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Chih-Hsiung Tu

Home - Educating the Educators - 0 views

educatingtheeducators.webs.com

shared by Chih-Hsiung Tu on 07 Dec 10 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Dec 10
       
      Common Question I: Aligned Connectivism Principles Please discuss three most important strategies of ONLE/PLE in your unit, identify what aligned Connectivism principle(s) are, and discuss the assessments you integrate. Remember ONLE/PLE strategies are not your contents or "technologies," such as wiki, blog etc. It is the integrated soft technologies. If you don't remember Connectivism principles, please review our Lesson 1 readings. Hint: be sure to include four components of technology integrations: Content; Technology; Instructional Strategies; Assessment. This strategy should go beyond Constructivist instructional strategy and focus on ONLE/PLE/Connectivism design.
    • Rebecca Fitch
      Rebecca Fitch on 11 Dec 10
       
      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
      Chih-Hsiung Tu on 07 Dec 10
       
      Common Question II: UGC Instructional Designs Do you have instructional UGC design in your unit? If yes, why? If no, why not? If you do, be sure to include the discussions covering four components of integrations (technology, instructional strategy, and assessment). Be sure to use Connectivism theory to justify your arguments.
    • Rebecca Fitch
      Rebecca Fitch on 11 Dec 10
       
      As stated above, UGC was used in order for students to learn how to edit documents.
  • Chih-Hsiung Tu on 07 Dec 10
     
    ETC647 Fall 2010 Units
  • Pat Agrait on 13 Dec 10
     
    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.
  • susan astrene on 14 Dec 10
     
    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.
Barbara Miroballi

Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 2 views

www.irrodl.org/...1103%22

shared by Barbara Miroballi on 14 Sep 11 - No Cached
    • Barbara Miroballi
      Barbara Miroballi on 14 Sep 11
       
      Relevant to ONLE/PLE
  • Epistemological Frameworks for Learning Siemens (2008b, p. 9) draws on the work of Driscoll in categorizing learning “into three broad epistemological frameworks” namely objectivism, pragmatism, and interpretivism.  According to objectivism, reality is external to the mind, and knowledge and perception are experientially acquired.  Pragmatism suggests that knowledge is a negotiation between reflection and experience, inquiry and action, and interpretivism posits that knowledge is an internal construction and is informed through socialization and cultural cues. A fourth framework is also introduced, namely Downes’ (2006) theory of distributed knowledge, which is supported by Siemens (2008b) who sees “. . . the view of knowledge as composed of connections and networked entities …The concept of emergent, connected, and adaptive knowledge provides the epistemological framework for connectivism as a learning theory” (p. 10).  Siemens sees the alignment between epistemologies and learning theories as detailed in Figure 1. Figure 1.  Alignment of Epistemologies and Learning Theories 
  • Downes and Siemens do not suggest that connectivism is limited to the online environment.  The online environment is one application that has been important for the development of connectivism, but the theory applies to a larger learning environment, and helps to inform how we understand our relatedness to the world, and consequently how we learn and understand from it.
  • ...4 more annotations...
  • Networks are not just comprised of digitally enabled communications media, nor are they exclusively based in neurological brain-based mechanisms.  The networks to which Downes and Siemens are referring are the relationship between ‘internal’ and ‘external’ physical environments.  As Siemens suggests, the learning is the network.
  •  In the educational domain, a multitude of Web applications are being used to enhance the learner experience, particularly in terms of collaboration and communication.  New learning environments are informing present and future trends from which both educators and students stand to benefit. Moreover, the way in which global networks and communities of interest are currently being formed through emerging technologies is encouraging young people, in particular, to develop new, creative, and different forms of communication and knowledge creation outside formal education.  Of course the number of learners who have been immersed in these technologies all their lives will grow, as the young are more predisposed to use the latest technologies (National Statistics, 2007) and will displace the learners who have grown up with books and pen and paper as resources for learning.
  • Furthermore, school systems have not developed a connectivist model within which to deliver curricula, partly because educational staff and institutions have not caught on to the possibilities that digital technology have to offer, and partly because not all people are autonomous learners.  Additionally, school systems tend to value education that is grounded in traditions of the past, steeped in values that have developed over centuries. 
  • velopment and emergence of new pedagogies, where control is shifting from the tutor to an increasingly more autonomous learner. References
Mark Doebele

