During the last class session students met it the Clark Library Digital Lab to compile their prewritten text, selected images and video to complete the first drafts of their chapters.
Today we meet in the UP Innovation Center (a very cool collaborative workspace) to proof their chapters.
Write a reflection on your DBL design process and post to our blog (your final post). It will also be added to your iBook chapter – due 12/4. I will add a pdf version of your chapter to this post. See examples from 2015
Image credit: McGuffey’s Reader illustration n.d.
Miami University Library: nn-1351
Digital technologies have put us in charge of the information we access, store, analyze and share. Creating an iBook harnesses those motivational factors into an engaging learning experience. The ease of distribution across the world (via iTunes) means students can communicate with a broader, and more authentic audience than just their teacher and class peers.
This week we will wrap up our first drafts of our document based lessons for inclusion into our collaborative iBook. We’ll be working in the Digital Lab at Clark Library. This will be the fourth iBook published by our EdMethods students.
The iBooks will be designed using iBooks Author in the Mac lab. Students will bring digital versions of their DBQs to the lab – including all image and sound files, text files, citations and URLs. Here’s a quick guide to managing your files to get ready for iBooks Author: edMethods Tool Kit: iBooks Author
I’ve created a YouTube channel with some short tutorials that students may wish to refer to. See iBooks Author Tips
Image credit: Image from page 94 of “History of the Bassandyne Bible, the first printed in Scotland with notices of the early printers of Edinburgh” (1887) William T Dobson,
I admit to being guilty of dominating classroom discussion as a rookie social studies teacher. “Class, what were three results of the War of 1812? … Anyone? … Anyone??”
After years of facing this type of discussion, students learn that their comments are of provisional value until “approved” by the teacher. Over time, students stop listening to each other and only focus on what the teacher says or validates – “will that be up on a test?” When students are put in small group discussion, they rapidly get off subject. With no teacher to validate their comments, they naturally gravitate to other subjects where peer comments are valued – “what are you doing this weekend?”
Today’s class will explore strategies and resources for taking the teacher out of the role of information gatekeeper and encouraging productive student-centered dialogue.
Additionally we will explore the Structured Academic Controversy (SAC) model. Not all issues can be easily debated as pro / con positions. SAC provides students with a framework for addressing complex issues in a productive manner that builds their skills in reading, analyzing, listening, and discussion. It shifts the goal from “winning” the argument to active listening to opposing viewpoints and distilling areas of agreement. If time permits we will try an example “Was Abraham Lincoln a racist?”
Descriptive text states: Our large engraving . . . affords an excellent idea of how the instrument is used… . The figure marked New York may be con-sidered as a public speaker delivering a lecture to be heard in the towns mentioned. He talks into one telephone while he holds another to his ear, in order, for example, to hear the applause, etc., of his auditory; or he may be maintaining a discussion or debate, and he then hears his adversary’s replies or interruptions. Now,at Newark there is simply a reporter,who takes down the speech phonographically; the words pass on through that telephone and reach Paterson.