Gee Reading Chapters 20 – 22

Look Through the presentation, then tweet out comments. The “Big Questions” are at the end of the presentation. Remember the hashtag for our reading is #geechat and #MAETEL1

by James Paul Gee

Final Chapters 20-22

The Anti-Educational Era

photo-Gee reading

By Lauren VillaluzYalonda Combs & Tammy Montgomery


Austin. (2012, May 19). Affinity Spaces in Education [Video file]. Retrieved July 17,  2013 from

Gee, J. P. (2013). The Anti-Education Era: Creating Smarter Students through Digital Learning. New York, NY: Palgrave Macmillan.

Gray, K. (2013, March 13). Welcome to District 504 [Video file]. Retrieved July 17, 2013 from

Maurya. (2013, March 26). Affinity Spaces at Gray School – Engaging and Connected Learning.

Retrieved from

This was a great experience working with Lauren again on a presentation, I have learned a lot from her this summer. I appreciate her support sharing responsibilities in the technology we used. Tammy and I have worked on three different projects and we have both become better “techies” throughout these experiences. Our group decided to stay  streamlined in our presentation. All of us have read the Anti-Education Era and have made some great discoveries, but as Gee explains, we all gain even more  knowledge then we listen and consider others thoughts. The process has been grueling however, it has been well worth all of the struggle. Many others have helped me this summer through this process. I will not mention all of you by name, you all know who you are. James Paul Gee would be proud, we have responded in ways Gee says will move us forward in our thinking and learning. We are becoming synchronized in our intelligence. Let us continue to challenge ourselves as our school year starts this fall and see you next summer for round two.

Thoughtfully presented, Yalonda


UDL: Remixing the Remixed

 UDL Funky Junkie Friends 

UDL Guidelines – Educator Worksheet

The What, How, and Why of UDL:

What: My students will explore develop and create aesthetic form through play and creativity. They will brainstorm and produce  a basic representation of form. They will also make connections with other curricular content in the sciences as they explore electricity and use it to make their Funky friends come alive.

How: They will experiment with circuitry  and brainstorm ideas of making playful creatures by repurposing kitchen utensils. The circuitry will allow them to make their creature come to life by making eyes light up or ears/mouth move. It will be their choice what they make their creature do. They will be allowed to work in pairs. They will either make their own sculpture or each create their own.

Why:  Form is one of the basic Elements of Design. Understanding of Form is one of the requirements in the Art One curriculum. When students have  an understanding of form it helps them in several areas. Form is the creation of three dimension. Students with a strong understanding of dimension will help them translate that information into perspective and space.


  • Stuff You Need:
    • Pennies, cardboard, electrical tape, LTD lights, zink washers, and vinegar.
    •  Students will repurpose old kitchen utensils to make their  funky creatures.
    •  This project could be intended for my Art One students: Form Unit-sculptural artwork
    • Two days to explore circuits and how they make proper connections and brainstorming idea for “funky  junk folks,” three days to assemble.
    • Patience and acceptance to fail and try again.
    • Work in partners for support and checking for accuracy
    •  Thumb nail sketches and decision to combine the work or each make their own.

Step 1: Tell people what you are going to tell them

  1. Students will be introduced to electronic and how to create circuitry.(What and How)
  2. Students will be given a challenge to use the circuits within their sculpture. (How and Why)
  3. Students will explore and create moving, noise making and decide what elements they will use to make creatures come alive. (How and Why)
  4. Students will demonstrate their findings by exhibiting their completed projects and the steps they took to get to the final work. (Why)

Step 2: Tell people what they need to perform the how-to you are documenting.

  1. Students will work in pairs throughout the project. (How)
  2. They will be provided with materials to make circuits work. (How)
  3. Students will be provided with some “junk” but will be encouraged to bring in their own junk to repurpose and bring it back to life. (What, How, Why)
  4. The students will be given time to explore the circuits through play so they can get comfortable with how the circuits work.
  5. They will brainstorm ideas for their funky people and document with thumbnail sketches.(How)
  6. Students will decide whether they will combine their ideas or each make their own. (How, Why)

Step 3: Break it down.

