Group items tagged

I love Google Docs for the "cloud" computing strategy.

Yeah, but it's a complete disaster. I don't have the time and energy to monitor every kid who thinks it's funny to play around on that.

I forgot about phpBB. Great tool for a discussion board. You mentioned that you controlled the login for your students because of the maturity level. Do you have the same problem in class?

I controlled the login because my kids are 9-10 years old and tend to be more open with their information then they should be and bots/spammers sometimes try to sign up and post absolutely inappropriate things. As for their maturity... they act their age. It's a bit easier in class to see it happening and stop it immediately though.

You did an excellent job grouping the unit together. I liked the incorporation of an existing tool. I use MyITlab, and this is a well developed (and do-able) plan.

The tools I can choose from are kind of limited (short of paying a per-student rate for something nice a protected) so, I went with things that I can install and manage myself. I think it's do-able as well :) I'll see.

I like the way you divide the grade up to include technology.

That's because I have to give them a technology grade every quarter. Elementary school, you know, we grade on everything. They have three reading grades on the report card, three writing grades, 5 math grades, 5 conduct grades... etc. Everything is broken down into little peices.

I really like this program for plants.

Yes :) It's a great page! Very informative.

Is there a place where you could state the technology objectives for this unit?

I could, but no one will look at them or care except in this class. The technology objectives are simply to be able to use Google Docs, the Wiki, the message board, and Storybird. That's it. By use, I don't mean anything complicated. This quarter their technology grade is based on being able to post at least one message to the message board and publishing one story in Storybird. They have 45 mintues of computer lab time a week. They don't get a lot done in that time.

I don't see where the rubrics for evaluation are. Do you use them?

Rarely. There are times when I find them somewhat helpful but my kids pay little attention to them and there are so many assignments each day that making 5-6 rubrics per day is just not going to happen. I did make some for the project proposal.

Very interesting and thorough!

How is this integrated? Be more specific.

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.

Could you elaborate it on how you may integrate this?

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.

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.

How is community-community interaciton integrated? Be sure to have good understanding on C-C interaction.

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?

So how is this integrated in the example that you provide? Could you help us to understand?

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.

How is this integrated into your instrucitons? Elaborate it. Be more specific.

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.

How would this work? Please elboarate it

Social sharing? How? In what way?

Sharing edit notes, thoughts and suggestions between collaborators through google docs, live, synbchronous interaction through google+.

How? It looks like that you intend to integrate community-community integration; however, C-C interaction was not identified as your instructional strategy.

In what way? Elaborate it!

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.

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.

Dan, yes storybird.com is very collaborative! One student can start writing a story and another can contribute and so on.

It looks like you integrate community-community interaction; however, it is not listed as your instrucitonal strategy.

Looks like UGC as well?! Right?

I accidentally left off community-community interaction. I did list UGC. I have corrected the error.

Required to read by the future students? If yes, why? If not, why not?

It is required reading for future students to begin a discussion on the various approaches to solving equations.

How is it integrated? Collaborative Prezi?

How is UGC integrated? Remeember UGC is more than just creating content.

How? Be more specific. Required? If yes, what are the expectations? If not, why not?

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.

Please elbaorate it how it is integrated?

MOnica, I really like the way you pulled all the strategies and together.

Thanks I really liked doing this project with the students. now I also can share these with next semesters students as well.

Will each group be focusing on one approach to solving systems or all methods?

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.

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.

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!

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

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.