Classrooms become laboratories or studios, and yet content delivery is
preserved.
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Choice Words - Stenhouse Publishers - 0 views
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podcast of Peter Johnston talking about teachers' fear of mistakes and the dangers of viewing things as "right" and praising people as "smart"
Code-switching - 0 views
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shared by Erin Fontaine on 24 Jul 12
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The Flipped Classroom Model: A Full Picture « User Generated Education - 0 views
usergeneratededucation.wordpress.com/...classroom-model-a-full-picture
flippedclassroom online teacher
shared by Erin Fontaine on 24 Jul 12
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the benefits of video in the classroom:
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idea exchange
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regardless of locations
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allowing them to learn from the best sources
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allowing them to progress at their own pace.
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Allows them to meet students and teachers from around the world to experience their culture, language, ideas, and shared experiences.
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ability to review parts that are misunderstood,
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A major roadblock or barrier to the implementation of this model is that many educators do not know what to do within the classroom
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They become hooked through personal connection to the experience and desire to create meaning for and about that experience (ala constructivist learning).
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Students become interested in the topic because of the experience
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It is the teacher’s responsibility to structure and organize a series of experiences which positively influence each individual’s potential future experiences
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content-based presentations are controlled by the learner as opposed to the lecturer as would be the case in a live, synchronous, didactic-driven environment.
Signing Online - F.A.Q. - 0 views
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shared by Gary Bedenharn on 19 Jul 12
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101 Ways to Use Tagxedo - 7 views
shared by Gary Bedenharn on 19 Jul 12
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alexandra m. pickett, diane hamilton, Tina Bianchi, Lauren D, Gary Bedenharn, and Victoria Keller liked it
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I'll have let the students do this to emphasize the key terms that are important to them in the unit.
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Make a Movie Review
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Turn a Logo into a Tagxedo
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I havent look into this, but I'm wondering if you can upload a logo to use for the shape? Looks that way with all of these images!
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Review What You've Been Tweeting
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I wonder if you could use this ability to make something like this from your blogs or posts?
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Not all photos workNeed high contrastAdjust threshold and blurUse Capture/Undo/RedoPrefer "Light" themesPhotos can be color or B&W
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Critique Your Resume
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Break the Ice
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I love the idea of this as an ice breaker. Letting students choose their own shape would allow for even more expression.
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Improve Students' Writing Skill
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Learn More about Yourself
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Like this idea for the girls to make for someone else to build THEIR self-esteem
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Capture the Collective Wisdom
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This could be used as an icebreaker activity as well. Maybe combine ideas of all students on what they're nervous about with the course or what they're looking forward to or want to learn.
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These ideas can be used in ANY course, on OR offline. Some great activities in here for icebreakers and a variety of other things!
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This is a marvelous visual arts tool that can provide self-assessment opportunities as well as artistic expression of language concepts. This is great find, Lisa! -
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I've been trying to use tagexdo for a while, but love these slides, never knew you could use your own logos :) -
I think I am going to add this to my introduction module to show students all the encompasses geography!
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This looks like fun! I'll have to think about how I might be able to use it.
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Free Educational Games : Online School Review for Kids - Review Game Zone - 1 views
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This site is great because I can choose what I want as my questions. I can adapt a different game for each module or put a whole bunch in my video arcade!! -
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I want to create a "videogame arcade" kind of area where my students and go and relax while still being presented with the language. This is great because I can adapt different games to go with different modules.
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http://www.malts.ed.ac.uk/staff/sian/natives_final.pdf - 0 views
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Study providing evidence that debunks immigrants vs. natives debate. Interesting treatment of the language constructs.
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About The Licenses - Creative Commons - 0 views
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ution CC BY
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n-NonCommercial CC BY-NC
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Machine Readable Human Readable Legal Code Our public copyright licenses incorporate a unique and innovative “three-layer” design. Each license begins as a traditional legal tool, in the kind of language and text formats that most lawyers know and love. We call this the Legal Code layer of each license.
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All Creative Commons licenses have many important features in common. Every license helps creators — we call them licensors if they use our tools — retain copyright while allowing others to copy, distribute, and make some uses of their work — at least non-commercially.
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Scaffolding Instruction for English Language Learners: A Conceptual Framework - 0 views
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I do believe scaffolding is so benefical for ELLs however, as we enter the common core it is questioned whether modeling is most effective. It is very difficult for ELLs to be able to explore and manipulate concepts, especially in mathematics, because they are used to process and/or step by step learning. How do you overcome step by step instruction to analyzing and strategy instruction?
