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anonymous

ETC 647 Intro to Computers - 1 views

shared by anonymous on 07 Dec 10 - No Cached
    • Chih-Hsiung Tu
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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.
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    ETC647 Fall 2010 Units
pattirose55

Interactive-Fall2010 - ETC647 Group - 4 views

    • Kelly Nightengale
       
      What a great idea Esther. It is like a class Pen Pal. Would the students be required to make so many comments in the blog? This communication may even extend past the normal school year- an example of community-community learning.
    • esthermitchellnau
       
      I would have the students try to comment at least twice each. Depending on the structure, the students can be partnered up and then required to maintain a daily communication with their "buddy" daily for a set amount of time. There is various ways to assign communication goals. And yes, absolutely community-community learning. Even the opportunity to building lifelong friendship would be an ultimately experience as well.
    • pattirose55
       
      Pat, What a wonderful way to get students involved in technology, finance, marketing, and more! This lesson could come in handy when they go to college or move out on their own and need to purchase their own technologies.
    • Pat Agrait
       
      Exactly, and not just technology, any large purchase of consumer goods or services should be compared before purchasing. It is a transferable life-long skill.
    • pattirose55
       
      Audrey, I love the idea of researching old black and white photos! I could see this lesson tweaked a little to include digital cameras and wiki pages for specific topics. Maybe even "guess what the picture is" when only a piece is captured and blog your guess with justification.
  • ...15 more annotations...
    • Chih-Hsiung Tu
       
      Pat, This design is good.  It looks like it integrates more Constructivist instructional strategies rather than Connectivism instructional strategies. Could you justify on this?
    • Pat Agrait
       
      This lesson plan supports the principles of Connectivism. 1. Learners express their diversity of opinions during the blogging stage of the lesson. The are connecting information sources by researching the computer requirements information from several online suppliers. The information learners are seeking is residing in the computer (appliance). They are formatting that information into a spreadsheet (visual model) and they can update/modify their choice after discussing the options with their classmates in the class blog. Learners are also actively engaged in social bookmarking (Delicious) as distributed learning to share their computer research resources.
    • Chih-Hsiung Tu
       
      Isn't blog discussion more for Constructivist instructional strategies?
    • Pat Agrait
       
      Blog discussion is a Constructionist strategy and a key component to this lesson. The learner must support and defend their computer choice to their classmates. This could be disruptive, and may spur changes in the learner or his/her classmates' knowledge and computer choices. It also reinforces the main features that are being compared when purchasing a computer (e.g., RAM, processing speed, hard drive capacity, etc.).
    • Chih-Hsiung Tu
       
      Esther, How will you evaluate the integrated instructional strategies?
    • esthermitchellnau
       
      Evaluation can be performed various way. One way could be through a written report about at the conclusion of the experience, not just as a whole but also on an individual basis. In addition, students could provide beneifts they found at even their young age to bridging the distsance gaps utilizing this technology.
    • Chih-Hsiung Tu
       
      Esther, What are your Connectivism, PLE/ONLE instructional strategies?
    • Chih-Hsiung Tu
       
      Audrey, What are your integrated Connectivism/ONLE instructional strategies?  
    • Amy Matteson
       
      The content added by participants is saved as a manual of sorts for new teachers in following years to learn from.
    • Chih-Hsiung Tu
       
      Thanks for the online Connectivism/PLE/ONLE instructional designs. I noticed that some of you did not provide clear instructional activities. Be sure to describe them clearly and justify why it is considered "interactive" level. Remember! Simply doing activities online or using Web 2.0 tools doesn't mean they are in interactive level of Connectivism/PLE/ONLE instructional strategies. Additionally, be sure focus on Connectivism/PLE/ONLE rather than just Constructivist.
    • Chih-Hsiung Tu
       
      Q: Can I edit and update my instructional design content based on the classmates' and instructor's suggestion? A: Yes, it is necessary for us to update our designs so we can learn from this discussion exercise.
    • Chih-Hsiung Tu
       
      When you apply different Connectivism/ONLE/PLE instructional strategies to your design, be sure to justify what activities are related to aligned instructional strategy.
    • Chih-Hsiung Tu
       
      Audrey, Please justify what your activity is and what Connectivism/PLE/ONLE instructional strategies are. Your instrucitonal strategies look more for online Constructivist which is more relevant to ETC677. Please justify.
    • Chih-Hsiung Tu
       
      Kelly, Could you justify why "read this to become familiar with HIPAA guidelines" would align instrucitonal strategies of UGC, participatory Web etc?
    • Kelly Nightengale
       
      It aligns with UGC because the content was created by students for other peers to read- not just the instructor. It aligns with participatory web because students can comment on the wiki page after reading and learning about the content.
    • Chih-Hsiung Tu
       
      Patti, Very interesting activity. Could you be more specific on how RSS, Blogger etc to be integrated in to your activity.
    • pattirose55
       
      Student record their research as blog entries which other students can add to via posted comments. Delicious bookmarks, as well as topic-specific RSS feeds, are used to gather and compile their research.
    • Chih-Hsiung Tu
       
      Jinnette, Interesting activity! Could you be more specific on how participatory, cloud computing and UGC are integrated into your activity.
    • Amy Matteson
       
      Ashley, DO you then save the wiki for use of future classes?
    • Ashley Romanoski
       
      Yes I would. Each group would work with a different civilization, and then each group's wiki would be used to aid in instructing that topic. Saving it for future classes would allow for an additional resource.
    • Amy Matteson
       
      Sounds great! Not only does this fit UGC, but the kids will love seeing the ideas of the older students they often look up to!
  • Rubric and Peer Reviews
    • esthermitchellnau
       
      Great idea! Would you use the rubric solely on the photography aspect or would you evaluate the integrated technology aspect as well?
  • and treatment plan - holistic rubric; PE materials - Collaborative
    • esthermitchellnau
       
      Your evaluation suggestions for this activity is interesting. I am curious how the holistc rubric would look. :)
    • Ashley Romanoski
       
      Esther, This sounds like a great way to communicate with another class. Would students be assigned to blog at certain times, or would you work on it as a whole class? Would you give them topics to write about, or will you let them choose?
    • esthermitchellnau
       
      Because of the age group, there should be a set time or deadline to blog with the other class individually and/or whole class. also, in the begining assigned topics would be an ice breaker sort to speak but I would assume that once a familarity develops, blog focus will become easier.
    • Ashley Romanoski
       
      This activity will allow students to learn about different cultures in our own country. I am curious how students will react.
    • pattirose55
       
      Sharing presentation instructions via Google Docs keeps everyone on the same page. It also allows students to access instructions from anywhere, anytime. Students can no longer say that they lost the assignment directions.
esthermitchellnau

ETC647 NLE Home - ETC647 NLE - 1 views

    • Chih-Hsiung Tu
       
      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.
    • Chih-Hsiung Tu
       
      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.
    • esthermitchellnau
       
      A very difficult topic that was address effectively throughout this unit. Great job!
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    ETC647 Fall 2010 Units
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    Audrey Nagel's Unit on The Holocaust at http://audreynagel-etc647nle.wetpaint.com (Hyperlink on unit lists sent me to a different site (BrownsGuide2Wetpaint) but when I typed in web address on unit list I came to this site - which explains the multiple postings to be sure this evaluation is aligned to Audrey's unit.) Content: The content provided in the unit on the Holocaust is appropriate for the targeted audiences. NLE Strategies: The unit uses multiple NLE instructional strategies include Community-Community Interaction, social content sharing, and Participatory web. NLE Technologies: The unit used multiple web 2.0 tools including vpicethread, twitter, delicious, and discussions. Evaluations: The unit fits all of the criteria about creating a NLE. There is grading criteria with each lesson. Additional Comments:Nice unit and enjoyed looking through it. The unit appropriately geared for students focusing on the Holocaust. The technologies integrated throughout the unit is effective not too advanced in nature for students to effective use with this unit. Nice unit!!
Amy Matteson

