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Kristina Lattanzio

Transposing Instruments - 0 views

  • Common Transposing Instruments
    • Kristina Lattanzio
       
      Lists instruments that are most commonly used in playing in performing ensembles. Describes how music written for them needs to be transposed up or down different intervals to fit with the rest of the ensemble.
    • Kristina Lattanzio
       
      This source can be used to teach students the basics of composing music for ensembles with various different groups of instrumentation. It can be used to explain the physics of musical instruments and how their composition changes the sounds they produce and how they differ from one another.
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    This resource is for teaching about transposing instruments. It explains all instruments, and what key they play in. It also explains how to write music for multiple instruments so it will be transposed and sound correct.
Bill Hooper

AP Central - The AP Macroeconomics Exam - 0 views

  • Questions
  • All Questions
  • Questions
  • ...5 more annotations...
  • Questions
    • Bill Hooper
       
      Each year, the free response questions from that years A.P. exam are posted. For example, by clicking on the link below, students will be able to view the 2008 questions. These questions have become an integral part of my course as practice and assessment tools.
  • Scoring GuidelinesStudent Performance Q&AScoring Statistics
  • Sample Responses Q1Sample Responses Q2Sample Responses Q3
    • Bill Hooper
       
      I frequently use the sample responses and give them to students as a way to assess their understanding. I have them grade the student papers and then compare their answers to the actual rubric.
  • 2008: Free-Response Questions
    • Bill Hooper
       
      The Free-Response questions are posted every year and are a integral part of my course. I use them as practice and assessment tools on a regular basis. I strongly recommend that all AP teachers make use of them.
    • Bill Hooper
       
      This page contain practice questions and answers for the AP Macroeconomics Exam. However, every AP course available on this site by clicking on the green link in the left hand sidebar entitled "AP Course and Exams" I strongly recommend it!!!!
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    Webpage containing every free response question asked on the A.P. Macroeconomics exam for the past 20 years. The questions and their associated detailed solutions are made available.
James Ranni

Signal Detection on ePsych - 0 views

  •  
    great content accompanied by an experiment on signal detection
Kristina Lattanzio

Music Theory Skills Tests - 0 views

    • Kristina Lattanzio
       
      The aural skills section includes several links to listening skills tests. Some of these will be used in Music Theory and Analysis course.
  • Interactive Applet Skill Tests
    • Kristina Lattanzio
       
      This site includes many music theory drill and practice exercises. They are organized into several categories and include theory drills, tutorials and aural listening skills training.
  •  
    This page provides many links into different kinds of music theory drill and practice tests. There are different categories with theory training, tutorials and aural skills training.
Barbara Recchio-Demmin

CVC. Lecturas paso a paso. Nivel intermedio - 0 views

    • Barbara Recchio-Demmin
       
      So here is where we move into the intermediate reading mateiral.
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    Reading and listening material for Spanish intermediate to advanced
Barbara Recchio-Demmin

BBC - Languages - El Mensual - 0 views

    • Barbara Recchio-Demmin
       
      This is a great feature for students to hear authentic Spanish speakers.
    • Barbara Recchio-Demmin
       
      Here is a comment to my comment. We Spanish teachers who are not of Spanish-speaking origins often carry an accent with us no matter how hard we try to erase it. This is one reason why it is so important to expose our students to authentic materials in order to help them learn proper pronunciation.
    • Barbara Recchio-Demmin
       
      Games help to improve student interest and learn vital vocabulary at the same time
  • It incorporates reports from BBC Mundo plus other materials to help you keep your Spanish up to date.
  • ...2 more annotations...
    • Barbara Recchio-Demmin
       
