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Katy Cooper

Invite Your Students to Create, Compose & Connect | MiddleWeb - 0 views

  • Google Forms that he shares with 7th grade parents and guardians in the spring, before their student enters middle school. If parents aren’t able to attend the meeting, Jeremy simply posts the survey on his school webpage for parents to access. When parents are done with the survey, Jeremy can access the results of the survey through a spreadsheet and in addition can easily view them in graphs as well.
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    "Google Forms that he shares with 7th grade parents and guardians in the spring, before their student enters middle school. If parents aren't able to attend the meeting, Jeremy simply posts the survey on his school webpage for parents to access. When parents are done with the survey, Jeremy can access the results of the survey through a spreadsheet and in addition can easily view them in graphs as well."
jescaron

Student Response Technology: Empirically grounded or just a gimmick? - International Jo... - 0 views

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    Abstract: Student Response Technology (SRT) involves the use of hand-held remotes by students during classroom lectures to electronically respond to questions. This study surveyed 350 students enrolled in one of 13 lower-division university science classes taught by five different instructors who used SRT. The survey probed students' perceptions of SRT in terms of enhancing student learning, and investigated which features of SRT students felt had the greatest/least impact on student learning. The majority of students reported that the SRT increased their content understanding, class participation, alertness, and interactions with fellow students, helped with examination preparation, provided important and immediate instructor feedback, and made class more enjoyable. Students in this study scored more positively than peer groups on survey questions related to student engagement in academic and intellectual experiences, suggesting that SRT helps to promote student engagement. Important instructor actions identified during this study that augment the enhancing effects of SRT on student learning, even in large lecture settings, include designing clear, substantive questions, reviewing correct and incorrect answers with students, and making pedagogical adjustments based on class responses.
Ashley Leneway

SurveyMonkey: Free online survey software & questionnaire tool - 0 views

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    SurveyMonkey is a free online service used for surveys and questionnaires. Need to get anonymous feedback? Create a survey using SurveyMonkey. It's quick, it's easy and best of all the basic package is free. This can also be an excellent resources to receive feedback about your interactive presentations.
kettaku

SurveyMonkey: The World's Most Popular Free Online Survey Tool - 0 views

shared by kettaku on 09 Oct 18 - No Cached
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    Survey Monkey is an internet survey and polling software which is popular. It has an educational free version which includes the ability to make simple quizzes. It is fun to write polls for students to understand their class dynamic and ungraded learning quizzes for them. While the free version does not offer explanations to incorrect questions, this can be supplemented with text on ones website for the student to read afterwards.
Renee Phoenix

Social Media for Teaching and Learning - Babson Group Survey of Higher Ed Faculty 2013 - 0 views

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    Although I'm usually a bit skeptical when reading anything commissioned by a for-profit publisher like Pearson, this survey reflects responses from almost 8000 higher ed faculty with some interesting results in the data. The faculty voices section at the end is always interesting and sometimes hard to read.
anonymous

Social Networking as a Tool for Student and Teacher Learning - 0 views

  • Online social networking includes much more than Facebook and Twitter. It is any online use of technology to connect people, enable them to collaborate with each other, and form virtual communities, says the Young Adult Library Services Association
  • Survey research confirms, however, that interest in harnessing social networking for educational purposes is high. As reported in School Principals and Social Networking in Education: Practices, Policies and Realities in 2010, a national survey of 1,200 principals, teachers and librarians found that most agreed that social networking sites can help educators share information and resources, create professional learning communities and improve schoolwide communications with students and staff. Those who had used social networks were more positive about potential benefits than those who had not. In an online discussion with 12 of the principals surveyed, most said, “social networking and online collaboration tools would make a substantive change in students’ educational experience.” They said these tools could improve student motivation and engagement, help students develop a more social/collaborative view of learning and create a connection to real-life learning.
  • Among students surveyed in a National School Boards Association study, 96 percent of those with online access reported using social networking, and half said they use it to discuss schoolwork. Despite this prevalence in everyday life, schools have been hesitant to adopt social networking as an education tool. A 2010 study into principals’ attitudes found that “schools are one of the last holdouts,” with many banning the most popular social networking sites for students and sometimes for staff.
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  • Most national, state and local policies have not yet addressed social networking specifically; by default, it often falls under existing acceptable use policies (AUPs). While AUPs usually provide clear language on obscenities, profanity and objectionable activities, they also leave out gray areas that could open students to harmful activities while excluding them from certain benefits of social networking. Likewise, boilerplate policies that ban specific applications, such as Twitter, may miss other potential threats while also limiting the ability of students to collaborate across schools, districts, states or countries. The challenge for districts is to write policies that address potentially harmful interactions without eliminating the technology’s beneficial uses.
kooloberlander

