Monthly Archives: April 2016

BYOD

‘Bring Your Own Devices’ is a concept being adopted by workplaces and in educational settings. It was brought up in one of our forums by one of my classmates, Mike Ralph. Here is a video by the Peel District School Board, who have started implementing BYOD into their classrooms. I can see the advantages of this concept because of the fact that you will be most comfortable using a device you own. Because most students (and parents) prefer to have the most current devices, it helps institutions by not having to purchase the latest technologies for entire classrooms frequently. My concern in the forum was for the students that didn’t possess the latest device or didn’t own a device at all. After watching the video, I was more comfortable seeing that the school would provide devices for those who chose not to bring their own. Hope you enjoy the video!

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Plagiarism Detection Tools

In our discussion forums relating to copyrights, my classmate, Brian Phillips, started a discussion about free online tools that can detect whether a paper written by a student was copied off the internet. All you need to do is copy and paste parts of your students work that you suspect and the program will scan the internet for sources where the work may be from.

I found this topic interesting and found this site that lists the top ten free plagiarism tools as well as an article in reasons why it’s a good to use these tools in elearning. I especially liked reason 2, where you can use the experience as an educational aid and teach the proper way to research online.

http://elearningindustry.com/top-10-free-plagiarism-detection-tools-for-teachers

PIDP 3240 Journal Entry 3

Objective:

Educational or digital badges is a new online credential for learners to achieve specific skills and experiences in a shorter time frame than the years it would take to get a degree. “In keeping with the idea (from both gaming and educational research) that smaller rewards and less distance between levels increase success and motivation, badges are awarded for specific skills in smaller increment of learning (Young, 2012) (Bowan 2014).

Although the concept is still quite new, early research has been positive with some recognizable institutions starting to adopt this credential. Here is a blog on badges and how it may affect a local institution like UBC. Digital Badges in Education: a quick overview

 

Reflective:

Seeing how the landscape of education is being changed because of the emergence of online learning, I can see how scaling down the effort of achieving a degree by earning badges can be appealing. Because the skill set is designed to be specific for each badge, you can set out a plan to customize the skills you need for the job that requires those skills. “People who earn digital badges signify to employers what their skills and knowledge are regardless of whether or not they possess a degree.” (CBS news – Forget College Degrees: Earn Digital Badges Instead).

Being able to prove to employers that you have the required skills and experience is important. Being able to do that without spending the overwhelming amount of money needed to earn a degree is a very good reason to earn badges instead of degrees.

 

Interpretive:

Badges can be a great way to sidestep the pressures of attaining a degree while proving to employers that you have the skills and abilities needed for a job. Being able to pick and choose essential skills and add to your badge collection is a great way to customize your credentials.

With the idea of badges being fairly new, will employers recognize them for what they are worth? “But just because the badges are awarded doesn’t mean they’ll be recognized by employers or school admission committees” (Do Open Badges Matter to Employers or Admissions Officers?).  From this last article I cited, the future is looking positive for the recognition of badges, but there is more work to be done. “In education technology and beyond, the Open Badge system has ballast. Administrators mainly face questions about how to further integrate the awarding of these digital medals with outside recognition by an ever greater number of parties.”

 

Decisional:

Since you don’t need a degree to be a chef, having badges or a degree doesn’t necessarily apply to me directly. I do think if online learning starts having more presence in culinary arts that badges can be useful to add to your credential. Imagine being a chef and you want to brush up on vegan nutrition or butchery specific to fish, it can add a dimension to chef credentials not present before. Harper College offers digital badges for wine appreciation and wine sommelier (Harper College). Once more institutions adopt the concept of badges, there will be no limit to what skills you can earn a badge for within the culinary arts.

 

References

Teaching Naked by José Anotonio Bowen

Digital Badges in Education: a quick overview

https://blogs.ubc.ca/open/2014/03/28/digital-badges-in-education-a-quick-overview/

Forget College Degrees: Earn Digital Badges Instead by Lynn O’Shaughnessy, CBS Moneywatch

http://www.cbsnews.com/news/forget-the-college-degree-earn-digital-badges-instead/

Do Open Badges Matter to Employers or Admissions Officers? by Justin Stolzfus, SkilledUp for Companies

http://www.skilledup.com/insights/do-open-badges-matter-to-employers-or-admissions-officers

Harper College

http://goforward.harpercollege.edu/ce/certificate/wine.php

Pecha Kucha?

