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Roland O'Daniel

Sketchfu - 15 views

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    New tool for drawing. The drawing can be 'replayed' allowing students/teachers to tell a story or to make connections between parts of the drawing. Great visual imagery tool! Great for modeling multiple representations in mathematics.
tonasam

How to Draw Different Polygons in SolidWorks 2012 - 0 views

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    This is tutorial for drawing different 2d polygon shapes in SolidWorks 2012 and explains with step by step images.
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    This is tutorial for drawing different 2d polygon shapes in SolidWorks 2012 and explains with step by step images.
Lois Lindemann

Microsoft Mouse Mischief Home - 9 views

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    "Mouse Mischief integrates into Microsoft PowerPoint 2010 and Microsoft Office PowerPoint 2007, letting you insert questions, polls, and drawing activity slides into your lessons. Students can actively participate in these lessons by using their own mice to click, circle, cross out, or draw answers on the screen. " Nice looking free add on. Downloaded, some templates to get started, but now I need some more mice to test it out.
Sema Video GFX

How to draw Angry Birds - 1 views

Cartoon that has quickly become popular in the whole world. A bird that has become famous in the world. Step by step video after which easily draw popular bird. http://www.3dmodelsunity.com/index.p...

education movie tutorial cartoon

started by Sema Video GFX on 07 Nov 13 no follow-up yet
tonasam

How to Draw Differnt Polygons in SolidWorks 2012 - 0 views

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    This is tutorial for drawing different 2d polygon shapes in SolidWorks 2012 and explains with step by step images.
Clif Mims

Shidonni World- virtual pets drawings come to life - 0 views

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    This is a kid friendly website where kids can make drawings come to life. This site could be integrated in the following ways: --Preschool
Clif Mims

Chogger Comic Creator - 17 views

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    "Use our comic builder to draw your own comics, caption photos, take webcam pictures and add speech balloons. Read, rate, and comment on comics made by people from all around the world."
Clif Mims

Brinkpad - 12 views

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    A web application that brings a desktop experience to the web. The application allows you to create presentations / slide shows / drawings with easy to use web delivered software.
Roland O'Daniel

ZoomIt - 9 views

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    ZoomIt is screen zoom and annotation tool for technical presentations that include application demonstrations. ZoomIt runs unobtrusively in the tray and activates with customizable hotkeys to zoom in on an area of the screen, move around while zoomed, and draw on the zoomed image.
Dean Mantz

Twiddla - Online Whiteboard Tool | Technology 4 Teaching - 0 views

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    Twiddla meetings allow users to interact in real time with drawing tools, chat, voice, images, videos, plain text, documents, emails, and GoogleMaps.
Dean Mantz

Recommended Link from Russel Tarr at www.activehistory.co.uk - 0 views

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    With Scribble Maps you can: - Draw shapes and Scribble! - Place Markers and text - Create a Custom Widget - Save as KML/GPX - Send maps to friends
Dean Mantz

Scribble Maps - Draw on google maps with scribblings and more! - 0 views

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    With Scribble Maps you can: - Draw shapes and Scribble! - Place Markers and text - Create a Custom Widget - Save as KML/GPX - Send maps to friends
drew polly

Cynthia Lanius' Lessons: Draw Fun Fractions - 0 views

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    Fraction tasks-- very high level!
J Black

Thinkature - About Thinkature - 0 views

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    With Thinkature, you can create a collaborative workspace and invite coworkers, friends, and colleagues to join you in just seconds. Once inside your workspace, you can communicate by chatting, drawing, creating cards, and adding content from around the Internet. It's all synchronous, too - no need to hit reload or get an editing lock.
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 9 views

  • The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
  • Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
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  • I’ve come to view teaching as a critical and needed activity in the chaotic and ambiguous information climate created by networks.
  • In networks, teachers are one node among many. Learners will, however, likely be somewhat selective of which nodes they follow and listen to. Most likely, a teacher will be one of the more prominent nodes in a learner’s network. Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants. The network of information is shaped by the actions of the teacher in drawing attention to signals (content elements) that are particularly important in a given subject area.
  • While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
  • Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
  • Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters
  • Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is to model and to demonstrate. To learn is to practice and to reflect.” (As far as I can tell, he first made the statement during OCC in 2007).
  • Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions. It is unreasonable to expect a class environment to capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
  • Teaching and learning in social and technological networks is similarly surprising – it’s hard to imagine that many of the tools we’re using are less than a decade old (the methods of learning in networks are not new, however. People have always learned in social networks).
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
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    Discusses the role of teachers in the learning  process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
jodi tompkins

Cacoo - Create diagrams online Real time collaboration - 5 views

  • Create diagrams online Real time collaboration
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    Collaboration via free mind mapping & diagram projects
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    Cacoo is a user friendly online drawing tool that allows you to create a variety of diagrams such as site maps, wire framse, UML and network charts..... and it's FREE
Dean Mantz

FlockDraw - 5 views

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    Interactive real time drawing board on the web.
Clif Mims

Dabbleboard - 6 views

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    Online whiteboard for drawing and team collaboration
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