Educational Lessons For Families Home - Educational Lessons For Families - 3 views

endangeredspeciesfamilycommunity.wetpaint.com

shared by Mark Doebele on 06 May 11 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 06 May 11
       
      Common Question I: ONLE Please justify why your unit integrating ONLE, not just distributed learning (DL) or online learning environments (OLE). Be sure to distinguish ONLE from DL and OLE. Provide the examples from your unit to justify your responses.
    • Teri Henderson
      Teri Henderson on 08 May 11
       
      Connectivism is a reflection of today's learning which is speedy, voluminous, socially networked and technologically charged. Connectivism represents the ability to learn through multiple networks using technology that is virtually at our fingertips with the use of Web 2 tools that engage us in up-to-date learning in social, professional, and educational contexts. Though my unit is primarily an educational site, it does connect the learners to other learners both within and outside of the educational community. In addition, tools are utilized which offer a greater connection to resources and student comment. The students have opportunity to create content together and to share it with their classmates as well as learners in future classes. They can respond to each other and collaborate in Google Docs, blogs, Twitter, and discussion boards. They are able to generate content that can be shared with the outside world on YouTube. VoiceThread, Dvolver, and Voki give them a creative edge. They access content through Cloud Computing and many resources are available for their use with open copyright by the creative commons. Social Tagging is important fo the students to share content that is relevant to the class. An online learning environment can be stagnant without the opportunity to generate new learning with others. There is a lot of social networking involved in a ONLE. Many times in the standard OLE, learning is done individually and content is only shared with the instructor who guides the course. In an ONLE, the student and student groups can guide the learning which includes content and delivery.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 06 May 11
       
      Common Question II: Key Instructional Strategies Please discuss how you integrate the required ONLE instructional strategies (Social network, social tagging, participatory web, UGC, and Community-Community interaction).
    • Teri Henderson
      Teri Henderson on 08 May 11
       
      The students participate in social networking and participatory web situations with discussion boards, blogs, and the contribution to photo gallery. Social tagging is used to help the class retain and share resources that can be used by them and in future classes. Community-community is developed when the students in this class can provide UGC by building Wikis that include information they learned about endangered species that they can share with their existing class and have posted for future classes to use as resources, who in turn will develop new content that they will share.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 06 May 11
       
      Common Question III: Evaluations Discuss how do you know your integrated ONLE instructional strategies effective? Remember assessing content is different from assessing instructional strategies.
    • Teri Henderson
      Teri Henderson on 08 May 11
       
      I know that with the assessment of content that I have rubrics, along with self, peer, and instructor evaluations. There is also the successful development of product. With the assessment of strategies, I have to be very attentive to the interactions between the students, resources, community. With "Learner Create Content" I need to be mindful that the students will create collaboratively content that will be used as a resource by other students. They are to use existing content and "remix" it with new. I need to observe that they are interacting with and "friending" each other on the Participatory Web. With "Learner Share Content" I will observe and monitor that the students are participating in social content sharing, social networking, and the sharing of resources through social tagging. This helps to join them as a community of learners. Also, Community-Community can be built as they develop content that can be used in future classes. Learners manage content through various areas. I have provided them opportunities to do so through "aggregation" with various widgets and gadgets, news sources, and Twitter. They create content through "mash-up" with Wiki and tools, Blogs with links. Again, with social tagging to help share resources. Learners access their content through cloud computing.
  • ...1 more annotation...
    • Mark Doebele
      Mark Doebele on 07 May 11
       
      You mentioned that a lot of users would be kids. Do you feel that the tools you have here are appropriate for all kids? What age groups do you think this would work best for?
    • Teri Henderson
      Teri Henderson on 08 May 11
       