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shared by Maria Guadron on 08 Jun 12
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Ethical Behavior Guidelines for Online Students - Online College Courses - 1 views
www.onlinecollegecourses.com/...guidelines-for-online-students
cyberbullying prevention resilience online learning
shared by Maria Guadron on 08 Jun 12
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Classroom Behavior Your behavior in class, or the manner in which you conduct yourself, is also an ethical choice. One of the most common set of rules for interactions within a technologically-enabled environment is called Netiquette, which is important because “the distance imposed by computer networks disrupts our interactions so that people may become more vocal (mostly a good thing), but also more careless.” What I’ve noticed during class discussions is that students may forget that their classmates are people and can read, interpret, and misinterpret what has been posted. That’s why I remind students to read their messages aloud before posting them and consider both the content and possible tone of the messages. I also encourage students to find specific elements of their peers’ responses to focus on when they are posting messages – in other words, keep it academic, not personal. Another ethical choice to make, concerning your classroom behavior, is related to the issue of cyber safety, which involves how you behave or act towards others online. Cyber safety for students “includes the language they use and the things they say, how they treat others, respecting people's property (e.g. copyright) and visiting appropriate websites.” Also related to cyber safety is cyber bullying. Forms of cyber bullying can include: • “Insulting: Posting or spreading false information about a person that will cause harm to that person or that person’s reputation. • Targeting: Singling someone out and inviting others to attack or make fun of her or him. • Excluding: Pressuring others to exclude someone from a community (either online or offline). • Harassment: Repeatedly sending someone nasty, mean and insulting messages.” It is your responsibility as a student to act ethically in your class. Instructors know the importance of monitoring online interactions to ensure that students have a safe classroom environment to work in. For example, if I observe a message within the discussion board that may be perceived as threatening or hostile, I’ll address it right away with that student and should the problem continue I can file a Student Code of Conduct violation with the school.
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Prevent cyberbullying with ethical behavior guidelines for online students.
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Video: I Have a Student Who Is Deaf | Listening and Spoken Language Knowledge Center | ... - 0 views
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Every disability can be named, but you may be surprised by your student's abilities.
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shared by Joan McCabe on 16 Jun 12
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Social Networking - Create Online Identity - 0 views
socialnetworking.swsi.wikispaces.net/CreateOnlineIdentity
social networking netiquette online identity
shared by Joan McCabe on 16 Jun 12
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Online Profile Tips for Students Managing Online Identity is a key digital literacy, and an important thing to discuss with students when using online tools for learning and teaching. Additional to the tips above, it's worth considering the following when discussing online profiles with your students - particularly if you are working with young people who are under 18 years old: Using Real Names: In general, younger students should be taught to protect their privacy online by avoiding publication of their full name and other personal details. Using first names and/or aliases can be a good way of managing this. Ensure that you discuss privacy and the implications of publishing personal details online with your students.Choose appropriate profile pictures: Younger students should be encouraged not to publish identifying images online. Rather, they can be engaged in a range of activities to create representational avatars and profile images.Students should only share only information that is safe for the Internet. Establish a classroom policy that teaches students to avoid publishing a specific addresses or names that a reader might use to locate them.Ensure students understand how to respect the privacy of others by obtaining permission before publishing images of and information about their friends or family.Discuss the issues around internet safety and ensure students do not provide personal details to others online. There are lots of Internet Safety resources available - check out our Social Networking Safety for further information . Consider holding a class discussion or online activity to assist students in understanding the issues around publishing personal details online and online profiles. Creating Codes of Conduct or Rules of Engagement with your students can be an effective way of establishing appropriate classroom policies which provide them with a clear framework.
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3. Etiquette - Using Your Online Manners!
Online Etiquette is important whenever you are sharing comments, information or feedback online, and of course this applies to social networking sites as well. Practicing good manners and respect when communicating and collaborating with others online will also enhance your online identity, demonstrating digital literacy skills and strong online communication skills.
Consider the following etiquette tips when using social networking sites:
- Introduce yourself when offering friendship: If you are using social networking sites for professional or personal networking, making 'friends' with other users can be an effective way of extending your connections. However, don't offer friendship without also offering an introduction and some information about you and why you are following. For example, if connecting to another educator who you know via their work online, but not personally you could try an introduction like 'Hi, I'm a regular reader of your blog, and have enjoyed your work. I teach in a similar field and would appreciate being able to connect with you in the future'. Include links to your personal identity online - eg. your blog, wiki or preferred online profile page so that person receiving the friendship request can identify you.
- Respond to 'friendship' or 'connect' requests: Ensure you respond to request from others for friendship. If you choose not to make friends, offer an alternative or reason. Eg. "Thanks for your friendship request but I only use facebook to connect to my family members. Feel free to connect with me via my blog, or you can follow me on [insert your preferred social networking tool here]."
