Group items tagged

"Google Body is a detailed 3D model of the human body. You can peel back anatomical layers,zoom in, click to identify anatomy, or search for muscles, organs, bones and more. You can alsoshare the exact scene you are viewing by copying and pasting the URL."

"It's often said that services like Facebook, Foursquare, Twitter - you name it - are not the product, you are. Each and every bit of information you share and action you take is used to create a profile of user behavior, which is used then to either advertise directly to you or to people on a whole. But how can we ride the fine line? How can we have great, world-changing services at a price (read: free) everyone can afford without completely selling out the end user?"

I think it's going to have to be redefined. But I also think we're in the process of defining new commodities. We need to decide what we value.

I think this issue of privacy and use of personal information by online service companies is a very big deal. I'm also beginning to make use of some of these cloud-based applications (especially from Google) as part of my standard approach to teaching hybrid classes. Up until this past year, I've relied on the tried and true Vista/Blackboard to manage student projects and interactions, but I've found it to be sort of a dinosaur compared to the speed and ease of use of other Web2.0 apps. But if I'm working outside of Vista/Blackboard, I need to be especially careful of privacy policies and procedures of the companies behind these online apps. In the 'Sharing and Privacy' article, Mike Melanson makes some interesting points. He says: "...the companies themselves - the Googles and Facebooks and Twitters of the world - realize that correctly handling these issues of privacy are center to their continued success." and... ""All things equal, the company that's going to want to win in the next couple years will have the best privacy model." When I was doing my own investigation into this issue last winter, I asked myself, "What are the most conservative and and security conscious organizations using for social networking tools?" So I went up to the US Army website to find out. Certainly they have a heightened need to be careful what companies they choose for their social networking tools. I posted the results of this online research on my Web2.0 Chronicle blog. The results aren't surprising... Google, Facebook, Twiter, Wordpress, Flickr... among others. I see no need to rush into this area, and am willing to wait until the dust settles and user results come back from dependable sources. Jennifer's recommendation of Diigo is a good example of this. For myself, I've already left a significant "digital footprint" over the past 15 years - which is now out

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

The survey works for me, but I think you have the results set so people have to be approved to see them.

I revised the first form. I hope I have opened it to everyone! Let me know please if it works.

This is a Google Reader bundle of the portfolios I've seen so far. (Bruce, are you going to use your blog site? I need to grab an RSS feed to add you.)

Jennifer, Sorry I'm running late on this, but I do have a link for your Google Reader list at: http://web2chronicle.wordpress.com/ This should bring up my most current post. Thanks... : )

I loved your site and the things you wrote. I can see your expertise. I write;but I have a totally different style. I want to take your course; but first I want to know if I will be able to take a story, see the one I wrote in my blog, and make it a video. I think story telling is a valuable teaching aid. I taught 3-12 graders religion in moral and ethic classes at a local catholic school, after hours for some 15 years. The textbook manual and other references pretty much laid everything out...including teaching aids. Today, technology has transformed what I have learned in the pass.

"This video was produced as a contribution to the EDUCAUSE book, The Tower and the Cloud: Higher Education in the Age of Cloud Computing, edited by Richard Katz and available as an e-Book at http://www.educause.edu/thetowerandth... or commercially at http://www.amazon.com/gp/product/0967... Produced in 2007 as a conversation starter in small groups. Released in 2011 as a conversation starter online."

Jennifer, Just to let you know... the two links in your first post in this thread to the Tower and the Cloud book are broken. I can find the Amazon link but not the Educause..

I cut and pasted that from the description under the video on Youtube. Have you tried clicking them on the video page to see if they work? I know some educause stuff requires membership.

Feedback and suggestions are always welcome. Please take the survey and provide your thoughts and experience with Module 4. Thanks.

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.

I had fun responding to your survey, Ann! You did a great job--I liked the questions and the color format!

My first attempt which covers the basics. Please complete when you have finished this week's module. Now I need to figure out where to find your responses!!!

When you go back into google docs, you'll see a link to the spreadsheet where the results end up.

ePortfolio tool that works with Google (For Personal, K-12 and Higher Ed.)

Again, I have lived with my phone being bugged. The bottom line is: being informed; not being involved in anything you don't want made public; and know your rights.

That's a scam :)

Thanks Jen.. Darn I fell for that one!!

I have posted the FBI can hear when cell phone is turned off; Is Your Cell Bugged?; and Big Brother is Watching as food for thought and because of earlier comments. The question is: In an Open Society how many freedoms are we willing to give up to be protected from Terrorist attacks? A thought worth pondering.

I had an interesting experience last quarter. I have a History of Animation class that is currently on Vista/Blackboard. What happened was that through an oversight, students weren't charged a use fee for the site, so I couldn't access it for the class. I had to transfer all of the content to a Google Sites location. I was amazed to find out that I could just copy and paste from Blackboard Vista pages directly into my Google site - preserving the links and formatting (!!). It was a life-saver for me.

That's great! That's one of the reasons I've created the files for our course in HTML. If it ever needs to be put someplace else, it will be an easy transition.

This is my portfolio post for week 5

http://www.mercurynews.com/opinion/ci_17396167?nclick_check=1 - This is an OpEd piece by David Brooks of the New York Times, which came out this week. "It could be that the nature of technlogical changes is (causing) a shift in values". This is not an opinion about education, but goes to the point about preparing students for the future/present even that assumes technology. Maybe our values are and how we assess things has to evolve, as well.

I truly thought that blog was thought provoking! I absolutely agree about changing values. But, I think that change must come from this generation and what they want for themselves, for their community and for their country. Hopefully they can think that broadly about themselves and the world. I believe they can and do!

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

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

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

I shared Ann's Google Doc (without asking first, shame on me!) with others, and some folks from the VLC research lab thought it was cool and asked if they could share it with the team. They're looking for the same kind of info Ann's seeking in her document.

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

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

Sorry all - I am serioiusly and sadly behind in class. This is the self check from Module 4.

I liked the question - rate new thinking or idea prompted by ... It enabled "critical thinking" for me, as I had to reflect on not just the information, but the concepts from the lesson.

Dan Meyer teaches high school math outside of Santa Cruz, CA, and explores the intersection of math instruction, multimedia, and inquiry-based learning. He received his Masters of Arts from the University of California at Davis in 2005 and Cable in the Classroom's Leader in Learning award in 2008. He currently works for Google as a curriculum fellow and lives with his wife in Santa Cruz, CA.

Like K. Robinson, Dan Meyer knows how to deliver his message with a sense of humor. I particularly like his suggestion that "the formula for the design of the problem is often more important than finding the answer." Math teachers need to first redesign the problem itself. As an advocate for integrating the arts, using multi-media and videos to teach math concepts and thinking strategies could certainly help to engage the learner. However, watching elementary teachers work with their students (WASL prep) on breaking down a written math problem is an important learning strategy. Seems to me, this deciphering skill has real-world applications, too! Guess I'm "on the fence" about his message.

The articulation of math education by "economics" - i.e., our students who are the next generation need to learn math process skills (he separates out this reasoning from math computation) are not relating to government-mandated math education. By use of visuals, he illustrates how to better engage the student in that process, using an example of a ski-lift to explain slope or a curve. I was thinking that internet education could easily be adapated to this, where there are math problems that the students could individually be guided through problems like this.

I don't have time to dig into this right now, but can't wait.