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esthermitchellnau

Lesson 3 - Patient Confidentiality - Patient Privacy - 0 views

patientprivacy.wetpaint.com/...on+3+-+Patient+Confidentiality

shared by esthermitchellnau on 13 Dec 10 - No Cached
    • esthermitchellnau
      esthermitchellnau on 13 Dec 10
       
      This was a great lesson to review. The instructional strategies are very apparent with this lesson as well as the other two.
    • Kelly Nightengale
      Kelly Nightengale on 13 Dec 10
       
      Thank you for your kind feedback. I appreciate it.
tucsonshell

Interactive-Spring2011 - ETC647 Group - 10 views

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

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

Literary Elements - 0 views

aca.vail.k12.az.us/...brazzell2_wiki

shared by Jennifer Werner on 28 Apr 11 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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.
    • Suzanne Brazzell
      Suzanne Brazzell on 01 May 11
       
      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.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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).
    • Suzanne Brazzell
      Suzanne Brazzell on 01 May 11
       
      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. 
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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.
    • Suzanne Brazzell
      Suzanne Brazzell on 01 May 11
       
      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. 
  • ...1 more annotation...
    • Jennifer Werner
      Jennifer Werner on 09 May 11
       
      By Jennifer Werner Content: Content that supports organizational learning network environments. Areas: Content is appropriate for the targeted audiences. Feedback Comments: This unit is geared towards 2nd grade learners. The wiki is very well designed but could be set up to be more kid friendly. Allow the website to guide the students so that there is not as much training that needs to be done by you. 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: It is obvious that you are using ONLE Strategies in your lessons I was not able to see them outlined in your sections about which ones you were using per section. This might be useful to put in to help teachers who might be searching for ideas for those strategies. 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 use of dippity, online books and webspireation are all very inventive tools for the students use. It might be easier for the students of this age to create their web in kidspiration and then upload to webspiration since this is a more kid friendly program. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on one lesson by asking a targeted audience of three and/or your classmates. Area to evaluate: Evaluation methods (Projects, Reflections, Peer evaluations, Collaborative evaluations, Presentations…etc.) Evaluation instruments (Rubrics, criteria, checklist, survey…etc.) All
Chih-Hsiung Tu

LESSONS - CON21 Networking - 0 views

sites.google.com/...courses

shared by Chih-Hsiung Tu on 28 Apr 11 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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.
    • tucsonshell
      tucsonshell on 08 May 11
       
      In the Online Learning Environment, learning is an individual process where the instructor guides the course and students share content only with the instructor. When you add the "N" ONLE opens the door, collaboration develops and students actively participate in developing content and guiding the learning. When the semester is over, students are able to continue the connection with others as well as the creating of content. The ONLE allows continual collaboration in Google Docs, Twitter, and blogs and access to the tools for networking can be designed in ones' PLE where one has complete control for life-long learning. Distributed learning communities take shape by how they self-organize, and how they support learning, distinguishing the construct from traditional groups of learners found in many f2f classrooms. The connectivism in my unit develops an awareness of the capacity of social networking, and the tools that can empower participants to go and find the knowledge. One makes knowledge personal by construction of a personal learning environment and that knowledge is the connection. They build on the connectivism theory as they develop future lessons for others to learn.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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).
    • tucsonshell
      tucsonshell on 08 May 11
       
      A Wiki is developed to integrate discussion and share content. User-Generated Content is established as groups collaborate and develop their course Wiki by adding content. Learners are engaged in contributing online content in their group area and create web pages (PAR). Participants apply technology tools for their learning and connect with resources on their PLE with RSS. Community -community interaction develops each semester as classes are able to learn from wiki content development and add to it. Connectivism principles are integrated in each lesson as a guideline and the learner-centered approach enables students to use creativity by designing and implementing lesson content which involves challenge and higher-order thinking.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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.
    • tucsonshell
      tucsonshell on 08 May 11
       
      I will know the integrated ONLE instructional strategies are effective in my unit by observation as participants' control contribution and content development in their group wiki sections. Their PLEs will use RSS feeds to manage information and they use unique tags to share distributed learning resources on Delicious; the Social Tagging is integrated in their wikis as well for resource sharing. Threaded discussions are used to ensure understanding of assignments. Self-assessments in the form of weekly blog postings are used to determine if learning outcomes are being met. Peer evaluations are integrated within groups and the class as whole and weekly assignments will be given immediate feedback to determine if the student understands. Rubrics are used as well as a survey for feedback.
Erin Rain

