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Jennifer Boisvert

Microsoft Visual SourceSafe Roadmap - 0 views

  • Visual SourceSafe is a version control system that: Protects users from accidental file loss. Allows back-tracking to previous versions of a file. Allows branching, sharing, merging, and management of file releases. Tracks versions of entire projects. Tracks modular code (one file that is reused, or shared, by multiple projects).
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    Microsoft Program that allows files to be shared and backed up.
Joy Quah Yien-ling

The "V-PORTAL": Video Online Repository for e-Teaching and Learning... - The World Is Open - 3 views

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    List of 27 videos: 1. Planning an Online Course 2. Managing an Online Course: General 3. Managing an Online Course: Discussion Forums 4. Providing Feedback 5. Reducing Plagiarism 6. Building Community 7. Building Instructor and Social Presence 8. Online Relationships: Student-Student, Student-Instructor, Student-Practitioner, Student-Self 9. Fostering Online Collaboration/Teaming 10. Finding Quality Supplemental Materials 11. Blended Learning: General 12. Blended Learning: Implementation 13. Blended Learning: The Future 14. Online Writing and Reflection Activities 15. Online Visual Learning 16. Using Existing Online Video Resources 17. Webinars and Webcasts 18. Podcasting Uses and Applications 19. Wiki Uses and Applications 20. Blog Uses and Applications 21. Collaborative Tool Uses and Applications 22. Hands-On/Experiential Learning 23. Coordinating Online Project, Problem, and Product-Based Learning 24. Global Connections and Collaborations 25. Assessing Student Online Learning 26. Ending, Archiving, Updating, and Reusing an Online Course 27. Trends on the Horizon
George Dale

A Model of Learning Objectives - 0 views

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    Another view of Bloom's Tax.
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    Update to Bloom's taxonomy in a nice visual presentation. Work of Lorin Anderson and David Krathwohl
Diane Gusa

Online Technical Writing: Instructions - 0 views

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    "# Your ability to put yourself in the place of the reader, the person trying to use your instructions # Your ability to visualize the procedure in great detail and to capture that awareness on paper # Finally, your willingness to go that extra distance and test your instructions on the kind of person you wrote them for."
alexandra m. pickett

WebElements Periodic Table of the Elements | Sodium | Essential information - 0 views

  • Soap is generally a sodium salt of fatty acids.
    • Kimberly Barss
       
      Each element's description is loaded with great information! Scroll down to see a picture of sodium and the color in which it burns (very pretty!)
    • alexandra m. pickett
       
      This is great kim!! : )
  • The result of adding different metal salts to a burning reaction mixture of potassium chlorate and sucrose.
    • Kimberly Barss
       
      click the video above to play. The video shows a (brief) demonstration of that colors that different metals burn...beautiful...Relating this to teaching and learning: students (and teachers!) are much more engaged with proper and frequent use of attention-grabbing media. I am a visual person and I know that my classroom also has visual learners. I can describe things in text or verbally until I am blue in the face, but SEEING these things in photos or on videos is what sets it apart and commits them to memory. Above is a picture of sodium in its natural state as a metal...I try to emphasize this to my students since often the examples we use in class is sodium chloride, or table salt. A silver metal bonded to a noxious green gas combines to make table salt. That's a hard thing to imagine for anyone, so I show them using this resource. I LOVE webelements.
  • burning mixture of potassium
    • Kimberly Barss
       
      below is a fabulous chemistry joke!
    • Kimberly Barss
       
      for more comments, please return to the home page, click "Pictures" in the tabs at the top and click on "Cl"
Diane Gusa

Choose your "buddy icon" carefully: The influence of avatar a ndrogyny, anthropomorphis... - 1 views

  • ndrogyny, anthropomorphism and credibility in online interactions.
  • In both online and offline interactions, the visual representation of people influences how others perceive them. In contrast to the offline body, an online visual representation of a person is consciously chosen and not stable
  • Results show that the characteristics of the avatar are used in the person perception process
Luke Fellows

Effective strategies for teaching children with autism spectrum disorders - Autism-World - 0 views

  • Many students with autism are sensitive to auditory input and have a more difficult time processing auditory stimulation. Their work stations should be placed away from excessive auditory stimulation and away from unnecessary movement.
  • Students with autism perform best when their daily routine is predictable, with clear expectations.
  • Work stations must be clearly defined
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  • Activities should be designed with strong visual cues
  • Many find deep pressure very relaxing. Others need frequent opportunities for movement.
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    Teaching Students with ASD
Mary Huffman

Supporting Reading Goals through the Visual Arts - 0 views

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    Reading and writing across the curriculum.
Diana Cary

Learning Styles - 1 views

  • by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits and starts
Heather Kurto

From music making to speaking: Engaging the mirror neuron system in autism - 0 views