- Don't abuse group or games invites: It's fine to invite your friends to join in on a group or online game via social networks. However - one is enough! Don't send repetitive requests or invites as they are annoying to other users and can be considered spam.
- Respect the privacy of others: Respect the privacy of others. If your friend is using an alias online, don't share their real identity or post content which could 'out' them. Remember that all users of social networking sites make different decisions about how they manage their privacy online.
- Use good tags: Apply tags to text, images and video appropriately. Tagging other people in unflattering pictures can create lots of tension with friends or family members, so remember to consider the implications when tagging content which is associated with or depicts others. If someone requests to be untagged in an image or page, ensure you act swiftly and respect their wishes.
- Leave good comments: One of the best ways to connect with others via social networking sites is to make comments. Ensure your comments are clear, respectful and well written. Don't use inappropriate, sexist, racist or foul language. Provide constructive criticism when appropriate and respect the opinions of others. Robust debate is wonderful - abusive tirades are not! When leaving comments on blogs or fan pages, ensure to check for 'rules of engagement' or site policies about commenting.
- Private conversations should stay private: Don't republish a private conversation or exchange (via email, instant messaging or other private communication channels) without permission.
- Share appropriately: Don't share any information online (including text, images, audio and video) that you wouldn't be happy to share with distant relatives, friends, work colleagues and your immediate family. A good rule of thumb - if it's ok to say it to your Grandma and your Boss, it's ok to share it online!
- Connect and Engage: Don't use social networks as a one-way announcement tool. Remember to engage with your 'friends' and follow-up on comments and feedback.
- Balance Personal Vs. Private: If you are using social networking sites for professional purposes, make sure you balance your personal comments, images and messages with useful professional information. Consider your audience and share information that is useful to your networks.
Watch this humorous take on social networking etiquette. Although it focuses on Facebook, many of the points it raises are relevant to all social networking sites.
Consider how you will address social networking etiquette in your learning communities. What strategies will you put in place to ensure students understand the 'rules of engagement' on social networking sites.
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Helpful tips on creating an online identity for students and in the work field. Also tips on netiquette.
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shared by alexandra m. pickett on 17 Jul 13
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JOLT - Journal of Online Learning and Teaching - 0 views
jolt.merlot.org/...chan_0912.htm
voicethread study amultimedia asynchronous tool module 4 assignment
shared by alexandra m. pickett on 17 Jul 13
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In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education.
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Results Out of a total of 61 students in two online sections of the business policy course, 22 students – 14 females and eight males – took part in the exam review and VoiceThread survey (i.e., the first phase of the study). The participants were graduating seniors, and as part of the course, they had participated in weekly discussion board activities within the University’s LMS, Blackboard. None of them had used VoiceThread prior to their involvement in the study. The survey results are presented in Tables 1, 2, and 3. Table 1. Survey responses – "yes/no" items (N = 22)
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This resource as well be a good article to show the relationship of Voicethread with student-student and student-teacher interaction. This article also ties back to Chickering and Gamson's Seven Principles.
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Question Yes No Comments 1. Did you comment on the VoiceThread? 22 0 2. Was it difficult to comment? 1 21 "A little, text box small." 3. Would you like to use VoiceThread for future exam reviews and discussion of chapter concepts? 14 8 "Yes. [It is] More interactive, [and involves] not just reading text, but actually listening, and picking up information that way." "Yes. By then I will know how to use the microphone." "No. [It] Take[s] less time to read answers on Blackboard's discussion board as opposed to listening to people's answers on VoiceThread. It was difficult to read the small text." (This student liked participating in the exam review on VoiceThread for the extra credit, and she would do it again if extra credit were given.) "No. I won't be able to use it with my other devices such as my iPad and iPhone." "No. It's easier to read the review questions and find the answers in the book." 4. Would you like to use VoiceThread to make a presentation for a course in the future? 14 8 "Yes. Sure! That would probably work out pretty well!" "Not really! Not unless I have to." 5. Would you suggest to your peers the use of VoiceThread for making their own presentations? 16 6
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Table 2. Survey responses – rating-scale item (N = 22) Question Very Easy (1) Easy (2) No Problems (3) Some Issues (4) Very Difficult (5) 6. How difficult was it to create your VoiceThread account? 19 3 0 0
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Table 3.Survey responses – open-ended item (N = 18) Question Comments 7. Anything you would like to share about VoiceThread? Positive comments (n = 12) "Very easy and convenient." "I think that once I was able to get into the system it was easy to use. Now I need to understand why the mic[rophone] does not work, maybe my laptop." "It was actually very interesting to learning [sic] how to use VoiceThread. It was something different." "I like the way I can participate by using text. As English is my second language, speaking is really difficult for me. Also, VoiceThread is really easy and simple to use." "It was really easy to navigate and use." "VoiceThread was very easy to use and it could be beneficial in the future." "VoiceThread is easy and pretty interesting!" "I like that it is very easy to use." "It seems like a good tool to utilize for some classes." "Easy to navigate and good review before the exam." "Never done it before but I think it's pretty good tool." "Seems like a great tool we can use." Comments expressing reservations (n = 4) "I think it was very easy to figure out. My hesitation about using in the future for a course to do a presentation or recommending my peers to use it is that I don't really know much about it so that is why I responded no to those questions. I don't know how to add graphics and things of that nature like on PowerPoint." "VoiceThread is easy to register [on]. However, I'm not too sure about making a presentation." "I think it's a good form of technology. It's not my first choice of communication though. Plus if you're typing your answer the font is super small, not sure if I can change this setting." "[There needs to be a] bigger text box" Unfavorable comments (n = 2) "I do not like the interface of the VoiceThread ... [The interface] makes it hard to use on anything besides a computer." One student found it slightly difficult to "figure out how to answer the questions or how to comment on others' answers."
