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Denilya Barrett

ETC-647-Network Learnng Unit - 1 views

sites.google.com/...home

shared by Denilya Barrett on 10 Dec 11 - No Cached
    • Denilya Barrett
      Denilya Barrett on 10 Dec 11
       
      What is the age group of the students? That significantly impacts how well I think this will work...
    • Denilya Barrett
      Denilya Barrett on 10 Dec 11
       
      How will you know if students learned about more then their own state and the few they review? Is the goal to learn about all the states? Because I generally don't learn much by listening to presentations... I can't be alone in that.
    • Denilya Barrett
      Denilya Barrett on 10 Dec 11
       
      You could have them look at their state/capitols with Google Earth :) Perhaps compare and contrast the geography of several states or something.
Denilya Barrett

Lesson 2-Data Collection/Social Networking Usage - ETC-647-Network Learnng Unit - 0 views

sites.google.com/...ection-social-networking-usage

shared by Denilya Barrett on 10 Dec 11 - No Cached
    • Denilya Barrett
      Denilya Barrett on 10 Dec 11
       
      Wall Wisher is neat!
Denilya Barrett

Lesson 1-PLE Creation - ETC-647-Network Learnng Unit - 0 views

sites.google.com/...lesson-1-ple-creation

shared by Denilya Barrett on 10 Dec 11 - No Cached
    • Denilya Barrett
      Denilya Barrett on 10 Dec 11
       
      You may need to explain to them how to follow someone on Twitter.
Nicole Conrad

Nicole's Unit Plan - 1 views

sites.google.com/...etc-647-network-learnng-unit

ETC647

shared by Nicole Conrad on 06 Dec 11 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 06 Dec 11
       
      Question I: ONLE Please justify why your unit integrating ONLE, not just distributed learning (DL) or online learning environments (OLE). Be sure to distinguish ONLE from DL and ONLE. Provide the examples from your unit to justify your responses.
    • Nicole Conrad
      Nicole Conrad on 13 Dec 11
       
      I feel that my unit was ONLE because it makes the students create their learning environment and explore different possibilities instead of being limited to one general location where all material is located in a central location. There are a variety of tools utilized that are not otherwise always connected.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 06 Dec 11
       
      Question II: Social Tagging Architecture Please discuss what you social tagging architecture is. How do you design and develop it.
    • Nicole Conrad
      Nicole Conrad on 13 Dec 11
       
      My social tagging architecture was modeled after the tagging architecture that was utilized in this course. Students were asked to tag within their individual Delicious accounts and use a similar structure. I made up a course code and the students were asked to use that at the beginning and then a descriptor for the remaining structure, for example: EDU123+State Facts+Fall 2011
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 06 Dec 11
       
      Question III: Evaluations Discuss how do you know your integrated ONLE instructional strategies effective? Remember assessing content is different from assessing instructional strategies. Your assessment must be capable to assess content, delivery technology, and instructional strategies.
    • Nicole Conrad
      Nicole Conrad on 13 Dec 11
       
      I believe that I will consider my instructional strategies effective if my students are capable of completing the tasks properly with little or no questions/confusions. If my strategies are effective my students will be successful. There was a lot that went into creating the lesson and my students should be able to fairly easily understand the material at hand.
  • ...5 more annotations...
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      The content is appropriate for the early learner audience. Nicole does a nice job of keeping the learning elements and tools visual and interactive to retain the attention and enhance the experience of this level of learner.
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      Nicole has integrated web 2.0 tools sharing, organization, create content, social networking - as she explains in her presentation, the design of her lesson is to connect learners, instructor in their activities to share and collaborate as they learn from each other and themselves.
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      The web 2.0 tools that Nicole integrates into this lesson network her learners with each other, the instructor and additional communities. The tools she chose for this lesson are learner level appropriate now and as they advance. The tools provide a base for communication, interaction, exploration and collaboration.
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      Measurement/assessment tools seem a bit vague, although it appears Nicole does not include peer review, but instructor review - which seems appropriate at this learner level.
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      Great presentation on Elluminate and the Lesson Wiki! Well designed. Excellent work Nicole!
  • Nicole Conrad on 12 Dec 11
     
