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hyerin suk

the reason why I chose 'Jing' for my final presentation - 1 views

shared by hyerin suk on 03 Jan 11 - Cached
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    This is the tool I use to record screencasts.
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    For the final presentation, I chose 'Jing' because it is the easiest tool to use that the teacher recommended to us. When I actually tried to make a sample video, I could easily apply this tool. There was five minute limit for free users, but my final presentation has also five minute limit. After I applied this tool for my final presentation, I learned about the new technology, and how to apply this technology in my future online class.
Bruce Wolcott

FINAL PROJECT Fundamentals of Interactive Entertainment REVIEW - 12 views

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    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.
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    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.
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    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.
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    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.
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    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.
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    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.
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    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.
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    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!
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    I found your presentation very smooth and professional.
ann stephens

Stephens Final (#final) - 9 views

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    This is a glogster of seven of the ten best practices for the course "Everything you always wanted to know about colon cancer". At the bottom of the glogster, you can click to see a jingcast of the glogster. There is an animated icon indicating this. You may want to expand the window for seeing the entire jingcast or if you don't go through the glog, the link is: http://www.screencast.com/users/astephens33/folders/Default/media/f42c4438-4715-4ccb-928a-7c8b7d4bb6a7. Thanks.
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    I loved the Glogster! I truly enjoyed the presentation as well. I thought it was well thought out and professional.
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    Thanks Joy. It realize that the production element of the course is an added dimension one needs to consider in on-line learning that I hadn't fully appreciated.
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    Glogster is a lot of fun and I love that you were able to find a way to record it so we could understand both your course, and your use of the tool!
Joy LaJeret

Portfolio # 10 Final Project - 2 views

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    I hope you enjoy the video. It took a whole lot of studio takes.
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    Totally relate to the "studio takes". I liked your beginning "hook" of having some introduction youtubes and the clear explanations of the tools and modules for your course and the idea of a "group" project was a wrap-up is an effective close.
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    Thanks for your comments Ann. I still made a mistake when I stated Elluminate was asychronous instead of synchronous...I was not going to do it over again! I keep doing takes for several hours until I liked the tone of my voice and was so tired it had to be a "wrap!" I chose Jing and and have Jing Pro which allows me to seamlessly upload to You Tube and make video. I hope to use this tool in class for short instructive videos per module. The student can reach me by email, Skype, Elluminate or by cell ( whihc I hope to discourage a bit). I want to make certain they feel I am there and connected to them at all times. During our next class meeting on the 22nd, I want to make a camcordering of the class and upload it to jing and make a You Tube video for us to review and enjoy. I hope your willing!
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    Joy, Your combination of Jing Pro with YouTube worked well for your final assignment. I was surprised how clear the YouTube video is, even in full screen format. Your course framework also seems to be a workable and inviting way to look at aging issues. One bullet point that stands out to me is: "Baby Boomer have gotten a bum rap." We're always compared to the our parent's generation, who weathered the Great Depression and WWII. I believe a lot of positive social change also took place under our watch - it's not all a bad picture!
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    Thanks Bruce. The boomers are fighters and leaders! As women,"... we have come a long way baby." There is not anything bad about the picture my friend. Once you start to really read the material and connect with the accomplishments of this group, I bet money you will be very proud!
Susan Kolwitz

Tool Selection for Final Project - 5 views

I intend to use Camtasia as the tool for my project. This application allows you to record both audio and video. You can capture the computer screen to show a task, record a lecture using PowerPoin...

#EDUC251 #9Activity

started by Susan Kolwitz on 16 Mar 11 no follow-up yet
Helen Maynard

2nd Final Project - 4 views

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    This VoiceThread I put together as a presentation regarding some shifts in thinking and accomodations I have made regarding online & tech applications. I thought we might be sharing these, this evening, but nevertheless, it stands alone. Enjoy!
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    It was nice to see the preliminary decision process you went through to determine the 'collage' project. Using voicethread to explain was interesting.
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    Helen, your Voice Thread was a perfect finish to your final project, even if it did stand alone! I agree with one of your statements to your pre-service teachers about them needing to be on board with all the tech tools they teach to their students in the 21st century. Your "metaphor" was also engaging!
Mary Ann Simpson