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Creating Classroom Rules Together | Scholastic.com - 0 views
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As a teacher, you of course need to establish general rules of conduct for your classroom. But how do you make your students want to follow the rules?
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Give them a hand in creating those rules!
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Here's how to do it.
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Start with a list of what you consider the bare essentials, and then, through thoughtful discussion, work with your students to create a set of rules expressed in their language.
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Most teachers agree that it's best to select only a few rules — those that contribute to successful learning and an orderly environment.
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Literacy Corner | OER Commons - 0 views
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This resource is great to help broaden a teachers scope of literacy. There are many parts to explore.
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In each activity you can click to find out more information about how it is helping the student. They address how students are hitting the Language Strand, Skills, Theme and Type. It is easy to understand for both a teacher and a parent.
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It is easy to find different activities to try just by looking through the different stands.
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I like the section that discusses home to school connections. Many times it is hard for teachers to continue their students learning at home. This site gives great tips and tricks for teachers to give to parents to help them help their students.
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I plan on using this resource in my course as a tool for my students to explore some activities they can implement in their classroom involving literacy. The choice will be theirs on what they choose to use if they choose to use any. I plan on adding this to my module that ties in technology. I think it would be a good fit there.
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Edwige Simon, PhD | Educational Technology Consultant, Denver/Boulder metro area, Color... - 0 views
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Technology workshops for Language Teachers
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Sticky note....I do not understand why they are not showing for our instructor.
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I only tagged those tools that I am interested in using in my online course but there are many other tools and sinc ethis is a blog it is updated frequently.
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I only tagged those tools that I am interested in using in my online course but there are many other tools and since this is a blog it is updated frequently. Also they have put a creative commons license on this blog so anyone can use the information in their own courses as long as they give credit to the author of the Blog.
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Wow I hit the jackpot here in Melot. This blog has links out to how to manual for many of the tools I want to teach in my online course. I cannot highlight the links but I encourage those of you who are interested in learning web 2.0 tool to visit this blog. It's quite informative.
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I plan to use some of the tutorial guides as recommended resources in my course.
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Resources on hybrid/blended course(re) design
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In 2012, 32% of all higher education students are now taking at least one online course
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Voicethread 1/1 (Go to post) Voicethread 2/2 (Go to post)
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Voki (Go to post)
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Audacity (Go to post)
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Glogster (Go to post)
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http://www.realtechsupport.org/UB/MRIII/papers/CollectiveIntelligence/Levy_CollectiveIn... - 0 views
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Internet is a truly Surrealist mode of communication from which 'nothing is excluded,' neither good nor evil, nor their many forms, nor the debate which would vainly attempt to separate them. The Internet represents the unmediated presence of humanity to itself since every possible culture, discipline and passion is therein woven together. The fact that everything is possible on the Internet reveals mankind's true essence, the aspiration towards freedom.
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Such power, freedom and responsibility can only oblige us to be audacious in creating new paths to the future. In one sense, nothing will ever change. As always, we will be bom, suffer, love, weave beautiful and meaningful patterns together, and then we will grow old and die.
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We must move in the direction of a more powerful and deliberately assumed freedom and collective intelligence.
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There is the dimension of power-sharing along the lines of Cyber-democracy. There is the dimension of productivity and prosperity along the lines of Information Capitalism. Then there is the dimension of spiritual and artistic grace in which the multiplicity of virtual worlds and games contributes to the comprehension of the sacred world.
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Cyberspace is in the process of becoming the ecosystem for the world of ideas, it is a bustling no?sphere which is transforming rapidly and which is beginning to take control of the biosphere, directing its evolution towards its own ends. Life in its entirety is rising up towards the virtual, towards infinity, through the door opened by human language.
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