      I feel that most of these tools are user friendly for children. As this is also a design for families, as well as for the spring and summer camps, younger children can be monitored or allowed to do the webquests and online inquiries, studies, and quizzes that are appropriate for their level. Many of the activities are animated or easily created, like Dvolver, Voki, cartoons, animated online sites, etc. Many of the materials I did find I think would work well for grades 2-5. However, I have links to sites that can be very concise and read at an adult level. Thanks for your observation.
  • Wendy Ellis on 06 May 11
     
    Teri, I like how your unit had so many different types of activities. You had a webquest, a Brain Pop, and resources galore. I found how you laid out your unit interesting. I had lesson #'s. You did titles, interesting. You used exciting tools like Skype, Animoto, and Youtube. I think your audience will really respond to your lesson.
anonymous

ETC 647 Intro to Computers - 1 views

sites.google.com/...home

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

Technology Integration Unit - 0 views

https://sites.google.com/a/nau.edu/tech4teacher/ Here is my technology unit.

ETC647 Education ONLE

started by anonymous on 03 May 12 no follow-up yet
Michelle Ross

L5 Discussion-Spring 2012 - ETC647 Group - 11 views

sites.google.com/...l5-discussion-spring-2012

shared by Michelle Ross on 02 Apr 12 - No Cached
  • User generated content (wiki pages).
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Could you explain why UGC is different Participatory web? Be more specific.
    • anonymous
      anonymous on 08 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why this is critical to your design.
    • Ty Coulter
      Ty Coulter on 07 Apr 12
       
      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
      Dennis Olson on 08 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why and how social tagging is integrated into your design.
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how and why UGC and participatory web are different in your design.
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how and why Delicious is integrated.
    • Sarah Gagliardi
      Sarah Gagliardi on 06 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why WQ is considered as UGC. Do students create WQ or go through WQ?
    • Sarah Gagliardi
      Sarah Gagliardi on 06 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      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
      Kirsten Harder on 08 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how and why the differences between Participatory web and UGC in your design.
    • Kirsten Harder
      Kirsten Harder on 08 Apr 12
       
      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
      anonymous on 08 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why Web 2.0 tools are considred network instrucitonal strategies. Be more specific.
  • Social Tagging
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why and how social tagging is integrated into your Prezi design.
  • Discussion Board Moderation and Scoring 
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Online discussion is not explained in your activities why we need the evaluation. Please justify.
  • Network Instructional strategies:
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how and why each network instrucitonal strategies integrated in your design. Be more specific.
    • Beth Koepp
      Beth Koepp on 06 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how mobile learning is integrate into your deisgn. Is it required?
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      You integrate many interesting network instrucitonal strategies. Can you discuss any potential challengs you may encounter?
    • Sarah Gagliardi
      Sarah Gagliardi on 06 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why and how InfoViz is integrated into your design.
  • Network Instructional Strategies:
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how and why each strategy is integrated. Be more specific.
    • Michelle Ross
      Michelle Ross on 09 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      Shouldn't we need to evaluate onlien delivery technology and onlien instrucitonal strategeis?
  • Participatory Web (via Web 2.0)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Which one? Be more specific and explain why?
    • Michael Wolfe
      Michael Wolfe on 09 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      What are your social tagging architecture and how it may generate communit-community interaciton? Be more specific.
    • Michael Wolfe
      Michael Wolfe on 09 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how and why it is integrated in your design.
  • UGC (Students create notes in Google Docs)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why it is consdiered as UGC not participatory web. Be mores specific.
    • Beth Koepp
      Beth Koepp on 06 Apr 12
       
      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
      Chih-Hsiung Tu on 02 Apr 12
       
      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
      Eldon Ferguson on 06 Apr 12
       
      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
      Ty Coulter on 07 Apr 12
       
      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
      Eldon Ferguson on 06 Apr 12
       
      I love this idea! Your design is well done and explained.
  • Teacher created rubrics
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      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
      Kirsten Harder on 08 Apr 12
       
