The Guidepost

I have begun the "Guidepost". This page is meant to serve as a "to do" page for the cohort. My plan is to provide step by step directions on at least a weekly basis.

I will also provide tips as needed. This is where we will encounter "tabs" for the first time. I think I'll hold the concept of 'folksonomy" for a little later after we have had more time with tagging and tag clouds. This would probably be the best time to contrast folksonomies with taxonomies.

In Week 1 of the guidepost I provide a link to a concept map of hammers as a class of hand tools and show functionalities, exemplars and critical attributes of hammers. The idea is to get a sense of what functionalities are and transfer that sense to categories of web based tools. One of the tasks in writing in the reflection section is to identify the functionalities of the tool.

I sent an email to Mike and Jason regarding functionalities which I hope illuminates my thinking. (see below).

"Choosing software needs to be a function of the learning processes required to support the curriculum. The problem is approached first by looking at software categories and tapping the best software in each category based upon the functionalities of the exemplars in each of those categories.

For example, if it is determined that some kind of blogging activity will materially improve the learning in a course or courses, a blogging app would be chosen for use throughout the school by teachers and students. We would not, for instance, install Audacity on all machines if podcasting as a learning activity or functionality is not part of the school’s plans for learning.

In order for teachers and others to determine what functionalities they value as learning tools and thus what web based tool categories to examine, they must themselves, personally experience the learning process using tools from the categories and reflecting upon their functionalities and how, they as learners, interacted with the tools as they learned. We are therefore a long way from publishing any list of “must use” software.

Let me give you a personal example. I have for sometime used “Jing”, a screencasting tool, to produce short video training clips. There is no doubt in my mind that I must have that capability and that it will serve me well doing the kinds of things that I do. Yesterday, I came across a new screencasting tool called “screenr”. Based upon a few test runs with screenr, I will probably swap out Jing from my tool box. My point is that at the app level things are very fluid. The important determination is that I can’t get by without the functionalities presented by screencasting.

What are the categories of software of which I speak? After considerable research, I settled on fourteen major web based tool categories. One of them is “Online Productivity” which is the jumping off point in out cohort journey. Others will follow. One of our goals, based upon what I have pointed out above, is too, by experiencing the tools in their respective tool categories, come to grips with a universe of functionalities from which we make important decisions about efficacy, utility, and ultimately which would be transformative of the curriculum."

More about functionalities later.

The E-Portfolio

The e-portfolio is central to our efforts. It has two parts. First, the description of what the member has done in achieving minimum competency is coupled with a url linked to the product of the work. Second is the reflection component. This component is heart of the e-portfolio. Here the member notes components and functionalities of the application. Unanticipated or unintended learnings are documented. How could the app be used by the learner? How does what has been created lead to future learnings? The key elements here are the functionalities of each app.

The shaping of these portfolios is of major importance. Collaboration will be the key to quality.

The Applications Matrix

The Applications Matrix is where I display the apps that the cohort will engage. I have chosen the first four apps based on giving the members a chance for immediate success. Evernote will be a bit challenging, but is necessary for it's immediate usefulness. The real challenge is to present activities consistent with acquisition of minimum competency. I will need feedback from the members as they carry out the activities.

The next challenge is to provide useful scaffolding for each app. For these early apps I have scaffolded heavily. As time goes on, I will look to lessen the scaffolding, consistent with the members learning how they have learned to date. This should become apparent in the reflection done by each member.

Again, feedback will be welcomed. I have left undecided the second set of apps for the cohort. Delicious will certainly be one of them. The others will be decided 'just in time". The fact that I have purposely allowed for side trips may affect decisions relative to apps in future sets.

I've put a column in the Applications Matrix labeled, "A Favorite of". The idea is to feature members who have gained facility with an app who are willing to mentor other members who may need help.