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Bruce Wolcott

Bruce Wolcott Survey for Week 5 - 5 views

spreadsheets.google.com/viewform

#EDUC251 survey form EDUC251

shared by Bruce Wolcott on 04 Feb 11 - No Cached
  • Bruce Wolcott on 04 Feb 11
     
    If you have a chance, please fill out my survey so I can see how it works on Google. ******************************************************************* Yike! I just realized that I should complete a self-check survey. Here is my SELF-CHECK SURVEY form and my SELF-CHECK SURVEY RESULTS
  • ...2 more comments...
  • Jennifer Dalby on 04 Feb 11
     
    This is great! I'm probably learning more than you all in this course, so it's helpful for me to do the self check, too.
  • Joy LaJeret on 05 Feb 11
     
    On my form I could not get the name to use for a log in. Can you tell me how this was done?
  • Jennifer Dalby on 05 Feb 11
     
    The survey works for me, but I think you have the results set so people have to be approved to see them.
  • Joy LaJeret on 05 Feb 11
     
    I revised the first form. I hope I have opened it to everyone! Let me know please if it works.
Joy LaJeret

# 7.3 Portfolio Item: Form for Self Check - 5 views

spreadsheets.google.com/viewform

Module 7 form self check

shared by Joy LaJeret on 27 Feb 11 - No Cached
  • ann stephens on 02 Mar 11
     
    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.
ann stephens

eTeacher Assessment Example - 5 views

spreadsheets.google.com/ccc

shared by ann stephens on 14 Feb 11 - No Cached
  • ann stephens on 14 Feb 11
     
    This week the focus is on assessment and evidence of understanding. The emphasis is, of course, on how we assess our students. However, eteachers can be more easily observed, so I thought the community might find it interesting as to how I, as an eteacher, am assessed. (The students do an automated self-paced lesson and then take a practice quiz. If they have questions during the lesson or in order to go the next one, we interact. Based on the quiz and other questions/discussions we have, I pass them to the next lesson. I have up to 4 students in one session.) Once a month, my supervisor listens to one of the recorded sessions and writes up an assessment. What I find interesting that is unique to elearning, is that my use of the technology environment goes into my assessment. I need to be logged in on time, I need to effectively switch among my students, etc. Also, if an area is weak, a request by my supervisor to re-take an automated class I have taken before - such as effective questioning - might be assigned.
  • ...3 more comments...
  • Joy LaJeret on 14 Feb 11
     
    I found those examples interesting and am reserving judgement and evaluation until I learn more about assessment.
  • Bruce Wolcott on 14 Feb 11
     
    Ann, Many thanks for this assessment form!
  • Mary Ann Simpson on 14 Feb 11
     
    Great example of a very thorough assessment! It is also of interest that your supervisor logs in on a regular basis to assess your instruction--quite a good strategy to ensure exceptional delivery by the school's online teachers. Thanks for sharing this form, Ann!
  • ann stephens on 14 Feb 11
     
    The online environment provides for easy capture of the session. The requirement for teaching include having a degree and a background check, but not a teaching certificate. I feel the monitoring is an extra check and balance on both how we are teaching and our online presence. We go through training and have guidelines on what we can and cannot discuss with the students - such as sharing emails, contacts outside of class, etc. Recently this has come into focus, as the regular school teachers at the school I am tutoring with (we are a scheduled once a week class during the school year) encouraged the students to ask where we live, etc., to feel more connected. On our teacher platform, the teachers and our supervisor were able to post and share with each other on how they were and should be handling this. It is a balance - just as in a regular classroom - to be connected, yet have privacy. I do not find what information I should and should share or ask to be a problem for me, but the time focus is. The students are used to texting all the time and feel comofrtable with using the time that way. I have now developed my own transitions - from the explicit: "we've chatted enough for right now, please go on with your lesson" to a softer transition by using the information in our dialog to set-up a problem: You got so much snow! So if you had eight snowballs and split them evenly....".
  • Jennifer Dalby on 14 Feb 11
     
