Pennsylvania Educational Technology Expo and Conference (PETE&C) shared ning web site. Includes handouts from presentations and follow-up discussion from the conference
During the last
six or so years I have created a number of 'how-to' documents and presentations
for a variety of web based and related technologies. They are available from the
various workshop web pages however I thought it might prove helpful to link to
all the documents from a single page. Some of my workshop participants have referred to
these documents as 'cheat sheets'.
~ www.larkin.net.au
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Presentation and workshop documents
During the last
six or so
years I have created a number of 'how-to' documents and presentations
for a
variety of web based and related technologies. They are available from
the
various workshop web pages however I
thought it might prove helpful to link to
all the
documents
from a single page. Some of my workshop participants have referred to
these
documents as 'cheat sheets'.
Web
2.0Read~Write Web Overview Information
sharing
Diigo's "group forums" are threaded, allowing users to start new strands or to reply to strands started by others.
powerful learning depends on the quality of the conversation that develops around the content being studied together.
This handout--including a description of each role and a group sign-up sheet---can be used with student social bookmarking efforts:
Handout_SocialBookmarkingRoles.pdf
Captain Cannonball should find four or five key points in a shared reading to highlight and craft initial questions for other readers to consider
hallenging the thinking of peers in the conversation. Directly responding to comments made by others, the Provocateur works to remind everyone that there are two sides to every story.
for connections. Middle Men
question statements made and conclusions drawn throughout a shared reading.
dentify important "takeaways" that a group can learn from
Fred,
What an incredible resource. It has changed my thinking about collaborative annotation technologies. Thank you!
-tbf
Todd Finley
http://bit.ly/Hfs8N
The driving force behind the Web 2.0 revolution is a spirit of intellectual philanthropy and collective intelligence that is made possible by new technologies for communication, collaboration and information management. One of the best examples of collective intelligence in action are the wide range of social bookmarking applications that have been embraced in recent years.
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
Diigo Tutorials
Last edited
September 19, 2008
More by Cliotech - Jennifer Dorman
»
#6: Hate photocopying and assembling bulky, wasteful handouts? Save time and money. Just tag the pages, including highlights and notes, you want to include, then quickly Extract all the information under that tag. Give students CDs containing copies of the HTML file which has links to all the original pages and includes highlighted passages and your notes, or print copies as you need them. Watch this demo to see how it's done.
#11: Whether you write a blog for colleagues or to keep your students infromed, Diigo offers several useful features. You can blog directly from the Diigo toolbar, with a link to the page you're writing about as well as your highlights and notes already added to the post. Diigo will also send a linkroll of resources you've saved directly to your blog with no extra effort on your part.
As you build your lesson plan, tag each resource by unit or by
week, highlight passages you want to draw students' attention to, and add your
own notes to guide them. You can also 'chain' resources by simply adding a link
to the next page at the bottom of each note. Diigo's flexibility gives you
freedom to use just the structure that is right for your needs and the needs of
your classes.
Keep up with changes, and always offer your students the latest,
most accurate information. By finding frequently updated academic or educational
sites on the Web, you can provide them with the most current and relevant
material. All you need to do is delete links that have become useless, add the
new ones you want, and when you extract the entire topic everything will be up
to date.
Share anything you find with a colleague, including your highlights
and notes, even if they don't use Diigo. Simply use the Forward feature,
and Diigo will send anyone you choose a link to the original page along with the
text you highlighted, your notes, and any comments you choose to add. All with
no cutting, pasting, or going to another window to compose an e-mail.
Jennifer Dorman's Google Notebook listing Diigo Tutorials. Jennifer if obviously deep into diigo and generously sharing her resources in the best web 2.0 tradition.
Check out the list of twelve uses for diigo at the bottom of the page! (I'll highlight a few.)
In this comprehensive five to ten week unit, late elementary students (grades 5-6) will plan, create and observe three different environments: woodland, desert, and tropical. Each environment provides opportunity for activities studying adaptations of plants and animals, with focused activities on the earthworm and isopod. Humane treatment of organisms is stressed. This resource includes correlations with NY state standards. Each "kit" in the Curriki repository includes a teacher's manual and student activity book. The teacher's manual includes a unit overview, scheduling information, extensive and clear background information materials, preparation instructions, discussion questions, an assessment, cross-curricular extension ideas, a glossary and teacher references. Each student manual includes clear, reproducible student handouts and a glossary. The last section in the "kit" is a wiki, and Curriki members are encouraged to edit and build up the existing curriculum. It may take some time initially to organize and order all the necessary supplies, but these written materials are excellent and can be used immediately in the classroom.
The Purdue University On-line Writing Lab (OWL) has many different materials for English Language students and teachers, including resource pages, printer-friendly handouts and exercises.
Purdue University's Online Writing Lab (OWL) is an excellent resource for every type of English language learning activity, from writing to vocabulary building.
in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students.
“It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”
It clearly will not work for a course that is designed to feature sustained classroom discussions. And while the concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when the information is more complex.
the microlecture format similarly requires teachers to get the key elements across in a very short amount of time. Most importantly, it forces educators to think in a new way.
1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture.
2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts.
3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long.
4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material.
5. Upload the video and assignment to your course-management software.
Good luck! Some of my (upper-division college) students don't even read the handouts I give them about assignments. Instead, they come during office hours and ask me to tell them how to do the assignment. When they do read things, like a textbook commonly used in 100-level courses, they misinterpret concepts through their own preconceptions. For example, the textbook says, "In this field there are these eight schools of thought: ...." So one student writes, "All eight schools are good ways to understand. There's no right way." (Even though each school is highly critical of the others.) The rest of the class comments, with things like "Good insight, Oscar." The textbook is about the field, so it doesn't go into any detail about the schools' criticisms ot the others. I can either tell the students or give them additional reading they probably won't do.
Unless you can anticipate every student misunderstanding and have time for microlectures on every one of them, I think you'll need to do things the old fashioned way. At least this way you can make a valiant attempt at helping them understand the material correctly.
Checklist to use before embarking on a blogging project with students