      Learning about Spanish in context is one of the foundations for increased interest in language learning. The relevance of learning nouns and verbs becomes clear once students understand the people and culture associated with the target language
  • Spanish with audio
  •  
    Great site to enhance Spanish language and cultural immersion
Jane DeMeis

accesselearning Module 1: Disabilities Resources - 0 views

    • Jane DeMeis
       
      This is what I was looking for. More resources.
Jane DeMeis

accesselearning Module 1: Disabilities Seizure Disorder - 0 views

    • Jane DeMeis
       
      I am getting diappointed as I read on this website. Anyone would have difficulty with this type of information, not TBI and convulsions most often do not have anything to do with learning abilities, they are a result of a chemical imbalance, birth dfect, or injury which may cause other cognitive impairment. ARGGGHH
Jane DeMeis

accesselearning Module 1: Disabilities Mobility Impairment - 0 views

    • Jane DeMeis
       
      this is good info on types of equipment and a link to more info
Jane DeMeis

accesselearning Module 1: Disabilities Learning Disability - 0 views

    • Jane DeMeis
       
      this is not really giving me anything new here
alexandra m. pickett

Reflections on Online-Teaching and Learning - 0 views

  • teaching online can make you a better f2f teacher
    • alexandra m. pickett
       
      you might be interested in this: online teaching as a catalyst for classroom based transformation https://urresearch.rochester.edu/retrieve/6493/Catalyst+for+Classroom+Transformation.pdf : }
  • By pushing myself to interact better I can learn to teach interaction to my students.
  • I have learned that interaction is essential to teaching and learnng.  Learning is a social activity.  I feel I have been brave enough to include a discussion forum in each module of my course.  It was easy really to do.  the questions I have posed are big questions-they are not lower level thinking questions.  in order to elicit the rich content from my students in the discussion i need better instructions and to create that rubric-i will do.
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  • can’t believe how far I’ve come.  So, I guess that’s the most suprising thing that i have learned.  I can do this tech. stuff.  well, another thing that strikes me as suprising is that this course has helped me to become a better f2f teacher.  i can no longer hide behind my fear for interaction in the f2f class.
    • alexandra m. pickett
    • alexandra m. pickett
       
      jess: you not only can do it. you did do it! yay!!
  • i suppose i can.  
  • I am proud of myself and patient with myself.
  • As I grow as a teacher, there is no doubt, that I will be rocky road.
  • I know that I have learned, for god’s sake I created an online course! 
  • change the world!
    • alexandra m. pickett
       
      one person at a time! : )
  • I felt scared and now I feel empowered. 
ian august

John Seely Brown: Chief of Confusion - 1 views

  •  
    Author of article minds on fire
alexandra m. pickett

If I'm talking, you should be taking notes. - 0 views

  • , mad
  • However, I also have learned that we cannot assume that everyone of a certain age is a digital native. Working at a community college, I have students with a large variety of academic and technological experiences. Some students have very limited access to technology.
    • Diane Gusa
       
      Hi Nicole, I worry about the same thing. I guess the more we make them work, the less likely we are to do too much leading.
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  • June 20th,
  • it is concrete, born before me with a structure and a real plan
    • Donna Angley
       
      Thank you Alex! I would never have been able to create this course without Alex laying out the modules as she did. Like you, I am starting to feel the course coming together in a very organic way.
  • I am fully committed to the idea of self-discovery and peer-teaching within my online course, but I also feel that I have a lot to add and I can’t keep all of this information to myself
    • Donna Angley
       
      You don't have to choose one; you can facilitate from afar, yet still be a presence in your course. In fact, your students will need feedback from you in order to know that they are on track. Self-discovery, peer teaching, and instructor presence are not mutually exclusive, thank goodness.
  • h-ha moments are coming regularly now. The challenge is now enjoyable.
  • The a
    • Donna Angley
       
      Yay! All the time and effort becomes worthwhile.
  • not necessarily because it meets a learning objective
    • Donna Angley
       
      There have been times when I have had to stop and ask myself, "why am I looking to this particular technology?" If I can't attach it to a learning objective, I let it go.
  • . The first time I implement something I cannot always anticipate all of the issues, but after a run through I can plan for those problems and be proactive in preventing them.
    • Donna Angley
       
      I think this process is not only natural in teaching, but expected - especially in the online environment. We ask for student feeback so that we can improve the course. In this way, it is constantly evolving.
  • . Students will need to find a community setting for 15 hours of either observation of a child, or volunteering in working directly with children
    • Donna Angley
       
      Great idea, and as a former supervisor of both a before-school and after-school program, you can observe a lot at one of these programs. Kids play, study, socialize, etc. Lots to learn through observation and probably with permission, your students might be able to interact with the kids as well.
  • July 4th,
  • I am going to give up more control and expect more self-directed learning from my students, not only online, but in my f2f courses too! I am going to put more emphasis on discussion boards than I had previously anticipated.
  • I am thinking about what I feel is working for me as a student and what is not, so I can include or not include those things in my course.
    • Donna Angley
       
