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ann stephens

Stephens: Activity 7.4-course framework (#portfolio7) - 5 views

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    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.
Helen Maynard

Students Slog through College, Don't Gain in Critical Skills - 4 views

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    In today's Seattle Times, A3 section - interesting article which followed over 2,000 US students from 2005 to 2009. 45% made no significant improvements in their critical thinking, reasoning or writing skills during first 2 years of study. After completing 4 years, 36 % showed no significant gains in "higher order" thinking skills. Article also states some contributing factors, many students work part-time, however, most students only spent 1/5 time on their studies and 51% on socializing & extra-curricular. I have a strong hunch the internet is a big contributor to the socializing factor. When I read such statistics, it makes me ponder if on-line learning can truly change this social/educational trend. I am enjoying many readings on the diigo, both from Jennifer and others, however, I'm not sure I would design an on-line class which designated a considerable amt. of time to short readings and discussions. Your thoughts on this?
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    . . . and Jennifer, this isn't criticism of our course structure. I think I understand your reasoning for being introduced to diigo and using this "application" (is that the right word?) to respond to and communicate with our fellow students. I'm simply thinking about what kinds of course activities and applications really challenge students to read, research, analyze and CREATE some original thinking and student work products which can help change these types of findings, especially in higher-ed.
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    Someone observed once that when television first started, the people writing for tv came from a "reading book" age and we had shows like Twilight Zone, Perry Mason, etc. - shows with real stories. Now, although there are some of these, much of our tv is "reality" tv - where the focus is quick stories with emotions and that writers now grew-up watching television for entertainment. So, my connection here, is that perhaps education might need to de-emphasize some on-line usage tools and emphasize others, to balance students so they do get the critical thinking skills. I know with my math tutoring, that when the audio is not operational and they have to use a chat box, they learn more spelling and English. I purposely "chat" in full sentences and will often provide feedback on their chats. Hear and here, for example, is often incorrectly used.
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    Helen, it's important that you're recognizing that one tool or method won't work for all situations. For an online class, it's hard to predict what your students will do. There's a certain amount of control we have over design, but once things get rolling, there's a lot of improvisation. I didn't figure on Diigo playing such a prominent role so early on, but since several students felt comfortable writing here, I latched onto it for early community-building. We will definitely be creating more as we move forward. If we had a larger class, we'd do smaller group projects, as well. One of the big challenges in online teaching is the fact that so many of us are used to being motivated by grades. We've grown up in systems where we perform and receive a reward. Unless a student finds something to spark their interest and desire to learn, we risk a teaching and learning environment where learners only do the bare minimum. I think the short readings and conversation help learners discover what's in it for them. And, honestly, sometimes there might not be anything in it for them. I try to find something for everyone, but in a society that values certification/degree more than the learning experience, many students are forced to take classes that just don't interest them.
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    It would seem to me, given my comments on Bloom's Taxonomy, that creative and critical thinking can be stifled by Universites and colleges. If this is happening, maybe they need to re-assess the whole concept of teaching and learning. I think that process has begun in the US. Had my professors been able to guide my learning, as we are beginning to learn in our reading materials, I may have finished that Ph.d and written the theory I began to write or not. Who knows. It is a question yet to be examined.
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    I read this article too, Helen. It is indeed interesting to contemplate the reasons for very little forward progress in students' critical thinking skills, but you may be on to something with on-line socializing as a possible contributing factor. Since the wave of education today and into the future is focused on a combination of hybrid and on-line learning, I think it's very important that we as educators take the lead in changing our coursework to emphasize more critical and creative thinking as well as problem solving. After all, these are some of the 21st Century Learning skills that CAN be applied to digital technology and teaching. As for a series of short readings as proposed by Jennifer, I would be inclined to take part and enjoy discussions centered around them. Does anyone else have an opinion about this? Jennifer, I agree with your point that not all tools and ways of teaching things fit each learner in a given community, but considering learning styles and differentiated instruction, instructors (on-line) can create a community that is dynamic and viable. Have you ever thought of offering a "CHOICE of activities" focusing on different learning styles, all of which would meet a particular learning objective? Students could engage according to their own interests and preferred learning modes.
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    Mary Ann, all the portfolio activities will be your choice. You can get an idea of it if you skip ahead and skim the content for next week. I do as for a "cognitive presence" post, but you can use whatever medium you like. Next week we've got a collaborative document where we'll be adding potential activities. As far as learning styles are concerned, I'm not a big fan of how that theory is promoted and distorted. I'll share some resources about it, and you can tell me what you think.
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    I wanted to further Mary Ann's comment about this study making a case for the importance of elearning as tool for delivery of education. I understand elearning is in the early stages, but the internet lends itself to the written word and certainly has the flexibility to be molded to learning needs.
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    Helen: Very interesting article with compelling statistics. Statistics don't always tell us the true story, however. I say this after reading in our textbook about 'understanding' and 'misunderstanding' and learning how to determine how to express content so the student understands. Now, on the other hand, I agree that students spend more time with extra-curricular activities rather than their studies.
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    I too found the article interesting - thanks! I do wonder about the types of classes students completed especially in their first two years. The might be a marked difference in skills acquisition if students were completing many required large class survey classes to meet initial requirements vs. small, more focused classes in their areas of interest.
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    I am still trying to get the picture of "slogging" through studies! Is that what I am doing when reading all this material in Diigo? I don't think so.
ann stephens

