PBL and Haiku LMS

Link to Course: https://wssu.haikulearning.com/nick/haikulmsminiunit

This course developed from a need to provide, in a non-threatening manner, an opportunity for teachers to dive deeper into the idea of proficiency-based learning. After the basics of PBL were understood, I then wanted teachers to start thinking about how we’re going to implement it, stressing the need for some kind of technological component. The original project was designed in conjunction with the learning theories discussed in Teaching with Technology. To fulfill the OCT requirements, I included a unit demonstrating how project-based learning can be a strong component of proficiency/competency-based education. Part of this was showing how online collaborative tools can aid in the project-based learning process.

The project combined several online tools. Primarily, the Haiku Learning Management system was used as the central nexus, as I had secured a year long pilot to test out it’s standards-based gradebook capabilities. The introductory video was created using Powtoons. While the project-based learning template was created using Realtime board, and its explanatory video created using Screencastify.

I tested out the first module during a PD session yesterday and received positive feedback from my peer teachers. Although my district is professing a transition toward proficiency-based learning, there has been very little evaluation of the technical side behind the process. No real planning of what the final PDL system will look like has yet occurred. I hope that this might spur us in the right direction and also hope that it convinces others of the need to include some sort of technological component.

PBL and Haiku LMS by Nick Fahey is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Week 12 OCT

Final Project

Link to course in progress: https://wssu.haikulearning.com/nick/haikulmsminiunit

Link to Google Doc Plan: https://docs.google.com/document/d/1sRYDw-pljE1sEFjOxl5yEFKJu5DXzJy3UvlXST0GPUk/edit?usp=sharing

I've decided to combine my OCT final project as the final component of my mini-lesson for Teaching with Technology. I wish to create a four part workshop to introduce teachers to the ideas of proficiency-based learning and show how a learning management system like Haiku LMS can aid in facilitating a more personalized approach to learning. Teachers will be evaluated summatively using a standards-based gradebook. Here is the outline of my course:

Course Outline

• Introduction/Overview
• Objectives
• Prerequisites

• Unit 1: PLP and Standards Based Grading

• Objectives
• Demonstrate understanding of Standards/Proficiency-Based Grading and Grade book
• Show understanding regarding why an LMS would be helpful in implementing a personalized proficiency-based learning environment.
• Assessment
• Discussion Posts

• Unit 2: Haiku LMS

• Objectives
• Identify the parts of a Haiku Page
• Home Page
• eportfolio
• Top Toolbar
• Bottom Toolbar
• Class Tabs
• Gradebook
• Assignments
• Dropbox
• Inbox
• Identify Haiku Page Modules
• Polls
• Discussions
• Rubrics
• Assessment
• Haiku Exam

• Unit 3: Create a Class

• Objectives
• Design a Haiku Page
• Decide what is best for your situation:
• Simple or more complex design
• Create an assignment and align it to the standards
• Assessment
• Creation Rubric

• Unit 4: Tools for Creativity: Combining Standards with Project-Based Learning

• Objectives
• Identify ways to use various online tools to enrich instruction
• Assessment
• Haiku Exam
• Rubric

The lessons within each individual unit will be organized using the "read, watch, do" type format.  Unit 4 will be designed to introduce teachers to various online tools and present examples of how the tools can be used to facilitate project-based learning assignments that in turn can be show cased in a student's e-portfolio.

Week 12

This week I began putting My mini course together. After the initial outline I found the task of creating the course to be more difficult than I had imagined. Particularly I was struggling with a balance of introducing the concept of Proficiency-Based Learning as well as give an overview of the Haiku learning management system. I think I ended up with general overview of both the concept and the ability of Haiku to aid in it's facilitation.

 I decided to use the "read, watch, do" type of lesson structure as it seems like the best way to keep content and assessments as simple as possible while still providing for some depth. As I began to create the first unit I struggled to find material to use for the read section that was brief bu thorough. Eventually I settled on using the resources provided on the VT department of ed website. I also decided to try a quick activity where students must evaluate for relevancy and pick and choose 3 readings out of 9. I used Haiku's poll feature as a way of recording choices.

 To complete the unit students will need to participate in an online discussion. I will next need to create some sort of introductory video that shows how, as an enrolled student, your efforts are recorded in the standards based gradebook. I also created some badges that can be earned after mastering the standards.

