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maggiehu_uga

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It seems that I cannot come up a paper for this time [Sep. 12th, 2006|11:36 pm]
maggiehu_uga
My advisor sent us an email about a conference which will be at Atlanta in this November, This is a conference co-initiated by IEEE and CreateNet. And it is calling for papers about collaborative learning, etc. I think that will be very good chance. But I don't have enough time to come up a paer now. Feel regret. Hope I could catch the chance for next time.
http://www.collaboratecom.org/index.php
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I am really bad at interviewing [Sep. 2nd, 2006|02:35 am]
maggiehu_uga
I listened the interviews I did in the past summer. They are horrible. I find that I just keep induct the interviewees to points that I think what might be "correct". And I missed a lot of chance to get the conversation deeper to get more informaiton, or, data.
I need to listen them more.
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How do I do literature review? [Sep. 1st, 2006|12:28 am]
maggiehu_uga
Question 1:  Even the Fink's book said that we should look at some experimental or qusi-experimental research, the first hand experience, it is still confusing to me: What part do I should review when I am looking at a research? Usually a paper including parts of introduction, literature review, the design, findings, and conclusion. Should I only look at parts of design, findings and conclusion?
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Hints from Dr.Reeves [Aug. 23rd, 2006|06:00 pm]
maggiehu_uga
I talked about my findings from the pilot study during the summer. His view about my study gave me a lot of inspiration:


  1. Students may not be motivated to do the e-p. They cannot see what they are doing and why they want to do this. It is very important for researchers and instructors to find out a linkage between teachers' motivation--want to innovate or doing something special or get a better instructional method or get a better assessment method and students' motivation--to get credits and graduate.

  2.  It is much more difficulty to motivate undergraduate students than k-12 or faculties to use e-portfolios . Because k-12 students may be more novelty and willing to learn something that could be shown when they apply a college, and faculties may want to use e-portfolios as a showcase to record what they've done for their work and their research. But for undergraduates, they usually just want to get credits and graduate.

  3. Different courses have different requirement. Portfolios come from the arts and architecture major students. It may be much easier and more necessary for them to use an e-p to record and monitor what they are doing.  We may want to develop a model and make some criteria to decide those courses that need e-p.
  4. Comparison between an e-p about an authentic project and an e-p with non-authentic project.

  5. I need literature review!

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Analysis for the Maymester Interviews [Jun. 7th, 2006|11:46 am]
maggiehu_uga

I have asked those questions:
1. Have you ever heard about e-portfolios before you start this class?
Only one guy heard about e-portfolio before this class among the 7 interviewees.
2. What is your expectation when you started your development of this e-portfolio?
Most of the interviewee said they will get more computer skills from the projects of productivity tools. Only 3 or 4 said that they will use it in their future career.(All the 3 people are in education major. )
Those who are not preparing to go to the teacher career usually said they may not use e-portfolio in their career. Although one non-education major guy said that he may want to use google pages as his online advertisement for his restaurant in the future.
3. Could you give me your own definition of the e-portfolio?
Most of them said that is a place to put what your have done (your works) on the website. Some of them said that the e-portfolio could be a showcase for other people showing what they've done and what they can do.
4. If you feel comfortable, could you tell me when did you first touch with computer and internet?
For the undergraduate whose ages are around 19-20, they usually touch computers and internet in their middle school or high school. Some of elder students touched computers when they went to the college.
5. Could you give me your self-evaluation about your own computer skills?
Most of them feel that they could do the basic computer works such as typing and email. One elder participant said that she started learning how to type and use email when she went into the college.
6. Did you get some help from other people during your e-portfolio development? Who? What kind of?
Some of them said that they got help from the instructors.
Some of them said that they got feedback from their friends and the people sit beside them.
Those are about 3 or 4 people.
The left people tended to say that they developed the e-portfolio independently and they got no help or feedback from others.

7. Did you refer to outside resources during your e-portfolio development? What kind of?
About 5 or 4 said that they used google or other internet resources to get what they wanted;
One said that she used the school library to get the textbooks what she propsed to focus on. (Actually there were about 5 people in the 13-person class who checked out textbooks to get some references.)
One said that he used Excel, Microsoft office, google, etc.
Most of them said that they used a lot of the resources such as the Mircorsoft lesson plans, the Apple Imovie lesson plans, etc.
Everyone went back to look through what the previous students did.