    This is fascinating! I've honestly never seen an instrument for a supervisor to evaluate an online teaching session. (Or maybe I just don't remember.) For distance education at BC, instructors/divisions can opt in to the online student evaluations. I don't know if Norma signed up to have this course included in the evals. If so, you may have received access to that today. As far as I know, that's the primary way teachers are evaluated here. It compares to how they are evaluated in f2f classes. For me, I like to get constant feedback from students, and that's why you see me poking around a lot, sending lots of email, and including self-checks. It's always an awful feeling to get to the end of a course and discover you could have made changes early on that would have made a big difference in learning. (But I always expect to discover some of that at the end, as well!) Thanks for sharing this!
ann stephens

Stephens - Module 4 Self-check - 14 views

spreadsheets.google.com/viewform

#EDUC251 Self-check

shared by ann stephens on 29 Jan 11 - No Cached
  • ann stephens on 29 Jan 11
     
    Feedback and suggestions are always welcome. Please take the survey and provide your thoughts and experience with Module 4. Thanks.
  • ...2 more comments...
  • Jennifer Dalby on 29 Jan 11
     
    Wow! You're a week ahead. I can't keep up with you all!
  • Jennifer Dalby on 29 Jan 11
     
    I completed it! (fake answers, of course.) How was the process for you? Did you have any trouble with my directions? I was wondering if I should make a screencast, or instructions with screen shots. Your survey looks great.
  • ann stephens on 30 Jan 11
     
    Thanks for the kind words. Next week-end we have out-of-town guests, so that's one of the reasons for my early focus. Your directions were fine and helped the logistical process. I prefer this to a screencast, but that might be reflective of my technology knowledge and learning style. Two things, though, that took me a while to figure out were: 1. Sharing. It might be a default setting, but new documents I create have a privacy share indicated. You have to specifically change the setting (the share button is on the top of the screen) for people to be able to access it. 2. Editting. When you go back into Google docs, I got an excel spreadsheet. To actually update the form, you have to go to the form button and select "edit" in the pulldown screen.
  • Mary Ann Simpson on 03 Feb 11
     
    I had fun responding to your survey, Ann! You did a great job--I liked the questions and the color format!
Joy LaJeret

Self Check Form: Module 4.3 ( Revised Addition) - 10 views

spreadsheets2.google.com/viewform

self check form

shared by Joy LaJeret on 05 Feb 11 - No Cached
  • ann stephens on 06 Feb 11
     
    Liked the "post-mortem" question, about what would you do differently. It is a good reflective question about the module.
  • Joy LaJeret on 06 Feb 11
     
    Thanks Ann. I appreciate that comment. I think the reason I put that in there was because modules are on-going and can be improved as the learners and I progress through them.
Bruce Wolcott

Activity 7.3 Student Activity self-check - 1 views

spreadsheets.google.com/viewform

#portfolio7

shared by Bruce Wolcott on 28 Feb 11 - No Cached
  • Bruce Wolcott on 28 Feb 11
     
    This is the Google form self-check survey for the student activity indicated for Module 7.
Mary Ann Simpson

Module 7 Self Check - 4 views

spreadsheets.google.com/viewform

EDUC251 assessment

shared by Mary Ann Simpson on 06 Mar 11 - No Cached
  • Mary Ann Simpson on 06 Mar 11
     
    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!
  • ann stephens on 08 Mar 11
     
    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!
Bruce Wolcott

Bruce's information website - 3 views

www.brucewolcott.com

#EDUC251 presence EDUC251 portfolio resume

shared by Bruce Wolcott on 01 Feb 11 - No Cached
  • Bruce Wolcott on 01 Feb 11
     
    I just wanted to get this link up before we moved too far away from our Module 3 "presence" section. I'll be updating this very soon.
  • ...3 more comments...
  • Mary Ann Simpson on 01 Feb 11
     
    Bruce, your website is marvelous--a very professional presence indeed! I thoroughly enjoyed reading it. The black background you chose for the profile page highlighted by the white and soft blue is exceptional. It adds "class" to your text. I will check in again to see what is new!
  • Joy LaJeret on 01 Feb 11
     
    I agree with Mary Ann; it is very impresive. An Interesting read.
  • Bruce Wolcott on 02 Feb 11
     
    Mary and Joy, Many thanks for your comments. One of my current concerns about the site is being too wordy - an occupational hazard for instructors. Whitney Keyes has taught a web marketing course at Bellevue College. I think her Whitney Keyes website is just great - no excess words - just the facts, ma'am. Much of her content is hidden beneath the lean surface layer for those who want to find it.
  • Jennifer Dalby on 02 Feb 11
     