    I feel that my unit was ONLE because it makes the students create their learning environment and explore different possibilities instead of being limited to one general location where all material is located in a central location. There are a variety of tools utilized that are not otherwise always connected.
  • Nicole Conrad on 12 Dec 11
     
    My social tagging architecture was modeled after the tagging architecture that was utilized in this course. Students were asked to tag within their individual Delicious accounts and use a similar structure. I made up a course code and the students were asked to use that at the beginning and then a descriptor for the remaining structure, for example: EDU123+State Facts+Fall 2011
  • Nicole Conrad on 12 Dec 11
     
    I believe that I will consider my instructional strategies effective if my students are capable of completing the tasks properly with little or no questions/confusions. If my strategies are effective my students will be successful. There was a lot that went into creating the lesson and my students should be able to fairly easily understand the material at hand.
anonymous

ETC 647 Intro to Computers - 1 views

sites.google.com/...home

shared by anonymous on 07 Dec 10 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Dec 10
       
      Common Question I: Aligned Connectivism Principles Please discuss three most important strategies of ONLE/PLE in your unit, identify what aligned Connectivism principle(s) are, and discuss the assessments you integrate. Remember ONLE/PLE strategies are not your contents or "technologies," such as wiki, blog etc. It is the integrated soft technologies. If you don't remember Connectivism principles, please review our Lesson 1 readings. Hint: be sure to include four components of technology integrations: Content; Technology; Instructional Strategies; Assessment. This strategy should go beyond Constructivist instructional strategy and focus on ONLE/PLE/Connectivism design.
    • Pat Agrait
      Pat Agrait on 13 Dec 10
       
      a) Lesson Plan #1 - Develop computer vocabulary with a collage of pictures in Google Sites. Indicate part name, learners research for the pictures and definition of each part and adds their info to the appropriate web page. One table cell for each student https://sites.google.com/site/etc647introtocomputers/project-definition Instructional strategies: User Generated Content (UGC) Activity: Online research (Refer to vocabulary list in Appendix C) Technology: Google Sites Dimension: Asynchronous Assessment: Each student contributes to each web page a picture and a definition, thereby building an online dictionary. b) Lesson Plan #2 - Watch videos - Dissecting a computer & Upgrading Ram: The students are asked to rate the videos and tag the video to share. Instructional strategies: Face-to-Face Enhancement - Connect to relevant human learning resources, social tagging and social content sharing strategies. Activity: Watch YouTube videos Technology: Internet - YouTube.com, Delicious.com Dimension: Synchronous or Asynchronous Assessment: Each student will rate the videos and tag the video to share a) http://www.youtube.com/watch_popup?v=4GMCghYExZM&vq=small#t=18 b) Upgrading Ram: http://www.youtube.com/watch?v=jDQ5hydK4ZI&feature=related c) www.mywebspiration.com - 1) Your team will create a concept map with the computer in the center connected to 4-core concepts: input, output, hardware, software. Add as many items as you can in each category and link their connections to each other. 2) Save concept map as Word doc, upload to Google Docs and label it Team#-Webspiration. Share with your instructor (pagrait@gmail.com). 3) Add Google Doc link to your Delicious account - Tag: intotocomp+team#+Webspiration 4) Students will get extra credit points if they can add to another group's concept map. Instructional strategies: Learner-learner interaction/User Generated Content (UGC) Activity: Content Mapping Technology: Onli
    • Pat Agrait
      Pat Agrait on 13 Dec 10
       
