I've learned quite a bit from this course overall. I wouldn't say I've been super engaged throughout - but maybe this is because I have learned about teaching strategies in the past, and I just didn't feel challenged enough towards the end of the course. That being said, it helped deepen my understanding on a lot of the topics at hand. I was able to personally reflect with lots of the course topics, and provide ample questions and discussion in the forums.
I loved the Gamefication topic, where I had the opportunity to facilitate a discussion forum regarding how game design can translate into useful, non-gaming applications.
Reading my classmates blogs has also been interesting. I like seeing others' viewpoints on the same learning topics as myself. This helps me see their point of view on the understanding of course material, as well as confirm my own understanding (or deepen my understanding).
The textbook (believe it or not) was actually more engaging than I expected. It's very well thought out, structured, and I can relate new learning from the readings to my own personal experiences.
Tuesday 27 October 2015
Learning From Mistakes - Week 7 - PIDP 3250
Objective:
According to Doctor Brian Goldman, the mistakes he made in
his profession lead him to become better at his job. He began to understand
things on a deeper level, and it opened his mind to more possibilities. It’s
not until you really act, where you can get something to react. The action was
the mistake, and the reaction was the consequences of the action.
Reflective:
Growing up in a traditional household, where grades were
pushed and everything was measured by how many “A’s” I came home with on my
report card, I can say learning does happen from mistakes. When I finally
allowed myself to start getting some figurative ‘scars’ from learning through
experience, I became addicted to it. I wanted to make mistakes and learn from
them. Whether it was teaching myself to climb a tree or ride a bike (I never
did those things as a child), to making mistakes in Math until I figured out
how to break a problem into its simplest steps – failure has been my greatest
teacher.
Therefore, even today, I try to “Be curious” (as one
instructor told me) about everything that sparks my interest. This allows me to
ask more questions, and potentially learn more about the subject than I
intended. More information on a subject can only lead to a more in-depth
understanding of what I don’t know about it.
Interpretive:
In my classroom, I plan to teach an introductory course to
computing and the elements of Microsoft Word. How can one learn without making
mistakes? I will reward mistakes, as a means of trying different paths and
realizing that certain buttons don’t do what you want.
Decisional:
Mistakes will be encouraged – why? Because it’s better to
click all the buttons and let your curiosity loose in a controlled classroom
environment, where there is an Instructor present (for mental safety), just in
case anything feels wrong, or goes wrong. The only way something may go wrong
is if a student prints many pages, or already knows enough about computers to
go in and try to delete system files.
Saturday 17 October 2015
Teaching Styles in the Corporate World
Well, my boss realized I'm in a class where I'm learning about Instructional Strategies, and he's put me in charge of training all of the new hires at work. There's a lot to be said for having faith in a seasonal employee, training the other seasonal employees.
After taking PIDP 3210, which involves Curriculum Design, I can now put a lot of my skills that I've learned in PIDP 3250 to practice. My assignment involves training everything from Customer Service skills, to technical (and web) support, to sales, to problem solving and critical thinking skills.
I will most likely use resources found in our forums, as well as partial resources from the textbook we've been using, to start. I know what my curriculum is going to be, and I know the learning outcomes -- now it's time to achieve the "how" and "why".
I feel this course will be a crucial breaking point into my career of teaching, as my learned skills will now be put into practice.
After taking PIDP 3210, which involves Curriculum Design, I can now put a lot of my skills that I've learned in PIDP 3250 to practice. My assignment involves training everything from Customer Service skills, to technical (and web) support, to sales, to problem solving and critical thinking skills.
I will most likely use resources found in our forums, as well as partial resources from the textbook we've been using, to start. I know what my curriculum is going to be, and I know the learning outcomes -- now it's time to achieve the "how" and "why".
I feel this course will be a crucial breaking point into my career of teaching, as my learned skills will now be put into practice.