Reading Step V - 1 views

sites.google.com/...readingstepv

shared by Erin Rain on 28 Apr 11 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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).
    • Ruth Creek
      Ruth Creek on 02 May 11
       
      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.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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.
    • Ruth Creek
      Ruth Creek on 02 May 11
       
      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.
  • ...5 more annotations...
    • Erin Rain
      Erin Rain on 07 May 11
       
      Content: Content was appropriate for your students. This will help them in their future organization for vocabulary studying, etc.
    • Erin Rain
      Erin Rain on 07 May 11
       
      ONLE Instructional Strategies: Flashcards are UGC and Par, since students will be required to read others' in future classes. You used network learning, bookmarking with Diigo. I didn't see any RSS or tagging.
    • Erin Rain
      Erin Rain on 07 May 11
       
      ONLE Technologies: Great technologies! Blog, Diigo, flashcard generator, Google Sites and more! They are used effectively for your students.
    • Erin Rain
      Erin Rain on 07 May 11
       
      Evaluations: Will evaluate each other on flashcards and use rubric for evaluating work. They seem to match your expectations. I didn't see any goals or objectives listed, just directions.
    • Erin Rain
      Erin Rain on 07 May 11
       
      Additional Comments: Great unit! I was a little confused about the direction of the unit, between the units, lessons, vocabulary lists, vocabulary lessons, blogs, etc. Wasn't sure where to start or go next, so I just skipped around and got the idea of all the assignments. Perhaps create a page with all instructions and then links to the other pages? Overall, great use of instructional strategies and technologies! This will definitely benefit your students.
  • Ruth Creek on 02 May 11
     
    The course cannot just jump in and become an ONLE or integrate a PLE because the students don't have the technological skills. The first few lessons work on developing the skills that they need, and begin the networking process through creating flashcards, first for themselves, then with an team mate, and then with a group. The flashcards then become the content for future courses. The student discussions are implemented in the third lesson which focuses on Cultural Diversity, a topic that my culturally diverse students can relate to and would be more willing to share experiences with one another. The intent here is to help create a Learning Community of students with similar abilities, similar experiences who will begin to work more with one another and rely less on the instructor. (learner-learner construction of knowledge is very important for Andragogical teaching).
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.
Michael Wolfe

Lesson One - Training Web Page - 0 views

sites.google.com/...lesson-one

shared by Michael Wolfe on 06 May 12 - No Cached
  • Create a group wiki site using Google Sites
    • Michael Wolfe
      Michael Wolfe on 06 May 12
       
      Is there a specific rubric for this?  What specific information will go on these wikis?  
  • write a one paragraph describing the tools your group chose to review
    • Michael Wolfe
      Michael Wolfe on 06 May 12
       
      Consider adding some other criteria such as uses (networking, collaborating, etc.), features, shortcomings, and so on.
Michael Wolfe

weight-management - Lesson 2 - 0 views

weight-management.wikispaces.com/Lesson+2

shared by Michael Wolfe on 06 May 12 - No Cached
    • Michael Wolfe
      Michael Wolfe on 06 May 12
       
      Consider adding a video or article link for this page.   I think adding some detail to frontload this lesson may help student have some buy-in and sense of direction.  Perhaps a clip (pr trailer) from Fast Food Nation or Supers Size Me?
Michael Wolfe

Lesson Three - Training Web Page - 0 views

sites.google.com/...lesson-three

shared by Michael Wolfe on 06 May 12 - No Cached
  • you will be forming a new group
    • Michael Wolfe
      Michael Wolfe on 06 May 12
       
      How?  What is the process for choosing new group members?  Content area perhaps?
Michael Wolfe

weight-management - Lesson 3 - 0 views

weight-management.wikispaces.com/Lesson+3

shared by Michael Wolfe on 06 May 12 - No Cached
    • Michael Wolfe
      Michael Wolfe on 06 May 12
       
