Week+4

= __**Week 4**__ = = = = 2/19- (Hilliary) I went ahead and compiled our info into the facilitation project template. I uploaded it into "pages and files" on here. I will also email it to everybody. Maria- thank you for being our editor!! Erika- I agree with you that the directions for the introduction were unclear. Can you guys clarify who the audience should be at the session tomorrow? I don't know if I will make it. I'm going to try. Either way your introduction gave us a good "jumping off" point! =

= 2/20 (Maria)-Hilliary, you are wonderful! I will read through this before the call at 7pm. (I will be on the call). Also, I would like to make sure that I spend more time on it before submitting to Donna. How about I read through it again on Tuesday and then I can submit by Wednesday evening (8pm)-still early. I just want to make sure that everyone has a chance to agree/disagree with any changes that I recommend before submitting. Does that sound acceptable to everyone? = = P.S. Hilliary, I'm so sorry I have been spelling your name incorrectly! = = = =Final Summary Post=

**__Follow-up Discussion from 2/15/12:__** What do you think might happen when there is a “weak link” on a team, and what role would you envision the instructor playing in helping to address the issue? 2/15 (Maria)-I think the most proactive thing an instructor can do is build in peer feedback into the program. I think it's also important just for the instructor to be "present" and check-in on discussion, projects, similar to Donna checking in on our wiki. 2/17 Erika- As an instructor I might send an email to a person who has not had a lot of communication. Not in an intimidating way, but something like a friendly reminder or ask them if they had any questions about assignments or the course. 2/17 Mark - I think when there is a "weak link" on a team it can make the other team members somewhat resentful that they are having to pick up the work of the "weak link". I think the instructor can play a vital role in resolving this situation. The instructor can contact the student to find out if there might be a problem that has cropped up that perhaps the instructor or team mates might help resolve. Also the instructor can gently remind the student that the entire team is depending on the contribution of that student and that communicating with team mates is very important especially if there are problems that they might be able to help the student with. 2/17 I think a "weak link" can cause the others in a group to become frustrated. As an instructor I would contact that person and try to see if there is something preventing the students from participating (lack of understanding, problem at home etc.) and carefully remind the person that their group members are counting on him/her. I might also encourage team members to gently encourage the person and remind the team member that they are depending on him/her. = = Also how will you incorporate reflection for yourself as an instructor? As an educator and reflective practitioner, it’s important to use some kind of reflective strategy when facilitating. Similar to the design aspect of a course, you will consider what works/what doesn’t in terms of delivering your course, and adjust accordingly. For example, can you think of any specific ways (formally or informally) that you can get information from your students about “how you’re doing?” Along those lines, consider how important is it to remain flexible as an instructor; and how will you reconcile remaining flexible while also meeting your objectives? 2/15 (Maria)-After teaching each of my classes, I would keep notes in my Word doc on specific things that worked and what didn't. This would allow me to readjust the lesson before teaching it to another group. For students, I really like the idea of using a Plus/Delta strategy. (Students provide feedback on what they liked and what they would change). This can be done on a lesson, project, even an activity within a lesson. That way, students are giving constructive feedback. This also is asking them to think critically about their own learning. 2/17 Erika- I would probably send a survey and ask a few questions. Kind of like what I do in my classroom at the end of each year for the parents. I would ask questions like what was one of your favorite projects? What project could you do without and why? What discussion questions were most beneficial for you? What is one thing you would improve upon if you were going to take the class again? What would you definitely keep? This information would provide me with a sense of what students benefitted from and what they might not have seen as useful to their learning. 2/17 Mark - I agree with Erika that a survey can be a good way to get feedback from students. Also I would encourage my students to e-mail me with any questions or issues they might have with not only assignment content but assignment format and platform. If I had students uncomfortable with online projects or synchronous activities I would want to know so that I might find a way to make them more comfortable and if possible make changes to accommodate their learning style if possible within the parameters of the course. Being willing to be very responsive through e-mail goes a long way to making students feel connected to the instructor. If my students know that I will respond to any/all e-mails the same day (unless they e-mail me at 11 p.m.- then it would be the next day) makes for a more trusting relationship and this is part of community building which is key to facilitating any course successfully. 2/17 I agree with Erika and Mark that a survey can be beneficial. Mark- I like your idea of making changes to accomodate students' learning styles when possible. I wonder if doing a short survey half-way through the semester would be beneficial; especially for students who may not be comfortable emailing or even think to email their preferences unless there was a major issue. = =