Thursday 8 October 2015
Gamefication and Me
Well, I never thought I'd write a post about how much I learned from a video game, but the concepts of Gamefication are there. Firstly, I'd like to start by saying that video games can be as addictive as certain drugs. They can recreate the same chemical reactions of a Dopamine high. Going through withdrawal is not easy, and it can last for years.
That being said, video gaming and learning through Gamefication should be done in moderation.
However, I have learned an incredible amount through gaming.
I learned that people can be jerks.
Yep. People can be really sickening. Not just the verbal abuse you'd hear over the headsets, but when a group activity takes place and there's one reward that needs to be shared, most gamers will not hesitate to steal and "loot" if there are no repercussions. If they can simply steal their share (and more), close the game and get out while keeping the reward, they will. It's an everybody-for-themselves situation. This taught me that a lot of people are really like this in real life, and I should stand up for myself in many more situations, instead of always being a pushover.
I learned that people can be awesome.
Even through all the dirt that I had to put up with, there are a few gems among the manure. These gems are supportive, helpful, and you can actually develop a real friendship with them. No matter the time zone, they enjoy adventuring with you, tackling problems together, and they admire your skill level (and just want to help!). People say that gamers are anti-social, but if you put the average person into an online social situation where gamers are experts, expect them to feel very uncomfortable. It's almost as if gamers develop a skill-set in a different area of social development. Lucky for me, I worked in radio for 7 years, and developed both an online personality and a real-life one. People are surprised when I tell them I used to play games for money.
I learned how to make impulse decisions with money.
Being in the World of Warcraft (WoW) auction house, there are items in-game that can be useful to someone developing their character, or for crafting more complex items. People in the community will harvest, create, or find these items and post them in an auction house (sort of like eBay). When posting items, you can see what the lowest seller is offering, and you can under-cut them to make sure people buy *your* product instead of the other person's. However, you can be under-cut just as easily. You want to time your sell by looking at the latest trends and price fluctuations to maximize revenue and profit.
I learned why I was failing in Math.
What I didn't learn in Math in high school, is that you have to completely understand the fundamentals before you move on to the next level. For example, I squeaked through 8th and 9th grade by barely grasping an understanding of Algebra. By the time I hit Grade 10, I got leveled by the curriculum. I was nice enough that the teacher let me into 11th Grade Math, with a failing grade. I learned through games that trying to fight a level 70 character with my level 60 would just get my arse handed to me. In Math (and other areas of life and learning), it's important to know what you know, and know what you don't. If you don't know about what you don't know, you might keep getting your arse handed to you. (Think about that).
I learned to question "Why".
I always followed rules, in a linear fashion of learning, and was never curious about what I was learning. Games taught me to ask "Why the heck am I shooting these guys?" Well, because they're evil. "Why are they evil? They've never hurt me before, who says they're evil? I have nothing against them." -- Then you find out your "President / Leader" is the one calling these people evil, when all they have done is accidentally landed on your planet and are begging for help (current events anyone?). You can decide whether to support your leader, or fight back against the system. In life, I always question information handed to me - not because I don't believe it, but because I'm curious and want to know more about everything.
These are just a few things I've learned through Gamefication.
If you have ever played games and are now reminiscing, thinking you've learned something what did you learn? What do you think you didn't learn?
That being said, video gaming and learning through Gamefication should be done in moderation.
However, I have learned an incredible amount through gaming.
I learned that people can be jerks.
Yep. People can be really sickening. Not just the verbal abuse you'd hear over the headsets, but when a group activity takes place and there's one reward that needs to be shared, most gamers will not hesitate to steal and "loot" if there are no repercussions. If they can simply steal their share (and more), close the game and get out while keeping the reward, they will. It's an everybody-for-themselves situation. This taught me that a lot of people are really like this in real life, and I should stand up for myself in many more situations, instead of always being a pushover.
I learned that people can be awesome.
