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Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 26 Sep 10 - Cached
  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
  • ...1 more annotation...
  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
  • Carole Redline on 27 Sep 10
     
    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Kalin Wilburn

Write In Private: Free Online Diary And Personal Journal | Penzu - 2 views

penzu.com

Journal writing diary web2.0 penzu

shared by Kalin Wilburn on 10 Aug 11 - Cached
  • Write in Private
  • Your own personal journal and online diary.
  • Don't want to share everything with the world? Easily keep your personal thoughts, memories,and ideas safe and secure in the cloud!
  • ...4 more annotations...
  • Rich in Features Privacy First  Penzu was designed to focus on your privacy. Unlike blogging,your entries are private by default. A Picture Is Worth A Thousand…Insert your own photos (now with flickr) and bring your entries to life! Share If You Want To  You can shareyour individual entries via email or createa public link and share with the world... Instant Search  Find long-lost entries quickly and easily with our fast filtered search and sorting.
  • Good for You Less Stress  Expressive writing is an extremely cathartic process, helping you to relax and release stress. More → Be Healthier  Numerous studies have shown that keeping a journal can improve your immune function. More → Get Smarter  Keeping a journal or diary can not only boost your "working memory" but your grades too. More → Lose Weight  Keeping a food diary has been suggested to double weight-loss when combined with a diet. More →
  • Serious Privacy
  • Locking  You can password protect your individual entries for extra privacy. Or, with a Penzu Pro account, you can lock the contents of your entries using military-grade encryption and a unique distributed security process to keep your data safe. SSL  Your entries are even more secure with 128-bit SSL, the same technology used by online banks to transfer information across the web. That means all entries, passwords, and data are safely sent to our servers from your computer or device. Read All About Security →
Debra Gottsleben

Why Web Literacy Should Be Part of Every Education | Co.Exist: World changing ideas and... - 77 views

www.fastcoexist.com/...uld-be-part-of-every-education

information literacy digital literacy programming technology

shared by Debra Gottsleben on 10 Aug 12 - No Cached
  • Debra Gottsleben on 10 Aug 12
     
    "Like reading, writing, and arithmetic, web literacy is both content and activity. You don't just learn "about" reading: you learn to read. You don't just learn "about" arithmetic: you learn to count and calculate. You don't just learn "about" the web: you learn to make your own website. As with these other three literacies, web literacy begins simply, with basics you can build upon. For some it can lead to a profession (i.e. becoming a computer programmer) while for most it becomes part of the conceptual DNA that helps you to understand and negotiate the world you live in."
  • Debra Gottsleben on 10 Aug 12
     
    An excellent article about the importance of web and digital literacies.
kellidgegroup

Online text to speech (TTS) converter - SpokenText.net - 14 views

www.spokentext.net

UDL Session 3 TTS converter speech tools mp3 text

shared by kellidgegroup on 15 Jun 12 - Cached
  • What is SpokenText.net? SpokenText lets you easily convert text into speech. Record (English, French, Spanish or German) PDF, Word, plain text, PowerPoint files, and web pages, and convert them to speech automatically. Download your reccordings as .mp3 or .m4b (Audio Book) files (in English, French, Spanish and German)
  • great way to check your writing for grammar and spelling errors
  • What is SpokenText.net? SpokenText lets you easily convert text into speech. Record (English, French, Spanish or German) PDF, Word, plain text, PowerPoint files, and web pages, and convert them to speech automatically. Download your reccordings as .mp3 or .m4b (Audio Book) files (in English, French, Spanish and German)
  • ...3 more annotations...
  • What is SpokenText.net? SpokenText lets you easily convert text into speech. Record (English, French, Spanish or German) PDF, Word, plain text, PowerPoint files, and web pages, and convert them to speech automatically. Download your reccordings as .mp3 or .m4b (Audio Book) files (in English, French, Spanish and German) of any text content on your computer or mobile phone.
  • Record books, articles,web pages, your papers class notes or any other text content
  • convert text into speech. Record (English, French, Spanish or German) PDF, Word, plain text, PowerPoint files, and web pages, and convert them to speech automatically.
  • Marc Patton on 15 Jun 12
     
    SpokenText lets you easily convert text into speech. Record (English, French, Spanish or German) PDF, Word, plain text, PowerPoint files, and web pages, and convert them to speech automatically.
  • kellidgegroup on 31 Jan 15
     
    SpokenText converts any text into clear natural sounding speech. Convert documents, web pages or just copy and paste the text you want to convert, then learn while on the go
Carol Mortensen