      Lesson Plan #1 - Develop computer vocabulary with a collage of pictures in Google Sites. Indicate part name, learners research for the pictures and definition of each part and adds their info to the appropriate web page. One table cell for each student https://sites.google.com/site/etc647introtocomputers/project-definition Instructional strategies: User Generated Content (UGC) Activity: Online research (Refer to vocabulary list in Appendix C) Technology: Google Sites Dimension: Asynchronous Assessment: Each student contributes to each web page a picture and a definition, thereby building an online dictionary. Lesson Plan #2 - Watch videos - Dissecting a computer & Upgrading Ram: The students are asked to rate the videos and tag the video to share. Instructional strategies: Face-to-Face Enhancement - Connect to relevant human learning resources, social tagging and social content sharing strategies. Activity: Watch YouTube videos Technology: Internet - YouTube.com, Delicious.com Dimension: Synchronous or Asynchronous Assessment: Each student will rate the videos and tag the video to share a) http://www.youtube.com/watch_popup?v=4GMCghYExZM&vq=small#t=18 b) Upgrading Ram: http://www.youtube.com/watch?v=jDQ5hydK4ZI&feature=related Lesson Plan #3 - www.mywebspiration.com - 1) Your team will create a concept map with the computer in the center connected to 4-core concepts: input, output, hardware, software. Add as many items as you can in each category and link their connections to each other. 2) Save concept map as Word doc, upload to Google Docs and label it Team#-Webspiration. Share with your instructor (pagrait@gmail.com). 3) Add Google Doc link to your Delicious account - Tag: intotocomp+team#+Webspiration 4) Students will get extra credit points if they can add to another group's concept map. Instructional strategies: Learner-learner interaction/User Generated Content (UGC) Activity: Content Mapping Technolo
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Dec 10
       
      Common Question II: UGC Instructional Designs Do you have instructional UGC design in your unit? If yes, why? If no, why not? If you do, be sure to include the discussions covering four components of integrations (technology, instructional strategy, and assessment). Be sure to use Connectivism theory to justify your arguments.
    • Pat Agrait
      Pat Agrait on 13 Dec 10
       
      Lesson plan #1 employs the Online Inquiry Based Learning in User Generated Content (UGC), a Connectivism instructional strategy. According to the Ohio Department of Education (2010) research department, technology plays an important role in inquiry-based teaching. Computers and the Internet provide students access to information and the ability to manage multiple and complex sources; they also enhance students' interest, motivation and engagement in active learning and content development. Technology further aids inquiry projects by allowing students to make connections between the classroom and the "real world," as well as produce high-quality presentations of their results. Learners may also work at their own pace and complete the project from home if necessary. a) Lesson Plan #1 - Develop computer vocabulary with a collage of pictures in Google Sites. Indicate part name, learners research for the pictures and definition of each part and adds their info to the appropriate web page. One table cell for each student https://sites.google.com/site/etc647introtocomputers/project-definition Instructional strategies: User Generated Content (UGC) Activity: Online research (Refer to vocabulary list in Appendix C) Technology: Google Sites Dimension: Asynchronous Assessment: Each student contributes to each web page a picture and a definition, thereby building an online dictionary. The instructional design strategies incorporated into this unit were based on the Principles of Connectivism & Instructional Strategies (Siemens, 2005): ● Learning and knowledge rests in the diversity of opinions ● Learning is a process of connecting specialized nodes or information sources ● Ability to see connections between fields, ideas, and concepts as a core skill ● Decision-making and choosing what to learn and the meaning of incoming information References Ohio Department of Education, Research. (2010). Using effective instructional strategies: inquiry-based teaching. C
    • pattirose55
      pattirose55 on 08 Dec 10
       
      Content Feedback Comments: Computer vocabulary, PC components, PC upgrading, and PC purchasing are all appropriate and related topics for students, parents, teachers, and co-workers; however, age and/or grade level could be an issue due to concept, vocabulary, reading level, and dexterity. * NLE Instructional Strategies Feedback Comments: The unit is self-directed and self-paced. It contains active learning, reflection, project-based learning, Wiki content development (UGC), discovery learning, and inquiry-based learning. Interactions include learner-to-learner (collaborative) and learner-to-content (videos). * NLE Technologies Feedback Comments: Utilized Google Sites, Google Docs, Webspiration, Delicious, and Blogger, as well as Microsoft Word and Excel. Various websites were also accessed for tests, flashcards, and games (matching and Who Wants to Be a Computer Genius). Evaluations Feedback Comments: Unit included pretest, post-test, vocabulary quiz, completed worksheets, rubrics, and peer evaluation form. Lesson Plan #1 develops computer vocabulary by completing a collage of pictures and respective definitions in Google Sites based on a rubric (Appendix C). Additional Comments: Textual layout wasn't what I had expected. "Unit Content Outline" section basically contains the course/unit (or syllabus). Font styles, sizes, and colors are different in places and were rather distracting. On one screen a sentence or two are unreadable (whited out). At first I thought it was done for emphasis but that didn't pan out. I noticed some grammatical and spelling errors. Overall, the unit is very comprehensive with both NLE technologies and instructional strategies to teach necessary concepts. I liked that a substitute lesson plan (an online crossword puzzle) was included.
  • Chih-Hsiung Tu on 07 Dec 10
     