Five Basic Types of Questions - 10 views

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    Teaching on-line or in a classroom requires the ability to ask good questions. I found this article to be useful--I hope you will too.
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    Interesting article. Rather similiar to the way lawyers are educated to question people in a court room, wth the exception of questioning to inspire well thought out answers of an academic nature.
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    I always like these condensed lists of pointers for making life easier: One of the biggest challenges for me is coming up with a decent topic of conversation for online discussions - which is usually posed as a single question or series of related questions. This list is very useful for thinking about types of questions to ask.
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    This is a great starting point for thinking about online discussions. It's not easy coming up with the right questions to stimulate discussion. Sometimes I tell myself that if there's a "right" answer to the question, it probably won't work for a discussion.
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    I loved this site! The home page is very concise, informative with good examples. And, "yes" we should do some additional sharing, research and practice regarding what types (structure) of questions illict good, reflective responses (let you know the learner has synthesized course material). In clicking around to other links on this site, I noticed Leslie Owen referred to educator/author H. Lynn Erickson as a man. Not that it's a big deal, but, HL Erickson is a woman and is a curriculum consultant who lives locally. Seems like we all struggle with this aspect of teaching - good questions for discussion. Perhaps we could come up with a simple exercise where we post questions we might use which address our course readings? What ya think?? Thank you Mary Ann for this great teaching resource.
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    Helen, I like your idea of creating some questions around our course readings that we could post and discuss. I also think some of the questions on the new collaborative doc Jennifer just posted would be excellent discussion points. There is so much to think about in that one!
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    I'm not opposed to a final project that involves students re-developing this course. It could even be a group project. (But I'd probably want to write about you and brag about you all to my friends!)
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    I posted Bloom's Taxonomy, which is a guideline for how people learn and how education should be targetted to that model. It is similiar to the types of questioning one does to reflect where we are in the learning process. I think the same is true of our course. We all seem to have through experience and past coursework some basic knowledge of on-line teaching and learning. My preference, I think, would be to have answers/discussion to some of the questions that are coming up, not just a list.
Mary Ann Simpson

Twenty First Century Skills - 6 views

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    "The current and future health of America's 21st Century Economy depends directly on how broadly and deeply Americans reach a new level of literacy--'21st Century Literacy'--that includes strong academic skills, thinking, reasoning, teamwork skills, and proficiency in using technology.", says the 21st Century Workforce Commission National Alliance of Business
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    Another interesting read. I quite understand the need and growing need for the workforce to understand social medias and other forms of Web 2.0 tools and be able to use them well. Reading more about millennials, it is becoming more and more apparent they need to have strong " crap detectors," the ability to think critically and analyze huge volumes of information on the net, just to name a few.
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    I think this is one of the better collections of 21st century skills. I'm mostly concerned about the ones that don't involve technology. Like many of you, I worry about a future where people don't have basic problem-solving and communication skills. As far as technology skills are concerned, I'd like to see kids learn programming, with a focus on humanity, rather than commerce. I'm surprised how many teachers adopt "free" tools for young students, without having them explore the terms of service, and learn how their data and content will be used, sold, etc..
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    Thanks for this, Mary Ann. As much as I value the technology and what it can offer and do, the interpersonal and social skills seem more and more critical now. Seeing kids standing next to each other texting, or texting rather than calling or meeting makes me wonder if they will develop those skills to the level they are required now.
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    Mary Ann, thanks for posting this article on the 21st Century classroom! Just based on some of observations of current trends and ideas, here are some of my ideas regarding this. To me it seems likely that whatever happens to the classroom in the 21st Century - ideally it will have some of the following features : 1) Instructors who have good live people connections, knowledge of Web resources and tools, and the ability to quickly readjust curriculum on the fly. They will be able to access the very best resources at hand to engage students (live presenters, online resources, web tools, etc.) 2) Teaching and learning will take the form of ad-hoc groups organizing around various kinds of problem solving or common interest explorations. 3) While traditional degrees probably won't go away soon, much of our ongoing lifetime learning will take place in courses like this one - or the MOMA online art series. We will obtain numerous certificates and engage in a variety of online cohorts/communities of shared interests. 3) Communications will become increasingly global and courses will not be necessarily bound to individual institutions. We will draw from a growing/maturing resource base of online lectures, virtual worlds interactions, simulations-based learning experiences, and multimedia databases. 4) The teaching technologies that we'll be using will have the functionality and freeform interactivity as videogames. Consider the Kinect, for example, which allows for full body and voice interaction with other people as well as maturing forms of artificial intelligence, as seen in this extraordinary TED talk with game developer Peter Molyneux. 5) Finally, I don't believe education will be transacted completely online, or that physical locations where actual human beings gather together will go awa
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    Another great read and thanks, Ann. Something this article doesn't address is the growing concern about the "digital divide." Not all segments of our society has equal access to the internet. I recently heard a lecture at NSCC addressing this problem. Many outlining districts in urban areas(and rural areas) do not have the infrastructure to receive Wi-Fi. Students is poor neighborhoods (many who don't have computers at home) must go to their local public library to get internet access. Yes, our public school system needs to incorporate more technology "know-how" into their curriculum and instruction, but equally as important, our society needs to take a closer look at what segments of society are presently at a big disadvantage in terms of equal access to technology, both in and out of school. As technology redefines what it means to be "literate," then we also must address equity and accessibility to resources.
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    Helen, I like your astute comments and observations. The poor in this country may have access to computers in the library and at school, but many of them are homeless and living in cars. Anywhere from 2000-5000 people are homeless in King County and 80% of these people are women with children and suffering from DV incidents. If we go further, I have a friend working in Chimbote, Peru. Most of the people living in the barrios do not even have running water, much less the ability to buy or use computers. I suspect worldwide, you would see extremely large percentages of children without food much less computer access or skills.
ann stephens