Week 10 and 11

These past weeks, we reflected on models that could be used to evaluate levels of technological integration within the classroom. I found myself leaning toward Bloom and TRUDACOT model Aas a general means of assessing current use of technology in the classroom and as tool for planning better implementation of technology. I also found the TRUDACOTS emphasis on evaluating technologies use in making learning more personalized interesting.

Week 11: Scratch!

This week we explored the beginners world of coding and I tested out the online program scratch. I found the tutorials and the interface to be totally welcoming and I could see this easily being integrated as a tool for creating learning artifacts. At first I attempted to make an underwater game where a diver collects starfish, but I scrapped that and decided to follow one of the nifty tutorials provided. This tutorial on how to make a pong game lent a good introduction to the basics of making a game using the drag and drop Scratch boxes. After completing the tutorial I decided to spiff my game up, making a one level Arkanoid clone. There's still a few bugs... like sometimes the ball gets stuck in a perpetual loop between two walls, the ball doesn't always bounce off the paddle the right way... and for some reason I can't figure out, one has to click the green flag twice to reset the game. The rest works just fine. Enjoy!

Audio Project: The Tell Tale Heart

The Tell-Tale Heart

For this project we were faced with the creation of an audio project. I decided to do a rendition of the Tell-Tale Heart by Edgar Allen Poe. I have a small recording set up for voice work. This includes a Blue Yeti microphone and a large box with lined with sound proof padding. I used Audacity for the initial recording. Using it's tools to normalize the sound and reduce background noise. I also used it's echo tool for parts of the narration. I toyed around with the idea of using audacity to mix the sound effects and music but eventually settled on wevideo since that app already provides the user with a nice library of free and open source sounds. So, I added some effects and music, threw together a graphic, using google slides for the bloody text, and Hipstomatic for the rest and there it was! It was late, so I neglected to perfect the opening transition... I tried remedying this using the Youtube editor. I think it came out alright.

Mesopotamia Simulation Review

Mesopotamia Simulation Review

   The 7/8 grade students concluded their Mesopotamian Simulations last week. The process was found to be a great success. There are 13 students and only five computer stations able to play Minecraft in the classroom and I wanted to see how this would work logistically. As for previous activities I usually take the entire class into the computer lab. Rotating 5 stations worked great. Some students were unable to participate as they had not completed their research task, while others opted to create physical projects. From those students a chariot and several clay cuneiform tablets were created.

Among those playing Minecraft I saw a great deal of cooperation as each student assumed their individual caste roles. The trade and work contracts were initially created and were followed through, however as the simulation progressed students needed to be consistently reminded to utilize the contracts.

In the future a student self-assessment/reflection would also be implemented at the end of the activity.

OCT Collaborative Project

As the midterm for my Online Collaborative Tools class, I had to be paired with another student, whom I have never met face-to-face, and collaboratively create an artifact about how online tools could aid in making a school environment more creative. The most difficult part was creating a project idea, as the online brainstorm discussion took several days due to our busy schedules. We ended up combining our ideas into a collaborative Wevideo project that can be viewed below. There was some confusion on what the objectives of the project were, but were luckily clarified by the instructor. Ultimately, my partner and my ideas were found to be similar and we created a great little video.

Educational Design

This week we discussed the ADDIE (analysis, design, develop, implement, evaluate)  model of instructional design. I found this systemic approach to designing courses extremely interesting and relevant. I find that too often school systems settle on buying packaged curriculum without going through a coherent and structured system of design that addresses the needs of their specific students and school climate. The ADDIE model offers an important scaffolding for making curricular decisions.

From my own experience, I've found than introducing any element of change will somewhat mimic the ADDIE system as that's just the nature of the thing. But, without any type of structure as a guide, initiatives can become overwhelming and implementation chaotic. Or once implemented the initiative is never evaluated again and redeveloped. It's important to consider the design process as constant and ever evolving and changing with the times. Education is fluid and as time progresses so need the system.

Week 7 Reflection

I began my minecraft simulation this past week. There were a few hick ups at first. Some of the students were not following their roles. After another round of instruction and discussion they were off. I noticed some great collaboration using the work and trade contracts. Some of the students chose not to play minecraft and instead created a few acrostic poems and cunieform clay tablets. I think I might let the simulation go one or two more days to see what else develops.

