Group items tagged

Examples of how to use databases in lesson plans.

Provides an example of a teacher using blogs, before blogs were commonly used as a classroom tool. The teacher had the students take their blogs and morph them in to online portfolios. The teacher published an eBook talking about the successes.

Discusses how a teacher went from having students place phones in bucket, if they were caught using them in class to delivering lessons throgh YouTube. An example of using Vine for projects was described as very successful because students have to be succinct with their ideas.

Excellent example of using Edmodo, VoiceThread and Google tools in the general music classroom.

A classroom example of using SoundCloud for musical collaboration.

Here is a specific example from the Global Classroom Project.

Another example of Skype and Edmodo used to connect multiple classes across the world. Here is an extensive explanation of how they used all of these tools to help them bond with the other classes.

This started as a project among edubloggers and has now expanded beyond the original 50 who started it. It is an excellent example of what could be done as a classroom assignment- having students photograph something relevant to your content matter and upload it to a Flickr site. Being a Flckr site, discussion is available.

This is an example of how a science department is using wikispaces to organize the curriculum for many of their classes. I was hoping to find teachers using wikispaces the way I was originally taught to use them- as a place for students to collaborate and build a wiki together. You can see what I wrote for an assignment, but I don't have any students with whom to use it: http://learningsciencealacarte.wikispaces.com/Biological_Molecules

This is an example from the Flat Classroom Project that unites teams from various schools through out the US and the world to compare/contrast their demographics and what represents their country. Each group does a final project they present to the other schools in the cohort.

This is a great example of a well maintained page that has the feeling of a sales pitch for potential new students.

While not an example of student learning, this facebook page serves as a quick reference for admission questions for new students, and could easily be tied to learning outcomes.

Good definition and examples of primary sources

Links and examples for Google Earth

Explains and defines assistive or adaptive technology and gives examples

This article provides another example of an actual case study attempting to implement a connectivist pedagogy in a smaller size ( to something else. For example, is a limited participant (closed) class automatically disqualified?

Authors discuss advantages of personal learning environments in facilitating collaboration and fostering learner control. PLEs are facilitated by technology, networking, and self-regulation by learners. Open network learning environments from instructors allow PLEs to form. Focus of PLE is not information consumption, but information creation and participation. Authors relate PLE and ONLE to the theory of connectivism and discuss various applications and limitations.

Fantastic quote: "Educators perceive the instructional value of integrating Web 2.0 tools include autonomy, diversity, openness, and connectedness (van Harmelen, 2006); yet, they find multiple technologies daunting, which may affect their attitudes toward online learning. The integration of multiple Web 2.0 tools has created frustration among educators and students because they lack knowledge of the tools (Lee, Miller, & Newnham, 2008), difficulty learn- ing different tools (Weller, 2007), conducting multiple authentications (Suess & Morooney, 2009), visiting multiple sites for different tools, etc. This phenomenon results from a lack of understanding of the social networking learning paradigm and inappropriate integration." This article describes the role of Personalized Learning Environments (PLEs) and how Open Network Learning Environments (ONLEs) are instrumental for creating a PLE. The authors indicate that connectivism is a key underlying principle for developing such a PLE--seeking connections to learners and sources of information. They cite Siemens ("the pipe is more important than the content in the pipe"), which surprised me, as I read that comment from Siemens as hyperbolic. Practical advice for creating your own PLE are also incorporated, as well as examples of how to work and learn within a PLE. The authors suggest that PLEs (operating through ONLEs) disrupt LMSs in the same way that technology disrupts learning in general. Interesting analogy.

***You will likely have to sign in to the Albertson's Library to access this article! This article provides examples of how Karl Fisch uses his own personal learning network. He references electronic sources, books, and face-to-face interactions that all represent critical parts of his PLN.

This article provides insight into personal learning environments by answering seven basic questions about them. A scenario in which an avid car enthusiast uses a PLE to help him gather knowledge to restore a car provides a helpful image as an introduction. Additionally, an overview of PLEs is provided, along with some examples of institutions that encourage their use and how they are used. Web 2.0 allowed the evolution of the PLE into a digital world. One drawback mentioned by the article is that students who have never practiced metacognition in their own learning practices are said to have difficulty at times with the format of PLEs.