      I think this is difficult for us because no matter how much we include in order to get students interacting, in the end it is out of our hands. Well, not completely -- we can always facilitate the discussion from behind the scenes if we need to, but you see what I mean.
  • Now my perspective had drastically changed—I am instead asking myself how do I get the students to the information? How will I devise learning activities that will assist them in their search for knowledge and understanding? It is not my responsibility to spoon feed them, but to teach them how to spoon feed themselves.
  • conceptualizing some of the activities for my course
    • Donna Angley
       
      I struggled with this as well. Still not sure if I have enough substantial learning activities for my course. It wasn't until I actually started creating the learning activities that I realized I was rather naive about the entire process. Like you, I had this vague idea. I finally had to sit down and figure out what I wanted my students to be doing and then creating activities that met those objectives.
  • despite the extensive conversations that we have had.
  • Giving up control and trusting students to learn. I don’t need to give them the information, just provide the opportunity for them to discover it for themselves, and trust that they will do it. Everyone says this works, I can’t wait to see it happen!
    • alexandra m. pickett
       
      brilliant!! : ) just made my day !!
  • Not only has my expectation for online teaching changed, but I also am trying to apply some of these ideas to my f2f courses.  I want students to take more responsibility for their learning. I want them to learn from each other, and to discover knowledge instead of waiting for it to be fed to them. I want to build more community into my courses, so students feel that they can share and learn from others and take risks in class. I also want students to learn what they are interested in learning, or what they need to learn depending on where they are in their understanding of the content.
Diane Gusa

Media Richness, Social Presence and Technology Supported Communication Activities in Ed... - 0 views

  •  
    When planning or conducting an instructional activity it is a good idea to consider both media richness and social presence to ensure that the technologies chosen to support activities will contribute most effectively to the planed activity.
Donna Angley

Curriculum and Instructional Design - 0 views

  • I can now see that learning to transform my ideas and beliefs about learning IS GOING TO require a constant and steady flow of reflective inquiry.
    • alexandra m. pickett
       
      brilliant!! : )
    • Donna Angley
       
      Took me a while to realize it as well!
    • Diane Gusa
       
      I am curious, what do you mean logical? Is it possible that what is logical to one student, will be chaos for another?
  • There are still so many tools and technologies to learn!
    • Kimberly Barss
       
      I KNOW! It is so overwhelming at times. I just keep telling myself "it's all going to be worth it!" It is extremely comforting, however, to hear the experts in the field and those who have been doing this for a long time saying that they felt the same way when they first began.
    • Donna Angley
       
      I just found out tonight about this ability to use Diigo in our blogs to leave post-its....very cool!
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  • Jun 21st,
  • I do not know all that there is to know about online learning
  • I need to move outside of comfort zone to make this course work!
  • I am able to read the discussion posts and announcements while I’m on the road, at work, exercising or shopping. I am able to stay connected to the course, and this has been a great help to my learning.
    • Donna Angley
       
      I'm a little jealous :-) I don't have internet on my phone, so I have to wait to be home to do any work at all. It must be nice to always have the option of connecting!
  • I still have so much learning to do
    • Donna Angley
       
      We all do...hopefully the learning never ends. I think of myself as one long work in progress.
  • visual
  • post quality responses
    • Donna Angley
       
      This has proved to be one of the more difficult portions of this course. It takes me hours to create a quality post, but I do learn a lot in the process.
    • Diane Gusa
       
      Hi Kristen I too am grateful for the experiences, even though that cause me great frustration, because those have made me dig deeper...
  • teacher
    • alexandra m. pickett
       
      it is teaching presence not teacher presence. there is a big difference. : )
  • This course allows me to learn the theoretical underpinnings of learning and teaching online, but also allows me to apply what I have learned and “make the connection” to my professional life and to the greater world!
  • From this point on, I have made the decision to be strategic about the design and impact of my course on my faculty’s personal and professional lives.
  • for business
    • alexandra m. pickett
       
      it is a process : )
  • stay consistent with the structure
    • Donna Angley
       
      It's taken a while for me to realize this as well. I've since gone back and added consistency throughout my modules.
Diane Gusa