Ever heard of it? Well I haven’t until I took the PIDP 3240 class. Basically it’s a PowerPoint Presentation where you have 20 slides with mainly pictures and each slide is presented for 20 seconds…That’s it. Sounds simple? It does, but it was hard for me because the timing has to be just right. I think the lesson is being able to describe your lesson without having all the words on your slides and reading off of them. You need pictures that help tell the story too. I did mine on what it takes to be a chef. It was my first time so please keep that in mind.

http://www.authorstream.com/Presentation/johnsonyu13-2786953-takes-chef/

Technology, Education, and Your State of Mind

I decided to choose an option for our class to create a podcast. I have never done one before, and I thought it would be interesting. The assignment was to find an article within the last 2t years and summarize it.

I found an interesting article that talks about technology being developed that would customize learning to the students state of mind.  I believe a students state of mind plays such a big part in their ability to learn. Having learning tools that can measure your students’ state of mind will be very useful in promoting engagement in classrooms.

http://elearningindustry.com/evolution-of-digital-education-tools-measure-students-state-mind

3240 Journal Entry #2

Objective:

Virtual study groups allow students to connect together easily without having to be physically present. “Most learning management systems have a group function that allows the professor to create virtual groups with an e-mail list and a shared discussion space, but you can also use any number of social networking sites. Facebook allows groups large and small, and a group hashtag will allow its members to communicate on Twitter.” (Bowan 2014). Students within your virtual study group may be scattered across the country and still have the same collective goals of solving problems within the learning content.

Here is an example from a blog from Boise State University on how to start a virtual study group. Ground rules are set to give general guidelines and expectations of each member. Self-assessments were also recommended to work towards each individual’s strengths and help support weaknesses.

Reflective:

I feel collaborating with peers through virtual study groups is an amazing way to expand each other`s minds. In cooking, there are many different factors in why a recipe or a technique might fail. Being able to have these processes tested from different locations and perspectives can help understand those reasons. Someone might be from an area where the elevation is higher or certain ingredients may be different in terms of taste or texture due to different regions. These factors can be tested to find out reasons for failures or find breakthroughs to make techniques better.

Top Chefs of the world have food labs to create new innovative ideas in a test kitchen with their own culinary team. Here is an article about restaurants that have created food labs to innovate for their respective kitchens (Future of Food). By applying a virtual study group to cooking, you would essentially be creating a food lab that can expand all over the world. Chefs can contribute and learn from each other`s experiments to raise the level of food knowledge within the group.

Interpretive:

Being able to collaborate with peers from many different areas of the world can be very helpful in solving problems by testing them in different conditions. Having the same recipe tested from different perspectives lets us understand the factors which can be ideal or unfavorable to the success of the product. With the ability to connect to peers across the globe easily, the possibilities are endless in what we want to question in the world of cooking.

I am certainly excited about what these virtual groups can achieve but there are concerns about forming such groups. I came across this paper talking about The Seven Problems of Online Learning. Problems four (the free rider), five (possible inequalities of students abilities), and seven (the assessment of individuals in groups) are the ones that stand out to me the most. Forming these groups to promote collaboration is certainly positive, but there is no guarantee that you will have all members contributing equally. Problem five and seven relate to each other where you have to have enough trust to work with someone you may not have the opportunity to meet. Trusting that they have performed experiments or techniques properly can affect the results and compromise the lab at hand.

Decisional:

Having virtual study groups is something I definitely would like to explore. Creating an environment online where my students can visit to interact, learn and collaborate is something I believe is positive.

Before something like this can be conceived, I think I need to be organized in deciding the materials and tools needed for this environment. Guidelines must be set and the students need to have a firm understanding on the purpose of such a group.

Looking at the possibilities I mentioned earlier seems very exciting. I do believe it will take time to scale a virtual study group globally. Being able to find success in a local environment would be a good starting point, and I believe it won’t be long before Chefs from around the world start building connections and friendships through these virtual study groups.

References

Teaching Naked by José Anotonio Bowen

Boise State University

STARTING A VIRTUAL STUDY GROUP

The Future of Food: Ten Cutting-Edge Restaurant Test Kitchens Around the World
by Gabe Ulla
http://www.eater.com/2012/7/11/6566543/the-future-of-food-ten-cutting-edge-restaurant-test-kitchens-around#4253894

The Seven Problems of Online Group Learning (and There Solutions) by Roberts, T.S., and McInnerney, J.M. (2007)
http://www.ifets.info/journals/10_4/22.pdf

Natural Machines

A classmate in my online program, Suzanne Carlisle,  posted this video from Ted Talks.

 

It is quite amazing to see how far technology has come and the impact it will have in education.

I just wasn’t sure if it would solve his problem of people shutting out their environment on devices. I thinking with this technology you can just as easily shut people out while being in your own virtual reality world.

Thoughts?