__**Team Facilitators Planning-**__

2/12 Hilliary - I went ahead and copy and pasted the planning guide so we could get started. Mark- I uploaded the Audacity guides my district uses.I also posted a website below under readings. I hope this helps! Good meeting today. 2/12-Hillary, thanks for doing this! I read your summary and it looks great. The only upgrade we might want to think about is adding a reference or two. Last week after I posted a summary, in the feedback thread Donna told me we should make sure to include resources/references we looked at during the week. 2/12 I saw the feedback. I will look and see what I can find to add. If anyone has suggestions, let me know. I did reference one of the JHU presentations. I'll see if I can find something in the text that will support our position.

2/13 (Maria) Hillary, thanks so much for following up with Donna and posting our notes from the meeting! Everything looks great so far! Shall I look for some recommended Podcasts to give the teams? There are some pretty good free ones out there. Please let me know if you need me to look into anything else. Thanks!

2/14 - Mark - I'm putting together the directions on how to download Audacity and the MP3 conversion software and will create a step by step document with screen prints detailing how to get Audacity set up and what other equipment is needed to create podcasts. I'm also putting together a list of additional Podcast creating software and websites so that any students who wish to use something other than Audacity can have choices.

2/14 (Maria) Mark, this is great! Why don't you let me work on writing some of the intended outcomes since you put together the directions and samples. Hillary, can you double-check the notes that you took on Sunday and let us know what our breakdown is with regard to team tasks for our project? I had written down that I would be leading discussion during but I want to make sure that I am helping prepare as well. Thanks so much!

2/14 (Hilliary) Mark- The podcast is great. Audacity really is easy to use. I like that you combined the audacity directions with the MP3 directions in one document. I think that will make it easier. Maria, based on my notes I was gathering resources and Mark and I were working on the activity & audacity directions. Mark I will start putting together activity directions tomorrow and anyone can add to it. I had down that you and Erika were splitting up the facilitation plan and the opening paragraph. I didn't get down all of the objectives. We're you able to type them into your notes? There were some podcast recommendations in the articles I found I was going to look into, but if you know of others that would be great!! Thanks everybody for your hard work. This project is really coming together Let me know if there is anything else I can do. :)

2/16 (Mark) Hilliary, see my comments below (under Activity directions). thanks.

2/14 (Erika)- Below are some great K-12 connections for podcasting that I found on one of Hillary's sites. Just wanted to share, it was very informative. • Digital storytelling skills as they plan and design the content of their podcasts • Collaboration skills as they work with partners or groups to complete their assignment

• Communication skills as they present and record their work, which may involve interviewing, speaking, and effective and persuasive communication • Audio production skills as they record, edit, and upload their product to the Internet • Creativity as they are allowed to design and present the podcast in any way they like

2/18 (Maria)- My notes are down below before the Activity Directions. Thanks! =Discussion Activity=

Podcasting: Purposeful? or Pointless?
 * Activity Title:**

ELC, podcasting software //Provide URL if applicable//
 * Activity Delivery Method (e.g., ELC discussion forum, Wikispace, blog address, etc.):**

2/14 Mark - My test Podcast using Audacity : media type="file" key="Audacity test podcast.mp3" width="240" height="20" 2/15 This is great, Mark! Is it as easy as you made it seem on here? Thanks for adding this to the wiki. Erika

2/18 - I really like your introduction Erika. After rereading the directions....who is our intended audience, Donna or our peers? I'm wondering if we should direct it towards our peers who will be completing our activities. What do you think? We would just have to reword part of the beginning and then change the "they"s to "you".

For example,

This session will focus on the uses of podcasting within K12 and professional development environments. You will participate in discussions centered around Podcasting followed by a hands on reflection activity. At the beginning of the week you will be asked to discuss your experience, prior knowledge and feelings about podcsting and its use for professional development or the K-12 environment before you complete the readings. The first discussion thread will encourage you to think about what you already know about podcasting.