      Do you think you could provide an article or reading to help support this lesson?  Maybe something discussing the value of food tracking or the risk of "dietary ignorance"?
Chih-Hsiung Tu

Algebra Lessons by Students Home - Algebra Lessons by Students - 0 views

algebrainfo.wetpaint.com

shared by Chih-Hsiung Tu 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.
    • Sammi Lindstrom
      Sammi Lindstrom on 10 Dec 11
       
      The concept of ONLE is supported by three main areas, Collaborative Publishing, Personal Learning Environments (PLE) and Social Tagging. In this unit students will create a wiki to be used by lower level math students during the course of the year, iGoogle will help them to create a PLE to keep all resources and social tools organized and delicious will be used with appropriate tagging to share resources. This is different from DL because students are discovering and creating their own learning through suggestions by the instrucotr but they are not pigeonholed into using only the resources provided by the instructor.
    • 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.
    • Sammi Lindstrom
      Sammi Lindstrom on 10 Dec 11
       
      The social tagging architecture will be certain tags required by the instructor but others will be discussed and chosen by the students. In delicious students will keep resources organized by the year and semester they saved the item to help the following students know how old the resource is and which lesson or topic it is a resource for. The students will develop the social tagging though it will be initially designed by the instructor. As the unit progresses through the years the tagging sturcture will change and adapt as needed.
    • 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.
    • Sammi Lindstrom
      Sammi Lindstrom on 10 Dec 11
       
      The ONLE will be assessed through the use of the blogging journals and delicious accounts. Questions will be posed within the blogs, facebook and twitter throughout the unit to see how the resources are being used, suggestions for changes and how others may use the resources more effectively. Adding resources to a class delicious account as well as a google doc for resources or FAQ page for the class will also help to asses and evaluate what is working and what is not to make adjustments as needed with the unit.
Todd Luther

Lesson 1 - Ulich CIS105 Homepage - 2 views

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

shared by Todd Luther on 05 Dec 11 - No Cached
    • Barbara Miroballi
      Barbara Miroballi on 05 Dec 11
       
      Very clear directions, nice job.
    • Monica Ulich
      Monica Ulich on 12 Dec 11
       
      Thanks Barb!
  • *Make sure* to summarize the information from your research in your own words. It is not appropriate to copy and paste text to your web page from another source. Any direct quotes MUST BE listed within quotations marks and properly sited. The final collaborative website will be publically accessible and thus must follow copyright and fair use guidelines and may not contain plagiarized materials.
    • Barbara Miroballi
      Barbara Miroballi on 05 Dec 11
       
      Recommend making link so it opens in a new window.
  • ...1 more annotation...
    • Todd Luther
      Todd Luther on 11 Dec 11
       
      Maybe have the students reflect on the lesson in addition to the web page content to help evaluate strategies and delivery content
    • Monica Ulich
      Monica Ulich on 12 Dec 11
       
      Thanks Todd, great suggestion.
Denilya Barrett

Peer Evaluation - Algebra Community Learning Project - 1 views

sites.google.com/...peer-evaluation

shared by Denilya Barrett on 10 Dec 11 - No Cached
    • Denilya Barrett
      Denilya Barrett on 10 Dec 11
       
      I don't think that being late on any deadlines is "meets," although that could just be me. Being respectful enough of group members to keep to the deadlines that they have to keep to is just the basics. Working ahead of schedule and doing extra work is exceeding. I'm just saying, imagain a class where many of the students were late on their deadlines... would that really be meeting expectations?
    • Aric Bilas
      Aric Bilas on 11 Dec 11
       
      The "deadline" is actually 2 days before the lesson is suppose to be taught.  If they miss the deadline of 2 days early, but still have the page completed prior to the lesson day, they have met the requirements of the assignment. Getting a "meets" score still requires them to have the assignment done prior to the lesson.
johnacedo

Interactive Fall 2011 - ETC647 Group - 7 views

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

shared by johnacedo on 06 Nov 11 - No Cached
    • Monica Ulich
      Monica Ulich on 06 Nov 11
       
      Hi Barb, I saw that you listed delicious as a delivery, but I did not see where you have the students create a "stack" or add links.
    • Barbara Miroballi
      Barbara Miroballi on 07 Nov 11
       
