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mein Kommentar zu einem anderen UE (11)

http://michaneks-blog.blogspot.com/2006/07/mein-unterrichtsentwurf-9-kommentar.html # 115317143491279404

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mein Kommentar zu einem anderen UE (11)

So, unfortunately this is already my second last comment on my instructional design. I've made up my mind if I start to write with my instructional design, all the comments on my teaching design, so the other by me and by über meinen UE zusammenzukopieren und auszudrucken. Und eventuelle die wichtigsten Sachen zu unterstreichen/hervorzuheben. Mir ist es nämlich sehr wichtig, dass mir auch nichts entgeht, was ich mir über das Semester hin überlegt habe.

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Google Earth im Schulunterricht

(1)Ich kann mir gut vorstellen im Englisch-, Geographie- und Geschichte-Unterricht Google Earth einzusetzen. Eigentlich kann man es in allen Fächer einsetzten, wo man über Städte spricht, z.B. also auch Deutsch, wenn man sich wegen Goethe oder Schiller Weimar anschauen möchte, oder in Biologie, Chemie, Physik, wenn man sehen möchte wo ein berühmter Forscher und Entdecker herkam.
(2)Ich habe gerade ein Seminar über Computer- und Interneteinsatz im Englisch-Unterricht und zur Vorbereitung (z.B. AB) von Englisch-Unterricht gehalten. Dort habe ich einen von mir entworfenen WebQuest „Travelling to the American West“ vorgestellt. Diesen durften die Studenten anschließend selbst ausprobieren. In diesem WebQuest begeben sich die User auf eine Reise durch den Amerikanischen Westen. Die Reise geht durch die 4 Staaten Utah, Nevada, Arizona und Kalifornien. Man kommt durch große Städte wie Las Vegas, San Francisco, Los Angeles und durch bekannte Nationalparks wie der Joshua Tree National Park, Grand Canyon Village, Mesa Verde National Park, Arches National Park. Die User beantworten nun Fragen zu den jeweiligen Orten und Plätzen. Alle Antworten werden in einer PowerPoint Präsentation aufgearbeitet und abschließend präsentiert. Jetzt könnte ich mir vorstellen, dass ich dem User die Zusatzaufgabe stellen in ihrer Präsentation an der jeweiligen Stelle, zu den Orten und Plätzen einen Draufsicht-Screenshot aus Google Earth einzustellen. Frau Bescherer würde dies „lodic“ nennen, man trainiert so über den WebQuest hinaus allgemeinen Computeranwendungen, also den generellen Umgang mit dem Computer. Es müssen ja einige Programme eingesetzt werden: Word, PowerPoint, Internet Explorer, Google Earth, Screenshots

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mein Kommentar zu einem anderen UE (10)

http://feeling-better-than-andi.blogspot.com/2006/07/der-unterrichtsentwurf_12.html#comments

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Gedanken zu meinem Unterrichtsentwurf (10)

So, das es bei mir solangsam USA on approaching and I must make my teaching design in any case before. Do I have to go slow thinking about when I start to write. Since this week and next I have to do much I would not do with it. I have now carried out on August 1st to do with it, then I have enough time to write about him, since I fly to Portland on September 4th.

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Beurteilung der Veranstaltung "Computereinsatz in der Schule" von Herrn Spannagel

