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Bruce Wolcott

Bruce Wolcott Survey for Week 5 - 5 views

spreadsheets.google.com/viewform

#EDUC251 survey form EDUC251

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

Twenty First Century Skills - 6 views

www.metiri.com/...tyfirst%20century%20skills.pdf

shared by Mary Ann Simpson on 20 Jan 11 - Cached
  • Mary Ann Simpson on 20 Jan 11
     
    "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
  • ...4 more comments...
  • Joy LaJeret on 20 Jan 11
     
    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.
  • Jennifer Dalby on 20 Jan 11
     
    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..
  • Colleen Dixon on 23 Jan 11
     
    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.
  • Bruce Wolcott on 23 Jan 11
     
    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
  • Helen Maynard on 23 Jan 11
     
    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.
  • Joy LaJeret on 24 Jan 11
     
    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.
Joy LaJeret

Formative Assessment - 2 views

www.youtube.com/watch

Formative Assessment

shared by Joy LaJeret on 17 Feb 11 - No Cached
  • Joy LaJeret on 17 Feb 11
     
    A British video on formative assessment. An interesting concept.
ann stephens

Stephens - Module 4 Self-check - 14 views

spreadsheets.google.com/viewform

#EDUC251 Self-check

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

eTeacher Assessment Example - 5 views

spreadsheets.google.com/ccc

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

Evidence of Understandings - 32 views

skolwitz.blogspot.com

#EDUC251 #Portfolio6

shared by Susan Kolwitz on 29 Jan 11 - No Cached
  • Susan Kolwitz on 29 Jan 11
     
    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.
  • ...22 more comments...
  • Jennifer Dalby on 29 Jan 11
     
    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.
  • Bruce Wolcott on 29 Jan 11
     
    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!
  • Susan Kolwitz on 31 Jan 11
     
    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
  • Bruce Wolcott on 01 Feb 11
     
    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.
  • Jennifer Dalby on 01 Feb 11
     
    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
  • Bruce Wolcott on 03 Feb 11
     
    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.
  • Susan Kolwitz on 06 Feb 11
     
    I've made the understandings entry to my blog.
  • Susan Kolwitz on 12 Feb 11
     
    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.
  • Jennifer Dalby on 14 Feb 11
     
    So glad you posted this! I'm in the middle of a similar process, and I appreciated seeing how you're comparing products.
  • Bruce Wolcott on 15 Feb 11
     
    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!
  • Susan Kolwitz on 15 Feb 11
     
    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.
  • Susan Kolwitz on 06 Mar 11
     
    Here's the link to my ePortfolio with this module's assignment
  • Bruce Wolcott on 06 Mar 11
     
    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.
  • Jennifer Dalby on 06 Mar 11
     
    Thanks for your attention on storytelling! It's something that is applicable for so many different learning situations, and works particularly well online.
  • Joy LaJeret on 06 Mar 11
     
    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!
  • Susan Kolwitz on 07 Mar 11
     
    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.
  • Mary Ann Simpson on 08 Mar 11
     
    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.
  • Susan Kolwitz on 08 Mar 11
     
    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'.
  • ann stephens on 09 Mar 11
     
    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.
  • Susan Kolwitz on 17 Mar 11
     
    In learning the Camtasia application, I found many good tips...I share them in my portfolio posting this week.
  • Joy LaJeret on 19 Mar 11
     
    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.
  • Susan Kolwitz on 22 Mar 11
     
    Here's the link to my blog where my final project is located.
  • Susan Kolwitz on 23 Mar 11
     
    My end of class reflection is located on my blog.
  • Susan Kolwitz on 24 Mar 11
     
    Thought I had posted this...to keep my blog in order, I post dated this to 2/28/11.
Joy LaJeret

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

spreadsheets2.google.com/viewform

self check form

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

Class Roster (Activity 8.4) - 8 views

animoto.com/...NyThcXHVkUzxH0iDeoLdgA

#EDUC251 #Portfolio8

shared by ann stephens on 08 Mar 11 - No Cached
  • ann stephens on 08 Mar 11
     
    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.
  • ...5 more comments...
  • Mary Ann Simpson on 09 Mar 11
     