Fundamental NLE Foundations - Fundamental NLE Foundations - 0 views

    • Chih-Hsiung Tu
       
      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.
    • esthermitchellnau
       
      The three focused strategies of ONLE/PLE in my unit are social networking like Facebook, multimedia use including YouTube video sharing, and direct user generated strategies and user generated integrations involving the creation of accounts with iGoogle and Twitter. Using multimedia tools provides an unique approach to keep the learners engaged and active while improving interpersonal skills. Social networking provides multiple benefits specifically a learner-to-learner interaction promoting social communication engagement. UGC strategies connects the unit by providing the ability to utilize technology methods on a personalized approach to make the content of the unit even more helpful. The approach of the unit provides an introductory approach to various ONLE aspects and provides the creation of a personalized NLE by the end of the unit.
    • Chih-Hsiung Tu
       
      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.
    • esthermitchellnau
       
      With my unit, I integrated various UCG instructional strategies including discussion boards, wikis, and other social networking sites like Twitter and Facebook. Students using my unit learn with content between other peer interaction as well as lesson instruction. This unit and accompanying lessons is to help them learn and navigate by using the technologies for themselves. This unit is more of an introductory course and would definitely lead to further courses for more advance integration exploration.
    • Amy Matteson
       
      Do you think that most teachers who would use this course are really ready for the intensity of the many applications you are asking them to explore here? (I am just remembering the overwhelming feeling of setting up all those new accounts for ETC677, and that was for a graduate level class, not just a staff development.)
    • esthermitchellnau
       
      I think some are ready to proceed with the technology however of course there will be some hesitant for various reasons. But the target audience is in my opinion capable to learning these applications. Although I could be too overwhelmed with the applications and approach the lessons or with the 677 course for that matter - I knew what I was getting into and being able to learn at my own pace, be able to utilze tutorials, and have an open invitation to ask questions helps. Just because something is hard or difficult doesn't mean its avoidable. Technology integration is necessary in the classroom and the the audience targeted in this lesson would be wanting to learn best approaches, strategies, and tools.
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    ETC647 Fall 2010 Units
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    Author's Name: Esther Mitchell Unit Title: Fundamental NLE Foundations Provide feedback to the author for each of the following unit components. Be comprehensive on your feedback/comments. "Good job! Well done" types of feedback/comments are NOT acceptable. Content: Content that supports organizational learning network environments. Areas: * Content is appropriate for the targeted audiences. Feedback Comments: The content fits your older student audience and using ONLE is appropriate for the lesson NLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. NLE Instructional Strategies Areas: * Integrate multiple NLE instructional strategies in additional to constructivist instructional strategies. * Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: The strategies utilized include linkage and UGC (students address other students discussion comments). NLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: * All NLE technologies integrate effectively & appropriately? * Focus on "network" technologies, not just "online" technologies. Feedback Comments:Discussion board is an effective network tool to be used in this setting. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on one lesson by asking a targeted audience of three and/or your classmates. Area to evaluate: * Evaluation methods (Projects, Reflections, Peer evaluations, Collaborative evaluations, Presenations…etc.) * Evaluation instruments (Rubrics, criteria, checklist, survey…etc.) * All goals, objectives, activities are measured? * All content, NLE instructional strategies, and technologies are evaluated? Note: Often, students only evaluate content and missing evaluations on instructional strategies and techn
tucsonshell

Interactive-Spring2011 - ETC647 Group - 10 views

    • Wendy Ellis
       
      Does anyone know how to take highlighter off?
    • Chih-Hsiung Tu
       
      If you highlight it, you can remove it. If it is used by others, we don't have privilege to remove it.
    • Suzanne Brazzell
       
      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
       
      Please post your interactive design.
  • ...20 more annotations...
  • Gallus, Brigette
    • Chih-Hsiung Tu
       
      Please post your interactive design.
  • Lewis, Courtney
    • Chih-Hsiung Tu
       
      Please post your interactive design.
  • Ramos, Veronica
    • Chih-Hsiung Tu
       
      Please post your interactive design.
  • Wells, Nathan
    • Chih-Hsiung Tu
       
      Please post your interactive design.
  • User Generated Content (UGC)
    • Chih-Hsiung Tu
       
      Why is this UGC? whatever generated are not required to read?!
    • tucsonshell
       
      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
       
      Why need both? It seems Vyew can do without Elluminate. Jusitfy!
    • tucsonshell
       
      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
       
      No ONLE instructional strategies??
  • Students will create a presentation on a math concept. They will be teaching it to the class.
    • Chih-Hsiung Tu
       
      Isn't this considered Constrcutvisim not Connectivism design? Jusitfy!
    • Suzanne Brazzell
       
      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
       
      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
       
      Explain this more?
    • Teri Henderson
       
      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
       
      These are constructivism strategies. What ONLE strategies are integrated? Jusitfy!
  • Cloud Computing, folksonomy, UGC, social content sharing 
    • Chih-Hsiung Tu
       
      You intend to use Delicious, why social tagging is not part of your strategies? Justify!
    • Nancy Mitchell
       
      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
       
      Generally, they are similiar. Social tagging focus on both tagging and social (sharing, networking) while folksonomy focuses on tagging. :-)
    • Ruth Creek
       
      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
       
      What is your social tagging architecture?
    • Nancy Mitchell
       
      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
       
      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
       
      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
       
      Are they required readings for others? Why? Why not?
    • Erin Rain
       
      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
       
      Excellent design!
    • Ruth Creek
       
      :-) Thank you....I got the idea from the Dipity Training presentation :-)
    • Chih-Hsiung Tu
       
      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
       
      Excellent design.
  • Folksonomy (Diigo or Delicious)
    • Chih-Hsiung Tu
       
      What kind of social tagging architecture you have?
    • Ruth Creek
       
      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
       
      What types of tags? Do you have any effective tagging schemes for learners to follow?
    • Ruth Creek
       
      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
       
      How? Why?
    • Chih-Hsiung Tu
       
      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
       
      This sounds like a great activity! Could you even enhance it by having students publish their presentations to the web?
  • Photostory
    • Erin Rain
       
      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.
Michelle Ross

L5 Discussion-Spring 2012 - ETC647 Group - 11 views

  • User generated content (wiki pages).
    • Chih-Hsiung Tu
       
      Could you explain why UGC is different Participatory web? Be more specific.
    • anonymous
       
      UGC allows for creativity outside of the norms of a traditional learning environment, allowing the Internet to serve as a platform for a collection of ideas to assist others. Whereas participatory web seems to encourage those coming together to have a part in developing or meeting a specific goal, at least that is what I am understanding. After a better understanding of what exactly we were to post for this upcoming unit plan, I am now changing my character profile lesson to a more participatory project that assists other educators in ideas for integrating technolgy into their classroom.
  • Can view previous students' wikis.
    • Chih-Hsiung Tu
       
      Please explain why this is critical to your design.
    • Ty Coulter
       
      This is critical for 2 reasons. First, it gives current students and example of what their pages could look like. Second, it lets them see how this process can be effective in helping real people manage their weight effectively.
    • Dennis Olson
       
      Ty if that is the case wouldn't this also qualify as community-community learning under Network Instructional Strategies?
  • Social Tagging (Delicious, Twitter, Blogspot)
    • Chih-Hsiung Tu
       
      Please explain why and how social tagging is integrated into your design.
    • Eldon Ferguson
       
