{"id":83,"date":"2014-02-25T20:15:03","date_gmt":"2014-02-25T20:15:03","guid":{"rendered":"https:\/\/cohort21.com\/timrollwagen\/?p=83"},"modified":"2014-02-26T20:02:16","modified_gmt":"2014-02-26T20:02:16","slug":"thoughtsfrommars","status":"publish","type":"post","link":"https:\/\/cohort21.com\/timrollwagen\/2014\/02\/25\/thoughtsfrommars\/","title":{"rendered":"Thoughts from MaRS…Time for some reflection."},"content":{"rendered":"

We had an amazing day at the MaRS<\/a> Commons in Toronto. \u00a0The Cohort 21 team is so motivating and the conversations in themselves were an informative and collaborative professional development opportunity. The MaRS Discovery District is essentially the Silicon Valley of Toronto. \u00a0I was amazed at the design of their work spaces and the attitude and collaboration that exists on site. \u00a0It’s no surprise that MaRS is one of the leading innovation sites in Canada including businesses such as Microsoft Canada, Songza, MaRS Commons, and Etsy to name a few.<\/p>\n

\"\"

MaRS Discovery District, Toronto, Ontario<\/p><\/div>\n

As we explored each others Action Plans, it was pretty evident that people were taking 21st century learning in so many personlized directions.\u00a0 My action plan, involving ThingLink<\/a>, needed to be refined and expanded.\u00a0 I think my enthusiasm for the program clouded my view a little bit.\u00a0 It was time for me to get some feedback and reflect about how the Dissection Portfolio<\/a> was moving along.<\/p>\n

Since then, the frog dissection portfolio\u00a0has\u00a0now come into complete fruition and the marks have been compiled.\u00a0\u00a0Though the marks are important, it was the learning that I am most interested from\u00a0this SAMR (Applied Approach<\/a>)\u00a0inspired project.\u00a0 Here are some questions that I asked myself afterwards.<\/p>\n

What was the biggest challenge for my students? Myself?<\/strong><\/em><\/p>\n

Challenges were consistent with most new project based assignments.\u00a0\u00a0Students who had challenges mostly mis-understood the requirements\u00a0due to misreading of assignment details or\u00a0lack of\u00a0reference to\u00a0the rubric prior to submission.\u00a0 To combat this, we issued a homework assignment where the students had to report the level they wanted to earn, and what they would have to do to get this based on the assignment rubric.<\/p>\n

While working with ThingLink students were engaged in their learning.\u00a0Though it is sometimes challenging to work with and learn a new technology, my co-teacher and I were able to manage questions, concerns, and problems with ThingLink as they arose. In other classes, where a teacher was on their own, this became a bigger issue and some students got lost.<\/p>\n

Was my students learning increased by the ThingLink dissection project?<\/strong><\/p>\n

This is a tough question to answer.\u00a0 I would argue that\u00a0a more engaged\u00a0student results\u00a0in an\u00a0increase in learning.\u00a0 If we base it off of this, then I believe that yes my students have learned more through this process.\u00a0 Is it a result of ThingLink? I would have to say, no.\u00a0 The ThingLink program provided an means to an end of backward designing a unit that would increase engagement.\u00a0 SAMR comes into play when we look at the overall design of the unit in relation to the use of the technology.<\/p>\n

How did my students enjoy working in a more 21st century style?<\/strong><\/em><\/p>\n

Some students really enjoyed working with their own pictures and produced fantastic results with amazing detail. See below:<\/p>\n

http:\/\/www.thinglink.com\/scene\/481855127699849216<\/a><\/p>\n

http:\/\/www.thinglink.com\/scene\/481914180991975424<\/a><\/p>\n

Some anecdotal comments from students:<\/p>\n