Even through all the dirt that I had to put up with, there are a few gems among the manure. These gems are supportive, helpful, and you can actually develop a real friendship with them. No matter the time zone, they enjoy adventuring with you, tackling problems together, and they admire your skill level (and just want to help!). People say that gamers are anti-social, but if you put the average person into an online social situation where gamers are experts, expect them to feel very uncomfortable. It's almost as if gamers develop a skill-set in a different area of social development. Lucky for me, I worked in radio for 7 years, and developed both an online personality and a real-life one. People are surprised when I tell them I used to play games for money.
I learned how to make impulse decisions with money.
Being in the World of Warcraft (WoW) auction house, there are items in-game that can be useful to someone developing their character, or for crafting more complex items. People in the community will harvest, create, or find these items and post them in an auction house (sort of like eBay). When posting items, you can see what the lowest seller is offering, and you can under-cut them to make sure people buy *your* product instead of the other person's. However, you can be under-cut just as easily. You want to time your sell by looking at the latest trends and price fluctuations to maximize revenue and profit.
I learned why I was failing in Math.
What I didn't learn in Math in high school, is that you have to completely understand the fundamentals before you move on to the next level. For example, I squeaked through 8th and 9th grade by barely grasping an understanding of Algebra. By the time I hit Grade 10, I got leveled by the curriculum. I was nice enough that the teacher let me into 11th Grade Math, with a failing grade. I learned through games that trying to fight a level 70 character with my level 60 would just get my arse handed to me. In Math (and other areas of life and learning), it's important to know what you know, and know what you don't. If you don't know about what you don't know, you might keep getting your arse handed to you. (Think about that).
I learned to question "Why".
I always followed rules, in a linear fashion of learning, and was never curious about what I was learning. Games taught me to ask "Why the heck am I shooting these guys?" Well, because they're evil. "Why are they evil? They've never hurt me before, who says they're evil? I have nothing against them." -- Then you find out your "President / Leader" is the one calling these people evil, when all they have done is accidentally landed on your planet and are begging for help (current events anyone?). You can decide whether to support your leader, or fight back against the system. In life, I always question information handed to me - not because I don't believe it, but because I'm curious and want to know more about everything.
These are just a few things I've learned through Gamefication.
If you have ever played games and are now reminiscing, thinking you've learned something what did you learn? What do you think you didn't learn?
Wednesday 30 September 2015
Making a WebQuests Video
Since I graduated in 2013 at SFU, I've been wondering how to apply my degree in Interactive Technology, to the field of Education. In 2014, I returned to take a class which helped fuse my understanding of technology and a classroom learning environment. This is where I discovered WebQuests.
One of my major assignments at SFU was to develop a WebQuest, for any open topic. I challenged myself to make it a broad, cross-curricular WebQuest, to prove that it could be done. My professor, as well as some high school (and post-secondary) students have gone on to use it in their classrooms.
What better way to show off WebQuests, than to introduce it to our class, and show them that I have direct experience using them. They can be very useful in a classroom where people aren't used to working together on team projects. They can build teamwork skills, as well as achieve a primary objective of creating or absorbing knowledge.
WebQuests allow a team of learners to use existing frameworks to research information, and organize it into knowledge. They will then present this knowledge to an external body (outside of their team), or to themselves to keep as study material.
In this short video (under 5 minutes), I think I have captured the base of WebQuests, in a nutshell. Please take a look:
One of my major assignments at SFU was to develop a WebQuest, for any open topic. I challenged myself to make it a broad, cross-curricular WebQuest, to prove that it could be done. My professor, as well as some high school (and post-secondary) students have gone on to use it in their classrooms.
What better way to show off WebQuests, than to introduce it to our class, and show them that I have direct experience using them. They can be very useful in a classroom where people aren't used to working together on team projects. They can build teamwork skills, as well as achieve a primary objective of creating or absorbing knowledge.
WebQuests allow a team of learners to use existing frameworks to research information, and organize it into knowledge. They will then present this knowledge to an external body (outside of their team), or to themselves to keep as study material.
In this short video (under 5 minutes), I think I have captured the base of WebQuests, in a nutshell. Please take a look:
I can definitely add this to my portfolio, and I also hope that this video helps show people that WebQuests are a viable option for learning in their teaching environments.
