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IP Addressing and Subnetting - 0 views

www.merlot.org/...viewMaterial.htm
shared by s k on 16 Jul 08 - Cached
  • Description: IP addressing and subnetting tutorial presentation. Contains audio, video and assignments.
    • s k
      s k on 16 Jul 08
       
      This multimedia lesson is a perfect fit for my course.
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Videos | Edublogs - education blogs - 0 views

edublogs.org/videos blog edublogs
shared by alexandra m. pickett on 16 Mar 08 - Cached
  • Writing posts and pages
    • alexandra m. pickett
      alexandra m. pickett on 08 Jun 08
       
      if you have questions about adding posts or pages to your blog view this video! : ) me
  • Customizing your design
  • Configuring your settings
    • alexandra m. pickett
      alexandra m. pickett on 08 Jun 08
       
      There are lots of things that are included in your edublogs, settings that are there by default, but that you can customize. And stuff that is prepopulated to get you started. You have to remove the default stuff and replace it with your own content. View your blog and use your dashboard to delete, replace, customize what is displayes with your own content. : ) me
  • alexandra m. pickett on 10 May 08
     
    Some video tutorials to help you get started with your own blogs.
  • alexandra m. pickett on 08 Jun 08
     
    Use the resources on this page to learn more about how to customize your blog with your own content. Mouse over the highlighted areas for sticky notes from me. : )
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VoiceThread in the Classroom - 0 views

cnx.org/1.4 voicethread
shared by alexandra m. pickett on 26 Jul 09 - No Cached
  • VoiceThread Slideshow - http://www.slideshare.net/edtechvision/voice-thread-for-education-presentation-660270 How to Use a VoiceThread - Basic Steps - http://educationalsoftware.wikispaces.com/file/view/VoiceThread.pdf Tutorial Video - http://www.teachertrainingvideos.com/voice/index.html Give Your Students A Voice With VoiceThread - http://www.scribd.com/doc/6521990/Give-Your-Students-a-Voice-With-Voice-Thread
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Moodle Tutorials ::: Educating Educators - How to design an online quiz - 0 views

www.moodletutorials.org/view_video.php
shared by Jeanne Cousineau on 27 May 09 - Cached
  • Jeanne Cousineau on 27 May 09
     
    How to design a moodle quiz
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accesselearning Tutorial: Overview - 0 views

www.accesselearning.net for Mod 4 lesson
shared by Jane DeMeis on 16 Jul 09 - Cached
  • Jane DeMeis on 16 Jul 09
     
    this is a course on how to make different media forms suchas vieo, and PowerPoint accessible for the guys I work with who have developmental disabilities and need or use devices to help them work on the computer. I am very excited about this course and information and I am presenting this at work
  • Jane DeMeis on 16 Jul 09
     
    this is a course on how to make different media forms such as video, and PowerPoint accessible for the guys I work with who have developmental disabilities and need or use devices to help them work on the computer. I was very excited about this course and information until I read through and found that some of it was basic knowledge and some of it was junk. However, the end had great resource bibliography which I am using in my class. :)
  • Jane DeMeis on 16 Jul 09
     
    for mod 4 assignment
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Economics Interactive Tutorial: Elasticity - 0 views

hadm.sph.sc.edu/...Elast.html Module 4 Assignment lesson economics elasticity interactive
shared by Bill Hooper on 20 Jul 09 - Cached
  • In each of the following examples, choose whether you would expect demand to be elastic or inelastic. In none of these examples will the demand be as elastic as the demand for gasoline at a particular gas station on a street with many gas stations. Drivers will flock to a gas station with a price a few pennies below its neighbors' prices, and will abandon a gas stations with a price a few pennies higher. Choose "Elastic demand" if you think that buyers will buy somewhat less if the price goes up, or somewhat more if the price goes down. Choose "Inelastic demand" if you think that the buyers will buy about the same amount if the price goes up or down. An unconscious bleeding man is brought to a hospital emergency room. A patient is given a presciption for a drug to control high blood pressure. The patient's insurance doesn't cover drugs, so the patient must pay out of pocket. A hospital in-patient has insurance that will pay all charges. What would the demand be like for nurse-administered propoxyphene (Darvon), a pain-reliever? A senior signs up with a managed care plan to get the Medicare drug benefit. Even though the senior is locked in for a year, the plan can, at any time, change which drugs it will pay for, based on the plan's judgement about a drug's effectiveness and price relative to other drugs that do about the same thing. For members of that plan, what might the demand for the Darvon be like? Darvon's cheapest alternative might be acetomenophen (Tylenol) in this case. A family has a high-deductible health insurance policy. The effect is that the family pays for primary care office visits out of pocket. Now, one of their children has an earache. What would their demand be like for an office visit to get this checked out? In general, if the decision-maker has an incentive to spend less on some product and if there is an adequate substitute for that product, then demand is more ...
    • Bill Hooper
      Bill Hooper on 20 Jul 09
       
      This area is a perfect tool for the student to self-assess whether or not he/she grasps the concept of elasticty. The student reponds to each scenario and is provided with an immediate solution to confirm their answer.
  • Health Savings Accounts -- The Best Way to Make Demand More Elastic?
    • Bill Hooper
      Bill Hooper on 20 Jul 09
       
      This section would be the perfect way to take the concept of elasticity and apply it to a current event. It could also be an excellent prereading for a discussion or blog.
  • Elasticity
    • Bill Hooper
      Bill Hooper on 20 Jul 09
       
      This initial section provides a nice summary of elasticity and would be useful to assign as a reading to provide background at the beginning of the module.
  • ...1 more annotation...
    • Bill Hooper
      Bill Hooper on 20 Jul 09
       