      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
      Eldon Ferguson on 06 Apr 12
       
      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
      Eldon Ferguson on 06 Apr 12
       
      Love this idea!
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      I am currently doing this with my students and they LOVE it.  
  • Students can view other Glogs created by peers
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      This can be used from year to year as well, creating a community-to-community networking.
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      Very true!
  • design of submarines
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      Should be interesting! Which content area would be covered during this project?
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      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
      Eldon Ferguson on 06 Apr 12
       
      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
      Eldon Ferguson on 06 Apr 12
       
      What specific content does your training cover, or is it a shell for creating professional development programs?
    • Michelle Ross
      Michelle Ross on 09 Apr 12
       
      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
      Eldon Ferguson on 06 Apr 12
       
      Awesome Idea!
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      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
      Michael Wolfe on 09 Apr 12
       
      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
      Eldon Ferguson on 06 Apr 12
       
      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
      Ty Coulter on 07 Apr 12
       
      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
      Michael Wolfe on 09 Apr 12
       
      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
      Kirsten Harder on 08 Apr 12
       
      What tools specifially do you plan to use for this?
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      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
      Kirsten Harder on 08 Apr 12
       
      Will students share this wordle with others? How will they do that?
    • Michelle Ross
      Michelle Ross on 09 Apr 12
       
      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
      Dennis Olson on 08 Apr 12
       
      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
      Eldon Ferguson on 08 Apr 12
       
      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
      Dennis Olson on 08 Apr 12
       
      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
      Dennis Olson on 08 Apr 12
       
      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
      Michael Wolfe on 09 Apr 12
       
      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
      Dennis Olson on 08 Apr 12
       
      What content will students use for the Wordle?
  • UGC (Students create notes in Google Docs)
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      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
      Dennis Olson on 08 Apr 12
       
      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
      Dennis Olson on 08 Apr 12
       
      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
      Dennis Olson on 08 Apr 12
       
      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
      Ruthee John on 08 Apr 12
       
      How fun!  What age/grade of students are you going to be doing this with?
  • Students collaborate using blogger
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      Will students be posting on a classroom blog or have their own blog?
  • Web 2.0 tools
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      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
      Michael Wolfe on 09 Apr 12
       
      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
      Michael Wolfe on 09 Apr 12
       
      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
      Michael Wolfe on 09 Apr 12
       
      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
      Michelle Ross on 09 Apr 12
       
      What is this tool and how will it enhance the learning experience of students?
  • book we have read
    • Michelle Ross
      Michelle Ross on 09 Apr 12
       
      Do you have a particular book that you plan to use or will the students' choose?
Denilya Barrett

Wikispaces - 1 views

caitv.wikispaces.com

shared by Denilya Barrett on 06 Dec 11 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 06 Dec 11
       
      Question I: ONLE Please justify why your unit integrating ONLE, not just distributed learning (DL) or online learning environments (OLE). Be sure to distinguish ONLE from DL and ONLE. Provide the examples from your unit to justify your responses.
    • Dan Ciernia
      Dan Ciernia on 08 Dec 11
       
      Chih, This lesson is built upon the ONLE strategies of sharing (PICLP and PICs tagged sources and data), collaboration (team contributes to and co-authors lesson plan and script through google docs) partipative web (Synchornous meetings through Google+, Asynchronous communication through Gmail), user generated content (co-authored Lesson Plan and Script for People In Crisis training which will be utilized and updated by subsequent training teams in ongoing training and education). Using these web 2.0 tools provides an interactive, 24/7 environment that far exceeds a simple delivery system.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 06 Dec 11
       
      Question II: Social Tagging Architecture Please discuss what you social tagging architecture is. How do you design and develop it.
    • Dan Ciernia
      Dan Ciernia on 08 Dec 11
       
      Chih, the social tagging architecture is built with two tags PICLP (Lesson Plan related sources and data and PICS script related sources and data). This architecture is simple, but clear in identifying and organizing the elements used in developing these two lesson deliverables (Lesson Plan and Script) for use by team colleagues.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 06 Dec 11
       