Bloom's Taxonomy - 4 views

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    This is an overview of a guideline for how learning occurs and how as teachers we can focus our lessons to this guideline. It is relevant in on-line education, as the on-line environment allows us to have different modes to provide information to our students. We can utilize everything from video to chat rooms.
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    This was so interesting, Ann! I was trained in Gifted Education and we used Bloom for all of our curriculum creation--I find the new version very appealing. It should also be easier to understand for people new to the taxonomy. I totally agree with your connection of its relevance to on-line learning.
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    I found that fits with the animated video concepts about changing paradigms. Also, neither my youngest daughter or I finshed high school in the same way. I tested out after the 10th grade. She was unable to graduate after the 10th grade, even though her course work requirements were completed. She spent one year going to college and one year as a foreign exchange student before she could graduate, since she had to wait until her class did.
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    Mary Ann - I hadn't realized the Bloom taxonomy had been revised and am not sure of the changes, but very much like the scaffold. I must admit, that it has taken me a while to use better questioning. It is more responsive to test information. Joy - Your point about how the education process was different for you and your daughter is interesting. Many students go for a foreign experience.
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    The real difference in my educational experience was my total boredom with school and cliques. It was not relevant to me, so I dropped out after my tenth grade year. I did a GED test and passed. At 33 years of age, I began a nine year journey in universities. This ended after completing my course work on a Ph.d. When my professors in my doctoral committee told me they could not really direct me, since I was ahead of them on the material I was researching. I see now that someone has stumbled upon my thesis and completed a book on conflict theory. Slightly to the left, it was not acceptable in the 80s but is relevant today, almost thirty years later.
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    Post Script-I was building a theory in a Pol Sci mode on the issue of the ill defined word terror and global attacks. If you can't properly define it, one might want to reexamine the current theories and definitions for the behavior...which is was what I was thinking at the time. Hence, I began a doctoral thesis on Conflict Theory and Transnational Terrorism. Looking deeper you may see how this ties into the Bloom Taxonomy concept and why I aborted the thesis project completely! You can deal with ignorance through education; but it is difficult to deal with the lack of desire to learn.
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    Joy, people always tell me, it's never too late! I also didn't go back to finish my BS until after I had my daughter, when I was 29. I do not do well with traditional university classrooms, and made my way through my degrees by talking my instructors into letting me do alternative projects. I'm lucky I knew to do that, and had instructors who were open-minded enough to accept it. Your thesis sounds like something that would have been quite valuable. with your interest in relationships, technology, and communication, I'd imagine you'd thrive in a program studying network clustering coefficient in an identified population. There are stunning statistical modeling and visualization tools that just blow my mind. Thanks for sharing so much of your interests and background with us!
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    Ann, do you have any tools or taxonomies that have helped you develop those questioning skills? And have you got any experience using the SOLO taxonomy?
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    I have not had experience with SOLO - Structure of Observed Learning Outcomes - but from the bit of investigation I have done, it is similiar to Bloom's in that it is based upon the notion that a studen'ts ability to grasp more abstract concepts, is based on more fundamental understandings and that you need to make sure you are not too advanced for where the student is. It reminds me of Piaget's concept that you can only learn something that is slightly more advanced than where you are (my paraphrase). As for my experience with help in developing questioning skills, which I feel is an excellent example of elearning, is that my company had us first take an interactive tutorial on Bloom's taxonomy. The "final" was taking a math problem and providing questions for each level of the taxonomy. We posted this on a dedicated discussion, with the teacher providing her response for everyone to see and learn from. We have since started another topic where teacher can post specific questions they are using and have tried and this will eventually be collected into a reference document. For example, one idea that was shared was that you after you have tested your student on a fundamental, you can ask them to give you a problem. My experience is that I often get back something I didn't expect. Like if adding decimels, they will return with a problem that might be in the millionths rather than the tenths. What I found most useful was not these specifics or having a question for each level, as much as the consciousness raising it did for me to think more creatively in helping the students. I have found that an elearning platform is very helpful in this regard. For example, they might take a lesson on adding or subtracting fractions and another on adding or subtracting decimels. I will then give them a problem in adding both - example - 1/2 + .25 = . By having an interactive whiteboard I can see how they convert the fraction to a decimal to add them and offer guidan
Jennifer Dalby