      The objective of this lesson calls for the participants to research and share five Web 2.0 technologies. As they continue their research, it will be important for students to bookmark and share these sites with their group as this lesson has actually been designed as a professional development for teachers. Using Delicious, Blogspot, and other tagging resources will allow these teachers a constant source of Web 2.0 tools.
  • ...57 more annotations...
  • UGC (Presentational Web 2.0 Tools)Learner-Learner InteractionParticipatory Web (Blogspot)
    • Chih-Hsiung Tu
       
      Please explain how and why UGC and participatory web are different in your design.
    • Eldon Ferguson
       
      UGC content will be found in the lessons that the participants create for their students, using Web 2.0 technologies and tools. This activity is more UGC as it creates content for others. Participatory Web will be found as participants add to collaborative blogs and wikis. This activity is more participatory as it shares content, but does not create it for the purpose of others' study.
  • Community-Community interaction: Delicious bookmarking
    • Chih-Hsiung Tu
       
      Please explain how and why Delicious is integrated.
    • Sarah Gagliardi
       
      Delicious is integrated to share resources for other students to access easliy. I thought it would be a great way to share information that each member found when doing research.
  • UGC: webquest presentations
    • Chih-Hsiung Tu
       
      Please explain why WQ is considered as UGC. Do students create WQ or go through WQ?
    • Sarah Gagliardi
       
      Students will do both create the webquest for their peers to then interact and learn from each other.
  • Social content: resources are tagged in Delicious for students to have access to
    • Chih-Hsiung Tu
       
      Please explain why teachers tag to share. Why not to engage students to tag to share? If Delicious is integrted, why social tagging is not part of your design? Please explain.
    • Kirsten Harder
       
      I often forget about the students doing the tagging, especially with my middle school students because they often try to share things that are not relevant to the content. However, if I set up the guidelines for them, they could definitely be the ones to share and not the teacher.
  • Participatory web User generated content
    • Chih-Hsiung Tu
       
      Please explain how and why the differences between Participatory web and UGC in your design.
    • Kirsten Harder
       
      In order to get students started, they will use a participatory web to begin gathering their research. Then once they have the information, they will create the content or presentation of the information. Each group will have different topics to cover so they will be teaching material to the rest of the class on their assigned topic.
    • anonymous
       
      I like the idea of putting their research into practice. I think this makes the learning more meaningful.
  • Web 2.0 tools
    • Chih-Hsiung Tu
       
      Please explain why Web 2.0 tools are considred network instrucitonal strategies. Be more specific.
  • Social Tagging
    • Chih-Hsiung Tu
       
      Please explain why and how social tagging is integrated into your Prezi design.
  • Discussion Board Moderation and Scoring 
    • Chih-Hsiung Tu
       
      Online discussion is not explained in your activities why we need the evaluation. Please justify.
  • Network Instructional strategies:
    • Chih-Hsiung Tu
       
      Please explain how and why each network instrucitonal strategies integrated in your design. Be more specific.
    • Beth Koepp
       
      Students will brainstorm background knowledge and vocabulary definitions using piratepad.  This piratepad will be made available throughout the course, continuously being added to. This pad will continue to be available after the course is completed.  Using various sites, students will share online graphic novels (using Delicious with tagging for easy sharing) then will create their own graphic novel using Toondoo.  Through google docs, participants will leave each other feedback on their shared graphic novels. 
  • Mobile Learning and Ubiquitous Learning: Mobile devices providing 24/7 learning environment with access to course materials, Twitter, Delicious, Facebook, RSS, email, iGoogle.
    • Chih-Hsiung Tu
       
      Please explain how mobile learning is integrate into your deisgn. Is it required?
    • Dennis Olson
       
      Students use smart phones in the commons for everything that they do. For example synchronous voice communication, asynchronous texting, internet searches and Facebook. This course in its design hopes to use technology that students are familiar with, mobile services, and relate those with use of computers, laptops and other mobile devices like the iPad to accomplish the goals of the class.
  • Network Instructional Strategies:
    • Chih-Hsiung Tu
       
      You integrate many interesting network instrucitonal strategies. Can you discuss any potential challengs you may encounter?
    • Sarah Gagliardi
       
      I can see the students getting lost in the many tools that are embedded. Additionally, teaching each tool individually and then embedding them in the project may take a large amount of time; however, I think students may get into the project when they are engaged within the tools.
  • Information visualization (wordle creation)
    • Chih-Hsiung Tu
       
      Please explain why and how InfoViz is integrated into your design.
  • Network Instructional Strategies:
    • Chih-Hsiung Tu
       
      Googel Sites are integrated. Is any reason that Participatory web and UGC are not included in your deisgn. Please jsutify!
  • Online Instructional Strategies:
    • Chih-Hsiung Tu
       
      Please explain how and why each strategy is integrated. Be more specific.
    • Michelle Ross
       
      Each strategy will be used in an ONLE by employees to enhance not only the learning experience but collaborative techniques as well. 
  • Presentation Rubric
    • Chih-Hsiung Tu
       
      Shouldn't we need to evaluate onlien delivery technology and onlien instrucitonal strategeis?
  • Participatory Web (via Web 2.0)
    • Chih-Hsiung Tu
       
      Which one? Be more specific and explain why?
    • Michael Wolfe
       
      Students are creating their own pages, so specifically it would be user generated content.  By creating their pages, they are actually making a product live on the internet for research and informational use.  Other students next year can reference their information and use it to help them make their own pages.
  • Community-Community Interaction (via Delicious)
    • Chih-Hsiung Tu
       
      What are your social tagging architecture and how it may generate communit-community interaciton? Be more specific.
    • Michael Wolfe
       
      Students would tag their work based on the class, regional mythology, and specific informational category (pantheon, artifacts, locations, history, etc.).   The development of resources will assist in other students finding information and develop the resources for the course over time.  Students would be required to find a minimum of new sources to contribute to the list.
  • Information Visualization (ToonDoo graphic novel creator)
    • Chih-Hsiung Tu
       
      Please explain how and why it is integrated in your design.
  • UGC (Students create notes in Google Docs)
    • Chih-Hsiung Tu
       
      Please explain why it is consdiered as UGC not participatory web. Be mores specific.
    • Beth Koepp
       
      This portion would be considered user gernerated content (USG) because the students are collecting and creating documents/notes that will be shared with others in the course.  This content will be available long after the unit is done. 
  • Evaluation:
    • Chih-Hsiung Tu
       
      Please justify how you assess your network instrucitonal strategies.
  • Content will be delivered and created using Glogste
  • Participatory web (wiki pages).
  • Student-student interaction
    • Eldon Ferguson
       
      I love the idea of using "peertrainer" for discussion and support. Is there room in your design for social tagging or bookmarking? This would allow students with an opportunity to share sites that they have found to be helpful.
    • Ty Coulter
       
      Social tagging and bookmarking could easily be built in either through Diigo or Delicious. I simply neglected to add this feature when initially typing this up.
  • students will create a webquest for classmastes
    • Eldon Ferguson
       
      I love this idea! Your design is well done and explained.
  • Teacher created rubrics
    • Eldon Ferguson
       
      How will the presentation's be graded? Will the research be listed on the student wiki, or will it be more of a report?
    • Kirsten Harder
       
      The research will be integrated into their presentations. They will be graded on the content of their research, keeping with the topic, and at least meeting the research standard as set by the Arizona State standards for research.
  • argument on the issue of slavery.
    • Eldon Ferguson
       
      From who's viewpoint will you direct the argument of slavery: The negative views of the slaves themselves or the positive outcomes for the slave owners? Will students present both viewpoints or choose a side?
  • create a personal profile choosing from a list of fictional characters
    • Eldon Ferguson
       