  • mirror neuron system (MNS)
  • The involvement of this multisensory and motor system is particularly evident in experts, such as musicians. Neuroimaging studies using voxel-based morphometry found evidence for structural brain changes such as increased gray matter volume in the inferior frontal gyrus in instrumental musicians compared with non-musicians
  • Social and communication impairments represent some of the key diagnostic characteristics of autism
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  • Theory of mind refers to the ability to understand another person’s mental state, including their beliefs, intents and desires, as separate from one’s own thoughts, experiences and behaviors
  • Research has demonstrated a relationship between joint attention and language development in children with autism.
  • Besides poor joint attention, the communication deficits in autism may be related to imitation difficulties. Imitation involves translating another person’s action into one’s own, and is also considered to be a precursor of language developmen
  • We argue that this engagement could be achieved through forms of music making. Music making with others (e.g., playing instruments or singing) is a multi-modal activity that has been shown to engage brain regions that largely overlap with the human MNS. Furthermore, many children with autism thoroughly enjoy participating in musical activities. Such activities may enhance their ability to focus and interact with others, thereby fostering the development of communication and social skills. Thus, interventions incorporating methods of music making may offer a promising approach for facilitating expressive language in otherwise nonverbal children with autism.
  • Given that the mirror neuron system is believed to involve both sensorimotor integration and speech representation, it is likely to underlie some of the communication deficits in individuals with autism spectrum disorder
  • Music is a unique, multi-modal stimulus that involves the processing of simultaneous visual, auditory, somatosensory, and motoric information; in music making, this information is used to execute and control motor actions
  • It has long been noted that children with autism thoroughly enjoy the process of making and learning music
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
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    Wigram T. Indications in music therapy: evidence from assessment that can identify the expectations of music therapy as a treatment for autistic spec trum disorder (ASD): meeting the challenge of evidence based practice. Br J Music Ther. 2002;16:11-28.
Gary Bedenharn

ScreenReader.net: freedom for blind and Visually impaired people - 0 views

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    Commercial site for screen readers for blind people to access their computers.
Lisa Martin

Memory Psychology - 0 views

  • There are three main ways in which information can be encoded (changed): 1. Visual (picture) 2. Acoustic (sound) 3. Semantic (meaning)
    • Lisa Martin
       
      Online learning can address all three ways of encoding information.
Catherine Strattner

Schoolwide Enrichment Model - 0 views

  • The Enrichment Triad Model was designed to encourage creative productivity on the part of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest. Accordingly, three types of enrichment are included in the Triad Model (see Fig. 2). Type I enrichment is designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not ordinarily be covered in the regular curriculum. In schools - that use this model, an enrichment team consisting of parents, teachers, and students often organizes and plans Type I experiences by contacting speakers, arranging minicourses, demonstrations, or performances, or by ordering and distributing films, slides, videotapes, or other print or non-print media. Figure 2. The enrichment triad model. [Click on the figure to see it as a PDF file.] Type II enrichment consists of materials and methods designed to promote the development of thinking and feeling processes. Some Type II training is general, and is usually carried out both in classrooms and in enrichment programs. Training activities include the development of. (1) creative thinking and problem solving, critical thinking, and affective processes; (2) a wide variety of specific learning how-to-learn skills; (3) skills in the appropriate use of advanced-level reference materials; and (4) written, oral, and visual communication skills. Other Type II enrichment is specific, as it cannot be planned in advance and usually involves advanced methodological instruction in an interest area selected by the student. For example, students who become interested in botany after a Type I experience might pursue additional training in this area by doing advanced reading in botany; compiling, planning and carrying out plant experiments; and seeking more advanced methods training if they want to go further. Type III enrichment involves students who become interested in pursuing a self-selected area and are willing to commit the time necessary for advanced content acquisition and process training in which they assume the role of a first-hand inquirer. The goals of Type III enrichment include: providing opportunities for applying interests, knowledge, creative ideas and task commitment to a self-selected problem or area of study, acquiring advanced level understanding of the knowledge (content) and methodology (process) that are used within particular disciplines, artistic areas of expression and interdisciplinary studies, developing authentic products that are primarily directed toward bringing about a desired impact upon a specified audience, developing self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision making and self-evaluation, developing task commitment, self-confidence, and feelings of creative accomplishment.
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    This is an executive summary of Joseph Renzulli's Schoolwide Enrichment Model.
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    If you are interested in gifted and talented education and/or teaching higher order thinking skills, this is a great model to explore.
Catherine Strattner

CoI Model | Community of Inquiry - 0 views

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    Visual model and explanation of community of inquiry model with page links to related papers on three aspects of CoI. A resource gem.
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    Excellent resource to begin with in exploring the CoI framework.
Maria Guadron

Wikimedia Commons - 0 views

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    Wikimedia Commons
Maria Guadron

Ten Steps Toward Universal Design of Online Courses: Home Page - 0 views

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    "Ten Simple Steps Toward Universal Design of Online Courses"
Maria Guadron

University Libraries - Perry and photographic images for online courses - 0 views

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    Perry (2006) found that "photographic images used in online courses captured students' attention, stimulated creative thinking, and created community."
Amy M

Second Life: Hype or Reality? Higher Education in the Virtual World - DE Oracle - 0 views

shared by Amy M on 06 Jun 12 - Cached
  • Second Life places some challenges for educators, such as the high requirements for computer hardware and network speed.
  • Second Life places some challenges for educators, such as the high requirements for computer hardware and network speed.
  • The visual context of the virtual world generated a sense of presence and shared space which make students feel that they have experienced the benefits of a real class.
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  • With this learning system, named as "Sloodle", professors and students can easily post content from inside Second Life to their online courses, class blogs and wiki pages.
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    Research on using SL in higher ed classrooms and communities.
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