  • Day 1-Watch video and play with pennies to make circuits.
  • Day 2-Brain storm ideas and draw thumb-nail sketches.
  • Day 3-Decide wither they will combine ideas or create their own Funkiness.Possibly begin gathering junk for their creations.
  • Day 4 thru 6-Make their creations from the sketches they created.
  • Day 7-Organize documentation of their work and be ready to present the way they choose. Integrating technology

Step 4: My Take away. 

I have used UDL for about a year. I took a Differentiated Instruction Theory Class last fall. I have tied to use that style of teaching/learning since then. It makes sense to me and I see how it helps students find more success in their learning process. In the UDL guidelines I have explained how the student’s learning process relates to universal design methods. I have not used the template offered in this class, this was very helpful to explain the reasoning behind the particulars of the class. I will use this template when I create lesson plans to insure I am covering all of the appropriate steps to set up the greatest success for all students in my classes.


Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning?. Journal Of Educational Psychology103(1), 1-18. doi:10.1037/a0021017

Kolb, D., Boyatzis, R., and Mainemelis, C. (1999) Experiential Learning Theory: Previous research and new directions in R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum, 2000. Retrieved from

Smith, M. K. (2001). ‘David A. Kolb on experiential learning’, the encyclopedia of informal education. Retrieved from


Lesson Plan DCIPPsE


(You will need to create a free login-You can grab and drag the image around  to focus on specific parts.)



 I followed the directions as the student.As a teacher I would expect my students to design, create, inquire, play, problem-solve and/or evaluate in some meaningful way that would help them stay organized for the trimester. I would probably make this a day one/two exercise. Students will experience technology in the art classroom in a way they never have before. They will be exposed to the overview of the class expectation and have fun “playing” with technology. My assignment was to learn a new technology: and Organize my week. I was able to ask questions about what was most important and  make sure I was able to follow the plan.  I  had to  move squares around and decide what colors would help me know what I needed to do. I am very visual and I have a tendency to  go on “rabbit trails” which  gets me off track.  I could see using this as a class organizer to help them stay on track. There is a feature that I can use to mark off the boxes when they are complete. I have several ways for students to stay on track and this is a good one for a person who is not a linear learner. this follows a pattern through color coding instead of straight columns and rows.

  •  I started by labeling the center: Lime GreenWork Week
  • Light Green: Are all the areas I need to be aware of
  • Salmon: is the DO and
  • Yellow is help to get the “DO” done.

There are several ways students can stay on top of their work but without offering multiple ways of  accomplishing this, students will get lost and frustrated and loose the deeper meaning behind a lesson. Allow students to choose from several options at the beginning of the trimester, they could organize their projects assignments and home homework in a way that best suites their creativity and learning style. by creating their own “calendar” they will take more ownership in it and will introduce them to the units that  will be covered over the trimester. This has been very helpful for me to see the week ahead. I hope this will elevate some of the anxiety as I go throughout the week and check of my completed tasks.

In addition to posting your lesson plan, you will write a 300-500 word description of how this lesson plan and this tool will, together, support the “21st century” learning objective that you outlined in (a). In your blog post, explain the rationale for your choices so that others can see the general brilliance of your work 🙂


Connections to Learning:

  • The choice of activity is clearly informed by Thomas & Brown (2011) and Hobbs (2011)

  • The way that the technology is integrated will clearly support instruction, student learning and/or the actual completion of the learning activity of focus to this lesson.

  • The rationale and thinking made visible in the blog post shows deep engagement and critical analysis of how best to construct learning experiences that support the target learning activity.

Wicked Problem: How Do We Re-imagine Online Learning?

Online Learning

How Do We Re-image Online Learning?

Visit Our VoiceThead!


Here is a sneak peek!

Many hours were spent in Google Hangouts with Ray Stuckey, Yalonda Combs, and Tammy Montgomery collaborating on this project. Our project began by looking at the 2013 Horizon Report and focusing on Online Learning.

