1. Key Ideas Baggio: Trilogy of the Mind- threefold approach to learning that incorporates the affective, cognitive, and conative domains. Visuals create energy in the affective (how you feel) as well as in the cognitive (how you think) domains. It makes no difference which technologies or approaches you use to create a learning experience---if you don't design for the way people think. How you feel affects everything. Prior knowledge, context, expectations influence the way people learn. Simple visuals are usually the most effective especially in learners who are inexperienced with the content (Strokes, 2001). Students' minds can wander if they are not visually seeing something or writing things down. If we want them to remember it they have to see it! Key Ideas Clark: The ISD model stages:
needs analysis
task analysis
definition of learning objectives
development of assessment
development of learning materials
try-out with revision
implementation of the final product
Research shows one medium to be as effective as any other as long as it can carry the required instructional methods. Effective classroom instruction is the product of development activities that result in sound learning materials and good classroom delivery skills. Technical lessons include four major sections:
introduction
supporting information
key lesson task
summary
Research shows improved learning outcomes result from providing learners with a detailed set of course notes for future reference. Key ideas Dervin: Sense-making is individualistic, individual humans are the carriers of communicative action, the acts by which meaning is made and systems are energized. Systems attempt to provide a vehicle for giving voices to users and potential users of systems so that the systems can be responsive to them. A person in a moment defines that moment as a particular kind of gap, constructs a particular strategy for facing the moment, and implements that strategy with a particular tactic. 2. All these key ideas have made me see my driving question in a different light. My driving question is: How will students engage with TumbleBooks on Chromebooks for independent reading? I asked myself this question because the regular book in hand method was not working for most of my students during SSR. I also wanted to find out if comprehension levels would increase if the book was interactive or was read to them and they could read along. All I knew was that most of my students were struggling to write a journal entry based on what they had read. I know I'm assuming they are having difficulty because they are not focused on their reading or not reading therefore they can't produce answers to some simple comprehension questions about what they read. After my short research study in the first trimester of this course the results showed little to no impact in the amount of writing my students produced after using an online platform for SSR. I will note the majority of my students improved their Reading Inventory score they may or may not could be attributed to TumbleBooks being an online platform and the RI test being computer based. Could more practice reading online help them with technology based testing? My study is a step towards using technology to encourage students to engage in a meaningful way. This study identifies a technological tool that has potential to promote positive participatory practices. The existing literature and research revealed positive attitudes towards using technology in the classroom with the purpose to engage. My action research revealed that students became engaged in an activity that they once found to be a chore due to the introduction of technology. I think my driving question could be know: How will students comprehension increase, with differentiated online platforms, for independent reading? 3. My need to knows would be my student's interests, reading levels and online platform of choice.