Task_3-Reflection

Task_3-Reflection

1.   Share the web address url of your groups ScreenR presentation.


http://screenr.com/iqa7


2.   Reflect on your contributions and how you contributed to making your group a success?

I helped contribute to the forums and disscussions and as the project manager of the PBL project I helped to keep the group afloat by setting up templates, outlines, agendas, reminders etc... through email, phone, texting, and forums. Most of the active group members were well informed. I helped expand on Kay-lani's experience and senario ideas. In addition, I kept reminding my group members that were falling behind what assignments they needed to make up. Overall, the active  members contributed to the group success through their strengths (encouragements, their voice  and perseverence to stick witth the group. 

Task_3-6 Reflection

Task_3-6 Reflection

1. Why is it important to use teams in PBL? 

Using teams helps to  develop communication and teamwork skills. 

In addtion to the following:

• Student Centered Learning: Students are involved in their own project design/contents, production and presentation.

• Collaboration: Students work in groups to research. disscuss, and use etiquette, conflict managment and leadership skills.
• Authentic Tasks: Students are presented a challenge and allowed to use authentic methods to determine the outcome of the project through their own solutions.
• Curricular Content: A balance of theory and practical applications are incorporated to form clear and articulate goals that reflect content learning and understanding of concepts. As a result, this is reflected in the student’s learning through the process, development and the outcome of their solutions.These authentic skills that students learn can be transferable to the real world.
• Multiple Modes of Expression: Students use various methods and technologies in order to do their research, which facilitates different learning styles. In addition, they are given choices on how they want to present their work  (video, powerpoint, prezi, poster board, etc...).
• Time Management: In order to meet deadlines, students learn to plan, discuss, revise and reflect during, and after completion of the project.

2. What are some of the problems you see in student teams?

The usual things people complain about as depicted in the image below,but you just have to try to resolve it yourself and continue on.

 

3. What strategies can you use to manage conflict in student teams?

You can be encouraging and understanding by keeping the lines of communicate open and find out how you can accomodate struggling group members. In addtion, you can help mediate conflicts by talking to each person and negotiating a compromise.

4. Did the group have any questions or problems this week?

 Just a question on how and what we were going to present in the summary ScreenR.

Task_3-5 Reflection

Task_3-5 Reflection

1.    What ideas have you contributed to your team this week?

Expanded on Kaye-lani's PBL experience and ideas for the overview. I helped work on the Requirements, resources and debriefing questions section.

2.    What role did you play on your team this week?

The role I played was the Project Manager. I helped keep group members updated on agendas and reminders when things are due like reflections and forums etc...

3.    How did you encourage and support your team members this week?

 I texted Melanie asked her about her mom etc...and talked to Johanna at the Leeward Community College  Cafe when i ran into her there. 

4.    Did the group have any questions or problems this week?
Some members are still missing in action.

Task_3-4 Reflection

Task_3-4 Reflection

1.    What ideas have you contributed to your team this week?

 I help contribute to the three  examples of Authentic Assessment and animation/image sequence of the presentation.

2.    What role did you play on your team this week?

Project Manager, setting up google power point template/outline, summary of wwhat our group learned about Authentic Assessment, emailing updates and reminders to group members.

3.    How did you encourage and support your team members this week?

I helped them stay updated and remind them when assigned things are due. I also posted some motivational images on our google doc.

4.    Did the group have any questions or problems this week?

 Some members still don't respond to Emails or check agenda updates in Google doc or forums etc...

Task_3-3 Reflection

Task_3-3 Reflection: 

1. What ideas have you contributed to your team this week?
Guiding Thoughts:

  As a group we further developed Kaye-lani's initial PBL scenario with student job roles and companies they will intern for. 

         

2.    What role did you play on your team this week?

• Jason:Project manager: Set-up Task 3-3 template and agenda/updates. Participated in group discussion & feedback for Guiding thoughts Scenario development, Filled out deliverable 3 fictional scenario form, Welcome Message and About company, Started on the Orientation memo letter (Rough draft template), & contributed to Guiding thoughts summary.

3.    How did you encourage and support your team members this week?

I tried to accommodate them as best I could with so many issues this week happening all at once. Used phone text and email to keep group updated and to get feedback and ideas.
Added Buddha Quotes to Orientation Letter Hopefully helps to motivate group also.

