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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.
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  • 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.
Roland Gesthuizen

Skype's New Education Platform Connects Classrooms Around the Globe - Education - GOOD - 171 views

www.good.is/...ts-classrooms-around-the-globe

education collaboration technology Skype blog videocasting web2.0

shared by Roland Gesthuizen on 12 Apr 11 - No Cached
  • Roland Gesthuizen on 12 Apr 11
     
    Good news for teachers looking to collaborate with their colleagues in other parts of the world. Skype has a new free service just for educators called Skype in the classroom, "a free global community created in response to, and in consultation with, the growing number of teachers" using the tool to help students learn.
Brian Mull

Education Week's Digital Directions: Educators Move Beyond the Hype Over Skype - 52 views

www.edweek.org/...02skype.h04.html

shared by Brian Mull on 08 Feb 11 - No Cached
    • Brian Mull
      Brian Mull on 08 Feb 11
       
      This isn't just for Skype. Anything we do in the classroom should be targeting specific educational goals.
    • Brian Mull
      Brian Mull on 08 Feb 11
       
      ...or connecting with university professors or experts in the field.
    • Brian Mull
      Brian Mull on 08 Feb 11
       
      Some, such as brian Crosby have done this. http://learningismessy.com/blog/?p=196
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  • In Virginia’s Albemarle County district, Fisher encourages her teachers to use Skype and other collaboration tools because she believes there is no equivalent for giving students an audience for their work. She compares it to a team sport, in which the Skype activity is game day, and other days of class spent in preparation are like after-school practices. “The fact that there’s a game on Friday night ramps up practice on Monday afternoon,” says Fisher. “When you look at what the Web allows us to do, every kid in your classroom can have a worldwide audience. That’s true for writing, and that’s true for some of these oral-presentation types of things,” such as videoconferencing.
  • But according to research funded by Skype Technologies, finding other teachers to connect with remains more frustrating for educators interested in using Skype than gaining permission from administrators and school technology personnel to use the software.
    • Brian Mull
      Brian Mull on 08 Feb 11
       
      But make no mistake - the latter is still a frustrating sticking point in many schools and districts.
Mark Gleeson

Review: Mac Call Recorder for Skype is Awesome! | Wired Educator - 67 views

www.wirededucator.com/...-recorder-for-skype-is-awesome

mac recorder skype

shared by Mark Gleeson on 04 Mar 12 - No Cached
  • Mark Gleeson on 04 Mar 12
     
    Great tool for recording Skype calls even video m
Martin Burrett

A Web Whiteboard - 66 views

www.awwapp.com

whiteboard collaboration draw iwb

shared by Martin Burrett on 02 Oct 11 - No Cached
  • Martin Burrett on 02 Oct 11
     
    A superb 'Must Try' HTML based collaborative whiteboard site. The tools are wonderfully simple. No log in required. Just share the page link to work collaboratively. Combine with a tool like Skype to share a lesson across classes, schools or even countries. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Martin Burrett

LiveMinutes - Web Conferencing - 91 views

liveminutes.com/oneclick

collaboration conferencing meeting document viewer docs VoIP skype video conference whiteboard

shared by Martin Burrett on 30 Nov 11 - No Cached
  • Martin Burrett on 30 Nov 11
     
    A brilliant, 'must try' web tool for group to text/voice chat, with a collaborative whiteboard, document viewer and more, all in real time. I'm really loving this tool at the moment for joint language lessons with my school's Chinese partner school. No sign in require, however register for free for extra features. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
teacherlinda

Web Tools :: Professional Development Promising Technologies - NorQuest College - 43 views

pdpt.norquest.ca/...Web_Tools.html

shared by teacherlinda on 02 Jul 13 - No Cached
    • teacherlinda
      teacherlinda on 02 Jul 13
       
      For students who use diigo,the app seems  just as easy
  • Quizlet is an online
  • Prezi is a
  • ...5 more annotations...
    • teacherlinda
      teacherlinda on 02 Jul 13
       
      I don't use Prezi but I assume that if you are going to use an pad for a presentation, then the Prezi app would be APPropriate
  • Skype, an synchronous communication tool, is the ideal spoken
    • teacherlinda
      teacherlinda on 02 Jul 13
       
      There is a Skype wi fi app which could bE useful, although for Apple to Apple, The built in app FaceTime is best
  • Vimeo is a video
  • Walllwisher is an
Tonya Thomas

