You can find find my glog here.
I was so excited to try out creating a glog that I completed this project before I completed project 1. I know, not setting a good example for my students, but I just could not help myself! I was so interested while looking at other glogs that ideas started swirling in my head and before you knew it I was glogging. Registering for a glog was easy; however I found some of the design features on Glogster to be confusing and not intuitive. There were some features that I would have liked to have had available for use, I did try Googling Glogster help but there did not seem to be any answers!! I thought that including a spelling checker would have been a useful additional tool. I would have also liked to have been able to change fonts within a text box. I would have liked to have had the ability to include links to webpages instead of just having digital media link options. Perhaps these will be available in an updated version of Glogster.
I had a hard time just creating one glog and I can see myself expanding my collection of glogs over the summer. I created a glog for my International Baccalaureate Chemistry class to replace a more traditional project that I have done during this unit. I felt that the same learning outcomes could be met but in such a way that would allow for greater creativity for my students. The specific learning outcomes that would be addressed from the oxidation and reduction unit are:
Define oxidation and reduction in terms of electron loss and gain.
Deduce whether an element undergoes oxidation or reduction in reactions using oxidation numbers.
Define the terms oxidizing agent and reducing agent.
Deduce a reactivity series based on the chemical behaviour of a group of oxidizing and reducing agents.
I see students spending three or four classes working through the videos, the quiz and the writing assignment. I then see the students spending another three or four classes creating their comic strip to accompany the writing assignment and posting this on their glog along with other information that would represent their understanding of electrochemistry. I think the creativity associated with filming and creating the comic strip will be expanded upon when the students start glogging.
In addition to using Glogster for this specific purpose, I also see glogging as a more creative alternative to blogging or contributing to a class discussion forum. Students will no longer be limited to expressing themselves just in terms of text. Glogging allows students to include a multimedia approach to class discussion; making for a more rich classroom experience. Glogging would be appropriate to start off a unit to show student’s prior knowledge. Teachers could look at these glogs and see what misconceptions students may have and rectify them over the course of the unit. As students gather new knowledge they can update their glog and then it would be available for them to use as a review tool.
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