The Art of Writing Clear Instructions (or How to Tell People What to Do) - Content Mast... - 0 views

  • A common format for blog posts and articles is to present a topic and then include some actionable steps at the end to help your reader apply their learning. Here are a few ways you might do this: Reflection: Ask your readers to ponder or consider the new idea or perspective you shared with them, and how they might integrate it into their lives. Journaling: Ask your readers to write about the topic. You can provide specific questions for them to answer, or invite them to ask and answer their own questions. Rehearsal: Ask your readers to practice a new behavior, habit, thought pattern or language. Suggest how many times per day or week they should do it, and in which specific situation(s). Action: Ask your readers to take a specific action or actions. Suggest how many times per day or week they should do it, and in which specific situation(s). Documenting: Ask your readers to keep track of their progress; give them a checklist to mark off their actions or ask them to record it in a journal. You may also ask them to keep track of their results, feelings or thoughts during this process. Reporting: Ask your readers to share their results with you, your community or an  accountability partner.
    • Diane Gusa
       
      I plan on using this for my blogs. What do you think?
Diane Gusa

Why have learning communities - 0 views

  • learning communities have been shown to increase student retention and academic achievement, increase student involvement and motivation, improve students� time to degree completion, and enhance student intellectual development.
  • Students involved in learning communities become more intellectually mature and responsible for their own learning and develop the capacity to care about the learning of their peers.
    • Diane Gusa
       
      This makes me think that online learning communities will lead to retention in course, engagement, motivation, and increase learning
  •  
    F2F learning communities findings in one college
Diane Gusa

The Ed Techie: Using learning environments as a metaphor for educational change - 0 views

  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • ...19 more annotations...
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers. So, for example the television was initially treated as ‘radio with pictures’
  • In an attempt to move towards the possibilities offered by a completely digital, online world, they have started with the education model we are familiar with. They are, in effect, a virtual classroom, or course, with content (which map onto lectures) laid out in a linear sequence with discussion forums linked to this (mapping onto tutorials). In one LMS (the open source Bodington system, http://bodington.org) they even went as far as to make this mapping explicit by making the interface a building which you had to navigate to your lecture room.
  • Heppell (2001) argues that “we continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes.
  • Daniel (1996) has argued that elearning is the only way to cope with expanding global demand for higher education, claiming that “a major university needs to be created each week” to meet the proposed demand.
  • f we view our online learning environments not as analogies of how we currently teach, but rather as a metaphor for how we engage with changes required for a digital society, then this provides us with some insight in to how to tackle the issues above (and others).
  • Siemens (2008) argues that “Learning theories, such as constructivism, social constructivism, and more recently, connectivism, form the theoretical shift from instructor or institution controlled teaching to one of greater control by the learner.”
  • To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
  • lecture hall ‘said’ about learning,
  • Why would we seek to recreate the sort of learning affordances Wesch highlights in a virtual environment, when we are free to construct it however we wish?
  • Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects. Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary.”
  • "Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs
    • Diane Gusa
       
      Mashups are web pages or applications that combine data or presentation from two or more sources -WIKIpedia
    • Diane Gusa
       
      Mashups?
  • connectivism (Siemens 2005) places decentralisation at the heart of learning:"Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing"
  • Wikipedia succeeds by decentralising the authoring process, YouTube succeeds by both decentralising the broadcasting production process, but also by allowing embeds within blogs and other sites, thus decentralising the distribution process
    • Diane Gusa
       
      Two good examples
  • Knowing how to link to and locate resources in databases and search engines is a skill for a decentralised information world. The result is that online references are forced into an existing scheme, which has an inherent preference for physical resources. The traditional reference is often provided in papers, when it is the online one that has actually been used because the referencing system is biased towards the paper version.
    • Diane Gusa
       
      I wonder what Alex's PLE would look like. I also wonder what our PLE will look like in 8 more weeks, next year?
  • ‘eduglu’
    • Diane Gusa
  • SocialLearn has been conceived as a deliberate attempt to discover how learners behave in this sphere, how to develop the appropriate technology and support structures, what pedagogies are required and what are the business models for education in a disaggregated educational market.
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