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Mary Jones

The Team: SCS 2008 - 2009 (SCS Lifelong Learning Now!) - 0 views

sites.google.com/...the-team

shared by Mary Jones on 06 Dec 09 - Cached
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      Hi, It appears that you want to create an effective,collaborative learning environment which is conducive for a Constructivist-oriented class.
    • tucsonconroy Betsy Conroy
      tucsonconroy Betsy Conroy on 06 Dec 09
       
      Yes, that is my goal. The group has bonded in the F2F classroom environment. I want them to continue their learning with and from one another. In this economic environment we can't afford to take the learners away from work for learning; the digital environment is perfect and something with which this group is familiar (using our LMS). This site is intended to take them to the next level of digital savviness and collaboration.
Christie Mitchell

Lesson 1 (Education Technology Integration) - 0 views

sites.google.com/...lesson-1

shared by Christie Mitchell on 06 Dec 09 - No Cached
  • Define digital literacy and demonstrate its importance in learning. Illustrate hypothesized consequences of digital illiteracy in the 21st Century.  Define and demonstrate competence in use of at least one social bookmarking site. Define, show understanding and utilize a blog for learning purposes.
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      Hi, Thanks for aligning the objectives with the lesson to provide a form of guidance and expectations from the learners.
  • collaborate with one another in groups
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      Collaboration is a very important component of Connectivism and in some forms, Constructivism. Students in groups can learn a concept in the form of various perspectives and interpretations. Also, incorporating literature from various sources solidifies a lesson in my opinion.
  • ISTE Standards Manage software
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      Hi, Again, good idea to include national technology standards.
  • ...2 more annotations...
    • Dennis Marsollier
      Dennis Marsollier on 07 Dec 09
       
      This page is excellent. I like how you have alligened the lesson objectives, content and standards.
    • Christie Mitchell
      Christie Mitchell on 07 Dec 09
       
      you might want to tell the learner how they are being evaluated
Chih-Hsiung Tu

Created with TaskStream (www.taskstream.com) - 0 views

folio.taskstream.com/...preview_pane.asp

shared by Chih-Hsiung Tu on 02 Dec 09 - Cached
  • Digital Asset Management Assignment 2
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Dec 09
       
      Common Question I: Aligned Connectivism PrinciplesPlease 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.
    • Russ Gilbert
      Russ Gilbert on 02 Dec 09
       
      1) Group participation in assignment #1 In the first assignment, students work in groups to accomplish the task of the informal portrait on location. Students take turns at all three positions within the group; collaboration among the participants utilizing the technology in the required ways is key to success. The finished output (assessment) using technology applications to assemble and organize products is the students objective in a connectivism way. Group critiques is implemented in the final presentation 2) Self- assessment on assignment #2 The second assignment takes the student in areas of technology few have experienced. Selecting and navigating advance options with digital photographic devices is the key component all the while they are working with a model to produce an original work of art. The self-assessment comes in the form of judging themselves and their work against their piers in an online network environment. Viewing and commenting on piers work gives the student information about their interpretation of the assignment and the requirements. Not only does the student judge themselves using technology delivery devices but they also realize portions that could have been considered to make the out come different 3) Group collaboration in assignment #3 Assignment #3 in this unit is designed for the group to collaborate using technology to connect their camera directly to their computer for tether shooting. This concept is difficult in the since that not every camera manufacturer is equal when completing this task. Much cognitive and collaborative energy must be performed to make this happen. Group problem solving and research is required to navigate the technology. In addition the assignment requires cooperation and a shared viewpoint to again, collaborate on artistic values and technical operations in the still life studio. Students produce original works of art working together but each takes the lead for their own slant on the theme. Assessmen
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Dec 09
       
      Common Question II: WeaknessesPlease discuss three weaknesses of your unit.  Please specific. Hint: focus on technology, instructional strategies, and assessments.
    • Russ Gilbert
      Russ Gilbert on 02 Dec 09
       
