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Moussa Tankari

Cyborg School Nation - 0 views

  • we are embarking on a shift of a magnitude that boundary-restricted minds are unable to conceive or manage. He calls this next wave of technology to come, Web 3.0. I call its impact on learning "Education 3.0" and technology will drive us there whether we prepare for it or not.
    • Moussa Tankari
       
      Very true! Whether we are ready or not, we will confront the challenges of new technology 3.0. So, we better prepare for it.
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    In the sense that facing uncertainty isn't a stressor as it has been for previous generations.
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    Explanation of the difference between current generation of techno-natives and previous generations and how they see their futures and how they prefer to learn.
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    Explanation of the difference between current generation of techno-natives and previous generations and how they see their futures and how they prefer to learn. Annotated link http://www.diigo.com/bookmark/http%3A%2F%2Fwww.techlearning.com%2Farticle%2F14
Matt Romanoski

Second Life- Building a Virtual Classroom!- Unit Overview (ETC 647 Second Life) - 4 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.
    • bodi anderson
       
      Content; Overall the content focuses on creating useful and aesthetically pleasing virtual learning objects. language skills will progress though naturalistic engagement in the project (a number of different forms of communication including brainstorming, programming and presenting using different thematically connected language skills). Considering the 2 leels of learning please see my notes on technology below. Technology; The project uses collaborative wiki technology as well as Second life which, being a persistent online world with the ability to embed traditional text based CMC far outweighs many other formats in terms of providing a large variety of interaction methods (see answer to question 2 above). Furthermore the lesson revolves around creating virtual learning object will will also be used by future generations of learners as well as the constructors themselves. Thus we have published student work which contributes to learning and the learning of future students. Instructional Strategies; More linked to socio-cognitivism than connectivism (sorry i still cannot base pedagogy on something which I dont feel has gained a theory level of backing. There is no empirical evidence for connectivism and basing pedagogy on it would only serve to potentially hurt learners). Again we have a group created learning object project here which contibute to learning in their creation and finished project , working on 2 levels. Assessment. Assessment is peer, self and instructor based with a rather heavy weighting to peer based opposed to most classes. Additionally there is an added macro level element of assessment in that future generations of students will also be interacting with and using current student Second Life virtual classroom object creations. This I feel ads a nice level as students' object will be around for the remainder of the class and long after they are gone thus inspiring them to do their best.
    • Chih-Hsiung Tu
       
      Common Question II: Weaknesses Please discuss three weaknesses of your unit. Please specific. Hint: focus on technology, instructional strategies, and assessments.
    • bodi anderson
       
      Overall I would say the weakness in my unit would be given the short amount of time students have to compete it (roughly 1 month) I am not 100% sure they will be able to do this. Naturally I would need to pilot it and be flexible. In terms of language learning, I use a more communicative exposure method. R. Jones publishes a lot on this in interaction research and my own research has found online game mediums to be more linguistically interactive than traditional CMC. Perhpahs my unit would benefit from some direct language instruction, however I would need to base this off of an initial needs assessment done by students undertaking the project.
    • Chih-Hsiung Tu
       
      If one month is too short, how much time do you think your students need?
    • bodi anderson
       
      As I said above , the lesson would need to be properly piloted first (as all lessons generally do). I would estimate no longer than 1.5 months though,
    • Matt Romanoski
       
      Content definteily supports organizaiton learning network environments. Site provides for group collaboration and activity through group activities and use of 2nd life. Google site format lends itself to network learning and the content itself, second life, is most definitely network learning. Integrated technologies include tutorials on how to use second life, second life itself, wordle, and the google site that hosts the unit. I think second life itself is the strongest integrated technology and really stands on its own considering its abilities to allow people to connect in such a unique, virtual manner. Instructional strategies include individual assignemnts to familiarize with second life and then group collaboration to design a classroom and develop a presentation. Core of the project is focused on gropu collaboration as it should using the second lfie technology. Unit provides for peer review and evaluation of group members as well as instructor review of individual and group submission of artifacts and products. Bodi, I think this is an excellent use of network learning environments. I like that you use a new and budding technology in googlsites and that you are instructing learners on how to create a virtual classroom within second life. If this does not highlight connectivism and constructivism then I have completely misunderstood the definitions of the two. Your site is very easy to navigate and understand. All assignments are very clear and provide for little opportunity of misunderstanding or confusion. I would be very intersted in participating a learning environment such as this. Great job!
    • Moussa Tankari
       