      Love this idea!
    • Ruthee John
       
      I am currently doing this with my students and they LOVE it.  
  • Students can view other Glogs created by peers
    • Eldon Ferguson
       
      This can be used from year to year as well, creating a community-to-community networking.
    • Ruthee John
       
      Very true!
  • design of submarines
    • Eldon Ferguson
       
      Should be interesting! Which content area would be covered during this project?
    • Dennis Olson
       
      History has shown that as the political environment changes the missions of submarines has changed. For example attack submarines were used in WWII, Korea, Viet Nam, the Cold War, and the Gulf Wars. A need was realized during and after Korea that required the mission of the submarine to fire missiles, the design and shape of the submarine changed. Another example is more current with the design of submarines to deploy Seal Teams. This assignment could use mind mapping tools to show links between political environment, mission and designs. Mind mapping tools are also available in the mobile learning environment. It is a topic that, being a submarine sailor, interests me and allows for prediction of what the next generation of submarine might be like.
  • Students gather information on character from books, contacting author...
    • Eldon Ferguson
       
      I love the idea of a character profile, using Google sites. Is there room for gathering and collecting the character information via online technologies, or will this be done with pencil and paper?
  • Professional Development Training Course 
    • Eldon Ferguson
       
      What specific content does your training cover, or is it a shell for creating professional development programs?
    • Michelle Ross
       
      This Professional Development training course covers new software or programs that will be integrated within our department at work. 
  • share mythologies of different regions of the world.
    • Eldon Ferguson
       
      Awesome Idea!
    • Eldon Ferguson
       
      Where will the information for the mythologies be found: Through individual/group generated research, instructor-learner discussion, or via a previously determined text?
    • Michael Wolfe
       
      Students are given a variety of resources, some online, some through digital texts, and some through previous student's resources (i.e. Delicious).
  • Wright, Beth
    • Eldon Ferguson
       
      For some reason, it wouldn't let me highlight any of your content, but it would let me highlight your name. Under UGC, how will the student created content be used by the other students, or is it more of a participatory web strategy?
  • Animoto, Popplet, Voicethread, Glogster, Diigo, Delicious, and Google Docs to collaborate, create, and share their pages.
    • Ty Coulter
       
      I like how you are giving your students so many options for building their pages. Will you be offering any training on how to use some of these tools?
    • Michael Wolfe
       
      Actually, I would likely assign different Web 2.0 tools to different elements of their pages.  A timeline could be done with Dipity or Prezi, a map of significant sites could be done with Glogster, Animoto could be used for artifacts, and so on.  Ideally, I would offer either some training or have students become the experts by creating a practice page with assigned tools for each group to become the experts on.
    • Kirsten Harder
       
      What tools specifially do you plan to use for this?
    • Ruthee John
       
      Glogster will be the Web 2.0 tool that my students will use to create their profile.  However, with glogster they can incorporate youtube videos, blogs, wikis, links, etc.  They will use a search engine as well as books to research their characters and gather pictures. 
  • Information Visualization
    • Kirsten Harder
       
      Will students share this wordle with others? How will they do that?
    • Michelle Ross
       
      The trainees may share wordle on their team web site that will be shared with others in the training course. 
  • UGC content will be found in the lessons that the participants create for their students
    • Dennis Olson
       
      I am confused as to who is creating the UGC. In this area it sounds like the teacher. In other areas UGC is created by students.
    • Eldon Ferguson
       
      I fell into my pattern of writing according to the School District Objectives, in which the participants are referred to as students. This is a professional development lesson for the teachers in our district. Therefore, anytime I wrote "Students will..." I am speakin of the participants in the training. Sorry for the conclusion.
  • After collaboration of one reptile
    • Dennis Olson
       
      Is each group selecting a reptile is the class writing about one reptile?
  • Students will use a variety of Web 2.0 and networking tools
    • Dennis Olson
       
      Michael how old are the students that will be doing this project? Have the students been experienced with some or all of the technologies that you mentioned? Would creating a document that shares the links to the choosen Web2.0 tool be part of the content shared or published?
    • Michael Wolfe
       
      To do this would likely require a class template page where they all worked on a single region (like Greece) to create a page.  They could each have a Web 2.0 too assigned with the specific content of the page and then present both the content and the tool for the other students to use when they get started with their individual projects. 
  • Students create descriptive wordle on character
    • Dennis Olson
       
      What content will students use for the Wordle?
  • UGC (Students create notes in Google Docs)
    • Dennis Olson
       
      I believe that the notes created in Google Docs doesn't fit the definition of UGC. User Generated Content is original content for sharing or publishing whereas your graphic novel is the element being created for sharing and publishing. What do you think?
  •  Students in groups will use Prezi as a web sharing tool to creat
    • Dennis Olson
       
      Jimmy, is this topic limited to the owning of slaves by whites? Slavery comes in many forms that should also be discussed...Native Americans owning Native Americans, and the trade today of women and children. Is slavery just an historic issue in this discussion, or will the contemporary elements be explored as well. How does slavery differ between the Native Americans, the African American, women and children? If we are working with 8th graders should the topic be focused more on the African American or less covering the entire issue of slavery?
  • to discuss their diet and activity levels and to help support others as they try to manage their weight.
    • Dennis Olson
       
      Ty this sounds like an interesting project. What grade level are we working with here? Is this designed as a single semester project? Is this a continuing project with data available from previous classes?
  • ers a constant source of Web 2.0 too
  • Using Delicious, Blogspot, and other tagging resources will allow these teach
    • Dennis Olson
       
      Is this a case of teachers learning from the students to build the teachers collection of Web2.0 tools?
  • Ferguson, Eldon Objective:  Students will research, collect, and share five Web 2.0 technologies; using online, collaborative tools.
  • Ferguson, E
  • ergus
  • Students will research, collect, and share five Web 2.0 technologies; using online, collaborative tools.  Students will use this information to create a group/individual presentation discussing how these technologies would be used in the classroom. 
    • Ruthee John
       
      How fun!  What age/grade of students are you going to be doing this with?
  • Students collaborate using blogger
    • Ruthee John
       
      Will students be posting on a classroom blog or have their own blog?
  • Web 2.0 tools
    • Ruthee John
       
      Which specific Web 2.0 tools do you plan to use?
  • develop a department web site using Google sites or similar technology to embed screencasts and share with other teams
    • Michael Wolfe
       
      Is this the ultimate objective of the lesson?  Will the screencast be geared towards creating these sites?  Why are the Twitter accounts used?  Is this all done remotely?
  • Students create presentation through Google sites
    • Michael Wolfe
       
      How might you be able to incorporate a few other web 2.0 tools into their sites to enrich the pages and learning experience?
  • Research and use Web 2.0 Technology to collaborate with others and present information.
    • Michael Wolfe
       
      How does this lesson align with class objectives?  Are the students simply learning about Web 2.0 tools or is there a topic or subject to cover with these tools?
    • Michelle Ross
       
      What is this tool and how will it enhance the learning experience of students?
  • book we have read
    • Michelle Ross
       
      Do you have a particular book that you plan to use or will the students' choose?
Chih-Hsiung Tu

Technology for New Teachers - 0 views

    • Chih-Hsiung Tu
       
      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.
    • Amy Matteson
       
      Participants are intended to take this 'course' as new teachers, but the resources and connections they use / make here will continue to be available to them well beyond the time frame of the class. While the initial learnings are individual things, the smartboard units and server resources are more collaborative and will be the meat of what participants continue to use. The shared server is a host of these learnings and will contiune to be a space for sharing. Participants will add their own materials and be able to access those of others to increase their own resources.
    • Chih-Hsiung Tu
       
