Group items tagged

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.

Carroll, Lewis – Alice in Wonderland – Free iTunes – Free MP3s – FREE from Audible

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Chopin, Kate – Selected Stories – Multiple Formats

Lewis diagrams are a two-dimensional representations of covalent bonds and the VSEPR models show how the molecule could exist in three dimensional space.

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Clase invertida (flipped classroom) ventajas y desventajas   La clase invertida propone que el aprendizaje de los estudiantes se suscite fuera de la clase. Este modelo pedagógico o estrategia didáctica ofrece una forma de aprendizaje semi presencial ya que los estudiantes pueden aprender desde sus casas mediante juegos, presentaciones, videos, podcast, ejercicios en línea, y tanto los docentes como estudiantes interactúan para resolver problemas. Esto denota un consumo menor de tiempo en el aula que se puede ocupar para otras actividades, sin más deseo compartirles las ventajas y desventajas de la Clase invertida: Ventajas: 1.       Adaptabilidad de la clase se adapta al ritmo del estudiante. 2.       Mejora significativamente el ambiente de trabajo en el aula. 3.       Incrementa la atención educativa a cada estudiantes 4.       Empata el estilo de aprendizaje de cada estudiante. 5.       Transforma la clase en un espacio de interactividad 6.       Incluye a todos los miembros de la comunidad educativa en el proceso de aprendizaje. 7.       Promueve la creatividad y el pensamiento crítico. 8.       Facilita la entrega de tareas y su revisión. 9.       Disminuye el riesgo del incumplimiento en clase. 10.   Permite la reusabilidad del material propuesto. 11.   Origina el ahorro de tiempo extra para el profesor. 12.   Promueve la interacción social. 13.   Incentiva a la resolución de problemas en clase. 14.   Mejora la actitud de los estudiantes hacia la materia. 15.   Incrementa el interés el interés y la motivación. 16.   Genera la satisfacción de toda la comunidad educativa al estar inmersos en el proceso. 17.   El feedback se genera de manera inmediata. 18.   Acerca a los estudiantes al conocimiento de manera simple. 19.   Evalúa no solo el resultado, si no, el proceso entero. 20.   Los estudiantes son responsables de su propio aprendizaje. 21.   Permite la regeneración de contenidos las veces necesarias. Desventajas 1.       Se debe estructura el plan en mejora de la metodología. 2.       Se enfoca en los recursos más que en la metodología en sí. 3.       No toma en cuenta la brecha digital existente. 4.       Los vídeos en casa deben ser asistidos por algún representante, demandando tiempo. 5.     &nbs