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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

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.
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.
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!
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
Char Wendel

Learn about Global Warming (EME6403 Group 4B) - 2 views

sites.google.com/...learn-about-global-warming

shared by Char Wendel on 08 Nov 09 - Cached
  • Learn about Global Warming
    • Cindy Chen
      Cindy Chen on 08 Nov 09
       
      This is so cool, do you make it or you find it online?
    • Linda Ellington
      Linda Ellington on 08 Nov 09
       
      Cindy, I so agree with your statement! Let me know if you find out how they found this....thanks,
    • Kem Siddons
      Kem Siddons on 10 Nov 09
       
      The area "Learn about Global Warning" has good content. If this is a college class, it's format is a bit immature e.g. cartoon characters and such. Just a thought
    • woonjee lee
      woonjee lee on 10 Nov 09
       
      We focused on 6 ~7th grade as target learners ~
  • woonjee lee on 09 Nov 09
     
    My partner, Oktay had concept map project about Global Warming before. He has lots of good resources on topic!
  • 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.
Kem Siddons

How to draw Concept Map (EME6403 Group 4B) - 1 views

sites.google.com/...drawing-concept-map

shared by Kem Siddons on 10 Nov 09 - Cached
    • Kem Siddons
      Kem Siddons on 10 Nov 09
       
      Re: How to draw a concept map - This is a wonderful tool to get the student infused with the idea and mechanics of concept maps. I suggest renaming the link Developing a Concept Map
Kem Siddons

..:: GLOBAL WARMING ::.. (EME6403 Group 4B) - 1 views

sites.google.com/...eme6403group4b

shared by Kem Siddons on 08 Nov 09 - Cached
  • YouTube Video
    • Cindy Chen
      Cindy Chen on 08 Nov 09
       
      Nice video
  • GLOBAL WARMING
    • Cindy Chen
      Cindy Chen on 08 Nov 09
       
      We kind of having the same topic. haha
    • Linda Ellington
      Linda Ellington on 08 Nov 09
       
      With a different twist though - ours is to find a causal link to determine if there is global warming - but, yes great minds working together!
  • EME6403 Group 4B
    • Dimas Prasetyo
      Dimas Prasetyo on 08 Nov 09
       
      Nice layout, I like it
  • ...2 more annotations...
    • Kem Siddons
      Kem Siddons on 10 Nov 09
       
      This is a GREAT attention grabbing video that really brings the point home. Very nice intro.
    • Char Wendel
      Char Wendel on 10 Nov 09
       
      It is too bad that the young girl is now in her 30s and we have not accomplished what she challenges us to do!
    • Kem Siddons
      Kem Siddons on 10 Nov 09
       
      I suggest making the page wider as it appears the layout is in a single column, leaving too much white space to the right.
    • woonjee lee
      woonjee lee on 10 Nov 09
       
      You probably have big monitor hehe~
Kem Siddons

Expert Concept Map (EME6403 Group 4B) - 1 views

sites.google.com/...expert-concept-map

shared by Kem Siddons on 10 Nov 09 - Cached
    • Kem Siddons
      Kem Siddons on 10 Nov 09
       
      Providing an expert concept map is powerful; I'd only add to the site "after" the groups have worked on a map of there own to avoid using it as input e.g. let them experience the process
  • woonjee lee on 10 Nov 09
     
    We discussed this issue earlier. Oktay and I are thinking that it should be provided after the final concept map submission. Or, seeing expert concpet map might affect students' creative construction of mapping.
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
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.
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.
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.
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?
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.
Char Wendel

Blackboard Academic Suite - 0 views

campus.fsu.edu/...top_frame.jsp

shared by Char Wendel on 09 Nov 09 - No Cached
    • Char Wendel
      Char Wendel on 09 Nov 09
       
      I like how you link to week 10 at the bottom of week 9. This makes navigation easier and avoids the need to click back a page and/or refresh. One thing to fix, however, is that on the navigation bar there is a 9.3 exercise which when I click comes up empty.
woonjee lee

http://sites.google.com/site/eme6403assignment4groupa3/lesson-overview-schedule/week-2-... - 0 views

sites.google.com/...week-2-activities

shared by woonjee lee on 10 Nov 09 - Cached
  • Feedback on Feedback
    • woonjee lee
      woonjee lee on 10 Nov 09
       
      I like this idea a lot!
Kem Siddons

Quiz for your prior understanding of Global Warming (EME6403 Group 4B) - 0 views

sites.google.com/...nderstanding-of-global-warming

shared by Kem Siddons on 10 Nov 09 - Cached
    • Kem Siddons
      Kem Siddons on 10 Nov 09
       
      For the quiz, it might be prudent to give an option to answer, "I'm not sure" rather than limiting to T or F.
    • Kem Siddons
      Kem Siddons on 10 Nov 09
       
      For the quiz you state that global warming is true, setting the expectation that it cannot be false. There is much research to say otherwise. In education, unless something is an undisputed fact, you want to avoid giving the impression of certainty. I like the idea of showing some research that support the notion, but you need to provide opposing views as well. The quiz is a GREAT idea BTW.
    • woonjee lee
      woonjee lee on 10 Nov 09
       
      Thanks~ This quiz is for recalling students' prior knowledge on global warming. We cannot change the quiz item but will consider providing other perspectives in main content area.
    • Kem Siddons
      Kem Siddons on 10 Nov 09
       
      I suggest making the right answer obvious by spelling it out first off rather than having to read through the detail. The detail is good, just don't bury the right answer.
woonjee lee

Weekly sessions (Plagiarism Awareness) - 0 views

sites.google.com/...weekly-sessions

shared by woonjee lee on 08 Nov 09 - Cached
  • Overview:  
    • Cindy Chen
      Cindy Chen on 08 Nov 09
       
      woo~this table is very organize and make all tasks clear to students
    • Allan Jeong
      Allan Jeong on 09 Nov 09
       
      Good decision to use both individual and collaborative work on the flowcharts given that Nesbit's (2006) review and meta analysis of the research on concept mapping showed that mixed approaches is what produces the largest increase in student learning. :-)
    • woonjee lee
      woonjee lee on 10 Nov 09
       
      Student may follow their task based on thie one table. Very nice ~
  • Subpages (3): Week 1: Plagiarism Concept Maps Week 2: Academic Integrity Flow Charts Week One Activities
  • Barbara Davis on 09 Nov 09
     
    Did you notice that the table links to subpages? Kendall points this out in her Jing video and I have now added "(right click on links to access instructions in new tab or window)." This is my only problem with items not being listed in the sidebar. The learner has to know how to get there from individual pages instead of just clicking down the sidebar. --Barbara
Cindy Chen

Why is Academic Integrity Important? (Plagiarism Awareness) - 0 views

sites.google.com/...s-academic-integrity-important

shared by Cindy Chen on 08 Nov 09 - Cached
  • Why is Academic Integrity Important?
    • Cindy Chen
      Cindy Chen on 08 Nov 09
       
      The text for this page is kind of hard to read.
  • Barbara Davis on 09 Nov 09
     
    Is it the color or the font or the size or the volume?
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