Teaching, Learning, Technology & Reflection

Due to problem of submitting using the PureEdge package, submission is now done through Adobe Forms Pilot. Finally, these form names have meaning to me: SF424, PHS... I will get the template done today!! No more delay...

DUNS number: When reading NIH proposal solicitation, I learn this word. It means: Data Universal Numbering System, "a system developed and regulated by Dun & Bradstreet (D&B) which assigns a unique numeric identifier to a single business entity" (based on Wikipedia).

Event: BFlex & BFusion 08 Conference September 6, 2008 Place: Kelly Business School Instructor: Matt Boles, Adobe Customer Training I came to the pure Beginner Session. Not sure of my "programming" skills at ALL. The instructor is really nice. Clearly explaining everything and really really patient. So it is easier than I expected, at least till now. That is why I have some extra time to type this blog article... Here are some notes: Introduction tags: cfset cfout cfinclude notes: Manage the DreamWeaver Site: Advanced tab-->Local root: find the local root of the CF administrator folder Edit in the DreamWeaver page: in my old MacroMedia version, choose: Dynamic page, Cold fusion. #sign to put in front of variables to instruct CF to evaluate the value. better practice to scope the variables, such as: #Variables.lastName# is better than #lastName#, although the latter works, too. The CF comment will not make it to the browser, unlike the html comment CF variables are type...

I am cleaning up my Endnote library and are confused about the reference type of "report" and "white paper". A google search finds the following: There are lots of different types of reports, including: Analyst reports Industry reports Analytical reports Book reports (the oddball of this list) Some reports examine data from studies while others take a critical look at a specific topic. Reports usually tend to be highly informative and may include opinions and projections. Reports are generally written by member organizations, like IEEE, Gartner Group or the Society for Technical Communication. White papers: Include both informative AND persuasive information Usually are written by a company or individual for promotional purposes Often are used directly in a sales capacity (as a lead generator or leave-behind piece) Argue a very specific position Discuss processes in detail Often examine benefits of a solution In summary: Reports simply report the facts, where white...

I am reading Sonny's revised proposal for the ID marketplace. It really feels great to see my ideas there, too. When your idea is valued, you feel your own value. Although previously written document was valued too, this one is the first time that my own ideas go to the stage of early design :-)

There are many reserachers... who refer to Novak and Gowin (1984), but clearly mix concept maps with Buzan's (1974, 2000) mind maps, which are much simpler association maps. Most articles published that describe the use of concept mapping refer to Novak and Gowin (1984). Novak (1998) has applied for a trademark of his style of concept mapping: Concept Maps TM. from http://cmc.ihmc.us/papers/cmc2004-206.pdf Example of Concept Map: http://bulsa.helsinki.fi/~maahlber/ Ahlberg, M. & Ahoranta, V. 2002. Two improved educational theory based tools to monitor and promote quality of geographical education and> learning. International Research in Geographical and Environmental Education, 11(2), 119 - 137. http://www.multilingual-matters.net/irgee/011/0119/irgee0110119.pdf "A concept map is a graphical knowledge representation method (Åhlberg, 1990a, 1993), among many (e.g. mind maps, Buzan, 1982, 1993). Concept maps were originally based on Ausubel’s learning theory (Novak &...

I was asked this question in an interview. And it makes me think since after... Just to list some ideas here. Technology literacy includes: knowledge (facts, concepts, principles, etc.) of related technology skills attitudes (how it is related to personal life, learning and career, and how it is related to the society; why it is important to have technology literacy...)

I read this in Will Richardson' Weblogg-ed entry on "Networked Learning Practice" "The more I consider it, the more I find myself moving away from a frame of social networking towards one of networked learning (which is obviously social by nature). More toward the literacies of networked learning."- http://weblogg-ed.com/2007/network-learning-practice/#comments Since I have not attended to his presentation, I am not sure if what I have in my mind matches his. However, it does remind me of one of the research I have thought about doing: "My Network Technology Profile" or something like that. Researchers who study social network study only one network and study each person or message as a node and is interested in the connection between the nodes. However, we know that each person (many at least) have more than one network. For example me, I use wenxuecity, blogger, facebook, msn, skype, and many others. My presence and role in each network is different....

Today I heard a new concept (not really) "teacher 2.0". See this blog: http://21stcenturylearning.typepad.com/blog/2007/06/schoolnet-unvei.html For me, teacher 2.0 does not necessarily mean teacher who use Web 2.0 tools in their teaching. It means an approach and ideology of teaching that keeps updated with the progress of the world. Interestingly, this blog also have some ideas on Administrator 2.0. This makes me think of many other 2.0s, such as learner 2.0, employer 2.0, employee 2.0, family 2.0, lover 2.0, friend 2.0...:-)

1. how to treat student with a "instrumentalism" or a"strategic orientation" attitude to learning? Also what are the different types of students with such attitude/approach to learning? (I am thinking of this because some students I have taught have shown this approach; i am reading for leasure an old book on distance education that talks about the approach to learning by David Harris "Still Seeking the Audience?") 2. I am tired of what I am teaching in the technology integration course. I think it definately needs updating... It is an issue of curriculum. What should be teach in the technology integration class? We are still following the tradtion of teaching Word, PowerPoint, Photoshop and DreamWeaver. I know these are important. But possibly they should be taught in different courses that use them... Where is blog? Wiki? Podcasting?.... One of my student gives a brief introduction to podcasting she just learnt in the STEP class...Of course, another prob...

