Day 08 UDL continued

Citizen Scientists

Let’s look at the project description again.

Check this link again. I do need information about your project.


Multiple means of representation

Please share your example of using technology to provide multiple means of representation here (for the 10:10 section) or here (for the 11:15 section).

Multiple means of expression

This is how the world’s fastest Rubik’s cube solver does his thing. You probably can’t do that, but that doesn’t mean you know nothing about the Rubik’s cube–which in turn, doesn’t mean you want to do it on stage to show off whatever knowledge you have about the cube.

Read the following Twitter novel:

“It’s a miracle he survived,” said the doctor. “It was God’s will,” said Mrs Schicklgruber. “What will you call him?” “Adolf,” she replied.–Jeffrey Archer (originality somewhat disputed)

If our purpose is to teach students about composition, there is little reason why we should ask students to write their story in this particular format. Not all students like this format to begin with. What other means of expression can you think of? For example. I’d probably write a poem.

Let’s do a group activity–Try to come up as many ways to let students express their knowledge of and/or ability in (one of) the following as possible:

  • Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS.ELA-Literacy.W.5.9)
  • Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (CCSS.Math.Content.5.MD.C.3)
  • Other suggestions.

For this activity, we will take advantage of the computer stations in our classroom.

Multiple means of engagement

What is your most favorite game (in the real world or virtual)? Post a picture to Padlet (10:10 section) or (11:15 section) and write a few keywords explaining why it is engaging.

You may want to look into this concept called “gamification.” Here is an example.

Reviewing UDL

The 3 key principles of UDL:

  • Provide multiple means of representation
  • Provide multiple means of action and expression
  • Provide multiple means of engagement

Just a reminder of how people can come to understand the world in different ways: Daniel Kish–the human dolphin. Besides, since a lot of you are interested in teaching students with special needs, Daniel Kish should really be an inspirational figure.

Student voice and StoryCorps

Now that you’ve had time to think about technology’s role in classrooms and how UDL can impact student learning–what is student voice? It’s really more than just giving students a way to communicate–it’s giving them a way to have a say in their learning (sounds kind of like UDL). Choose an article, video, or blog post from this Edutopia page to learn more about Student Voice. Once you’ve read/viewed your choice–Tweet a link to it and one thing you learned about Student Voice from the article. Use #edit2000 in your tweet so we can find it. Also, follow these people on Twitter who talk about #studentvoice: @plemmonsa  @shannonmmiller. Last, take a few minutes to view what people are tweeting about #studentvoice and #stuvoice (you can simply search the hashtag in Twitter or view it from this hashtag aggregator).

Next week I’ll introduce you to StoryCorps, which we will use to reflect the spirit of student voice.

Preparing for next week

  1. Watch this video introduction to StoryCorps, and listen to a few interviews (preferably more than two!) on their website. Come to class on Monday prepared to share what impress you and what you find wanting.
  2. As always, if you have questions or concerns about this course, talk to me before you leave, or send me an email at

Day 07 UDL

Last time we shared our lesson plans on teaching fractions (with the exception of one group who chose baseball). I want you to recall your experience learning math in grade school. What was it like?

UDL (Universal Design for Learning)

There is no such thing as an average learner. This is why UDL exists.

Let’s watch a video introduction to UDL from none other than the pioneer of UDL himself–David Rose.

The 3 key principles of UDL:

  • Provide multiple means of representation
  • Provide multiple means of action and expression
  • Provide multiple means of engagement

Warm-up activity

So learners are different. But how do you understand these differences? Here’s an activity for you to experience just that:

Suppose we are designers for an underwater remotely operated vehicle (ROV). It can move in 6 directions according to the command of the operator. The only problem: The vision of the operator is limited to the video feed from the camera attached to the ROV.

For this activity we need two volunteers: One to play the ROV with a camera, the other the operator who can only send verbal command. The operator should face away from the ROV so the video feed will be his/her only source of information. Since it is possible for the “ROV” to run into obstacles (tables in this room), my priority is always your safety.

Other people can either observe the video feed or the ROV in action. But please don’t comment or interrupt the communication between the operator and the ROV.

(This example is adapted from Chapter 10 of Design Interactions)

Multiple means of representation

Have you watched Interstellar? (Spoilers!) What do you think about ending where Cooper fell into a blackhole and interacted with his daughter Murph through the 5th dimension? Can you explain it?