      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.
    • Amy Matteson
       
      Participants are required to show that they have integrated the technologies into their dailey practice not only for the scope of the course, but also throughout the year via principal observations. Participants are not learning to assess technology use or gaining much in the way of new instructional strategies here, becuase that it not the objective of the course. This course is to help them navigate the initial USE of the technologies for themselves. Integration and assessment would be the next course in the series.
    • Rebecca Fitch
       
      Evaluation 1: Author's Name: Amy Matteson Unit Title: ISD196 New Teacher Technology Training Course Provide feedback to the author for each of the following unit components. Be comprehensive on your feedback/comments. "Good job! Well done" types of feedback/comments are NOT acceptable. Content: Content that supports organizational learning network environments. Areas: * Content is appropriate for the targeted audiences. Feedback Comments: The content is perfect for your teacher audience. You have set up many tools that will help teachers learn technology NLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. NLE Instructional Strategies Areas: * Integrate multiple NLE instructional strategies in additional to constructivist instructional strategies. * Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: You have included constructivism where teachers are building on previous technology knowledge as well as linkage and UGC. NLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: * All NLE technologies integrate effectively & appropriately? * Focus on "network" technologies, not just "online" technologies. Feedback Comments: Tools used include email, cloud computing and Diigo. This was effective with demonstrating these tools as well as allowing the staff to use them. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on one lesson by asking a targeted audience of three and/or your classmates. Area to evaluate: * Evaluation methods (Projects, Reflections, Peer evaluations, Collaborative evaluations, Presenations…etc.) * Evaluation instruments (Rubrics, criteria, checklist, survey…etc.) * All goals, objectives, activities are measured? * All content, NLE instructiona
  •  
    ETC647 Fall 2010 Units
  •  
    Excellent unit to introduce new teachers to technologies. I thought lesson 4 integration of cooperative was a good strategy for reviewing web 2.0 tools. Addition of personal reflections are beneficial, do you think you could have used peer evaluations anywhere in the unit?
Amy Matteson

BrownsGuide2Wetpaint - BrownsGuide2Wetpaint - 0 views

    • Amy Matteson
       
      THis is well done! I like how you add the PLE aspects in a way that seems natural while retaining the focus on just one main tool.
  •  
    Author's Name: Audrey Nagel Unit Title: Brown's Guide to Wetpaint Provide feedback to the author for each of the following unit components. Be comprehensive on your feedback/comments. "Good job! Well done" types of feedback/comments are NOT acceptable. Content: Content that supports organizational learning network environments. Areas: * Content is appropriate for the targeted audiences. Feedback Comments:The content definitely fits your target audience and is definitely supports ONLE considering it all about learning different ONLE strategies. NLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. NLE Instructional Strategies Areas: * Integrate multiple NLE instructional strategies in additional to constructivist instructional strategies. * Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: There are several network strategies used again considering that is the topic of the entire lesson. The strategies include linkage and UGC. NLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: * All NLE technologies integrate effectively & appropriately? * Focus on "network" technologies, not just "online" technologies. Feedback Comments: This entire site uses Web 2.0 tools. Excellent way to incorporate and teach the technologies. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on one lesson by asking a targeted audience of three and/or your classmates. Area to evaluate: * Evaluation methods (Projects, Reflections, Peer evaluations, Collaborative evaluations, Presenations…etc.) * Evaluation instruments (Rubrics, criteria, checklist, survey…etc.) * All goals, objectives, activities are measured? * All content, NLE instructional strategies, and technologies are evaluate
  •  
    Audrey Nagel's Unit on The Holocaust at http://audreynagel-etc647nle.wetpaint.com (Hyperlink on unit lists sent me to a different site (BrownsGuide2Wetpaint) but when i typed in web address on unit list I came to this site.) Content: The content provided in the unit on the Holocaust is appropriate for the targeted audiences. NLE Strategies: The unit uses multiple NLE instructional strategies include Community-Community Interaction, social content sharing, and Participatory web. NLE Technologies: The unit used multiple web 2.0 tools including vpicethread, twitter, delicious, and discussions. Evaluations: The unit fits all of the criteria about creating a NLE. There is grading criteria with each lesson. Additional Comments:Nice unit and enjoyed looking through it. The unit appropriately geared for students focusing on the Holocaust. The technologies integrated throughout the unit is effective not too advanced in nature for students to effective use with this unit. Nice unit!!
Wendy Sue Grieg0

A Storybird Creation (collaborative storytelling) - 3 views

http://etc647wendysuegriego.wetpaint.com/

ETC647 ETC647L6 Education Storybird

started by Wendy Sue Grieg0 on 22 May 11 no follow-up yet
Michelle Ross

ETC647-Ross-Michelle-A8 - 3 views

  •  
    Evaluators: Michelle Ross Evaluation 1: Content: Content that supports organizational learning network environments. Content is appropriate for the targeted audiences. ONLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. ONLE Instructional Strategies Evaluations: Evaluate the goals and objectives of at least one lesson.
Kirsten Harder

Best content in ETC647 | Diigo - Groups - 0 views

shared by Kirsten Harder on 05 Apr 12 - Cached
  • Could you explain why UGC is different Participatory web? Be more specific.
    • Sarah Gagliardi
       
      It is my understanding that UGC is when students are creating the material and presenting their knowledge; whereas, participatory web, students are participating in some of the content that is provided beforehand.
  •  
    This group is for ETC647 students at NAU.
johnacedo

Interactive Fall 2011 - ETC647 Group - 7 views

    • Monica Ulich
       
      Hi Barb, I saw that you listed delicious as a delivery, but I did not see where you have the students create a "stack" or add links.
    • Barbara Miroballi
       
      Monica, They will add their to the Delicous site and tag them with the class tags.
  • Graff, Roman
    • Chih-Hsiung Tu
       
      Be sure to post your contirbutions ASAP.
  • UGS, Sharing
    • Chih-Hsiung Tu
       
      Be more specific! How UGC is integrated? Remember UGC is more than just creating content. Sharing? Social sharing? How?
  • ...33 more annotations...
  • Network Instructional strategies:
    • Chih-Hsiung Tu
       
      Very interesting and thorough!
  • Remix,  
    • Chih-Hsiung Tu
       
      How is this integrated? Be more specific.
    • Max Atwell
       
      I feel that my lesson contains a good example of the ONLE/PLE, remix instructional strategy because part of the assignment is to create an online learning resource to explain dental articulators. To do this I would plan to encourage participants to locate videos and other media relating to this topic on YouTube or other social media to link to or embed to help explain and demonstrate the concepts they are presenting.
  • Widget/Gadget/Embedded Linkage
    • Chih-Hsiung Tu
       
      Could you elaborate it on how you may integrate this?
    • Max Atwell
       
      I would encourage participants to insert links into their WetPaint pages to contain VoiceThreads. I could go further to encourage participants to consider inserting RSS feeds or other linkage into their WetPaint pages that could in turn be followed in their PLE.
    • johnacedo
       
      I find voicethreads very effective. I also like your plan about incorporating the RSS feeds on their PLE. Communication is what makes mobile learning so effective.
  • community-community interaction
    • Chih-Hsiung Tu
       
      How is community-community interaciton integrated? Be sure to have good understanding on C-C interaction.
    • Denilya Barrett
       
      Your example was ETC647 Lesson Content Development becomes required reading for upcoming semester students," which is what they are doing when they read/add information to the previous groups work (the previous group being from the previous year), isn't it?
    • Chih-Hsiung Tu
       
      So how is this integrated in the example that you provide? Could you help us to understand?
    • Denilya Barrett
       
