Group items tagged

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.

Learning occurs in many different ways. I felt that when students post and learn from each other through discussion board, they can discuss and create different kinds of idea interacting through the discussion board. Interacting and creating a timeline togther helps them plan and come up with deadline dates as well.

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).

Community Community: Students will read and decided what kind of recycle participation is important. Students will post this on the igoogle discussion board in their own group. They also have to decided within their group what leaders they want and what exactly each position will do.. UGC: Students are creating their own definitions of what is important and what we need to change at school to save the earth. Participatory Web: Students are creating a presentation at the end and also using a blog to reflect on ideas.

Common Question III: Evaluations Discuss how do you know your integrated ONLE instructional strategies effective? Remember assessing content is different from assessing instructional strategies.

My evaluations will be based on their postings on the discussion board. Seeing that each group member is posting and answering the questions will be evaluated. Also blog reflections, Dipity timeline, the igoogle document needed to show that they wrote a letter to the city, and last, the presentation at the end that is due.

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

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.

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.

The difference between NLEs and PLEs (Personal Learning Environments), OLEs (Online Learning Environments), ONLEs (Open Network Learning Environments), and OLNs (Online or Open Learning Networks).  NLEs, ONLEs, and OLN are much the same. While PLEs and OLEs may be a different concept. Online Learning Environments, for most of us formal learners has been based around course management system (CMS or LMS). These systems have been secure and only available during semester months for communication, publication, and collaboration and where only students and faculty assigned to the course had access to. It was a recreation of the traditional face-to-face class that we were all so familiar with growing up instead of a collaborative learning environment that Web 2.0 has allowed for us to participate in. One solution to the problems of CMSs was the personal learning environment (PLE). PLE helps to manage information, create content, and connect with others. An example of PLE is iGoogle. The NLE would be a bridge or connection between the two mediums: CMSs and PLEs.

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).

I integrated discussion via a wiki, sharing content through creating a web and sharing content and tagging utilizing Dippity. This was my main struggle in this assignment because not all of the strategies you had listed are appropriate for my grade level. Not only that but I tried to be realistic on what they could do in our district. While NAU might be forward thinking enough to utilize and have access to multiple web tools most districts do not. 

Common Question III: Evaluations Discuss how do you know your integrated ONLE instructional strategies effective? Remember assessing content is different from assessing instructional strategies.

The way I would know if my strategies were effective were the connections that they students made. The discussion content would be interactive. Basically the reason for utilizing an ONLE is for the students to gain higher order learning skills. Therefore even though we aren't looking at assessing content if they students are taking the content to places where they couldn't of on their own then you know that they have achieved the goals that an online network learning can provide. 

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

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.)

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.

From Nancy Mitchell Author's Name: Ruth Creek Unit Title: Reading Step V 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: I liked the flow of the unit, especially the use of Diigo sticky notes right in the readings! I was definitely with you on the content until the Youtube video about Cultural Awareness, but I guess the unit/class is more about reading and comprehension than following one topic to the end. 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: I saw learner-facilitator interaction, learner-interface interaction, and learner-learner interaction. I recognized the integration of participatory web as students will discuss through discussion boards online. 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 unit had Youtube videos and many online reading resources. I think there is an opportunity to develop a more student centered wiki to share and develop their ideas. 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.

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.

In a managed or distributed learning course the students are typically restricted to the content uploaded by the instructor. In an ONLE/PLE students can contribute to their own learning as well as the other students. Online maps, samples and interactive labs are available online. The web has thousands of images, movies, websites and video clips that can be incorporated into open discussions, student created wikis and blogs. In addition students can choose from many different programs available online in order to accomplish the assignments in this unit. This student driven learning can be beneficial to understanding concepts and ideas in geology.

Question II: Social Tagging Architecture Please discuss what you social tagging architecture is. How do you design and develop it.

