Group items tagged

The emphasis of this article, is that we can get in information overload, which impacts the verasity of the data we get. He discusses deliberate biases in websites and the need for us to use filters in the information we receive. To me, it is not just the information we receive, but how we ask the question. Using a different search engine or how a question is phrased can often provide a different answer. When I am trying to research something, I often will not only read the first couple of references, but randomly go to a later page and some of the references there.

Library science has definitely evolved from the time of index cards and Dewey decimel system, as the only real tools we had to find information and books required physical interaction with the printed page. It is great to have access to more data, but makes filtering more challenging. I personally, still like reading words from the printed page, but find that I do much of my reading/getting information via the web or in some type of visual form. I think the ebook products are just the start. I do look forward (and I know it is beginning) when text books for our students will be primarily electronic and they don't have carry around such heavy bookbags. Also, as a new BC student, thanks for letting me about Books 24/7 and Bruce, your comment, about how the librarians are starting to use electonic means for "crap detection" in electronic media is good.

Just saw this posted by the Cybrarian who supports our MEDIT students. http://library2.norwich.edu/library/findingonlinebooks

Thanks for sharing this!

I liked that the platform is integrated in social networks that many students would be using. Also, Ruby on Rails - the underlying technology indicated in the article - is very powerful, but it is an open source product and would want to be sure about technology support works. That being said, this highlighted to me how complex and difficult chosing a LMS is.

They release the code open source, but this is a hosted, supported product with fees for service. I'm definitely going to spend more time checking it out.

I have added my page on Wikispace. I have a video I want my learners to view. I have asked them to research the topic and present their blogs, videos and etc.,in Diigo. I have asked them to discuss this Module's question on the need or not for a Silver College similiar to the one in Japan for aging Japanese people. Japan is one step ahead of the U.S. in trying to deal with the many issues and needs of their aging population. Grading or assessment will be determined by the quality of the participation and discussion in Diigo. The Module discussion would be set up to continue for one week and is 25% of that Module's grade. The idea is not to grade the students but to encourage them to research the topic and bring to the discussion some ideas as to whether this is a useful idea or not if applied to the Senior population in America. I will be writing a blog regarding this lesson as well. I have not finished it yet.

Joy, I really like the way you set up the assignment related to the short film on how Japan is gaining huge benefits by engaging its senior population. When you think about it, this enlightened Japanese view to making good used of aging citizens isn't controversial at all. Farming retired folks out to finish their lives out in disconnected retirement homes seems so backward, and poorly planned. We should be gathering together all of that life experience through good design, and putting it to good use!

I hear you Bruce!

This is my review of the plagiarism checker, Dupli Checker

This is the Google form self-check survey for the student activity indicated for Module 7.

This link is to my development of a learning activity that maps to a course learning objective for Module 7. The activity I've chosen to work on for this project is in response to one of the learning objectives for a class called Visual Storytelling (CMST 115) that I'm teaching for Bellevue College. The learning objective (or understanding) I'm addressing is a final project that has students demonstrate their ability to put into practice a selection of visual storytelling skills that were taught during the quarter. This activity was designed to make use of authentic learning principles, derived from the ideas of Marilyn Lombardi - which are available in complete form in her article, Authentic Learning for the 21st Century: an Overview.

Very impressive, Bruce! This assessment piece is definitely in line with Lombardi's ideas AND is a perfect showcase for student understanding of the objective you set forth. I imagine your students jumped at the challenge you presented them, producing outstanding work! You continue to inspire me with your thinking and creativity!

Thanks for your comments, Mary Ann. One of the big take aways I've gotten from our EDUC 251 class so far, is the idea of relinquishing progressive amounts of control throughout the quarter - so that students at the end are teaching part of the class and demonstrating their acquired skills in some kind of collaborative, hands-on project. I've been exploring this idea over the past few years as I've become more comfortable with my teaching - and both the Boettcher reading and Jennifer's course structure validate this approach. One of the more interesting recommendations for "authentic learning" is having ill-defined goals - meaning that students have to fill in gaps with their own solutions - derived from general or even vague instructions. This enhances creativity, innovative pathways, and problem solving. Cool idea!

Good questions. As I commented in the self-check, the modules sometimes merge for me. Maybe re-iterate the title? I liked the question asking more specifically about non-assigned material. It'd be a good way to get feedback as a teacher on what I might want to add later.

A FLIP camcorder can truly enhance and engage history students which allows them to learn through the integration of drama, reenact historical characters.

Joy, Your posts are quite sobering, regarding your own experiences working towards completing your university education. I strongly agree with the following quote in your post: "In sum, it is time for educators to make college and higher learning relevant to their students. It is not about us, it is about them. We are the facilitators of their learning. We must prepare them for the world they will find themselves in when they leave the protected walls of our colleges and universities" I found the recent events in Cairo to be fascinating, where large numbers of people suddenly rose up against an authoritarian and out-of-touch government. This largely peaceful uprising was fueled by the same Web2.0 technologies that are underpinning this class. It's possible that many traditional schools will soon find themselves in a similar situation to the Egyptian government, where students pass them by in favor of lower cost and more relevant educational experiences - many of them available online. Bill Gates recently came under fire for making the statement that valid online college degrees may soon be available for $2000. He may have said this to exaggerate a point, but the evidence of a growing number of online low cost educational resources can't be ignored. One of them is the Khan Academy - run by an MIT graduate who has created a large free archive of mathematics courses that are used by students all over the world - many who claim they are better than their university courses. Colleges and universities ignore this development at their own peril. It's not clear yet how we'll make this transition to relevancy for students, but the next decade will be very interesting...