Google Add-Ons for Survey Monkey - Designing in Google Docs and Importing into Survey M... - 0 views

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    We have two Google add-ons available in English: This add-on is available for all SurveyMonkey plan types, including the free BASIC plan. To import your Google Form into a survey: Get the free SurveyMonkey for Google Forms add-on. Open your Google Form. Click Add-ons from the toolbar. Open the SurveyMonkey add-on.
Jennifer Pollock

Being Immersed in Social Networking Environment: Facebook Groups, Uses and Gr... - 1 views

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    This article looked at a Web-based survey and its results in order to make a correlation between gratifications and uses of social networking sites (SNSs) and an individual's political and civic engagement in the real world. This survey targeted the Facebook Groups application to look at how participation compared to offline activities, mainly due to this feature's ability to recruit members, share common issues, and organize off-campus events. The survey identified four main needs for Facebook Groups involvement: 1) socializing, 2) entertainment, 3) self-status seeking, and 4) information. However, as this survey was trying to draw links between online and offline involvement, the need for information was recognized as having the most impact on participation in real-world activities.
Leanne Tacosik

Google Docs and Survey Monkey™: lecture-based active learning tools. - 1 views

George, D. R., Dreibelbis, T. D., & Aumiller, B. (2013). Google Docs and Survey Monkey™: lecture-based active learning tools. Medical Education, 47(5), 518. doi:10.1111/medu.12172 Abstract: Th...

education technology resources tools

started by Leanne Tacosik on 21 Jun 16 no follow-up yet
Jasmine Quezada

Google Forms - 2 views

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    Create a new survey on your own or with others at the same time. Choose from a variety of beautiful, pre-made themes or create your own. Analyze your results in Google Forms. Free from Google.
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    Easy to use survey software created by Google. This program facilitates the process of creating surveys and works with Google Sheets to analyze the results.
susanbird

Understanding personal learning networks: Their structure, content and the networking s... - 23 views

