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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.
Jennifer Dalby

Debunking the Digital Native - 7 views

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    This is a nice collection of papers debunking the myth of the Digital Native. My personal belief is that this myth has been extremely harmful. If you have a chance to read Selwyn's article, I highly recommend it.
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    I've always been somewhat skeptical of Marc Prensky, who made the original distinction between Digital Natives and Immigrants. The skepticism comes from my impression that he's built a financially successful career out of promoting this distinction. Not to say there isn't some level of truth to it, but I'm not ready to throw the baby out with the bath water. The written word, for example - which has been a cornerstone of stored knowledge and communication - is as important now as it ever was.
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    Some of the things I believe hurt the most, are when we make sweeping assumptions about access to technology. In many cases, it is the privileged who have the opportunity to be "digital natives." I also think the digital immigrant idea is completely false. I used to advertise to help senior citizens with technology. I found they were some of the most eager and enthusiastic learners, because we learned things that interested them. The digital immigrant idea has also allowed us to write off senior faculty, waiting for them to retire, rather than connecting them with technologies that suit their needs. We're at a point of convergence. You don't have to understand all the technologies in order to use them. One person can compose in email, and the material can be viewed on any kind of device. I just wish the damage hadn't already been done, to so many who now feel they don't have the ability to participate because of their age.
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    Okay I am depressed. If we have been wiped out after being the ones that created this knowledge and technology in the first place, there is no hope for me to ever teach on line!!!
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    Joy, what we need are people willing to stand up and say that whatever your level of skill with technology, we all need to be able to communicate. We will all need to compromise and sacrifice. That could mean knocking on doors or hanging out on front porches, or it could mean learning a new language, or reduction of a language :)
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    I still don't understand where the labels are coming from. It seems like these labels are simply a way of discriminating against seniors. Now, the truth is, we were using computers before these generations were a light in their parents eyes. Some of us were designing the technology they are using today. Ok, looks like I am going to be on a lot of porches like the neighborhood dog looking for a handout! As for knocking on doors, I might need to invest in a good battering ram! Anyone ever watch the Capital One commercials? Maybe those folks are for hire!
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    The Digital Native/Immigrant theory came from Mark Prensky in 2001, but there's debate about whether or not he was the first to use the terms. http://en.wikipedia.org/wiki/Digital_native
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    Hmmm...after reading that Wiki explanation, I feel a bit of frustration and anger. White middle class youth are probably digital natives if one wants to put a label on it. But, after reading articles on the subject, many lower income families with high school and college age students do not have the funds for technological devices & services: computers; IPADs; laptops; Kindles and the list goes on. I am even more certain youth in other countries do not have access nor would they have high speed internet access on as broad a scale as we have in the US. I suspect they could not afford it either. So this label probably only applies to a small percentage of millennials or digital learners.
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    Or I should have stated, for those labelled as digital learners...they are only a small percentage of the worlds's millennials and even GenX. Ithink sociological studies would support this conclusion. I prefer using statistics to test hypothesis. Then one can thread these into a theory and test it statistically.
Jennifer Dalby

