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shared by David Wetzel on 09 Sep 10
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Opening Minds in Science and Math with a New Set of Keys - 12 views
www.teachscienceandmath.com/...nd-math-with-a-new-set-of-keys
integrating technology in education science teach and math strategies teaching web 20
shared by David Wetzel on 09 Sep 10
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The use of web based technology is growing by leaps and bounds every day. These online tools are the new set of keys for opening your students' minds. The vast resources on the Internet are making the use traditional methods of teaching and learning obsolete in countless ways.
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shared by David Wetzel on 07 Sep 10
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Tips and Tricks for Finding Science and Math Images on the Web - 7 views
www.teachscienceandmath.com/...nce-and-math-images-on-the-web
tips for integrating technology in education finding images on the web science teach and math strategies teaching learning
shared by David Wetzel on 07 Sep 10
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Like everything else on the Internet, trying to find images is like trying to find a needle in a haystack. Without the right tools for finding science and math images on the web it is often an impossible, or at least mind-numbing, task. What is needed are search engines which make the job easier. This is where the tips and tricks provided below help this seemingly impossible task by using the top search Web 2.0 search engines and tools available today. These are valuable resources for both you and your students when trying to find just the right image for lesson or project involving digital media.
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5 Benefits for Creating a Classroom Environment for Student Blogs - 9 views
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Benefits for creating a classroom environment for student blogging begin with establishing a foundation for their success. Why is this important? Integrating blogs transforms a classroom into a learning community where students become self-directed learners and thinkers. This in turn, causes students to use higher order thinking skills as they create and post entries in their blogs, along with commenting on other student's blogs.
Integrating ICT into the MFL classroom:: The Isle of Wight Conference 2008 - 0 views
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Pontydysgu - Bridge to Learning » Working and Learning - 0 views
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probably
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seemingly re-found public appetite
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intervene
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Globalisation
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Perhaps could do with a bit more explanation. Is this a specifc term in this context. I'd see it as something else in learning...
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In some organizations
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What about more distributed less country centric models of employment and I don't mean call centres i.e. web 2.0 new startups that employ people globally? Like Seesmic , for instance - any figures/ evidence on those?
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context aware
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Are we talking about the Semantic web or Web 3.0 here? I'm not sure this is specific enough...
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dispersed
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ICT was most frequently used for learning in those enterprises with flatter hierarchies and more devolved decision talking responsibilities and in which employees had greater autonomy in the organisation of their own work. Interestingly, these enterprises also tended to have a more experienced workforce and low turnover of employees
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either face to face in the workplace or on-line
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he study showed learning was more likely to take place in organisations with less hierarchical structures and where workers had more responsibility for their own work.
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is becoming part of a formal employment requirement
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But interestingly at a recent consultation I went to involving the TDA and the new Masters in Teaching and Learning there was no evidence of awareness of the role of use of technology to aid reflectivity...
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his entails building organisations in which people have what can be termed ‘developmental work tasks’
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change is challenging for some trainers
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a single learning provider,
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critical role to play
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other approaches already in place
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accidental
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serendipitous - accident sounds like they fell over it which they possibly did :)
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video conferencing
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Maybe this might be renamed after Google's introduction of video into email? More ubiquitous than ever before for those who sign up to a gmail account and have some form of webcam built in.
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unproblematic
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What about the phenomenon of teachers working together informally to use these devices whilst teaching amongst each other globally - any reserch been done on that?
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stimulating and rewarding
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learning to the state
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But what about the trend where there is a cultural conflict by distance - and workers have to be schooled in cultural norms of the country they are servicing to get it right otherwise consumers in host countries reject this.
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by an
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system,
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ambiguous and often hostile
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Might be worth exploring this more - why - what are the causes of the hostility or is it merely dependency on outmoded systems rather than hostility - a reluctance to engage with cultural change due to being institutionalised - dunno...
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oung people
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Facebook
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the privatization of education has seemed possible
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The idea of integrating personal learning and working environments
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What research, if any, has ben done into the way individuals organise themselves in a more distributed environment - the individual "nodes" and how some "nodes" are more active than others ...
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nteract with peer groups and communities of practice through the internet
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learning spaces
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costumer
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reality of experience.
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It also implies a new culture of active and autonomous collective learning to be encouraged, valued and recognized in and outside the workplace
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Possible Futures
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continue this list almost endlessly
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employees
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annotae
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Annotate this paper.
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Graham no mention in this of APIs - mashups and ther reconfiguring of information for personalisation? Just a thought. Leon
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"The Future of ePortfolio" Roundtable | Academic Commons - 1 views
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ntellectual/philosophical tension around how we open the door for creativity by students
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How can we use ePortfolio for assessment without losing the flavor and the creativity that brought many of us into the movement?
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I don’t see institutional assessment as separate from student self-assessment
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commitment to link student self-assessment with institutional improvement
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ePortfolio is an outcome, generated by an institution-wide commitment to fostering students’ identities as learners and professionals
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it really is about organizational change
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not to start with student deficiencies but with student competencies. That’s a key ePortfolio idea. As educators, we’ve so often focused on deficiencies. But we can start with competencies: what students already know.