      Monica, They will add their to the Delicous site and tag them with the class tags.
  • Graff, Roman
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      Be sure to post your contirbutions ASAP.
  • UGS, Sharing
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      Be more specific! How UGC is integrated? Remember UGC is more than just creating content. Sharing? Social sharing? How?
  • ...33 more annotations...
  • Network Instructional strategies:
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      Very interesting and thorough!
  • Remix,  
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      How is this integrated? Be more specific.
    • Max Atwell
      Max Atwell on 12 Nov 11
       
      I feel that my lesson contains a good example of the ONLE/PLE, remix instructional strategy because part of the assignment is to create an online learning resource to explain dental articulators. To do this I would plan to encourage participants to locate videos and other media relating to this topic on YouTube or other social media to link to or embed to help explain and demonstrate the concepts they are presenting.
  • Widget/Gadget/Embedded Linkage
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      Could you elaborate it on how you may integrate this?
    • Max Atwell
      Max Atwell on 12 Nov 11
       
      I would encourage participants to insert links into their WetPaint pages to contain VoiceThreads. I could go further to encourage participants to consider inserting RSS feeds or other linkage into their WetPaint pages that could in turn be followed in their PLE.
    • johnacedo
      johnacedo on 14 Nov 11
       
      I find voicethreads very effective. I also like your plan about incorporating the RSS feeds on their PLE. Communication is what makes mobile learning so effective.
  • community-community interaction
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      How is community-community interaciton integrated? Be sure to have good understanding on C-C interaction.
    • Denilya Barrett
      Denilya Barrett on 10 Nov 11
       
      Your example was ETC647 Lesson Content Development becomes required reading for upcoming semester students," which is what they are doing when they read/add information to the previous groups work (the previous group being from the previous year), isn't it?
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 10 Nov 11
       
      So how is this integrated in the example that you provide? Could you help us to understand?
    • Denilya Barrett
      Denilya Barrett on 10 Nov 11
       
      The first group (year) would create a debategraph on a writing topic (for example "should students have to wear uniforms to school") that gives the advantages/disadvantages of uniforms and links to related articles and information, then they would write their persuasive essay. The next year could return to that same debategraph (it's a very good opener for persuasive writing, everyone has an opinion) and read the information and research then add their own ideas and research links to the debate graph and/or expand on the ideas written by the previous year. Then, write their own essays.
  •  Community-Community Interaction;
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      How is this integrated into your instrucitons? Elaborate it. Be more specific.
    • Aric Bilas
      Aric Bilas on 07 Nov 11
       
      Students will have access to previous year wiki pages via Delicious tags.  They will use the previous versions to guide their own outputs.  When they are finished, their Delicious tags/links will be added to the stack for future students to use as well.
  • Mobile
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      How would this work? Please elboarate it
  • Share,
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      Social sharing? How? In what way?
    • Dan Ciernia
      Dan Ciernia on 10 Nov 11
       
      Sharing edit notes, thoughts and suggestions between collaborators through google docs, live, synbchronous interaction through google+.
  • to be shared with current classmates and will be shared with future students.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      How? It looks like that you intend to integrate community-community integration; however, C-C interaction was not identified as your instructional strategy.
  • Network collaboration,
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      In what way? Elaborate it!
  • UGC, Participatory web, Infoviz
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      In what way, UGC is integrated? Ealborate it. Be sure to have good understanding on UGC. It is more than just creating content. InfoViz. In what way? Remember, InfoViz is more than just just visual effect.
    • Dan Ciernia
      Dan Ciernia on 10 Nov 11
       
      Laurel, will students be able to merge their content with each others storybird.com creations to create a master compilation document vehicle? This may support the UGC aspect of your lesson.
    • Laurel Griffiths
      Laurel Griffiths on 11 Nov 11
       
      Dan, yes storybird.com is very collaborative! One student can start writing a story and another can contribute and so on.
  • Students create a wiki to teach future students how to solve equations. 
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      It looks like you integrate community-community interaction; however, it is not listed as your instrucitonal strategy.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      Looks like UGC as well?! Right?
    • Sammi Lindstrom
      Sammi Lindstrom on 09 Nov 11
       