Class Roster (Activity 8.4) - 8 views

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    animoto.com is a tool that allows one to take pictures and create a slide show, adding text and music. It is a free tool, however, for a modest amount you can have additional features that allow you to do professional editting. I chose this activity as a way to connect with everyone and can really match faces with names. If you do see any mistakes, please let me know and I can easily update the slide show. I feel it goes to the discussion about creating community and having a presence that is more dimensional than just our names in a list. One could request and easily add other photos or snips.
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    Ann, what a wonderful video! The only problem I had was watching it as a complete stream--I think my network connection is slow this morning. My 250 class was introduced to this tool and as you know, I used it in my Course Framework posting, but another student used it similarly to you. She developed a video of herself when she is not teaching (activities with family and friends) and posted it as her "Course presence", Further, she said that all of the students in her Course would be making videos of this type and together, they would become the Course Roster! It's such a simple, cool idea!! Thanks for sharing!
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    Ann - what a great tool for introducing everyone and making the point that learning is a social activity and works best in an "intentional forming group." Perfect for creating a "Course Roster." Thanks for creating this demo!
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    Bandwidth is always a problem. I like the idea of "individualized" animotos that can be combined. The more advanced tool does allow for adding video. http://animoto.com/play/ye7XT0nzKSJvOWK8XGTh0A - this is an example of how I used in a personal way. My family and friends were more responsive to seeing this in this form and its an easy way for me to sort out pictures I want to focus on from all the hundreds I seem to take with the digital camera these days.
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    Ann, Nice to see your new baby Lilly wrapped up in this spiffy Animoto package!
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    Cool Tool! I loved it!
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    Ann: I agree with Joy...cool tool. What a nice way to introduce the class.
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    My thought exactly Ann!
ann stephens

Online Community (Stephens, Activity 7.2) - 3 views

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    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.
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    Good choice. Some things I'd like to point out about this: 1. When you view a forum, check to make sure there are plenty of posts, so you know it's active. 2. Also check to see how recent the posts are. There are a lot of really old forums still up online, but no longer active. 3. Some communities will provide membership numbers, and that can help you get some idea of the size of the group. This isn't always true, but can be helpful when you see something really small.
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    https://docs.google.com/document/d/1gYhiSs1Ys7993MD9VnKg-c-Jv75gosaQm8mnlQ4J1ko/edit?hl=en - I started a collaborative document on guidelines and considerations in selecting and participating in online communities. I hadn't thought about applying standards, but its a good idea. It helps reason out what one would want and need. As for this forum - www.colonclub.com, it is a very active one and considered one of the mainstays in colon cancer support. I'm not sure the about the size and how relevant that is in this situation, but there are definitely enough participants to provide diversity.
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    I added some background to your document and passed the link on to others to see if we can get more opinions on what is important in searching for community.
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    Great additions! I particularly like the introduction.
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    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 :)
Bruce Wolcott

Module 7 - Course Activity based on learning objective - 3 views

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    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.
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    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!
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    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!
Jennifer Dalby

Instructional Design: On the road to learning: The New Age Instructional Designer - 4 views

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    Hmmmm. . . .I'm digesting this one to determine its relevance to instructional design for elementary and middle school students. More later.
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    (Oops! Please disregard my accidental "bookmarking." I have been having problems with my Diigo site not listing the "comment" button. I was fooling around with it this morning.) Thanks, Jennifer for finding this wonderfully concise blog on the role of ID's in training and education. I have been volunteering to design a training product simply to learn more tech skills and have been thinking about ID work. Although I can easily make the distinction between a "training course" and an on-line course, there remain some fundamental considerations for how instructors "deliver" information and "design" learning activities which influence both professions. When blogger, Syreya Dutta, states " . . . the fact is that the way people are learning today has changed phenomenally due to the increased access to social media tools and advanced mobile devices. Twitter, blogs, wikis, and discussions have become the new age learning methods." So my question - "If social media networks enable better knowledge feedbacks, do educators have to be active users of each and how many should be incorporated into the learning activities of the courses they design ?"
Bruce Wolcott