    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!
  • Helen Maynard on 09 Mar 11
     
    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!
  • ann stephens on 10 Mar 11
     
    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.
  • Bruce Wolcott on 10 Mar 11
     
    Ann, Nice to see your new baby Lilly wrapped up in this spiffy Animoto package!
  • Joy LaJeret on 10 Mar 11
     
    Cool Tool! I loved it!
  • Susan Kolwitz on 10 Mar 11
     
    Ann: I agree with Joy...cool tool. What a nice way to introduce the class.
  • Joy LaJeret on 10 Mar 11
     
    My thought exactly Ann!
ann stephens

EDUC 251 2/15 Checkin - 20 views

The point for me is not the amount of time I spend in a class, but having a filter for what is important. Posts, for example, that come with a highlight of what the link about or some reaction to ...

#EDUC251

started by ann stephens on 16 Feb 11 11 follow-ups, last by ann stephens on 21 Feb 11
Jennifer Dalby

The New Toolkit | the human network - 2 views

blog.futurestreetconsulting.com/...the-new-toolkit

EDUC251 network social media

shared by Jennifer Dalby on 01 Mar 11 - No Cached
  • Jennifer Dalby on 01 Mar 11
     
    "The Age of Connection now takes its place alongside these earlier epochs in humanity's story.  We are being retribalized, in the midst of rising urbanization.  The dynamic individuality of the city confronts the static conformity of the tribe.  This basic tension forms the fuel of 21st century culture, and will continue to generate both heat and light for at least the next generation.  Human behavior, human beliefs and human relations are all reorganizing themselves around connectivity.  It is here, therefore, that we must begin our analysis of the toolkit."  I haven't had time to read the entire piece, but I can see it makes some important points about human society and connectivity. It's pretty deep, so I want to read it when I've got time to let it sink in.
  • ...1 more comment...
  • Susan Kolwitz on 01 Mar 11
     
    Good discussion of why we have a need to be connected. I remember studying McLuan back in my undergraduate days...medium is the message as more important than the content of the message. The reference to linguistics is interesting...we have need for language for our safety and socialization.
  • ann stephens on 02 Mar 11
     
    I too am a fan of McLuan's - presentation becomes part of the content being communicated. I thought this article gave a good description of the impact of the "toolkit" - hyper-everything, but didn't clearly see the point the author was trying to make.
  • ann stephens on 04 Mar 11
     
    http://www.economist.com/node/18114327 - yet another interesting article in the Economist about how technology is making us one world. In this case, it is how technology will be used to by us individually to define manufacturing and how things are made. " Three-dimensional printing makes it as cheap to create single items as it is to produce thousands and thus undermines economies of scale. It may have as profound an impact on the world as the coming of the factory did."
Joy LaJeret

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

spreadsheets.google.com/viewform

Module 7 form self check

shared by Joy LaJeret on 27 Feb 11 - No Cached
  • ann stephens on 02 Mar 11
     
    Good questions. As I commented in the self-check, the modules sometimes merge for me. Maybe re-iterate the title? I liked the question asking more specifically about non-assigned material. It'd be a good way to get feedback as a teacher on what I might want to add later.
Susan Kolwitz

Metaphors for online teaching - 20 views

Bruce: Nice...very informative. I'm with you on why I'm taking these courses -- find out ways to engage the student in this stormy eLearning environment. I also, enjoyed the water metaphors. It's s...

started by Bruce Wolcott on 20 Jan 11 5 follow-ups, last by Susan Kolwitz on 21 Jan 11
ann stephens

