Eight principles on principal!

OK, well I feel like I have now gorged on a never ending all you can eat smorgasbord of the Seven Principles over the last five readings and am now feeling a little bloated, but in a good way, although I still feel a lay down might be in order.
On commencing these reading I had all but completed my 1st assessment for this course and am now feeling pretty happy with the readings I have chosen for my annotated bibliography as they have further amplified areas addressed in these readings..not the seven principles as such specifically, but the related areas of :

• Constructive descriptive and timely feedback;
• reduced student 'fear' in their studies;
• educator to student and student to educator transparent communication
• Active learning; &
• online interactions.

The readings also got me thinking more deeply -this is during my post reading lay down - about the current courses that I am involved in and whether I could tick the boxes, so to speak, in terms of addressing the seven principles there. And am also reasonably happy there, and happier in that I can now see areas for improvement and have the tool required to effectively tackle these.

I did find Reading 2 - Using conceptests to access and improve student conceptual understanding in introductory geoscience courses a bit dry and the diagrams a bit hard to follow, but did enjoy both readings 1 & 3- particularly Figures 1 in reading 3 (is this a version of the human centipede?!) and the concepts of Positive Interdependence.  I also found reading 4 valuable in starting to reflect on my own teaching philosophy  in that our role really is to 'guide and coach' rather than deliver.  Feedback from educators in reading 5 also struck a cord with me and it was great to see feedback from educators in how they thought they were doing in incorporating the seven principles.    All this said, I think the seven principles omit an important factor that relates back to the seven principles and that is educator pizazz!
or pi·zazz or piz·zaz (pĭ-zăz')
n. Informal

1. Dazzling style; flamboyance; flair.
2. Vigorous spirit; energy or excitement.

I have discussed this with Scott - but for fellow students benefit..let me tell you a little story...Once upon a time when I was an undergraduate student, I used to be a VAL girl (sounds saucy I know..but not quite Adriana Xenides) VAL, stands for Video Assisted Learning. So what my job was to film lectures that were then distributed to other regional and international campus for use.  This involved me sitting in a room by myself out of view from any others - including students and lecturers - with access to a range of cameras and camera locations and the ability to zoom all our the lecture theater...  After doing this for a number of years, you can really tell who has IT and who doesn't in terms of engaging students.  While most lecturing staff are absolutely skilled and are 'experts' in their fields - some just don't have the pizazz to keep students focused and engaged in the topic. So all this said, I think there needs to be EIGHT principles for good practice..the end.

Feed it to em with a SHOVEL!

I absolutely love the term SHOVEL WARE!  I hadn't heard of that particular term before, and in saying that had certainly thought of a few terms in the past that used such tactics..but public forums aren't that place for that sort of language!  With any new methods of teaching application there comes many factors to consider - time to construct and time for the teacher to learn the program and time to apply this to course content.  But the biggest hurdle can often come with audience and the students knowledge in these area.  Some 'net generation' students will be all over these areas, but some, me often included, are not always so receptive.  The question for such students is are they spending too much time learning how to navigate a particular system and less time focusing on the actual course content? Does Shovel Ware exist at CQUni?  Sure does!  And to be clear it is a personal gripe of mine. For the bridging students that I predominately deal with it can be an absolute nightmare.  While CQUni is leaning towards more online print free learning directions, this can be a real struggle for 'first-timers' in that learning to navigate a system that is over loaded with information can cause real fear and anxiety and can cause students to really question their own abilities.  While I understand that such learning environments are becoming more the norm than not, I think a transition period is needed for many students.  And content or overload of content is a real concern.  I am a big one for less wordy content and more videos.  I always apologise to students in advance to the fact that they will need to listen to and watch me!  But feel that a short video works to both humanises the student - lecturer relationship, particularly for distance students and reduces the need for written instructions that seem to go on and on!  WIST currently has a Facebook study group that is used as an informal motivational tool.  This is a space for students to both let off steam and to motivate each other.  It's amazing how much a 'thumbs -up' for do for a student personal confidence in a particular project.  There is most certainly no academic jargon allowed in this space!

Hmm ADDIE's.  Well I have used ADDIE's in another course within this program.  Does it work, well, again, like anything, it will depend heavily on what it's being applied to.  It is a reasonable way of addressing potential flaws in the application and design of a particular system and system content and does allow for evaluation.  I am a fan of constant evaluation and expect this of myself in terms of 'educator role', I also request this of the students that I interact with.  Evaluation of what I discuss with them, as well as personal evaluations in their own learning journey.  It is really only through student evaluations that we can see content flaws and work to create change and provisions that works better for the student in terms of gaining the most comprehensive view of information supplied.I know there are educators out there that have a different thought pattern in that what they produce and deliver is "it" and not to be tampered with, but I'm an advocate of change and like to think that I am capable of delivering dynamic content that motivates students to learn!

Those WACKY kids indeed!!

What an entertaining speaker Mark Pesce is!  For such a lengthy clip - I stayed to the end.  It's important to outline the crucial existence of digital Web 2 applications as they are 'sexy' and user-friendly, and open to all for use in both social and educational settings and applications.However as with many new technology in terms of teaching there does need to be pedagogical back-ups to ensure we aren't simply trying to apply the technology on the means that they are simply 'sexy'.  In actuality we normalise new technologies by continually expanding on primary uses and applications and progressing with current changes.  While internet Dial Up was once so new and profound it is now nearly obsolete to all but a few.  While we all know that change is constant - the level of change is the true progression and this does rest with the user.
I enjoy the constructivism theory in relation to children.  Having two children - one 10 and one five it astounds me to see them both actively 'surfing' a range of technological areas such as the internet, educational games and Wii with both confidence and ease!  I remember my first computer - a Dick Smith number that was attached to a cassette player!  A device that most younger people are totally unaware of!  Man, they did double sides! We did eventually and very excitedly progress to the good old Commodore 64!  But I digress..The naturalness of 'hyperconnectivity' is part of many parents lives with some classrooms working toward a change of embrace rather than avoidance in terms of the engagement of new technologies in teaching methodologies.  I do believe that there are strong aspects of 'teacher fear' but also live in hope that such fear will be 'breed out' as younger more informed teachers tentatively make their ways into the modern day learning institutions.  I also love the concept of 'Accident Revolution' as it really focuses on the USE of these tools - as Mark Pesce has pointed out "The street finds it's own use for things".The key now with younger generations (not that I'm OLD!) is to focus on using these tools for 'good' rather than 'evil' which is educating children particularly on the roles and uses surrounding the range of technologies that are currently available to them at the touch of a finger - or no touch at all with the introduction of virtual arenas, and for educators to work on constructing the use of such technologies as educational tools that are there to excite, engage and promote community learning.