    ETC647 Fall 2010 Units
pattirose55

ETC 647 Intro to Computers - 0 views

sites.google.com/...etc647introtocomputers

shared by pattirose55 on 08 Dec 10 - No Cached
    • pattirose55
      pattirose55 on 08 Dec 10
       
      Textual layout wasn't what I had expected. "Unit Content Outline" section basically contains the course/unit (or syllabus). Font styles, sizes, and colors are different in places and were rather distracting. On one screen a sentence or two are unreadable (whited out). At first I thought it was done for emphasis but that didn't pan out. I noticed some grammatical and spelling errors. Overall, the unit is very comprehensive with both NLE technologies and instructional strategies to teach necessary concepts. I liked that a substitute lesson plan (an online crossword puzzle) was included.
tucsonshell

Interactive-Spring2011 - ETC647 Group - 10 views

sites.google.com/...interactive-spring2011

shared by tucsonshell on 31 Mar 11 - No Cached
    • Wendy Ellis
      Wendy Ellis on 06 Apr 11
       
      Does anyone know how to take highlighter off?
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 08 Apr 11
       
      If you highlight it, you can remove it. If it is used by others, we don't have privilege to remove it.
    • Suzanne Brazzell
      Suzanne Brazzell on 06 Apr 11
       
      This would be a cool lesson to share at the beginning of the year or with 2nd graders at the end of the year. It has great networking options! 
  • Cowen, Christine
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Please post your interactive design.
  • ...20 more annotations...
  • Gallus, Brigette
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Please post your interactive design.
  • Lewis, Courtney
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Please post your interactive design.
  • Ramos, Veronica
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Please post your interactive design.
  • Wells, Nathan
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Please post your interactive design.
  • User Generated Content (UGC)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Why is this UGC? whatever generated are not required to read?!
    • tucsonshell
      tucsonshell on 11 Apr 11
       
      Other users may evaluate the content, suggest changes, or even make changes. Conversational or two-way media is a key characteristic of Web 2.0. Vyew is a new technology that is accessible, is open to collaboration, skill-building and discovery.The presentation is created by students (users) and those attending are able to interact by using the content along with the students.
  • Elluminate, Vyew
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Why need both? It seems Vyew can do without Elluminate. Jusitfy!
    • tucsonshell
      tucsonshell on 09 Apr 11
       
      Most certainly, Vyew has the ability to present and collaborate without uploading in Elluminate. Vyew has all the features that Elluminate offers; editing, modifying, voice and video. For the purpose of this lesson, uploading Vyew in Elluminate is a learner-interface instructional strategy as well.
  • Can be collaboration, Students are creating the lesson
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      No ONLE instructional strategies??
  • Students will create a presentation on a math concept. They will be teaching it to the class.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Isn't this considered Constrcutvisim not Connectivism design? Jusitfy!
    • Suzanne Brazzell
      Suzanne Brazzell on 11 Apr 11
       
      They are connecting to prior knowledge and are required to teach the lesson in a different way then they were taught. Not using previous material.
  • Depending on what tools the students use to create their wetpaint review pages, ANY of the strategies may apply.  It is entirely up to the students!
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Be more specific on your ONLE strategies. If it is upto students, then what you anticipate they may be engaged in? Justify!
  • They work collaboratively on an oral debate
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Explain this more?
    • Teri Henderson
      Teri Henderson on 08 Apr 11
       
      There are varying positions; such as, lumber industry, paper industry, construction industry. Students are to research the pros and cons and take a side. The oral debates will be supported, even if the student themselves are not in favor of the position they take, they will still have to justify to make a case.
  • theme based content, cloud computing, learner-learner, community-community, learner-interface, student publishing, reflection, interactive, project-based learning, real-life experiences, online collaborative learning, project-based learning, meaning-making.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      These are constructivism strategies. What ONLE strategies are integrated? Jusitfy!
  • Cloud Computing, folksonomy, UGC, social content sharing 
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      You intend to use Delicious, why social tagging is not part of your strategies? Justify!
    • Nancy Mitchell
      Nancy Mitchell on 08 Apr 11
       