      I accidentally left off community-community interaction. I did list UGC. I have corrected the error.
  • Previuos class wiki will be available as a resource. 
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      Required to read by the future students? If yes, why? If not, why not?
    • Sammi Lindstrom
      Sammi Lindstrom on 09 Nov 11
       
      It is required reading for future students to begin a discussion on the various approaches to solving equations.
  • Network collaboration,
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      How is it integrated? Collaborative Prezi?
  • UCG, Participatory web
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      How is UGC integrated? Remeember UGC is more than just creating content.
  • they will comment on each other's sites.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      How? Be more specific. Required? If yes, what are the expectations? If not, why not?
    • Monica Ulich
      Monica Ulich on 07 Nov 11
       
      Students will use the comment feature in Google Sites to leave comments on other student's pages. Students will say what they liked about the page, or what could be improved. Students are required to leave comments on at least two different pages.
  • Community-Community Interaction
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 07 Nov 11
       
      Please elbaorate it how it is integrated?
    • Barbara Miroballi
      Barbara Miroballi on 07 Nov 11
       
      MOnica, I really like the way you pulled all the strategies and together.
    • Monica Ulich
      Monica Ulich on 10 Nov 11
       
      Thanks I really liked doing this project with the students. now I also can share these with next semesters students as well.
    • Sammi Lindstrom
      Sammi Lindstrom on 09 Nov 11
       
      Will each group be focusing on one approach to solving systems or all methods?
    • Aric Bilas
      Aric Bilas on 10 Nov 11
       
      Sammi, absolutely.  I envisioned a jigsaw-like activity where each group focuses on a particular method.  There would be at least 4 groups:  Graphing, Substitution, Linear Combination, Applications.  Depending on the level of the class, Systems of Inequalities could be done here as well, although it may be too difficult of a concept to have the students present.
    • Denilya Barrett
      Denilya Barrett on 10 Nov 11
       
      I love that STorybird link! I saw it on here last week and signed my whole class up and they love using it. It's a lot of fun.
    • Laurel Griffiths
      Laurel Griffiths on 11 Nov 11
       
      Yeah I have used storybird.com with a group of students too and its so much fun!! Students love creating their own stories and then being able to see them created!
    • johnacedo
      johnacedo on 10 Nov 11
       
      In my Western Composers project the network instructional strategies I chose were sharing and UGS. I found that using Wall Wish gives the students a free form to find teacher instructions, share their projects, collect responses, and pose questions and comments on other projects. I find this to be sharing at its best, collaboratively. The strategy I chose was UGC. I find that when students have to generate the content it does two things, one gives them ownership of the learning, freedom to create. And secondly, pride in the work they accomplish, the final project. In this case they will create an information sound track that provides composer and musical general information and identify musical characteristic examples in realtime overlaying on the musical work. They are not only creating, but sharing it with the class community generating questions, responses, and comments
    • Todd Luther
      Todd Luther on 10 Nov 11
       
      Nicole, Is Twitter the only tool used for the discussions?
    • Todd Luther
      Todd Luther on 10 Nov 11
       
      So I am not an Audacity user, but the students will be able to record some music from a specific composer, then add commentary over that track?
    • johnacedo
      johnacedo on 10 Nov 11
       
      Yes, it is great! The students import the original musical work, then they can record their voices creating additional tracks to add and place where they want in the song. When they are done it will fuse them together and create one sound file. There are a lot of possibilities.
  • modules
    • Max Atwell
      Max Atwell on 13 Nov 11
       
      Barb, How do you deliver your module to your students? If it can be delivered via Wiki it would be a great preparation for your student to work in a Wiki if they are new to it. 
  • Rubrics
  • Rubrics
  • Rubrics
  • Rubrics to evaluate delivery technology
  • Rubrics to evaluate delivery technology
  • Rubrics
  • Rubrics
  • Rubrics
    • Max Atwell
      Max Atwell on 13 Nov 11
       
      Monica do you supply your students with the rubric early in the process to help guide them? 
  • Prezi to create an online presentation
    • Denilya Barrett
      Denilya Barrett on 14 Nov 11
       