      The first group (year) would create a debategraph on a writing topic (for example "should students have to wear uniforms to school") that gives the advantages/disadvantages of uniforms and links to related articles and information, then they would write their persuasive essay. The next year could return to that same debategraph (it's a very good opener for persuasive writing, everyone has an opinion) and read the information and research then add their own ideas and research links to the debate graph and/or expand on the ideas written by the previous year. Then, write their own essays.
  •  Community-Community Interaction;
    • Chih-Hsiung Tu
       
      How is this integrated into your instrucitons? Elaborate it. Be more specific.
    • Aric Bilas
       
      Students will have access to previous year wiki pages via Delicious tags.  They will use the previous versions to guide their own outputs.  When they are finished, their Delicious tags/links will be added to the stack for future students to use as well.
  • Mobile
    • Chih-Hsiung Tu
       
      How would this work? Please elboarate it
  • Share,
    • Chih-Hsiung Tu
       
      Social sharing? How? In what way?
    • Dan Ciernia
       
      Sharing edit notes, thoughts and suggestions between collaborators through google docs, live, synbchronous interaction through google+.
  • to be shared with current classmates and will be shared with future students.
    • Chih-Hsiung Tu
       
      How? It looks like that you intend to integrate community-community integration; however, C-C interaction was not identified as your instructional strategy.
  • Network collaboration,
    • Chih-Hsiung Tu
       
      In what way? Elaborate it!
  • UGC, Participatory web, Infoviz
    • Chih-Hsiung Tu
       
      In what way, UGC is integrated? Ealborate it. Be sure to have good understanding on UGC. It is more than just creating content. InfoViz. In what way? Remember, InfoViz is more than just just visual effect.
    • Dan Ciernia
       
      Laurel, will students be able to merge their content with each others storybird.com creations to create a master compilation document vehicle? This may support the UGC aspect of your lesson.
    • Laurel Griffiths
       
      Dan, yes storybird.com is very collaborative! One student can start writing a story and another can contribute and so on.
  • Students create a wiki to teach future students how to solve equations. 
    • Chih-Hsiung Tu
       
      It looks like you integrate community-community interaction; however, it is not listed as your instrucitonal strategy.
    • Chih-Hsiung Tu
       
      Looks like UGC as well?! Right?
    • Sammi Lindstrom
       
      I accidentally left off community-community interaction. I did list UGC. I have corrected the error.
  • Previuos class wiki will be available as a resource. 
    • Chih-Hsiung Tu
       
      Required to read by the future students? If yes, why? If not, why not?
    • Sammi Lindstrom
       
      It is required reading for future students to begin a discussion on the various approaches to solving equations.
  • Network collaboration,
    • Chih-Hsiung Tu
       
      How is it integrated? Collaborative Prezi?
  • UCG, Participatory web
    • Chih-Hsiung Tu
       
      How is UGC integrated? Remeember UGC is more than just creating content.
  • they will comment on each other's sites.
    • Chih-Hsiung Tu
       
      How? Be more specific. Required? If yes, what are the expectations? If not, why not?
    • Monica Ulich
       
      Students will use the comment feature in Google Sites to leave comments on other student's pages. Students will say what they liked about the page, or what could be improved. Students are required to leave comments on at least two different pages.
  • Community-Community Interaction
    • Chih-Hsiung Tu
       
      Please elbaorate it how it is integrated?
    • Barbara Miroballi
       
      MOnica, I really like the way you pulled all the strategies and together.
    • Monica Ulich
       
      Thanks I really liked doing this project with the students. now I also can share these with next semesters students as well.
    • Sammi Lindstrom
       
      Will each group be focusing on one approach to solving systems or all methods?
    • Aric Bilas
       
      Sammi, absolutely.  I envisioned a jigsaw-like activity where each group focuses on a particular method.  There would be at least 4 groups:  Graphing, Substitution, Linear Combination, Applications.  Depending on the level of the class, Systems of Inequalities could be done here as well, although it may be too difficult of a concept to have the students present.
    • Denilya Barrett
       
      I love that STorybird link! I saw it on here last week and signed my whole class up and they love using it. It's a lot of fun.
    • Laurel Griffiths
       
      Yeah I have used storybird.com with a group of students too and its so much fun!! Students love creating their own stories and then being able to see them created!
    • johnacedo
       
      In my Western Composers project the network instructional strategies I chose were sharing and UGS. I found that using Wall Wish gives the students a free form to find teacher instructions, share their projects, collect responses, and pose questions and comments on other projects. I find this to be sharing at its best, collaboratively. The strategy I chose was UGC. I find that when students have to generate the content it does two things, one gives them ownership of the learning, freedom to create. And secondly, pride in the work they accomplish, the final project. In this case they will create an information sound track that provides composer and musical general information and identify musical characteristic examples in realtime overlaying on the musical work. They are not only creating, but sharing it with the class community generating questions, responses, and comments
    • Todd Luther
       
      Nicole, Is Twitter the only tool used for the discussions?
    • Todd Luther
       
      So I am not an Audacity user, but the students will be able to record some music from a specific composer, then add commentary over that track?
    • johnacedo
       
      Yes, it is great! The students import the original musical work, then they can record their voices creating additional tracks to add and place where they want in the song. When they are done it will fuse them together and create one sound file. There are a lot of possibilities.
  • modules
    • Max Atwell
       
      Barb, How do you deliver your module to your students? If it can be delivered via Wiki it would be a great preparation for your student to work in a Wiki if they are new to it. 
  • Rubrics
  • Rubrics
  • Rubrics
  • Rubrics to evaluate delivery technology
  • Rubrics to evaluate delivery technology
  • Rubrics
  • Rubrics
  • Rubrics
    • Max Atwell
       
      Monica do you supply your students with the rubric early in the process to help guide them? 
  • Prezi to create an online presentation
    • Denilya Barrett
       
      Have you used Google Sites at all? Is it nice? I'm kind of old-school in that I prefer creating websites in Textpad by typing out the html, but I get that students may not be so inclined. However, I'm not really a fan of Frontpage (such messy code) so I tend to avoid it... an alternative would be nice.
Chih-Hsiung Tu

Just-in-Time Technology - 0 views

    • Chih-Hsiung Tu
       
      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.
    • Chih-Hsiung Tu
       
      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.
  •  
    ETC647 Fall 2010 Units
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    ETC647 Fall 2010 Units
  •  
    Overall I think this is a great unit for adults. However, some pages did not work for me. I like the fact that it was basic and right to the point so that professional learners could learn and didn't have to "dilly-dattle" if you will, with fluff to get to the important content of what they are there to learn.
Chih-Hsiung Tu

Home - Educating the Educators - 0 views

    • Chih-Hsiung Tu
       
      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.
    • Rebecca Fitch
       
      The strategies I incorporated include linkage, UGC, and mashup. Linkage is essential strategy to all online sites for ease of operation. Students were to generate a document that was then used by other students to experience the actual editing of a Google Doc and mashup was used to show the students how to create their own PLE
    • Chih-Hsiung Tu
       