      Okay, so I'm curious then, maybe I'll have to do a little more research. What is the difference between folksonomy and social content sharing, and social tagging? Aren't they all similar?
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 08 Apr 11
       
      Generally, they are similiar. Social tagging focus on both tagging and social (sharing, networking) while folksonomy focuses on tagging. :-)
    • Ruth Creek
      Ruth Creek on 11 Apr 11
       
      So, If I am understanding this right ...folksonomy is all the tags I find on various pages, from people I've never met...yet I find myself adding replies to their tags....it isn't social networking, but is is social tagging?
  • the school's online research database using Delicious.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      What is your social tagging architecture?
    • Nancy Mitchell
      Nancy Mitchell on 08 Apr 11
       
      I am assuming you are meaning which types of tags the students would use to share their documents? This is the first semester that I've really thought about tagging architecture, so I'm struggling to think clearly about how I would manage students sharing documents. Any ideas? I would think the architecture would be class name, project title, teacher name, etc. Am I on the right track?
    • Ruth Creek
      Ruth Creek on 08 Apr 11
       
      Good question Nancy. I bookmark so many things and my accounts are a mess with all my tags. Your question made me realize that there really does need to be a framework, structure, or architecture if you will, for easy organization and use. I was thinking about creating a separate account to work with my students....but now I see how Chih has his structured as a framework... :-) Thanks :-)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 08 Apr 11
       
      Yes, tagging to organize is very critical. For example, if we don't design a good social tagging arhitecture, our students may tag ETC 647 versus ETC647 or PLE vs Personal Learning Environment, vs PersonalLearningEnvironment. Ruth made an excellent point.
  • create content overview for a unit in the course. 
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Are they required readings for others? Why? Why not?
    • Erin Rain
      Erin Rain on 10 Apr 11
       
      Yes, I'll have the content be required readings before the AIMS test for current and future students.
  • using Dipity to create a timeline for the plot,
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Excellent design!
    • Ruth Creek
      Ruth Creek on 08 Apr 11
       
      :-) Thank you....I got the idea from the Dipity Training presentation :-)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 08 Apr 11
       
      Great! I like the creative idea that integrate ttechnology into non-traditional way.
  • Older or more advanced students may also analyze the content for authors intent to comment on, or criticize, the culture/politics of the era. The course wiki can then be used by future students to learn about the author's content (each year students create a wiki for a different author)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Excellent design.
  • Folksonomy (Diigo or Delicious)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      What kind of social tagging architecture you have?
    • Ruth Creek
      Ruth Creek on 08 Apr 11
       
      Initially I plan to create a class Diigo acount to share with the students and have them do the same (as we have done in this class) post readings and have the students link readings they really like, and we can comment on each others links. As they become more proficient, then I plan to introduce delicious for sharing interesting links with their peers outside the course structure.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 08 Apr 11
       
      What types of tags? Do you have any effective tagging schemes for learners to follow?
    • Ruth Creek
      Ruth Creek on 11 Apr 11
       
      Not yet....I just realized from another post that I need to clean up my tagging system into an organized architecture
  • community-community
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      How? Why?
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Apr 11
       
      Explain why UGC? How UGC to be carried out? Be specific!
  • Stewart, Emily  Students create an online presentation on "The Way to Survive 3rd Grade..." They will then present their presentation sing elluminate.Content: Technology, WritingDelivery: Google Docs, ElluminateInst. Strategies: community-community, UGCEval: Presentation on elluminate
    • Erin Rain
      Erin Rain on 10 Apr 11
       
      This sounds like a great activity! Could you even enhance it by having students publish their presentations to the web?
  • Photostory
    • Erin Rain
      Erin Rain on 10 Apr 11
       
      What is photostory? Not sure I've heard of it. This sounds like an excellent project! Having students publish the presentations to the web and make them available to the public would also be a great activity for our instructional strategies.
Teri Henderson

Endangered Species - 2 views

Thank you, Wendy. I am glad that you like it. I had fun creating the site and actually would like to expand it as I have so many more resources than I have put into it. There will be follow up less...

ETC 647 Science Technology Conservation

started by Teri Henderson on 06 May 11 no follow-up yet
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