We, Robots - 2 views

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    Jonah Lehrer provides another perspective on the Terkle book. It's a brief review and seems truncated, but his main point is at the very end. "We are so eager to take sides on technology, to describe the Web in utopian or dystopian terms, but maybe that's the problem. In the end, it's just another tool, an accessory that allows us to do what we've always done: interact with one other. The form of these interactions is always changing. But the conversation remains. "
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    I tend to think there is an element of "object making" going on in Facebook and other social medias. My granddaughters and son have hundreds of friends listed and I know they do not communicate with all these people on a daily basis. Does anyone remember the story of the "Stepford Wives?" And finally, there might be an element of addiction in our gadgets. What is going to happen when the sun bursts predicted shut down our electronics for 6 months at a time, should this happen?
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    http://www.theheartlinknetwork.com/blog/?p=984 This article begins to address the possible addictions to electronics and social media.
Joy LaJeret

Final Portfoilo #10 Blog Post Relecting on Learning - 16 views

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    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...
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    Hi Joy (and fellow classmates) - we were out-of-town for a week. Internet was available, but for a price $.75 per minute. I had planned on using some of our vacation time to work on this course without the hassle of juggling work commitments. At a price per minute, this idea didn't pan out. To get caught up, I checked out our Diigo communications and visited your blog. I like the way you insert YouTube videos to add dimension to your ideas! The two I looked at addressed the LMS system - Canvas. I was particularly fascinated with the young techy who ended his presentation, asking his audience about how they might define the role for SOCIAL MEDIA in both course structure and as a learning tool. Interesting how our course materials (and we) have also been pondering this same issue! Thanks for finding and sharing a very relevant presentation. I also enjoyed your thoughts as well.
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    Today our senior population is aging at a rapid rate. Is it possible we, as a society, are sending them to an early end of life dead line because of our attitudes and out moded beliefs regarding aging in America? Can we not help keep their minds alive and well by changing some of our society's institutions...of higher education?
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    Joy, I just finished reading your blog posts and viewing the videos. I agree with Bruce. . . they are quite sobering. I am angered that there is so much age discrimination out there, excited that Japan has such a unique way of addressing the needs of its aging population, and frustrated that a college degree does not necessarily translate into a job. My own daughter is in that position--she has a teaching degree earned two years ago and no prospects of a job anytime soon. Her income is earned through subbing in the Sultan School District and managing a horse stable. All of this translates into 7 days of work per week, a very minimal income and burnout. She is 37 years old (not quite a senior, but in line with the unemployed GWU grads shown in the video you posted). Your passion definitely comes through in all of the blog postings, Joy. What you say about assessment aligns with my beliefs as well. I have never been a proponent of grades--to me, they are just part of a hoop that must be jumped through in order to achieve a goal. With that in mind, I was overJOYed when authentic assessment came onto the education scene as it offered a way to monitor and guide students in their learning, not just give them a letter or number that was supposed to signify that they had "learned" the course content. In my experience, most students who memorize course content for tests within a given course, will not retain it once the tests have been taken. There is simply too much competition for good grades at all levels of education and not enough desire for a true understanding of ideas and concepts.
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    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!
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    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.
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.
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.
Jennifer Dalby

