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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
Kem Siddons

Objectives (Writing Children's Literature) - 0 views

sites.google.com/...objectives

shared by Kem Siddons on 17 Oct 09 - Cached
    • Kem Siddons
      Kem Siddons on 17 Oct 09
       
      As I understand it, one major factor of this learning module is peer assessment - pros, cons, and the students' experience with it. I recommend this being a point of emphasis in the design
    • Allan Jeong
      Allan Jeong on 20 Oct 09
       
      Why not state the objectives right up front on the opening home page?
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
Kem Siddons

Let the Wild Rumpus Start! (Writing Children's Literature) - 0 views

sites.google.com/...writingchildrensliterature

shared by Kem Siddons on 17 Oct 09 - Cached
    • Kem Siddons
      Kem Siddons on 17 Oct 09
       
      Given the theme of children's literature, this is a catchy home page - fresh and eye-catching.
    • Barbara Davis
      Barbara Davis on 18 Oct 09
       
      thanks, Kem. It will be fleshed out substantially. This is a skeleton prototype.
    • Kem Siddons
      Kem Siddons on 17 Oct 09
       
      The video doesn't play/work.
    • Barbara Davis
      Barbara Davis on 18 Oct 09
       
      thanks for heads-up -- when I click it does give me option to play in you-tube (works there) -- will have to troubleshoot for one click access. You are so thorough! Thanks for clicking everything.
Kem Siddons

Twitter / Home - 0 views

twitter.com

shared by Kem Siddons on 18 Oct 09 - Cached
  • popup sticky notes
    • Kem Siddons
      Kem Siddons on 18 Oct 09
       
      Wondering if I agree with Allan's point of pop-up versus floating sticky notes. Hmmmmmmmm
Kem Siddons

http://sites.google.com/site/eme6403assign3/course-description - 1 views

sites.google.com/...course-description

shared by Kem Siddons on 17 Oct 09 - No Cached
    • Kem Siddons
      Kem Siddons on 17 Oct 09
       
      Realizing this a a draft prototype, one can expect the objectives, as noted, to be expanded with active verbs that give students a broad overview as to what's important to get out of the lesson plan.
    • Kem Siddons
      Kem Siddons on 17 Oct 09
       
      The instructions need to stipulate when each activity is due. Might consider providing links embedded to where the can post work.
    • Kem Siddons
      Kem Siddons on 17 Oct 09
       
      I'm wondering if these three (3) activities are bit "light" for a two-week module . . .I suggest providing an opportunity for feedback on feedback at a minimum.
Kem Siddons

http://sites.google.com/site/eme6403assign3/how-to-write-ab/annotated-bibliography - 0 views

sites.google.com/...annotated-bibliography

shared by Kem Siddons on 17 Oct 09 - No Cached
    • Kem Siddons
      Kem Siddons on 17 Oct 09
       
      Providing an example is essential so students have a sample to model. This is a great touch.
Char Wendel

EBSCOhost: To give is better than to receive: The benefits of peer review to the revie... - 4 views

search.ebscohost.com.nplibrary.hodges.edu/login.aspx

peer feedback

shared by Char Wendel on 07 Oct 09 - No Cached
  • woonjee lee on 10 Oct 09
     
    Making bookmark doesn't mean that all group members have access to the resources. How can we make accessible link with highlights ?
  • Kendall St Hilaire on 11 Oct 09
     
    Based on your summary in the Google spreadsheet, it sounds like both of our articles argue that particpating in peer review benefit students more than just receiving the feedback.
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.
woonjee lee

Long web address cannot be bookmarked ? - 1 views

I fail to share bookmark of article abstract in ERIC.

started by woonjee lee on 10 Oct 09 no follow-up yet
woonjee lee

The impact of two types of peer assessment on students' performance and satisfaction wi... - 1 views

cat.inist.fr/?aModele=afficheN&cpsidt=20954154

shared by woonjee lee on 10 Oct 09 - Cached
  • The results indicate that students in the experimental group demonstrated greater improvement in their writing than those in the comparison group, and the findings reveal that students in the experimental group exhibited higher levels of satisfaction with the peer assessment method both in peer assessment structure and peer feedback
    • woonjee lee
      woonjee lee on 10 Oct 09
       
      In this study, author applied rating-plus-qualitative feedback with following procedures: First round forms as formative assessment. This round has both rating score and qualitative feedback on initial draft of writings. Students are required to provide feedback on only members of same group. Second round forms as summative assessment. This round has only rating score on students' revised writing. At this time, students are encouraged to provide feedback to all peers in the class.
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
Char Wendel

Week 7 Readings - 3 views

spreadsheets.google.com/ccc

shared by Char Wendel on 08 Oct 09 - No Cached
    • Char Wendel
      Char Wendel on 08 Oct 09
       
      Barbara - Great review of the literature, pre-computerized assessment. I think that technology is changing so quickly, yet the fundamentals constant - at least, somewhat so!
Barbara Davis

Using peer feedback to support collaborative writing - 19 views

http://web.ebscohost.com.proxygw.wrlc.org/ehost/pdf?vid=3&hid=105&sid=1c7ff870-084a-494e-8181-8fc79fb888dc%40sessionmgr112 FULL TEXT PDF http://www.questia.com/googleScholar.qst;jsessionid=KLVJyW...

eme6403 peer feedback

started by allanjeong2 on 06 Oct 09 2 follow-ups, last by Barbara Davis on 07 Oct 09
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