Module 4: Listen for the hook

In this module we learned about the components of compelling music. In the Kapilow interview, his analysis of America the Beautiful, reveals how a song as simplistic as this can be so compelling. He goes on to describe the repetition of three notes, the slow ascension, return to the begining notes. There is safety in the predictability. In this module we also examined the typology of the hook in the Burns article. How various aspects of a song can qualify as the hook. The melody, rhythm, tempo and spontaneity can all contribute to the compelling experience.

There are many parallels to be drawn from this module to teaching. Repetition is one. Repeating key concepts helps audience key concepts. I have implemented this technique in the classroom, coining certain phrases that I want the learners to take away. For example, in an MS Excel class I would point to the class to tell me the first step in completing a formula. Which is to use the equal sign. Effectively this is my hook. In true Pop 40 fashion, I encourage the class to repeat the answer.

Other connections can be made from the world of music. It is most prevalent in elementary school setting where children learn the letters, states, and other knowledge through song. Many schools have incorporated hip hop as a method of teaching important learning concepts.The elements of a good hook can be incorporated in the classroom. If average attention span is 10 minutes before completely checking out, then adding a spontaneous vocal inflection can be just hook you need to bring your audience back around.

Module 3 - Imaginitive Bridges Post #2

I enjoyed comparing the shopping experiences. For my assignment I compared the Meijer and Walmart. I never paid much attentino to the shoppoing experience in either store but there were some very distinct differences. The Meijer store that I visited felt more quaint, than Walmart experience. However, Walmart felt like the place that I would find a better deal. The bridge that find to teaching is the importance of environment to learning. My eldest child has been to three different schools in the last three years. My daughter excels in schools, but my wife and I wanted an environment that would promote excellence. Her current school is that way, one of the things that was different from the outset was that they have somebody in the parking lot at the beginning of the day to greet the children as they come in.For security purpose you have to enter the school through the office.When ever we have questions we get answers, which is not the case at the other schools. So from the time you enter the building you are left with the sense that your child in good hands.

In comparing the experiences, I feel like the Meijer I visited did a good job of that from the time I entered to the store.There is someone to greet you, the appearance of the store is orderly, and well maintained, and the colors were vibrant.

There were elements of the Walmart that I like, but on a whole it felt more like a warehouse. When you enter the building there is a shopping cart area that is big and feels dungeon like. There is a greeter, but the first thing I saw was the tired looking fruit.

Relating back to teaching, it is important for children to feel that there is life in their school. I have been in far too many schools that feel like institutions. Where there isn't any color on the walls or evidence of life. Not to mention broken equipment or text books in disrepair. All of these things contribute to the environment, and send a message to the student.

Imaginative Bridges in Interior Design

As I reflect on the imaginative bridges that exist between interior design and teaching, one of the things that come to mind are the using different ceiling heights to make the room more interesting. As an instructor, I think it is important deliver your content in levels. Just as space with uniform ceiling heights can be monotonous, no one wants to listen to a presentation that all sounds the same. When providing instruction, you can enrich your delivery by interjecting humor, elevating your voice, soliciting audience participation. These are different methods of providing levels while teaching.

Additionally Susanka spoke about focusing your energy improving the rooms that you utilize the most. The bridge I draw to teaching, is that you should focus on the things that you set you apart as an instructor. I have seen trainers try to be funny, when that is just not their talent. It is important to decorate the room where your talent lives.

Module 2: Film and Television

It was a fun module. First off there was the video clip on The Godfather which is one my all time favorite movies. What a great scen because it speaks volume about the Godfather, and hardly speaks in the scene. Additionally We made our own compelling video clips, which was interesting because I utilized my family as the actors. It was a scene where I was trying to capture the stress of motherhood. Which is funny because I wife was actually mad at me as I started recording. I just cam back from traveling, so naturally three children can be stressful. However, as I started recording it lightened the mood; and she started getting into it. She kept asking me to allow her to put on some makeup, but I was looking for a raw and real feel.

One thing that I found particularly interesting about the reading was the interview with Walter Murch, where he poses the question why does the cut transition work in editing? What I found more interesting was rationale that he offered, which was the experience through dreams allows our mind to process a non-linear story line.

Work of Art

What I found most inspirational in this module was seeing pictures that my group members posted. Seeing the submissions is encouraging me to look at everything thing differently. So as I move through my day I have been trying to keep my eyes open for finding what is "interesting" in everyday things. It was interesting learning more about the mechanics behind what goes into good photography and shot composition. Photography is one of those activites that can be so simple on a basic level, yet so much complexity goes into the art of photography.

Imaginative Bridges in Photography

In drawing meaningful analogies between photography, my attention was drawn to the flash. What was interesting about the flash to me was its ability to draw out details. I found the flash analagous to the attention that educators pay to the student in the class. As I learned in the reading, the flash should be used in the day light to bring out the details. In the classroom, it is important to questions to engage the audience to see what they are thinking, and if they are truly understanding the content. Sometimes students are good at pretending that the are following you. Nobody wants to be exposed, so its good to turn on your imaginitive flash in the classroom.