PdF 2010 | Howard Rheingold: Rethinking Community, Literacy and the Public Sphere - 1 views

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    Interesting perspective on attention. This addresses some of the issues we've discussed this week. I'd be interested to know if you're able to watch the entire video without doing anything else. I'm 6 minutes into it, and I'm composing an email for work, writing this, and texting a friend in the UK.
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    I finally had a chance to watch this talk by Rheingold. He's covering some of the issues that we've already discussed over the past couple of weeks. One of them is the need for our educational institutions to change in response to global communications changes (1 billion online users, 2 billion cell phone users). He says we need new forms of literacy both in terms of how to use these new technologies, as well as how to communicate effectively using them. He said this isn't a new situation - in the past, societies had to adapt to the technologies of the phonetic alphabet, the printing press, telephone, television, etc. One interesting quote: "Our educational system, our schooling system is very well tuned to creating good citizen workers for 19th and 20th Century industries."
Joy LaJeret

Understanding Understandings - 16 views

Each day I read more and view more videos outside the class. I am learning quite a bit about Ubd and assessment and will take the next course on my way to the certification. There is nothing, so ...

#EDUC251

Jennifer Dalby

MEDIT Wikispaces Tour - 4 views

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    This is a screencast I made last year about how we used wikispaces for our courses. This is the type of recording I'd like to see you do for your final projects. I created this using the free trial version of Camtasia.
Joy LaJeret

Ten Best Practices of Boettcher-Presentation - 2 views

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    I am sharing a video I made for the class project. I welcome any critiques or information on how to make this a better video. I do not know if I have addressed all the elements Jen has asked for. I tried to address as many as I could...except those I will learn about in Module 8. This was my first attempt in making a eLearning video on You Tube, with the help of Jing and Screencast. I found a few frustrations along the way; but it was fairly easy to use. I have the following probs: 1.) I could not fit the screen to the screen used in You Tube; 2.) I had problems setting the volume controls on my recording; 3.) I found myself unable to think as fast as the video was going and 4.) the overall quality of the screen when used" full screen" was not as good as I would have liked it to be. Finally, I have never ( well maybe not NEVER) had so darn much fun doing something so darn frustrating at times.
  • ...6 more comments...
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    I'm so glad it was fun for you! I've found that I have to reduce the size of the browser window if I'm recording on a widescreen monitor. Usually you can just hover your mouse over the corner of the browser window and drag it to the size you want.
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    Your video on youtube is set to private. I think you can go in and manage your videos and change it to public for others to see it.
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    I am going in to do this now!
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    Great, because I couldn't get in.
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    I just viewed your project video, Joy. It appears that you worked hard, had a great time, and came out with a good product. I agree with the problems you had, though. The screen was difficult to view because it was so small (Youtube screens are tiny) but if I squinted, I could make things out. The sound quality was not there. I could hear your voice but it was a bit "distant". Knowing you and your intelligent approach to problem-solving, I'm sure you will be able to rectify these things. I look forward to viewing the project again if you choose to change anything. You are a trailblazer, Joy!! Thanks for leading the pack!
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    Marry Ann, there's a little button at the bottom right of youtube videos where you can make it full-screen. Joy, did you use a headset with mic, or are you recording using the mic on the computer/laptop? A headset with mic should make a big difference. If you are using a headset, try moving the mic closer to your mouth.
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    Using a headset doesn't get the kind of result I want. However, I will try to do that the next time around. I have found this to be a problem when I made the elluminate recording, too. I could think you must be a fan Mary Ann! I really don't know what I am doing when I start these projects...they just sort of do themselves. My husband just shakes his head and ignores me. His computer is in our office. It is L shaped and I am on one side and he is on the other on the inside side of the L.That way we can't see each other...it keeps me from being tempted to do things to him, I might not want others to know about ( I am saying this while I untangle my fingers from his neck...at the moment.)
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    Thanks for posting your work. It gives us all good yardstick for our own assignment.
hyerin suk