Re-imagine online learning. The demand for online learning is challenging us to rethink what learning via the network can and should deliver — whether the provider represents one of the world’s leading universities, a for-profit provider of skills or business training, or a school system trying to meet the needs of increasingly disengaged learners. Simply delivering content is no longer enough. Students expect learning that matters; learning connected in timely ways to the real world; learning that engages their interests; and learning experiences that see them as entire persons, not just consumers of content. Online learning owes its heritage to distance learning, but in today’s world, online learning is something even residential students want and expect. How to make online learning realize its full potential is a wicked problem because we are not even sure of the questions we need to ask so we can begin to understand what to refine, and what to improve. More experimentation, more data about every dimension of online learning, and new fresh ideas are needed to even begin to define the directions in which development should be taking place.

Online Learning moving forwardVoiceThread Script:

(Intro video) Ray

Digitizing online learning is a wicked problem. How do we bring a traditional classroom onto the Internet? Or is it best to not use a classroom as a metaphor for what online learning should be? The traditional classroom isn’t viewed as the pillar of education it once was. It might be best not to start with a failing instructional mode as a model for how to move forward.

(iTunes U slide) Tammy

The first move online has just been to record lectures and retransmit them, iTunes U. While this may have some advantages for students, they can see lectures at other times, or from other places, it fails to bring any benefit from technology. This, we believe, can be the big advantage of online learning. A learning activity like a lecture should be turned from a passive, lean-back, activity to an active, lean-forward, activity.

(Khan Academy Slide) Londa

A lot of work has been done in this area. Many companies have taken a bite into online learning. Khan Academy is one of them. It hosts over 4,200 short videos that cover topics from basic addition to calculus, and a growing collection of science and arts videos. Separately from the videos, is a collection of math exercises that allow users to practice each math skill until mastery. Built into the site is data collection that let’s users and their “coaches” view their progress. The missing piece to this is the progression from one skill to the next. It is not clear which skills are normally covered and in what order.

(Udacity Slide) Ray

Udacity takes a different approach. Founded by a professor from Stanford, short quizzes are integrated into video lectures. Just as a teacher may ask a question in a class, the teachers asks a question in the video and the learner has to answer before the video will continue. At the end of the videos there are larger assignments that must be completed and are checked by computer. This allows the learner to take the course at anytime, and at the pace of the learner, instead of a pace set by the teacher.

(Coursera Slide) Londa add Connections academy Human Interaction

Coursera And Connections Academy are two virtual schools that use video lectures and quizzes as well, but they have a different focus. Each course has a set start and end date, with assignments due each week. Learners are able to work together in groups or as a class through different modes of technology, instead of working individually. Because everyone is working at the same pace this happens more easily. Students also have similar access to their instructors. They focus on human assessment rather than computer grading for many of their assignments.

(TED-Ed Slide) Renee

TED-Ed taylors their courses to meet the needs of the flipped classroom format. The lessons begin with a curated educational video created by educators. The TED-Ed management system allows instructors to use pre existing follow up questions or create their own questions. All learner answers are stored on the TED-Ed system so learners and educators can access these anytime. The platform can be used with any personal video or YouTube video as well.

(Forward Slide)


High quality videos by high quality lectures are crucial.


Computer graded quizzes increases engagement and understanding, and provide immediate feedback.


The videos should be broken up into small chunks to increase interactivity. And there has to be in-depth assignments.


Learners can collaborate with each other and the course instructors both online and in-person using multiple modes the internet provides. Humans feedback is given on assignments not just computer generated results.


Teachers should be able to remix previous lessons.

(Outro Slide) animate bullet points and music


2013 Horizon Report focus: Online Learning.


MY Design for the 21st Century

How will you imagine the space being restructured?

  • I am planning on making student work stations intimate and conducive to working in small groups or individually. WORK SPACE
  • Creating a workspace or storage area for storage and charging iPads is another area I will need to re-imagine for success of technology usage and will be essential for all classes to have proper handling on a regular basis. IPAD STORAGE AND CARE
  • Lastly, re-imagining how students will grow their personal learning network allowing them to display their artwork and cultivate conversations about art in the 21st century learning environment. PLN

Work Space: Creating small table groups of six to eight allows for easy grouping and student interaction. Small groups allow students with stronger iPad usage to help students with limited or no experience with the technology. Students can share ideas and make connections in their learning progression as they explore their findings with their peers. I vary desk configurations and seating arrangements every project to best fit each project. I plan on continuing this practice as it promotes getting to know other classmates they may not ordinarily choose.