8. Do you have planned to use e-portfolio in your future career? How?
One girl said she really planed to use e-portfolio in her future teaching to show students what they gonna do and some examples. And she also wanted to use Blog to announce what the lesson content will be.
One guy said that he will use e-portfolio as the showcase of his menu for his future restaurant.
Another girl and one woman said that they gonna use e-portfolio to share what they've done with the class with other teachers.


9. Did you go back to look through the original classes' students' e-portfolios? What kind of criteria?


Everyone went back to look through what the previous students did.
Some of them said they didn't have any criteria.  But actually, almost everyone were trying to select those being close with their major and their proposed grades.
One guy said he usually skipped those that were too "girlly".


10. It is the first time we using google pages as our portfolio server. What do you feel? Could you make comparison between google pages and self-designed web-pages with Dreamweaver?
Most of the students have not used Dreamweaver yet. But all of them said that they would like to use google pages because it is easy to use.

11. Will you go on using google pages if it starts charging in the future?
All of them said yes except one guy.
Most of them said maybe if it will charge for like a couple of dollars per month.
But the last guy said he may go on to use it even when it charges 50 bucks per month.


12. Could you give me your own definition about reflection?
Most of them said that is an overview of what you've done and summarize your works.

13. Is the reflection part difficult for you in the e-portfolio development?
Half of them said it is not difficult.
In the left half, some of them said that it was difficult when they began to review what they've done, but once they reviewed what they've done, the reflection then was just to write it.

The others said that they felt hurt to write the reflection.
One guy said that he cannot understand why they need to write the reflection because they already have done all the projects and learned how to use them. And to go back to review what they've done 15 days ago was a painful process because this Maymester was so concentrative and tough and they've done so many things so that he cannot retrieve what he did.
Two or three said at the beginning, they were just feeling lost because they didn’t get the sense that they should follow the rubrics. 
It may be suggested that the point that the students are required to follow the rubrics closely to get all of the points are very important.

14. How do you usually write your reflection part? -----> Change to: What did you usually write in your reflection part?

Two or three of them said that they were just answering those questions in the rubric.
One said that he usually looked back what he did and then started to write.
All of them said that the rubric is really helpful and fine and enough.


15. Do you think the reflection part is helpful for your class practice? What kind of if there is?
Almost all of them said it is helpful, although only two or three of them said in details that what kind of helps it had.
One or two interviewees said that the reflection helps you to remember what did you do and how did you do those projects. So that you want remind how to do those things.
None of them mentioned that the reflection will be helpful for their class practice.
Two guys mentioned that they also had the reflection part in their first year when they had the English writing class. But their attitudes or feelings toward it were totally different.
One said that the reflection part was very useful because it made him to look backward his improvements from the every first paper to the last one. There were eight papers and he got improvements in each of them. But the other guy said that it was useless and he felt it was hurt to write that reflection and he don't think it will help his writing. And he already forgot what he did in the EMMA project.

As to the EMMA, these two guys also had different comments on the whole EMMA project.

 The former guy said that it is very fancy and helpful and convenient. He said he like the way to submit the assignment online and you can also download the software and all the assignments and the reflections could be saved in his own computer so that he can go back to look through them.


The other guy even said he hated this project. He said the EMMA's functions such as the online submitting for the assignment make him confused. And he doesn’t know what those for.

16. What part is the most difficult part in your reflection process?

Most of them said that it was to look back what they have done.
I think this question has not got very much useful information in its answers.

17. What part is the most challenging part in your e-portfolio development?
Most of them said that was the powerpoint game part.
One guy said that were the Webquest part and the Captitone projects.
One guy said that he felt it was difficult to figure out how to upload files and how to make links.
The other woman said that the Webquest part make her confused.
The reason was that for the Webquest, the template was confusing and it was not easy to understand what they gonna do.
She also said that she didn't know where there should be a WebQuest part because she thought the WebQuest part was very similar with the Powerpoint game part.
For the captistone part, the guy said that he didn't understand why there were so many repeated items.


That is not the part of the e-portfolio. That is just what the projcets are.  I should modify the question and to figure out how to get the information I want.

18. What part is your favorite part in your e-portfolio?
Most of them said it was the powerpoint game although that is not the component of the e-portfolio, just a project.

