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The value of Infographics in Education

Information graphics or infographics are graphic visual representations of information, data or knowledge. These graphics present complex information quickly and clearly, such as in signs, maps, journalism, technical writing, and education. With an information graphic, computer scientists, mathematicians, and statisticians develop and communicate concepts using a single symbol to process information.(Wikipedia)

An umbrella term for illustrations and charts that instruct people, which otherwise would be difficult or impossible with only text. Infographics are used worldwide in every discipline from road maps and street signs to the many technical drawings. (PC Magazine)

An easy-to-read illustration that helps tell a story and makes data points easier to understand. And it doesn’t hurt when infographics are not only clear and straightforward but also beautiful and engaging. The aesthetic design draws the viewer in; the information helps the viewer analyze and understand the data being presented. (Visual.ly)

The Value of Visualization from Column Five on Vimeo.

http://edudemic.com/2012/10/what-are-infographics-do-they-really-help/

Here is a simple example of a video infographic that came to my attention this morning:

Check out this great MSN video – 10 Common Science Myths.

Flipped Classroom: A reversed teaching model that delivers instruction at home through interactive, teacher-created videos and moves “homework” to the classroom. Moving lectures outside of the classroom allows teachers to spend more 1:1 time with each student. Students have the opportunity to ask questions and work through problems with the guidance of their teachers and the support of their peers – creating a collaborative learning environment.

via: http://www.techsmith.com/flipped-classroom.html


Flipped Classroom is the “Soup du Jour” of Educational Technology today. School districts are struggling to identify how fully flipped models vs. hybrid strategies will best benefit their students. With the proliferation of the Khan Academy and others, modular video delivery of content standards is as easy as a simple Google search. However, what does a flipped class look like?

Questions to consider when implementing a flipped class mode:

How does the learning change in the 55-minute period now that the student has pre-viewed the teacher’s lecture?

What kind of constructive learning is occurring?

Is it meaningful/transformational/ valuable?

How are the learning objectives measured?

Assignment:
1. Each student will prepare a presentation on one of the following Instructional Frameworks:
Understanding by Design, Problem Based Learning, Socratic seminar, 4-MAT, Dimensions of Learning, Project Zero. The presentation will be shared to the class and published electronically to the class resources list along with all reference links used.

2. A sample lesson scenario will be created which incorporates an established framework, an element of flipped class (can be a resources already published online i.e. Khan Academy video, or something student created) and demonstrated to the class. This lesson scenario will be shared and published electronically to the class resources list along with all reference links used.

#ed533dc students:

Though there are only five us (yes, I am learning with you and thus a member of your learning community) it is important to consider the exponential power of learning and reflecting in a networked world.
I came across a tweet this weekend which demonstrates the importance of making digital connections with fellow educators through Twitter, Facebook, Google Plus, etc.

Of course Sheryl is the author of the book we are reading, and of course she has a vested interest in real feedback from veteran educators, as well as preservice, grad student teachers, and new teachers. What makes this tweet significant is the exponential power of Twitter. Sheryl shared Jess Leopoldo’s blog post with her community of followers. That’s 8500 plus veteran teachers, preservice grad school, and new teachers – and likely quite a few people of significant influence in Ed leadership, Marketing, and publishing. Jess’ weekly reflection “For Our Eyes Only” suddenly was presented to over 8000 people. When I finally got the chance to read her post, there was already positive feedback left from somebody outside our small community.

Like the “Adjacent Possible” in The Genius of the Tinkerer we are sometimes only aware of what we’ve been exposed to through our own personal experiences. We have difficulty imagining the possibilities of things beyond what we have already seen, done, or experienced.

The problem with these closed environments is that they make it more difficult to explore the adjacent possible, because they reduce the overall network of minds that can potentially engage with a problem, and they reduce the unplanned collisions between ideas originating in different fields.

Being able to transparently reflect on your learning is a powerful ally in your professional growth. Learning in a closed environment does not avail oneself to a potential network of minds.

I am hoping that this experience will encourage all of us to continue to blog thoughtfully, consistently, and passionately long after this class has ended. Lets continue to create the collisions of ideas, and open new doors with every thought we reveal.

Instagram photos of @rlyons | Webstagram – the best Instagram viewer.

Think Tank: Flip-thinking – the new buzz word sweeping the US

Lectures at night, “homework” during the day. Call it the Fisch Flip. “When you do a standard lecture in class, and then the students go home to do the problems, some of them are lost. They spend a whole lot of time being frustrated and, even worse, doing it wrong,”

The main idea behind reverse instruction is to provide students with a daily video lecture of the topic or concepts that will be discussed in class the following day. The benefits are obvious. The students have access to the material well in advance of the class. The have the opportunity to watch it, review the concepts, replay parts they didn’t understand, take notes in spaces meaningful to them, and most importantly remix in order to make clearer connections to the content.

The flipping trend is not exclusive to the world of education as Pink reports. Take for example Starbucks. There was a time where wifi was available for an added cost.  Now independent workers, small entrepreneurs, and grad students can get free wifi with the purchase of a cup of coffee. They have essentially created a new kind of work space and their business if benefiting from the new found clientele.

So the question is how does this fit into my class. Why should I do it? Is it worth the investment in time? Will the kids buy in? I have done some research on this, and have spoken with some people who are fully immersed in the flipped classroom model. My impressions are as follows:

  • This is a commitment in time to both your students and yourself
  • There will be bumps in the road
  • You will question yourself  endlessly
  • You may not see immediate results
  • The results you will see will be hard to quantify
  • You will get little support

For a new or inexperienced teacher these are obstacles that are difficult to overcome. My thinking is that this is a process that takes time to implement. I would probably take baby steps. Start with short videos (5 minutes) which cover the main ideas of each unit, giving your students the surface information needed. Discuss these ideas in class and allow them to ask lots of questions.

One interesting suggestion I found came from John Sowash He suggests putting in a hidden number of code word in each of the videos and having his students submit that secret to him. This puts some accountability on the students to watch the video and pay attention.

I still have questions about how to implement this with students who have limited or no access to the technology. Is the great “Digital Divide” as prevalent as I am lead to believe? How do I meet these disadvantaged students in the middle.

Here is a sample video I found on YouTube from Karl Fisch. I don’t find it particularly engaging or interesting. How can we make these videos more interesting?

Using the #ed533dc tag

When you post to your blog you should use the categories feature which is located at the bottom right of box in the edit window. The common tag for the class is ed533dc

This weekend we are going to focus our discussions around the ideas of flipping classroom instruction. There are many examples of flipped instruction circulating the edusphere, some pedagogically sound, some junk. Using real world examples & ones we create together in class, we will attempt to discover best practices in reverse instruction for the Math and Science classroom.

For Saturday:

  • Please review the embedded infographic for a brief introduction to The Flipped Classroom – You may have to click on it for full view.
  • Please do some independent research on Reverse Instruction/Flipped Classroom model. Find several journal articles – something along the lines of this arcticle, (feel free to use it even though I am using it for my blog post!) and save it to your Diigo library. We will use these for our blog reflection posts.
  • Be prepared to use your personal devices (iPhones, iPads, Droids, video cameras, laptops, or whatever you have with you/feel comfortable bringing) to start building your Science/Math lesson plans which use technology and media in transformative ways.

Flipped Classroom

Created by Knewton and Column Five Media

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