Once you have completed the required readings, you will be asked to create your own podcast. There are a few software tools to assist you in creating a minium of a 30 second podcast where you will reflect on the readings, exploration and potential uses found for podcasting in the K-12 environment or Professional Development. Then you wil upload your podcast into the ELC thread for other class members to listen to. The purpose of creating a podcast is for you to have the chance to use this tool and gain experience with it, in hopes you will discover uses for it in your E-Learning initiative or in your own classroom.

2/18 (Erika)-That sounds fine. I wasnt sure if the introduction was for Donna or the class. When you submit it if you want to change what you suggested that is fine with me. Thanks for reporting! Also, Im fine with not skyping tomorrow. I will most likely be at the chat on Monday night.

2/18 (Maria)-I did some editing of the introductory paragraph (see below). I tried to tighten it and make it more introductory. I don't think we need to have the step-by-step if this is for the students and not for Donna. Please feel free to let me know if you have any feedback. (I will probably continue to wordsmith)! I also added the outcomes. I am also fine with the roles below. Hillary, if you want to put what we have on the final form, I will do a final edit before we submit to Donna. I reread her requirements and we need to make certain there are no grammatical errors, etc. Thanks so much!


 * The focus of this week will be on the use of podcasting in the K-12 and professional development environments. **** Think of a podcast as the modern day radio broadcast. This week, you will discuss your prior knowledge, experience, and feelings about podcasting and its potential use for professional development and/or the K-12 environment. **


 * You will also have the opportunity to explore podcasting software and **** create your own 30-second podcast. You will have directions and links to free software tools to assist you. **


 * The purpose of this assignment is to allow you to explore the benefits of podcasting and identify ways in which you can use podcasts into your E-Learning initiative. **

2-18 (Erika) - Hi, I wasnt trying to make more work for everyone with the into paragraph. I was under the impression it was for Donna so she would know what we were presenting to the class. I wrote from the perspective of explaining to Donna. However, i dont feel like it was as clear from the perspective we were to write within the template. I didnt know if the template was supposed to look like her online activity explanations or our own explanation to her. Either way I dont mind which perspective we send to her. I guess I was not on the right page.

**For the Team Facilitators Discussion activity, the Digital Dynamos will evoke class discussions centered around Podcasting followed by a hands on reflection activity. At the beginning of the week before students do the required readings, they will be asked to discuss experiences, prior knowledge, and feelings about podcasting and its use for Professional Development or the K-12 environment. The first discussion thread will get students thinking about what they already know about podcasting. Once students have responded to this discussion post they will be asked to do a few required readings. After completing the required readings, students will find a software tool that will assist them in creating a minimum of a 30 second podcast in which they will reflect on their readings, exploration, and potential uses found for podcasting in the K-12 environment or Professional Development. Then the students will upload their podcast into the ELC thread for other class member to listen to.** **The purpose of creating a podcast is for students to have the chance to use this tool and get experience with it, in hopes that they will use it in either their E-Learning initiative or in their own classrooms.**
 * Activity Introduction**


 * Required Readings (with context)**

**2/17-Mark Here is a sample of 2 readings we could have the students do. Let me know what you think. We can always add or change. Do you think about 3 or 4 readings would be sufficient?**

2/17- I think 3-4 readings will be sufficient. We don't want to overwhelm everyone. We could always have a few optional readings as well. We could use "Podcasting in the Classroom" as an optional reading unless we think it would be redundant to the other readings. I also found that the company "Teacher Created Resources" has a series of podcasts relating to several teaching topics. These could serve as an example of how PD could benefit from podcasts. Maybe this could be an optional reading as well? I listed it below in case we want to use it.
 * Required Readings**
 * **Article:** The Power of Podcasting.pdf]] (Purcell, Library Media Connection, Mar/Apr 2011). The potential uses of Podcasting in the classroom seem impressive. As you read the article think about how you might be able to incorporate Podcasting into your teaching. Would your school encourage this use or create barriers? And consider how comfortable you would be in adding Podcasting to your teaching.