19. What part is the most important part do you think in your e-portfolio?

They also said that was the powerpoint game.
I may need to change my questions to get what I want.


20. How do you usually write your reflection part? Do you use the rubric?
Repeated to the 14th question.

21. Do you think there is something needs to improve in the rubric? What kind of if there is?
Most of them said nothing needs to be improved.
Only 1 or two said just for themselves, at the right beginning, they didn't know how the rubric related to their projects and how they should use the rubrics to finish their assignments.


22. Do you still have other things that you think you may want to share with me?
Usually not.
One guy gave a lot of praise for the class. He said that the instructor was really very flexible and organized. She got a very good preparation for the class. And he also said that he liked the food part because he liked to have food to eat.
But he also said that he felt the Loti part was too short and that made the reflection a little bit more difficult because the rubric asked them to go back to the LoTi standard but he actually didn't exactly know what it was.

Totally Analysis:

  1. Some questions could not get the information that I wanted:
    • What part do you think was the most important part in the e-portfolio?
    • What part is your favorite part in your e-portfolio?
    • What part do you think was the most challenging part in your e-portfolio?                    
    •  The reason was that the students thought that the e-portfolio means all the projects they've done.  Were what I thought and what I intended to get from those questions wrong? This actually reflected that they have not understood what the class is really about. ????
    • The other reason that I didn't get a lot of "useful" information that I wanted may be also because that most of the interviews were done before the final reflection part.
  2. Is reflection really important in this class? Is this mainly for "Learning By Design"?
  3. My identification of the teaching internship still have some influence on the students. When they talked to me, I can feel that.

 

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Many things to record [Jun. 5th, 2006|09:06 am]
maggiehu_uga
This morning from 8:00am to 8:25 am I just interviewed another student in the class. He is the 5th student I interviewed in this study. However, I will not use those data in my publication though. There are lots of things I thought during the interview process. And I also learned a lot. But the current problem is that, after the first three interview, I got some experience, but at the same time, I found I lost the passion to interview them: every time I asked the same questions, and there are not so many diverse answers towards to my questions. These are the frequently asked questions by me during the interview:
1. Have you ever heard about e-portfolios before you start this class?
2. What is your expectation when you started your development of this e-portfolio?
3. Could you give me your own definition of the e-portfolio?
4. If you feel comfortable, could you tell me when did you first touch with computer and internet?
5. Could you give me your self-evaluation about your own computer skills?
6. Did you get some help from other people during your e-portfolio development? Who? What kind of?
7. Did you refer to outside resources during your e-portfolio development? What kind of?
8. Do you have plan to use e-portfolio in your future career? How?
9. Did you go back to look through the original classes' students' e-portfolios? What kind of criteria?
10.It is the first time we using google pages as our portfolio server. What do you feel? Could you make comparison between google pages and self-designed web-pages with Dreamweaver?
11. Will you go on using google pages if it start charging in the future?
12.Could you give me your own definition about reflection?
13. Is the reflection part difficult for you in the e-portfolio development?
14. How do you usually write your reflection part?
15. Do you think the reflection part is helpful for your class practice? What kind of if there is?
16. What part is the most difficult part in your reflection process?
17. What part is the most challenging part in your e-portfolio development?
18. What part is your favorite part in your e-portfolio?
19. What part is the most important part do you think in your e-portfolio?
20. How do you usually write your reflection part? Do you use the rubric?
21. Do you think there is something need to improve in the rubric? What kind of if there is?
22. Do you still have other things that you think you may want to share with me?

At the beginning, every student's answer was very interesting and fresh for me. But after three interviews, I found there are not so much diverse among those answers. For most the questions they have the similar answers. But just now, when I sit here and think over the reason, I think I might get some cause for the interview answers' monotonousness: maybe just because I just interviewed 2 girls and 3 boys, while the three boys are very good friends and they have the similar habits, interests, and even the very similar backgrounds on the computer skills! Maybe there will be more divergences when I get more interviewees.
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Transcription is so hard and boring! [Jun. 1st, 2006|12:36 am]
maggiehu_uga
Today I started my interviewing on my e-portfolio pilot study on the May semester of EDIT2000 class. I interviewed a girl on my class this morning. I was very nervous although she was really nice and friendly.
I just sit down since 10 pm this evening to make transcription of this interview.
My voice sound horrible in the audio record and my tone was kind of tied and it makes me feel really bad and awkward for my English speaking skill.