      Have you used Google Sites at all? Is it nice? I'm kind of old-school in that I prefer creating websites in Textpad by typing out the html, but I get that students may not be so inclined. However, I'm not really a fan of Frontpage (such messy code) so I tend to avoid it... an alternative would be nice.
pattirose55

Expository-Fall2010 - ETC647 Group - 9 views

sites.google.com/...expository-fall2010

shared by pattirose55 on 03 Nov 10 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 03 Nov 10
       
      In the first week, we provide one example to each dimension.  Next week, we will use Diigo to comment and to provide feedback to the examples our classmates share.
    • Pat Agrait
      Pat Agrait on 07 Nov 10
       
      Hi Kelly Nightengale, I thought your "Instructor creates a podcast to deliver instruction on HIPAA" was a perfect example of an Expository strategy because it didn't integrate "active" and "interactive" levels of instructional strategies. Good job! Pat Agrait
    • susan astrene
      susan astrene on 08 Nov 10
       
      Ashley I like your idea about using wiki to create a scavenger hunt on the Great Depression. I've used wiki's in my class and really like the way pages can be developed for each student. I've used separate pages in order to differentiate the assignment for individual students.
    • susan astrene
      susan astrene on 08 Nov 10
       
      Michelle, the Essay Map organizer is a good tool for students. I did my training session on writing tools and organizers but yours was new to me, thanks
    • Kelly Nightengale
      Kelly Nightengale on 08 Nov 10
       
      Thank you Pat!
    • Kelly Nightengale
      Kelly Nightengale on 08 Nov 10
       
      Interesting lesson Peter. May even be too interactive for the Expository Lesson Plan. Would the instructor use a rubric or checklist to examine the model?
    • Peter C. Frank
      Peter C. Frank on 09 Nov 10
       
      Checklist would perhaps work best
    • Amy Matteson
      Amy Matteson on 13 Nov 10
       
      What age level(s) do you think this will work for? Could it be differentiated for upper elementary?
    • susan astrene
      susan astrene on 13 Nov 10
       
      Amy I imagine that this not only could be adapted for upper elementary it may even work with lower elementary. For non readers you can upload how to videos and as far as evaluation maybe a performance eval. on photos they have taken
  • ...1 more annotation...
    • pattirose55
      pattirose55 on 13 Nov 10
       
      This type of lesson discussion doesn't seem to be as productive as the discussion questions andj posts. Many late or missing postings.
esthermitchellnau

Patient Privacy Home - Patient Privacy - 3 views

patientprivacy.wetpaint.com

shared by esthermitchellnau 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.
    • Kelly Nightengale
      Kelly Nightengale on 09 Dec 10
       
      The three most important instructional strategies of ONLE/PLE incorporated in my unit are: Content: HIPAA Defined Technology: Wiki Instructional Strategy: User Generated Content (UGC) Principle: Learning and knowledge rests in diversity of opinions Assessment: Rubric and Survey UGC allows for learning by working with and discussing differing opinions of HIPAA. This knowledge is posted for the world to see. People that read this knowledge can take it and teach others with it, and so on. This connected learning transcends time allowing learning to continue past traditional scheduled classes, making this content even more valuable. Content: HIPAA Defined Technology: Delicious Instructional Strategy: Folksonomy Principle: Learning is a process of connecting specialized nodes or information sources. Assessment: Rubric and Survey Folksonomy makes it easy to share and find information. By having so much information available so easily, learning is enhanced by making connections with these resources. Content: Patient Confidentiality Technology: Twitter Search Instructional Strategy: Linkage Design Principle: Learning may reside in non-human appliances Assessment: Rubric and Survey Participants can interact in a network and see what everyone is discussing and learning. These ideas bounce off each other creating more ideas and thoughts enhancing learning. The Twitter search gadget provides a place for this collaboration to happen. It allows for ease in connecting to and following the participant's network.
    • 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.
    • Kelly Nightengale
      Kelly Nightengale on 09 Dec 10
       