4.    Did the group have any questions or problems this week?
Several listed below *

Task 3-3 Contributors: [Status: Done]

Jason:Project manager: Set-up Task 3-3 template and agenda/updates. Participated in group discussion & feedback for Guiding thoughts Scenario development, Filled out deliverable 3 fictional scenario form, Welcome Message and About company, Started on the Orientation memo letter (Rough draft template), & Guiding thoughts summary.

*Kaye-lani: Advisor/PBL Consultant and Collaborator: Participated in group discussion, feedback for Guiding thoughts Scenario development & feedback on welcome letter and orientation letter, & contributed to Guiding Thoughts summary. 5 classes and few months old baby to take care of.

*Melanie: Editor-in-Chief: (Used text msg. and email) Participated in group discussion, feedback for Guiding thoughts Scenario development & feedback on welcome letter and orientation letter. & contributed to Guiding Thoughts summary. Taking care of Mom in Care Home due to having seizures. Lives on the Big Island (Hilo)

*Johanna: Group Motivator, Encourager, Back-up Facilitator: On Vacation: (no email response after asking help on iGoogle). has 5 classes + service learning hours.

*Nathan: Work issues (no email response) Pretty much has not been reliable from start of semester except for a few forum contribution in the beginning then disappeared. has not completed diigo (no bookmarks), twitter (no followers), etc... task 1 and 2, and debriefing question. In addition to Task 3 group work.

*Michelle: Life issues, Academic issues and Computer issues  (no email response). 

*Johanna couldn't get diigo gadget to show bookmarks so she wanted to fix it before turning it in. I told her all the diigo gadets don't seem to work, but I checked again and found a new gadget recently called  "ThumbMarks Visual Bookmarks" that does work.

told her to Click the add gadget, then in the search gadget box type "ThumbMarks Visual Bookmarks" click the "add gadget button" next to it, then click top left button "Back to iGoogle" Should look like a Iphone theme image, hover mouse over  the "ThumbMarks Visual Bookmarks" title and you will see the Gear icon appear click on it then choose edit settings, under bookmark service pull down menu to choose "Diigo", under username put "johannarosemindo" ,you can choose how many book marks to display, under display as you can choose square icons with text to a list form of your bookmarks, under display theme you can keep the iphone theme or switch to normal iGoogle normal square theme, click save button and your book marks should show.

Week 13 Group 4 Current Event

Group 4 Buddha here! [Jason Nagata]: Facilitator Kayelani Newman: Contributed Melanie Mamhot: Contributed  Johanna Mindo: On Vacation: Camping (no response from Email) Nathan Oda:        Work Issues (no response from Email) Michelle Mukaida: Life issues, Academic Issues, Computer Issues (no response from Email) This weeks current events topic was, "what are the top three most effective ways of communicating with your peers in an online course". Explained: "Here we are in the middle of week 13 of our distance education course. What methods have you found effective in communicating with your peers"? Our group's top three most effective ways of communicating with each other in an online course are: 1. Email was most efficient, it is easy to send out agendas, reminders and updates to our whole group and  members can access and read messages at their own convenience. In addition, I used it to keep group members updated on progress and reminders for things due. 2. Text-Messages for faster responses in emergency situations. In addition, it gets straight to the point., you don't have to listen to people go off on a tangent and waste your time or people may be busy at the moment (in class or driving). Although it can have drawbacks, because it is less personal and words can be misinterpreted due to lack of emotional tone and context. 3.  Google doc- easy to share ideas about projects when we can live chat and make real time changes.  Although these were our primary modes of communication, some members have not been able to keep up with emails, keep in touch to let us know what is going on, mostly due to a combination of lost of interest and  motivation, academic issues, life issues, work issues, and technological issues.   Here is a cool website on what you can use and facilitate communication in online classes:   "What Are the Main Online Communication Tools"?  This website lists communication tools, such as video conferencing, emails, chat, forums etc...and also how to be a facilitator and how to go about organizing a group for productivity. http://youthguide.iearn.org/index.php/get-ready-for-global-environment/communication-tools.html  A condensed version of highlights of being a facilitator from the website are below: "You are a facilitator. But what does it mean?...facilitator stimulates the discussion, keeping in mind certain goals of it, but never controls it". Before starting: "Introduce the topic – try to make a clear introduction of the discussion or project" "Meet people you work with – its always exciting to meet new people, and in case of you being a facilitator – that’s even essential"! "Agree on the rules of your group together with your participants". "Consult meanings of notions and words you believe are key for the discussion". While working: "Keep the discussion going – always try stimulating it giving additional or external incentives for participants to react and be active". "Be in touch – never fall out. In most of cases, if you are gone out of touch, your groups will start breaking up and loose interest in the subject". "Equal and involving participation – is a key to effective group work. Make sure you involve everyone and no one stays behind or keeps silence. Everyone has an opinion and your role is to make it heard". "Share responsibility and organization – try to make everyone involved through giving participants their unique roles in the group". "Be ready to help and assist – if there are any questions popping up or troubles faced, try to negotiate about solutions". "Update information and send news periodically to your group. It’s always useful and very effective way of keeping in touch with people and remind them to get back to discussion". "...keep in mind the overall context of the discussion together with its objectives and most importantly, expected outcomes and desirable impact". "Try to look back and reflect time to time to what has been done so far and how far are you from your groups goal".