Overview of existing online course structure - 3 views

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    I thought I'd try something a little bit different for Module 5, and do a CMS review of a current online course that I've been working on, called Visual Storytelling. It's a review of a Blackboard/Vista-based online class, but I'm also blending a couple of presentation technologies together to create this - SlideRocket and Camtasia. If you take a look at it, you'll want to make sure your audio is turned on - otherwise, it won't make much sense... It runs just under 10 minutes. This was a useful exercise for me, because I became aware of numerous changes I'd like to make for the next iteration of this class. These presentation tools are now very powerful and easier to use than in the past. SlideRocket has only been around for about 2 years, and it keeps getting better! You can also access this presentation by way of my Web2.0 Chronicle blog.
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    I enjoyed your presentation Bruce. Looks complicated!
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    Bruce, your work is amazing! Story Boards have long been a feature of teaching in the elementary and middle school grades with students creating original work or using the format for a book report, but to see this technique translated into an online format is thrilling. I can just imagine how much more engaged my former students would have been had I known how to use the digital tools you showcased. Will your course be offered during Spring Quarter? Please let me know.
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    P.S. to your post to me regarding my blog entry for Module 5--You referenced what I wrote about eLearning trends--that post was for my EDUC250 class. Did you have a chance to see the pictures I posted and read the entry for this week's module that referenced one of the activities on our class portfolio activities spreadsheet? What I spoke about is a very RUDIMENTARY story board (I realized this after viewing your post). Thanks, Bruce for YOUR "luminous presence" in EDUC251!!
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    This recording is an excellent example of what I'm looking for in your final project (only about half as long). I hope everyone gets a chance to view it. It's a great way to give a tour through a course and explain how to address the best practices. Great work! Would you be interested in taking over one of our office hours sessions to teach people how you used these tools?
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    Thanks Bruce for showing how you use Blackboard for one of your courses. I do agree that some of the mature LMS need to make it easier to use Web 2.0 tools. Jennifer's comments about being able to use these tools is so appropriate. All of these wonderful tools are available, the problem is learning when and how to use them in our online teaching.
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    Thanks everyone for your feedback and comments! Mary Ann, I did see your photos from the Galapagos, and it seems like they will make great material for an online class presentation especially with your underlying message - the importance of biodiversity to our long term survival. I'm really glad you're teaching this material... I wish we were more aware of these dire issues 50 years ago! The Visual Storytelling class will be offered again in Fall 2011. Susan... One useful application of online lectures/presentations is that they can free up classroom time for more exploratory dialog and hands-on activities, as appropriate. Students also like them, because they can stop and review material at their own pace. Jennifer - I'll be happy to give an overview some presentation media I use during your office hour on Thursday. This would be a good experience for me, since I've never taught a session using Elluminate. If you could give me some quick tips beforehand, that would be welcome. I can't do it this week, but Feb 24th or following Thursdays look open.
Jennifer Dalby

