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This site, like most reading series, provides support for both teachers and students. However, the most intriguing part of this site is that it develops students' cognitive abilities by building prior knowledge about each author, each story's subject matter, and vocabulary skills. In addition, it supports learning outside of traditional classroom walls by providing access to web-based field trips that correlate with individual story's concepts.

Ning is an online platform that allows participants to create there own social network. This site would work well for generative learning, because it allows the learner to engage in conversations with others about what they are learning and how it could fit there classroom needs. I selected the Ning because it is something teacher can use in their classrooms and teach student how to use it.

Primarily resources focused on rubrics: development of, use of, student perceptions of, etc. Developed by a university.

This website offers alternative authentic assessments as well as a toolbox for teachers. Even though this is my alma mater, The information presented here is proven to work for educators.

This website from the University of Wisconsin-Stout provides a repository of articles about assessment and how to create assessments and rubrics. Sample rubrics links are available.

Brief description ...: This program allows the teacher to create a visual word cloud from a list of words or passages which helps to familiarize the learner with information that will be covered during the lesson or training session. As a generative process, the learners working memory is stimulated as it opens the senses for what is to come, during the presentation. Brief explanation ...: I like this site because it can be used to summarize documents like reports, speeches, and etc. into easily read word clouds. In addition, it makes important words bigger than other words.

* Brief description of Web site: A free tool that allows users to create online word clouds from sentences, whole documents, web addresses, or tables. After completing, these word clouds can be printed out. * Brief explanation of why you found this site to be better than others you found: Besides the fact that this is a free resource, it is very user friendly because it allows users to design their own word clouds as they would like (i.e. choose their layout, choose their own colors, fonts, sizes, etc.).

Description: Allows users to create graphics style art with words. Words are randomly positioned where the more important words are made bigger. Explanation: This is a great tool for tool for users to create a cluster of words about a topic and use them the same way they might use a graphic. This was preferred to other programs because there is no registration required.

Teachers will find that this site provides a variety of organizers which students can access on their computers. The information can be input and forwarded without the need of paper and pencil.

The video is a talking head to describe the do's and dont's of effective test writing. It is short and to the point.

This site lists numerous web links that reinforce why it is important today to use videos in the classroom. It has some links to best practices using teacher tube in the classroom. This site explains how to reach the learners cognitively. Mayer states that, "learner-centered approaches begin with an understanding of how the human mind works and ask, "How can we adapt multimedia to enhance human learning? (2009, p.13)" References Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, MA: Cambridge University Press.

This site hosts a video that instructs teachers in the steps required to create an effective asynchronous discussion.

Using the site, http://swearercenter.brown.edu/Literacy_Resources/advocate.html, might be useful for improving thought or action as Mayer (2009) describes as artifacts in creating the community service work place learning project, but I am not sure the purpose of the site relates to my objective in the class. It may be an effective method if my intended audience includes teachers, but not as effective if my audience includes students. This particular medium seems equivalent to a textbook with not much meaningful, interactive learning; however, I will bookmark it for future reference and study.

As I continue to ponder the idea of community service and work place learning, I have come to the understanding that the project would serve students better than professionals. This site, http://www.kidactivities.net/, is fun and interactive dedicated to the learner and centered in engaging children through a variety of activities. The community service aspect of the site is full of behavioral activities, but in this case, learning is taking place as teachers can help students integrate their prior knowledge with information obtained. Though I continue to agree with the video in our module 1 resource related to methods not media; however, the media in this case will improve the methods used for a variety of students and styles of learning.

As a former user of TimeGlider, I have experienced its usefulness as a multimedia tool for active cognitive learning. With TimeGlider, the user is able to create an interactive timeline to be designed alone or collaboratively and shared with others. This free tool allows the user to not only control how important an event is based on its size on the timeline, but it also allows the user to link events on the timeline to online videos and to upload pictures to enhance the timeline. The student may begin with an idea of the time period they are creating a timeline for, but they make the choices about what material to include in terms of how many events to include and any extras like videos or pictures. 

Timeglider is web-based timeline software for sharing history and project planning. It can be an interactive guide to users for events like workshops and can be interactive between creator and users for essential and generative purposes. Timeglider is free for limited usage, but then asks for five dollars a month for formidable teacher/student uses. This site is a fine representation of cheap visual technology that gives good visual aid and cognitive understandings of the timeline organization.

Teachers and students can animate versions of themselves and create other characters according to professions, historical figures or celebrities.

This website provides free technology tutorials as well as free lesson plans for teachers, parents, and anyone else who may be interested. The website provides step by step instructions complete with illustrations and graphics to assist the learner in utilizing specific computer programs or utilizing technology in lesson plans. The website is free to users and therefore does have advertising on it but the advertising is not overly obtrusive.

This site presented by the University of Washington provides teachers with directions and links to easily begin to implement multimedia tools in the classroom.