10-Rep Learning ~ Teague's Tech Treks

Learning Technology & Tech Observations by Dr. Helen Teague

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D-Day 1944 President Franklin Roosevelt and the New Media of Radio

D-Day 1944 President Franklin Roosevelt and the New Media of Radio

Posting in observance of the 80th anniversary of D-Day, the storming of the beaches at Normandy, June 6, 1944.

A frequent educational focus addresses New Media and its uses in the classroom. 

On June 6, 1944, the New Media of that time was radio. Radio connected Americans to news of World War II. Radio was a common media used by the 32nd U.S. President Roosevelt. President Roosevelt’s talks and radio addresses were known as “Fireside Chats.”  The Fireside Chat series of evening radio addresses were given by Franklin D. Roosevelt between 1933 and 1944. His final Fireside Chat occurred on June 11, 1944 just a few days after the D-Day battle.

In a radio broadcast, President Roosevelt used his time on radio to pray. He read a National Prayer to 100 million Americans on the evening of the D-Day invasion of Normandy

See also the print resource posted on the History.com website: https://www.history.com/speeches/franklin-d-roosevelt-delivers-d-day-prayer 

Questions for this optional classroom discussion…

  1. Why was the radio such an effective communication tool in the 1930s and 1940s? What would be a comparable method of communication today?
  2. How do you think FDR’s radio presence affected the public’s perception of U.S. entry into World War II? 
  3. Why do you think it would have been reassuring to hear a president’s words of prayer over the radio? 
  4. Can you imagine this kind of address happening today? Please Explain.

     Thank you for considering the bravery, and sacrifice of the heroes on D-Day and the way that the New Media of that period helped Americans to feel reassured and hopeful. 

 

 

                                                                  References

Franklin D. Roosevelt’s Presidential Library and Museum (2009). Fireside Chats Of Franklin D. Roosevelt.
     Marist College http://docs.fdrlibrary.marist.edu/firesi90.html

History.com (2024). Franklin D. Roosevelt Delivers D-Day Prayer.
https://www.history.com/speeches/franklin-d-roosevelt-delivers-d-day-prayer

The National World War 2 Museum (2024, June 6). Franklin D. Roosevelt’s D-Day Prayer, June 6, 1944. [VideoFile.]      YouTube. https://youtu.be/_dl6Gpa6QYM?feature=shared

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The Solipsism of generative AI

The Solipsism of generative AI

 

In some of my graduate classes, we have been reading about virtual and digital learning and tools to use in instructional practice. 

ChatGPT, an artificial intelligence chat bot from the company OpenAI came into the spotlight in 2022. ChatGPT is one of a few generative text aggregators available to the public (Dehouche, 2021; Rutter & Mintz, 2023). 

Generative text renderers such as ChatGPT, can generate collections of information, and some schools are banning the tool from its devices and networks altogether (Korn & Kelly, 2023).

Some of the ways that generative text can theoretically be used include the following (Dehouche, 2021. Korn & Kelly, 2023; Rutter & Mintz, 2023; Washburn, 2023)… but is this ethical

  • Biographical references 
  • Bibliography citations
  • Lesson plan creation
  • Student assessment 
  • Define terms and explain challenging concepts  
  • Solve math equations 
  • Course syllabi 
  • Explore debate topics through theoretical lenses 
  • Render written text in various styles including descriptive and argumentative 
  • Writing samples in job application packets
  • Research reports
  • Speeches
  • Medical reports

Although the ChatGPT marketing indicates that it generates “original” writing, it does not do this because it is solipsistic, or existing only within itself and therefore not reflecting peer-reviewed sources (Teague, 2023).  Instead, artificial intelligence chatbots, such as ChatGPT, assembles and renders content based on sources indexed online, based on the prompts it is provided. This process is similar to compiling a Playlist, mixed , or mixed tape. The sources used in compilation may or may not be copyright-free and they may not be peer-reviewed.

                                                                        References

Dehouche, N. (2021). Plagiarism in the age of massive generative pre-trained transformers (GPT-3). Ethics in Science and Environmental Politics, (2), 17–23. https://doi.org/10.3354/esep00195  

Korn, J. & Kelly, S. (2023). New York City public schools ban access to AI tool that could help students cheat. CNN Business. https://www.cnn.com/2023/01/05/tech/chatgpt-nyc-school-ban/index.html

Quora (2023). Etymology of the word solipsism. https://www.quora.com/What-is-the-etymology-of-the-word-solipsism

Rutter, M.P. & Mintz, S. (2023). ChatGPT: Threat or menace? Higher Ed Gamma.

Washburn, B. (2023) How Teachers can use ChatGPT to assess students and provide feedback. Brittany Washburn.com blog. https://brittanywashburn.com/2023/03/how-teachers-can-use-chatgpt-to-assess-students-and-provide-feedback/#:~:text=ChatGPT%20is%20an%20AI%2Dbased,provide%20feedback%20efficiently%20and%20accurately.

 

To cite this post: Teague, H. (2023). The Solipsism of generative AI. 10RepLearning blog. https://4oops.edublogs.org/2023/06/27/the-solipsism-of-generative-ai/

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Weekend Ed. Quote ~ July 15

“Multimedia technology empowers the educational process by means of increased interaction between teachers and the students.” ~A. Balu

Multimedia Tech

 

 

 

References

Balu, A. (2020). Contribution of Multimedia Technology in Education. Editorial Board, 9(2), 127.
      http://ijmer.s3.amazonaws.com/pdf/volume9/volume9-issue2(1)-2020.pdf#page=135 

 


#PBSReaders4Life

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

 

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Weekend Ed. Quote ~ February 11

“You see, these days, we don’t talk the talk or even walk the talk. We write the talk.” ~ Erica Dhawan, author, Digital Body Language

We also read the talk.~ Teague

 

@EricaDhawan

Digital Body Language Tweet

https://twitter.com/TweetTeague/status/1492174612884512770

 

 

 

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

 


Dhawan, E. (2021). Digital Body Language: How to Build Trust and Connection, No Matter the Distance. St. Martin’s Press.