#portfolio 9 - 6 views

shared by hyerin suk on 12 Feb 11 - No Cached
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    I am not quite sure I know what a PDP is, but assume it is a portable device. I appreciated your sharing that as I hadn't thought about how eLearning is not just over the internet, but can include auxiullary technology. In a previous post, the thought of delivery of course material over other devices - such as an iPod - was brought up, but hadn't thought about how students also use these tools in a way that I, as a teacher, don't structure. This brings up for me, how, if anything, I want to do as a student. If, for example, everyone has an iPod, might I suggest they could enter their assignment either by blog or iPod? I realize in a course technology is an overhead, but it reminds me of the possibilities and that we are at the beginning of a teaching evolution.
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    I made a sample lecture material for my badminton class with powerpoint.
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    Hyerin, I just viewed your final project, finding it filled with many good things teachers do to engage and nurture their students. I liked the buttons at the top of the home page which directed students to the various pieces of the course on badminton. As a student, I would find it easy to navigate your course and have fun learning about this sport! Keep up the good work!
Mary Ann Simpson

virtual Salt - 3 views

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    This well written article gives pointers to teachers on how to discourage plagiarism in their classes as well as how to teach students about plagiarism in a positive light before it occurs. Very helpful!
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    Thanks for sharing that info Mary Ann.
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    I think this Virtual Salt article does a good job outlining the reasons why students plagiarize. While poor time management and procrastination are major factors, I also think that students are afraid of looking stupid by using their own writing styles - especially with international students. My policy regarding plagiarism now is to "fire a shot across the bow - to make sure that a student understands how serious un-cited work or ideas can be. What follows is an example of an evaluation that I wrote for what I consider to be very good student, who should've known better. It was simple to discover the plagiarized material by putting a suspected plagiarized phrase in quotes and pasting into a Google search box. That approach works very well in my experience. *********** Evaluation note to a student who plagiarized content **************** Your assignment was copied and pasted directly from an online essay called "The Impact of the Information Revolution", written by Kerby Anderson at the following URL: a href="http://www.lifeway.com/" This is plagiarism. I can't emphasize how serious this is. Repeat occurrences can get you kicked out of school and can have a long term impact on your academic record. It also represents a careless and irresponsible attitude towards your work at Bellevue College. On a personal level, I'm also surprised and disappointed, since you've been a good student up to this point in the class. Since this is a 100 level communications class, I'm giving you zero points for this project. If it happens again, I'll fail you from this course, and will also notify the office of the Dean of Student Services, to let them know that there were instances of plagiarism on your part. If you feel that this action is unfair or unreasonable, you may contact XXXXX, Chair of the Communications Department at xxxxx@bellevuecollege.edu.
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    I found both comments and the presentation an interesting read. Maybe students plagiarize because of the pressures inside the system of education and in the business world. I have never felt the need; but I have felt the need to get good grades. I use to spend three days studying before finals and sometimes without sleep (no drugs) and then crash for 24 hours...sleeping. I did more than most students and worked hard to stay on the Dean's list. By the time I entered my doctoral program it was so cocmpetitive, I started rethinking the reason I had for being there. It was not a pleasant expereience. You had to be a 3.65 or higher just to get into the program and then write a reseach paper and defend it before a committee of three to just get in the door.
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!
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