EduTech Ideas: Win An iPad And More! - 1 views

edudemic.com/...lay-edtech-bingo-win-ipad-more

play edtech bingo ipad resources tools

shared by Tonya Thomas on 20 Sep 12 - No Cached
  • Make (and use) a Twitter account for one of your classes – You’ll need to provide us the link to the Twitter profile you’ve created (example: www.twitter.com/edudemic)
  • Use Skype (or similar service) to have your students connect with someone(s) for a project, interview, ‘pen pal’ class activity – Provide a short description of who your students connected with, and the purpose of their task (and if they used a service other than Skype, what service was it!?)
  • Make a Facebook page for one of your classes (and use it) – You’ll need to provide the link to the Facebook page that you’ve created (example: www.facebook.com/edudemic)
  • ...8 more annotations...
  • Create flashcard sets for a unit of study using a flashcard app – Tell us what app you used, what unit of study you created the cards for, and how it worked out (did the students use/enjoy them, did you find them to be more helpful than a different method of studying, etc?)
  • Make a Learnist board – You’ll need to provide the link to your board (example: http://learni.st/users/jeff.dunn/boards/3803-must-see-education-news)
  • ClassDojo
  • Use Google Docs/Drive to grade students’ work instead collecting and handing back papers – Take a screenshot of one of the documents that shows us your comments/grading, etc, and upload it into the form. (Don’t forget to blur out any student personal information if necessary!)
  • Use Animoto as part of a class project or class work – You’ll need to provide us the link to the video/slideshow you’ve created.
  • Start a class blog – You’ll need to provide us the link to the blog you’ve created.
  • Create a google site for your class – Take a screenshot of your class page and upload it into the form.
  • Create an interactive storybook – Provide either a link or upload the storybook into the form
Karen Balnis

Another Look at the Weaknesses of Online Learning - Innovations - The Chronicle of High... - 86 views

chronicle.com/...29888

shared by Karen Balnis on 28 Jul 11 - No Cached
  • have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:1. While in the onsite classroom you have the opportunity to think on your feet and challenge and be experiential on your feet to reactions to the students who speak, in the online classroom, you are able to meet *every* class member and challenge their minds and ideas. The students who would normally be lost in a classroom of 35-40 are met and developed each day or week at their level and pushed to consider ideas they might not have considered. 2. I am able to reach the entire class through multimedia exhibits in each of the weekly units - journal articles, non-copyrighted film clips (and many from our university's purchased collection under an agreement for both onsite classroom and online classroom use), photography, art, patents, etc, that the students would not see - or would otherwise ignore - in an onsite classroom. We incorporate this information into our discussions and make it part of the larger whole of history.3. Each student and I - on the phone during office hours or in e-mail - discuss the creation of their term papers - and discuss midterm and final "anxiety" issues - and as they are used to the online format, and regular communication with me through the discussion boards, they respond much more readily than onsite students, whom I have found I have to pressure to talk to me. 4. I am able to accommodate students from around the country - and around the world. I have had enrolled in my class students from Japan, Indonesia, India, England - and many other countries. As a result, I have set up a *very* specific Skype address *only* for use of my students. They are required to set up the time and day with me ahead of time and I need to approve that request, but for them (and for some of my students scattered all over the state and US), the face time is invaluable in helping them feel "connected" - and I am more than happy to offer it. 5. As the software upgrades, the possibilities of what I can offer become more and more amazing, and the ease of use for both me - and for the students -  becomes astronomically better. Many have never known the software, so they don't notice it - but those who have taken online courses before cheer it on. Software does not achieve backwards. As very few of these issues are met by the onsite classroom, I am leaning more and more toward the online classroom as the better mode of instruction. Yes, there are times I *really* miss the onsite opportunities, but then I think of the above distinctions and realize that yes, I am where I should be, and virtually *ALL* the students are getting far more for their money than they would get in an onsite classroom. This is the wave of the future, and it holds such amazing promise. Already I think we are seeing clear and fruitful results, and if academics receive effective - and continuing - instruction and support from the very beginning, I cannot imagine why one would ever go back. The only reason I can think of *not* doing this is if the instructor has his or her *own* fear of computers. Beyond that - please, please jump on the bandwagon, swallow your fears, and learn how to do this with vigor. I don't think you will ever be sorry.PhD2BinUS
  • have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
  • While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
  • S B on 29 Jul 11
     
    I am a graduate student at Sam Houston State University and before I started grad school I never had taken an online course before. My opinion then was that online courses were a joke and you couldn't learn from taking a course online. Now my opinion has done a complete 180. The teachers post numerous youtube videos and other helpful tools for each assignment so that anyone can successfully complete the assignment no matter what their technology skill level is. I do not see much difference between online and face-to-face now because of the way the instructors teach the courses.
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