Week 12 Group 4 Current Event

Group 4 Buddha here!

Group 4
[Jason Nagata] Back-up Facilitator
Kayelani Newman Contributed
Melanie Mamhot Contributed
Johanna Mindo: On Vacation: Camping
Nathan Oda:  Work Issues

Michelle Mukaida Contributed  Facilitator: Computer issues 


Week 12's topic was to "Identify a teacher or school that does a learning activity that makes use of a tablet device (such as iPad) in which students create audio or visual artifacts to demonstrates that learning has taken place".

Explained: "This week we read about audio and visual (video) technologies. What was not included in the chapter was a discussion on how smart phones and tables (like iPads) can support audio and visual teaching and learning. Tablets make it easy to audio or video reflection, presentation, weekly summaries, documentation, digital storytelling...".

Our group has chosen an article about an iPad pilot program at "North Shore Schools" a school based in New York.They have implemented the the iPad in there classroom which includes audio and visual lessons using iPad apps and the built in camera. In addition, students use tuner apps to tune their musical instruments, metronome app for keep in time, and Garage Band app and iMovie app for  audio/visual presentations and podcast projects. Students can even connect their connect their ipads to SMART Boards with a Apple VGA adapter and the iPad's mirroring capability. there are many more applications listed on the website.

The website is located at http://www.northshore.k12.ny.us/12Oct/distbox3_ipadupdate.html  and it is feature rich with functionality and tools for administrators, teachers, parents, and students.

Furthermore, what's great about the iPad is that it can be tailored to create lessons for many different learning styles.. For example. North Shore Schools uses the iPad's Camera for scavenger hunts where students need to take a picture of an artifact and explain why it is important to the concepts they are learning in class. Some other schools have made use of the iPad's camera also by using QR codes which are scrambles patterns, but when you take an picture of it using a QR app, it takes you to a website, video, or displays words or clues if used in a scavenger hunt. I think I can even take this further by using QR codes to produce GPS coordinate that students input into a GPS, Iphone or GPS enables iPad and incorporate Geocaching lessons on geography and math. Some schools have came up with a term called Geoconferencing where the take the concept of GPS treasure hunts and collaborate with other schools through video conferencing to lean about geography and math.

Some other iPad  ideas for Audio/Visual concepts you can incorporate in your classrooms are below that were equally interesting and discussed in our group.

GeocConferencing info:( https://sites.google.com/site/geoconferencing/ )

Geocaching & Video Conferencing at Putnam Elementary YouTube video:
http://www.youtube.com/watch?v=poJIJGYmtA4

Geocaching with the iPad video:
http://youtu.be/4Ytv0S2WbT8

EduCaching:
http://youtu.be/ZvaItxzJaCU
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Using QR codes for a sight word scavenger hunt 

Children find pictures which have QR codes they scan
 and a word associated with the picture pops up on the IPad,
 they they record it on their work sheet.

http://www.youtube.com/watch?v=P4LoeNJaoqY

QR code Scavenger Hunt 

Students hunt for QR codes which link to
video storyline clues to the next set of notes and QR code.
Explanation is after the cool long intro trailer at 1:17 min.

http://youtu.be/_zlxKsNqDKI

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A video of a student's work using the stop motion animation App called "iMotion HD". Students create tutorial videos for other students that are having trouble catching on to concepts. In a way the students take on the teacher role with their stop motion video creations.

http://sch00lstuff.blogspot.com.au/2012/08/made-4-math-stop-motion-animation.html