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ocus on learning and integrative learning
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prior censorship. That doesn’t fit. Prior censorship is when we say: this is the syllabus, these are the four walls, and you follow my path
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ePortfolios; it’s about your students becoming successful
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ePortfolios, such as collecting evidence of learning, organizing it, reflecting on it, receiving feedback, and planning for future learning and personal development.
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ePortfolio is about: learning with and from our students
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you don’t get to pull out your lecture notes you’ve been teaching from for the last twenty-five
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ou have to change what you’re doing. Every time you go to back to the classroom it’s new. It’s different. It’s evolving
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emphasis on ePortfolio for learning and transformation.
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It’s so important to educate the whole person, not just someone who meets our graduation requirements.
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How can we use ePortfolio for assessment without losing the flavor and the creativity that brought many of us into the movement?
Becoming a "Communal Architect" in the Online Classroom - Integrating Cognitive and Aff... - 1 views
Education World ® Technology Center: Assessing Classroom Technology Integration - 0 views
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Acxiom: Identity Verification to Support Academic Integrity - 0 views
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Acxiom helps higher education institutions verify the identity of distance-learning students
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Distance learning promises anytime, anywhere learning. But that convenience for students comes with a potential risk for educators - finding a way to make sure the registered student is really the person doing the work.
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Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of L... - 0 views
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This exploratory study sought to examine the experiences and preferences of adult learners concerning the various interactions that they encounter in a self-paced online course. The following four primary research questions guided data collection and analysis efforts: 1. What forms of interaction do adult learners engage in most in self-paced online courses? 2. What forms of interaction do adult learners value most in self-paced online courses? 3. What forms of interaction do adult learners identify as equivalent in self-paced online courses? 4. What impact do adult learners perceive interaction to have on their self-paced online learning experience?
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Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience. High levels of more than one of these three modes will likely provide a more satisfying educational experience, though these experiences may not be as cost or time effective as less interactive learning sequences. (Anderson, 2003)
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The perception of high level is key. If a single interaction approach is selected and the learner opts not to engage, then "high level interaction" is not achieved.
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Participants further noted that they engaged most actively with the instructor and course content, commensurate with findings of previous research pointing to the necessity of such fundamental interactions (Gallien & Early, 2008; Heinemann, 2003; Pawan, Paulus, Yalcin, & Chang, 2003; Perry & Edwards, 2005; Stein, Wanstreet, Calvin, Overtoom, & Wheaton, 2005). The results of this study further strengthen the literature calling for the development of specific competencies not only for those designing online learning but also for those who facilitate online learning experiences of various formats (Klein, Spector, Grabowski, & Teja, 2004; Varvel, 2007).
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Research Question 2: What forms of interaction do adult learners value most in self-paced online courses?
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Participants hailed the blogging and social bookmarking activities as integral to the quality of the overall learning experience, noting the synergy of formal and informal interactions that such activities fostered.
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Participants noted that although they enjoyed the interactions with other learners and often wished for more, they conceded that in the self-paced, online learning environment such interactions are challenging.
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informal learning environment that was crafted placed maximum control with the learners. Such informal learning environments provide an open venue for learners to connect with others interested in the same concepts either in a different course section or at a different stage of the course (Rhode, 2006).
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Participants identified interaction with the instructor and content as very nearly equivalent in a self-paced online course. Participants pointed out that quality interaction with content is indispensable in the self-paced learning environment and can not in any way be replaced. They also indicated that interaction with the instructor could potentially be diminished and compensated for through increased quality interactions with content or learners. Participants further noted that while interaction with other learners is desirable within the self-paced learning environment, the self-paced nature of the course makes such interactions challenging. Therefore, learners were willing to forgo interpersonal interactions deemed by some as tangential in exchange for the flexibility afforded by the self-paced learning approach.
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In a granular analysis of the various interaction activities, participants generally reported the activity of blogging as equivalent or superior to asynchronous discussion via the discussion board in Blackboard. Such findings add to the burgeoning body of research supporting the pedagogical possibilities of blogging as a flexible asynchronous communication alternative to threaded discussion via a restricted learning management system
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This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.
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Learning takes place through active engagement rather than passive transmission.
Five Fun and Easy Ways to Integrate Technology into Your Classroom - 3 views
blog.learningtoday.com/...24574
education edtech education technology technology in the classroom elementary education
shared by Denis S on 11 Jan 10
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How to Integrate Google Sketchup with Augmented Reality | K-12 Mobile Learning - 20 views
Integrating ICT into the MFL classroom: - 18 views
How College Professors Use Social Media [Infographic] - Tech the Plunge - 0 views
Ten Ideas for Getting Started with 21st Century Teaching and Learning by Lisa Nielsen - 0 views
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eLearn: Opinions - Academic Honesty in the Online Environment - 6 views
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There seems to be a common sentiment that online courses open up the door for students to become more mischievous and dishonest than they ever would dare in a more traditional classroom setting, but why is that the case?
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Can he or she know for sure—even when students are in direct eyesight as they work through an exam—that nothing improper is happening? And what about the instructor who gives take-home exams? How are these any different from the kinds of exams that students in an online course might take?