Friday 18 September 2015
I never introduced myself!
Well then, how rude of me!
I never really introduced myself. My name is Adam Dewji, and I've been wanting to be a teacher for quite awhile now. I'm not too good with kids, I'd rather have my students potty trained and all.
In 2013, I graduated from SFU with a degree in Interactive Arts and Technology. I know, sounds fancy and all, but all I really learned how to do was Google things faster than you. We taught ourselves most of the coursework. Theoretically, I should be able to program robots, design interactive buildings and animate crazy things in 3D. What was that program missing? Great teachers. Instructors that knew the material, knew how to teach it, and could be engaging. I took away one part which really did engage me - User Experience (UX) Design.
What is UX Design? Imagine one of the websites you visit most (Facebook, perhaps?) -- I'd be one of the guys that makes sure every click is intuitive, and every pixel of colour (or non-colour) was designed in a way that made sense to the user. Every item placed has its purpose, and the site will flow, meaning you don't have to try and teach yourself how to use it every time you log on. I guess that's why we "dislike" every time Facebook made a change to itself (see, the new big change coming is the Dislike button).
Likewise, I decided that as a graduate of that program, I'd spend a couple of years specializing in UX Design, and now I work at Purdys Chocolatier, helping them with their seasonal website. I also run my own Craft Beer review blog, called Brewji (you can visit that here).
I live in the Vancouver area, and I have 7 years of college radio broadcasting under my belt, as well as Crohn's Disease, and a bit of a thin filter (I tend to be myself in almost all situations).
If you have any questions about anything, feel free to give me a shout! If you're in Vancouver and looking for (or just want to talk about) craft beer, you know who to ask.
Cheers!
I never really introduced myself. My name is Adam Dewji, and I've been wanting to be a teacher for quite awhile now. I'm not too good with kids, I'd rather have my students potty trained and all.
In 2013, I graduated from SFU with a degree in Interactive Arts and Technology. I know, sounds fancy and all, but all I really learned how to do was Google things faster than you. We taught ourselves most of the coursework. Theoretically, I should be able to program robots, design interactive buildings and animate crazy things in 3D. What was that program missing? Great teachers. Instructors that knew the material, knew how to teach it, and could be engaging. I took away one part which really did engage me - User Experience (UX) Design.
What is UX Design? Imagine one of the websites you visit most (Facebook, perhaps?) -- I'd be one of the guys that makes sure every click is intuitive, and every pixel of colour (or non-colour) was designed in a way that made sense to the user. Every item placed has its purpose, and the site will flow, meaning you don't have to try and teach yourself how to use it every time you log on. I guess that's why we "dislike" every time Facebook made a change to itself (see, the new big change coming is the Dislike button).
Likewise, I decided that as a graduate of that program, I'd spend a couple of years specializing in UX Design, and now I work at Purdys Chocolatier, helping them with their seasonal website. I also run my own Craft Beer review blog, called Brewji (you can visit that here).
I live in the Vancouver area, and I have 7 years of college radio broadcasting under my belt, as well as Crohn's Disease, and a bit of a thin filter (I tend to be myself in almost all situations).
If you have any questions about anything, feel free to give me a shout! If you're in Vancouver and looking for (or just want to talk about) craft beer, you know who to ask.
Cheers!
Schema vs. Engagement
With what we've learned from Barkley's notes on schema (p. 18), I wonder if a pre-disposed schema is created by adult learners before they have reached the classroom. What I mean by this, is having a schemata of what they expect the classroom to look, feel, and sound like before anything begins. Is there a negative pre-disposition that we are putting adult learners into, which can potentially disengage them before any learning begins?
I guess the basis for an introductory class then would be to organize the so-called information cloud into structured, easy-to-digest chunks of information for the mind to understand. While re-structuring and creating this information for people, we must also help them to be engaged in the content.
Could this introductory schema have a major impact on the rest of the course, if conducted poorly or not conducted at all? These are things I wonder about, and hope to not make mistakes when I eventually facilitate a classroom.