iPad Storage and Care: The main re-design I will focus on next year is how to logistically care for iPads in my classroom. I am getting a class set of 30 iPads.  Understanding the care for iPads both physically and electronically are issues I have not considered. I will have a storing/charger cart for them to dock between classes and overnight. I also want to look at ways the students will be handling the iPad at their desks.  It is imperative the iPads have a proper place so they do not get broken carelessly. Students will need to know proper handling and hygienic care of the iPads; these thoughts I am still grappling over. How long an iPad needs docked to insure proper charging for all classes is another time factor to consider.  My plan is to have the students dock them ten minutes before class is over. There is a seven-minute passing between classes for a total of 17 minutes for charging. I will make adjustments as needed.  Hygiene is another factor. Which cleaning materials will not harm the devices yet keep students from spreading sickness when sharing iPads.

PLN For Students:  I am considering new ways of displaying artwork and creating a learning network for student interactions.  I will be introducing technology for students to turn in artwork through some type of technology.  I am looking at as my mode; the students will digitally send/hand-in their work. I will check their work, give suggestions for improvements, and allow students to hand in work again to improve their grade. I am exploring ways for students to share with one another via the network, to exhibit their artwork, and express their thoughts of the learning processes. I would also like to have a flat screen placed in the hallway just out side my room in between the two art rooms to display artwork.

  • What resources would be necessary to implement your vision? I want additional training on how to best use applications or websites to enhance the 21st century learning experience. Moodle is a viable website option I could implement for my classroom. I also want to make sure I have a solid handle on how to guide my students in using the Internet properly and using iPads for more than looking up images.
  • What stakeholders are involved? Since January 2013, conversations with my principal, the District Superintendent, and the Technology Director, have taken place.  From these discussions it was determined my class would be receiving the iPads. However, the training offered is less than adequate. We are also considering purchasing a flat screen monitor by the beginning of the school year.
  • How much would it cost?  The iPads and charging dock are already purchased. The Flat screen is estimated to cost between $700 to 1,000 depending on the size and available sales. Instillation could be done through our maintenance and IT departments.
  • (How could the implementation of the revision be staged? Is it necessary to happen all at once? Please refer to the above answers).
  • Currently I am missing My Sketchup

P2PU: MOOC– “So You Wish You Could Sculpt?”

In my P2PU: “So You Wish You Could Sculpt?” — MOOC course, my peers will gain a basic understanding of  simple sculpture. They will know how to distinguish between  sculpture and low relief.  They will create a low relief sculpture by making their own “Funny Faced Friend,” They  will show their process of learning by taking pictures during the progress of their work, make posts of their work on tweet deck using the #MAETEL1 or #MAETEL2 to show off their progress and  get suggestions for possible alterations. They will show their final work in an animo highlighting the process of their work. (peer interactions) .

BO3bBqnCMAMezg0.jpg-largeHow I would Introduce the course: 

Hi my name is Yalonda and I’m glad that you’re here today to watch this video. Have you ever said, so I wished I could sculpt?

Well I’m here to tell you, you can, but you have to determine that you will play and you will allow the child within to meet with yourself. That is where your most creativity lies.

You’ll need a few simple tools and you’ll need some Play dough. You can buy Play dough at the store or you could go to YouTube and find a recipe. I decided only to use one color so there is not frustration with the idea color but instead we will focus on creativity and see the sculpture in one color.

There are a few tools that will help you in this process: you’ll need a sharp object, a pencil would work great  & a tool that will do cutting for you, a Butter knife is good for this. I will also be using a paintbrush with rough bristles to help create some texture. It is up to you if you would like to use other tools an old comb or a fork, Just about anything can be re-purposed into a tool.

I will give you a few suggestions on how you can create a funny face but it’s up to you to choose to be creative. i will show three different ways that you can go about making funny faces but you can just explore on your own.  I would also like to suggest that you enter a few sites that you can share with other inventors of sculpting and share suggestions and show each other work but most of all show the process of your work. Share a final product, like a video, so take some pictures of your process and then submit a completed Animoto so that we can all celebrate and your success.



