Earlier this week I was having a terrible time understanding how to design and build my webpage. I had a blog, and a home page, both of which I had barely scratched the surface of using Elementor. I decided to check out your page for a point of reference.
I was amazed at how much you had launched already. Aside from how well constructed it was, I was more impressed with the number of interactive tools you had used. In particular I found the carousel feature you used to be not only appealing, but appropriate for the content of your site.
In the short period of time I spent clicking around your page, I learned several things that became the inspiration for my own site. For example, I learned that I needed to create multiple pages that stem off of my home page. I learned that Elementor had a ton to offer that I hadn’t even begun to explore. Overall, you really inspired me to dive in. I think your 6th graders are going to enjoy what you have built.
For modules 1-4 we were asked to use specific styles or tools to illustrate content we learned from the readings. Note taking, annotating, and using charts are all great ways to organize content that you learn. I think as educators it’s important to expose learners to these various techniques.
My learning style is different. I learn and retain information by actively listening/reading. My notes are typically just words, page numbers, and/or drawings. They are triggers to jog my memory of the more specific content connected to them. They make very little sense to anyone else. The problem is that this type of learning, often gives off the illusion that the learner is disengaged or underprepared. I often go to meetings with a notebook just for appearance purposes. I am more inclined to use post-its than notepads.
I think it’s important to remember that there are students in our classrooms who might also learn this way. It can be difficult to decipher the difference between a disengaged learner, and someone who is simply retaining information differently. I cringe when I hear an instructor accuse a student of not listening because they aren’t taking notes.
So for module 5, I stuck to my comfort of learning.
In the article “When Learning and Assessment Diverge: Who and What are We Assessing?” Gee has given me a new prospective on assessments. Assessments have not been traditionally created to measure what a learner can achieve. In other words, learners who learn at a different pace are at a disadvantage when it comes to being evaluated with assessments. In EDU 521, we had a very engaging online discussion about assessments. Unfortunately, assessments are often the tools used to evaluate entire school districts, and can be the determine factor when it comes to funding. The problem is that there can be several factors that attribute to the inaccuracy of those assessments. The rate in which a student learns, and inadequate resources are among those issues. In addition, some of the assessments offer little to motivate a learner from doing their best.
That leads me into this idea of badges. To Colin Matthews point, a badge is only valuable to the place it came from. For example, I am doing my “Learn Something” project in EDU522 on effective use of Elementor to create my website pages. If I earn the L2 badge associated with that project, it doesn’t mean the CEO of Elementor will be recruiting me to work for the company. It does give me a sense of accomplishment, and satisfaction that I successfully completed the project.
Looking at this from the gaming prospective, especially as an affinity space, that space/game typically has meaning to the participant. Therefore, earning a badge in that affinity space has meaning. The problem there is that sometimes a badge for a game is designed to take a significant amount to time to earn. That’s when gamers can become obsessed over completing a particular mission.
So are badges and assessments helping or hurting learning? I don’t know, but I do feel strongly in this sentiment:
It is time, I think, for assessment and testing to move into the future (Gee)