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1. Debrief Meaningful Learning with Technology
In order for students to learn meaningfully, they must be willfully engaged in a meaningful task.
Learning technologies can be any environment or definable set of activities that engage learners in active, constructive, intentional, authentic, and cooperative learning.
In the Foundations reading responses a few weeks back, most of you (76%) thought Chapter One Meaningful Learning with Technology was most meaningful to you and shared great insights of your understanding . You have shared wonderful examples and demonstrated your understanding of the reading in the FlipGrid discussion. Here are some points that may need further discussion and clarification:
"Authentic" learning: situated in real-world contexts (such as problem-based learning, case-based learning)
"Constructive" learning: integrate new experiences with prior knowledge, meaning-making, critical thinking, reflection, articulate what they have learned.
Final Comments:
If you think about the 7 ISTE standards for students as the goals we want students to achieve, then the 5 Meaningful Learning principles show the means to get there. The Universal Design for Learning framework we are going to discuss next is more about the specific how-to strategies.
2. Universal Design for Learning (UDL)
You have read an ebook chapter about Universal design for learning (pp. 48-56). Here is a UDL chart that summarizes all the guidelines with specific suggestions.
Provide multiple means of engagement
Provide multiple means of representation
Provide multiple means of action & expression
The three principles of UDL can help us meet the challenges and take advantage of the opportunities inherent in the great variability of students, offering paths for those currently disenfranchised and developing the talents of all.
Case Study: Discuss in groups of 3-4 about the cases below and talk about what UDL principles are reflected in the cases. Choose from one of the cases below. You may refer to the UDL chart.
Case 1: I experienced success in my ENGL 1102 class last semester. We had to take all of our work from the semester (three essays) and put them together into a portfolio as our final project. Our first essay was about a film called "Boyhood," we had a choice for our second essay and I chose to write about Faulkner's "A Rose for Emily," and we had another choice for our last essay and I chose to write a breakdown of a song called "When I Lie." We had to try to come up with a theme that would link our three essays together and write about that in a short essay that would go at the beginning of our portfolio. I struggled at first with coming up with a theme, and then the idea came to me that I found ways to make all of the main characters (Mason from "Boyhood," Emily from "A Rose for Emily," and the rapper of the song "When I Lie") more relatable to anyone who is watching/reading/listening. I ended up doing really well on my portfolio and it helped me finish the class with an A.
Case 2: My most success came in my second major marketing class last semester. It was a lot of memorization, so I made several Quizlets to help assist my learning. The professor herself was also very helpful, so I made an extensive effort to reach out to her. When it went online, I made a very specific schedule and followed it. We had three tests and several interactive assignments, so I did my best and ended up with a B+.
Case 3: I created a project in my AP Stats class that was a sample survey that tested sampling bias. The bias I was testing was whether or not knowing that something was name brand vs. generic would "make it taste better or worse." I had four different sampling groups, two were blind taste tests, meaning they were unaware if they were tasting name brand or generic cereal, and the other two were not blind. The results proved exactly what I was expecting, when people did not know it was generic they thought it tasted better.
UDL redesign:
You'll meet with your teammates to discuss a failure case and redesign it. See more details in the homework section.
3. Genius Hour Project
Brainstorming: Share with your group what potential topics you are going to explore. If you haven't had a clear idea yet, skim the following two reports to see if there is something interesting to you.
Here are some sample topics explored by previous EDIT 2000 students:
Advantages and disadvantages of Flipped classroom
How to prepare students for online learning?
How can AI facilitate education?
How can technology be used in special education classrooms?
What motivates children to learn STEM?
Can music help older people learn better?
How technology is used in theatre eduction?
Group Discussion:
- Discuss with your group why you are interested in your topic, how it is related to Learning, Design, and Technology.
- Give each other suggestions or recommendations. Refine your topic if necessary.
- On the #geniushour channel in Slack, post your finalized topic and a brief explanation.
HOMEWORK
1. (DUE by Friday, 09/25) Group assignment of UDL Redesign.
2. (DUE by next Tuesday, 09/29, before class) Create a Genius Hour Page:
Add a new page "Genius Hour" to your portfolio site and publish it. It's an empty page now. You'll add 5 blog posts to it throughout the semester.
What we have discussed just now will help you write the first post. See more details about the Genius Hour Project.
Start your research as soon as possible.
3. Late pass opportunity (optional): Create a Kahoot about "Meaningful learning" and/or UDL and send it to me via direct Slack message by next Tuesday, 09/29, before class. There should be at least 5 questions.
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