Group items tagged

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.

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.

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

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.

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.

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.

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.

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

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.

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.

This unit is ONLE because it is in Wiki format and is available to the student after the course is finished. The ONLE is a learning environment that is not controlled within a content managed system. It offers more flexibility with content management by the student as well as the instructor. The student has more control of his/her learning. The student has the ability to create and edit their content in collaboration with their peers. The teacher puts in the assignments and criteria and the student has the expectations of meeting the criteria. In this unit the student's have the assignment of creating content pages in the wiki page and letting their partners know via twitter. The big assignment is the PLE at the end of the unit which is created in iGoogle another potential ONLE.

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

I determined the social tagging architecture by course, year, semester, lesson and content. By putting the year and semester, it helps keep each semester/year categorized. When the students reference content they can use the tags to determine when it was created. The design should take into consideration of how the information is being used and referenced or transmitted. The following are the tags used for my unit: Twitter hashtag: #HealthMediasp2012L1 Delicious tags: Health+Media,Spring 2012+Lesson1 Lesson 2: Twitter hashtag: #HealthMediasp2012L2 Delicious tag: HealthandMedia+sp2012+Lesson2+ContentPage Lesson 3: Twitter hashtag: #HealthMediaSp2012L3 Delicious tag: HealthandMedia+sp2012+Lesson3+casestudy Lesson 4: Delicious tag: HealthandMedia+sp2012+Lesson4+PLE

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.

I will know my strategies are effective by the quality of the content the students create and the integration and competence with the use of the Web2.0 tools and the PLE tools introduced. I have rubrics that are comprehensive and cover the all the key components of the assignments including integration and competence of using the technology. I also have a final course evaluation required to be completed that specifically asks how well the students perceive their ability of using the technology introduced in this course. The students are required to use Twitter and Delicious bookmarking throughout this course, by monitoring their posts and tagging, I will be able to determine with the rubric the level of comprehension the student is displaying. If I see there is a definite lack or no response, then I will council that student and mentor and help with integration.

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

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.

I really tried to create a ONLE when designing my unit so I incorporated many discussion boards and 2 group assignments so that my students would have the feeling of having classmates that are all learning together. Also, I reminded students every step of the unit that if they have questions to email me so that I can address them, therefore again creating a classroom sense.

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

I did not include any social tagging assignments in my unit but I did have students share ideas and web 2.0 tools they enjoyed through a discussion board, so websites and ideas are still being transferred just not through tagging.

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.

My assessment was having my students create their own lesson plan to share with the class using a new web 2.0 tool. I feel this assessment was good for the content because it is applying the content learned in a real setting. To assess the delivery of technology and instructional strategies I had a survey at the end of the lesson for students to fill out asking questions like if they thought the objectives were met. This survey is just for the instructor to know and improve their methods for the next time.

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.

I feel that my unit was ONLE because it makes the students create their learning environment and explore different possibilities instead of being limited to one general location where all material is located in a central location. There are a variety of tools utilized that are not otherwise always connected.

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

My social tagging architecture was modeled after the tagging architecture that was utilized in this course. Students were asked to tag within their individual Delicious accounts and use a similar structure. I made up a course code and the students were asked to use that at the beginning and then a descriptor for the remaining structure, for example: EDU123+State Facts+Fall 2011

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.

I believe that I will consider my instructional strategies effective if my students are capable of completing the tasks properly with little or no questions/confusions. If my strategies are effective my students will be successful. There was a lot that went into creating the lesson and my students should be able to fairly easily understand the material at hand.

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.

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.

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.

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).