 

https://www.google.co.uk/books/edition/Digital_Body_Language_How_to_Build_Trust/GFgTEAAAQBAJ?hl=en&gbpv=1&printsec=frontcover

 

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Quantifying Instructional Practices: an informal timeline

For my graduate students….

The innovative work of John Hattie first in Visible Learning and next in The distance learning playbook, grades K-12: Teaching for engagement and impact in any setting, is the quantifying of instructional practices, especially involving a technological affordance.

The scope of the work of quantifying innovative instructional practices seemed stalled in the 1960’s -1970’s. In 1962, Dr. Everett Rogers published a groundbreaking book, Diffusion of Innovation, which addressed how ideas are transmitted through communication channels. Now in its fifth reprinting, Diffusion of Innovation is often linked with technological innovations and advances. During the 1970’s the work of Hall, Loucks, Rutherford, and Newlove produced a framework called “Levels of Use of the Innovation: A Framework for Analyzing Innovation Adoption,” addressed innovative processes.

But the Hattie team’s work guides educators (and all who instruct) in a quantitative pathway for the use of best practices. This is one of the many reasons, why I gently guide (i.e. push) for all of us to read and include the course textbook, which, as you will note is in its first edition.

Glad to learn along with you all and have the opportunity to provide an informal timeline!

 

 

References

Fisher, D., Frey, N., and Hattie, J. (2020). The distance learning playbook, grades K-12: Teaching for engagement and impact in any setting (1st ed.). Corwin. ISBN-13: 9781071828922

Hall, G. E., Loucks, S. F., Rutherford, W. L., & Newlove, B. W. (1975). Levels of use of the innovation: A framework for analyzing innovation adoption. Journal of teacher education26(1), 52-56. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.869.5531&rep=rep1&type=pdf

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Rogers, E. M. (1962). Diffusion of Innovation. Macmillan Publishing

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Gif creating with Animaker – Still the best

17from11_2021

 

The SCROLL Method (goo.gl/Wdp9CU) for online learning emphasizes Situating learning with personlized connections… Personalized gifs with

~ Lots of options… Animaker is still the best, easiest, quickest gif maker! #GCUTEC544 and #GCUTEC516

8From6

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Access Twitter and Start Learning – Gwen Best

Last night, at our “Tuesday Twenty” Google Meet, our guest expert Gwendolyn Best shared an informative infographic addressing social media integration.

She kindly provided the shared file and here it is: @ilovechalkdust_Twitter_OnePager

 

Thanks again, Gwen!

GwenBestGMeet2_23

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Media Literacy Musings made with FlipSnack

Media Literacy Musings Teague_ 1

Link to this FlipSnack: https://www.flipsnack.com/DrTeague/media-literacy-musings-1.html 

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Gratitude from India for Helpers

A Friend in India shared this message in a group post, “The whole of India came on their balconies/windows at 5pm today to show gratitude to the healthcare workers and everyone who has been providing us assistance in this crisis…People were clapping, whistling,ringing bells, all sorts of things for good 20 mins or more…I had goosebumps and tears rolling down the whole time…Would like to say a big Thank you to all the healthcare workers,cops,staff at grocery and pharmacy stores and everyone else who’s putting their life at stake to keep us safe,Thank you so much!”

🙏   Thank you, Neha Ahen! 

Is something similar possible in your town/neighborhood? Today would have been Mr Rogers’ 92nd birthday. I’m thinking about our neighborhoods today and those who serve to keep those neighborhoods safe. Is there a way for us to follow India’s example?

 

 

 

View Link: https://4oops.edublogs.org/files/2020/03/IndiaGratitudeMarch22Teague.mp4

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Nerd Research Minute: Video Games Before Bedtime

Does Playing Video Games Before Bedtime Affect Sleep?
Jeffrey A. Miskoff , Moiuz Chaudhri , Benjamin Miskoff

 

Abstract
Sleep serves a vital role in our ability to function on a daily basis and may be affected by various activities such as playing video games. Teenagers are one of the largest consumers of video games and if played before bedtime may lead to the release of certain neurotransmitters which may, in turn, alter sleep architecture and reduce sleep efficiency. The purpose of this study is to
measure 1) sleep efficiency 2) sleep latency 3) time spent in rapid eye movement (REM) stage with and without playing video games 30 minutes to 60 minutes before bedtime. For this study, one patient was recruited. The study was completed using a television, video game console, and a video game (Red Dead Redemption 4), Apnea Risk Evaluation System (ARES) nocturnal
polysomnogram (NPSG) unit, a bed and a blanket situated in a quiet room, a computer, printer, and a notebook for data recording. REM time and sleep latency were also measured. There were 45.6 minutes of REM with video games and 56.4 minutes of REM without video games. This was equivalent to 13.06% and 15.74% of the total sleep time, respectively. The sleep latency with
video games was shorter than without video games (11.4 and 23 minutes, respectively). Result suggests that there is no significant difference in sleep efficiency with and without video games. However, sleep latency decreased, and REM increased with video games.

 

Study Reference

Miskoff, J. A., Chaudhri, M., & Miskoff, B. (2019). Does Playing Video Games Before Bedtime Affect Sleep?. Cureus11(6). VideoGamesMiskoffChaudhriMiskoff2019

 

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