Monday, February 11, 2013
Blog Debriefing
This has been my first experience using a blog, and I have to say that I really enjoyed it! I think it is a wonderful tool for students because it opens up a lot of creative ways for them to share their inquiry experiences. I was able to incorporate links, photographs, and a newsletter I created into my assignment. I love creating things and being able to use visuals, and my wheels were turning while writing blog posts. I could have incorporated videos or sound clips as well! I also felt more relaxed while writing blog posts versus how I feel when writing a Word document for some reason. It seems more relaxed and informal, yet still an effective way to share my experiences.
Learning Theories
Reading about learning theories has been something that I've found interesting for a long time, so I enjoy sifting through all the information. David Kolb's Experiential Learning is something that I connect with strongly. His learning cycle of "Do, Observe, Think, Plan" is how I best like to learn (I think!). And in identifying with this cycle, I would consider myself an accommodator, because I learn best when I have the opportunity to work hands on. This assignment has made me notice this even more, because as I was exploring different ideas for projects I had the urge to start one. And I found it challenging to continue outlining all the steps of what I was doing...I just wanted to do it! :)
At this point in my life, I can't imagine teaching a distance course like this because of all of the various learning styles that may be in the class. I think it must be more difficult to anticipate these learning styles, and it may be harder to get a read on students via the web. Having knowledge of these styles and being able to provide appropriate experiences would be quite a challenge. As a librarian, I know I will deal with different learning styles, but being able to work one-on-one or in small groups with patrons may make it easier for me to adjust my techniques to better suit them.
At this point in my life, I can't imagine teaching a distance course like this because of all of the various learning styles that may be in the class. I think it must be more difficult to anticipate these learning styles, and it may be harder to get a read on students via the web. Having knowledge of these styles and being able to provide appropriate experiences would be quite a challenge. As a librarian, I know I will deal with different learning styles, but being able to work one-on-one or in small groups with patrons may make it easier for me to adjust my techniques to better suit them.
Reporting
The final stage of The Research Cycle is Reporting. This is where students have the opportunity to share their findings. McKenzie puts more emphasis on having students put together detailed reports instead of "flashy multimedia reports that are becoming fashionable in all too many places."
For my report, I decided to make a fake newsletter called "Creative Indy" and the spring issue features information and ideas on repurposing and upcycling. Because the topic I explored was creative and not a concrete "right or wrong" topic, I think this is a unique way to present it.
Creative Indy
If you are unable to access the newsletter through Google Docs, here are screenshots of it:
Resources:
McKenzie, Jamie. The Research Cycle. 2000. Web. 8 Feb. 2013
For my report, I decided to make a fake newsletter called "Creative Indy" and the spring issue features information and ideas on repurposing and upcycling. Because the topic I explored was creative and not a concrete "right or wrong" topic, I think this is a unique way to present it.
Creative Indy
If you are unable to access the newsletter through Google Docs, here are screenshots of it:
Resources:
McKenzie, Jamie. The Research Cycle. 2000. Web. 8 Feb. 2013
Evaluating
Wow...I'm almost to the end of the cycle! The Evaluating stage is where students make sure no more research is necessary before the information is reported. Again, with complicated research questions, this is where the cycle may start again for many students. Students in this stage need to carefully examine what they have done so far and make sure that all research questions have been answered.
Looking back at my questions and the previous stages, I feel as though my research questions have been answered. I was able to find multiple ways to find ideas and inspiration, I explored a variety of materials that can be used in upcycling/repurposing, and I found local contacts that provide support and materials for people interested in upcycling/repurposing. I also have a definition of upcycling.
Resources:
McKenzie, Jamie. The Research Cycle. 2000. Web. 8 Feb. 2013
Looking back at my questions and the previous stages, I feel as though my research questions have been answered. I was able to find multiple ways to find ideas and inspiration, I explored a variety of materials that can be used in upcycling/repurposing, and I found local contacts that provide support and materials for people interested in upcycling/repurposing. I also have a definition of upcycling.
Resources:
McKenzie, Jamie. The Research Cycle. 2000. Web. 8 Feb. 2013
Synthesizing
McKenzie compares the Synthesizing stage to putting a jigsaw puzzle together. Students begin putting the information they found together, and rearrange the 'pieces' if necessary. Peggy Milam mentions in her article on The Research Cycle that in this stage students may use the SCAMPER strategies. According to an article from Education Digest by Robert E. Glenn, SCAMPER is a procedure used by educators to foster creative thinking in their students. Here is what each letter stands for:
S- Substitute
C- Combine
A- Adapt
M- Modify, magnify, or minify
P- Put to other uses
E- Eliminate
R- Reverse or rearrange
I think this is a great strategy to incorporate into The Research Cycle, because as students cycle through the stages, they can use these strategies to make their research work more efficient and direct.
For this stage of the cycle for me, I am starting to see where I can find inspiration for upcycling/repurposing projects, what materials I could use, as well as where I could go for help or ideas. I've mentally organized the answers to my questions into a process for doing upcycling/repurposing of my own. Here is the two processes I would use to start a project on my own:
1. Look on Pinterest, in books, on blogs, or a craft/hobby database to find inspiration.
2. Seek out necessary materials. Local studios could provide assistance in finding materials as well as helping with the actual process of the project.
OR
1. Acquire material that inspires a project.
2. Use Pinterest, books, blogs, craft/hobby database or local studio/shop to find ideas of what to do with the materials.