It was also good to read about the networked student model as I realized I'm already kind of doing that. There's more structure and still traditional instruction at times, as I think that's necessary with a younger age group.

Reflection Week 6

This week we practiced using the WeVideo editor tool. It has a familiar and simple interface. I was surprised by some of the advanced features such as green screen and text/annotation overlays. I did find the overlays to be a little finicky and did not match up to the exported video. It was somewhat challenging to figure out exactly what to create. I spent the majority of my time waiting for the muses to guide me toward a project that would be fun, engaging, and ultimately not too overwhelming. I settled on keeping it simple and wrote a short poem revolving around the theme of things that are green... not really deep, I know... but I did not want to see anything more sophisticated spiraling into a huge project.

I think this can be a great tool for students and teachers to use a means of presenting various projects. Perhaps illustrating narratives or in the giving of reports.

Post a  reflection that  includes some information on the tools we practiced this week.  Which parts were new?

WeVideo Creation

Here's a video I created using the WeVideo editor. I chose to write a short poem about the color green.  

Mesopotamia Simulation

OCT: Reflection Week 5

This week we explored e-book creation and the use of google slides as a jeopardy game. It was interesting to explore the different e-book creation applications out there. I really would like to find something that allows for the creation of an interactive book, with pockets and pull out documents. So if anyone knows of one, please let me know. 

I’m already thinking about the possibilities of creating e-books of my student’s work. Serendipitously, two of my students independently brought up the idea of publishing their work in a book. So, I think I will be playing around with this idea in the near future.

Week 5.1: E-book Beta

So, I've been playing around with creating an eBook. I've decided to revisit an old undergrad project that never came to fruition, an interactive book about W.E.B. Du Bois. I've started off by first creating a slideshow of my page images, then I uploaded that to ISSUU. Later I hope to actually include the pullout elements that were planned for a finished book: letters, photo albums, articles, and other primary source docs.

Orc-Slayer

Here is an image of my niece. I created this using Pxlr online photo editor. My family and making humorous "photo-shopped" images put me in a state of flow. 

OCT: Week 4 Reflection

          This week's chapter hit me quite hard. I experienced an episode of introspection not felt in quite sometime. The idea of FLOW and balancing duty and passion were good to explore. For one, I think I incorporate a great deal of practices that facilitate “Flow” at my current job. But, would I say that the job itself is a pursuit of passion or one that lets loose the spigot of creativity? Not really. It is enjoyable mainly because I’ve been able to incorporate many of my passions into the creation of lessons and classroom activities. The “flow” turns down to a trickle once I get into the classroom and teach, and then dries up completely when it comes time to grade and revisit assignments with students. 

The part that I love is the creation of the materials, the organization of units, and the puzzle of figuring out how to address standards in creative ways. I love education and theory. Pondering the solution to systemic problems is a great exercise. Incorporating art and video games into lessons is wonderful. Standing before a classroom of middle school students, not as much fun. It feels more like an obligation, a duty, and is absolutely draining. 

Maybe it’s a good balance. I’m not sure. Not many jobs allow such creative freedom. But, I don’t think I can do it forever. Hence my pursuit of this MAT program.Utilizing technology in the classroom definitely facilitates “flow” for me. I’d love to keep doing what I’m doing, incorporating technology creatively to teach, I just don’t know if I want to work directly with kids at the same. 

    Who knows, maybe I’ll change my mind next week.... 

Theory of Mind: Week 4

I believe my theory of mind lends toward constructivism. I try to provide a student centered learning environment through individual and group problem-based activities that demonstrate mastery of a the learning objectives. 

Each learning theory has its place in the facilitation of learning. Cognitive theory and behaviorism lend insight into how to best memorize and absorb knowledge. Constructivism leads outward toward a greater understanding and the application of knowledge. The social and problem solving aspects necessitate the synthesis of preexisting schema and the creation of new ones. 

Behaviorism can be though of as the base, a rule of nature that governs all living things. I see education as a uniquely human characteristic. Through education, human beings can grow aware of their conditioning and come to understand it. From this understanding, we can learn to manipulate our behavioral conditioning or eliminate it altogether. Education is what breaks the binding chains of behaviorism. Once broken, we can seize the chains as reins, and guide our chariots toward some loftier goal, higher than the self. 

