10-Rep Learning ~ Teague's Tech Treks

Learning Technology & Tech Observations by Dr. Helen Teague

Apr
17

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Weekend Ed. Quote ~ March 22

Category: EdTech, Post Feed Tags: , , , , Leave a Comment

“The key element of collaboration is willingness. All participants have to be willing to sacrifice parts of their own ideas and adopt others to get results for the company.” ~Stauffer, 2020

Collaboration and Willingness

 

 

                                                                     References

Stauffer, B. (2020). What are 21st century skills? AES Education. https://web.archive.org/web/20200417102021/https://www.aeseducation.com/blog/what-are-21st-century-skills

Image Source: https://implementconsultinggroup.com/article/why-end-to-end-supply-chain-collaboration-matters

 

More Weekend Ed. Quotes

#GCUTEC544 #GCUTEC595 #GCUTEC516 #GCUTEC521
#CUNE604, #CUNE605

Nov
6

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Word Clouds – More Uses for Constructivist Learning

Category: Differentiation, EdTech, Learning, Post Feed, Web 2.0 Tags: , , , Leave a Comment

This post addresses more uses of Word Clouds for Constructivist Learning opportunities.

Word Clouds are visual representations for text data, typically used to depict keyword metadata (tags) on websites or other digital documents. What counts with word clouds are the frequency with which a word is used. Word clouds are also known as Tag Clouds.

Word cloud usage, design, and discussion offers multiple options for Differentiation. For concept retention, students (almost all ages), can collaboratively share 2-3 key words from reading assignments. The Instructional Leader can create a word cloud of the shares. Here is a recent word cloud of key words generated from a small group, university discussion on ethical practices in research design. This word cloud was made last night using MonkeyLearn.

ResearchEthicsWordCloud

Another favorite way to use Word Clouds is to help graduate students in their job searches. I copy the text of a resume and paste it into a Word Cloud Generator, such as MonkeyLearn. When I copy the text into a word cloud generator, common themes and experiences immediately appear.

professional competencies

For concept retention, students (almost all ages), can collaboratively share 2-3 key words from reading assignments. The Instructional Leader can create a word cloud of the shares. Here is a recent word cloud of key words generated from a small group, university discussion on ethical practices in research design. This word cloud was made using MonkeyLearn.

ResearchEthicsWordCloud

Small, student groups with digital access can also complete this process and create their word clouds. Word clouds can then be shared with discussion to follow on the similarities and differences.

Michael Gorman gives 108 additional ways to use Word Clouds in the Classroom in this post in 21st Century Tech.

  1. Put your lesson plan into a word cloud to create a word cloud of what you will be learning about. This could also be part of your entire course outline used at the beginning of a course.
  2. Paste a reading from your text into a word cloud. You may wish to turn off common words.
  3. Copy and paste a reading from the web into a word cloud. You may wish to turn off common words.
  4. Put vocabulary words into a word cloud.
  5. Use a word cloud to create a discussion either in class or posted on the web for a discussion forum. Try to create it so that a question of inquiry can be used.
  6. Create a group word cloud of the entire class or sub groups in the class. This could be in reaction to a discussion, an idea, a reading, or video. Students work in groups to come up with 20-30 descriptive words and then make a word cloud. Using advanced tools they could rank them or color code them.
  7. Each student creates a word cloud in reflection from a discussion, an idea, a reading, or video. Individual comes up with 20-30 descriptive words and then makes a word cloud. Using advanced tools they could rank them or color code them.
  8. Entire class creates a word cloud in reaction to a topic. In order to capture student word have them digitally input them using the Web 2.0 tools Write with Me or Google Forms.
  9. Have students create word clouds that generate understanding of a concept, standards or vocabulary word.
  10. Illustrate classroom thoughts or views using a word cloud to survey students. Favorite university, pro team, singer, etc.

 

 To read all Gorman’s suggestions, please Click here.