  • Course Topic: To learn basic low relief sculptural techniques and learn the difference between low relief and actual form.
  •  Course: “So You Wish You Could Sculpt?”
  • Who is coming to your course? Any one who wants to play and discover their artist/child within. This class will encourage creativity through play. It will allow to students take risks and make mistakes. Sometimes the accidental mistake becomes the new great idea.  Students will realize there are many solutions for an end project. They will also gain knowledge on sculpture in the midst of play when making their sculptures and using terms with their peers while they interact in the in process.
  • What will attract them? This course is steeped  in creativity and fun. Yet, they will come away from the class with basic knowledge of sculpture and a really unique “funny faced friend.”
  • Why would they want to participate in this experience? Anyone who chooses to participate in this course will make connections with their creative side. It will encourage imagination in all the participants with their own work and talking with peer about their work. The class is a confidence  builder in their ability to be creative.
  • Learners will be able to create a fun low relief sculpture by using simple shapes. They can use this idea to create other objects and eventually create a completed 3D sculpture if they choose.  They will also gain understanding of  3D sculpture and low relief sculpture and know the difference of the two.
  • The three learning theories this course is driven by  are cognitivism, constructivism, and connectivism.
  • Cognitivism= using existing schema, duplicating the “knower” and following clear objectives and using problem solving skills.
  • Constructivism= based on engagement, participation, and prior knowledge remixing that information into the current context; somewhat an ill-defined structure.
  • Connectivism=based on the diversity of networks available in the 21st century-personal learning network, increased adaptability, rapid changing core, and complex learning within the diverse knowledge sources (Irelend, 2007).
  • The amount of time for the course experience. Creating the sculpture may take as little as a half and hour to complete  but to get the full benefit of the class, interaction with peers is critical to deepen and make long term connections with the new information introduced. They would have the oppertunity to add more detail or turn it into a 3D sculpture. Ideally, it should take about five days from beginning to end for a finish product and exhibiting their work. I could have more courses with similar experiences in finding the creative side of one’s self. Other possibilities could be drawing, color theory  or possibly collage. I could create more challenging classes based on the foundations learned from this class.
  • What will peers make? Peers will  create a “Funny Faced Friend,” from their own ideas and efforts put into the work. They will also celebrate their creation by taking pictures throughout  their process and share on twitter. They can create a final demonstration of their work on an Animo to and share their accomplishment.
  • How will peers help each other in your course?They  will show their process of learning by taking pictures as they progress through their work, make posts of their work on tweet deck using the #MAETEL1 or #MAETEL2 to show off their creations. They can get ideas and give suggestions for possible alterations. They will show their final work in an animo highlighting the process of their work. (peer interactions) .

Thoughts on the research backing my thought process: The TPACK theory for learning is based on three areas: Technology – low tech. are the tools, their hands and the use of the butter knife and a pencil and any other object used in putting the sculpture together.  High tech – used in taking pictures, using twitter to communicate with their peers and Animoto to share they work. Pedagogy – goals/design –  Risk taking and expressing creativity, also creating a physical sculpture and celebrating accomplishment.  The last area covered, Content Knowledge – learning about sculpture and terminology and being able to connect it with other  areas in life. i.e. Architecture and aesthetics in sculpture.  This course hit all the area TPACK theory for learning promotes (Mishra & Koehler, 2006). I followed the basic guidelines given in Professor Yelon’s Secrete of Instructional Design. Peers will recall facts as they post in twitter and in their Animoto. They will be able to recognize terms and explain them as they show their work. They will have to apply principles of low relief and 3D sculpture as they make their creation. The will show their work and give understanding behind it. They will make connections with their peers as they work through the process and interact with each other through twitter (Yelon, 2001).  Lastly, I was moved by the video by David Kelly and as a learner who draws confidence through my creativity, I believe it is imperative to build peer/student confidence in the learning process. Using art and creativity is an exemplary way to build self efficacy (Kelly, 2012).


Ireland, T. (2007). Situating connectivism. Retrieved from

Kelly, D. (2012). TEDtalksdirector: How to build creative Confidence. Retrieved from

Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher  knowledge. Teachers College Record, 108(6), 1017-1054. Retrieved from

Yelon, S. L. (2001). Goal-Directed Instructional Design: A practical guide to instructional planning for teachers and trainers. Michigan State University: Self-published, Not in electronic format. Retrieved from