Technology and the Whole Child - Practical Theory - 4 views

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    "For years, in our schools, teachers have told students that school is preparation for real life - a statement that divorced the meaning of school from the lives kids led in that moment. With the research, creation and networking tools at our disposal, we have the ability to help students see that the lives they lead now have meaning and value, and that school can be a vital and vibrant part of that meaning. We can help students to see the powerful humanity that exists both within them and all around them. And technology can be an essential piece of how we teach and learn about that. "
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    Jennifer, I agree with the following quote from the Chris Lehmann article you cited, with some some additions: With the research, creation and networking tools at our disposal, we have the ability to help students see that the lives they lead now have meaning and value... Ideally, what evolves is our ability to help students find approaches to real world engagement. As computing becomes progressively smaller in size, and more portable, online activities don't need to be limited to sitting behind a computer screen with a mouse. For example, Project Atlas at Harvard is using GPS and hand held devices to augment classes and and create hybrid projects that integrate with the non-virtual world. Ann Steven's account of the teaching/learning community surrounding colon cancer is a great model of web-enhanced knowledge sharing. Another example. I belong to a large social dance community in Seattle that communicates via email, websites, YouTube, Flickr, and Facebook. This is the way that everyone keeps track of current dances, classes, and gossip - such as wedding anniversaries, babies, new arrivals, and departures. For those who teach dancing for a living, participation is essential to maintain a successful business. It's a thriving hybrid teaching and learning community that exists simultaneously online and in the "real world". Just as the Web enhances and supports the dance community, it can be used to sustain and support our classes. Here are a few examples (there are many more) of social dance related sites in Seattle: Northwest Dance Network Century Ballroom WaltzEtcet
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    Bruce, thanks for the acknowledgement. The part of this article that resonated with me was: The true promise of technology does not lie in being able to reproduce - in shinier ways - the things schools have always done. It is difficult to think this way. Creativity often goes into the tools, which are a part of it, but not really a different way of doing things.
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    I read this blog and decided to ponder it a bit. I think not only must schools and institutes of higher learning change the way they think about technology; but they need to consider what it can do and how to incorporate it into international learning, as well. Not only can students learn from each other; but they can broaden their horizons even more with international connections to other students.
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    Joy, good point. The internet allows for international connectivedness that wasn't possible before.
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    I think we will be hearing more about this in 1-3 years Ann.
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.
Jennifer Dalby

Balancing a healthy life with technology. « Teaching with Technology - 1 views

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    This is an interesting student post about balancing technology in our lives.
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    http://www.newsweek.com/2011/02/27/i-can-t-think.html# - This is an article this week in Newsweek that "The Twitterization of our culture has revoluntioned out lives, but with unintended consequence - over overloaded brains freeze when we have to make decisions".
Colleen Dixon

Marzano and Instructional Technology - 3 views

shared by Colleen Dixon on 27 Jan 11 - No Cached
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    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.
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    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.
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    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.
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    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.
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

Susan Kolwitz

Centre for learning and performance technologies - 1 views

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    I find it interesting when searchng for examples of technology tools used for online classes that some of the better ones are from outside the US. I have found sites at US universities & colleges, but find the examples up for the public to be from older courses...2005 and earlier.
Bruce Wolcott

10 Top Online Masters in Education Technology for Teachers | Get Educated eLearning and... - 0 views

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    Top ten EdTech masters programs
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.
Joy LaJeret

100+ Online Resources that are Transforming Education - 2 views

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    This is a good post to get you thinking about the ways in which technology is changing teaching and learning. Or are we changing technology?
Jennifer Dalby

EDUC 251 - Module 1, Behind the Scenes - 8 views

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    My first "Behind the Scenes" reflection for the course.
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    The logistical work that goes into an on-line course is more complex that in-person classes. There are so many options and technology that needs to be lined up. My own experience over the past week or two, where I have been computer challenged and had a delay in class participation. I liked the method that Jennifer used by allowing extra time for the first assignment, so as to minimize her (the teacher's need) for interaction on the daily things that impact our lives.
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    An Interesting read.
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    When I was planning, I was reflecting on past experiences with that first week. It's always so hectic. It seems if you require the introductions and orientation and also expect engagement with materials, students become overwhelmed. I'm supporting instructors and students in 3 other courses right now. For those, we introduced new technology (Posterous) and expected introductions, a face to face meeting and engagement with the content. We had a lot of frustrated students and instructors, and several students dropped. (We had serious issues with Posterous.) The slower start allowed me to send more messages to the group and work individually with people who contacted me outside the course.
Joy LaJeret

Teaching Using Technology - 4 views

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    Good Motivational Video to use technology to teach.
Joy LaJeret

