Sample write up: Where I’m from

This  is a model blog post that demonstrates a write up for the Blended / Flipped Lesson assignment. Bold face is your assignment. Followed by how I would have written it up.

This write up is based on a lesson I used at the beginning of my Alaskan History and Culture course in the MAT program at the University of Alaska SE in summer 2016. See my assignments here:  Where I’m From and Google MyMaps lesson: Place

Here’s the work done by Jimmy Andrew – one of my students from a Yup’ik village of 300 people – Kwigillingok Alaska.

Learning objective – content and or skills students will know or be able to do by end of the lesson.

This was the second class of course and it served multiple objectives:

  1. My primary objective was to introduce the idea of place-based education with a poem and personal reflection on a place they were already familiar with. (later they would learn about another place – Alaska)
  2. I wanted to give the students a relatively simple tech-based assignment (Using HaikuDeck and creating a WordPress post) to build confidence for more elaborate tech assignments later in the course
  3. I need to free up class time so that students could get individually logged into their new WordPress accounts

Digital resource(s) you’ll use for flipped / blended elements.
Note: it’s not necessary to develop the digital elements – you can just describe them.

  1. I designed and posted the lesson to our WordPress blog so that everyone had access to assignment and resources.
  2. I made a few how-to videos describing how to create a Haiku Deck account, create a presentation, and embed it in Word Press.
  3. I made few how-to videos on using Google MyMaps
  4. I reused a collection of how-to videos that I had created for how to use WordPress

Active learning strategies employed with freed up class time.

Students used the time to read the poem for inspiration and get to work designing their own personal “Where I’m From.” Others elected to try the second design option using Google MyMaps using a lesson called Place. While the Haiku Deck approach was more visual poetry, MyMap used geographic tools and a spacial approach to design a Google map tour. Once I was done meeting with individual students to create their WordPress accounts, I was free to move around getting to know students better and assisting them on specific questions.

How the digital resource integrates into other instructional elements of lesson – what’s the flow of the lesson?

The digital content was created and posted to the web in advance. At the end of the previous class I asked students to read both lesson options (HaikuDeck  and MyMaps) in advance and think which lesson they want to try and how they will respond. The day of the class, most of our 3-hour session was spent with students working with HaikuDeck or MyMap. Then they began turning their work into their first blog post. Many students were excited to “show off”  their creations with one another.

Benefit for student content mastery, collaboration or learning workflow – Why is it worth it flip / blend some of the content.

Using these digital resources enabled students to begin the course with an easy “tech skills win.” Every student was successful in completing the assignment and posting it on WordPress. I was able to re-use my WordPress how-to videos originally made for another course. Along with the how-tos for HaikuDeck and MyMaps, I was freed up to handle the management of new WordPress accounts and spend some one-on-one time with all my new students.

Assignment: Find, Curate, Store

This assignment follows Class 2 – Jan 26: Digital literacy It will give us a chance to explore a few digital literacy skills – finding, curation,  storage and responsibly sharing non-copyright material.

To hone our digital literacy skills, we will explore effective search techniques with a focus on finding public domain or Creative Commons licensed content: including images, video, and audio. For more information on public domain searches visit our edtech methods toolkit / Digital Hygiene

We will incorporate some note taking tools to explore effective digital curation and storage.  I’ll suggest Microsoft OneNoteEvernote, or Google Keep. You may have another way to curate your collection.  This will allow us to also do a comparative analysis of these note taking tools.

Students should be sure to record the content (image, text, video) the URL, source institution or archive, and check to be sure it is public domain or creative commons licensed for use.

Here’s a sample image from Flickr showing where some of the information is located on a Flickr page.


Task 1: Now that you know how to find non- copyright images, students should find an image they like to illustrate their first post and update the post by adding a “Featured Image.” Here’s a video how to. 

Task 2: Many of the titles for the first post were rather “bland.” Consider updating title – It doesn’t need to be total clickbait – “I turned on the document camera and you won’t believe what happened next.” But perhaps a bit more descriptive?

Task 3: Working as individual (or in pairs) students should:

  1. Identify a topic to guide their source collection.
  2. Use a variety of search tools to locate at least ten public domain or Creative Commons sources related to that topic such as: text,  image, video or audio.
  3. Use one of the note taking tools (or other system) to collect the content – be sure to provide a hyperlink to the source institution or archive. The link should enable you to go back to the source material.

Task 4: Write a blog post that explores what you learned in this exercise. (Two person teams can cross post the same content.) You might consider reflecting on the task, search, note keep apps or the larger question of the need to teach digital literacy. If your selected note taking tool allows for public sharing, then include a link to your collection.

Featured image credit: 170/365: I can save myself… by Kit / Flickr

Assignment: First blog post

my first blog post
HOMEWORK for Jan 19

Task 1:  For your first blog post write a reflection on your use of edtech and where you hope to go with it. The post is due by midnight Sunday Jan 22. Read student responses here.

Students can access our YouTube Playlist for assistance with WordPress.

For specific prompts consider some of these (just some ideas starters, you don’t have to write about all of them):

  • What’s my current use of edtech tools in my placement?
  • How does the “tech landscape” of my current placement impact my use of edtech in the classroom?
  • How do the tech skills / demographics of my students impact my use of edtech in the classroom?
  • What are my personal uses of edtech tools to learn and network as an educator?
  • Where do I want to be in my use of edtech tools in 3 years?
  • What are you hoping for in this edtech pilot?

Task 2: Before our 1/26 class, comment on at least 3 student posts. It’s a conversation, not simply a “nice job.”