      Question III: Evaluations Discuss how do you know your integrated ONLE instructional strategies effective? Remember assessing content is different from assessing instructional strategies. Your assessment must be capable to assess content, delivery technology, and instructional strategies.
    • Dan Ciernia
      Dan Ciernia on 08 Dec 11
       
      Chih, The deliverables in this lesson (Lesson Plan and Script) are created throught the participation and contribution for team colleagues by using the web 2.0 tools introduced in this lesson. Your question does shed light on recognizing the participant accountability aspect that I did not place enough focus on and that is the individual effort, I have the focus on the team, not the individual. In this lesson and the audience this lesson is targeted to the collaborators will hold each other accountable throughout the process.
  • ...3 more annotations...
    • Max Atwell
      Max Atwell on 11 Dec 11
       
      Outstanding unit Dan! I would like to hear how this goes when you impliment it next year.
    • Dan Ciernia
      Dan Ciernia on 12 Dec 11
       
      Thanks Max, I'll keep you in the loop when the lesson goes live.
    • Aric Bilas
      Aric Bilas on 11 Dec 11
       
      This looks like a great unit to bring different areas of law enforcement together! Great job.
    • Dan Ciernia
      Dan Ciernia on 12 Dec 11
       
      Thanks Aric, this lesson will provide new tools to various units of law enforcement to connect at new levels.
    • Denilya Barrett
      Denilya Barrett on 12 Dec 11
       
      Good Job :) I think it could use a discussion or examples at the beginning of how it will be useful for the students. Less of a general "it's good for collaboration" and more a "here are some specific examples of how you could use this to make your job/life better, so pay attention to class!"
    • Denilya Barrett
      Denilya Barrett on 12 Dec 11
       
      ...not that it isn't a good introduction. As a student, I just like having examples so I know what I'm getting into and how it's actually going to be useful...
    • Dan Ciernia
      Dan Ciernia on 12 Dec 11
       
      Denilya, you point out some very good points regarding the introduction. The learners that this lesson is designed for want to get from "A" to "B" on the shortest route, they already have a pretty good idea of what they are getting into (content speaking) . The learners expect that any training they receive will make their job/life better.
Aric Bilas

Enhancing Higher Education - 2 views

sites.google.com/...eponymous

shared by Aric Bilas on 06 Dec 11 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 06 Dec 11
       
      Question I: ONLE Please justify why your unit integrating ONLE, not just distributed learning (DL) or online learning environments (OLE). Be sure to distinguish ONLE from DL and ONLE. Provide the examples from your unit to justify your responses.
    • Roman Graff
      Roman Graff on 12 Dec 11
       
      The unit developed was one of compounding lessons that required synchronous and asynchronous interaction. While the tools introduced as part of the workshop were all Web 2.0, thus accessible as part of a DL or OLE, the intent of the workshop was to demonstrate them as functioning in concert with one another. In that respect, neither DL nor OLE couldn't operate in the same way given the frequent and high level of collaboration amongst workshop participants and the facilitator.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 06 Dec 11
       
      Question II: Social Tagging Architecture Please discuss what you social tagging architecture is. How do you design and develop it.
    • Roman Graff
      Roman Graff on 12 Dec 11
       
      The social tagging architecture I've incorporate is rather limited. Admittedly, it's also woefully underdeveloped in the unit as well. The unit is intended for higher ed faculty and I wanted to provide a sufficient breadth of the tools that they might be able to incorporate into their respective classrooms without overwhelming them. This is especially the case in the context of the other collaborative tools that were introduced throughout the unit. That said, social tagging is limited to Delicious. It's introduced in the unit as a means of recording and sharing resources. Throughout the unit participants are expected to continually add to the their individual and the workshop library. Eventually, as subsequent workshops are facilitated, these original resources would provide a foundation from which other participants might draw from and add to.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 06 Dec 11
       