Learn More: 12 Valuable Wordle Tips You Must Read…Word Clouds in Education Series: Part 1

Please note: This is an updated post- Review/Read the Original post from August 17, 2012 

Here is another 10-Rep Learning blog post on the engaging power of word clouds:  Another post on Word Clouds

Oct
5

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My Morning Coffee Break with the Emoji Makers

Category: EdTech, Innovators, Instructional Design, Post Feed Tags: , , , , , , Leave a Comment

My Morning Coffee Break with the Emoji Makers Learning with Fun and Purpose using Emoji Generators

Personalized Emojis with the Assistance of AI
Technology wizard Miguel Guhlin once again combines that latest technology interest with reliable sources to spark educators’ instructional creativity!!

In Guhlin’s post on the TCEA Technotes blog titled “Create Emoji Mashups in Seconds with these Emogi Makers” educators are invited into the virtual sandbox of designing personalized emojis.

My Morning Coffee Break with the Emoji Makers:

Four emoji makers were each described with specific purposes. Some resources have pay features that kick in after 3-4 emoji-creating renditions. All emoji-makers were guided by typed prompts from the human user. There did not seem to be a voice command option. Response time after each command was 8-12 seconds. One outlier of 20-seconds occured when I fashioned a long-ish prompt in three languages (Spanish, English, Latin).
Successful design was achieved following three or four interations. Over twenty educational and design applications with a curricular focus were also shared. The comments section of the blog post also included recommendations for instructional practice.

Application to Graduate Curriculum in Education, STEAM/STEM, Engineering Design

The Emoji makers in Guhlin’s post with catlayst my graduate students concept-building and imprinting for the following learning technology, curriculum, and instructional design concepts:

  • Iterative design
  • Specificity of directional conversations for new technology integrationwith colleagues, instructional coaching cohorts, parent groups, etc…
  • Conversational assumptions and biases in communication (Law, 2020) with AI and its antecedent experience with humans
  • Assumptions and biases in written, directions mediated by communication with AI and its antecedent experience with humans
  • Applications of the Makers’ Mindset (Green, et al., 2020) in instructional learning environments (face-to-face, hybrid, online, independent).
  • Informational text

Success for me was found with increasingly specific and descriptive prompts. The process for each emoji rendered was about 4 tries. This brought up a third activity addressing the assumptions made in communication (even AI does not work with assumptions and biases. For example, one of my prompts was “emojji holding tennis racket with Christmas decorations.” The result was a Telly Salvalas-looking dude holding a metal racket with Christmas decorations surrounding him. Four prompts later with increasing specificity on my part resulted in success for me, according to my pre-conceived idea! Interestingly, I also like emoji.is’s third rendering but it was not exactly correct (for me) until prompt #4.

Guiding AI with increasing specificity

Here is the iterative design aspect achieved through a series of increasingly specific prompts using the Emoji Generator emoji.is 
The goal was generation of a tennis racket with holiday decoration (key words in the request are also displayed).

1st Try:

TellySTry1

2nd Try (First iteration):

TellyS 3rd try

3rd Try (2nd iteration):  tennis racket with Christmas decorations on racket strings

red decorated tennis racket

4th Try (3rd iteration) – emphasizing preferred wooden racket

3rd tr

5th Try (4th iteration) – emphasizing single wooden racket with Christmas decorations

Final5thTry

 

Suggestions for Continued Fun in Learning and PLN support:
Join TCEA today to connect with educators, learn through timely webinars, and collaborate in personalized digital groups! Oh, and TCEA hosts a hugely popular annual technology conference in Austin, Texas every year! Click here to learn more!

**Thank you, Miguel Guhlin and TCEA for sharing these resources!!!

 

                                                                                                  References

Green, T. D., Donovan, L. C., & Green, J. P. (2020). Making technology work in schools: How PK-12 educators can foster digital-age learning.
      Routledge.

