Social media
- I will definitely be using social media in my courses, the extent, however, is still undecided. I really like the idea of groups communicating with one another in a readily used social media format like Facebook. I would have to really be thoughtful of how I would execute this, especially after hearing some of the concerns that we raised in class. At a minimum, I will promote Twitter and encourage students to see it's educational value.
- In preparation, I'm thinking about creating a professional Twitter account that I'd feel comfortable informing students about. I will also begin to identify other Twitter users that I would feel comfortable pointing my students to.
Online/hybrid/collaborative learning
- Online learning is in my very near future as I will be teaching an online course this summer. I would say that I've always been pretty open to the idea of online education, I've taken courses as an undergrad and assisted with courses in previous semesters. There has been a little inquiry regarding what a hybrid and/or collaborative approach to A&P might look like so I would agree that these scenarios are not unlikely for me. When creating my course, I plan to utilize the Blackboard Exemplary Course rubric, Mayer's EBP for multimedia design and Backward design as well as instructional videos. I will also consider using one of the online platforms supported by a textbook company such as Mastering by Pearson.
- I have started to formulate how I will construct this videos and I have started to think critically about what assessment will look like in my course this summer.
Data-driven learning
- I've started to think a lot more about data-driven learning in light of my role in the Gateway to Completion Committee. I'm still not as comfortable with some of the data points/predictors we discussed in class, high school GPA for example, but perhaps this is because I'm not too interested in teaching a traditional introductory course. Recently I've seen data that is valuable in conversations regarding prerequisites and course requirements. These data points also support the claims we have been making anecdotally and I've started to think a little differently about how I approach students based on these predictors.
- I would be interested in gathering more data about the students who take A&P and the conditions in which they take it. Perhaps I could start a conversation and potentially investigate all the different variables we constantly hypothesize about.
Students-as-creators
- This trend seems like it would be the most difficult to tailor to the courses I'd be interested in teaching but as I mentioned in class, I do have a few ideas about how I could implement this. I've spent a considerable amount of time investigating how students think about structure/function relationships but a lot of that time has been focused on static visualizations and open-response assessment. I'm interested in seeing how the construction of dynamic models could affect the way students think about structure/function relationships. I'd also be interested in seeing if the construction of one type of relationship affects a students ability to recognize other relationships. By implementing these construction activities, I could also be able to incorporate more collaborative work and a new type problem solving into my curriculum.
- I think my first step would be a pilot study using the knee joint. I'd also start by diving into a whole new body of literature and familiarizing myself with how students have been able to create in previous A&P classrooms. In addition to the beginnings of a literature review, I'm hoping this reading would uncover new ideas for my classroom.
- What are the similarities and differences between a PLE and a PLN?
It seems that a PLN relies on other individuals being involved in the originators learning. A PLN can be a part of an overall PLE. Both are directed by the learner but a PLE can be created and maintained without any person-to-person contact, relying on other resources.
- Who are the assets in your current PLN?
STEM faculty would play a huge role in my PLN as would the STEM students. For the most part, I have a say in how much or how little I interact with those individuals, I also seek out guidance from those individuals who I feel can greatly impact my learning.
- How have you previously kept track of your PLN?
I don't think I have had any formal method of maintain my PLN. Maybe declairing my committee?
- How could you formalize your PLN in a PLE?
I could start by following those individuals in tools associated with the 4 C's (i.e. twitter, diigo, blogs, etc.)
- What is the 'Moneyball' phenomenon in sports, and how is data-driven learning similar?
I believe that the 'Moneyball' phenomena is an approach where all players actions are quantified and seen as data points. These data points then inform decisions in terms of risk, reward and value. Decisions made in drafts, trades, lineups, etc. are made by analyzing the data. In the classroom (face-to-face or online) the student actions are seen as data points. Things like peer discussion, assessments and problem solving serve as data points to inform an instructor (or institution) about potential outcomes when combined with final student outcomes. Instructors can use analytic to ensure students are on the path of most potential.
- How can data-driven learning be used for Benjamin Bloom's two-sigma problem?
Data-driven learning can personalize learning and instructors can be informed of the learning progression of each individual student, closing the gap between traditional instruction and one on one instruction.
- What are potential complications for data-driven learning in regards to FERPA?
Data from previous students is important for predicting the success of current students. Without taking privacy precautions, the privacy of past students could be at risk.