Today I went to a presentation by James Paul Gee. Here is the information about this presentation: Critical Discourse Analysis James Paul Gee, Tashia Morgridge Professor of Reading at the Universityof Wisconsin-Madison Tuesday, June 26th, 2:30-4:00 School of Education, Room 1225 I like it pretty much. I am lazy. So I will just put some simple notes here: Language for information vs. language for identity non-critical discourse analysis does not exist an example of two compound sentences with the same clauses but the two clauses serve as nucleus and satallite in different sentence: there is no way to write value free sentence equality/solidarity vs. differences "sure" is a very emotional word. It should not appear in academic report since it should be free of emotion. academic language excludes some people. Major failure in school is failure to use and understand the academic language. If students are taught and tested with the vernacular language they are familiar with, ther...

Today I went to an Instructional Consulting session on "Using Breeze to Connect with Students". It is presented by Dr. Roberto Garcia from Kelly School of Business. He introduced his experience with using Breeze in his online course. I have used Breeze briefly when Skype failed to hold more than 4 people for an online conference. It is one of the best online communication tools I have used. Very easy to use (at least as a participant). There are some fun episodes Dr. Roberto Garcia talked about. For example one student was able to view everything but to type in the chat. After many investigations it is found that it is all caused by the apostrophe in the student's log on name! Another fun episode was about the social presence. While Dr. Garcia was lecturing in his home office with his camera, his wife and kids come in with a cake with candles on. It happened to be his birthday that day! Facing this surprise, he turned the camera to his kids and the cake for about five min...

I am writing my teaching philosophy and remember this site that I have ignored for some time. Constructivism is forever confusing to me. Some quick ideas jotted down here: 1. Constructivism as a theory claims that the way for people to learn is for them to construct knowledge. Knolwedge does not exist outside and beyond a learner. 2. Constructivist approach to teaching can vary. These approaches should best facilitate learners to construct knowledge. If constructivism as a learning theory holds true, students will construct the knowledge which ever approach we use to teach them. However, there are approaches that most effectively faciliate knowledge construction and these are called constructivist approaches. These are the prescriptive theories.

Quotes “at present the constructivist model is descriptive, not prescriptive.” (Airasian & Walsh, 1997, p. 444) "application of constructivism in classrooms is neigher widespread nor systemic." (Airasian & Walsh, 1997, p. 447) "Students construct their own knowledge and interpretations no matter wht instructional approach is implemented and no matter what name is given to it." (Airasian & Walsh, 1997, p. 444) "I agree with the observation that the great philosophers have tried to find a way to integrate the mystical and the scientific. But from my point of view it was precisely the preoccupation with mysticism that blocked their progress in epistemology. The attempt to analyze the mystic’s wisdom with the tools of reason invariably leads to a twofold failure: on the one hand it destroys the mystic’s vision of unity because it segments experience into separate, specifiable parts; on the other, it compromises the rules of rational thought because it a...

Last night I spent a lot of time working on the activity I will use for Word today in class. I also spent a lot of time on improving the job aid of Word created by JL. I still feel that there are so many things in Word and I so much wish to teach all the useful things to my students. However, in today's class, I could only finish activity one. When I was having lunch, I was thinking, yes, it is impossible for me to teach all of them. I still need to think of ways to more effeciently suit each student's special needs for learning. I also need to think of ways to really engage them in learning technology, instead of just passively following. In that case, they will continue learning even outside classroom. There are so many things I want to do. But I feel I lack experience to enjoy the "freedom" in teaching. In Chinese, I cannot do it 游刃有余. There is still a lot of inconsistency between my belief in teaching and the way I really teach. I spent a lot of time preparing for...

Today, I have done a lecture on Internet Use and related concepts. I argue with myself if I should do this. Students do not necessarily know these concepts to browse the Web, to use Email, etc. However, they will be able to use Internet more informed and would be able to achieve more tasks and achieve tasks they know more efficiently. They will also be able to transfer their knowledge to later tasks we are going to fulfil. For example, understanding URL components will help them understand the structure of a website, which they are going to create, and the way a website is published and located on the Internet. However, it is too much lecturing. Based on my observation, some students are very engaged from their eyes, from their nods, from their posture. But there is also low talking around, which makes me feel those are not engaged. One belief I got from Dr. Carspecken's class is that the instructor should assume the responsibility for unengaged students and confused students. So I...

Before the class, I thought OnCourse is very easy to teach and learn. However, in class, I found that students do not follow the steps at the same step. Why some students cannot follow the speed? Have I overestimated the speed? Is there anything that impedes certain students from following? I am thinking of four possible impeding sources: low prerequiste and skills with computer, lack of confidence, inadequate listening skills, and lack of concentration. I realize that I can prepar for the first impeding factor by providing more help before and after class. However, it is difficult for me to deal with the other three. At the same time, I am facing the dilemma of helping each individual student and finishing the tasks for the lesson in limited time. One approach to solve the problem will be to create tutorial beforehand and give chance to students who are relatively slower to follow up a chance to do it in advance and come to class more prepared.

This is the second class of the semester. The activities for the class are: Asking students to take pictures for each other (with pre-designed Digital Camera Job Aid) Apply for Network IDs Self-introduction Chatting Game (purpose of this is not only to have introduction, but also give students a chance to have an experience of how computer-based communication can be used in class, so that they can comment on this activity) My plan was to do No. 1 first. But it turned out the camera I brought use up battery fast. So I charge the battery and at the same time ask students to work on No. 2. However, due the heavy use of university network, it is extremely slow and students are stuck. Then while students are facing the "world wide waiting" situation, I take the camera off the charging and make students begin to take photos again. Battery went off several times. So next time, make sure the battery is full! Also, my brain turns too slow, only at the end of the class, I realized I c...