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Notebook File Creation for SMART Boards

COURSE:  ETEC 530 (Elective Course), Constructivist Strategies for E-Learning, Course Description


TITLE:  Notebook File Creation for SMART Boards


To design and develop an online instructional workshop plan that embodies the principles embedded in constructivist teaching strategies.


Something I found very interesting throughout my MET journey, was that the topics covered and assignments were always timely to my teaching context, or perhaps, it was just the fact that the assignments allowed me to focus on topics that were relevant to me.  It was no different with this assignment.  I had not had the SMART Board in my classroom for very long and was still figuring out the accompanying Notebook software.  I thought that in order to understand more about the software that I could create a workshop that would teach other teachers and novice users of the software the basics.  The design of my workshop incorporates elements of the Constructivist Instructional Model (CIM) and Cooperative Learning and is modelled after Driver and Oldham’s (1986) model for planning constructivist instructions (see Personal Reflection below).

One of my goals in creating this online instructional workshop was to include many online interactivities for the participants of my workshop.  After having had success with VoiceThread for my group project on the Economics of Educational Technology, I elected to use this tool again to present my workshop and to have the participants interact, ask questions, and present their work.  Participants in the workshop would have a copy of the Notebook file (.pdf below) with a link to the VoiceThread embedded.  Within the VoiceThread, there are two links to separate screencasts created with Jing to guide participants through the interactivities:

Hands-On Practice #1

Hands-On Practice #2



Download .pdf version:  Notebook File Creation for SMART Boards – Camille Maydonik

Accompanying VoiceThread:



Personal Reflection on my online instructional workshop using Driver and Oldham’s (1986) model for planning constructivist instructions:

Download .pdf version:  Personal Reflection – Camille Maydonik 


representation & expression & engagement

UDL Guidelines:

  • 1.1 Offer ways of customizing the display of information
  • 1.2 Offer alternatives for auditory information
  • 1.3 Offer alternatives for visual information
  • 4.1 Vary the methods for response and navigation
  • 5.1 Use multiple media for communication
  • 5.2 Use multiple tools for construction and composition
  • 8.3 Foster collaboration and community

As in my reflection on my paper Literacy, Cooperative Learning and Constructivism, I would argue that many of the UDL Guidelines are constructivist in nature.  In April 2011, I had the chance to deliver this workshop face-to-face during a professional development day at my school.  Although we did not use VoiceThread, participants were provided with a copy of the Notebook file and worked in small groups to complete the Hands-On Practice activities.  Notebook software can also be used by students in many different ways to create presentations or to represent and express their learning.


Matthews, M.R. (1994). Chapter 7: Science teaching: The role of history and philosophy of science. New York, NY: Routledge.

representation    |     expression    |     engagement