February 16, 2012). As you read this article think about the broader implications of Podcasting to the overall curriculum at your school.
 * **Article:** Podcasting through time and space (July, 19, 2006, retrieved from []

Team-just wanted you to know I thought it was ironic the teacher on this blog's name is "Mrs. Cross" my last name is Cross as well. Haha
 * **Classroom Blog:** [|100th Day Student Podcasts](Jan. 23rd, 2012 retrieved from http://teachinghappilyeverafter.blogspot.com/2012/01/podcasting-in-classroom-audio-boo.html) This is a classroom blog that gives an example about how a first grade class uses podcasting to share classroom activities. Listen to a few of the student podcasts. As you read the blog and listen to a few podcasts, think about an activity you could use in a K-12 setting that includes podcasting. If you do not work in a classroom, think of an activity that might apply to your current position. There is also another example of a free software you can use to create podcasts called Audioboo. If you do not use Audacity for your class reflection at the end of the week, Audioboo would be another option. Here is a link to [|audioboo].
 * Professional Development Example: [|Teacher Created Resources Podcast](retrieved from []) This is a blog created by the teacher resource company, "Teacher Created Materials" that includes podcasts that address topics such as enhancing vocabulary instruction, differentiation and several other topics. As you explore the blog, listen to parts of a few podcasts. Think about how podcasts like these could enhance professional development.

2/12 Here are some articles that I found! I like "The Power of Podcasting the best. Let me know what you think We could put the other one as additional reading if we want.

[|The Power of Podcasting.pdf] [|Podcasting in the Classroom.pdf]

[|timesnews-net.pdf] [|Tools-for-the-TEKS.pdf] [|7 things to know about Podcasting.pdf]

Audacity files- The quick guide is better, but the tutorial offers background knowledge and application suggestions.

(For beginners): Step by step detailed instructions on how to download Audacity [|Audacity tutorial.pdf] [|Audacity quick guide.pdf]

This website also offers directions for installing audacity & the file needed to convert the audio file to an MP3. []

Directions for Completing the Activity
 * 2/16 Mark - Hilliary, sorry I didn't make any updates for activity directions today. I had settlement on a house I just bought and then work till 8 p.m. I will put together a WORD document with some directions on how the students will complete each activity and post it here by COB tomorrow (Friday 2/17). If you want to do the same we can look at each other's and combine duplicates and 'tweek' the others. ** Thanks.


 * 2/17 Mark - I've created directions for 1 activity for our week (as a sample). Let me know what you think and we can certainly change/add/delete it as we wish. **
 * 2/17 (Hilliary) Mark this looks great!! Congrats on the house! I didn't get to it either yeterday, I spent most of my evening dealing with fallout from school. I had 5 kids throw temper tamptrums! Its an interesting year. Your directions have everything I had in my notes. Thank you! **


 * 2/18 (Maria) Mark, this really does look great and congratulations on your house! Tonight, I will go through the activity and compare it with the rubric and make sure that we've covered everything. I will also put in the outcomes and add to other sections and/or fill in any gaps as needed. I am available to Skype tomorrow before 1pm, but based on what we have so far, I don't think it's necessary. I can also clarify any questions on the synchronous call on Monday at 7pm. Is anyone else planning to be on that call? Thanks! **

2/18 (Hilliary) I had a few minutes, so I went ahead and filled in the roles we will play. I didn't get everybody's role written down last week so its based on what I remember. Defintely change it if I'm wrong. I just copied and pasted the descriptions from the sample. If needed I can be availalbe to Skype any time tomorrow...just let me know! I agree with Maria that we may not need to. If we can finalize this by Monday (we're almost there I think) I could go ahead and put it into the template to start getting it ready to submit to Donna. Then we could have it turned in early!

2/18 (Mark) I agree that things look great. Thanks Hilliary for filling in the roles. I'm fine with starting the discussion with a thread and answering directions questions throughout theweek. I don't think we need to Skype tomorrow. I WILL be on the Monday synchronous call. Thanks everyone.


 * ACTIVITIES: **

=Podcasting: Purposeful? Or Pointless? (Whole Group)=

During this session, you will share your personal and professional experiences, knowledge and feelings about Podcasting, then what you learned through the readings. You will discuss the considerations of Podcasting, pro’s and con’s. 1. Before completing the readings: by Thursday, post a narrative response in the **Week** ?? : **Podcasting in Education** whole group discussion forum responding to the prompt below:

//In a few sentences d////iscuss// //your// //experiences, prior knowledge, and feelings about podcasting and its use for Professional Development or the K-12 environment//

2. Complete the assigned readings . 3. By Saturday, post a narrative response in the **Week** ??**: Podcasting in Education** whole group discussion forum by responding to the prompts below.