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    In this entry by First Monday, the article explores personal learning networks as it relates to our professional careers. They explore a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi-structured interviews and a survey.
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    This discusses the three primary tasks involved in developing a successful personal learning network. It is not a "how-to" for developing a personal learning network, but rather investigates the key elements that must be in place.
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    I read this article awhile back and found it informative. The authors provide insight into how and why we build learning networks. The illustrations throughout the article are helpful as they summarize the narrative sections that describe the PLN model.
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    This article talks about the similarities and differences of professional networks and personal learning networks. It mentions that both networks have learning as the main goal in mind, and that sometimes professional networks have formed into personal learning networks because it is more detailed and defined that that individual and what they are interested in learning.
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    Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them. Authors Kamakshi Rajagopal, Desirée Joosten-ten Brinke, Dr. Jan Van Bruggen and Dr. Peter B. Sloep research how networking is a skill in supporting growth and learning. The result is a model of personal professional networking. Included in the article is the introduction, methodology, the learner as orchestrator of her personal learning network, the personal learning network model and discussion and conclusion - supporting personal networking and future research. The article begins with a definition of professional networking, "the act of making connections with other professionals, with or without the intention of making long-term ties with them." Throughout the article, the authors reference weak versus strong connections, but the definition of weak is not, not strong, rather, weak ties are sources for new information, knowledge and ideas. The personal learning network model is attitude - intention, activity and skill - building, maintaining, activating. The authors conclude with a suggestion that "further development of technology to support professionals better in identifying relevant others and in developing relations online as and when necessary."
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    This source seeks to identified the finite features that make a successful PLN. It highlights factors that influence the individual's ability to build, maintain, and activate the personalized networks. The nine factors include: organization of the contact, network of a contact, reputation, benevolence, like-mindedness, real potential for collaboration, real potential for learning, and trends in work environment. Several diagrams are offered to illustrate how the success of a personal learning network for the individual is governed by the attitude of the individual towards the network and the skills displayed or put into practice on a daily basis. The text also stresses the potential of PLNs as they encounter existing and news social networking technologies that make the connection process easier and allow for greater fluidity in build professional development through the network.
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    This article discusses personal learning networks (PLN). How they are structured, what content you need to add and what type of skills you need in order for them to be beneficial to you. The main questions answered is how beneficial they really are? Can you benefit from a PLN? EDTECH543 Personal Learning Network
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    A detailed article on PLN's, including the PLN model with descriptions of the three stages of Buiding, Maintaining, and Activating, with factors affecting decisions during each stage.
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    This article discusses the benefits of personal learning networks to help professionals learn and grow. The authors used a literature study, interviews, and survey to help determine the effectiveness of personal learning networks.
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    Article discussing structure and content of PLNs and the networking skills needed to use them.
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    The authors in this article first delve into the structure and purpose of networking for professionals, but then segues into how using those skills can be used in creating and utilizing a PLN. A visual to show how the PLN model looks also helps to explain the purpose and value in participating in a PLN. While the article is slightly outdated as it speaks to how technology can work best with a PLN, the basic structure and values of a PLN is well explained.
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    This source is focused on PLNs. It defines them as relationships and connections that we make with other professionals. It talks about the advantages of creating networks with other professionals, and that those connections can be both intentionally or unintentionally built. It also discusses ways that professionals can create and maintain their own PLNs.
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    This article looks deep into personal learning networks. It looks at learner as an orchestrator of PLN. It also looks into factors related to building, maintaining, and being active in personal learning networks.
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    The author explains the benefits of PLNs to help educators get new skills and improve they ones that they already have. He also discusses how the structures of PLN are and how you can get benefits from PLNs. The illustrations of this article help to understand the stages of the networking process and an example of a personal professional networking model.
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    This article presents in an interesting model for teachers to create personal learning networks. The portion about the "learner as orchestrator of a personal learning network" was particularly enlightening. While at times the article verges into "how-to" territory, the underlying theory discussed provides strong context and explanation of the mechanics involved.
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    This article defines a personal professional network as "an egocentric, personally and intentionally created network of people set up by an individual specifically in the context of her professional activities," and discusses how a PLN supports an individual's growth and learning. The authors examine the strengths and benefits of PLNs and analyze how PLNs are built, created, and maintained. Studies were conducted that resulted in the finding that there are three stages of the networking process with nine factors that influence personal professional networking, concluding in the creation of a visual model of the PLN.
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    I found out that both strong and weak connections make up a person's learning and that each are important for different reasons. Strong ties help you create knowledge and encourage active collaboration between you and someone else (or more than one someone.) Weak ties Give us access to new information that we wouldn't have without them. In this unit, I learned that knowledge in the future relies not as much on what we know ourselves as being able to connect with people who become receptacles of knowledge. We tap into them as needed, making it unnecessary for us to be an expert in everything. Weak ties allow us access to these sources when the need arises. I also liked this quote, because it explained a bit about how to build these PLNs. "Grabher and Ibert (2008) proposed a three-layered approach, consisting of a communality layer (strong ties), a sociality layer (weak ties) and a connectivity layer (very weak ties)."
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    @Buffy Nallion I found value referencing the Personal Learning Model. http://firstmonday.org/ojs/index.php/fm/article/viewFile/3559/3131/43945
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    This article explores research on professional networking resulting from a literature study, interviews, and a survey. It defines and shares the benefits of a PLN. It explores a model of personal learning networks where the learner is the builder of the network. Several factors for selecting connections are addressed including interests, influences, and attitudes of the learner. Three levels of connections are described including communality, sociality, and connectivity - moving from strong to weak connections. The article lists supporting technologies for PLNs.
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    This article uses a networking model to examine how professionals manage connections and which factors push them to connect for the purpose of learning. Existing PLN technological solutions tend to focus on enhancing communication, but it is unclear if the technology affects the attitude of professionals and their intentions for network to learn.
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    This article discusses professional learning networks, which is different than personal learning networks but similar in so many ways. Professional learning networks are targeted to support the individual's growth just like a personal learning network. This article presents a model of a professional network for creating a personal learning network.
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    The article captured my attention by opening with " professionals need to perform flexible and independently in ever-changing environments." This makes me think of preparing students to be college and career ready! The earlier we can engage and immerse students and ourselves in PLN the more ready we will be for the ever changing future! Thanks for sharing!
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    I was quite impressed with how intricate the model was with attitude converting to attention and then these governing activity and skill on the hierarchy. The part of this article that stood out to me the most was how the interviews supported that "this attitude emerges with people who a) experience the value of their network at first hand (Hamm, 2007) and/or people who b) reflect on their work and learning in a broader perspective than their day-to-day practice (Margaryan, et. al., 2009)." I appreciate how straightforward this article was in this model.
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    In this article, the author explains what a PLN is and how it can be used in other work environments outside of education. The authors of the article were looking at how PLNs support different professions. The article also discusses the factors that individuals use to build and create a PLN.
mark_bishop