Social tagging is a way of organizing websites, tweets, and information in such a way as to make it available to other online users. The tagging helps users identify specific topics and comments and gives them the ability to add information to that group. This unit uses Twitter and Delicious and their tagging architecture so students can find the correct information and add their own data to the group. This unit uses Twitter to keep students up to date on assignments and allow them to communicate with the class. They will use the hashtag #GLG101edtech. In addition the students will provide additional resources for each lesson and make them available on delicious for others to access. These are tagged GLG101+EQ+Fall+2011, GLG101+Plates+Fall+2011 and GLG+Volcano+Fall+2011. Students will also tag resources on Delicious for their paper they will write for one of the lessons.

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.

In each lesson there is blog reflection that is required of the students. The students comment on their experiences during the lesson and their group assignments. The student's observations about the unit gives me the opportunity to evaluate delivery content and instructional strategies. There are also rubrics to guide the students with their assignments and help to evaluate content. In addition students peer evaluate several assignments. The quality of the work submitted is also a way the delivery content, strategies and content can be evaluated. As I review the lesson, I would have liked to add a survey for the students to provide specific information on the strategies and delivery content.

Great content. A Door in the Wall literary text supports organized learning network environments and is appropriate for the targeted audience of 6th graders. This unit integrated linkage design, UCG, community-community, participatory web, infoviz, and cc. The activities focus on network instructional strategies to enhance learning. The students are working together to understand the literary text and the elements of a plot. Web 2.0 tools utilized in this unit are blogging, Wordle, wiki discussions, and VoiceThread. They are integrated effectively and appropriately. These networked technologies will enhance learning by students "bouncing" ideas off one another. The rubric was great but only covered the content. Although content needs to be evaluated, so does the instructional strategies and technologies. Overall, great job Ashley!

Do you think a survey of the students would be a good way to evaluate the strategies and technologies? I wasn't sure.

Thanks for your feedback! :)

Yes, I think a survey would be the easiest way- that is what I did. Evaluating the strategies and technologies is difficult and the survey assessment seems to be the easiest way to measure the effectivness of the strategies and technologies.

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.

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).

I have implemented UGC with having the students create vocabulary flashcards that they will share with one another, and that will become part of the course content for later students (UGC). I am trying to develop a social network between students by the end of the semester through group work and discussions, bookmarking and commenting through Diigo (whiich is also UGC as it becomes part of the course content), and Blogging, By the end of the semester the students will also use Facebook to comment on reading selections or suggest readingbegin establishing their own community. I also implemented some Game strategies, particularly with the flashcards to motivate groups to work together collaborative toward a common goal.

Common Question III: Evaluations Discuss how do you know your integrated ONLE instructional strategies effective? Remember assessing content is different from assessing instructional strategies.

The only way to really assess the effectiveness of my strategies is summative, through student interaction and feedback. I plan to use the group discussions, blogs and Diigo comments to monitor progress, as well as F2F conversations and a survey at the end of the course. This course is also part of a multi-course scaffolding of creating self-directed and community learners (not learner-instructor focused) who are able to succeed online and in creating their own PLE. The retention of student knowledge and understanding in successive courses will also act as a summative evaluation.

Content: Content definitely supports ONLE and is appropriate for your students (character analysis, plot development, poems, etc.)!

ONLE Instructional Strategies: Use of multiple ONLE instructional strategies. Participatory web is used, tagging, Network Learning of course. Depending on of students are required to read all of their peers' postings and creations, this would determine UGC. I didn't see RSS.

ONLE Technologies: Many Web 2.0 technologies were used effectively and appropriately: Google Forms, Voice Thread, Blog (although not their own blog in an outside site like blogger, it is within the course, more like a CMS), Bubbl, Glogster, Webspiration, and Timetoast! Students will use them effectively, but are they using them all collaborativally?

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.

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.

Could you explain why UGC is different Participatory web? Be more specific.

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.

Please explain why this is critical to your design.

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.

Ty if that is the case wouldn't this also qualify as community-community learning under Network Instructional Strategies?

Please explain why and how social tagging is integrated into your design.

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.