      UGC was incorporated into my unit for multiple reasons. First of all, since the connectivism principle states that learning and knowledge rest in the diversity of opinions, having the participants work together to create a wiki would not only help them learn individually, it would help the entire group learn and grow by discussing these opinions. Another reason I wanted the participants to have UGC instructional design is so a place existed for them to revisit and refresh their memories of the content of HIPAA defined. Having the information online provides an easy place to find the information anytime and from anywhere. Finally, incorporating UGC in my unit was important to provide a place for students, faculty, and especially new instructors to view and learn about HIPAA to ensure patient's protected health information was kept private. This knowledge can then transfer to others connecting potentially everyone to this HIPAA information. Rubrics and Surveys were created to assess the content, instructional strategy of UGC, and the technology of wiki utilization.
    • Amy Matteson
      Amy Matteson on 11 Dec 10
       
      Great job on this! As someone who has taken 'traditional' HIPPAA training in the past, kudos to you for making it interesting and interactive. Your participants will be engaged by the content and far more likely to remember the high points!
    • Kelly Nightengale
      Kelly Nightengale on 11 Dec 10
       
      Thank you Amy. I'm glad my effort paid off!
  • ...1 more annotation...
    • esthermitchellnau
      esthermitchellnau on 13 Dec 10
       
      This unit on patient privacy not just met all the requirements of the assignment but gave a very engaging approach to a topic that was personally quite interesting.
    • Kelly Nightengale
      Kelly Nightengale on 13 Dec 10
       
      Oh good! I am glad it is engaging and interesting:) Thank you.
  • Chih-Hsiung Tu on 07 Dec 10
     
    ETC647 Fall 2010 Units
  • Audrey Nagel on 09 Dec 10
     
    Overall I really liked your unit! I work in a physical therapists office so it was nice to see something I was actually familiar with! Great job! I would only recommend laying out your goals and objectives better so the reader can find them easier and not have to guess.Other than that you utilize network learning environments very well and they are appropriate for your unit.
  • esthermitchellnau on 12 Dec 10
     
    Kelly Knightengale's Unit on Patient Privacy http://patientprivacy.wetpaint.com/ Content: The content is in the unit is very well structured and appropriately meets the needs of your audience including novice audience/unit participants such as myself. The unit provides an effective online network learning environment. NLE Instructional Strategies: The unit integrates many NLE strategies including Linkage Design, Folksonomy, and Social Content Sharing. Very effective strategy choices for the unit! NLE Technologies: The unit is integrated extensively with Web 2.0 tools including VoiceThread, Twitter, and Blogs. Evaluations: The way your unit was designed to focus on the lessons by using specific rubrics such as with lesson 3's Twitter Rubric. There is also an exit survey, which provided an opportunity to evaluation the effectiveness of the unit. Additional Comments: I really enjoyed your unit. It was interesting to review the aspects of patient privacy along side of the aspects required on the unit for this course. Very comprehensive unit!
Mark Doebele

Lesson 2 - Creating a Teacher Website - 0 views

googleteachingsites.wetpaint.com/...Lesson+2

shared by Mark Doebele on 01 May 11 - No Cached
    • Mark Doebele
      Mark Doebele on 01 May 11
       
      I know first-hand that editing on Wetpaint can be frustrating at times, but personally these pages are very compacted with information and a bit difficult to follow because of it. To a novice user, this could be a turn off.
  • Wendy Ellis on 03 May 11
     
    Yeah, I think you are right. After looking at other people's, I should have spread it out. I was trying to make it shorter than my ETC677 unit. I had 12 lessons in that one. I should have spread out the information and the page layout. One problem I had was I used a large screen to design it. When I viewed it on my laptop, it seemed so much busier.
Mark Doebele

https://sites.google.com/site/etc647web20/ - 1 views

sites.google.com/...etc647web20

shared by Mark Doebele on 28 Apr 11 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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.
    • Brigette Gallus
      Brigette Gallus on 04 May 11
       
      My unit is Online Learning Environment because it but includes many other instructional strategies. One type of ONLE my unit uses is bookmarking on Delicious. Another example, of ONLE in my unit is blogging where the learners are reading and responding to classmates posts.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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).
    • Brigette Gallus
      Brigette Gallus on 04 May 11
       
      My unit integrates social tagging by using the resource Delicious to find and share resources with classmates. My unit also uses community-community interaction by creating a wiki site and collaborating with a group to create and implement a unit.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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.
    • Brigette Gallus
      Brigette Gallus on 04 May 11
       
