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anonymous

Getting Used to Help and Support - 1 views

I have never been used to getting help and support with all my problems. But when it comes to computer problems, I am glad Computer Tech Help And Support is helping me out. Whenever my PC is in tr...

Technical

started by anonymous on 12 May 11 no follow-up yet
cecilia marie

Excellent Online PC Help Professionals! - 1 views

If you are having issues with your computer, do not hesitate to ask for online computer help from Online Computer Help Today. They have expert computer tech support specialists who can give compl...

Online Computer Help

started by cecilia marie on 04 Nov 11 no follow-up yet
woonjee lee

Week 1 Activities (EME 6403-Assignment 4 (Group A3)) - 0 views

sites.google.com/...week-1-activities

shared by woonjee lee on 08 Nov 09 - Cached
    • Dimas Prasetyo
      Dimas Prasetyo on 08 Nov 09
       
      It is not clear whether student will learn 'Causal Factors Influencing Global Warming' or learn how to use Gliffy for the overall lesson
  • Activity 1.3 - Create Group Concept Map
    • Allan Jeong
      Allan Jeong on 09 Nov 09
       
      Does students start by individually creating a diagram? What approach reported in Nesbit's (2006) review of the research produced the largest learning gains?
    • Allan Jeong
      Allan Jeong on 09 Nov 09
       
      Can two or more people edit the same diagram in Gliffy at the same time? If not, what procedures will you need to put in place to avoid potential problems?
  • using Gliffy in a brainstorming and research exercise
    • woonjee lee
      woonjee lee on 10 Nov 09
       
      I like this idea. Drawing concept map helps brainstorming.
  • ...1 more annotation...
  • Begin to build your concept map with research data that will provide the group
    • woonjee lee
      woonjee lee on 10 Nov 09
       
      Not clear about this part. I understood begin with individual concept map will help extending group concept map.
  • Barbara Davis on 09 Nov 09
     
    FYI -- my comments added to the page wouldn't show and aren't showing here. I have added feedback comments on discussion board under Group Project Discussion Board.
Kendall St Hilaire

Teamwork and Feedback: Broadening the Base of Collaborative Writing - 1 views

www.jstor.org/376038

peer feedback writing process

shared by Kendall St Hilaire on 08 Oct 09 - No Cached
  • Kendall St Hilaire on 08 Oct 09
     
    Just found this article a little while ago- it's published by the NCTE (National Council of Teachers of English), but it has some very helpful information on methods for providing peer feedback
woonjee lee

A SHARED DOCUMENT-BASED ANNOTATION TOOL TO SUPPORT LEARNER-CENTERED COLLABORATIVE LEARNING - 3 views

74.125.155.132/scholar

shared by woonjee lee on 11 Oct 09 - No Cached
  • EDUCOSM
    • Cindy Chen
      Cindy Chen on 11 Oct 09
       
      The annotation tool that is used in this research.
  • We categorize annotation systems into two main groups: Document-centered and discussion-centered. Discussion-centered systems providing tools to browse and annotate discussion messages and threads are out of the scope of this paper. Next we discuss about non-commercial document-centered systems where learners are able to browse and annotate web-based documents
    • Cindy Chen
      Cindy Chen on 11 Oct 09
       
      Here it talks about two annotation systems
    • Cindy Chen
      Cindy Chen on 11 Oct 09
       
      ComMentor and Group Annotation Transducer are the first generation of annotation tools.
    • Cindy Chen
      Cindy Chen on 11 Oct 09
       
      and the next paragraph talks about the limits of first and second generation annotation tools.
  • ...13 more annotations...
    • Cindy Chen
      Cindy Chen on 11 Oct 09
       
      Third generation annotation tools and their limits.
  • The idea of learner-centered collaborative learning in the context of this study is that learners are expected to take responsibility for their own learning: The instructor gives an orientation to the topic through theoretical face-to-face lectures. S/he also gives few pointers to selected on-line resources. The system provides tools to process information and collaborate with peer learners.
    • Cindy Chen
      Cindy Chen on 12 Oct 09
       
      How learner-centered learning involve in this research study. Learner-centered environment can motivate students to take responsibility for their own learning.
  • Each document has its own newsgroup that is activated when first message is written. The idea is that short conversations should take place in comment windows, but the longer ones should continue in the document specific newsgroup.
    • Cindy Chen
      Cindy Chen on 12 Oct 09
       
      The EDUCOSM systems has the "newsgroup" feature and here it talks about use it to organize short and long converstaion. Provides me an idea for our prototype for assignment 3.
  • Filters enable user to restrict visibility of other user annotations. User may also create his/her own filters,
    • Cindy Chen
      Cindy Chen on 12 Oct 09
       
      Diigo has filter feature too. This may be good for organizing different sticky notes, I think.
  • The search function of the system has three options: 1) Internal search engine, 2) Google and 3) manual navigation. The last one is useful if the user prefers to use other search engine than Google.
    • Cindy Chen
      Cindy Chen on 12 Oct 09
       
      The search function is included in the EDUCOSM systems for helping students search relevant documents.
  • An example of a standard task for the students participating in a quantitative educational statistics course utilising the EDUCOSM system
    • Cindy Chen
      Cindy Chen on 12 Oct 09
       
      An example task instruction to students.
  • Course structure
    • Cindy Chen
      Cindy Chen on 12 Oct 09
       
      This part talks about how they structure the course.
    • woonjee lee
      woonjee lee on 19 Oct 09
       