EdTech Toolbox: Ultimate Web 2.0 List - 139 views

edtechtoolbox.blogspot.com/...web-20-tools_04.html

web2.0 tools edtech toolbox education list Resources web 2.0

shared by Carol Mortensen on 09 Jul 11 - No Cached
  • place to share e-learning and Web 2.0 tools for education. Computers and laptops in education are important only when used with good pedagogy. Digital content and creation is an important part of the process for educators in the 21st century
  • Carol Mortensen on 09 Jul 11
     
    "A place to share e-learning and Web 2.0 tools for education. Computers and laptops in education are important only when used with good pedagogy. Digital content and creation is an important part of the process for educators in the 21st century."
  • Carol Mortensen on 09 Jul 11
     
    Great collection! I'll be lost in this list for days!
onepulledthread

Teach the Web (MOOC) - 3 views

www.zythepsary.com/...teach-the-web-mooc

Web 2.0 mozilla blog Webmaker education teaching

shared by onepulledthread on 19 Apr 13 - No Cached
  • onepulledthread on 19 Apr 13
     
    Laura Hilliger blog zythepsary.com here discusses the mozilla Teach the web" MOOC to start may 2. content to include: Introduction to Webmaker is all about community, openness and collaboration. Remix and Contextualize is all about putting web literacy skills into other types of learning plans. Do and Share is about experimenting with collaborative, participatory learning spaces and using the online community to improve your practice. Within each topic are 3 subtopics - Those are the themes we'll be focusing on weekly. 9 themes, 9 week MOOC - nice how that worked out, don't cha think? For each theme, we'll be MAKING things to explore ideas because, you know, you learn lots when you make. We'll have a chance to look at each other's makes, give feedback, and hack on ideas throughout the 9 weeks. There will be several ways to follow along. Here's what we're thinking for communication channels: Sign up to the webmaker.org/teach list to participate Keep your eye on hivenyc.org/teachtheweb Submit your blog for aggregation Join G+ Webmaker Community Use #teachtheweb on Twitter Bookmark the Big Blue Button link for May 2nd, 23rd, and June 13th, 4pm UTC Check the calendar for Twitter chats and Big Blue Button sessions
Kent Gerber

What the Web Said Yesterday - The New Yorker - 42 views

www.newyorker.com/...cobweb

web digital preservation archives digital archives preservation history scholarly communication citations

shared by Kent Gerber on 02 Feb 15 - No Cached
  • average life of a Web page is about a hundred days
    • Kent Gerber
      Kent Gerber on 02 Feb 15
       
      Where does this statistic come from?
  • Twitter is a rare case: it has arranged to archive all of its tweets at the Library of Congress.
  • Sometimes when you try to visit a Web page what you see is an error message: “Page Not Found.” This is known as “link rot,”
  • ...14 more annotations...
  • Or maybe the page has been moved and something else is where it used to be. This is known as “content drift,”
  • For the law and for the courts, link rot and content drift, which are collectively known as “reference rot,” have been disastrous.
  • According to a 2014 study conducted at Harvard Law School, “more than 70% of the URLs within the Harvard Law Review and other journals, and 50% of the URLs within United States Supreme Court opinions, do not link to the originally cited information.”
  • one in five links provided in the notes suffers from reference rot
  • 1961, in Cambridge, J. C. R. Licklider, a scientist at the technology firm Bolt, Beranek and Newman, began a two-year study on the future of the library, funded by the Ford Foundation and aided by a team of researchers that included Marvin Minsky, at M.I.T.
  • Licklider envisioned a library in which computers would replace books and form a “network in which every element of the fund of knowledge is connected to every other element.”
  • Licklider’s two-hundred-page Ford Foundation report, “Libraries of the Future,” was published in 1965.
  • Kahle enrolled at M.I.T. in 1978. He studied computer science and engineering with Minsky.
  • Vint Cerf, who worked on ARPAnet in the seventies, and now holds the title of Chief Internet Evangelist at Google, has started talking about what he sees as a need for “digital vellum”: long-term storage. “I worry that the twenty-first century will become an informational black hole,” Cerf e-mailed me. But Kahle has been worried about this problem all along.
  • The Internet Archive is also stocked with Web pages that are chosen by librarians, specialists like Anatol Shmelev, collecting in subject areas, through a service called Archive It, at archive-it.org, which also allows individuals and institutions to build their own archives.
  • Illien told me that, when faced with Kahle’s proposal, “national libraries decided they could not rely on a third party,” even a nonprofit, “for such a fundamental heritage and preservation mission.”
  • screenshots from Web archives have held up in court, repeatedly.
  • Perma.cc has already been adopted by law reviews and state courts; it’s only a matter of time before it’s universally adopted as the standard in legal, scientific, and scholarly citation.
  • It’s not possible to go back in time and rewrite the HTTP protocol, but Van de Sompel’s work involves adding to it. He and Michael Nelson are part of the team behind Memento, a protocol that you can use on Google Chrome as a Web extension, so that you can navigate from site to site, and from time to time. He told me, “Memento allows you to say, ‘I don’t want to see this link where it points me to today; I want to see it around the time that this page was written, for example.’ ”
  • Kent Gerber on 02 Feb 15
     