It is About Time: Getting Our Values Around Copyright - 7 views

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    Lawrence Lessig EDUCAUSE09 keynote, November 5, 2009, Denver, a remix building upon lecture at Tokyo University. While we're finding our role in teaching and learning, I think it's important to recognize some of the cultural movements that will influence our professional practice.
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    This was a long video (of a lecture) and although many interesting points were made, the crux of the lecture was out of focus for me. The model of copyrighting in an effort that relies on sharing information - as he points out, such as education and science - does not seem to fit. So many people violate it. Yet, I do believe people should benefit from their creativity.
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    After watching about 15 minutes of this video, I believe the main point of the lecture was to bring the listeners to the point that Copy Right Law needs to be revised and a hybrid created. After all, he is a law professor. Precedents set in a court case or at the US Supreme Court level, means the law is slowly corrected or changed to accommodate new evidence; that it needs guidance from the US Constitution precepts, as determined by the US Supreme Court Justices. Or Copy Right Law changed by Congress and the introduction of new legislation guiding the issue, which in this case would be Copy Right Law and the enforcers of this law, whomever they may be.
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    Jennifer, Thanks for posting this terrific presentation from Lawrence Lessig! He's one of my personal heroes for bringing up concerns over the growing privatization of information - looking at ideas and creative work as strictly property to be bought and sold. It's interesting that Walt Disney, whose company became one of the staunchest and most powerful advocates for expanding and enforcing copyright law, benefited mightily from public domain stories - Alice in Wonderland, Pinocchio, Snow White, Sleeping Beauty, and Cinderella, to name a few. It's doubtful that Disney would've survived without his release of the first cartoon with sound - Steamboat Willie (with Mickey Mouse). This cartoon took its premise freely from a movie made in the same year with Buster Keaton, called Steamboat Bill. That kind of informal use of other people's idea was common at the beginning of the 20th Century. Now a documentary film maker can be sued for accidentally including a Wendy's or McDonald's logo within a frame. The incredible complexity of copyright law makes it difficult to know what's legal and what's not under Fair Use. Lessig advocates the use of the new Creative Commons copyright designation (CC) - where creators/inventors can designate how their works can be used (non-commercial, commercial, credit, etc.). A great description of how Creative Commons works can be found at: http://www.youtube.com/watch?v=io3BrAQl3so I think it's extremely important that folks in the education fields stand firm in their insistence on continuing non-commercial access and use of a variety of media and information resources - it's the lifeblood of our profession - the open exchange and evaluation of ideas. Lessig is looking to build a future that moves us in that direction, while providing Creative Commons copyright protections. He also wants us to actively advocate for changes in the existing (broken) copyright regime and has posted a http://bawolcott.brinkster.net/educ251
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    Bruce - I tried going to the link at the end of your last post and got an error - page not found.
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    Ann, Thanks for spotting this glitch! The last line of the post should read as follows: He also wants us to actively advocate for changes in the existing (broken) copyright regime, and has posted a "Certificate of Entitlement" that give us official (tongue in cheek) permission to question the current copyright legal framework. Here's a link to the certificate...
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    A excellent case is made by Johanna Blakely for not having copyright protections on creative work. In this TED TALK she talks about the fact that the fashion industry has trademark protections for logos, but not clothing design - leading to many economic benefits for the entire industry. Here are a few interesting observations from her presentation: The reason the fashion industry doesn't have any copyright protection is that the courts decided long ago is that apparel is too utilitarian to qualify for copyright protection. They didn't want a handful of designers owning the seminal building blocks of our clothing. Somebody would have to license this cuff or this sleeve, because Joe Blow owns it. Because there is no copyright protection within this industry, there is a very open ecology of creative activity. Fashion designers can sample from all of their peers designs - they can take any element from any garment in the history of fashion, and incorporate it into their own design. As a result of this high level of continuing innovation, world wide fashion trends are quickly transmitted worldwide, and the entire fashion industry thrives. Blakely calls it one of the magical side effects of having a culture of copying.
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    I should amend this last comment to say that I'm recommending this for all kinds of creative work - there should some protections in place. However, I would advocate a shorter copyright period than the current 90 years past the death of the creator. Sonny Bono, a former entertainer (Sonny and Cher) and congressman from Los Angeles who was a staunch advocate of extended copyright thought that intellectual property protections should last "forever less a day". At the time of Thomas Jefferson, copyright protection extended only 14 years past the date of creation.
Susan Kolwitz