      Taking traditional photography to 21 century teaching techniques is a challenge to say the least but the two have great merit. The two have had great changes thrust upon them in recent years due to technology, so it only makes sense that developing curriculums centered on technology would be logical. Having said this the actual design must be well considered. Sometimes I feel jumping to fast just to make it first out of the gate may not be wise. Don't get me wrong, I am gun-ho for implementing curriculum reform especially in the area of photography but I don't what to make changes to values that are just as strong now as they were 20 years ago when I started this business. In my Unit design, I feel strong and necessary changes have been made over the past year. Not just in this class but taking resources from other classes I have experienced through my graduate studies. Sure more improvements are necessary. I remember one statement from a video I saw earlier in the semester mentioned "Leadership involves constantly re-thinking." This is how I see teaching, constantly re-thinking or re-inventing the wheel to bring better meaning and continuity to the subject. My Unit is strong no doubt. Room for improvement, you bet. If I had one area to revisit (and I do), it would be in instructional strategies relating to the third assignment. I would like to have evidence of group research for the themes of the subject. I feel this is where the groups slipped a little. They did not have concrete ideas for subject and composition. Although some groups did, I believe the groups that failed here, learned from their failures and became better for it. Again, I think we as teachers may place too much emphasis on succeeding in the form of getting it right the first time and not enough from learning from failure. I may have the groups submit a proposal outlining their intent for the project before executing it.
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

unstats.un.org/...sa-2004-9.pdf

ETC647 edtech research Fall2009 Group5 bridge digital divide

shared by Julie Formo` on 06 Oct 09 - No Cached
  • Julie Formo` on 06 Oct 09
     
    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.
  • Julie Formo` on 06 Oct 09
     
    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.
Chih-Hsiung Tu

Home (Land of Digital Authorship) - 0 views

sites.google.com/...home

shared by Chih-Hsiung Tu on 01 Dec 09 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 01 Dec 09
       
      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.
    • Amber Bryant
      Amber Bryant on 07 Dec 09
       
      Learning and knowledge rests in diversity of opinions. While the students are all third graders, these students have had a variety of experiences which makes their prior knowledge experiences unique and diverse. Students are working in cooperative groups to generate knowledge together for a common purpose. Sharing their knowledge with one another will result in a more comprehensive and complete prewriting, drafting, and revising experience. The activities incorporate using Google Docs and Webspiration. Capacity to know more is more critical than what is currently known. This unit focuses on students gaining more knowledge about the elements and processes of writing. The focus is not on what they currently know about writing. The web 2.0 tools utilized in this unit are designed to help the students reflect more on the idea generation and revisions to create a clear and original work. Students will use Google Docs, Webspiration, and Glogster to help facilitate the learning process. The knowledge gained can be through collaboration or individual learning tasks. Learning resides in and is accessed in non-human appliances. This will be a new experience for the learners in this unit as most will be 8 and 9 years old. Sharing and creating knowledge in a network learning environment such as Google Docs will lead them to discover a new way to collaborate. They will begin to use their unique knowledge base to expand and develop new understanding.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 01 Dec 09
       
      Common Question II: Weaknesses Please discuss three weaknesses of your unit. Please specific. Hint: focus on technology, instructional strategies, and assessments.
    • Amber Bryant
      Amber Bryant on 02 Dec 09
       
      First weakness is perhaps the order of the lessons. After reflecting on the flow of the activities, I think the poster in glogster might be more effective in creating a visual organization of the prewriting instead of summarizing the personal narrative.
    • Amber Bryant
      Amber Bryant on 02 Dec 09
       
      Second weakness is that Google Docs requires users to be 13 and older to have an account. I have made this lesson for 9 and 10 year olds. Using another tool that allows students to collaborate legally at that age would be optimal. Also the availability of computers might be an issue. So creating an option for this lesson to be utlized in a center type situation would offer some flexibility in the lessons.
    • Amber Bryant
      Amber Bryant on 04 Dec 09
       
