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Christie Mitchell

Teaching Resources | Media Education Lab - 1 views

  • Elements of Language (Holt, Rinehart and Winston) is the first English language arts textbook to fully incorporate media literacy throughout the series for students in grades 6 -12.  Chapters introduce…
    • Christie Mitchell
       
      Textbooks come of age... but soon to be replaced!
  • free resources below:
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    Great ideas and lesson plans on media literacy. Links to many other resources
tucsonconroy Betsy Conroy

Learning Experience in Using Delicious - 1 views

I love Delicious, and I have begun to use it for work projects and collaborations in which a team of which I am part, must benchmark what other organizations are doing or gather information about o...

etc647 Fall2009

tucsonconroy Betsy Conroy

Experience Using Diigo in Evaluating Peer Projects - 0 views

I think Diigo is an awesome way to give feedback. We can choose to give feedback and share it publicly, with the ETC group or make it private. It enables us to post the sticky where it is most re...

etc647 Fall2009

started by tucsonconroy Betsy Conroy on 06 Dec 09 no follow-up yet
Julie Formo`

Aligned Connectivist Principles - 2 views

These are three of the Connectvism strategies that I feel the unit addressed: * Learning and knowledge rests in diversity of opinions. Process: Discussion, research, and group work. * Learning may...

etc647 tools edtech web2.0 collaboration Fall2009 Digital

started by Julie Formo` on 04 Dec 09 no follow-up yet
Julie Formo`

INFORMATION AND COMMUNICATION TECHNOLOGY INDICATORS ISSUES FOR INTERNATIONAL COOPERATION - 1 views

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    The "Partnership on Measuring ICT for Development", which includes the ITU, the OECD, UNCTAD, UNESCO Institute for Statistics, the UN Regional Commissions (ECA, ECLAC, ESCAP, ESCWA), the UN ICT Task Force and the World Bank, provides an open framework for coordinating ongoing and future activities, and for developing a coherent and structured approach to advancing the development of ICT indicators globally, and in particular in the developing countries.
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    I read the article, Media Literacy: Collaborating to Create Media-Savvy Young People | Edutopia, and it is so great .Learning that is student centered, fun, creative, and socially interactive is ideal, and I've experienced this type of learning at the junior college I attended. It felt like a gift of such a great and personal magnitude and I got to thinking about those who never get a chance to experience that feeling.
Julie Formo`

Teacher Collaboration Wiki - 1 views

    • Chih-Hsiung Tu
       
      Common Question I: Aligned Connectivism Principles Please discuss three most important strategies of NLE/PLE in your unit, identify what aligned Connectivism principle(s) are, and discuss the assessments you integrate. Remember NLE/PLE strategies are not your contents or "technologies," such as wiki, discussion board etc. It is the integrated soft technologies. If you don't remember Connectivism principles, please review our Lesson 1 readings. Hint: be sure to include four components of technology integrations: Content; Technology; Instructional Strategies; Assessment.
    • Douglas Fitzpatrick
       
      |ulie, here's my peer review. Have a great holiday season. Content: Introduction explains Networked Learning Environments and does an excellent job of setting the foundation for the unit. When you state, "It is about the learning that takes place in a vibrant community of people and resources." it sets up the entire unit. The collaboration based learning supports connectivism concepts on several levels. For example, diversity of opinions, learning process of pulling together different Web 2.0 tools, identifying the relationships/connections between the tools, all relate to connectivisim. Good use of graphics and the embedding of YouTube video. It sets the example of using the various tools provided by Web2.0, and the multimedia helps keep the learners awake too. Technology: Wiki, Bloggers, Delicious, Facebook, iGoogle. An excellent diversity in tools showing the unit results in a sound PLE. Instructional Strategies: I tend to think the use of teamwork (collaboration in education) always results in a stronger solution than individual works. The unit is strong on collaboration and communication, including the reflection and sharing. Assessment: Not strong on assessment (I don't think any of us where) . The strongest assessment is from the peer reviews, informal and formal. What others think and share about our work is a great learning process. The unit has this in many locations. Unfortunately, it is difficult to measure and put on a rubric. The reflection goal is a great way for learner to realize how much they have learned - and what they have learned. In teaching computers for several years I have found the students get strength in self confidence if they know what they know. The reflection goal will do that, or rather it will have them do it for themselves (hey, another connectivism and constructivism concept!) Reflection: Great job of pulling together what this course ta
    • tucsonconroy Betsy Conroy
       