Guhlin, M. (2023). Create emoji mashups in seconds with these emoji makers. TCEA TechNotes. https://blog.tcea.org/emoji-makers/

Law, N. (2020). “Equity challenges associated with distance learning.” [VideoFile]. In Fisher, et al., The distance learning playbook, grades K-12:
Teaching for engagement and impact in any setting. Corwin Press. p. 7

Aug
4

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Weekend Ed. Quote ~ August 4

Category: EdTech, Quotes Tags: , , Leave a Comment

“While villages are needed for raising children, perhaps we can say they are needed for anyone’s education and development, regardless of age. The innovators highlighted in this series were part of broader networks or villages, which included family, friends, supportive communities, and teachers and mentors. Through the inspiration and support of their villages, these innovators constructed new innovations to empower others. But there is a duality to social constructionism: through their work, these innovators also enacted social change for their villages and those around them–whether this was by using technology to create more enjoyable and relatable learning experiences, to help the unknowingly needy, to empower individuals to become literate in math and then teach it to others, or to connect members of their village to one another. While the work and legacy of these individuals may have been forgotten in the field of educational technology, they live on in the villages that have been touched by them.”
~Shayan Doroudi, 2023, p. 14

ed tech pioneers

 

                                                                                     References

Doroudi, S. (2023): The forgotten African American innovators of educational technology: Stories of education, technology, and civil rights. Learning, Media and Technology, https://doi.org/10.1080/17439884.2023.2237892

 

 

 

More Weekend Ed. Quotes

#GCUTEC544 #GCUTEC595 #GCUTEC516 #GCUTEC521
#CUNE607 #CUNE604, #CUNE605
#PBSReaders4Life

Nov
3

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What are Standards? What Are Objectives?

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Many educational lesson plans, curriculum guides, curriculum maps, and research documents reference Standards and Objectives.

Here is a video and downloadable file that explains more about standards, objectives, the teachers that lovingly craft them, and the students who learn from them. 

 

WhatAreStandards_WhatAreObjectives
Link: https://4oops.edublogs.org/files/2022/11/WhatAreStandards_WhatAreObjectives.docx

Aug
5

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Protected: Back to School Tools and Tricks!

Category: EdTech, Instructional Design, Post Feed Tags: , , Leave a Comment

This content is password protected. To view it please enter your password below:

Aug
17

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Using Word Clouds in the Classroom

Category: EdTech, Post Feed, Web 2.0 Tags: , , , , Leave a Comment

Word Clouds are visual representations for text data, typically used to depict keyword metadata (tags) on websites or other digital documents. What counts with word clouds are the frequency with which a word is used. Word clouds are also known as Tag Clouds.

My new favorite way to use Word Clouds is to help graduate students in their job searches. I copy the text of a resume and paste it into a Word Cloud Generator. When I copy the text into a word cloud generator, common themes and experiences immediately appear.

professional competencies

Michael Gorman gives 108 additional ways to use Word Clouds in the Classroom in this post in 21st Century Tech.

  1. Put your lesson plan into a word cloud to create a word cloud of what you will be learning about. This could also be part of your entire course outline used at the beginning of a course.
  2. Paste a reading from your text into a word cloud. You may wish to turn off common words.
  3. Copy and paste a reading from the web into a word cloud. You may wish to turn off common words.
  4. Put vocabulary words into a word cloud.
  5. Use a word cloud to create a discussion either in class or posted on the web for a discussion forum. Try to create it so that a question of inquiry can be used.
  6. Create a group word cloud of the entire class or sub groups in the class. This could be in reaction to a discussion, an idea, a reading, or video. Students work in groups to come up with 20-30 descriptive words and then make a word cloud. Using advanced tools they could rank them or color code them.
  7. Each student creates a word cloud in reflection from a discussion, an idea, a reading, or video. Individual comes up with 20-30 descriptive words and then makes a word cloud. Using advanced tools they could rank them or color code them.
  8. Entire class creates a word cloud in reaction to a topic. In order to capture student word have them digitally input them using the Web 2.0 tools Write with Me or Google Forms.
  9. Have students create word clouds that generate understanding of a concept, standards or vocabulary word.
  10. Illustrate classroom thoughts or views using a word cloud to survey students. Favorite university, pro team, singer, etc.

Click here to read all Gorman’s suggestions

Learn More: 12 Valuable Wordle Tips You Must Read…Word Clouds in Education Series: Part 1

Another post on Word Clouds

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