Microsoft "Surface" the Possibilities - 2 views

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    The future of computers are not only surface with multi points of movement but holograms or actually virtual picture of the people talking or instructing. You might want to look at what the futurist are saying and predicting. This is what our students will be working with and then some. Nano tech will make it even better with less.
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    It's certainly fascinating! I wonder, though, if some of our habits will be too ingrained for the holograms to be widely accepted. I'm thinking particularly of multi-tasking. If we're used to checking email and facebook and our phone at the same time, are we going to be open to a technology where we have to stop what we're doing and concentrate on one thing?
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    I think it depends on the hologram presentation and how it interacts within the application. I think we will have to wait and see what they do with this in the future. Do to te secrecy involved, we don't have answers yet.
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    It's already here :) http://www.youtube.com/watch?v=jAIDXzv_fKA Try a search for telepresence.
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    I am at the EDVP right now and am dying to click on that link. Unfortunately, they do not have the ability to watch videos on their computer. I have to wait until tonight, since the college will not allow us to go on line.
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    So there's another learning moment. As an instructor, what are our expectations about student access to technology? We used to have to be much more selective about the tools we used. We had to assume the lowest tech skills, and connections. It's not that rigid any more. Also, institutions have different guidelines. Have you seen this page? http://bellevuecollege.edu/distance/skills.asp
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    Oh I loved the DV telepresence Immersion Room. What a great way to teach in the future. I think touchable holograms is even better! http://www.youtube.com/watch?v=3seTlvQtIgc&feature=related
Jennifer Dalby

Prolango - 4 views

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    Check out some of the videos here about how your social networking affects your job prospects.
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    It is interesting how quickly and pervasive how information accessibility has changed things. These videos on job hunting underline that. With the advent of massive databases that can maintain thousands upon thousands of resumes, job searches and hunting become about keywords and what I will call "information commercials". You have to understand how computers "see" your resume. The other highlight that stood out for me in these videos was how the personal relationships between the hiring manager and recruiter became more impersonal - as technology is inserted into the process.
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    I've got a document from one of the hiring software companies about how to optimize your resume for those systems. I'll see if I can dig it up to share.
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    I for one, would like to see that resume. I want to rebuild my eportfolio as well. Listening to Prolange gave me some food for thought, regarding how one is seen through their resume vs social media or porfessional media like Linkedin,
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    I thought I would share this as food for thought: 1st Amendment Rights: Consequences of Using Cyberspace Technology on Future or Current Employment http://joystechtool.blogspot.com/2010/10/1st-amendment-rights-consequences-of.html
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    I'll attach the file to the email I send today.
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    Thanks Jen.
Joy LaJeret

Evan Sveum's Instructional Design Blog - 3 views

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    This article seems to be a good example of the type of design I hope to accomplish. Evan is a fellow University of Wisconsin graduate and has pursued an interesting career in design. His resume/blog was well worth the time it took me to explore and read it.
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    Joy, I really appreciate your link to Evan Sveum's blog, especially this week when we're taking a look at how to organize and present an online curriculum. Initially, as I was moving through his opening page review, I was struck by the following item: "Voice Recognition (Dragon NaturallySpeaking). Talk-to- type has been a huge efficiency for me! I very rarely use the keyboard on my computer anymore". I used Dragon software about 8 years ago, and found it to be very unsatisfying to use. However recently, I've been hearing good reports back about it. I'd be curious to know if anyone in the class has been using voice-to-text in their work...
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    The tab in Sveum's blog regarding eLearning technology was useful - a good overview of different types of technologies one needs, with the practical tools highlighted.
Jennifer Dalby

DICE 2010: "Design Outside the Box" Presentation Videos - G4tv.com - 5 views

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    This is from last year, but it's got some important considerations in it. You've got to watch it until the end to get the full message, though.
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    The observation in this video is quite powerful. We have always been motivated by incentives, but the internet and technology has taken this to a new level. Small incentives can become big ones. We've always behaved this way - like coupons for food - a few cents makes a different buying decision. However, his discussion on how egames have become a major financial source for Facebook and the virtual world is replacing the "authentic" world shows how technology is transformational. The point - about how everything we do is being recorded and kept - and will this change how we behave is true.
Joy LaJeret

Instructure Canvas 7 Cheers & 7 Critiques - 3 views

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    Thanks for sharing this!
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    Your welcome, Jen.
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    I liked that the platform is integrated in social networks that many students would be using. Also, Ruby on Rails - the underlying technology indicated in the article - is very powerful, but it is an open source product and would want to be sure about technology support works. That being said, this highlighted to me how complex and difficult chosing a LMS is.
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    They release the code open source, but this is a hosted, supported product with fees for service. I'm definitely going to spend more time checking it out.
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."
Bruce Wolcott

Wolcott - Evidence of Understanding post - 16 views

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    This is my portfolio post for week 5
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    Your question - How do you represent ideas with images? - is a very powerful one. We are bambarded with images all day. I often think of these images as trying to sell me something - such as a commerical to buy something - or sometimes a quick reference to information - such as a symbol for a restroom. I realize now that technology has allowed for the production of images to be so accessible that they are now a part of our normal dialog. It is easy to make a video or take a picture. On Facebook, we see this all the time; people adding content to their story with images.
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    Just looked at your portfolio which is a learning course in itself! You've done a great job of summarizing what we've been working on. Our portfolios are a perfect place to store this. You've inspired me to take a few steps back before I move forward with Module #4. Thanks, Bruce.
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    Ann and Helen, Thanks much for your feedback on the website. It's much appreciated!
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    Bruce...I have a question. I wrote a story blog this week. Can you tell me if your course would help me create a video presentation of this blog? http://joystechtool.blogspot.com/ I don't have your email, except maybe the one you have at BC. I would have to take it as a senior. Which means space available. Can this be done?
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    Joy, Just to let you know... the visual storytelling class won't be offered again until Fall 2011. It sounds like your story would make an interesting educational online comic or presentation - explaining the idea of backwards design. One approach, is that you could use a virtual world environment like Second Life or BlueMars to engage virtual characters/actors, and set your camera positions to tell your visual narrative. You could synchronize narration and other audio, and then post it to the Web via YouTube, Google Presentations, or some other presentation application like SlideRocket. Just a thought...
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    Thanks Bruce. Fall would be perfect! That is if I could get in the class. I suspect it is very popular on campus. I would like to use second life; but have not tried. Is it free. My understanding is it is very expensive. While I would like a video of the story to put with the blog, it can be done at a later date. What I do not know how to do is synchronize the narration and other audio. My husband uses camcording to capture band performances. Could you maybe email me on this issue? jal8008cel@comcast.net. Unless I am taking advantage of your knowledge here. Please?
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    Thank you, Bruce, for sharing the objectives of your Course. It sounds so intriguing that I would love to be a part of it! Perhaps that will become a reality for me as time passes.
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    Joy, I could probably begin to answer your question here, and then if you have more questions we can connect via my other email address: bcweb20class@gmail.com. Probably the best online multimedia delivery application that I know of is SLIDEROCKET. I've been using it in my courses for about a year. You can upload Powerpoint slides, incorporate video directly from YouTube (or uploaded video), images, graphics, text, and integrate these all with a sound track. Everything is built online, and the interface works well. The catch is this - after the 30 day trial period, it costs $12 per month. I taught a very challenging online course this summer, and I didn't mind paying that fee because of the excellent results I got. SlideRocket saved the day by pulling me out of a jam. It also now integrates well with Google applications. Another (this one is free) cloud-based multimedia authoring application is EMPRESSR . Here's a quote from the website: Empressr is the first free online storytelling tool that allows you to create, manage and share rich media presentations online. Earlier in the quarter, Jennifer recommended another audio editing tool called AUDACITY , which is really terrific! It's simple to use and produces good results. I actually prefer Audacity for audio editing over some other commercial products that have a lot more bells and whistles. I hope that helps!
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    Here's my post for mapping an evidence for understanding to specific learning objectives.
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    Bruce, I especially liked the "evidence" requiring students to create their own business card. Each item you posted was very concrete and would definitely indicate understanding on the part of students.
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    I second that business card lesson. It will prepare them for job hunting in the future. I think creating ePortfolios are another good practice.
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    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.
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    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!
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