      I will know if my integrated ONLE instructional strategies are effective by assessing student participation and comments through class discussions and end of course surveys. I will also know if my instructional strategies are effective by the use of blogs. This will allow me to "see" how my students are processing new information.
  • ...3 more annotations...
    • Mark Doebele
      Mark Doebele on 07 May 11
       
      Good directions and tutorials for those who may not be familiar with these tools.
    • Mark Doebele
      Mark Doebele on 07 May 11
       
      Unless I missed it, is there a way to get to the next lesson without having to go back to the homepage? That might help with navigation for some users.
    • Mark Doebele
      Mark Doebele on 07 May 11
       
      Seemed a little odd that this was at the end of all the lessons. Was there a reason for that?
  • Wendy Ellis on 03 May 11
     
    I liked how you used quite a bit of web 2.0 tools to foster networking. Each lesson required the participants to extend themselves and communicate with other learners. You had several resources I have never seen before. I got lost and loved it. I liked how you broke down the assignments and other expectations down into steps. I appreciate that as a learner.
Chih-Hsiung Tu

Physical Science 8 Home - Physical Science 8 - 0 views

physicalscience8.wetpaint.com

shared by Chih-Hsiung Tu on 28 Apr 11 - No Cached
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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.
    • Courtney Lewis
      Courtney Lewis on 09 May 11
       
      This unit is ONLE due to instructional strategies used to take the unit beyond just DL or OLE. The instructional strategies incorporated are User Generated Content, RSS, Cloud Computing, blogging, and folksonomy. Students create content to be shared with their network of fellow learners. Students then respond to content. Students use their RSS to find articles that are relevant to the topic we are studying, summarize the article, and then post this summary to the class blog in which they have to comment. Nearly all of the content is generated by students and not just distributed by the instructor to the students. Finally, the students have to newtork with each not just get information from a DL or OLE.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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).
    • Courtney Lewis
      Courtney Lewis on 09 May 11
       
      Social Network-The students were required to join Twitter and follow the class feed as well as the feeds of each student in the class. In addition to following Twitter, students are required to join the class Facebook page. The students will also join the class Delicious Group and follow the class Blog. Social Tagging-Students will use Delicious to tag news articles and informational websites. Students will also use tags for blog posts to the class blog. Participatory Web-Students are required to comment on current event summaries. UGC-As part of the unit students will generate content in two of the lessons. In Lesson 2, students will research an element and post the information to the class wiki. In Lesson 3, students will research a physics concept with their group and post this information to the class wiki. Community-Community Ineraction-Students can continue to follow the class and classmate on Twitter, Facebook, and Delicious. Also, students can continue to be contributors to the Wiki page and make comments on new content posted in the future.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 28 Apr 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.
    • Courtney Lewis
      Courtney Lewis on 09 May 11
       
      The students will be required to create knowledge about the content and this unit requires higher level thinking and critical thinking skills as students create content and analyze the work of other students through the ONLE. Students will have the opportunity to add to their knowledge by participating in the ONLE even after the class is over.
Jennifer Werner

Accessibility in Your Design - Accessibility in Your Design - 0 views

accessibility-design.wetpaint.com

shared by Jennifer Werner on 09 May 11 - Cached
    • Jennifer Werner
      Jennifer Werner on 09 May 11
       
      Content: Content that supports organizational learning network environments. Areas: Content is appropriate for the targeted audiences. Feedback Comments: This is a very thorough unit. I like how you describe ways the students will benefit more from doing these assignment in this format verses paper and pencil. 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: The ONLE strategies are well defined and diverse. There are many strategies and I could see how you could reach many different types of learners with many of these strategies. 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: There are many web 2.0 technologies that you use in our lessons. Edmodo is an interesting tool. Are the students comfortable with using it? Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on one lesson by asking a targeted audience of three and/or your classmates. Area to evaluate: Evaluation methods (Projects, Reflections, Peer evaluations, Collaborative evaluations, Presenations…etc.) Evaluation instruments (Rubrics, criteria, checklist, survey…etc.) All goals, objectives, activities are measured? All content, ONLE instructional strategies, and technologies are evaluated? Note: Often, students only evaluate content and missing evaluations on instructional strategies and technologies. Feedback Comments: Your assessments are clear and concise. I like
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