EDUC251

Mary Ann, Your online course on the Galapagos Islands looks really interesting! I like the fact that you brought in and existing pre-developed course material site based on a scientific detective game, where students collaboratively take on the role as research scientists - a journey of discovery. It's a deliberate movement in the direction of student initiated learning, brought to life by your own photographs from 2004. Survey Monkey is used to get feedback regarding what students are understanding and learning during the course. I wish I had this kind of hands-on exposure to Darwin's ideas early on during my early schooling - I might have decided to become a evolutionary biologist!

I think this class is very interesting. You have really brought the content to life - knowledge in a fun way.

Totally relate to the "studio takes". I liked your beginning "hook" of having some introduction youtubes and the clear explanations of the tools and modules for your course and the idea of a "group" project was a wrap-up is an effective close.

Thanks for your comments Ann. I still made a mistake when I stated Elluminate was asychronous instead of synchronous...I was not going to do it over again! I keep doing takes for several hours until I liked the tone of my voice and was so tired it had to be a "wrap!" I chose Jing and and have Jing Pro which allows me to seamlessly upload to You Tube and make video. I hope to use this tool in class for short instructive videos per module. The student can reach me by email, Skype, Elluminate or by cell ( whihc I hope to discourage a bit). I want to make certain they feel I am there and connected to them at all times. During our next class meeting on the 22nd, I want to make a camcordering of the class and upload it to jing and make a You Tube video for us to review and enjoy. I hope your willing!

I loved the Glogster! I truly enjoyed the presentation as well. I thought it was well thought out and professional.

Hi Joy (and fellow classmates) - we were out-of-town for a week. Internet was available, but for a price $.75 per minute. I had planned on using some of our vacation time to work on this course without the hassle of juggling work commitments. At a price per minute, this idea didn't pan out. To get caught up, I checked out our Diigo communications and visited your blog. I like the way you insert YouTube videos to add dimension to your ideas! The two I looked at addressed the LMS system - Canvas. I was particularly fascinated with the young techy who ended his presentation, asking his audience about how they might define the role for SOCIAL MEDIA in both course structure and as a learning tool. Interesting how our course materials (and we) have also been pondering this same issue! Thanks for finding and sharing a very relevant presentation. I also enjoyed your thoughts as well.

Today our senior population is aging at a rapid rate. Is it possible we, as a society, are sending them to an early end of life dead line because of our attitudes and out moded beliefs regarding aging in America? Can we not help keep their minds alive and well by changing some of our society's institutions...of higher education?

Joy, I just finished reading your blog posts and viewing the videos. I agree with Bruce. . . they are quite sobering. I am angered that there is so much age discrimination out there, excited that Japan has such a unique way of addressing the needs of its aging population, and frustrated that a college degree does not necessarily translate into a job. My own daughter is in that position--she has a teaching degree earned two years ago and no prospects of a job anytime soon. Her income is earned through subbing in the Sultan School District and managing a horse stable. All of this translates into 7 days of work per week, a very minimal income and burnout. She is 37 years old (not quite a senior, but in line with the unemployed GWU grads shown in the video you posted). Your passion definitely comes through in all of the blog postings, Joy. What you say about assessment aligns with my beliefs as well. I have never been a proponent of grades--to me, they are just part of a hoop that must be jumped through in order to achieve a goal. With that in mind, I was overJOYed when authentic assessment came onto the education scene as it offered a way to monitor and guide students in their learning, not just give them a letter or number that was supposed to signify that they had "learned" the course content. In my experience, most students who memorize course content for tests within a given course, will not retain it once the tests have been taken. There is simply too much competition for good grades at all levels of education and not enough desire for a true understanding of ideas and concepts.

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.

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.

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.

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.

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.

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.

I think this post is a necessary read when setting up rubics.

I have copied this link in my files, but I also cringe sometimes about overly detailed rubrics. On this site, I noticed on the example of "Student-led Online Discussion Participation," the rubric addressed how many times a student contributed and nothing about the quality or originality of their responses (although I guess originality is REALLY hard to measure).

The description sounds quite good. http://www.evernote.com/ - is the actual website for the tool.