      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.
    • Rebecca Fitch
       
      As stated above, UGC was used in order for students to learn how to edit documents.
  •  
    ETC647 Fall 2010 Units
  •  
    Educating the Educator - Author: Becky Fitch This Unit was simple, clean, and easy to follow. The only suggestion I have is for Becky to use Dr. Tu and Dr. Blocher's paper on "Social Network Linkage Design Model for Building ONLE & PLE" to help explain the purpose of ONLE & PLEs. I would like to have read that paper in lesson 1 of ETC647. It would be helpful before giving your lesson. 1. Your introduction paragraph was helpful. The content was all about creating PLEs and using Google Docs. Content is appropriate for the targeted audiences. Yes, content is designed to teach teachers and prepare the teachers to teach their students the same content. Feedback Comments: 1. Google Docs was used to create a collaborative story (constructivism). 2. Access to the unit was provided after unit was executed. 3. Hands-on create your own PLE with specified requirements. 4. A sample PLE was provided for support (like a template). 5. Individual research was required to discover the benefits of both creating a PLE and using Google Docs. Feedback Comments: 1. Tools used: a. Google Docs b. Forums c. IGoogle = PLE Feedback Comments: 1. Lesson 1- required the learner to create their PLE. 2. Lesson 2 - required the learner to collaborate one a story in Google Docs. 3. Lesson 3 - provided access to the unit with interaction and questions satisfied on a forum. The forum was provided in the Wiki. 4. An exit survey was created for instructor's feedback 5. Learners were expected to demonstrate that they could access the info after the Unit was completed.
  •  
    This was a good unit for educators, is was clear and simple. I think it could have included more collaborative and cooperative activities. However all objective were met.
anonymous

susanastreneetc647 [licensed for non-commercial use only] / Introduction - 0 views

    • Chih-Hsiung Tu
       
      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.
    • Chih-Hsiung Tu
       
      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.
    • susan astrene
       
      Through the use of discussion boards, blogs and wiki comments students are able to share their knowledge with others and build and revise their own knowledge. The blog, and discussion forums provide learners with a safe environment where they can post not only the information that they have learned but the questions that they still have. The assessments included in this unit are rubrics and peer evaluations. The rubrics provide the students will clear expectations for what should be included in their project and the peer evaluations provide the students with the opportunity to learn from eachother.
  •  
    ETC647 Fall 2010 Units
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    Unit Title: Foods For Life (2nd Grade Unit) http://susanastreneetc647.pbworks.com/w/page/30817980/Introduction This unit provided a lot of fun while learning through activities and links. All content is organized and connected via an instructor developed Wiki. Content is appropriate for the targeted audiences - yes it is appropriate for 2nd grade level, possible problems with reading ability levels, however, Kids Healthy link read the articles for me. This is a good link for assistive technology and diverse learning styles. This unit has videos, blogs, and rubrics to guide the learner through the learning process. 1. The syllabus is incomplete; it only goes up to the 2nd week. 2. Presentation on right navigation bar is misspelled Susan used user generated content sites, such as myWebspiration.com to create a concept map about the Food Pyramid. 1. How does the student turn in the Webspiration concept map? 2. A variety of technologies were integrated effectively and appropriately such as: a. TeacherTube b. VoiceThread Food Pyramid Presentation (YouTube) 1. This unit provided several opportunities for blogging and reflection. 2. This unit provided several rubrics.
anonymous

CONHI Faculty Learning Community - Exploring the fun side of teaching and learning exce... - 1 views

shared by anonymous on 08 Dec 10 - No Cached
    • Chih-Hsiung Tu
       
      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.
    • Chih-Hsiung Tu
       
      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.
    • Kelly Nightengale
       
      The content provided is appropriate for the targeted audiences. I love how the events page is set up and can be accessed on the home page. The workshops, webinars, and clinics are numerous and offer variety so everyone can find something they are interested in learning. The members can RSVP to events directly from that page or watch archived events to learn. Multiple NLE instructional strategies are utilized. These include- Linkage Design, UGC, Community-Community Interaction, Agg, Mashup, social content sharing, Remix, RSS, Participatory web, folksonomy, social networking, mobile learning, and cloud computing. Network was the focus! Multiple web 2.0 tools utilized- twitter, voicethread, and blog. Social media is integrated- facebook. I have not joined facebook yet but this unit seems to me it would be like a facebook for CONHI. The focus was on network and all of the technologies were integrated effectively and appropriately. There were no defined lessons, however, this unit fit all of the criteria about creating a NLE. I have struggled with how to create units for the adult coworkers I work. It is difficult "making" them go through lessons like they were in school. This unit has opened my eyes on how to incorporate my learning with facilitating my coworkers learning. The evaluation methods are weak. Most of this has to do with the learning environment itself. It is not set up as traditional lessons which make it harder for evaluation. The checklist is a great way to assess the NLE's utilization, however, learning isn't measured (again due to the adult environment this is set up for). Also, the instructional strategies and technologies are not evaluated. I would just create another checklist for members to complete regarding the instructional strategies and technologies to help evaluate their effectiveness. It doesn't look as if the goals and objectives are directly measured. Even though this environment doesn't necessarily call for it, a survey
  • ...3 more annotations...
    • pattirose55
       
      Content Feedback Comments: The content is appropriate for the target audience of adults and faculty. Having access to events, videos, forum, etc. from the home page (tabs or sidebar) is very convenient. I didn't see any specific lessons; therefore, the unit appears to be more of a framework or guideline for online collaborative learning. * NLE Instructional Strategies Feedback Comments: The unit is basically self-directed and self-paced somewhat (instructed to logon twice a week for 15 minutes). It contains social bookmarking, collaborative learning, RSS feeds, and cloud computing. Interactions include learner-to-learner (discussions), learner-to-instructor (voice threads), and learner-to-content (videos). * NLE Technologies Feedback Comments: Utilized Ning (social website), RSS feeds (Twitter feed of "What's Happening at ASU"), Delicious bookmarks, discussion forum, Blogger, calendar/events (allowing RSVP), voice threads, chat, and videos. Google Sites, Google Docs, and concept mapping tools (Webspiration, DropMind, and Cmap) were all mentioned as possible options for teaching and learning at ASU. Evaluations Feedback Comments: No specific measurement of learning or evaluation of instructional strategies and technologies. Without specific lessons, evaluation is difficult. Surveys or questionnaires would be appropriate for an adult audience Additional Comments: I don't care for the entering of personal information like birthday, gender, and zip code to wait for approval to enter the site; however, I liked the personal touch of being welcomed to the site by name. The "Getting Started" orientation page and the customization options of "My PLE" are great! Overall, the unit is comprehensive with both NLE technologies and instructional strategies to teach the necessary concept of collaborative learning online. My resources and tool options were available for the student.
    • pattirose55
       
      Content Feedback Comments: The content is appropriate for the target audience of adults and faculty. Having access to events, videos, forum, etc. from the home page (tabs or sidebar) is very convenient. I didn't see any specific lessons; therefore, the unit appears to be more of a framework or guideline for online collaborative learning. * NLE Instructional Strategies Feedback Comments: The unit is basically self-directed and self-paced somewhat (instructed to logon twice a week for 15 minutes). It contains social bookmarking, collaborative learning, RSS feeds, and cloud computing. Interactions include learner-to-learner (discussions), learner-to-instructor (voice threads), and learner-to-content (videos). * NLE Technologies Feedback Comments: Utilized Ning (social website), RSS feeds (Twitter feed of "What's Happening at ASU"), Delicious bookmarks, discussion forum, Blogger, calendar/events (allowing RSVP), voice threads, chat, and videos. Google Sites, Google Docs, and concept mapping tools (Webspiration, DropMind, and Cmap) were all mentioned as possible options for teaching and learning at ASU. Evaluations Feedback Comments: No specific measurement of learning or evaluation of instructional strategies and technologies. Without specific lessons, evaluation is difficult. Surveys or questionnaires would be appropriate for an adult audience Additional Comments: I don't care for the entering of personal information like birthday, gender, and zip code to wait for approval to enter the site; however, I liked the personal touch of being welcomed to the site by name. The "Getting Started" orientation page and the customization options of "My PLE" are great! Overall, the unit is comprehensive with both NLE technologies and instructional strategies to teach the necessary concept of collaborative learning online. My resources and tool options were available for the student.
    • Ashley Romanoski
       