      Question III: Evaluations Discuss how do you know your integrated ONLE instructional strategies effective? Remember assessing content is different from assessing instructional strategies. Your assessment must be capable to assess content, delivery technology, and instructional strategies.
    • Roman Graff
      Roman Graff on 12 Dec 11
       
      In review, my assessment was focused on the artifacts workshop participants produced rather than measuring the strategies that facilitated artifact development. Rubrics were provided for both the group collaborative document and online discussion. For the latter, there was slightly more awareness of measuring instructional strategy assessment than just simply the product. As a whole the unit included such strategies as: UGC, Participatory Web, social sharing (to a limited degree as previously admitted), Community-Community. Unfortunately, the Community-Community element could only have been developed after several workshops had been delivered, leaving that element un-assessable for the time being. UGC and participatory web, as instructional strategies, might have been more appropriately measured through reflection elements, like online journaling, survey, and peer review.
  • ...6 more annotations...
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      Roman presents content and activities that are based in web 2.0 tools. The focus of the workshop is to introduce and prepare instructors to integrate web 2.0 tools with existing CMS. The activities presented should provide a base to expand from.
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      Roman presents content and activities that are based in web 2.0 tools. The focus of the workshop is to introduce and prepare instructors to integrate web 2.0 tools with existing CMS. The activities presented should provide a base to expand from.
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      Collaboration is focused on document creation tools, tagging, sharing. Collaborative work is an integral part of this workshop. The participants are connected and required to work together in the aspects of this workshop.
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      Web 2.0 tool chest presented is vast and facilitate networked learning. The learners are provided a few choices in tools to accomplish the same task.
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      Evaluations are conducted by instructor review of created content and participation which will demonstrate an understanding of required and expected learning in this workshop.
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      Nice use of embedding links (video, audio, graphics, tutorials, etc.). This workshop provides the base for understanding of web 2.0 tools and PLE that will allow learners to continue to build upon this base of understanding.
    • Aric Bilas
      Aric Bilas on 11 Dec 11
       
      Great job!  The unit is well laid-out and described.  How will you be integrating the discussion tool?  I see a rubric but am not sure how they will communicate.  Will it be through the Comment feature in Google Sites or something external?
Todd Luther

Module 3 - ONLE's & PLE's for HRP Faculty - 2 views

etc647a7atwell.wetpaint.com/...Module+3

shared by Todd Luther on 07 Dec 11 - No Cached
    • Barbara Miroballi
      Barbara Miroballi on 07 Dec 11
       
      Think about the instructional strategies you want the target audience to use as they are learning these tools. How do you relay the value of the tools in education rather than just a fun thing to use?
    • Max Atwell
      Max Atwell on 11 Dec 11
       
      That is a good suggestion. As I was developing the unit I was primarily focused on creating something that would introduce a group of my faculty peers, who have little to no experience with online learning in even a DL environment to PLE & ONLE. My goal was to keep this as fun an activity as possible. In so doing I am exposing my peers to the tools we have used in this course in the hopes that they will find things to change their thinking about teaching with the web. Feeling that I have created something that is fun and informative that will be engaging, adding focus to looking at Web 2.0 applications and PLE/ONLE as powerful tools to teach with would strengthen the unit.
    • Todd Luther
      Todd Luther on 11 Dec 11
       
      Maybe you could have the students present their lesson to the class using Elluminate or other application (UGC)
    • Max Atwell
      Max Atwell on 11 Dec 11
       
      I like that idea, thanks.
    • Todd Luther
      Todd Luther on 11 Dec 11
       
      In order to evaluate some of the delivery content and instructional strategies maybe incorporate a blog reflection and group evaluation in this module.
    • Max Atwell
      Max Atwell on 11 Dec 11
       
      Good idea, Thanks.
Sammi Lindstrom

Active Fall 2011 - ETC647 Group - 6 views

sites.google.com/...active-fall-2011

shared by Sammi Lindstrom on 07 Nov 11 - No Cached
    • Barbara Miroballi
      Barbara Miroballi on 07 Nov 11
       
      Denilya, Nice idea, would the students be in small groups for this project?
    • Denilya Barrett
      Denilya Barrett on 10 Nov 11
       
