Author: grabe

A new (11/2/05) PEW Report (this is the PDF) describes teens as content creators. Approximately

For those of us promoting “multimedia authoring to learn”, it would seem we do not have to convince many students to become involved in such activities. The challenges would seem to be convincing and preparing teachers to take advantage of this interest.

What is this blog about? Good question. I have my own opinion, but what about the perspective of an impartial (and nonhuman) observer.

TagCloud takes advantage of the Yahoo! content analysis system to extract key terms from titles and descriptions. The result is a tag cloud. Click on a tag and the system will offer access to the articles associated with that term.

The TagCloud for this blog (actually it appears the tags cover the posts to the main blog page – the past month) can be located at http://www.tagcloud.com/cloud/html/Grabe/default/30. Google and Open Source appear to be popular topics in my posts.

Note this is a screen copy and is not functional. See the link about for the real thing.

Just passing this request along. ISTE is urging members to contact representatives to support EETT (Enhancing Education Through Technology). EETT money goes to states and districts. EETT reportedly provides the only technology money in a number of states.

Additional information is provided at the Action Network site.

Justification for such cuts involves the tremendous costs of the hurricane damage, the war, etc. No doubt all of these issues are important and the costs cannot be avoided. Raise taxes! What kind of weird political position assumes such costs need not be counted as part of the financial responsibility of the American people. Attempting to cut educational support only shifts responsibility to the local level. This is not a true savings because many local districts will raise the mill levy and those districts which cannot respond will fall behind. Off-loading the cost of education only increases inequities across districts. What about NCLB? What more obvious way to support ALL students than to make the education of all students the responsibility of all citizens.

When we first began writing about the Internet, we tried to make the point to educators that the Internet was not developed for you. The Internet is for everyone and serves a wide variety of purposes. Some material may have been developed for the purpose you have in mind, but much of the material would have been developed for other purposes.

I am reminded of this same point today. USA Today has an article describing adolescent blogs and the type of information that is contained in such blogs. In commenting on this article Will Richardson takes issue with the use of the term blog and attempts to differentiate journal from blog. I understand the distinction, but many will not care. It is blogging software, the content is hosted on sites described as blog sites, so participants describe what they are doing as blogging.

Schools are caught in a difficult position. While they may see the educational benefits of blogging, they may prefer that students within the school walls not read the other material that is posted to blogs. What can I say – it is the Internet and it has no priority customers.

Perhaps special purpose and protected blogs are the answer for some. However, like the Internet in general, a protected approach will eliminate access to both bad and good stuff.

I think anyone who uses Google or perhaps other search engines is likely to be continually amazed at what information problem solving tasks can be accomplished with such services. Or, perhaps everyone is not amazed and perhaps how we use such services is one of those differences that separates those of us who are supposedly digital immigrants from those who are digital natives. Perhaps it is not so much your level of technical sophistication or what you know, but what assumptions you make.

I have stumbled into what is for me a new use of Internet search – providing examples used in test construction. I mostly teach very large classes (400 students in Introductory Psychology this semester) and multiple choice examinations are a necessary part of my evaluation scheme. I write a significant number of questions for each examination and I also believe in allowing students to keep their exams. This combination means I have to write a large number of questions. It is a time consuming process – I get on my computer, bring up my lecture notes in one window, and write questions in another window that I store in a database. My goal is to write a significant proportion of quetions that require students to apply course concepts. Writing questions at this level is a creative and challenging process. Application questions require the use of examples that students have not experienced in class (or the example would not require application) and examples that students understand or have experienced so that they can attempt to apply their knowledge to a novel situation. Sometimes, I struggle to generate examples that meet these criteria.

I do what students do when working on the computer – I get off task and use my computer for other things. Call this multitasking if you want to spin this tendancy in a positive direction. While I write questions, I “break” to check my email and read blogs. Somehow, out of this combination of tasks, I started searching for examples. For example, I was attempting to generate a good example of negative reinforcement. I searched online and found lists of examples and lecture notes used by other profs. The first item on the list of examples (who generates such things) was the warning bell that goes off in your car when the driver fails to buckle his/her seat belt. What a great example? A situation that fits the definition and that is likely to be part of the experience of a high proportion of students. This Internet thing may last.

Back to writing questions.

DigiTales is a site addressing all aspects of digital storytelling (and digital projects). The site organizes resources, offers opportunities for developing collaborative relationships, and promotes books and workshop opportunities.

One resource I think is unique is the “Scoring Guides“. This resources identifies project types and then offers suggestions for attributes of each type that the instructor might consider evaluating. This combination provides educators a great way to think through the creation of rubrics for project evaluation.