Teaching With Technology Journal: Week 3

This week we explored behaviorist theory and its impact on the evolution of educational technology. It was interesting to see how the ideas governing primitive “teaching machines” are nearly identical to those steering present day software.

Although I don’t view behaviorism as an all-encompassing model for educational practices, I do see that it has a place in constructing the pyramid of learning as outlined by Benjamin Bloom. Behaviorist theory can most readily aid in building the base of the pyramid, helping to remember, understand, and in some ways guiding the application of knowledge.

Overall, I view behaviorist conditioning as effective, helpful, and yet, demeaning to the potential growth of a human being; if viewed as the primary operator of human action. Perhaps there is some truth that we are made out of a tapestry interwoven by conditioned responses, but it’s not the whole picture.

To view behaviorism at such face value is to sign away all remnants of free will. If behaviorism alone dictates the operation of our existence then all semblance of choice falls to illusion. All action is a guided by a series of conditioning from which we are inextricably trapped. In such a world, we are merely bags of chemical mechanization. Truth, but is it the whole truth? If so, this is not a world in which I would like to live.

I have hope that the true mark of a human being is the ability to rise above these chemical constraints. There is a beautiful truth lying beyond the garden wall, ringing into an eternal creation of poetry, art, music and literature, that is inexplicable to the behaviorist.

This week we experimented with using Google Drawing to create a concept map. I’ve used Google Drawing for such things in the past and have found it best for small projects. Overall I wouldn’t use Google Drawing in the creation of a concept/mind map as the creation of nodes is a little tedious and symmetry is difficult to achieve. I would recommend using realtime board, mindmeister, or mindmodo for more serious complicated projects.
We also explored blog creation as a means of keeping a living portfolio. I like this idea. Particularly in the use as a type of reflection. I can see a blog being implemented as a type of “exit ticket” for a class and a record of learning that could easily be looked back upon. Reflecting on the reflections.

Online Collaborative Tools: Week 3

What do I aspire to? That’s a great question. One I’m not entirely sure of. Mostly I aspire to become a better educator and person. I wish to influence and guide my students toward becoming creative critical thinkers and independent lifelong learners. As we live in a technological age it is crucial for students to become familiar with the tools available at their fingertips. One of my core beliefs is that the success of any democratic society lies upon a foundation of an educated citizenry. 

I’m taking this course as a requirement in receiving my masters in teaching with technology. With our current level of technology, we have the ability to provide a more immersive and engaging type of education than ever before in human history. I hope that this course will help aid illuminating some tools to help facilitate this new type of learning offered in this digital age.

Teaching With Technology. Week Two

This week I’ve been facilitating a discussion with my 7th and 8th graders about ancient Mesopotamia. Particularly we’re looking at the transition of Hunter Gatherer societies toward agricultural city states. Exploring the reasons for the change and the challenges that came with it. We also discussed reasons why some groups of people evolved into agricultural societies and why some chose not to. Exploring the positive and negative aspects of each.

This coming week I will be guiding the students through a simulation of building and maintaining a City State in minecraft. Students will be organized according to the social hierarchy of the time, priests, artisans, peasants, slaves, etc.. each with their own duties and expectations. I’ll write more as the simulation progresses.

I chose to use this blogger primarily because i had already created it for my Games and Simulation course this past spring semester. I also enjoy the simple and direct interface.

Minecraft Yosemite Map

Hello!

 After many, many hours I finally figured out how to get Minecraftedu 1.6.4 to run on my computer so that I could revisit a map I made several years ago. In this scenario students had to traverse through Yosemite national parks using coordinates and documenting their findings. I was not able to find the original paper packet that went along with this, but when I do, I'll be sure to post it. Anyway, you can find a slideshow of the map elements below. I have also provided a link to map itself and the required mods if anyone wants to try it out for themselves.

Minecraft Yosemite

<Link to Map and Mod Files>

Second Life Week 10

 This week I took a stroll along Renaissance Island. This seemed to be a virtual Renaissance fair. I was, upon telephoning in, greeted by a brown horse who kindly offered to give me a guided tour. I respectfully declined and wandered about the island on my own.

Upon further exploration I discovered a jousting ring fully equipped with a bracket and score board. I was extremely interested to see what these games actually look like in Second Life and how they play out. As I thought this I suddenly wished I had not declined the horses offer. 