      Third weakness could be the assessments. With each particular task, the learner is assessed with a rubric or slef-evaluation. A better explanation of how to use the assessments would help those unfamiliar with those particular assessments.
  • Tracy Botts on 08 Dec 09
     
    This was a very nice unit for third graders and writing. The lessons and content support a network learning environment by having the learners use various web 2.0 tools such as google docs and Webspiration to learn and share the knowledge with their peers. The goals and objectives were clear where the students will enhance their writing skills that they already have and build onto them by coming up with new ideas and collaborating with others. Students will also enhance critical thinking skills by using all these tools in writing effectively. I enjoyed the first activity and using brainstorming to come up with ideas and in pre-writing for an essay. In this unit, students are learning and connecting with others to come up with new ideas and also learning from teacher feedback to revise earlier work. Good job Amber!
Adrianna Coronel

http://www.taskstream.com/main/?/gilbert68/DigitalAssetManagementAssignment2.html - 1 views

www.taskstream.com/main

shared by Adrianna Coronel on 01 Dec 09 - Cached
  • Digital Asset Management Assignment 2
    • Russ Gilbert
      Russ Gilbert on 07 Dec 09
       
      Thanks for looking at this unit. Actually the unit has three assignments and 2 of the three are group involvement. The one you are looking at is individually accomplished. The beauty of this assignment is that it is shared on Flickr so students critique each other using the Web 2.0 tool.
    • Adrianna Coronel
      Adrianna Coronel on 07 Dec 09
       
      Hello Russ, The content of this unit supports organizational learning network environment. The Web 2.0 tools you integrated into the lesson plans are feasible and enable group collaboration. You included 4 components of technology integration as required. Your unit integrates Constructivism instructional strategies. The learners will have an understanding of technology integration in the classroom and its importance. Your goals and objectives were clear and concise. The rubrics you included were informative and supported your lesson content. Even though I am not familiar with photography, the information provided was interesting and engaging. The pictures you shared are wonderful. I am certain your students enjoyt your lessons immensely. Great job!
    • Adrianna Coronel
      Adrianna Coronel on 07 Dec 09
       
      The content of this unit supports organizational learning network environment. The Web 2.0 tools you integrated into the lesson plans are feasible and enable group collaboration. You included 4 components of technology integration as required. Your unit integrates Constructivism instructional strategies. The learners will have an understanding of technology integration in the classroom and its importance. Your goals and objectives were clear and concise. The rubrics you included were informative and supported your lesson content. Even though I am not familiar with photography, the information provided was interesting and engaging. The pictures you shared are wonderful. I am certain your students enjoyt your lessons immensely. Great job!
    • Russ Gilbert
      Russ Gilbert on 07 Dec 09
       
      Thanks Adrianna I see places that I missed and plan on updating the unit. This will be a big help for me and students that miss class. I hope students don't come to class because to this though.
  • tgwrbaker on 06 Dec 09
     
    Russ, It is an interesting unit. The set-up of the unit was very simlpe and easy to navigate. I looked at the assignment directions, and it looked as if they were individual assignments. In subsequent lessons will students share their photos with others and critique them? Geneva
Melissa Carroll

21st Century Skills for the Teacher (Mansfeld Technology) - 2 views

sites.google.com/...mansfeldtechnology

shared by Melissa Carroll on 01 Dec 09 - Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 01 Dec 09
       
      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
      Douglas Fitzpatrick on 05 Dec 09
       