Howard Reingold: Crap Detection 101 - 3 views

www.sfgate.com/...detail

shared by ann stephens on 17 Jan 11 - Cached
  • ann stephens on 17 Jan 11
     
    The emphasis of this article, is that we can get in information overload, which impacts the verasity of the data we get. He discusses deliberate biases in websites and the need for us to use filters in the information we receive. To me, it is not just the information we receive, but how we ask the question. Using a different search engine or how a question is phrased can often provide a different answer. When I am trying to research something, I often will not only read the first couple of references, but randomly go to a later page and some of the references there.
  • ...3 more comments...
  • Joy LaJeret on 17 Jan 11
     
    I tend to agree with this. Without a crap detector, what you write in research or a blog may lose it's importance because of your primary and secondary resource validity.
  • Bruce Wolcott on 18 Jan 11
     
    Ann, This great article by Howard Rheingold (with lots of useful bs detector tips) hits close to home for me. One of the biggest challenges for me and other instructors I've talked to, is how to filter and sort out fact from fiction on the Web. There's a ongoing debate regarding Wikipedia, for example. Students have a tendency to use it like a one stop information shopping mall. This bad for a couple reasons. It promotes academic laziness, and always raises the question of credibility/validity. Consequently, I don't let students use Wikipedia as a cited source for their written work. Rheingold makes the point that printed materials sitting on library shelves has been vetted by professionals, and can be considered valid sources of information. In my experience, only a portion of my students actually rely on printed materials from the library - just about everything seems to come from the Web. I know Bellevue College librarians have been working on a variety of solutions to this business of "crap detection". The BC library offers a wide variety of online journals, newspapers, magazines, as well as services such as Books 24/7 - which actually provides a large library of up-to-date and digitized textbooks, novels, and how-to publications. It also has a service called "Ask A Librarian", where you can ask an information question of a live librarian night or day.
  • Jennifer Dalby on 18 Jan 11
     
    Bruce, I'm always surprised when people think the library resources are too difficult to navigate and therefore don't put in the effort. I can't count how many times I've shown people Books 24x7. It really should be promoted more to faculty and staff. I find it's one of the best ways for me to quickly dive into a new technology.
  • ann stephens on 18 Jan 11
     
    Library science has definitely evolved from the time of index cards and Dewey decimel system, as the only real tools we had to find information and books required physical interaction with the printed page. It is great to have access to more data, but makes filtering more challenging. I personally, still like reading words from the printed page, but find that I do much of my reading/getting information via the web or in some type of visual form. I think the ebook products are just the start. I do look forward (and I know it is beginning) when text books for our students will be primarily electronic and they don't have carry around such heavy bookbags. Also, as a new BC student, thanks for letting me about Books 24/7 and Bruce, your comment, about how the librarians are starting to use electonic means for "crap detection" in electronic media is good.
  • Jennifer Dalby on 18 Jan 11
     
    Just saw this posted by the Cybrarian who supports our MEDIT students. http://library2.norwich.edu/library/findingonlinebooks
Jennifer Dalby

We, Robots - 2 views

www.nytimes.com/...Lehrer-t.html

#EDUC251 eLearning internet communication

shared by Jennifer Dalby on 23 Jan 11 - No Cached
  • Jennifer Dalby on 23 Jan 11
     
    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. "
  • Joy LaJeret on 24 Jan 11
     
    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?
  • Joy LaJeret on 24 Jan 11
     
    http://www.theheartlinknetwork.com/blog/?p=984 This article begins to address the possible addictions to electronics and social media.
Jennifer Dalby

A New Culture of Learning: Cultivating the Imagination for a World of Constant Change - 5 views

www.newcultureoflearning.com

#EDUC251 eLearning onlinelearning teaching

shared by Jennifer Dalby on 20 Jan 11 - No Cached
  • Jennifer Dalby on 20 Jan 11
     
    "The 21st century is a world in constant change. In A New Culture of Learning, Douglas Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic."
  • ...1 more comment...
  • Mary Ann Simpson on 21 Jan 11
     