    Profile of the Internet Archive and the Wayback Machine.
Ross Davis

islt9440 - Group 7: Diigo for Education - About diigo.com - 86 views

islt9440.wikispaces.com/About+diigo.com

technology diigo

shared by Ross Davis on 15 Nov 10 - No Cached
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page
  • The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
  • About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.comDiigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with similar interests and follow specific people and sites. Teachers can register for an educator account that allows a teacher to create accounts for an entire class. In an education account, students are automatically set up as a Diigo group which allows for easy sharing of documents, pictures, videos, and articles with only your class group. There are also pre-set privacy settings so only the teacher and classmates can see the bookmarks and communications. This is a great way to ensure that your students and their comments are kept private from the rest of the Internet community. Diigo is a great tool for teachers to use to have students interact with material and to share that interaction with classmates. Best Practices for using Diigo tools Tagging Tool Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students. This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.Highlighting Tool Diigo highlighting tool allows the teacher or student to highlight in an article or a web page . 1The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points. Sticky Notes Tool The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students. Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading. Students could use sticky notes to peer edit and make comments on other student's work through Google docs. These are just a few ideas of how to apply the diigo tools to your teaching practices. Both students and teachers benefit form using these tools. The variety of uses or practices give both groups a hands on way of dealing with text while making it more efficient. Bookmark/Snapsho
  • ...10 more annotations...
  • islt9440 - Group 7: Diigo for Education guest · Join · Help · Sign In · Join this Wiki Recent Changes Manage Wiki Group 7 Project HomeDiigo RSS FeedsSample Lesson Plans Social Studies Spanish Math (Functions) Math (Geometry) Collaboration Pages Collaboration Home Job Assignments Project Info Lesson Plan Ideas About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.com Diigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with si
  • Diigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark
  • and tag websites
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
  • The key concepts or vocabulary words could be highlighted to check for understanding
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
  • Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students.This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.
  • The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
  • Chuck Baker on 15 Nov 10
     
    My group for my grad class, "Learning with the Internet" created this wiki about using and implementing Diigo in the classroom.
Jeff Andersen

To Care & Comply: Accessibility of Online Course Content - YouTube - 6 views

www.youtube.com/watch

on line accessibility

shared by Jeff Andersen on 29 Mar 20 - No Cached
  • Jeff Andersen on 29 Mar 20
     
    A look at Portland Community College's web accessibility guidelines and how supporting students with disabilities is a shared responsibility across the college. Video includes stories from students whose education is impacted by inaccessible web content and ways faculty and staff can improve online course materials to make course content more accessible. This is an OER (Open Educational Resourse).
Roland Gesthuizen

How to Use Facebook Groups to Stay Connected After Conferences « Social Fresh - 11 views

socialfresh.com/ay-connected-after-conferences

event conference socialmedia networking community collaboration

shared by Roland Gesthuizen on 09 Jul 14 - No Cached
  • the Web is changing the face of conferences. We can glean the content from events through various social media channels with the click of a button. It’s not hard. Content is easily transmittable.
  • Roland Gesthuizen on 09 Jul 14
     
    "the Web is changing the face of conferences. We can glean the content from events through various social media channels with the click of a button. It's not hard. Content is easily transmittable"
Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
onepulledthread

Web Accessibility Checklist - 17 views

facultyecommons.org/oad-web-accesibility-checklist

web accessibility checklist learning education Web

shared by onepulledthread on 21 Apr 13 - No Cached
  • onepulledthread on 21 Apr 13
     
