Group items tagged

How can you create a database for these presentations as resources for future use?  Could you create a Delicious tag structure for it?  

Could you provide some links or resources for these tools?  Perhaps a tutorial link to adding these features to iGoogle?

What other elements of assessment might you include?  Consider aligning the assessment to technology or content specific standards.

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.

The unit integrates ONLE most specifically through the use of Diigo as a communication tool (will act like a discussion board) and the UGC pages that will be posted on the public class website for all students to see.  The unit incorporates multiple parts of ONLE through the use of Twitter for communication, Delicious for resource tagging, Diigo for class discussion, and Google Sites for creating content and using that content to drive instruction.

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

For Delicious the Social Tagging is Period# Year Unit#. This format allows me to separate and aggregate results from different years and same unit, or different periods same unit to compare resources and provide them for future students.  In Twitter, each class has its own hashtag #ACLP(period #) which allows me to follow each class individually.

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 the rubrics I created allow me to assess content, delivery and strategies through the individual aspects that they address.  Student teaching effectiveness will be seen in classmates success with concept and the individual components of the lesson are addressed through separate rubrics (social tagging, UGC, etc).  These separate rubrics will, hopefully, allow me to see the strengths and weaknesses of each group.

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.

Well, I tried to make it collaborative, to let the students build knowledge together. They are able to work together and learn from each other using tools like Google Docs, the message board, the wiki, and Storybird. There does stll need to be a great deal of control over what and how they're learning, though, since they are young children, not just small-sized adults.

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

Delicious is out of the question since it's blocked by my district. So is Diigo. Figuring out what a key word is... is actually a difficult skill for my fourth graders. We're still working on figuring out what words to type into google to actually get what you're searching for. However, They will be using key words for the Storybird lesson as part of the pulishing phase they have to type in a summary and then a list of key words that are used by others when they search for stories. It is a very simple introduction to 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.

I wont know if it's effective until I do it with my class. Any number of unexpected problems could occur. Part of how I'll know if it's effective is when I measure the amount of time and confusion these tools cause as compared to the amount of time spent in the computer lab. If it is not an effective use of my very limited time (i.e. it's moving along very slowly and only a fraction of my class understands what to do) then it's time to teach the content in a different way.

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.

The unit developed was one of compounding lessons that required synchronous and asynchronous interaction. While the tools introduced as part of the workshop were all Web 2.0, thus accessible as part of a DL or OLE, the intent of the workshop was to demonstrate them as functioning in concert with one another. In that respect, neither DL nor OLE couldn't operate in the same way given the frequent and high level of collaboration amongst workshop participants and the facilitator.

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

The social tagging architecture I've incorporate is rather limited. Admittedly, it's also woefully underdeveloped in the unit as well. The unit is intended for higher ed faculty and I wanted to provide a sufficient breadth of the tools that they might be able to incorporate into their respective classrooms without overwhelming them. This is especially the case in the context of the other collaborative tools that were introduced throughout the unit. That said, social tagging is limited to Delicious. It's introduced in the unit as a means of recording and sharing resources. Throughout the unit participants are expected to continually add to the their individual and the workshop library. Eventually, as subsequent workshops are facilitated, these original resources would provide a foundation from which other participants might draw from and add to.

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 review, my assessment was focused on the artifacts workshop participants produced rather than measuring the strategies that facilitated artifact development. Rubrics were provided for both the group collaborative document and online discussion. For the latter, there was slightly more awareness of measuring instructional strategy assessment than just simply the product. As a whole the unit included such strategies as: UGC, Participatory Web, social sharing (to a limited degree as previously admitted), Community-Community. Unfortunately, the Community-Community element could only have been developed after several workshops had been delivered, leaving that element un-assessable for the time being. UGC and participatory web, as instructional strategies, might have been more appropriately measured through reflection elements, like online journaling, survey, and peer review.

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.

My unit goes beyond being a DL activity and meets the standard of being an ONLE because of the incorporation of various PLE and ONLE instructional strategies. Upon completion of this unit participants will have developed and used a PLE as a hub for all lesson activities. Through this unit participants will have experienced an ONLE primarily through the following instructional stratagies: Linkage Design: Students create linkage to their PLE through Twitter and Diigo in modules 2 and 3. Participatory Web: Participants engage in collaboratively working on developing a Wiki in module 3. Social Tagging: Diigo and Delicious Bookmarking are introduced in module 2 and are again employed in module 3. Cloud Computing: Participants use Google Docs in Module 3 to present their Unit proposal and are encouraged to include cloud computing in their product. User Generated Content: Participants will develop a unit that they can use in their own teaching in module 3.

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

The social tagging architecture employed in this unit is a fairly simple one but one I believe can evolve somewhat throughout the course of implementing the unit. The concept of a social tagging architecture is introduced in Module 1. In this module participants are introduced to the one required tag in the unit and that tag is "PCCHRP." This tag is again used in module 2 with Twitter, Diigo and Delicious where there are links and widgets for participants to test their use of the PCCHRP tag. Lastly a common tagging architecture is required as a component in units that are to be created in module 3.

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.