//From the readings, what uses of Podcasting do you believe can be valuable in the classroom? If you believe Podcasting can be valuable please list 2 uses and explain these uses.// //Do you think there are negatives to Podcasting in education? Are these negatives manageable and if so how could they be minimized?//

Revisit the discussion forum multiple times throughout the week and engage in a dialogue with your classmates and instructor. Final postings are due by the end of the week, midnight Monday.

= Activity 2: = =Creating a Podcast for k-12 Education (Whole Group)=



For this activity you will create a podcast using appropriate software. Students will find a software tool, use one of their own choosing,or download and use Audacity to create a minimum of a 30 second podcast in which they will reflect on their readings, exploration, and potential uses found for podcasting in the K-12 environment or Professional Development. Students will then share the Podcasts with each other. **What you will need for this activity:** **A podcast creation tool (see below).** A microphone or sound input device of some kind.

Directions
 * 1) For students not familiar with Podcasting software or websites, you may download and install Audacity (Podcasting tool) onto your computer. Directions: [|Downloading and installing Audacity.docx] The directions will show you how to download and install both the Audacity files and the LAME MP3 encoder files (which you will need to export your Podcast as an MP3 file).
 * 2) Once the software is downloaded, for those new to Podcasts and using Audacity it is recommended that you read the following document(s): Audacity Tutorial, Audacity quick guide
 * 3) Create a minimum of a 30 second podcast in which you will reflect on the readings, exploration, and potential uses you found for podcasting in the K-12 environment or Professional Development.
 * 4) Upload the podcast into the ELC thread ( we need to determine the thread name) could we just call it creating a podcast or Podcast Exploration??  to share with all students. (Maybe have them use their last name-Podcast Reflection as Donna did with our research, that way she can easily see who has responded etc.)
 * 5) Post all examples by Sunday midnight.
 * 6) Revisit the discussion thread? ** site(what is the site?) ** and listen to at least 5 other student’s Podcasts.
 * 7) Post comments into the ELC thread (same one as above...) with your thoughts about the Podcasts.

Mark, -this looks great! It looks so professional, exactly like what Donna would do :) Thanks for putting that together. When I was searching for readings, I came across a blog that had another option for a podcast site and its called Audioboo. It had a tutorial on how to use it and it seemed pretty easy. I was thinking it would also work as an option for the people in our class. Once they read the blog article they should be able to navigate through Audioboo easily. Erika-2/17

2/17 Mark I really like the option of Audioboo. Let's add it as another option. Do you think providing a link to the audioboo tutorial is enough for us to provide (along with the description)? I love the 100th student podcast "reading" activity. It's a great resource and a nice change from just reading everything. Since this is all about Podcasts they should listen to one too. Thanks Erika.

2/18-I dont think we will need step by step directions for Audioboo. Once they read the blog, I think everyone should be able to figure it out. I mean, you did walk them through audacity. I think once they see the blog and surf through a little bit they should be able to figure it out. We could provide a link for it thought, ill post one on here. =**Facilitation Plan**=

Intended outcomes for the discussion activity Students will identify the benefits and possible disadvantages of using podcasts in a K-12 and/or Professional Development environment. Students will follow directions to create and upload their own podcast. Students will listen to other student-created podcasts and reflect on how they can use podcasts in their particular learning or working environment.
 * 2/18 (Maria) Learning Outcomes **

Students will participate in a reflection about their research on podcasting and how its used in the K12 setting by creating a podcast to share.

Roles each team member will play **Mark**: Start the discussion by posting a starter thread. Answer questions throughout the week about activity directions. **Maria???:** Summarize mid-way through the discussion and post a question to redirect. **Erika???**: Use questioning strategies to guide the discussion. **Hilliary:** Provide a final summary at the end of the week.

Follow-up Discussion Questions / Key Points How could you use a podcast in a K12 or PD setting? (responded to in podcast) Did you find any K12 settings or PD where podcasting is already use? Give an example.

Facilitation Strategies -ELC discussion threads -links to readings and resources for creating a podcast -Students will be asked to critically think about what they have read in order to create a podcast. -Team members will respond to questions and guide discussions during the week.