    See helps to assessing how well Web resources meet accessibility guidelines. ☐  Can the application be used with only the keyboard? ☐  Do images have appropriate text descriptions? ☐  Do pages have a consistent look-and-feel? ☐  Does text have enough color contrast? ☐  Do pages includes headings and landmarks? ☐ Do form controls and widgets have labels? ☐  When styling and layout is removed, is the document understandable? ☐  Does audio content have transcripts? ☐  Do videos have captions?
Marita Thomson

http://net.educause.edu/ir/library/pdf/ELI7054.pdf - 48 views

net.educause.edu/...ELI7054.pdf

diigo socialbookmarking collaboration

shared by Marita Thomson on 31 Aug 11 - Cached
  • Marita Thomson on 31 Aug 11
     
    Collaborative annotation tools, such as Diigo, Reframe It, MyStickies, and Google Sidewiki, expand the concept of social bookmarking by allowing users not only to share bookmarks but also to digitally annotate web pages. Rather than simply pointing to particular web pages, collaborative annotation lets users highlight specific content on a web page and add a note explaining their thoughts or pointing to additional resources. Users highlight text or images, add their own comments, and share those annotations with colleagues and friends of their choosing.
Marc Patton

AT&T Knowledge Network Explorer Homepage - 0 views

www.kn.att.com

Online_Learning_Environments Teaching_Ideas Teaching_Tools

shared by Marc Patton on 29 Jun 12 - Cached
  • Marc Patton on 29 Jun 12
     
    The AT&T family of companies has a long commitment to improving education. The Knowledge Network Explorer (KNE) has been on the Internet since 1995. Although most of our original web content is no longer available, our mission is still to help Schools adopt 21st century technologies including mobile applications, web-based learning, and portable content, to help improve learning outcomes.
Trevor Cunningham

Tony Vincent's Learning in Hand - Blog - Wireless Mirroring from iPad to PC N... - 16 views

learninginhand.com/...now-a-reality-with-airser.html

ipad Libray

shared by Trevor Cunningham on 06 May 12 - No Cached
  • Top Blog Podcasting iPod touch iPad iPod Netbooks PDAs Search Contact About Archives Accessories (1) android (3) annoucements (1) announcements (2) app (2) apps (2) appstore (12) blogging (8) caption (1) digital video (4) ebooks (3) economics (1) edapp (1) events (24) games (1) grants (1) handhelds (6) hhl07 (2) ios (9) ipad (37) iphone (59) iphone ipodtouch (1) ipod (48) ipod touch (1) ipodtouch (82) itunes (5) laptops (1) learning (1) learning in hand: ipods (25) math (1) mobile internet (6) mobile phone (12) mobile web (4) mobilelearning (1) netbooks (5) ourcity (3) palm (53) pbl (2) pocket pc (37) podcast (17) podcasting (48) ppcket pc (2) presentations (6) professional development (3) research (6) rss (2) sketchy (4) soft reset (8) tablets (1) tonyvincent (4) twitter (1) ustream (1) video (9) web2.0 (2) webapps (1) windows mobile (9) May 2012 (1) April 2012 (2) March 2012 (3)
  • AirServer offer a 7 day trial period, though you will have to allow the developer to post on your Facebook wall. Standard and student licensing costs are very reasonable and can be installed on up to 5 machines. 
  • Trevor Cunningham on 06 May 12
     
    Wireless Mirroring from iPad to PC Now a Reality with AirServer
Frances Brisentine

neccunplugged - home - 26 views

www.isteunplugged.com

technology pedagogy virtual computer distance learning. ISTE

shared by Frances Brisentine on 18 Jun 10 - Cached
  • Frances Brisentine on 18 Jun 10
     
    I plan on Attending this ISTE unlpugged session but first I think I'll check out that list of 50 ways to tell a story.  I have my first totally virtual class next year and I don't want to try to teach physics through lecture.  11:30 am - 12:00pm [Concurrent Session 6] Title: Beyond Lectures: How to Re-Invent Your Online Content Delivery in Face to Face, Hybrid and Fully Online Courses Description:Good pedagogy delivers content multiple ways to engage students and address different learning styles. Online learning, however, resides comfortably in lectures and discussion. This needn't be the case: learn to add free and easy tools to online content delivery that will appeal to all students and address the needs of multi modal learners. Inspired by Alan Levine's "50 Web 2.0 Ways to Tell a Story," this session will explore a variety of current tools that transform lecture delivery into an interactive multimedia activity that will engage myriad learning styles. Presenter: Pamela Kachka, MA.Ed.
Josh Flores