Thanks you for your comments Mary Ann...the bottom line reads, we may be killing off our aged population by sentencing them to give up and give in to old out-moded concepts!

Joy: I've been following your blog postings for some time now and have been meaning to let you know I always learn and find your postings valuable. Keep the information coming our way.

I received the following from Norma Whitacre and thought I'd pass it along. Our focus this week in EDUC251 is on this and is appropriate introduction to this course. from Norma: The third class in the series is offered spring quarter. It is Assessment in eLearning, EDCU 252. I hired Robin Jeffers, an assessment expert, to teach it, and she is great. Class begins the second week of the quarter and meets on campus two days only: Tuesdays. April 12 and June 7, 4:30-6:20, item 2239. A full class description is attached. (bookmarked above) We are also offering EDUC 250, the Introductory class if you know anyone who wants it.

I haven't seen the content for this course, but it's one I'd actually consider taking myself. (Though I imagine I'd stir up some controversy.)

Jennifer, it would AWESOME to have to in the class and have another voice to help reason through and learn about assessment. Please do take it!!!!

Here's a survey for my leaarning activity related to my Sepsis case study

Nice, Susan! I especially like the question requiring a written answer because it involves learners in thinking about what they learned and justifying that thinking.

This is my post for the assignment to map learning objectives to specific "evidence of understanding"

Authentic learning is a solid pedagogy approach, no matter the environment. However, two concepts of authentic learning that I feel can be particularly expanded on with the internet and etools are "hooks" and "experts". "Hooks" is what picques and keeps the student's interest and motivation in the activity. With the use of video, games, tools, etc., there are many more ways to do this. "Experts" is being able to bring in subject resources, which on the internet, makes accessibility easy. For my course framework activity, therefore, I expanded on the colon treatment options module. For a hook, I searched YouTube for "colon cancer comedy" videos. There were quite a few actually. I added as a introduction to the module one of these videos - two singing colon surgeons - on colon surgery. For experts, I added references to the National Institute of Health and American Cancer Society on treatment options and survival statistics. I also am having the students connect directly to true cancer experts - patients, caregivers, and survivors. This puts a "face" on the disease, as well as an experience to what it means to have colon cancer. The course framework activity: (https://docs.google.com/document/d/1HZKsjzymKk1Bn2gXDt1LOp5gqEsUvOqXE4m-72b8WYw/edit?hl=en#) In my online work experience as a math tutor, hooks are particularly important, as these students would not be in the program if they weren't already performing at a lower math level. Math is not a subject they enjoy. The automated lessons they take, often have "game" quizzes they take and can get immediate feedback on their answers. As an instructor, I try to utilize their life experiences. For example, I might ask them how old they are and then tell them how old I am. I then use these facts to construct subtraction and/or division questions.

Your feedback is always appreciated!

This is an online community for people dealing with colon cancer. It is part of my course framework to have my students participate in the community, as a way to have a personal experience with the disease, as well as obtaining additional infomration. This forum is moderated, for filtering of non-topic posts, such as posts that are really advertisement hooks. You can participate as a guest or by signing-in. As someone who participates/has participated in on-line and in-person support group, both are important for providing support and information at a peer level. One interesting difference, though, based on my observation only, is that anger venting seems more prevalent in the on-line groups. My belief is that this is because when people post they are by themselves and can be more reflective rather than reactive to what is immediately being communicated.

Great additions! I particularly like the introduction.

I tried to share it without the introduction and was questioned about what it was. I think I have a better understanding of collaborative documents, now. You have to have background on the document to invite others in, or it makes no sense :)

I designed a 5 question form that asks you to think about what you did during this Module and to respond with brief text answers. Enjoy!

The questions were quite reflective and more of "test" in a way, although there is obviously not a right or wrong answer. I must admit that the modules have somewhat blended, so I couldn't answer precisely. That being said, I used a similiar concept in my course framework, where I combined self-check with a "quiz", with the difference being the quiz questions are more reflective and would contribute to the score I give to the activity. Good questions!

I liked the idea of asking about time in activities, so as a teacher I can judge if my time expectations are correct.

I took your survey, Hyerin, and appreciated the questions you posed. I agree with Ann regarding asking about the time spent on various activities in the module. I, too, am interested in how much time it takes my students to complete tasks so that I can adjust activities if they require too much or too little time.

I have joined this learning community. My membership is still pending. I think this will be a source of valuable information. This one did not cost to join. There was another learning community that cost $45.00 per year. I do not have the funds to do this.

The ability to have specialized communities that are so focused is another faucet of how technology is enabling learning and connection in a way it never has before. This site undrlines for me the evolution of libraries. My personal experience is that King County libraries now allow ebook downloads - to your PC, if you don't have an ebook device - allowing to read something for 30 days.

I have done these downloads and I love them!

For the past year or so, I've been meaning to join up with a group exploring the use of multiparticipant virtual worlds for education. This activity gave me the chance to check out one of the best resource sites for this topic - RezEd at .http://rezedhub.ning.com/ . More information regarding my experience is posted on my blog. If you watch my RezEd presentation, please remember to turn on your computer audio - otherwise it won't make much sense... :-)