      Content: Your content is very well organized and appropriately meets the needs of your audience of faculty members. You have provided an online network learning environment. NLE Instructional Strategies: You integrated numerous NLE strategies such as Linkage Design, UGC, Agg, Mashup, Social Content Sharing, RSS, Par, Folk, and Network. This allows your faculty members to effectively interact and learn from one another. NLE Technologies: Your Web 2.0 tools were nicely integrated into your unit. You included Twitter, VoiceThread, Blogger, Delicious, RSS feeds, and Facebook. Evaluations: The way your unit was designed it does not appear that traditional lessons are available as they would not appropriately meet the needs of your audience. In your goals you included a checklist of expectations for participants as a means for evaluation. This should be a very effective method, but I did not find it on your site. Was it there or is the checklist something faculty members would receive ahead of time? Also, you might want to include a survey to evaluate your instructional strategies and technologies. Great job Jinnette! Your unit was very cohesive, and it appears that it will work effectively as a way for faculty members to communicate with each other. Thanks for sharing!
Ruth Creek

Active-Spring2011 - ETC647 Group - 5 views

  • Flashcard Machine
    • Nathan Wells
       
      This is a really cool site! Nice idea. Does this meet all the ideas of an active classroom? I think it could, but just wanted to see your thoughts. Thanks.
    • Wendy Ellis
       
      It all boils down to the quality in the information shared and the outcome of the collaboration. I suppose I could just read your post and not internalize it by commenting back or thinking about it.
    • Ruth Creek
       
      It is more active than just handing them a voaculary list to memorize...It can be made more active having the student share cards (creating their own study groups to work/study with)...witht he cards shared with the instructor, they can also be saved for future students
    • Wendy Sue Grieg0
       
      Great idea Ruth. The communication and personalization is truly an added feature. We can share and see who says what. Students can benefit from this as they are brain-storming for new ideas as they use this. For example, they can share formulas in math homeworks or discuss social studies projects.
    • Wendy Sue Grieg0
       
      Thanks WendyWu! I like the tips you mention. It helped me figure out how to post to certain people...LIKE THIS! (i think I got it now)
    • Teri Henderson
       
      See sticky response 2.
  • Activity: Students will be engaged in a WebQuest exploration on endangered species. They will create a group PowerPoint reflecting their learning and post it in Google Docs. Content: Endangered Species Delivery Technology: Internet, Google Docs Instructional Strategies: Inquiry-based learning, collaborative learning, online collaborative learning. Evaluation: Self and Group Reflections based on Rubric(s), Instructor designed test based on Rubric
    • Wendy Sue Grieg0
       
      I like your lesson using webquest. The student can participate in direct online interaction through the webquest. Also they use asynchronous communication to send information to peers. The communication is important as they can create ideas and share…and mainly edit their work in Google Docs, prior to sending it off to peers. You chose PowerPoint and find this is totally useful for real-world learning; young people need to learn these skills for various uses (e.g., work) and it adds a bonus of autonomy as they are part of the creation. This brings me to collaboration. Collaboration in this project will be effective as they share and learn about new animals. The topic is awesome as it stimulates curiosity and furthers research ideas. Lastly, I feel the animal topic is also a way to allow students to use multimedia and see images online.
  • ...2 more annotations...
    • Erin Rain
       
      Very interesting activity! Could you also add in a project/presentation as a part of the WebQuest instead of test? I like that you added group and self evaluations too! Will your students be taking on roles in the WebQuest?
    • Teri Henderson
       
      Sure, I love the idea of adding a project. This is part of a larger unit and there are projects and an exploration where students take on roles; including, scientist, journalist, expert, etc.
    • Erin Rain
       
      Sounds great! You could even combine the entire unit into one large webquest possibly? That would be super neat- lots of planning, but then the kids are doing the learning entirely! ;)
    • Nancy Mitchell
       
      Mark, I love the idea of following a blog and then presenting their findings--it sounds like a great way to be exposed to a lot of new information in an engaging way without having to do all the research yourself. I am curious, however, why you might use google docs to present rather than the presentation tool...
    • Brigette Gallus
       
      I agree. Following a blog would be very engaging for students. Could you incorporate expert's blogs somehow?
  •  
    Thanks WendyWu! I like the tips you mention. It helped me figure out how to post to certain people.
Jennifer Werner

CON21 Networking - 0 views

    • Jennifer Werner
       
      From Jennifer Werner Unit Title: Training Site For Career &Technical Education Provide feedback to the author for each of the following unit components. Be comprehensive on your feedback/comments. "Good job! Well done" types of feedback/comments are NOT acceptable. Content: Content that supports organizational learning network environments. Areas: Content is appropriate for the targeted audiences. Feedback Comments: The content is geared towards ETC professionals and is appropriate for learners who have a general working knowledge of web 2.0 technology ONLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. ONLE Instructional Strategies Areas: Integrate multiple ONLE instructional strategies in additional to constructivist instructional strategies. Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: You ONLE Strategies are well laid out in your wet paint wiki pages. I think that for ease of use it might be beneficial for you to post these strategies in your lesson outline or lesson overviews on your google site. By doing this someone could use the search feature on the google site to look for a specific strategy. ONLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: All ONLE technologies integrate effectively & appropriately? Focus on "network" technologies, not just "online" technologies. Feedback Comments: You used blogs, wikis, video creation, and various other web 2.0 tools throughout your lessons. Will the learners in your class have a required pre-requisite to know hoe to use these tools or will you provide more tutorials on the resource page upon class request? Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on one lesson by asking a targeted audience of three and/o
Courtney Lewis

Lesson Two-Assigning Content - BCHS Geometry Environment - 0 views

  • Lesson Two-Assigning Content
    • Nancy Mitchell
       
      Evaluation 1: By Nancy Mitchell Author's Name: Erin Rain Unit Title: BCHS Geometry Environment Content: Content that supports organizational learning network environments. Areas: Content is appropriate for the targeted audiences. Feedback Comments: Really comprehensive content and directions, easy to read/follow. It's great to see math curriculum presented in this type of learning environment. This unit is a great way for teachers to become familiar and comfortable with a new way of teaching/learning so they can implement this type of learning into their curriculum. High schoolers are known to talk things out, so what a great tool for them to do so productively. ONLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. ONLE Instructional Strategies Areas: Integrate multiple ONLE instructional strategies in additional to constructivist instructional strategies. Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: Students will be adding their input into the class wiki. Students will share resources using Delicious and maintain a personal learning environment with Google web 2.0 tools. Students teaching each other about content and sharing resources. Students will reflect on their content building unit. ONLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: All ONLE technologies integrate effectively & appropriately? Focus on "network" technologies, not just "online" technologies. Feedback Comments: The tools are integrated in a way that makes sense for the students. Content is posted on the wiki, resources are shared in Delicious, students evaluate each other using Google docs and communicate through gmail. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on
  • Chapter Content Creation/Assignment
    • Courtney Lewis
       
      When you do this in your class with students, would you have a page for each class or would you only assign a certain number of chapters per class? For example, one class would do chapters 1-5, another class would do chapters 6-10, etc. That would definitely extend the network to all your students Do the producers of the content have to monitor the comments and answer questions posed by other students or would the instructor be responsible for answering questions?
Ruthee John

L5 Discussion-Spring 2012 - ETC647 Group - 0 views

  • Students collaborate using blogger
    • Ruthee John
       
      Will each student have access to one classroom blog or will they each have their own blog?  
  • Students gather information on character from books, contacting author...
  • Technology
    • Ruthee John
       
      Will students gather information on the web, book, pre-seleected material?
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