Annotating the Model Content Frameworks for ELA/Literacy by PARCC - 9 views

www.parcconline.org/...content-frameworks-elaliteracy

PARCC commoncore framework tools resources

shared by Josh Flores on 12 Mar 13 - No Cached
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Quarterly Modules - but could be adjusted for your school's purposes.
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Ingredients!
  • shape the content within the modules in any way that suit their desired purposes
  • ...54 more annotations...
  • re-order
  • order in which the four modules may be used is not critical
  • ocus and emphasis on the types of texts
  • What changes
  • is the
  • analytic reading
  • examining its meaning
  • read and reread deliberately.
  • understand the central ideas
  • supporting details
  • entails the careful gathering of observations
  • overall understanding and judgment
  • omparison and synthesis of ideas
  • drawing on relevant prior knowledge
  • suggests that educators select a minimum number of grade-level-appropriate short texts
  • as well as one extended text
  • in lower grades, chosen texts should include content from across the disciplines.
  • upper grades, content-area teachers are encouraged to consider how best to implement informational reading across the disciplines
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      The Nonfiction Split
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Elementary and Secodnary
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Selecting Multiple Texts
  • present their analyses in writing and speaking
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Listening and Speaking Tip: Class presentations with a rubric; allow class to complete rubric of their peers too and use video or text-to-speech based web 2.0 animation programs for shy students
  • all students need access to a wide range of materials on a variety of topics and genres
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      INTERNETS: Open Resource Revolution!
  • students improve both their reading comprehension and their writing skills when writing in response to texts.
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      I knew it!
  • notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.[9]
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Examples of Writing Practices
  • hese responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multiparagraph responses in upper grades.
  • narrative story and narrative description
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      TWO TYPES OF NARRATIVE Writing
  • creative fiction, as well as memoirs, anecdotes, biographies, and autobiographies
  • include writing under time constraints
  • writing over multiple drafts
  • generate writing pieces in response to teacher-provided prompts and to their own prompts
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      LEVEL Qs: Teach students to generate Academic Questions to explore
  • For reading and writing in each module
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Essential READING & WRITING Skills
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      for ELA/Literacy
  • Understand and apply grammar:
  • Cite evidence and analyze content
  • Understand and apply vocabulary
  • Conduct discussions and report findings:
  • grades 3-5
  • two standards progression charts for each grade level
  • Writing
  • peaking and Listening
  • Graham, S., and M. A. Hebert. 2010. Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report. Washington, D.C.: Alliance for Excellent Education.
  • suggests both the number and types
  • Students
  • offer one way of organizing the standards
  • quarterly modules
  • reflects the integrated nature
  • four sections
  • to express an opinion/make an argument or to inform/explain
  • write
  • citing evidence
  • analyzing
  • grammar
  • vocabulary
  • discussions
  • reporting
Tracy Goergens

Discovery Education: Web 2.0 Tools - 130 views

web2010.discoveryeducation.com/web20tools.cfm

web2.0 discoveryeducation education technology presentation discovery

shared by Tracy Goergens on 26 Jun 10 - Cached
  • Web 2.0 is about revolutionary new ways of creating, collaborating, editing and sharing user-generated content online
  • Siri Anderson on 03 Mar 11
     
    This is a simple definition of Web2.0 I found helpful.
psmiley

Learnist | Share what you know - 2 views

learni.st/featured

learnist education tools sharing web2.0 bookmarking share knowledge

shared by psmiley on 13 Feb 13 - No Cached
  • Steve Trumble on 13 Feb 13
     
    Everybody knows enough about some topic - be it English, science, yoga or bourbon - to teach other people about it. And every topic is covered by content scattered around the Web. The idea behind a new site called Learnist is to give everybody a spot to teach through curation. The site, which is also available as an app for iPhone and iPad, features user-created lessons that bring together Web pages, videos, Google Books e-books and other items on a specific topic. At the moment, only a relatively small group of people approved by the site - including some teachers - can create these "learnings," but anyone can check them out. Read more: http://techland.time.com/2012/09/18/50-best-websites-2012/#ixzz2KnPnZqks
  • Steve Trumble on 13 Feb 13
     
    Everybody knows enough about some topic to teach other people about it. And every topic is covered by content scattered around the Web. The idea behind a new site called Learnist is to give everybody a spot to teach through curation. The site, which is also available as an app for iPhone and iPad, features user-created lessons that bring together Web pages, videos, Google Books e-books and other items on a specific topic. At the moment, only a relatively small group of people approved by the site - including some teachers - can create these "learnings," but anyone can check them out.
  • psmiley on 22 May 13
     
    Curation
jayraywats

Web 2.0 Tools - ScholasTECH Integrated Instruction - 97 views

www.scholastech.net/web-20-tools.html

Copyright and Creative Commons Lesson Plans Web 2.0

shared by jayraywats on 29 Sep 12 - No Cached
  • jayraywats on 29 Sep 12
     
    Web 2.0 Tools for classrooms of all core content areas.
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