      They could be. It would work with our without groups. It depends on what you're evaluating, I guess.
  • Students explore math tools on the web. 
    • Aric Bilas
      Aric Bilas on 10 Nov 11
       
      Great idea!  What kinds of tools will they be exploring?  Things like online graphing calculators and graphing applets?  Will this be an in class activity or independent?  I would imagine some kids would have a difficult time navigating some of the sites.
    • Sammi Lindstrom
      Sammi Lindstrom on 15 Nov 11
       
      They would be exploring online graphing calculators and applets as well as apps for a cell phone if they have one. I would direct them in class with some examples from NCTM Illuminations as well as Cool math and then leave it to them to find others. If they did not complete it in class they would have to complete it as homework.
  • to record types of media watched
    • Todd Luther
      Todd Luther on 10 Nov 11
       
      Barb, Is the purpose to view topics in different formats or see how certain topics are portrayed in different formats?
  • ...3 more annotations...
    • Nicole Conrad
      Nicole Conrad on 11 Nov 11
       
      I'm a little confused about what a wall wisher is. I'm not familiar with this term. Please describe. Thanks!
    • Dan Ciernia
      Dan Ciernia on 14 Nov 11
       
      Nicole, I was not familiar with Wall Wisher either and in researching this a bit I found that it is a "Notice Board Maker" where people can post and share notices, or information in a common site. A collaboration portal.
    • Denilya Barrett
      Denilya Barrett on 14 Nov 11
       
      Know some good free math tools? Preferably that a 4th grader could use. Although, at this point I do mostly focus on not using tools (because they'll never memorize the basics if they keep using a calculator) but ocassionally it might be nice to use a tool.
    • Aric Bilas
      Aric Bilas on 14 Nov 11
       
      www.coolmath4kids.com has some good interactive stuff.  I also point my high school kids to www.mathsisfun.com for the Illustrated dictionary (it's a UK website so some of the words have different spellings)!
    • Sammi Lindstrom
      Sammi Lindstrom on 15 Nov 11
       
      there is also Illuminations.nctm.org that has alot you can use in class as well as lessons that integrate applets. freerice.com has flashcards to help practice basic facts as well as quilet.com Also PBS has links on their site to many education activities, tools and videos.
    • Aric Bilas
      Aric Bilas on 14 Nov 11
       
      Denilya - What were you thinking of using as the message board? Does your school already have something like Moodle in place or would it be independent?
anonymous

Home - investigatecareers's JimdoPage! - 1 views

investigatecareers.jimdo.com

shared by anonymous on 07 Dec 10 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Dec 10
       
      Common Question I: Aligned Connectivism Principles Please discuss three most important strategies of ONLE/PLE in your unit, identify what aligned Connectivism principle(s) are, and discuss the assessments you integrate. Remember ONLE/PLE strategies are not your contents or "technologies," such as wiki, blog etc. It is the integrated soft technologies. If you don't remember Connectivism principles, please review our Lesson 1 readings. Hint: be sure to include four components of technology integrations: Content; Technology; Instructional Strategies; Assessment. This strategy should go beyond Constructivist instructional strategy and focus on ONLE/PLE/Connectivism design.
    • Jennifer Starchman
      Jennifer Starchman on 17 Dec 10
       
      The thee most important strategies of ONLE/PLE in my unit are user generated content, social sharing, and participatory web. By creating content the students will form personal learning connections and extensions that will then be shared and assessed by the other learners. By incorporating these sharing and creating activities into the lessons the learners are no longer given static material to work with and learn from. The activities are tied together and work in harmony to elicit reponses and connections from the students.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Dec 10
       
      Common Question II: UGC Instructional Designs Do you have instructional UGC design in your unit? If yes, why? If no, why not? If you do, be sure to include the discussions covering four components of integrations (technology, instructional strategy, and assessment). Be sure to use Connectivism theory to justify your arguments.
    • Jennifer Starchman
      Jennifer Starchman on 17 Dec 10
       