      Hi Julie, I love your unit on Teacher Collaboration. It is well organized; your objectives, activities and assessment align well. I really enjoyed your flow charts and models and will refer to these again for my own learning. In addition I love the article about network learning, Thomas Jefferson's description of his dream of the Univ of Virginia as a collection of connected villages. For those of us who are visual, this is a perfect metaphor for network learning. Excellent! I will give you feedback on the 4 areas -- content, integrated tools, strategies and evaluation -- in a separate posting. All the Best, Betsy.
    • Julie Formo`
       
      * Learning and knowledge rests in diversity of opinions. Process: Discussion, research, and group work. * Learning may reside in non-human appliances. Process: Computers, internet, Web 2.0 Tools. * Nurturing and maintaining connections is needed to facilitate continual learning. Process: Reflection blog, discussion forum, group work, exploring Web 2.0 tools. * Ability to see connections between fields, ideas, and concepts is a core skill. Process: Groups working together to create a Web 2.0 integrated lesson plan. Researching information on Web 2.0 tools and utilizing those tools. * Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Process: Research conducted on Connectivism and network learning environments. Exploring current Web 2.0 tools for integration, collaboration, and communication. * Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. Process: Researching information on a new learning theory and new Web 2.0 tools. Choosing Web 2.0 tools for integration in a lesson plan.
    • Chih-Hsiung Tu
       
      Common Question II: Weaknesses Please discuss three weaknesses of your unit. Please specific. Hint: focus on technology, instructional strategies, and assessments.
    • Julie Formo`
       
      I should have added more Web 2.0 tools. I didn't because the teachers tend to complain about spending any extra time on workshops. I wanted it to be more relaxed and not so much like a course. I didn't have a rubric for assessing all the elements involved in the webquest. I just made a generic format for each assignment.
    • Julie Formo`
       
      * Learning and knowledge rests in diversity of opinions. Process: Discussion, research, and group work. * Learning may reside in non-human appliances. Process: Computers, internet, Web 2.0 Tools. * Nurturing and maintaining connections is needed to facilitate continual learning. Process: Reflection blog, discussion forum, group work, exploring Web 2.0 tools. * Ability to see connections between fields, ideas, and concepts is a core skill. Process: Groups working together to create a Web 2.0 integrated lesson plan. Researching information on Web 2.0 tools and utilizing those tools. * Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Process: Research conducted on Connectivism and network learning environments. Exploring current Web 2.0 tools for integration, collaboration, and communication. * Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. Process: Researching information on a new learning theory and new Web 2.0 tools. Choosing Web 2.0 tools for integration in a lesson plan.
    • Julie Formo`
       
      I should have added more Web 2.0 tools. I didn't because the teachers tend to complain about spending any extra time on workshops. I wanted it to be more relaxed and not so much like a course. I didn't have a rubric for assessing all the elements involved in the webquest. I just made a generic format for each assignment.
Matt Romanoski

ETC 647 Network Learning Unit Home - ETC 647 Network Learning Unit - 9 views

    • Chih-Hsiung Tu
       
      Common Question I: Aligned Connectivism Principles Please discuss three most important strategies of NLE/PLE in your unit, identify what aligned Connectivism principle(s) are, and discuss the assessments you integrate. Remember NLE/PLE strategies are not your contents or "technologies," such as wiki, discussion board etc. It is the integrated soft technologies. If you don't remember Connectivism principles, please review our Lesson 1 readings. Hint: be sure to include four components of technology integrations: Content; Technology; Instructional Strategies; Assessment.
    • Matt Romanoski
       