It is so hard to make transcriptions that I just finished a quarter for the whole interview. I know it was about 45 minutes and I just finished 14:49 of it... I feel so sleepy and there will be two more tomorrow. One will be on the morning, when the other one will be on the afternoon...

I wanna go to bed... How could other doctoral student make their lives???
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My co-teaching life [May. 25th, 2006|02:45 pm]
maggiehu_uga
I feel very lucky and grateful these days when I co-teach with Gretchen on the class of EDIT2000. The American undergraduate students are not unruly as I thought. All of them are kind and some of them are even very sociable and genial. They smiled at me when I spoke with my tongue-tied English.

When they asked questions, I went there and taught them how to perform on the computer. Sometimes when I just didn't know how to say it in English, I said:"Could you let me show you?" And then they just let me use the mouse and keyboards , and with my fragment sentences to show how to perform the task. Fortunately, those questions were mainly about computer skills and I am quite familiar with most of those problems so that I won't feel awkward for I didn't know the answer. But from yesterday, I decided to try to talk as much as I can when I teach them. One reason is that I think to be a teacher, you must communicate with the students; the other reason is that, I feel that American students usually want to perform the task independently. They don't want to you teach them too much , and they don't want to you make them feel they are not capable and treat them as kids. To be a teacher, you must make them feel that they could do it by themselves and you'd better not interrupt or intervene their learning too much, although usually it will be much easier for the teacher to just show students all the steps to complete the objective. This is really tricky.

I am also lucky to have such a nice instructor with my internship. She allowed me to add ten extra credits on the portfolio part as an incentive for the students who will take part in my research. I think she is so nice to work with and so kind. She always make me feel that I am not obligated to do anything that I may feel awkward or hard and she gives me a lot of suggestions about the teaching stuff. She makes me feel much more comfortable with my English and all other things.

Another interesting is that, when you work with others, you will find different teacher has some specific emphases when they grade students' works. During the last two weeks, I learned how to grade this class' assignments and I found she is kind of critical on students' typos. That make me feel ashamed on myself,  because apparently, I won't be a good student on her class-- I always always make so many typos in my writing works  and rely so much on the word checking function... Anyway, I will go to the Park Hall sometime during this summer to seek help from the writing assistance group. Hope it will improve my writing in many aspects.

I just talked about my e-portfolio research for this May session at the beginning of today's class. I made 3 pages of ppt slides and explained briefly what this research is; what are the benefits; what they will do to attend this research and the available time slots. I was so worried that there won't be many people who want to help me when I speak this to them. I told them that they can come and sign on my time schedule if they want to help. And when the class was ending, I was worried once again because it seemed nobody still remembered what I talked at the class' beginning. And I even dared not to repeat it because I was afraid that no one will response to me and that will be awkward! However, an always-smiling girl turned to me and said she want to attend this research. I felt so grateful and happy when she wrote down the time slot she preferred. After this, another girl came and signed. At the last, three boys on this class went to me and signed on my schedule. I feel happy because I already got five people for this research and there will more on tomorrow morning's class and from the doctoral students' first year review! Although some people may say "I don't want to take part in this study" later but it seems still a good start, anyway!

Thanks for all these things going on. Thanks God. I feel I am so lucky and hope I won't make all people who love me and helped me disappointed.
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The first year review is coming ! [Apr. 13th, 2006|09:23 am]
maggiehu_uga
We will have the first year review tomorrow.
K, one of the collegues in the office , asked me whether I was ready for that. I said no. I still need prepare for it after the working schedule today. Also, we will have a meeting this afternoon for all Dr.Reeves' first year students. I think we are lucky.
K said their department doesn't have this kind of system-to push the first year doctoral student to think over they've done in their first year of doctoral study.
He think it is good to have this kind of system because then you could get advice from others. He said he felt maybe because their program is for adult education so they treat their doctoral students in an adult way: you could do whatever you want to do. But he think that is no good because sometimes even adults still need some stimulation and advice.
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A inspiring sentence [Feb. 21st, 2006|10:45 pm]
maggiehu_uga
A small sample is selected precisely because the researcher wishes to understand the particular in depth, not to find out what is generally true of the many.
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