Survey on Instant Messaging in an Online Class - 0 views

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    This reports the results of a survey of students about using instant messaging in an asynchronous distance learning course in library science. The students came to believe that instant messaging was not appropriate for class related learning, but it was shown to have developed relationships between classmates and to have successfully simulated the types of informal relationships that occur in brick and mortar classrooms. These type of relationship can help build PLNs.
Rebecca Olien

Building a dynamic online learning community among adult learners - 0 views

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    This article examines the nature of learning communities constructed among a diverse group of adult learners in an online graduate-level 16 week instructional design course. Researchers analyzed course artifacts, survey responses, online profiles and project evaluations to explore communities formed in an online setting that involves 21 international participants. Data was collected through observing recorded audio webcasts and chat discussions, and analysis of student profiles, artifacts, survey responses, and course evaluations. The authors found evidence of community building without significant differences associated with race, culture, or gender. Instead, evidence for community building was more dependent on active participation, forming of shared identify, and the establishment of social network. The course design allowed individuals to work and communicate collaboratively. The authors admit that the study is narrow in scope with a small number of participants, making it unreliable for wider contexts.
kerigritt13

KwikSurveys - 0 views

shared by kerigritt13 on 13 Jul 13 - Cached
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    KwikSurveys is a free to use online survey, poll, and quiz builder, which has been specifically designed so that it is quick and easy to use for people of all experience levels. Surveys can be embedded into websites for easy access.
Todd Hansen

EBSCOhost: Facebook as a formal instructional environment. - 0 views

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    This article was accessed via login at Boise State Library. The research article is a survey of a small sample of graduate students who indicate that many students are used to using facebook in informal ways, but perceive the potential for acceptable grading and learning outcomes through a facebook format.
Todd Hansen

EBSCOhost: Using the Facebook group as a learning management system: An exploratory st... - 0 views

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    This article was accessed bia Boise State Library login. This article reveiws a survey of students in a case study where facebook was used as an LMS. The findings are that it can be used to supplement, or substitute an LMS; and that it is most appropriate for younger students. Privacy was an important concern.
cbjohnsrud

What Educators on the Twittersphere Think about Social Media - edSocialMedia - 0 views

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    The results of a 2014 teacher survey regarding teacher use of social media are discussed in this brief article. Interestingly, educators are finding that much of their education news comes from social media. Additionally, Twitter appears to be a powerful tool for collaboration, access to teaching resources, etc.
kooloberlander

Using Zapier to Import Survey Monkey - 0 views

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    Video showing how to use Zapier, a workflow app to connect Survey Monkey to Google Docs.
kellyspiese

The Implications of a Connectivist Learning Blog Model and the Changing Role of Teachin... - 4 views

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    In this article faculty and graduate students at the University of Plymouth wrote about the growing use of blogging in higher education classrooms. The authors see connectivism as the theory that helps to legitimize the use of blogging in the teaching and learning environment. They acknowledge that Web 2.0 tools such as blogs give students the ability to easily make connections with their peers and others outside the classroom walls. One of the most interesting aspects of the article was that the authors advocated for the use of course blogs rather than individual blogs for the simple fact that it promotes a single platform for students to share and connect. The authors gathered much of the information for this article from a case study that they did with university students. They asked several students to complete a survey. Instead of a survey, the staff involved in the project were interviewed. Through this case study, the authors were able to produce both qualitative and quantitative data on the use of blogs. Overall, the results showed that blogs are an acceptable medium for using the connectivist model and that by and large, most students achieved the learning goals while completing the assignment.
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    Kelly, This is a very interesting article especially since I have had to use blogs for many courses and have considered having my own students use them as well. I definitely understand having a single platform, but I wonder if that takes away from the individuality students gain from getting to create their own.
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    Tiffany, I too am torn on the use of a single platform in the classroom. I love that it would be easier to manage one account rather than individual student accounts. I have over 100 Spanish 3 students (which doesn't include my Sociology and Spanish 2 classes). It could be a nightmare to monitor appropriate blog use of all of those students. At the same time, I agree that students lose the ability to create a personal site, and could be less engaged on the single platform.
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