  1. Here is a textual explanation.
  2. And here’s an explanation done in video (and words, of course).

Math problems in foreign languages

Sometimes language gets in the way of learning. This is an excerpt from a short movie showing us the experience of a young boy who is “immersed” in the a school environment where the language of instruction is English, a language he barely knows.

Now let’s try this ourselves.

(image source)

Yes! This is a math problem, although you are not seeing even one number in it. You can try a Google Translate. Makes sense now? No?

How about this one? Now there are some numbers.

Click to enlarge. (source)

Again, Google Translate is doing its job (?)

Preparing for Friday

  1. Consider the question: How can technology help provide multiple means of representation? Come up with an example to share with class on Friday.
  2. As always, if you have questions or concerns about this course, talk to me before you leave, or send me an email at

Day 06


Just a demonstration of a personal project–the bulldogs I modeled last year. I wonder if you know that we have a MakerSpace on campus?

Meaningful learning

While it’s not exactly easy to incorporate all meaningful learning characteristics in one lesson, it’s not hard to avoid all of them–Here’s an example (I’m showing this commercial to demonstrate a learning experience, not to advertise for the company making the commercial):

See if you can find

  • Active
  • Constructive
  • Cooperative
  • Authentic
  • Intentional

in the son’s behavior (I can’t…)

Now let’s share your lesson plans that embody your understanding of meaningful learning. If you haven’t submit the link to your presentation, do it now.

During the presentation, each of the non-presenting groups needs to think of at least one question to ask the presenters at least once (more are welcome!). It can be a clarification question (e.g., “How exactly does this activity make learning authentic?”), a suggestion (e.g., “I think you can try this.”), a disagreement (e.g., “I think your understanding of active learning is somewhat off.”), or anything that’s relevant.

Teaching “with” or “from” technology?

We didn’t have time for this last week, so let’s do it now.

Introducing UDL (Universal Design for Learning)

(image from reddit)

Let’s watch a video introduction to UDL from none other than the pioneer of UDL himself–David Rose.

The 3 key principles of UDL:

  • Provide multiple means of representation
  • Provide multiple means of action and expression
  • Provide multiple means of engagement

Preparing for Wednesday

  1. Not really much to do, but it’ll be nice if you will check out this optional reading about UDL if you haven’t already.
  2. As always, if you have questions or concerns about this course, talk to me before you leave, or send me an email at

Day 05

Please remember to bring your name plates with you to class.

Registering for Remind

Please register with the free service Remind to receive emergence messages from me (e.g., if a class is cancelled). Through Remind I will be able to send you notices without knowing your phone numbers.

Instructions can be found here (make sure you choose the right section for you):

Also, if you haven’t told me your Twitter handle and portfolio address yet, please do so.

Citizen Scientists

Tell me what your choice of citizen scientist project is. After you confirm with me, please also write down your name, the project name, and the URL to the project homepage here.

Tech skill: How to share a Google Doc

We didn’t do this on Wednesday.

Meaningful learning

Since you’ve read our first reading (or you should do it now!), you must be familiar with these concepts:

  • Active
  • Constructive
  • Cooperative
  • Authentic
  • Intentional

EDIT 2000 is about technology and learning, and we’ll start out discussion from “learning,” since otherwise what would technology do? Before we proceed, do you have questions about any of these concepts?

We will have two rounds of group discussion about these concepts:

  • In the first round, please break into 5 groups, each group discussing the understanding of one concept. Trying to think of examples demonstrating what this concept is and is not about.
  • In the second round, the 5 groups break up to form 4 new groups, so that each of the new groups will have five members each being an “expert” about one concept.
    • Create an outline of a teaching plan. Try to incorporate at least three of the concepts. Explain why they are relevant, and also why some of the concepts (if any) are missing in your teaching plan.
    • Share your teaching plan and discussion results with the class using Google Doc. Post the shareable link here.

Teaching from technology vs. teaching with technology

What do you think the differences are?

We probably won’t have enough time to watch this in class: Sal Khan’s TED talk on the Khan Academy. Do you see teaching “from” technology? Or “with” technology?


What is WOW to you? If it’s not an interjection, it is probably the World of Warcraft. I’ll leave the judgment to you whether it’s a good game or not. The question is: Can you use it for educational purposes?

I removed the Wednesday discussion in the 10:10 section by oversight. Sorry! If the 10:10 section needs it, here it is.