I found the event of Mr. Spannagel "Computer use in schools" really great! The note system is absolutely fair with the smilies. Although one has to do very much: read texts, write articles (blogs), to expand the wiki, comment each week's Lesson Plan and another fellow students and at the end of a detailed instructional design writing, but you can be sure to get a good grade if you are diligent and always stay on the ball. But not only the notes system I like, but the event was great in itself. It was always interesting topics, I've never been bored. Mr. Spannagel has given us with his nice, relaxed and happy kind of interesting hours. We've covered almost all topics, was the theoretical units are only rarely and even these were very hands on. We could all try it for yourself and have always had great fun. Especially working with the On-wiki, which I at this point may not enter into, was very enriching for me. Mr. Spannagel has always brought great ideas and we introduced new programs. Another point that I liked was that Mr. Spannagel has always co-sponsored experts. First, we were able to welcome Ms. Mrs. bring in online chat and our online forum Moodle. She is an expert on WebQuests and has a long talk with us about WebQuests, help and suggestions given to us and answered all our questions. Today we welcomed Mr. Schaal from biology in the seminar. He has introduced us deeper into the world of concept maps and showed us how to get these working in a university (for the Academic TP) and in the school evaluation instrument uses to assess the students. Again, this was again very interesting and we took some things from the event. Trying is the online concept maps on http://cmap.ihmc.us/ with fellow students and I really liked very much. It impressed me, what can you do with today's technology and what I still do not know everything.
to write something that I did not like is, I totally hard, because I'm really pleased. to write the only thing I can think of would be that I've done it as much as I sometimes difficult for example, four smilies. Otherwise, initially only 1 to 2 smilies per task were given to me the present 4 smilies for each task were very much before and I just thought that since I will also write a lot more needs (like now). But I would probably not have to write so much to get the 4 smilies. It would therefore have been better from the start more smilies to forgive or at the end to retain the number two smilies for an article. This could be done any better, but it is not absolutely necessary and I have done so also for other fields to do anything .
I want to finish my article in no way with what it would improve, but with something positive: the mere appointment of Mr Spannagel that it has withdrawn its last task, that we can write what we liked more or less, I find it very good. This reflects his attitude again, which he had taken in the complete seminar that we were always open about what we liked and what has not please us. And I hope that my students are sometimes so open and honest with me, how could we be to Mr. Spannagel.
All the best!

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mein Kommentar zu einem anderen UE (09)

http://feeling-better-than-andi.blogspot.com/2006/07/der-unterrichtsentwurf.html # 115255990417981594

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Gedanken zu meinem Unterrichtsentwurf (09)

gmeacht this time I have some thoughts about how I am the best Publisher introductory program (no matter whether now in my hour or an hour before, but this muss ich ja auch beachten, wenn ich meine Stunde vorbereite, welches Wissen ich vorraussetzen kann). Also ich würde natürlich damit beginnen, das die SS Publisher starten dürfen. Anschließend erkläre ich ihnen, was es mit dem Rand auf sich hat, dazu drucken wir ein Blatt aus um zu sehen, wie weit der Drucker an den Rand drucken kann, dies kann man ja ausmessen. Anschließend dürfen die SS ausprobieren, welche Arten es gibt Bilder (Bild aus dem Explorer reinziehen oder über Clipart einfügen) und Text (Textrahmen aufziehen oder Geometrische Figut aufziehen und dann auf Text hinzufügen gehen) einzufügen . Und schließlich wie man ein Publisher Dokument abspeichert. Das dürfte für den Anfang genügen. grüßle basti

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Concept Maps

My blog-article on "Concept Maps"
I am referring notably to the following products:
- Concept Maps and E-Learning by Sigmar-Olaf Tergan [1] (http://www.e- teaching.org / Education / design / visualization / abstract / Concept_Maps.pdf)
- The Theory Underlying Concept Maps and How to Construct Them by the Institute for Human and Machine Cognition [2] (http://cmap.ihmc.us/Publications / research papers / TheoryCmaps / TheoryUnderlyingConceptMaps.htm)


As I read the article concept maps & E-Learning by Sigmar-Olaf Tergan [1] have read, I noticed immediately a lecture, 2004 in a previous study at the University of Applied Sciences had visited in Karlsruhe (Programme in Business computer science). Where we have operations, relationships, names us. is within a movie database in an ER diagram.
This ER diagram I was then and not now incorporated in the area of \u200b\u200ba mind map, but very similar to her. Now that I know that apart from the mind map and concept maps, I can settle this ER diagram more in that direction. This "Concept Maps (German as: knowledge maps) are graphical representations that can reflect the relations and hierarchies between elements (people, objects, events seeds)." [1] ("Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. "[2])
I think the scenario presented in the text with the student very obvious but let me say that one in every program can invent an appropriate scenario and is therefore liable to all the program great, useful and user-oriented.
What I found really great and I was able to try out in the last lecture of Mr. Spannagel the online concept mapping tool IHMC CmapTools (http://cmap.ihmc.us/). Together we could now create a concept map on different computers on any topic. We have chosen the topic "Internet". Once you have a topic in Custom, you can now create links from there to the outside and this calling. As you work on two at a CMap, it is interesting to see what the other is doing. It can be that you just created has an element such as email and whoosh, it has been moved to another location as if by magic. Also, spelling error is corrected by even such seemingly from Internet Multiplyaer game quickly an Internet multiplayer game. Over time, all play well, and it is always clear, one may then discover a trend developing where the concept map. The