      My unit centers around Connectivism principles that include diversity of opinions, nurturing and maintaining connections, currency, and the importance of decision making. This is accomplished around three main strategies, which include group collaboration and discussion, independent research and sharing of resources, and implementation and use of web 2.0 technologies. Content is designed to create an environment for learners to share experiences, resources and best practice methods. Group discussion and sharing of resources allows for expansion of content and also supports the Connectivism priniples of the unit. A variety of technology is used to address objectives and principles. Class is delivered through a wiki, which based on evaluation done earlier this semester supports most connectivism principles. Also a variety of Web 2.0 technologies are used including Social Bookmarking to provide for resources as well as expand resources through student use. Assessment is done through peer evaluation as well as submission of products to instructor for instructor evaluation.
    • anonymous
       
      Matt It was a great pleasure going through your unit. The introduction and use of a consistent structure for all the lessons is great. The links and directions to activities and assignments is well though out and focused. The content is delivered such that connectivism theory forms a base which informs unit goal and objectives. The learners connect with one another, use platforms which afford them opportunity to connect and interact with resources in a connective nature. Wiki, diigo and facebook are the platforms that you have cleverly woven together to create a rich learning environment which is not only connective but also collaborative; a hallmark of constructivism. Assessment is both instructor and peer-to-peer. Great job!
    • Matt Romanoski
       
      Thank you for your comments Josh!
    • Chih-Hsiung Tu
       
      Common Question II: Weaknesses Please discuss three weaknesses of your unit. Please specific. Hint: focus on technology, instructional strategies, and assessments.
    • Matt Romanoski
       
      One weakness I think of the unit is in Lesson 2 where students create their own wiki. I think that this area might have been stronger had I included more examples of wikis to go from as well as a stronger explanation of wikis and their benefits rather than have the learners pull this information from outside sources. A second weakness comes out of this unit as well and that is on assessment. I think that the assignemnt would be easier to understand and to develop had I created a rubric with stronger guidelines for the learners to follow that would be the basis of my assessment. I always provide rubrics for my students ahead of time in my classes and I don't know why I didn't think to add one here. It would go a long way in clarifying the assignment and providing a guideline from which to work with. Finally, I feel the facebook lesson is a little weak in terms of how I want the students to be involved and interacted. I had this really good idea in my head on how I wanted it to look. Almost like an alternate support site for the unit that is overseen and run by the learners. For some reason I had a difficult time translating that from my idea to my lesson. This is an area where I would spend sometime reassessing how I organize and present, before implementing the lesson in the future.
    • Christie Mitchell
       
      This is a good idea for a basic introduction - you state the purpose very well.
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    • Christie Mitchell
       
      Did I miss you evaluations and assessments? Nice job Matt =)
    • Matt Romanoski
       
      Thanks Christie. They are mainly just check for completion based upon joining the networks and particpating in the searches. If they submit the podcut then they completed the assignment correctly.
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    ETC647 Network Learning Unit Home Page.
  • ...1 more comment...
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    Here is my Network Learning Unit for review on Diigo.com -Matt Romanoski
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    My Review Nice embedded asynchronous CMC; nice use of an introductions section (good for online classes); also uses wiki's and facebook. Perhaps student interaction could benefit from Skype or synchronous CMC based support. Excellent resources, and one of the stronger elements of the unit! Built-in search, embedded CMC and a variety of programs (listed above) all culminate to provide wonderful learner resources. A nice variety of collaboration with discussions and use of the three different programs listed above. A nice variety of meaningful assignments without exposing learners to too much in too little time. Good. As noted above three different platforms as well as discussion to publish on. Wiki and Diigo providing lasting published work and facebook providing more transitory publishing appeals to a wide range of learners. Nice self and peer assessment. Looks good, no need to call in the lawyers Though I do love wetpaint Wiki the ads on the site can be less than desirable (they keep adding more). I suggest Google Sites for the same easy navigation and embedding but no ads. That said nice and easy to navigate page
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    Matt It was a great pleasure going through your unit. The introduction and use of a consistent structure for all the lessons is great. The links and directions to activities and assignments is well though out and focused. The content is delivered such that connectivism theory forms a base which informs unit goal and objectives. The learners connect with one another, use platforms which afford them opportunity to connect and interact with resources in a connective nature. Wiki, diigo and facebook are the platforms that you have cleverly woven together to create a rich learning environment which is not only connective but also collaborative; a hallmark of constructivism. Assessment is both instructor and peer-to-peer. Great job!
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