      The unit is structured with little instructor guidance. The teachers are shown two tools but then use their own abilities to learn together creating an integrated curriculum lesson. The informal learning from the peers, using Web 2.0 tools, teamwork, and shared results, creates a NLE - one where continued use establishes a stronger learning community at Mansfeld MS. Content centers around a unit of three lessons each designed to require research, critical thinking, and decision making. The first two lessons explore and develop two Web 2.0 tools, iGoogle and Edu-Blogs. The third pulls in current teacher curriculum, requires analysis, and then integrates the two tools into usable lessons. I choose the technologies of network aggregation and blogging because they contain many of the Connectivism principles described by Siemens (2005). iGoogle requires the learner to analyze information resources for applicability. Through this learning process one develops an understanding for types and usefulness of information and the technology to connect to the source. Additionally, the teachers had to use critical thinking skills to choose the information nodes to use for their own class and, from collaboration, see and develop connections to fellow teacher's iGoogle. The use of Edu-Blogging technology furthers the connectivist principle of continual learning. Collaboration is the main learning strategy used in the lessons. Individual research is shared in group discussions. The teachers also presented their reasons for the decisions they made as to why they chose to include a node or blog in their product. Assessments are peer based. This creates further discussion of the purpose and appropriateness of final iGoogle, Blogging, and curriculum integration. It also builds a sense of teamwork through a share vision of why a tool is being used. Siemens, G. (2005). Connectivism: A learning theory for the digital age. [online]. Retrieved December 4, 2009 from http:/
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 01 Dec 09
       
      Common Question II: Weaknesses Please discuss three weaknesses of your unit. Please specific. Hint: focus on technology, instructional strategies, and assessments.
    • Douglas Fitzpatrick
      Douglas Fitzpatrick on 04 Dec 09
       
      1) Assessments were left to the participants with out much for guidelines. The unit should have provided more information about what would be a good, better, and best result. 2) The instructional strategies were heavy on collaboration, and while there was work in doing online research, the value of information found was decided in a teamwork fashion. 3) The steps for using iGoogle were left to the instructor's demonstration. It would be better to include the steps in the lesson, especially if a teacher needed to do the lesson later without benefit of an instructor.
    • Nasreen Wahid
      Nasreen Wahid on 07 Dec 09
       
      I am posting this on behalf of Melissa: Doug, I reviewed your first lesson in your Unit. I really like the way you incorporated the powerpoint into your presentation. It specifically detailed the goals of each activity in Lesson 1. Your lesson is on Web/Social Aggregators such as iGoogle. I like that you allow participants to log into your iGoogle, but I think they would benefit from creating one on their own. Your lesson also has three parts, of which only the first Activity seems to be detailed. Collaboration with others is mentioned, but never specifically detailed on how it will be conducted. The standards are detailed fully in your Unit Plan on task stream, but your implementation is confusing. I like your idea of teaching 21st century skills to teachers, but I think you could have incorporated more collaboration, web 2.0 tools, and assessment. I think you did a great job putting it all together, it just wasn't quite complete. Melissa
  • ...1 more annotation...
    • Melissa Carroll
      Melissa Carroll on 07 Dec 09
       
      Doug, I reviewed your first lesson in your Unit. I really like the way you incorporated the powerpoint into your presentation. It specifically detailed the goals of each activity in Lesson 1. Your lesson is on Web/Social Aggregators such as iGoogle. I like that you allow participants to log into your iGoogle, but I think they would benefit from creating one on their own. Your lesson also has three parts, of which only the first Activity seems to be detailed. Collaboration with others is mentioned, but never specifically detailed on how it will be conducted. The standards are detailed fully in your Unit Plan on task stream, but your implementation is confusing. I like your idea of teaching 21st century skills to teachers, but I think you could have incorporated more collaboration, web 2.0 tools, and assessment. I think you did a great job putting it all together, it just wasn't quite complete. Melissa
  • Julie Formo` on 04 Dec 09
     
    I put that in the wrong place oops. I will post it here too. Three Connectivsm strategies that I feel my unit addressed were: * 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.
Melissa Carroll

SCS - Lifelong Learning for Continued Professional Development (SCS Lifelong Learning N... - 0 views

sites.google.com/scslllnow

shared by Melissa Carroll on 01 Dec 09 - Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 01 Dec 09
       