      Terrific website to use as part of a short unit on elasticity. It provides all the basic background information, provides a self-assessment, and applies it to a current event. Students should have no trouble getting some good information out of this site.
  • Bill Hooper on 20 Jul 09
     
    This is a very cool interative activity for students to use in their learning about the concept of elasticity.
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Moodle Tutorials ::: Educating Educators - 0 views

www.moodletutorials.org
shared by Jeanne Cousineau on 27 May 09 - Cached
  • Jeanne Cousineau on 27 May 09
     
    All how to videos for Moodle
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Download Free Trials - 0 views

www.techsmith.com/...trials.asp capture snagit camtashia tutorial
shared by Jennifer Boisvert on 21 Jul 09 - Cached
  • Jennifer Boisvert on 21 Jul 09
     
    Let's you download free trials for Camtashia and Snagit.
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5. Increasing Time on Task: 7 Principles Collection of TLT Ideas - 0 views

www.tltgroup.org/...5_Time_Task.htm time on task
shared by Jessica Backus-Foster on 13 Jul 09 - Cached
  • helping communicate to students how much time and energy you and your institution expect them to invest in their work
  • the ability to store work and work-in-process on the school's network
  • ability to send file attachments with email has made it easy for students to send me a draft of their work for feedback at any time.
  • ...15 more annotations...
  • With randomly generated homework problems, immediate feedback, and the opportunity to try again, students view the homework almost like a game with the challenge of getting all the problems correct. As a result, they seem to spend more time than with paper and pencil homework.
  • availability of many research materials on-line and through electronic databases to which libraries subscribe should enable students to access what they need from their homes or their dorms at time which are convenient to them
  • “capturing students’ beer time
  • streaming video versions of all lectures
  • our approach to students is to encourage students to do what works for them (but to be sure to do it!)
  • Access to the Internet has changed research possibilities. Students have access to much more information faster than in the past.
  • Hot links to articles and other readings
  • E-mail messages are quickly replacing the live visit to professors and probably encouraging more students to talk to professors since it is less scary to them to write rather than face professors face to face.
  • Searching for journal articles using electronic bibliographic databases has been a major time saver for students
  • electronic reserves at the library
  • Use of the Calendar in WebCT to promote planning by students. Can also use the Calendar to highlight particular content or web resources to be ready for in-class discussion. Remind students in different media such as in-class and on-line about the expected completion dates for projects. (Virginia Arp, Gannon University)
  • "2 hours outside to 1 hour in class
  • Some may be spending more time because they’re unfamiliar with the medium. Some may be spending more time because instructions for assignments are not well-written for online use Some may be spending more time because they want to: the assignments are more interesting. And so on. Depending on the reasons, “spending more time” may be a) a triumph, b) a problem to be fixed, c) a temporary situation to be endured.
  • Going 'paperless" has saved me much time on task
  • publisher of one of our texts provides a tutorial CD and website as well as online course support
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Podcast - 0 views

www.how-to-podcast-tutorial.com/what-is-a-podcast.htm podcast technology broadcast media mp3
shared by Donna Angley on 29 May 11 - Cached
  • Donna Angley on 29 May 11
     
    What is a podcast?
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Oxford Tutorial Method - 0 views

www.rushmore.edu/...Default.aspx
shared by Michael Lucatorto on 06 Jun 11 - No Cached
  • You communicate with your Professor by email or telephone as often as you need to. If you happen to live near a Faculty member, you may arrange to meet with him or her in person. This personal approach to learning, featuring frequent interaction with your Professor, affords the Rushmore student greater flexibility and support than at conventional schools
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Communication in Online Courses: Strategies for Providing Feedback - 0 views

www.ion.uillinois.edu/...feedback.asp feedback education teaching online
shared by Lauren D on 12 Jun 11 - Cached
  • Here are strategies for providing feedback in the Virtual Classroom
  • Clearly communicate exactly how participants will be graded.
  • Set evening hours if most of your students work during the day.
  • ...10 more annotations...
  • Be prepared to use a variety of delivery systems for feedback in case the technological system fails
  • Take note of students who don’t participate during the first session, and contact them individually after class. They may have technological difficulties
  • Provide substantive critique, comment, and/or evaluation for work submitted by individual students or groups, referring to additional sources for supplementary information where appropriate.
  • Provide private, weekly updates to EACH participant on their grade status.
  • Thank students publicly for comments submitted to the Virtual Classroom showing insight or depth. This will serve to model the types of responses and critical thinking skills you expect from other participants as well as give positive reinforcement to the student who contributed the message.
  • Make interpretive as well as descriptive comments.
  • the instructor should recognize quality work and intervene as the work is being developed to steer students in the right direction
  • Do not comment on every student posting. Much like in face-to-face class discussions let the conversation develop and give students a chance to participate before jumping in with in depth comments/feedback or analysis.
  • Use your students' feedback regarding course content, relevancy, pace, delivery problems, and instructional concerns to improve your course for the next time you teach it.
  • formative assessment
  • Donna Angley on 12 Jun 11
     
    The importance of continuous and prompt teacher feedback in the virtual classroom.
  • Maria Guadron on 07 Jun 12
     
    Online students need more support and feedback because they may feel alienated online. Read some strategies to provide feedback here!
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The Ed Techie: Using learning environments as a metaphor for educational change - 0 views

nogoodreason.typepad.co.uk/...or-for-educational-change.html module 2 21stcenturylearning e-learning WEB2.0 education learning_environments
shared by Diane Gusa on 16 Jun 11 - Cached
  • 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
      Diane Gusa on 16 Jun 11
       
      Mashups are web pages or applications that combine data or presentation from two or more sources -WIKIpedia
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      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
      Diane Gusa on 16 Jun 11
       
      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
      Diane Gusa on 16 Jun 11
       
      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
      Diane Gusa on 16 Jun 11
  • 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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