Resources:
Glenn, Robert E. "SCAMPER For Student Creativity." Education Digest 62.6 (1997): 67. Teacher Reference Center. Web. 9 Feb. 2013.
McKenzie, Jamie. The Research Cycle. 2000. Web. 8 Feb. 2013
Milam, Peggy. "Moving Beyond Technology With Strategic Teaching: Jamie Mckenzie's RESEARCH CYCLE." School Library Media Activities Monthly 19.4 (2002): 22. Academic Search Premier. Web. 10 Feb. 2013.
S- Substitute
C- Combine
A- Adapt
M- Modify, magnify, or minify
P- Put to other uses
E- Eliminate
R- Reverse or rearrange
I think this is a great strategy to incorporate into The Research Cycle, because as students cycle through the stages, they can use these strategies to make their research work more efficient and direct.
For this stage of the cycle for me, I am starting to see where I can find inspiration for upcycling/repurposing projects, what materials I could use, as well as where I could go for help or ideas. I've mentally organized the answers to my questions into a process for doing upcycling/repurposing of my own. Here is the two processes I would use to start a project on my own:
1. Look on Pinterest, in books, on blogs, or a craft/hobby database to find inspiration.
2. Seek out necessary materials. Local studios could provide assistance in finding materials as well as helping with the actual process of the project.
OR
1. Acquire material that inspires a project.
2. Use Pinterest, books, blogs, craft/hobby database or local studio/shop to find ideas of what to do with the materials.
Resources:
Glenn, Robert E. "SCAMPER For Student Creativity." Education Digest 62.6 (1997): 67. Teacher Reference Center. Web. 9 Feb. 2013.
McKenzie, Jamie. The Research Cycle. 2000. Web. 8 Feb. 2013
Milam, Peggy. "Moving Beyond Technology With Strategic Teaching: Jamie Mckenzie's RESEARCH CYCLE." School Library Media Activities Monthly 19.4 (2002): 22. Academic Search Premier. Web. 10 Feb. 2013.
Sorting and Sifting
The Sorting and Sifting stage is where students continue evaluating information and organizing it for their needs, but on a more refined scale. McKenzie compares this stage to how "a fishing boat must cull the harvest brought to the surface in a net." He also points out that the more complicated a research question is, the more important this stage is.
At this stage in the cycle, I am beginning to feel like my information need is close to satisfied. I am realizing that my questions were not complex and I was able to find answers to them in a relatively easy fashion. I have some information, but not an overwhelming amount to the point that I feel like it needs to be sorted or sifted. I credit some of this to the fact that my inquiries were focused in a more creative realm, so there are not definitive answers. Much of it is dependent on personal tastes, so it's hard for me to feel like I can present 'data.'
Resources:
McKenzie, Jamie. The Research Cycle. 2000. Web. 8 Feb. 2013
At this stage in the cycle, I am beginning to feel like my information need is close to satisfied. I am realizing that my questions were not complex and I was able to find answers to them in a relatively easy fashion. I have some information, but not an overwhelming amount to the point that I feel like it needs to be sorted or sifted. I credit some of this to the fact that my inquiries were focused in a more creative realm, so there are not definitive answers. Much of it is dependent on personal tastes, so it's hard for me to feel like I can present 'data.'
Resources:
McKenzie, Jamie. The Research Cycle. 2000. Web. 8 Feb. 2013
Gathering
This is the stage of the process in which students begin actually looking for and at information. In this stage, students may need to rework one of their initial questions. McKenzie stresses the importance of organizing information as it is gathered to prevent students from gathering up too much unimportant information. He also points out that students should use the Internet only if necessary, because books and other resources on hand in the school library may be more efficient.
At this point in my research, I've realized that I may have merged my with my planning. I do realize that I have yet to find an answer the main question of "What is upcycling/repurposing?" I found a definition on Wikipedia:
"Upcycling is the process of converting waste materials or useless products into new materials or products of better quality or for better environmental value."
I also feel like I need to gather a more concrete list of materials that could be used for upcycling/repurposing.
Here are the materials I've come across on Pinterest that are the most interesting to me:
Resources:
McKenzie, Jamie. The Research Cycle. 2000. Web. 8 Feb. 2013
Wikipedia contributors. "Upcycling." Wikipedia, The Free Encyclopedia. Wikipedia, The Free Encyclopedia, 24 Jan. 2013. Web. 9 Feb. 2013.
At this point in my research, I've realized that I may have merged my with my planning. I do realize that I have yet to find an answer the main question of "What is upcycling/repurposing?" I found a definition on Wikipedia:
"Upcycling is the process of converting waste materials or useless products into new materials or products of better quality or for better environmental value."
I also feel like I need to gather a more concrete list of materials that could be used for upcycling/repurposing.
Here are the materials I've come across on Pinterest that are the most interesting to me:
- Freight pallets
- Old ladders
- Old dressers
- Shutters
- Wine bottles
- Empty picture frames
- Buttons/broaches
- Books
- Window frames
- Wire garden topiaries
Resources:
McKenzie, Jamie. The Research Cycle. 2000. Web. 8 Feb. 2013
Wikipedia contributors. "Upcycling." Wikipedia, The Free Encyclopedia. Wikipedia, The Free Encyclopedia, 24 Jan. 2013. Web. 9 Feb. 2013.
Subscribe to:
Posts (Atom)