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Perhaps the key for all of us—regardless of where and how we teach our course—is to really rethink just what assessment means, because no matter where the class takes place, someone who wants to behave in a dishonest way will probably figure out how to do so.
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Martin Dougiamas Keynote at Moodlemoot Canada | Some Random Thoughts - 0 views
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Martin Dougiamas presented the keynote at the Canadian Moodlemoot in Edmonton.
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Martin updated us with the current stats on Moodle 54,000 verified sites worldwide. 41 Million users 97 language packs (17 fully complete, the rest are in various states) 54 Moodle Partners who fund the project and its going very well ensuring the project will continue into the future. (such as Remote-Learner who I work for) USA still has the highest raw number of installations and Spain has half of that with much less population. Brazil is now 3rd in the world and has overtaken the UK now in total installs. 3 of the top 10 are English speaking per head of population, Portugal has the largest number of Moodle installations.
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As many may have seen before, there are 10 steps of pedagogical usage of Moodle, which is outlined on Moodle Docs. It details the typical 10 step progression which looks like: Putting up the handouts (Resources, SCORM) Providing a passive Forum (unfacilitated) Using Quizzes and Assignments (less management) Using the Wiki, Glossary and Database tools (interactive content) Facilitate discussions in Forums, asking questions, guiding Combining activities into sequences, where results feed later activities Introduce external activities and games (internet resources) Using the Survey module to study and reflect on course activity Using peer-review modules like Workshop, giving students more control over grading and even structuring the course in some ways Conducting active research on oneself, sharing ideas in a community of peers
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”a lot of people find that giving students the ability to teach is a valuable learning process” – Martin Dougiamas.
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A lot of people want that secure private place in the LMS with big gates, with students needing to gain competencies and knowledge. Many people really want this “Content Pump” focus, becuase it is what they need. Others use it as a community of practitioners, connected activities, content created by students and teachers alike and many methods of assessment. These are the two ends of the spectrum of usage.
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Moodle has two roles: to be progressive and integrate with things coming up, and a drag and drop UI, with innovate workflows and improve media handling and mobile platforms to be conservative and improve security and usability and assessment , accredition, detailed management tracking and reports and performance and stability
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Since Moodle 1.9 came out three years ago, March 2008 and most are still using the three year old code which has had fixes applied since then (1.9.11 is the current release.) The support for 1.9 will continue until the middle of 2012 as it is understood that it will be a big move to Moodle2. “If you are going to Moodle2, you may as well go to Moodle 2.1 as it is better with 6 months more work” .
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However, the ongoing support for each release will be 1 yr moving to the future. Moodle will be released every 6 months which enables the organisations to plan their upgrade times ahead of time.
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What will be in Moodle 2.1? Performance Restore 1.9 backups Quiz/question refactor Page course format Interface polishing Official Mobile app (there now is a Mobile division)
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HQ are working on an official app which uses Moodle 2 built-in web services. This provides a secure access to the data in Moodle 2 for people who have accounts in Moodle which greatly benefits mobile apps.
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Moodle HQ has looked at what is Mobile really good at and identified them one by one and implemented them. This includes messaging, list of participants in your course, marking attendence (in class roll call). This will be for the iPhone first and then someone will make it for Android so it will lag behind, but will be the same.
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What is going to happen in 2.2 and beyond?
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Grading and Rubrics Competency Tracking (from activity level, course level, outside courses to generate a competency profile) Assignment (planning to combine all 4 into one type and simplify it) Forum (big upgrade probably based on OU Forum) Survey (to include feedback/questionnaire – being rewritten currently) Lesson Scorm 2 Improved reporting IMS LTI IMS CC (although it is in 1.9 needs to be redone)
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An important overview for any one using Moodle, especially useful for those contemplating an upgrade to 2.0 . (I'll make the move when we have 2.1 or 2.2.)
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Learning or Management Systems? « Connectivism - 1 views
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The shortcomings of these approaches rest in their lack of integration and the control required by many universities. The experience of many educators parallels my own—learners are very active with technology, but once in an LMS space, they seldom do more than the minimum required (a particular concern in courses where dialogue and theory are important to explore). This may be a function of students taking on “the student role”—defaulting to passive behaviour—once in an academic environment. It may also be due to the change in behaviour expected by educators—where learners must leave their tools behind and adopt tools with limited functionality. For an individual used to Skyping, blogging, tagging, creating podcasts, or collaboratively writing an online document, the transition to a learning management system is a step back in time (by several years).
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Jon Mott recently published an article in EDUCAUSE Quarterly on Envisioning the Post-LMS Era. Jim Groom captures the reactions of individuals who have been exploring the link between learning management systems and personal learning environments. There is a sense - and I'll admit I felt it as well in reading the article - that many long-time contributors to the discussion were not referenced in the article. In theory, the review process should draw attention to important omissions of literature. However, most reviewers would likely not see the spaces (blogs) where much of the conversation happens before it jumps into mainstream as good sources. I've posted below that I wrote while at University of Manitoba addressing the LMS/PLE issue. I'm not sure how long an archive of their copy will exist, so posting it here might give it a bit more of an existence.