Talk:Melissa Stepanian's Portfolio Page.

(diff) ← Older revision | Latest revision (diff) | Newer revision → (diff)

Feedback on your survey; pedagogical aspect-- Jianwei Zhang 15:41, 28 February 2009 (EST)

The survey you conducted was very helpful! From it you may identify barriers to productive use of Podcast: don't know what it is, how it may be used, why to use it, contextual constrains such as the test. The last barrier may not be (thoroughly) addressed through your mini-course as it is not completely an instructional problem.

The other issue is to consider what Podcast is good for in terms of educational goals, activities, and contexts. Don't over-argue for its application.

Another issue to think about: Do you want to connect Podcast to a specific pedagogical model, e.g., using Podcast for project-based inquiry in social study? It would be helpful if you can further clarify the pedagogical aspect you want to address in this mini-course.

Peer Review by Ashley Keegan -- Ashley Keegan 18:41, 18 March 2009 (EDT)


I think your page looks good, I just had a few questions for you. In your intent, which I thought was well thought out and detailed, you said you wanted to help educators educators understand podcasting. However, all of your performance objectives deal with what students will be able to do. Are you focusing your design project on teachers or students? Also, are you solely going to focus on Social Studies classrooms using podcasts as stated in your objectives or are you going to make the project more general?

Re: Peer Review by Ashley Keegan -- Melissastepanian 15:28, 21 March 2009 (EDT)


Thanks for your response. Within this curriculum, I envision the teachers who may attend the workshops as the students. I also believe that this course may have interdisciplinary value for both English and Social Studies teachers as they both possess similar learning standards.

Re. objectives and ICM -- Jianwei Zhang 21:02, 28 March 2009 (EDT)

Great progress in this design project! Congratulations.

Re. objectives, you currently listed:

Objective #1
Students Will Be Able To (SWBAT): Identify what a Podcast is and how to develop one by following step-by-step instructions as outlined by the instructor.
Objective #2 
Students Will Be Able To (SWBAT): Evaluate why Podcasts may serve as valuable project-based learning activities in the Social Studies classroom by reviewing statistical data.
Objective #3 
Students Will Be Able To (SWBAT): Assess the value of Podcasting in the Social Studies classroom by reviewing original Podcasts developed by other students.
Objective #4
Students Will Be Able To (SWBAT): Execute Podcast Development Skills learned by developing an original Podcast using an external microphone, laptop computer, the Audacity software program from [1], and [2].  
Objective #5
Students Will Be Able To (SWBAT): Generate an original rubric designed to best evaluate the podcasts created by their peers.
Objective #6
Students Will Be Able To (SWBAT):  Access original Podcasts developed by their peers on [3] and evaluate them using the original rubric created by the class.

(a) I cannot see exactly how the following two are different:

Students Will Be Able To (SWBAT): Assess the value of Podcasting in the Social Studies classroom by reviewing original Podcasts developed by other students.

Students Will Be Able To (SWBAT): Access original Podcasts developed by their peers on [6] and evaluate them using the original rubric created by the class.

Both relate to evaluation and access to existing podcasts.

(b)Objective 1 integrates two substantial aspects: what and how. The "how" is reflected in objective 4. You may think about removing "how" from objective 1.

(c) Objective 3 seems to be a sub-aspect of 2. Am I right?

(d) I think teachers would need to know the pedagogical strategies/methods to use podcast. What kinds of classroom activities (watching, discussion, problem solving?) can be designed around a podcast to make it educationally useful?

Re. your ICM, in line with Gangne figure 9-2, you may move the target learning objectives to the top and prerequisties under the target learning objectives. You may also mark out entry skills(e.g., use the Internet) you assume participants will have so don't need to teach them in this course. See Gange Figure 9-4.

Peer Review - Dan Fountain -- DanFountain 11:16, 29 March 2009 (EDT)

Melissa, your project looks excellent so far and I think that podcasts would definitely be very beneficial to teachers. I think your layout and the curriculum map are excellent and very easy to follow. One suggestion that seems simple but maybe you should have Podcasting as your lesson somewhere at the top in big letters, I did not see the lesson title jump out. Also, would this podcasting be a great way for cross curriculum work, like having students in science listen to students in math on combined projects? You are definitely off to a great start though, ~Dan

Peer Review Ashley Keegan (4/25/09) -- Ashley Keegan 10:47, 25 April 2009 (EDT)


  Wow, it looks like you have worked really hard to make a great Design Project!  

I thought your portfolio page was really well done. Your explaination in your intent section was very informative, including your examples. Also, it is clear you took a lot of time to do the learner analysis by using the survey you created.

Looking at the rubric for the project, it seems you are missing an explaination of your design rationale. I guess this would include why you choose the activities and sequencing you did.

It is clear that your lessons focus on the learning ojectives and all your activites work to reach the goals you set for your learners.

I thought the sequencing and activities you use were engaging and differenciated. You use discussion, mind maps, and individual work.

The technical aspects of your page seem to all be working properly and each page is easily connected to the next.

The only question/comment I really have is that it seems your lessons are designed for student use, but the focus of your project is for teachers to learn how to use Podcasting. I don't know if you want to change your objectives to "Teachers" will be able to (or learners) will be able to.

Otherwise, I think your project looks great and you don't have that much work to do to finish it.

Good Luck, Ashley

Re: Peer Review Ashley Keegan (4/25/09) -- DanFountain 10:51, 25 April 2009 (EDT)

Melissa, your project looks really well done and you did a very thorough job. The only thing that I really noticed was your lesson just sort of starts with unit one, there is no big headline or introduction to your unit. Maybe a nice header and a little intro paragraph would set up your first unit. But it looks really good, ~Dan

Feedback on your course -- Jianwei Zhang 11:28, 27 April 2009 (EDT)

Nice work! A few issues for you to consider:

(a) Content: Since Podcost is your focus, do you think you really need to have a full unit (unit 1) focusing on the role of technology in our society? This content is not in your ICM.

(b) learning design: I think you should try to avoid a user manual style of design that asks students go through multiple steps without really knowing what is going to happen and for what purposes. (I understand that this might be because that you're outlining the content in this phase.) There are of course different ways to design a course like this; One potentially powerful way is to begin with an authentic example showing how Podcast is used in the classroom addressing important and difficult curriculum goals and engaging student thinking and creative work. This example/case study will lead the participants to understanding the specific features and potential roles of podcast and getting the knowledge and skills to use it in their own classrooms.

(c) Objectives: "Students" should be replaced with "participants" so as to avoid possible confusion.