Evidence of Understandings - 32 views

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    I started this over the summer while taking the first course for this certificate. Please feel free to follow my postings on blogger as we continue in this course.
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    Thank you for sharing this. Our interrogation of "presence" has been interesting this week. I've been looking forward to seeing each of you make decisions about personal online presence.
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    Susan, In your second article on your blog you describe a PLE or 'personal learning environment' by saying: "The purpose of a PLE is to gather and process information, act on the learning that takes place, then showcase the results of what was learned to include how one arrived at those results." I'm curious to know how you set up a PLE, and maybe 1 or 2 examples if you could direct me there. Is this related to Microsoft's OneNote , or Evernote, which lets you copy, scan, and store web-based information? Also, could you explain how you have found this to be useful for you or your classes? Thanks!
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    Bruce: The blog is my ePortfolio. You can use different tools to establish your personal learning environment...I began with a blog. There is a nice example of a PLE by a 7th grader who used a different tool to showcase her science project. I think you will find it an excellent example of how web 2.0 tool are being used at the grade school level. Here's the link...it's a youtube video narrated by the student. http://www.youtube.com/watch?v=YEls3tq5wIY Susan
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    Thanks, Susan For some reason, I thought a personal learning environment was a fish of a different color. I get the concept now, thanks to Wendy, the 7th grader who I found using your YouTube link. The personal learning environment can be a blog, a wiki, or note gathering app, that allows you to quickly organize, filter, and access the online information that makes up your personal knowledge universe. She was using a tool named SYMBALOO, which I'm definitely going to try out - as well as some other useful apps - Evernote for note-talking and Glogster, for building a collage of related information. I really liked Wendy's tutorial on the PLE - it covered a lot of information in a short span of time, while effectively communicating her ideas visually.
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    Here's a screencast I made about my PLE when I did a guest week in EDUC250 last quarter https://www.screencast.com/users/ccchit/folders/EDUC%20250/media/f974b78d-3c78-4a44-b231-b758bb54cdbd
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    Thanks, Jennifer This was very helpful. Also your strong endorsement of Twitter as a way to quickly connect with communities of common interest is giving me more motivation to become more engaged with that world. I've been a slow adopter of Twitter - but this week's events in Egypt organized by a younger generation on Facebook and Twitter are a strong testament to the transforming power of these media.
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    I've made the understandings entry to my blog.
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    This is my first Camtasia project. I realize that there is room for improvement. As I use it more, I'm sure I will begin to develop better skills. I can see where this is a good application for getting information up in an online course.
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    So glad you posted this! I'm in the middle of a similar process, and I appreciated seeing how you're comparing products.
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    Thanks for your comparison of Moodle, Joomla, and Blackboard. I was quite surprised to find out that Moodle leads the pack - since I assumed that Blackboard/Vista would have the majority following. It's been around since the mid-1990's. Great comparison chart, and use of Camtasia!
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    After looking at Joy's post about Canvas, I need to review this and compare to these three vendors. Will, then, have to update the comparison chart to include Canvas.
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    Here's the link to my ePortfolio with this module's assignment
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    Susan, I *really like* this list of reasons why stories work well for teaching that you posted on your blog. I've been teaching class sections on storytelling, and this gives me some well considered principles for how stories can be "put to work" for real world applications in education and information design. 1. A learning event is an unfolding story 2. People craft a story to make sense of what they are learning 3. Stories are at the intersection of people's synthesis of learning 4. Stories are tools for thinking 5. You can move through complex information more efficiently through story devices than through standard forms of discourse One of my favorite destinations for interactive stories is the Second Story website. It's jammed packed with terrific examples of interactive storytelling - on all sorts of interesting topics.
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    Thanks for your attention on storytelling! It's something that is applicable for so many different learning situations, and works particularly well online.
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    While the most story telling I have done is one blog post and a short story about "I love my new Grandma" which I posted in this site...I want to do more and will hopefully b eable to get to this later. Nothing sticks like a good story!
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    Bruce: Thanks for the link on more interactive storytelling. I think this will help me to develop using case studies as learning activities for our courses.
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    Susan, your activity on identifying sepsis in pediatric patients was clear, concise, and easy to navigate. I liked the fact that we were directed to a wiki page with the "case" facts presented in story form with a very clear picture of the "rash". if I were a trainee in your course, I would be excited by this lesson and the follow-up survey you posted.
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    Thanks for your comments Mary Ann. This is the first time I've used these tools for a case study...I'm hoping the wiki will allow the students to discuss the case and also allow them to pose thoughtful 'what-ifs'.
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    The thought the story telling definition you found to be a good guideline. Cases are great. One activity I might add would be What can you do to stop it? I know the student at this point is learning, but gives them a focus to think about their involvement.
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    In learning the Camtasia application, I found many good tips...I share them in my portfolio posting this week.
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    I left a comment on your blog. I had to carefully think about what you had stated and found myself differing slightly with what you suggested. I suppose that attests to our differences. Nevertheless I appreciated the blog post Susan.
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    Here's the link to my blog where my final project is located.
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    My end of class reflection is located on my blog.
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    Thought I had posted this...to keep my blog in order, I post dated this to 2/28/11.
Bruce Wolcott

