are located when you film. Please consider using still photographs and titles edited into your Vlog. Please consider how you will open and close the Vlog. Please speak clearly in a place where there is not ambient sound distracting from your voice. In other words, make a clear, artistic vision for this film. This film can be no longer than 3.5 minutes in length.
- Next, you must drop your video into the Google folder that one of the teachers shared. Post your script and screenshot onto Weebly.
- These are the minimum requirements. Of course, you may go above and beyond, but time is limited.
Helpful Possible Outline
(Note: This is only one way to do it so don't think that you are stuck to the following outline)
I. Introduce Topic
II. Milk Can
(Note: This is only one way to do it so don't think that you are stuck to the following outline)
I. Introduce Topic
II. Milk Can
- Video or Audio clip
- Importance and significance
- Importance and significance
- Primary Source
- Importance and significance
- Importance and significance
- Secondary Source
- Importance and significance
- Importance and significance
- Artwork
- Importance and significance
- Importance and significance
- Quote
- Importance and significance
- Importance and significance
- Creativity and Innovation
- Example from IDU
- Example from IDU
- Communication and Collaboration
- Example from IDU
- Research and Information Fluency
- Example from IDU
- Example from IDU
- Critical thinking, problem solving and decision making
- Example from the IDU
- Example from the IDU
- Digital Citizenship
- Example from the IDU
- Example from the IDU
- Technology Operations and Concepts
- Example from the IDU
- Example from the IDU