I guess the basis for an introductory class then would be to organize the so-called information cloud into structured, easy-to-digest chunks of information for the mind to understand. While re-structuring and creating this information for people, we must also help them to be engaged in the content.
Could this introductory schema have a major impact on the rest of the course, if conducted poorly or not conducted at all? These are things I wonder about, and hope to not make mistakes when I eventually facilitate a classroom.
Tuesday 15 September 2015
First Post on a New Blog!
Okay, so things have been a bit hectic lately. I somehow can't even manage to find the time to upkeep my main blog Brewji.
However, I have started on an educational journey through the Provincial Instructor Diploma Program (PIDP) at Vancouver Community College (VCC).
In my first week, I have taken the liberty of figuring out how to balance work, life, school, and play. These are all core values that make up who I am, and I needed to take the first week to find the balance, so that I can properly juggle all of them. On top of that, my health plays a factor too.
That aside, in this first week, we looked at Andragogy vs. Heutagogy. I mean, I've seen these terms before, but never really thought of them because they looked scary and I didn't want to delve into figuring out what they meant. Well, now that's over.
Andragogy is pretty much just a means of learning, which (for now) is seen as mainly applied to adults. There is a need to better oneself or gain a new skill to advance towards a larger goal. For example, my mother is just being told she will lose her position at the end of the year, and needs to take classes for some basic computer skills. She has the overall goal of achieving a new position in the same field, while taking as little time out of her life as possible, to acquire a skill and become proficient. This, in turn, will help her maintain a job so she can pay bills.
Heutagogy is sort of like what I'm doing now. I find education (and the study within the realm of it) engaging. I try to break down larger topics into smaller, easier to digest chunks, and get myself to find the tastiest chunk and become curious about it. Being curious about this will lead me to other things as I ask more questions and try to uncover more information. There is a less linear approach, but that way it allows me to facilitate my own story in this choose-your-own-adventure of learning.
I'm pretty sure most of my other classmates will post something about the first week's content, but I wanted to put my own personal twist on it. Why? Because when I look back at it, then I can remember how closely reflective to myself these topics are. Plus, that way it's a raw version of my understanding. If I'm wrong, then my lovely instructor can point it out and throw stuff at me (virtually).
That's about it for this post. Cheers!
However, I have started on an educational journey through the Provincial Instructor Diploma Program (PIDP) at Vancouver Community College (VCC).
In my first week, I have taken the liberty of figuring out how to balance work, life, school, and play. These are all core values that make up who I am, and I needed to take the first week to find the balance, so that I can properly juggle all of them. On top of that, my health plays a factor too.
That aside, in this first week, we looked at Andragogy vs. Heutagogy. I mean, I've seen these terms before, but never really thought of them because they looked scary and I didn't want to delve into figuring out what they meant. Well, now that's over.
Andragogy is pretty much just a means of learning, which (for now) is seen as mainly applied to adults. There is a need to better oneself or gain a new skill to advance towards a larger goal. For example, my mother is just being told she will lose her position at the end of the year, and needs to take classes for some basic computer skills. She has the overall goal of achieving a new position in the same field, while taking as little time out of her life as possible, to acquire a skill and become proficient. This, in turn, will help her maintain a job so she can pay bills.
Heutagogy is sort of like what I'm doing now. I find education (and the study within the realm of it) engaging. I try to break down larger topics into smaller, easier to digest chunks, and get myself to find the tastiest chunk and become curious about it. Being curious about this will lead me to other things as I ask more questions and try to uncover more information. There is a less linear approach, but that way it allows me to facilitate my own story in this choose-your-own-adventure of learning.
I'm pretty sure most of my other classmates will post something about the first week's content, but I wanted to put my own personal twist on it. Why? Because when I look back at it, then I can remember how closely reflective to myself these topics are. Plus, that way it's a raw version of my understanding. If I'm wrong, then my lovely instructor can point it out and throw stuff at me (virtually).
That's about it for this post. Cheers!
Subscribe to:
Posts (Atom)