      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.
    • tucsonconroy Betsy Conroy
      tucsonconroy Betsy Conroy on 05 Dec 09
       
      Common Question I: Aligned Connectivism Principles. The principles I integrated into my unit are: - Learning and knowledge emerges from diverse opinions: The community who is the target audience of my unit are recent graduates of our year-long supervisory core series. The focus of the community will be to identify their diverse needs for lifelong learning (continued learning beyond recent graduation), and finding common ground to explore together. Because they represent a wide range of occupations in the organization, their diverse perspectives in building solutions to supervisory challenges will be harnessed, their ideas improved by one another, and captured for others to refer to. This will be accomplished by exploration of articles through Google Reader, sharing of perspectives in relation to specific needs with the group through Blogger and Go-To-Meeting and bookmarking common interests. - Learning resides in and is accessed in non-human appliances: This target audience for my unit is well-exercised in sharing knowledge, and creating new solutions in a F2F environment (situated learning using constructivist strategies). With the creation of the network learning environment, using Google Reader, Delicious, Blogger and Go-To-Meeting to begin will lead them to discover knowledge in the digital environment, and mash it up with their own knowledge/experience to create a broader, more sophisticated, workable skill set for meeting the challenges of our workplace. - Nurturing connections to facilitate learning: As mentioned the community for whom my unit is designed are a bonded group. However, they have now graduated from their year-long program, and will not interact with one another as frequently as they did while in the program. The network community of graduates in my unit will have the opportunity to continue to expand their personal/professional relationships and continue to meet and learn together. As others graduate from the Supervisory Core Series, they will
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 01 Dec 09
       
      Common Question II: Weaknesses Please discuss three weaknesses of your unit. Please specific. Hint: focus on technology, instructional strategies, and assessments.
    • tucsonconroy Betsy Conroy
      tucsonconroy Betsy Conroy on 05 Dec 09
       
      Common Question II: Weaknesses. 1. The primary weaknesses of my unit is that it is perhaps more structured than true network learning. This weakness is also a strength. I am using the structure to transition a community formed in the classroom to a community outside the classroom (group graduated from year-long supervisory training program at the end of November). My unit creates a network community by introducing the learners to tools for continued learning and networking. Structure was needed to catalyze the transition. 2. There is not forum for a more personalized level of social networking. I feel this is a real weakness, however, it is a planned weakness. In order to transition the community from F2F learning in the workplace environment to network learning, it is important to step them up to network learning (scaffold) gradually. To introduce Facebook or Diigo gadgets in the unit/site in the intial lessons would be distract them from the purpose of network LEARNING and lead them to think it is just SOCIAL networking. As they begin to use the unit/site to learn, I will introduce Diigo, Facebook and Twitter to create a more 'connected' group. The idea is that they will then be ready to use these tools for learning, and not abuse them in a way not allowed by our network policy (i.e., killing time aimlessly surfing and not learning/working). 3. The gadgets are not as robust as similar gadgets on iGoogle. This is a design flaw on my part. I assumed the gadgets available would be the same, and they are not. For instance, the Blogger gadget, doesn't allow one to make a blog post right from the window as the iGoogle Blogger gadget does. Similarly, there was no gadget available for Google Reader; I need to use an RSS Reader gadget built for news and adapt it for the feeds I wanted to include. By contrast the iGoogle gadet for Google Reader is very robust allowing users to go to Google Reader and update, edit, track, and bookmark feeds. Betsy
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      Hi, First of all, WOW. This appears to be an outstanding project. I must tell you that your introduction promises a journey of learning. It is well organized. It includes various tools such as a feed, blog, and social bookmarking. The graphics really speak for themselves. Outstanding!
  • ...8 more annotations...
  • 159
    • Mary Jones
      Mary Jones on 06 Dec 09
       