    Whitney's got a nice site. That's just a wordpress theme. You could easily set up a site like that. I use wordpress on all my self-hosted sites. http://injenuity.com/ http://www.jentropy.com/ http://www.snohostories.com/ It's very easy to set up and maintain, and there are a ton of free themes.
  • Mary Ann Simpson on 02 Feb 11
     
    I agree with Jennifer that Whitney does have an impressive site and I appreciate her input (link) about how to create one. I need to get on that myself in my "spare time" as my online presence or portfolio is pretty much limited to a very primitive blog. This is all new stuff for me, yet very exciting as I move forward with what I hope will become a new career.
Mary Ann Simpson

Learning Module 4 Self-Check - 2 views

spreadsheets.google.com/viewform

#EDUC251

shared by Mary Ann Simpson on 07 Feb 11 - No Cached
  • Mary Ann Simpson on 07 Feb 11
     
    Just a short survey from Mary Ann for Learning Module 4.
  • ann stephens on 07 Feb 11
     
    I liked the question about what you learned this week. I reflected on what I had learned (for me, the main one was the Wiggins model). I am already focusing on this week's activities and thinking about this question allowed me to be more integrated with the learning process.
  • Joy LaJeret on 07 Feb 11
     
    That is funny. We used the same form Mary Ann.
Susan Kolwitz

self check form Module 7 - 4 views

spreadsheets.google.com/viewform

#EDUC251 survey

shared by Susan Kolwitz on 07 Mar 11 - No Cached
  • Susan Kolwitz on 07 Mar 11
     
    Here's a survey for my leaarning activity related to my Sepsis case study
  • Mary Ann Simpson on 08 Mar 11
     
    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.
ann stephens

Activity 7.3: Self-check - 3 views

spreadsheets0.google.com/viewform

#EDUC251

shared by ann stephens on 23 Feb 11 - No Cached
  • ann stephens on 23 Feb 11
     
    Your feedback is always appreciated!
Colleen Dixon

Google form - 3 views

spreadsheets.google.com/viewform

shared by Colleen Dixon on 15 Feb 11 - No Cached
  • Colleen Dixon on 15 Feb 11
     
    Sorry all - I am serioiusly and sadly behind in class. This is the self check from Module 4.
  • ann stephens on 16 Feb 11
     
    I liked the question - rate new thinking or idea prompted by ... It enabled "critical thinking" for me, as I had to reflect on not just the information, but the concepts from the lesson.
hyerin suk

self check for module 7 - 4 views

spreadsheets.google.com/viewform

shared by hyerin suk on 07 Mar 11 - No Cached
  • ann stephens on 07 Mar 11
     
    I liked the idea of asking about time in activities, so as a teacher I can judge if my time expectations are correct.
  • Mary Ann Simpson on 08 Mar 11
     
    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.
Bruce Wolcott

FINAL PROJECT Fundamentals of Interactive Entertainment REVIEW - 12 views

www.screencast.com/Hsksbc1pP2XN

#EDUC251 #final portfolio screencast

shared by Bruce Wolcott on 14 Mar 11 - No Cached
  • Bruce Wolcott on 14 Mar 11
     
    In the Summer of 2010, I taught an online class called the Fundamentals of Interactive Entertainment for the University of Tasmania, via the Human Interface Technology Lab under the sponsorship of Dr. Thomas Furness of the University of Washington. This course provides an overview of interactive media - video games and real-time interactive simulations. It includes information concerning the history, theory, technology, design, and social impact of these emerging communications media. The course consists of thirteen modules, and in the Summer of 2010, was made up of two weekly events: 1) A lab session which met every Tuesday to provide discussions, team planning meetings, and hands-exercises and 2) a live classroom session which was videocast directly from Seattle to a University of Tasmania classroom in Launceston, Australia. I posted more information regarding this project on my Web2.0 Chronicle blog. PLEASE NOTE: This narrated screencast runs two minutes past the 5 minute recommendation given by Jennifer.
  • ...6 more comments...
  • ann stephens on 15 Mar 11
     