I did find a video tutorial link to what appears to be a delightful turn-based fencing game that can be played in Second Life. I've included the video below:

After mucking about in the 16th century I decided to join a group. I found a very interesting organization which has dedicated itself to the propagation of immersive education. Primarily they seem to deal with providing immersive educational experiences for use by corporations, museums, and universities. They also provide training and certification programs as well as conferences. 

Second Life Impressions

I was thoroughly impressed with Second Life and found the session with Gentle Huron to be enlightening. It was wonderful to hear the stories of those who found hope within Second Life. It is clear that the platform is great for giving people with disabilities a literal "Second Life." I'm also finding the platform to excel at being an open meeting and conference space for secondary and higher education. This virtual world also shows potential in acting as a virtual museum, the audio tour systems I found at several sights were particularly impressive.

I still can't see Second Life or Open Sim really having a significant place in public elementary education anytime soon for several reasons. One, the technological limitations of most classrooms cannot meet the demands of the program, that or the devices available (Ipads/Chromebooks) cannot use the software.

The interface is a little too complex, both in building and managing an inventory. In a few short hours of playing I had already amassed folders worth of notecards and objects. This may be difficult to navigate through for younger students. It also seems difficult to use many objects in any way other than wearing. For instance, in the Winter Safety Game I had received several items, but then could not use them in any discernible way to change the environment or game events. The cat liter would have been great on the hill.

I think someday there might be real potential, If we could somehow mold Minecraft and Second Life into a virtual world accessible on all devices that would be amazing.

Pompie House Museum. Had a wonderful audio-tour experience.

Making a wish at the Zoltar Machine in the The State Fair.
The next day my avatar turned into Tom Hanks. 

BLAST OFF!! Only one brave Kerbal sacrificed his life for this mission. 

Mesh Models and Alternate Viewers.

     I decided to experiment with alternate methods of building objects in Open Sim to see if there might be an easier way. For example the instructions on how to build a table seemed like alot to take in at first glance:

If I bought a real one from IKEA I don't think there'd be as many steps. I did find out that using some viewers it is possible to upload 3d mesh models created in Sketchup or other 3d modeling programs. This method may be just as complex, but it gives more freedom as to what can be created and could potentially be faster if one is already familiar with the modeling program.   

I decided on trying out the Firestorm Viewer because of it's mesh capabilities and cool name. After setting up Jokaydia grid on the viewer I was amazed by the view distance and clearer rendering capabilities compared to Imprudence.  

Next, I built a table using Sketchup. It took about 20 minutes.  

I was then able to import the table into Jokaydia.

There were some problems that I ran into. For instance, the Firestorm viewer does not allow for object physics in open sim for uploaded mesh models. This feature is essential for truly converting a mesh model to a "prim" in Open Sim. There may be a way to do this in another viewer, I just haven't found it yet. The object doesn't render entirely correctly or intersect with other Open Sim objects as successfully as had been hoped. 

Capitalism II Update

The students completed the Capitalism II simulation a few weeks ago to great success. In total it took about three class periods playing the game before students were successful in implementing a strategy that made their company money. Student's were ecstatic when their income number went from red to green. One student discovered that he could make money simply by trading stocks in other companies. It was great to hear students using economic vocabulary in context. The students were able to intuitively develop an understanding for complex terms by experiencing their meaning in real time. Students were actively discussing production and marketing strategies, they debated the causes of lost demand and affects on price of too much supply. They discussed what it meant for their city to be in a recession and learned the basics of the stock market.

Once students had begun the simulation I was met with some resistance toward completing the gradable assignments. These were tasks that required the application of what was learned while playing into a written analysis. Many students wrote little more than a sentence. These findings show that more scaffolding will be needed in the future to model what a proper response and analysis should look like.

Capitalism

Hello!

      This week I'd like to share a bit about a project I've been working on with my 7th and 8th grades in culmination of our unit on economics. We are using a game called Capitalism II. In the game students are tasked to work together or compete as they produce and sell products for their made up corporations. So far the students have been highly receptive and are learning the perils and joys of supply and demand first hand! I've attached a copy of my lesson plan/instructions packet. The player who makes the most money wins.

I guess I'll start my blog off with sharing a video myself and my students created last spring: