On my blog is my reflection of this course and fellow learners. I truly appreciated everything I learned and experienced this quarter with everyone!

This VoiceThread I put together as a presentation regarding some shifts in thinking and accomodations I have made regarding online & tech applications. I thought we might be sharing these, this evening, but nevertheless, it stands alone. Enjoy!

Module 9 and Portfolio #9 assignment - Spent about 7 hrs. on Saturday creating a slide collage with VUVOX - "This dynamic media creation suite enables everyone to easily turn their photos, videos, text and audio clips into interactive stories." I wanted to have experience with several tech applications before I do my presentation. As usual, I got very engrossed in the creative aspects and spent too much time. However, this project involved many steps - making "snapshots" of some video I took of San Juan, Puerto Rico. Then, converting these to a JPG file. Discovered PICASA for storing my pixs, but since it didn't have audio capacity, searched and found VUVOX. I had great fun (and hrs.) creating my collage, writing a short narrative, then uploading my recorded voice. I'm still not happy with the speed of the slides in relation to the voiceover, but it's close to completion. Not sure what I'm going to do for a presentation but I wanted to have first-hand experience with tools other than VOICETHREAD.

How might this process look for an on-line course? I don't think the QM folks would think highly. Do you? A great idea to have a two-pronged approach to the rubric - Make your own rubric while you're planning the unit. Figure out what students need to demonstrate to master the objectives. In class, explain the project. Place students in think-pair-share groups to discuss what criteria they would use to judge the project. Ask for a volunteer to take notes for the class on the whiteboard and take criteria suggestions from the crowd. Circle those items that have more than one vote. Underline those that you have in your own rubric. Talk about the products and how each criterion will be evaluated. Show the class your rubric and add suggestions from the class's discussion. By having this pre-work discussion, students can show their creativity on the front end of the project. They have a say in what distinguishes a successful project from one that doesn't meet expectations. The students have ownership and have begun the thought process that will lead to the project development. This isn't a waste of class time; it's think time. Best of all, when you receive the students' projects, you'll have a rubric to guide you. You won't be surprised with a clay sculpture when you expected a lab write up. And you'll be assured that your lesson's objectives, the students' work, and everyone's expectations all line up.

I had to make this important correction for my course design.

A FLIP camcorder can truly enhance and engage history students which allows them to learn through the integration of drama, reenact historical characters.

I goofed on this posting. This video is an example of a tech application called Flipshare which can be installed for FREE with your purchase of a Flip video. I have always wanted to create an authentic learning activitiy with middle school-age students about "self-identity" where they would write the story, script, acting, video editing, using the Flipshare tech application.

I discovered something important as I went through this mental exercise. Wiggins would be proud!

For Module 5 assignment, I wanted to share a wonderful, collaborative project done with VOICETHREAD (I'm not sure the link is working!)

Here are some thoughts about creating a framework for a course I might teach. I posted them on my blog.

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!!!

Sounds like a missed a great opportunity! Thursday evenings are my best. Earlier in the week, it's very fragmented.
I would love to join everyone this coming Thursday, but I will be on the eastcoast with a 3 hour difference in time.
Any suggestions?

This is the blog I created from our first class. I've posted some thoughts about an educational experience which helped me grow. Enjoy!

For this week's module, I started exploring the link, http://groups.diigo.com/group/diigoineducation, which is exactly what our group is developing on diigo - site for the sharing of relevant articles, thoughts, research on education (teaching and learning). Check it out and thank you, Jennifer. On this site, a recent article in the NY Times (title above) caught several people's attention. A study was conducted with 200 students to see which practice best promoted learning when given a passage to read about human digestion (metaphor here?). Against our better assumptions, students who were tested soon after reading a passage retained the information better than students who were given the opportunity to apply certain study skills (such as bubble-mapping) before being tested. Conclusion - people learn information better when they are asked to engage in the "practice of retrieval" of information. Applying study skills before testing did not produce better results. The mental process of "retrival" sets the synapses in the brain, better than simply applying study skills. Also, this site connected me to a really rich website by the University of Memphis' Dept. of Psychology which lists numerous resources regarding the principles of learning that are grounded in science - check it out! http://www.psyc.memphis.edu/learning/principles/lp3.shtml So, going back to this "testing thing," what might be some implications when developing an online course? Should probing questions be presented, interspersed at certain intervals, before other on-line activities are introduced? This takes us back to an earlier topic regarding the kinds of questions/exercises we need to design to make online learning both meaningful and effective.

In today's Seattle Times, A3 section - interesting article which followed over 2,000 US students from 2005 to 2009. 45% made no significant improvements in their critical thinking, reasoning or writing skills during first 2 years of study. After completing 4 years, 36 % showed no significant gains in "higher order" thinking skills. Article also states some contributing factors, many students work part-time, however, most students only spent 1/5 time on their studies and 51% on socializing & extra-curricular. I have a strong hunch the internet is a big contributor to the socializing factor. When I read such statistics, it makes me ponder if on-line learning can truly change this social/educational trend. I am enjoying many readings on the diigo, both from Jennifer and others, however, I'm not sure I would design an on-line class which designated a considerable amt. of time to short readings and discussions. Your thoughts on this?

. . . and Jennifer, this isn't criticism of our course structure. I think I understand your reasoning for being introduced to diigo and using this "application" (is that the right word?) to respond to and communicate with our fellow students. I'm simply thinking about what kinds of course activities and applications really challenge students to read, research, analyze and CREATE some original thinking and student work products which can help change these types of findings, especially in higher-ed.

I'm beginning to appreciate diigo although I haven't contributed much, thus far. What I appreciate about diigo is the constant presence in my Yahoo email which prompts me to check in and see how an idea is being addressed by others. And, I'm really enjoying Tony McNeil's "Digital Migrant" blog. I've just scratched the surface, but appreciate its scope and depth. Interesting to see the evolution of perspectives and experience (having originated in 2007).

Anyway, regarding Blackboard vs Diigo - there is a brief discussion on McNeil's DM regarding how to think about creating a virtual classroom where students can "reflect, publish, give, receive and act on feedback, work together, generate and share ideas collaboratively etc. McNeil states he doesn't think there is one right tool for these different "overlapping activities." This seems to be the evolution of elearning & instruction, however, I still find using multiple tools somewhat disjointed. However, I also appreciate the capacities of what each tool offers such as VoiceThread (we were introduced to this in our 1st course) for student work, not discussions.