Preparing for next week

  1. Things that you need to do:
    • Register for Remind
    • Tell me your Twitter handle and portfolio address
  2. We are going to talk about UDL next week. Check this out and see if you are intrigued. This is NOT a required reading, but some knowledge before the class is always helpful 🙂
  3. As always, if you have questions or concerns about this course, talk to me before you leave, or send me an email at

Day 04

Twitter and portfolio

Please tweet every day we have class about what we do in class, or what is happening in the educational technology field that excites you. I will not be checking on your tweets everyday, and I will certainly not penalize you for missing a few days over the semester, but remember that everything you tweet is time-stamped 🙂

A quick tip: You can tweet in class about what we do in class today.

Please tell me about your Twitter handle and address to your portfolio here.

Citizen Scientists

Last week our task was to explore available citizen scientist projects. I intentionally did not give you any more instructions. Before I explain to you why I gave you the task, I want to know how you feel about having minimal instructions for a task. Please write down your thoughts here (for the 10:10 section) or here (for the 11:15 section). You don’t have to write down your name, but do write responsibly.

Survey results

  • Things you look forward to:
    • Use of technology in the classroom
    • Projects
    • Learning new technology in general
  • Most popular objectives:
    • Personal productivity
    • Technology and the learner
  • Wide range of tech abilities

Your late pass has been recorded. If for some reason you didn’t fill in the survey, don’t worry. You shouldn’t be missing more than three classes or hand in work late anyway 🙂 And you’ll get other chances to earn late passes.

Thinking about “tech” and “ed”

Does technology improve learning? Does it hurt learning? Or does it do nothing at all? Discuss in groups and write down your opinions here.

Tech skill: How to share a Google Doc document

Create a Google slideshow (one page is enough), write your name and section for title, and a witty quote (of yours) for subtitle, and share the doc with the permission set to “anyone with the link can view.” Share the link with the class here.

You can view an example slide here.

Preparing for Friday

  1. Tell me about your Twitter handle and address to your portfolio here.
  2. Reading assignment: Read Chapter One from Howland, J., & Jonassen, D. (2012). Meaningful learning with technology (4th ed.). We will discuss this reading in class on Friday. You don’t have to read past the “How Technologies Foster Learning” section on p.9 for this class.
  3. As always, if you have questions or concerns about this course, talk to me before you leave, or send me an email at

Day 03 (Day 02 continued)

A few things about the activities this week

I encourage you to post professionally (about education and technology) on Twitter.

The portfolio is a place where I’ll ask you to post links to your projects and presentations to.

The two other activities (Sphero and Little Bits) are about creativity and problem solving. I have given you minimal instructions on these two (which may not work for all learners). Do you prefer minimal instruction? Or do you prefer detailed instruction?

Preparing for next week

  1. We will start taking official attendance starting next week. Come to class!
  2. A tentative schedule of this semester’s projects can be found here. I may make changes later to make it work for us better.
  3. The survey will close by 11:59 pm, Monday, Jan. 18. Complete the survey by then to get a late pass!

Day 02 Warm-up activities

Welcome back! See if you still remember your classmates and their names! We will do a little revision on this, and introduce you to the second piece of technology that we can use in class (the first one being Google Forms). Click here for the 10:10 class, or here for the 11:15 class. (Again, do not write down your name!)

Some of you have already filled in the survey. If you haven’t yet, please do so before we meet next week. You can find the survey here. I will address your concerns next Wednesday.

A Taste of EDIT 2000

Today we’ll get a hands-on experience of EDIT 2000 by doing 2 of the following mini projects. On Friday we will do the other two.

  1. SpherosCritical Thinking and Problem Solving
    Explore and program simple robots.
  2. Twitter and Professional PortfolioCommunication and Collaboration
    Set up a professional twitter account; get started on your professional portfolio for class using
  3. Little BitsCreativity and Innovation/Critical Thinking and Problem Solving
    See what happens when you connect the components.
  4. Citizen ScientistsAuthentic Learning
    Find a project that you are really interested in. This will be our first graded project.

Something I took for granted last time (and perhaps you didn’t) is that: There aren’t any exams for EDIT 2000. This is a project-based course, and all your grades come from projects performance and participation.

Preparing for Friday

  1. Of course we are not meeting on Monday, 18 Jan., 2016.
  2. Talk to me before you leave, or via email:, if you have questions or concerns about this course.