      This is the article title.
    • woonjee lee
      woonjee lee on 19 Oct 09
       
      This is the authors and belows are their credential infomation
  • Abstract
  • Abstract
  • A shared document-based annotation tool to support learner-centered collaborative learning
  • These search
  • Cindy Chen on 11 Oct 09
     
    article for Activity 7.1 (EME 6403)
  • ...1 more comment...
  • Cindy Chen on 11 Oct 09
     
    This is the article I find that talks about their testing results on EDUCOSM systems (really similar to Diigo after I read it) supporting CSCL environment.
  • woonjee lee on 19 Oct 09
     
    Cidy ~ I will use your post as example in our course development :)
  • woonjee lee on 19 Oct 09
     
    test
woonjee lee

http://www.lrdc.pitt.edu/schunn/research/papers/nelson-schunn-is2009.pdf - 4 views

www.lrdc.pitt.edu/...nelson-schunn-is2009.pdf

is2009

shared by woonjee lee on 07 Oct 09 - Cached
Char Wendel liked it
  • Char Wendel on 07 Oct 09
     
    I am still trying to figure out Diigo.
  • ...2 more comments...
  • Barbara Davis on 07 Oct 09
     
    Interested in learning more about SWoRD, an online peer review system. Article highlights: -praise, punisment/reward, direction -learning vs. performance (transfer) -cognitive and affective domains -summary, specificity, problem identification, proposed solution, localization -MODEL: summarization, feedback specificity, explanations, scope, affective language -coding scheme: Table 2 -FINDINGS: Problem understanding: a writer was more likely to understand the problem if a solution was offered, the location of the problem/solution was given, or the feedback included a summary; but the writer was more likely to misunderstand the problem if an explanation for that problem is included (negative effect). -FINDINGS: Implementation: feedback was more likely to be implemented if a solution was provided. -Feedback: information at a higher level is more important than focusing on local issues, and affective language is not very important for performance; goals & reflection also important -CONCLUSION: Feedback should include a summary of the performance, specific instances in which the problematic behavior occurred, and suggestions in how to improve performance. -CONCLUSION: instructor feedback explanations may help; peer feedback explanations appears unhelpful. -REVIEWING GUIDELINES with rubrics -- Appendix A Thanks for sharing!
  • Barbara Davis on 07 Oct 09
     
    Scaffolded Writing and Rewriting in the Discipline (SWoRD) SWoRD STUDENT FAQ: http://www.lrdc.pitt.edu/sword/studentfaq.htm Cho & Schunn. (2005). Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system. Computers & Education. http://www.lrdc.pitt.edu/schunn/research/papers/cho-schunn-CE.pdf Cho &. Schunn. (2004). The SWoRD is Mightier than the Pen: Scaffolded Writing and Rewriting in the Discipline. Fourth IEEE International Conference on Advanced Learning Technologies (ICALT'04), pp.545-549. Mulder & Pierce. (2007). PRAZE: Innovating teaching through online peer review. ascilite. http://www.ascilite.org.au/conferences/singapore07/procs/mulder.pdf interesting tangent on peer review: Blogosphere beats peer review in the case of stealth creationist paper: http://rationallyspeaking.blogspot.com/2009/02/blogosphere-beats-peer-review-in-case.html
  • Linda Ellington on 07 Oct 09
     
    This research study examined the relationship between various types of feedback and the likelihood of implementing feedback to improve writing.
  • woonjee lee on 10 Oct 09
     
    This is the one that i found too. This study is interesting that feeback features affect the mediators which are problem or solution understanding and problem or solution agreement, and then mediator leads to the final outcome. Diigo cannot make bookmark on the PDF file itself.
Char Wendel

Peer-Review Online - 3 views

writing.colostate.edu/...online.cfm

peer review

shared by Char Wendel on 07 Oct 09 - Cached
    • Char Wendel
      Char Wendel on 07 Oct 09
       
      This is a great introduction to peer review.
  • Some word-processing software also has a highlighting feature that might be helpful.
    • Char Wendel
      Char Wendel on 07 Oct 09
       
      Obviously, this author was not aware of - or it didn't yet exist - Diigo.
    • Char Wendel
      Char Wendel on 07 Oct 09
       
      I am not sure I can distinguish between when to use a floating sticky note and when to just use a sticky note.
Kem Siddons

Using Diigo (Writing Children's Literature) - 0 views

sites.google.com/...using-diigo

shared by Kem Siddons on 17 Oct 09 - Cached
    • Kem Siddons
      Kem Siddons on 17 Oct 09
       
      These video primers for Diigo are very useful to introduce the student. Suggest adding URLs to websites that provide written introduction and help using Diigo.
    • Kem Siddons
      Kem Siddons on 17 Oct 09
       
      Same suggestion for Google Docs on the next page
    • Dimas Prasetyo
      Dimas Prasetyo on 23 Oct 09
       
      Thank you, I will revise it based on your suggestion
Dimas Prasetyo

Resources (Plagiarism Awareness) - 0 views

sites.google.com/...resources

shared by Dimas Prasetyo on 08 Nov 09 - Cached
  • Tutorials & FSU Academic Honesty Policy
    • Cindy Chen
      Cindy Chen on 08 Nov 09
       
      All banners in this resources page are only link to the pictures. It will be greate if you make the banners link to the resources page.
    • Dimas Prasetyo
      Dimas Prasetyo on 09 Nov 09
       
      done
  • Barbara Davis on 09 Nov 09
     
    Hi Cindy, The links for each institution are listed to the right. Some link to more than one resource. We could switch it around so that links are on the left and banners are on the right if you think that would help. Or, we could eliminate banners all together and just list the resources. All resources are also linked in the lesson. So, you could argue we don't need the resources page at all. Whatcha think?
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