    Wow! The background of this course and what you taught is fascinating. I'll limit my comments to a few points, but definitely look forward to an interactive, in-person session. 1. Video Logistics. You sounded poised on the video, as opposed to me, where I felt self-conscious knowing I was being recorded. I was also interested in how clearly you transition from one screen to the next - I used multiple windows, but it felt you had a different technique. 2. Course logistics. As for the course, one thing was interesting is how - like Jennifer - you posted a new lesson each week. Our prior class in this series we were provided everything at the beginning. I like the pacing, however, for the most part, as it keeps you focused. As for feedback, which you indicated you would do more explicitly, my guess is that your weekly audio sessions where you went into the studio, provided feedback as part of the process of teaching the lesson. 3. Content. Very interesting. Thanks for including the second video which provided texture on what you were teaching. The metaphor of the Christmas tree, with students putting "decorations" on the wiki was a good one.
  • Susan Kolwitz on 16 Mar 11
     
    I agree with Ann...what a great resource for the rest of the class. Putting the presentation together, I can tell you followed all the best practices of this tool...very polished. Showing how elements of your online material relates to the best practices was thoughtful and student centered.
  • Bruce Wolcott on 17 Mar 11
     
    Ann and Susan, Many thanks for your comments! One of the great benefits of this class and the Conrad/Boettcher textbook is getting a solid framework for understanding how to build and run an online class. Up until now, my learning process for creating online classes has been 1) suggestions/advice from colleagues 2) experimentation (flying by the seat of my pants!) 3) feedback from students 4) online resources. I really enjoy the dense concentration of information provided in the class and our ongoing conversation. The University of Tasmania class gave me the opportunity to pull out all the stops, and integrate everything I'd learned up until that point. Thankfully I made it through that stretch of white water, with an approach that seemed to work pretty well for that teaching situation. The final project exercise gave me a chance to identify key areas of every course that need to be attended to.
  • ann stephens on 17 Mar 11
     
    Aside from the logistics, how did you get involved in doing this and how did the lab get started to begin with? It sounds fascinating for the locations to be so far away. Its a wonderful example of elearning in the "one" world concept we are developing into.
  • Bruce Wolcott on 17 Mar 11
     
    Ann, Tom Furness started up the Human Interface Technology Lab (HitLab) at the University of Washington around 1988 - he's been called the "godfather of virtual reality". At the HitLab, he was on the forefront of virtual reality technologies, working on immersive displays for medicine, engineering, architecture, education, etc. Before then, his background was in designing virtual cockpit simulations for pilots of high performance military jets. They needed to augment the pilot's cognitive field, in order to manage the complexity of 50 onboard computers, while flying the plane at supersonic speeds. He decided that he wanted to apply this technology to civilian, rather than military uses, which is how he ended up at the UW. About five years ago, New Zealand and Australia decided to set up their own HitLabs because of their remote locations. They see virtual world technologies as way to develop an exportable information-based industry for real-world applications. Video games and interactive simulations are currently leading the way in terms of artificial intelligence, information design, and sustained attention (entertainment) experiences. I've been teaching a class in game theory and interactive entertainment for the past five years at BC, which is how I got involved with this University of Tasmania course. You might be interested to know that one of the offshoots of the HitLab work in Seattle is the retinal scanner, which is pointing the way to portable immersive multisensory experiences. Microvision of Redmond is working on these wearable computing devices which may provide a new alternative to desktop/laptop/smartphone devices. And I agree, Ann - culturally and socially, the world is shrinking exponentially because of the Internet.
  • ann stephens on 17 Mar 11
     
    A small world. I was in technology development and management prior to a career transition to teaching. My first job out of college was working on out-the-window portion of cockpit simulators. I was the program manager for the B-52 simulator program at Singer-Link. We called the people that did the actual design of the scenes via computer softwre illustrators, which when I first heard the title always thought of someone drawing pictures on the code, rather than comments. Anyway, I checked out Tom's page, very interesting. Thanks.
  • Mary Ann Simpson on 17 Mar 11
     
    Bruce, applying the Boettcher/Conrad 10 Best Practices to a course you have already taught, was brilliant! It is always a source of learning when we can go back and critique our own work, finding needed areas of improvement or simply discovering how "right on" we were from the get-go! I enjoyed seeing this piece of your creativity!
  • Joy LaJeret on 19 Mar 11
     
    I found your presentation very smooth and professional.
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