Throughout the process of developing this unit I have struggled with how the assessment piece would work. The reason for this is the group for whom I developed the unit. As the unit has been developed for peer instructors whom I have worked with for year and hope to work with for many more years, I am a bit hesitant to employ tools such as rubrics or peer evaluations, though I do acknowledge the importance of both giving and getting feedback. To this end I have kept most of my assessment of performance on more of one of acknowledging and discussing participation as opposed to a more quantifiable approach such as rubrics. I do employ a survey of participants at the end of the unit. I would look at the units produced through the unit and comment offered in the survey to refine the unit.

Think about the instructional strategies you want the target audience to use as they are learning these tools. How do you relay the value of the tools in education rather than just a fun thing to use?

That is a good suggestion. As I was developing the unit I was primarily focused on creating something that would introduce a group of my faculty peers, who have little to no experience with online learning in even a DL environment to PLE & ONLE. My goal was to keep this as fun an activity as possible. In so doing I am exposing my peers to the tools we have used in this course in the hopes that they will find things to change their thinking about teaching with the web. Feeling that I have created something that is fun and informative that will be engaging, adding focus to looking at Web 2.0 applications and PLE/ONLE as powerful tools to teach with would strengthen the unit.

Maybe you could have the students present their lesson to the class using Elluminate or other application (UGC)

I like that idea, thanks.

In order to evaluate some of the delivery content and instructional strategies maybe incorporate a blog reflection and group evaluation in this module.

Good idea, Thanks.

The audience is high school students, which I have not worked with, but it does seem appropriate. They will be doing a lot of communication and updates through Twitter and Diigo... which seems a bit unnecessary to me since high school students see each other in class and it'd be easier to just have them talk directly. So, is there a point to these tools beyond using the tools for the sake of using the tools? What is the advantage to it?

Good question.  Yes, they will see each other in class but they will not necessarily have the opportunity to or want to talk about the lesson during this time (as we will be working on other assignments).  Twitter is more for class updates which I would normally do and it just gives them the responsibility.  Diigo will be used as the discussion board (just like we are using it now).  Students can instantly ask questions as they come across them versus having to wait until the next day and end up forgetting.

It seems very straight forward and organized, but looks like it will take a lot of additional in-class time to explain, set up, and keep the ball rolling. How will you keep it productive enough that your principal doesn't try to cut your head off for deviating from the curriculum?

This is going to be a year long project spread across the entire curriculum.  The first group will probably take A LOT of hand holding and will take some extra time, but the remaining groups will do most of the work on their own time.  The project does not deviate from the curriculum at all because they are "teaching" the same concepts that I would have been teaching.

Dan, I like this activity. Only I would say it is more active because you have them "create" stacks. Good lesson.

Monica, the creation of stacks is an activity to get the learners use to working with stacks as they have not done so before. I agree that this activity would make this "active" in nature. I could change this to having the learners look at pre-created stacks by others to gain understanding of stacks.

Dan, Will the learners post their stacks in a site to be shared?

I think sharing the stacks would make this a stronger component. Great suggestion1

Denilya, Nice idea, would the students be in small groups for this project?

They could be. It would work with our without groups. It depends on what you're evaluating, I guess.

Great idea!  What kinds of tools will they be exploring?  Things like online graphing calculators and graphing applets?  Will this be an in class activity or independent?  I would imagine some kids would have a difficult time navigating some of the sites.

They would be exploring online graphing calculators and applets as well as apps for a cell phone if they have one. I would direct them in class with some examples from NCTM Illuminations as well as Cool math and then leave it to them to find others. If they did not complete it in class they would have to complete it as homework.

Barb, Is the purpose to view topics in different formats or see how certain topics are portrayed in different formats?

This learning module sounds great. It seems like a more interactive tutorial.

This is for Jinnette. Sometimes the stickies move.

I totally agree with you Jinnette. I just meant that it was like an interactive tutorial which would be more interesting and better for learning than straight Q & A tutorial type drill and practice. It still falls under the Active heading. I should've used a different word than "interactive". Sorry for the confusion.

Anything to teach "boring, repetitive" topics is ideal, especially an online method. There are a number of great drill and practice (matching and flashcards) for all ages on the Internet, but I haven't seen one for APA. Great idea!

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.

This is a really cool site! Nice idea. Does this meet all the ideas of an active classroom? I think it could, but just wanted to see your thoughts. Thanks.

It all boils down to the quality in the information shared and the outcome of the collaboration. I suppose I could just read your post and not internalize it by commenting back or thinking about it.

It is more active than just handing them a voaculary list to memorize...It can be made more active having the student share cards (creating their own study groups to work/study with)...witht he cards shared with the instructor, they can also be saved for future students

Great idea Ruth. The communication and personalization is truly an added feature. We can share and see who says what. Students can benefit from this as they are brain-storming for new ideas as they use this. For example, they can share formulas in math homeworks or discuss social studies projects.