      I love this feature! Do you think Google Sites is better than Wetpaint for creation?
    • tucsonconroy Betsy Conroy
      tucsonconroy Betsy Conroy on 06 Dec 09
       
      Hi Mary, thanks for your generous comments. Google sites is certainly very easy. I started in WetPaint and switched to Google Sites. Google Sites has lots of great functionality, and is less confusing I think than WetPaint for the creator and the user to find things. I was a little disappointed, however, that the gadgets are not the same gadgets as in iGoogle. The gadgets in Google Sites are a little more cumbersome to set up and use.
    • Amber Bryant
      Amber Bryant on 07 Dec 09
       
      Instructional Strategies: A variety of strategies evident. Impressed by the organization of the lessons.
    • Amber Bryant
      Amber Bryant on 07 Dec 09
       
      Content: Thoroughly explains and supports objectives for each lesson. A variety of learning platforms used.
    • Amber Bryant
      Amber Bryant on 07 Dec 09
       
      Use of a variety of Web 2.0 tools to faciltate learning. Employing tools for NLE and PLE are very important. Great Job.
    • Amber Bryant
      Amber Bryant on 07 Dec 09
       
      Evaluations: Each task had an evaluation tool. I think it is very important to know how the task is going to be evaluated before beginning. It can help clarify the assignment for the learner especially if directions are not completely clear on an assignment.
    • Amber Bryant
      Amber Bryant on 07 Dec 09
       
      Just a side note: Found the navigation a little tricky...
    • Melissa Carroll
      Melissa Carroll on 07 Dec 09
       
      I did also.
    • Nasreen Wahid
      Nasreen Wahid on 07 Dec 09
       
      I am posting this on behalf of Melissa: Betsy, Your Unit on Lifelong Learning was great I like the way you set up the introduction. This clearly stated your goals and objectives for the unit, and what outcomes you hoped for. You incorporated Web 2.0 Tools into your unit, such as Citrix Go-To-Meeting (which I have never heard of, and plan to look into further), GoogleDocs, GoogleSpreadsheets, GoogleReader, Delicious, and Blogger. Your unit was very detailed, with many activities. In the first lesson, group presentation, assessment was conducted using a rubric, provided in advance for students to follow. In Lesson Three, you used self assessment. Collaboration was used as a focus in your unit in order to create a constructivist learning environment. I think your Unit was great, but I was slightly confused during it. ! One random thing I noticed is that Andy's Presentation did not state AM or PM for the time. There was also a lot on each page, and I almost felt overwhelmed. Otherwise, you did a great job! Melissa
    • Melissa Carroll
      Melissa Carroll on 07 Dec 09
       
      Betsy, Your Unit on Lifelong Learning was great I like the way you set up the introduction. This clearly stated your goals and objectives for the unit, and what outcomes you hoped for. You incorporated Web 2.0 Tools into your unit, such as Citrix Go-To-Meeting (which I have never heard of, and plan to look into further), GoogleDocs, GoogleSpreadsheets, GoogleReader, Delicious, and Blogger. Your unit was very detailed, with many activities. In the first lesson, group presentation, assessment was conducted using a rubric, provided in advance for students to follow. In Lesson Three, you used self assessment. Collaboration was used as a focus in your unit in order to create a constructivist learning environment. I think your Unit was great, but I was slightly confused during it. ! One random thing I noticed is that Andy's Presentation did not state AM or PM for the time. There was also a lot on each page, and I almost felt overwhelmed. Otherwise, you did a great job! Melissa
  • Tracy Botts on 08 Dec 09
     
    3. Lifelong Learning for Continued Professional Development-Goals and objectives are made very clear in this unit. Nice use of web 2.0 tools such as google docs, google spreadsheets, and blogger to support the network learning environment. Good creative ideas for a professional development unit by engaging learners in discussions, both synchronous and asynchronous, and using i-google to create a personal learning environment. I liked the idea of using blogger to post to others in sharing information that has been learned. Good job Betsy!
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