    My juices are flowing, Jennifer! This book is most intriguing and appears to be filled with questions and answers (?) that will nudge me in a new learning and teaching direction! I love the this phrase from the title: . . . world of constant change" because the most CONSTANT thing about life in this world IS CHANGE! It's a nice play on words. I am frustrated about not being able to view any of the videos as my network is slow today but I really appreciate your bringing this resource to my attention. Thank you, Jennifer, you are a grand facilitator!
  • Helen Maynard on 21 Jan 11
     
    Mary Ann - do try to view the video interviews of Seely Brown & Thomas- very eloquent and thought provoking! The underlying message of this book has truly captured my imagination. Thank you, Jennifer, for sharing this. Some of my biases and hesitations about educators "competing" w/internet, social media learning are being challenged (I love this!) I'm beginning to understand the potential if you view knowledge the way JS Brown does - "information in flux." For educators, its about recognizing our change in role, how we frame or present information, and most important, how we allow our students to "play" with new information and the dispositions for learning we foster. Brown states, " . . . the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments." For those of us who work with educators in K-12, this will be harder to articulate and sell, but I am excited by the thought. I totally agree with JS Brown, this is a major issue and calling for public ed. especially in the 21st Century. Jennifer, what is the best way for us to purchase this publication? On-line? Amazon? and do we get a student discount?
  • Jennifer Dalby on 21 Jan 11
     
    Helen, I hadn't thought that far ahead! I'll see if the bookstore can order things at a discount. I usually put things on reserve at my local library. If they don't have them, there's a form to order them. When I buy books, I always end up giving them away.
Jennifer Dalby

Office hour conversation with Jennifer - 21 views

I'll record it and you can watch it later. Unless you want to nap and log in really late :)

#EDUC251 elluminate twitter

started by Bruce Wolcott on 04 Feb 11 6 follow-ups, last by Jennifer Dalby on 07 Feb 11
Colleen Dixon

Marzano and Instructional Technology - 3 views

www.youtube.com/watch

shared by Colleen Dixon on 27 Jan 11 - No Cached
  • Colleen Dixon on 27 Jan 11
     
    I thought this short video might be of interest concerning technology integration into instruction and learning. The Marzano study was data that reflected what we see in classrooms.
  • ...1 more comment...
  • Jennifer Dalby on 27 Jan 11
     
    For more information on the Marzano study, you might be interested in this 5 part review http://edinsanity.com/tag/marzano/ I haven't done enough research on it to form an opinion, but Dr. Becker is someone I follow and respect, and he's got some interesting points.
  • ann stephens on 27 Jan 11
     
    With minimal investigation of this (i.e., didn't read his actual study), his work has generated dialog and interesting points. His research, as I understand it, measured the impact of the IWB (interactive white board) in learning enviornment. The result being that it made a positive impact. Whether the research results are accurate or not in this study (which were questioned in the link Jennifer provided), the point Marzano makes in the video - that technology is here and we need to learn and can teach more effectively with it - seems obvious to me. In fact, regardless of white board technology, just the use of eBooks, minimizing the weight of books students often carry with them, is positive.
  • Jennifer Dalby on 27 Jan 11
     
    Agreed. And I think it's an important skill to be able to apply a video like this to your own context, and extract the pieces that are relevant.
Mary Ann Simpson

Learning Module 4 Self-Check - 2 views

spreadsheets.google.com/viewform

#EDUC251

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

Bigger future for online college? - 11 views

Good point Ann. Looking where the money stops often tells the whole story. As Pol Sci major you can guess what I think of politicians handling anything to do with non--profit education or public to...

#EDUC251 onlinelearning teaching

started by Mary Ann Simpson on 07 Feb 11 8 follow-ups, last by Joy LaJeret on 10 Feb 11
Jennifer Dalby

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

www.youtube.com/watch

#EDUC251 infotention literacy mindfulness community

shared by Jennifer Dalby on 29 Jan 11 - Cached
  • Jennifer Dalby on 29 Jan 11
     
    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.
  • Bruce Wolcott on 30 Jan 11
     
    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."
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