Thanks WendyWu! I like the tips you mention. It helped me figure out how to post to certain people...LIKE THIS! (i think I got it now)

I like your lesson using webquest. The student can participate in direct online interaction through the webquest. Also they use asynchronous communication to send information to peers. The communication is important as they can create ideas and share…and mainly edit their work in Google Docs, prior to sending it off to peers. You chose PowerPoint and find this is totally useful for real-world learning; young people need to learn these skills for various uses (e.g., work) and it adds a bonus of autonomy as they are part of the creation. This brings me to collaboration. Collaboration in this project will be effective as they share and learn about new animals. The topic is awesome as it stimulates curiosity and furthers research ideas. Lastly, I feel the animal topic is also a way to allow students to use multimedia and see images online.

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 Literature Circle unit is most effectively presented and participated in through an online learning environment because the students are able to build relationships with students from other classrooms and with the author. They can share information with each other through tagging and discussion boards. Students are able to use Google Docs to collaboratively write a letter to email to their author, use Safari Montage video-conferencing tools to discuss their thoughts with the author and see him/her face to face over a distance, follow the author on Twitter, and create a discussion through Twitter to find a group.

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 social networking by asking students to Tweet with each other from different core classes to find a group with students from other classes that they normally wouldn't speak with. They will also follow the author of their novel on Twitter. I integrated social tagging by asking students to find real world connections through videos or articles and posting them to the discussion board and to Delicious with specific project tags so everyone who was participating in the unit could see their resource bank. I integrated participatory web by asking students to participate in discussion boards, reflective blogging and video-conferencing. I integrated UGC by asking students to work collaboratively within their groups to create a presentation about their novel to share with the other groups before the author video-conferenced with them so that everyone had the same opportunity to participate in the discussion with the author. I integrated Community-Community interaction by requiring each group to be comprised of students from each different homeroom class.

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

I used rubrics to assess the major components of the lesson to include the technology aspects of the presentation. The community-community interaction could probably be stronger as could the UGC integration within the unit. I think the discussion boards, presentation, and the letter would be effective uses of instructional strategies and the students would feel ownership in each of those projects.

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.

While the main part of the course was getting teachers to create a website to increase student and parent communication, the underlying goal was to get teachers to network. I used several Web 2.0 tools to foster collaboration and sharing of grade-level resources. opening up communication is important. Too often teachers emerge out of their classroom and are dazed by what lurks beyond it. DL would cease after the class unless the numbers and emails were shared and then actually used. Friending and following classmates makes losing the number not an issue. OLE can be done in isolation. Network learning requires people to become hubs form information, both receiving and sharing.

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).

The community-community interaction is initiated by placing participants into groups with similar grade-levels.The lessons require the participants to join grade-level groups to share information using blogs and Twitter. They also tag great resources using common tags. They friend/follow and share information. They can also use google docs to share their UGC or other information, and can mash-up other people's resources.

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

I am using the same strategies I have learned from so much. I focused in on assessing more of the strategies than the content because if the strategies are being utilized, the content must have been acquired. I like the idea of student using communities to create, collaborate, and share. It is more efficient. how many teachers have taken the time to type out all the grade-level spelling words or vocabulary words. Common information should be shared and great ideas should be passed on and improved on. Using social media, social tagging, and mashing up shared information empowers teachers not to recreate the wheel but to improve it and scaffold our own learning.

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.

This unit integrates ONLE practices throuhg the group collaboration, class wiki's, community interaction and the group blogs. These tools allow the students to collaborate with other in a much more complete way then in a DL or OLE set up. This type of ONLE also allows the students to feel like they are part of learning community and just a class for credit or training.

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).

To include the ONLE stratgies such as community to community interaction the students use adobe buzzword to comment on the postings of last semester. Paticipatory web is used in the webwuest lesson not only are the students using the web to create a representation of thier comprehension ofthe topic they are also creating apresentation to teach thier classmates of thier personal learning connections.

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 instructional stratagies will be shown effective by the the way that students respond to the reflections of past classes, and create class content. As the quality and comprehension of the material is present in the students producable material it wil also support the ONLE stratgies and thier effectiveness.

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.

 One of the classes I teach is Journalism.  This is as class that can only benefit from collaboration.  Using an ONLE for this would be helpful for many reasons, not the least of which is conserving resources (paper, toner, etc.).  By using a wiki, the students can easily contribute to each other's work.  Normally in a writing class, students would create something on paper and interact only with the instructor.  Using ONLE, students can interact and learn from each other.  The unit I am proposing is the first unit students will complete in the class.  

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 create criteria for determining whether a news story is "important".  Students will post this on the Classroom Wiki to have it available for future classes.  It is unclear whether or not future classes could interact back as they may be at a different school by then. UGC:  Students are creating their own definitions of what is newsworthy.  They are generating their own content in this way. Participatory Web:  Students are creating a wiki together.  They will be interacting with each other and the wiki.

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

I think you can really tell if your strategy is effective by how well the class proceeds.  If the students are constantly lost and haven't been using the tools provided appropriately, then your strategy does not work.  For my particular lesson, I would know that it was effective if the students take part in discussions and successfully complete their assignments.  The bottom line of any strategy should be to facilitate the learning of the content.  So, it stands to reason that if they get the content and complete the project, the strategy has worked.