      Bodi, Thank you for sharing your unit plan and it is a pleasure to walk through your ideas. The topic of your unit is timely and well chosen to fit an EFL context such as the one you chose (Japan). The objectives are well stated at the forefront. The tutorials are great too because they build a good basis for student understanding of Second Life. Good job! The technology is very popular and well liked by students, so it helps motivate learning. Your unit is very well planned and designed. The activities are doable and motivating. Navigation is also easy. Maybe including a timeline would help students meet. The connectivism principle of collaboration, sharing, evaluation as well as peer review are all embedded nicely in your unit. Like you said, one major problem might be the relatively short time you chose to allocate to this unit (1 month). Overall, I enjoyed reading your unit and walking through the tutorials. Congratulations!
    • Nasreen Wahid
       
      The unit has very clear goals and objectives that support connectivist learning for both the participants and the students of the participants. It will directly impact classroom teaching to incorporate a strong Web 2.0 tool (virtual space within Second Life). The lessons support learners using tutorials and instructions that are clear well developed for the appropriate audience. The use of Wordle is great to show connectivity between concept ideas and is fun and creative! How cool that group work, discussions, and presentations can all be done in Second Life as if it were an actual classroom! I really need to get involved in learning more about SL! Thanks for showing me some of the educational application in your unit and how it seems to be a great virtual space that integrates connectivism and constructivism with many Web 2.0 tools! The evaluation rubric of the presentations is clear and focused. You might consider using Google Docs Forms so that participants can submit their answers which will directly embed them in a spreadsheet for you. Participants also have the opportunity to reflect on learning and their group members. Great job Bodi!
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    Thanks for the feedback guys!
Moussa Tankari

The Bamboo Project Blog: My Personal Learning Environment - 1 views

    • Moussa Tankari
       
      I too think that structured training should not hinder informal learning.
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    "I've come to believe that the future of staff development lies in our ability to go beyond structured training to facilitating informal processes and learning experiences that occur on a daily basis."
Christie Mitchell

ICT literacy in Teacher Training Home - Integrating ICT litetarcy in TTP - 7 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.
    • Moussa Tankari
       
      The first connectivism principle that my Unit plan includes is the opportunity for learners, in this case, in-service teachers to connect with each other with ease using different software applications. More specifically, when they use wiki to collaborate contents is a good strategy to keep learners connected. Another strategy is that building online libraries, using Delicious for example, help learners share useful materials without having to buy books. Learners become actively engaged in social bookmarking process as distributed learning and they become socially networked via social network sites to connect to relevant human learning resources. Next, when they write their lesson plan and use World to visualize their ideas, it is a core principle of connectivism which emphasizes that "utilizing visualization to examine data, such as tag clouds or Wordle Arts" is produces the "ability to see connections between fields, ideas, and concepts." Finally, when learners review each other's lesson plan in groups, this allows them to make contributions to learning content and engage in collaborative and community learning activities for the first principle of connectivism sates: "Learning and knowledge rests in diversity of opinions."
    • Moussa Tankari
       
      Unit Presentation: I designed this 6-week unit plan to give in-service teachers more opportunities to diversify their lesson delivery and content strategies for a number of reasons. First, commercial materials are very scarce in many schools For example, in my own country there is a ratio of one book for 30 students. The unit also aims at strengthening collaboration between teachers and students for a better outcome. I have included multiple technologies( VoiceThread, Wiki, and Delicious) to allow for connectivism principles to be used throughout the whole six weeks that the training will last. The unit comprises three lessons, one leson for every two weeks, a training outline, and groups space. Lesson 1 is essentially focused on Introductions of students and orientation. During this first lesson all students are required the mandatory training for each tool to be used during the training. Reading and discussions start with Lesson 2. Lesson 3 concludes with a survey at the end of training to ensure that this kind of training is/isn't worthwhile in the future.
    • Chih-Hsiung Tu
       
      Common Question II: Weaknesses Please discuss three weaknesses of your unit. Please specific. Hint: focus on technology, instructional strategies, and assessments.
    • Moussa Tankari
       