Birth of a Salesman

White Paper

Web 2.0 Technology – The third dimension of communication

There has never been a time where electronic communication has been as pervasive as it is right now. Although, it is not a new concept, the advent of the Internet and increased Internet capability have really set the ground work for a communication explosion.  At the forefront of the communication explosion is the concept of Web 2.0 Internet sites. So what is Web 2.0? According to Wikipedia Web 2.0 is, “…is commonly associated with web applications that facilitate interactive information sharing, interoperability, user-centered design, and collaboration on the World Wide Web.”  Some of the characteristics of the Web 2.0 website are the promotion of organic growth, integration of multimedia components, integrated communication tools, and highly customizable layout.

As a result there is a growing movement to create richer, more interactive, electronic experiences. Consequently, the way that we teach students cannot remain the same. Teaching and learning have to also reflect the norms and traditions of the culture. The following curriculum will encourage students to explore Web 2.0 technology through the use of seven cognitive learning tools, that will not only focus on learning information about Web 2.0 technology, but to help develop a thorough understanding of the subject and a strong conceptual framework to utilize these tools to as effectively as possible.

What is the Cognitive Tools difference?

Cognitive tools help the learner to construct knowledge by taking we know and exploring new ideas about what we know, and assimilating it back into our knowledge structure. The following curriculum will explore seven cognitive tools that will help the learner develop a deeper understanding of Web 2.0 technology.  Each week a different cognitive tool will be explored and there will be a complementary activity to promote the understanding of that tool.

Seven Cognitive Tools:

·         Perceiving

·         Patterning

·         Abstracting

·         Embodied Thinking

·         Modeling

·         Playing

·         Synthesis

Lessons:

Module 1: Perceiving

What do we think we know?

The term Web 2.0 has become quite passé, but does it actually mean? There are various definitions, understandings, and potential uses for this technology; but what is the truth?

·        For this lesson the student will explain their own understanding of Web 2.0 technology.

o    Include the benefits of this technology.

o   This assignment is about establishing a baseline of what you know on the topic. If you are completely unfamiliar with the concept, take a wild guess? What does it sound like? There are no wrong answers

·        Visit five web sites that are classified as Web 2.0 and document the urls. Document what the things that you like best about these sites.

·        Think of a creative use for Web 2.0 site. Describe the features of the site. Feel free to be as creative as possible. Remember, there is an app for about anything that you can think of, so nothing is off limits.

Module 2: Patterning

To better recognize opportunities to incorporate Web 2.0 technology into a solution, it is important to identify the aspects of web site that are uniquely Web 2.0.

·         In this lesson you will, use the list that you documented from last week’s assignment to compare and contrast the features, the use o f the site, and the audience.

·         Summarize your findings:

o   Write-up on what why you felt certain features or choices were made in the designing stages of the site.

o   Include in your summary, any patterns that you recognize and what direction  you feel the technology is heading.

Module3: Abstracting

Analyze the core functionality of the identified websites from the previous lesson. Choose one word to describe the core essence of the site. After summarizing the site in one word, identify the features of the site that address the primary purpose of the site. Document any additional features that you believe would have enhance the core functionality of the site

Module 4: Embodied Thinking

·         Create a sculpture that represents your topic using household materials like clay, paper mache, aluminum foil, etc.  

·         Try to utilize materials that contribute to the overall sensation, or character of your topic.

·         Take a picture of your sculpture and upload it to your site.

Module 5: Modeling

·         Create a functional model of the Web 2.0 site. His can be developed in Powerpoint, HTML, or any other development tool provided that the output is exported to an industry standard format.

o   Functional model should reflect the color palette that you wish to utilize

o   Semi-functional placeholders for content

o   End-user navigation should also be well thought out and semi-functional

·         Write a brief description of the site and how the site structure contribute to the overall goal of the site,

Module 6: Playing

·         Engage in a group activity that demonstrates how social networks work, grow, and our utilize in our society.

·         Students will work in groups to develop the best use of the social network to achieve their goal.

·         Solution will be submitted to the teacher to determine the best worker of the problem.

Module 7: Synthesizing

·         Develop final presentation of Web 2.0 site.

·         Write a paper to describe what contribution (if any) the class assignments played in helping to define the vision of the site.

·         Point any enhancements that were the result of one the exercises.

Elevator PitchFrom the time we are babies we are utilizing our five senses to learn about the world. We want to grab the things that appeal to our visual senses, we place objects in our mouth to taste them, and we bang on them to hear how they sound. It is during our early childhood when are at our most playful, as we are discovering about ourselves and the world we live in, and then, we begin formal education. We trade- in our play time for straight lines, nursery rhymes for classroom lectures. It is time to return to what works, a return to the very instincts that we developed as children. In this curriculum we will utilize seven cognitive tools that help foster deeper understanding of Web 2.0 technology.

Twitter Pitch

There comes a time when conventional wisdom is jest outdated. Explore a technical curriculum that forces you to go deeper.