      Yes there is instructional user generated content within my unit. The reason that I have user generated content is that students can learn just as much if not more from each other. Websites and wikis allow students to generate content instantaneously and also provides peer review opporitunities. The more connections that the students can make to the learning and to other student's the better the more resilient that knowledge will be.
    • pattirose55
      pattirose55 on 08 Dec 10
       
      Nice simple graphics. I like that you included website examples in the sidebar (What your website could look like), as well as the non-college options for employment (Lesson 3). Overall, the unit is well organized and includes both NLE technologies and instructional strategies to teach high school seniors about career opportunities and better prepare them for the workplace. The flow and functionality of the three lessons works well together. Students should come away with a lot of useful knowledge.
    • pattirose55
      pattirose55 on 08 Dec 10
       
      Content Feedback Comments: The unit content of career possibilities, job requirements, and available resources is appropriate for the intended audience (high school seniors). NLE Instructional Strategies Feedback Comments: The unit is self-directed. It contains inquiry-based learning (Internet research), wiki content development (UGC), reflection, and social networking. Interactions include learner-to-learner (discussions), learner-to-content (career websites), and learner-to-instructor (calendar entries). NLE Technologies Feedback Comments: Utilized Jimdo website, Twitter, various career websites, Blogger, Google Docs, Elluminate, Delicious, class wiki posts, and Google Calendar. Evaluations Feedback Comments: Lesson 1 "Create an Informative Web Page" has a Rubric for Career Development and a peer review; however, I didn't see any evaluations for Lessons 2 and 3.
  • ...1 more annotation...
    • Ashley Romanoski
      Ashley Romanoski on 09 Dec 10
       
      The content presented about careers and future education options is very appropriate for the intended audience of high school seniors. NLE instructional strategies are present through Par, UGC, and CC. These strategies work together to support student learning. Many NLE technologies such as Delicious, Google Documents, Google Calendar, blogging, and Twitter are implemented in this unit. These Web 2.0 tools create a learning environment for students to work successfully. The use of peer review for lesson 1's product as well as the feedback in lesson 2 allows students to collaborate with one another and extend their ideas. The rubric for lesson 1 provides students the opportunity to be aware of expectations ahead of time, and then it effectively evaluates the final product. I did not see an instrument of evaluation for lesson 2 or 3. Be sure to include an instrument to measure the instructional strategies and technologies you are using. Overall, great job! The topic is very relevant and important to your target audience. If you plan on using this in the future, I would add more details as well as additional evaluation methods for the other lessons. Thanks for sharing!
    • Jennifer Starchman
      Jennifer Starchman on 17 Dec 10
       
      Thank you for your feedback!
  • Chih-Hsiung Tu on 07 Dec 10
     
    ETC647 Fall 2010 Units
Christine Cowen

The Learning Network - The Learning Network Blog - NYTimes.com - 2 views

learning.blogs.nytimes.com

Education resources LessonPlans ETC647

shared by Christine Cowen on 25 Jan 11 - Cached
Chih Tu liked it
  • Christine Cowen on 25 Jan 11
     
    Awesome lesson plans from The New York Times
Christine Cowen

iPadInEducation - Craig Nansen on Diigo - 2 views

www.diigo.com/...iPadInEducation

iPadinEducation ETC647

shared by Christine Cowen on 25 Jan 11 - No Cached
Chih Tu liked it
  • Christine Cowen on 25 Jan 11
     
    Using the IPad in Education - some suggestions.
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
Jennifer Werner

CON21 Networking - 0 views

sites.google.com/...home

shared by Jennifer Werner on 09 May 11 - No Cached
    • Jennifer Werner
      Jennifer Werner on 09 May 11
       
      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
Mark Doebele

Community Center - Educational Lessons For Families - 0 views

endangeredspeciesfamilycommunity.wetpaint.com/...Community+Center

shared by Mark Doebele on 07 May 11 - No Cached
    • Mark Doebele
      Mark Doebele on 07 May 11
       
      Lots of great tools here!
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