      My Unit plan is hypothetical and as such may not be implemented in any context. However, it can fit in many teaching and learning situations. For me, the most challenging aspect in putting together this unit plan is to marry the objectives with strategies and link everything to connectivism principles. I am not sure I have married each goal with an appropriate strategy and this may constitute another handicap. Finally, the course format that I chose may pose difficulty for technology low-skill ability learners in Africa. After I submitted, I thought a hybrid format could solve the problem. Otherwise, everything looks fine for me although I cannot see my back...
    • Matt Romanoski
       
      Your unit does an excellent job supporting learning network environment in terms of content. Resources are provided each step of the way. Additionally, the wiki environment you have created supports the learning network environment concept. Groupspaces are provided for collaboration as well as discussions that encourage network learning through sharing and discussion of ideas. There are a variety of web 2.0 tools supported and used throughout the unit. The first lesson requires students to go through tutorials and gain a familiarity with these tools for use in there lessons throughout the unit. There is also a variety of discussion that is encouraged using the web 2.0 tool Voice Thread. Strategies are constructivist based and require students to build there own knowledge and demonstrate their learning and understanding. Examples include building your own information database by using social bookmarking, a research paper designed to demonstrate their understanding of network learning, and finally the group lesson plan and presentation using powerpoint. These technologies incorporated lend themselves to the strategies used, which include individual work, group collaboration, peer review, and group discussion. Rubrics and guidelines are clearly stated for what is expected of each lesson. Also there is an end of unit survey which allows the student to reflect back on how much they actually learn as well as provide information to the instructor that can be used in future implementations of the unit. Moussa, overall I thought the unit was very well though out and designed. It applied constructivist principles, multiple technologies, is very simple to follow and easy to understand. I also really like the graphic on the home page that introduces ICT. Well done!
    • Moussa Tankari
       
      Thank you Mat, for the excellent comments and for taking the time to review my unit plan.
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  • Teacher Training
    • Christie Mitchell
       
      Hi Moussa! I love the web here. It gives a lot to think about - the many possibilities
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    The unit is well aligned with Connectivisim principles. The fact that teachers are expected to become familiar with the web 2.0 tools and learn to apply them is very powerful. It is not enought ot just "being familiar" with web 2.0 tools, but being able to apply them in a teaching environment. The objectives and lessons are clear. I didn't notice any rubrics though. Also, you may want to use Google Forms, rather than survey monkey, the teachers will get a good idea of how to use Google Forms in their classrooms. Great Job! Geneva
Dallas McPheeters

zerobaggage offers new business model of owning less while enjoying more. - 0 views

    • Dallas McPheeters
       
      Fascinating and somewhat disturbing at the same time. Could this have been the attraction to Marx's communist manifesto? A connectivist way of thinking? Enjoy more while owning less?? Is this a clue to the mindset of the next generation? No responsibility of ownership but full enjoyment of tangible 'things' can still be had. Hmm... what do you think?
    • Dallas McPheeters
       
      virtual identities?
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  • weightless living
  • Be who you wish to be!
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    I left a sticky note of questions on this page.
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.
Chih-Hsiung Tu

Bias and the News (That's News to Me) - 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.
    • Chih-Hsiung Tu
       
      Common Question II: Weaknesses Please discuss three weaknesses of your unit. Please specific. Hint: focus on technology, instructional strategies, and assessments.
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    Nice Job Dan: My review First off an interesting topic which I feel will be a good challenge and of interest to the middle school audience. Primarily asynchronous CMC based. A nice amount of resources for students I love the How to sections with the grouping section in-between. Good use of collaboration and group as well as individual work (with an emphasis on the former). Catchy section names to boot (which help appeal to target learners). Amazing. As noted above the planning via calendar is superb (this is the strongest feature of this unit I feel). Wiki provides a good outlet for student based publishing and good connectivist support . It might be nice to have future students build on what current students produce in an active manner. I still feel team blogs need more detailed guidance as often folks just patch the torch. Perhaps make them more detailed with specific goals and swap out members responsible for different sections. Assessment clearly stated and detailed. Nice detailed rubrics for all to see. Includes both peer and instructor evaluation. One of the nicer layouts I have seen! Easy to navigate and pleasing to the eye. Not much to say here except maybe change the pictures on front page to key in more with the bias component (maybe different views of the same story?).\
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.
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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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