you can add to cmaps Internet address, video, sound, graphics and documents, I find great. So you can build great systems, hierarchies and complex relationships simply and clearly present.

The small glossary at the end of the text I find that very genial, so what I would also like to in the article "Learning and teaching with computers" by Mandl, Gruber, & Renkl (1997). desired.

interesting in the text "The Theory Underlying Concept Maps and How to Construct Them" of the Institute for Human and Machine Cognition [2] I found de ideas about Question, Parking Lots and Expert Skeleton Maps especially the Parking Lot Maps have somehow very reminiscent of that program HotPotatoes.

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mein Kommentar zu einem anderen UE

my comment to another UE:
http://ornschi.blogspot.com/2006/07/wchentliche-berlegungen.html

Mr. Spannagel, this time hopefully properly posted?

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Gedanken zu meinem Unterrichtsentwurf (08)

Halli hallo, here I am back with my latest thoughts on my teaching design. I was thinking that I let the students make image editing with Publisher. There you have sufficient capabilities for image processing. Namely:
- Cut image
- change color (black and white, grayscale, Intensity / water colors)
- Contrast change
-
brightness change, etc.
Another program I would still have to introduce extra and it would confuse the students perhaps only because they then also have to pay attention again to the storage of (new name which one the old document still has to further use). In addition, there are few available on the web legalistic, easy-to-use image editing software (with IrfanViem I'm not so happy and it's also more of an image viewer like ACDSee, rather than an image editing program).
permanent, so I only Publisher.
Greetings Basti

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Hi, I currently attend another seminar with Mr. Spannagel, Mr Rubitzko and Mr Shallow. There, we are permitted to create a second HTML project a website in which it is a known, explorer, inventor. We have chosen to Archimedes. Who cares who just visit our website: http://www.ph-ludwigsburg.de/stud/wehnersebasti

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My blog-review of the text by Mandl, H., Gruber, H. & Renkl, A. (1997). "Learning and teaching with computers" in the psychology of adult education. This article

I like different good! This is clear from the following reasons:
- is the beginning of the Text written a lot of theoretical. At various places spoken of problem solving (abilities, skills, expertise, programs promote problem solving, etc.). What is problem solving? I would like to do an example. How to set tasks so that they promote problem-solving thinking. What are the problems for ever. Everyone, and I find that is not only in this text does turn out great with the promotion of problem solving skills, problem-solve this problem solved there. But my problem is here, what's that at all, because of which talk. I think the problem should be solved only once and that is only concrete examples that you can do yourself or you can well understand, and not otherwise!
- The text contains too many foreign words in to a liquid without reading or Duden lexicon is not possible: "It walk from incidental learning process without explicit instructional support." So three foreign words in a sentence. I and many others find that the intelligence of a text should not make its range of complex foreign words, but a text is good and intelligent, if the author can express simple, which is intellectually and do not use foreign words louder! This is how the no fun and no point reading. I must now take the trouble to make the words nachschlagen und das braucht Zeit, die ich einfach nicht habe. Das Thema ist eh schon komplex und dann muss man nicht auch noch zig Fremdwörter benutzen, die nicht mal unten, in der Fußzeile erklärt oder erläutert werden.
- Es fehlt irgendwie ein Kasten, wo die wichtigsten und öfters vorkommenden Begriffe erklärt werden. Beim mehrmaligen durchlesen habe ich nämlich festgestellt das bestimmte Begriffe an einer Stelle im Text erklärt werden, diese Stelle muss man sich dann jedes Mal raussuchen, wenn das Wort wieder auftritt. Das Wort hätte man einfach in einen Kasten tun sollen und wenn es auftritt mit einem Index darauf verweisen z.B. „Dabei laufen inzidentelle(1) Lernprozesse ohne explizite instruktionale Unterstützung(2) from "
box.
1) indices telles learning: place during problem solving rather than
2) explicit instructional support: ...

