This book was eye opening to me. I like how Johnson compared agriculture and how it started out small and moved to mass production, and how the information/internet started in a similar way to mass production.
The fact that we as consumers spend upwards of 11 hours a day consuming information, was eye opening to me! I believe our learners consume more than that, with e-books, Google classroom, Blackboard, Netflix, social media, and FCPS's policy of one to one, it could easily be 14-15 hours a day. Today, over five Billion people have a cell phone, which holds more information in their hand than the first rocket in space! Technology is at the palm of our hands: we can text, call or FaceTime anyone, anytime, and anywhere.
My concern is, what is too much information? Today learners struggle with anxiety, depression, and lack of sleep. Can too much information be causing this? I'm a PHD, but not a Dr., but I think information 24/7/365 is hurting not only our learners, but I've seen the effect on adults as well.
So the question is: What can we do about it?
Sadly, I don't think there is anything we can do as long as we keep developing new technology for teachers, learners and the world to use. Just like eating, we need to consume in moderation...But I don't think we as consumers have the discipline to do that. That's why there's an obesity problem: Food & Information.
Sunday, October 20, 2019
Wednesday, October 16, 2019
#7 Student as Designers
In EDIT 780 we learned 6 Design Priciples:
1.Teacher Principle: Practice before action
2. End Principle: PICKLE
3. Knowledge: Tools; reflectiong authentic activity, conceptual tools/culture, and analyze content.
4. Learning: Engage students in "playful" activities.
5. The Means: Reflect technologies chosen after mindful consideration.
6. Students as Designers: Engage students using content to construct meaniful outcomes.
In Cosmetology, I use the "Creative Spirit of Desins'" three characteristics with my learners.
1. Imagination: In creating an Updo, haircut or color/highlight on a guest, a PHD (Professional Hairdresser) has to envision what the outcome of that design will look like on that particular guest, or as the article says: "That-which-does-not yet-exsist'.
2. Creation-orientation: as a PHD, we have to shift from physical to abstract and back again, because "one size fits all" does not work in creating a style. They have to "game plan their vision, sometimes on a head sheet and look at the guest's texture, density, porosity and elasticity of their hair. They also have to analyze at the guests' head shape and design their vision to create that design.
3. Inter-disiplinary action: "Collaborating with others" as a Hairdresser we have a saying "Teamwork makes the Dream work!" It is important to collaborate with your teammates, to make sure that your guest is 100% satisfied. Getting different opinions helps you expand you create that personalized deign for you guest.
As a student designer, they learn to be flexible because they will have to adopt as they go, because hair is a material that is different on everybody. They also need to be perceptive to the situation, because there are more than one way to create that design for your guest.
As and educator, "Student as a Designer" is extremely important practice to create a successful PHD. They need to know and understand the foundations of a design, but they need to understand the "One size does not fit all" and they need to understand the three characteristics of being a "Creative Designer" to be successful in the profession.
Here is an example of a PHD, designing an Updo for her guest:
https://youtu.be/VPWs3ndY-ds
Saturday, October 5, 2019
Post #6 Affordance
DDL 780 has stretched me as an educator/designer. I have learned to re-examine how I design a lesson to help my learners become better learners/Cosmetologists.
This week we worked on a chart about "Affordance" and we had to design a task using a tool given to us. It was challenging, because the tool was something new to me. I had to figure out how the tool would be useful to my learners. The take away from this design plan was that I need to think of different/new ways to challenge my learners, instead of using the same old things that they and I are familiar with.
Using the Affordance analysis design make sense to me and I will apply this design plan to my next design plan. My learners are comfortable using Kahoot, Quizlet, Milady online, and Power points, but I will use different tools to engage and challenge them to learn the information. Leaning needs to be challenging and make them uncomfortable, so that they learn that there are many ways to learn the information.
Cosmetology uses many "Affordances" because we have theory and practical lessons in our classrooms. We are connected to our community; school and the profession. I teach the "World of Work" and Cosmetology is my way to get them there.
Here is a short video about what is expected in our workforce today:
This week we worked on a chart about "Affordance" and we had to design a task using a tool given to us. It was challenging, because the tool was something new to me. I had to figure out how the tool would be useful to my learners. The take away from this design plan was that I need to think of different/new ways to challenge my learners, instead of using the same old things that they and I are familiar with.
Using the Affordance analysis design make sense to me and I will apply this design plan to my next design plan. My learners are comfortable using Kahoot, Quizlet, Milady online, and Power points, but I will use different tools to engage and challenge them to learn the information. Leaning needs to be challenging and make them uncomfortable, so that they learn that there are many ways to learn the information.
Cosmetology uses many "Affordances" because we have theory and practical lessons in our classrooms. We are connected to our community; school and the profession. I teach the "World of Work" and Cosmetology is my way to get them there.
Here is a short video about what is expected in our workforce today:
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