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Posted on March 14, 2016

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So, in the MIT EdX course on “instructional design for educational technology,” we had the chance to submit our “pitch” so the TAs would give us actual feedback, on a Google Hangout…  FIrst, yea, there were some “feedback” issues w/ audio and echoes… couple times the audio totally failed…

Second, dang it, I didn’t think through on changing the “universal” time to *daylight saving time* since it changed this weekend, so … the student I was working with whose appointment I postponed… well, I postponed it to the actual time of the presentation.

So I heard a little and now I’m going to listen to it again because, happily, it’s up already (within an hour).

First interesting thing:  there were twice to three times as many projects submitted as they had expected.  That would be 15 out of hundreds if not thousands in the course?

The most logical conclusion from this is that this is based on What Happened The Other Times, and I’d like to think that there were more contributions in part  because there were live wires like me in the course.   Note to self:   recruit live wires if you do a MOOC.  Also be mindful of whether the time will change when you’re giving a time that will not change.

Next note to self:   explain that “the thing that sets this apart” (or one of ’em anyway) is using the pictures and manipulatives and visuals throughout, thank you — not just for the introduction.   Example from the Transitions live course:   yes, we do a lot with 4/4 and 5/5 and 6/6 and 7/7 being 1 … with pictures… and when we get to the part where you’re supposed to figure out 3 4/9 –    7/9 … you still use the pictures and you walk through it carefully, as opposed to “well, you can either turn ’em into improper fractions or borrow…”   In my case, it’s about using the number line / chips app for adding same signs, and different signs, and then using ’em again for subtracting.

He does a great job summarizing my project — better than me 🙂 — and I’m going to steal that 🙂

The main critique is that … he can’t tell what my project really *is.*   (Well, that’s because when I put that together I didn’t really know what it was, unlike now.)   Oh, and it’s ‘way too honkin’ long — I should take all my fascinating links and put them in footnotes.   And yes, I need to take out the part where I say “it’s already been done” because actually, it hasn’t, except by the one or two teachers I know.   It *hasn’t* been done with technology at all.

Now, they also said several times that they could tell I was passionate about it… which is one of the first phrases I learned in “how to say something good about a project when you can’t think of anything good to say.”   Hmmm.

 

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