Activity 7.3 Student Activity self-check - 1 views

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

self check for module 7 - 4 views

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

Module 9 Activity: Using Screen-o-matic for a Photoshop Express Demo - 3 views

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    I saw Jennifer's link to the Screen-o-matic web site, and decided to try it out for the Module 9 activity. I think this is quite an amazing tool, much like Jing, except everything is transacted on the cloud, whereas Jing requires part of the application be installed on your local computer. Also, like Jing, the price is right (free!), although you can opt for a more developed version of the program for $9 per year, which isn't bad. I'm also a big fan of Photoshop Express, another free online tool that lets you edit images on the Web - which is why I did a short tutorial about a couple of its features. My biggest complaint about Screen-o-matic is that the audio is somewhat muddy - although this seems to be a petty complaint, considering how powerful and easy to use this tool is. Screen-o-Matic lets you save to their server, to YouTube, or as a video file to your local hard drive. You can find another account of this Screen-o-Matic trial run on my Web20Chronicle blog.
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    I just tried the Screen-o-matic and I also liked that there isn't the need to save in screencast, as it is saved on YouTube or in video format you can save.
ann stephens

Stephens: Activity 6.4 - Evidence of Understanding (#Portfolio6) - 5 views

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    A blog summarizing updates to my course framework on how the course would be assessed.
Bruce Wolcott

Module 7 Activity - Join an online community - 3 views

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    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... :-)
Jennifer Dalby

Better Than Blackboard? - 10 views

I'm working on a post about what I've learned the first few weeks in this course. What's very interesting, is that I'm also supporting 3 other courses, and the experience with technology and commu...

#EDUC251 eLearning

Jennifer Dalby

Learning Styles Don't Exist - 6 views

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    "Professor Daniel Willingham describes research showing that learning styles are a myth." Interested in your thoughts on this...
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    I agree that you don't have to adjust your learning style for each student; because if I just speak for myself, I learn from all three. I read, listen and set out to do a task. If I have a question I go to the source or instructor for clarification. If that is not available, I look for other sources of information that might help.
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    I've seen this video before -- this summer when we were discussing learning theories. What makes it more interesting this go round is what I read in the Wiggins textbook about understanding...can they apply what they understand. Willingham clearly states we need to foucs on meaning rather than the audio/viisual learning style. Also, he makes the point about the use of a good analogy to help the student 'understand'...ties in with the metaphor activity.
ann stephens

Stephens-Course Framework Activity 4.4 - 3 views

http://elearner151.blogspot.com/ - is the link to my blog post describing my process for my course - Everything you wanted to know about Colon Cancer. http://elearner151.blogspot.com/p/course-fram...

#Portfolio4 #EDUC251

started by ann stephens on 04 Feb 11 no follow-up yet
Joy LaJeret

The girl who stopped the world for just one moment in time in 1992. - 1 views

shared by Joy LaJeret on 06 Feb 11 - No Cached
  • ...3 more comments...
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    This is what teaching is all about. Each day I see children exposed to violence and see the injustices when they and the survivor are sent to the streets for lack of housing. They must go to food banks to beg for food. Really! These are the children we are teaching to tackle the worlds problems when we are gone. How is our behavior different from our words?
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    Joy, I can't believe I never saw this video! She said everything I have always believed and in a very small way, tried to inculcate in my organization of an environmental program I used to direct. "Walking gently on the Earth" was our theme--kids began to "get it" as they participated in the week's activities. I feel inspired to get busy with that once again. . . I'm thinking. . . . Thank you, my friend, for this renewed awareness. It definitely percolates well with my Course Framework on Biodiversity and Sustainability. We shall see what we shall see. . . .
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    What's funny, is that when this video was put online, it was passed around and most people didn't know it was an older video. Once we became aware of that, everyone wanted to know what she's up to now. She started getting a lot of speaking gigs, so you can find more of her presentations online now.
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    Your welcome Mary Ann. I did see several videos with her newest info on you tube. I did include one link above.
Jennifer Dalby

Stephens - Portfolio 5 Activity - Teacher's Presence and Learning Platforms (#portfolio5) - 11 views

I love the supporting work you've done for this. I especially like that you wrote a script for your audio introduction. That's definitely something I should learn to do!

#EDUC251 #portfolio5

Jennifer Dalby

MoMA Online Courses - 2 views

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    This one's for Helen. I thought you might like to see what they're doing for online art courses.
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    I thought it was interesting that most of the classes were sold-out, indicating the need and interest for the information. Since these courses are not part of a curriculum, the participants will be motivated.
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    Thanks for sharing this. Yes, many are SOLD-OUT and it makes perfectly good sense to take these courses on-line where you can view videos, artwork and read a wealth of information from the museum archives & library. I took a class from Lincoln Center Institute about 3 summers ago where we even did some hands-on creative work, scanned our creations (to share on-line) and then collectively reflected specifically about the "process of creating." It worked quite well and I definately plan to incorporate that type of activity into my on-line course.
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