- Momentmal appears here yes to the following: There are "incidental learning" and "evidence telles learning" what's the difference? Or are they about a spelling mistake:
"incidences ..." and "evidence ..."???
If so, I'd not be so amazing in a "scholarly text" being here probably because the only "scientific" all the foreign words are.

- the middle part of the text, but I like much better. He is "practical" natürlich darf man da dort immer noch nicht konkrete Beispiele bearbeiten (darauf werde ich später noch eingehen) aber es werden konkrete Programm vorgestellt z.B. der engl. Vokabeltrainer COACH und das tutorielle Programm „DER WECHESEL“.
- Was ich zum praktischen noch gerne sagen würde, was ich klasse fände, wäre, wenn am Ende des Artikel die Möglichkeit gäbe, sich auf einer Homepage einzuloggen, wo man die Programme beispielhaft ausprobieren könnte anhand der im Text vorgestellten Dinge. Das intelligente Vorgehen der IST „Intelligente Tutorielle System“ würde mich nämlich sehr interessieren. Als angehender Lehrer und zusätzlich als handlungsorientierter Lerntyp (ich kann mit einem theoretical text to start anything, I have to try everything myself and then I see things and understand them) I will like to try everything and find some.


Two final things I would like to add.
1) Some things are known to me occurred in my youth because I had then ever to do with something. Namely, those on S.449 simulations. In simulations take the learners a role (eg mayor). "Who does not recall here the simulation or simulation game SimCity Ma there is the mayor of a city be built up ... "The player has a predefined or your own ideas designed landscape before him, on which After creating the infrastructure (roads, railways, public transport, electricity, water supply, waste disposal, education and health facilities, police and fire stations, airports, ports, etc.) and the certificates of development land (distinguishing between residential, commercial, and to develop industrial and agricultural area) a city. It is, however, can distinguish whether a weak plot, medium, or will be built on tight. "Http://de.wikipedia.org/wiki/SimCity # SimCity
Ants was the match where you have to build an ant colony. There you can play different roles (queen, warrior, queen food bringer ,...). Man muss sich dort gegen die anderen roten Ameisen durchsetzen und immer mehr Teilstücke eines Gartens erkämpfen. Um so weiter man an das Haus, das es zu übernehmen gibt kommt um so schwieriger wird es (Regen, Rasenmäher, gefährliche Ameisenfressende Tiere wie Spinnen lauern überall).
Diese Beispiele zeigen, dass sich die Plan- und Simulationsspiele nicht nur in der Wirtschaft, sondern auch bei Privatanwendern durchgesetzt haben und somit große Anerkennung erlangt haben.
Wenn ich an meine FH Studiums Zeit an der FH in Karlsruhe (Wirtschaftinformatik) zurückdenke, stelle ich fest, dass dort die höheren Semester auch mit solchen Simulationsspielen Wirtschaftliche Vorgänge bearbeitet haben. Die Stundenten haben come together in groups. had to found a company that received seed money and had to sell a shop, a follow its share price, etc. similar to the text shown JEAN FACTORY game plan.
2) In the last computer use at school events has presented a student of our course program for their students when it came to the simulation of chemical processes (noble gases, gas chromatograph). After we had tested the program itself was followed by a meeting. There, I said that I find the program well, as long as one against a model of the gas chromatograph has seen in real life, so one could imagine everything in the program even better. Exactly the same argument I have now found in the text in relation to another program: "It was found that the simulation for train drivers, who are already familiar with the automatic train and become familiar only with the induction backup INDUSI must provides good training results.