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Chih-Hsiung Tu

Home - Educating the Educators - 0 views

educatingtheeducators.webs.com

shared by Chih-Hsiung Tu 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.
    • Rebecca Fitch
      Rebecca Fitch on 11 Dec 10
       
      The strategies I incorporated include linkage, UGC, and mashup. Linkage is essential strategy to all online sites for ease of operation. Students were to generate a document that was then used by other students to experience the actual editing of a Google Doc and mashup was used to show the students how to create their own PLE
    • 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.
    • Rebecca Fitch
      Rebecca Fitch on 11 Dec 10
       
      As stated above, UGC was used in order for students to learn how to edit documents.
  • Chih-Hsiung Tu on 07 Dec 10
     
    ETC647 Fall 2010 Units
  • Pat Agrait on 13 Dec 10
     
    Educating the Educator - Author: Becky Fitch This Unit was simple, clean, and easy to follow. The only suggestion I have is for Becky to use Dr. Tu and Dr. Blocher's paper on "Social Network Linkage Design Model for Building ONLE & PLE" to help explain the purpose of ONLE & PLEs. I would like to have read that paper in lesson 1 of ETC647. It would be helpful before giving your lesson. 1. Your introduction paragraph was helpful. The content was all about creating PLEs and using Google Docs. Content is appropriate for the targeted audiences. Yes, content is designed to teach teachers and prepare the teachers to teach their students the same content. Feedback Comments: 1. Google Docs was used to create a collaborative story (constructivism). 2. Access to the unit was provided after unit was executed. 3. Hands-on create your own PLE with specified requirements. 4. A sample PLE was provided for support (like a template). 5. Individual research was required to discover the benefits of both creating a PLE and using Google Docs. Feedback Comments: 1. Tools used: a. Google Docs b. Forums c. IGoogle = PLE Feedback Comments: 1. Lesson 1- required the learner to create their PLE. 2. Lesson 2 - required the learner to collaborate one a story in Google Docs. 3. Lesson 3 - provided access to the unit with interaction and questions satisfied on a forum. The forum was provided in the Wiki. 4. An exit survey was created for instructor's feedback 5. Learners were expected to demonstrate that they could access the info after the Unit was completed.
  • susan astrene on 14 Dec 10
     
    This was a good unit for educators, is was clear and simple. I think it could have included more collaborative and cooperative activities. However all objective were met.
Kelly Nightengale

Just-in-Time Technology - 0 views

sites.google.com/...home

shared by Kelly Nightengale on 06 Dec 10 - No Cached
    • Kelly Nightengale
      Kelly Nightengale on 06 Dec 10
       
      The content is very applicable to the targeted audience. Many options and areas for teachers to learn. Every teacher needs to know how to use at least one of the courses offered. Even if a teacher already knows how to use Word or PowerPoint, completing the course may teach them something they didn't already know. Many NLE strategies were used. Linkage Design, Community-Community Interaction, Agg, Mashup, RSS, and CC were all utilized in this unit. Constructivism was also integrated. Participants collaborate online together, and are autonomous. The flexibility of required assignments, assessments, and timeline is great for the "real world" but because participants are not required to post comments or blog entries, most probably will ignore these features, limiting the knowledge gained and the networking possibilities. They are adults though and can make decisions for themselves but without a nudge, they will be missing out. The networking technologies used in this unit include twitter, blogging, delicious, and RSS feeds. They are integrated appropriately, however, as mentioned above, a requirement to use these technologies would be more effective. I can see many participants going to this site, completing the tutorials, and never contributing to the NLE technologies. The evaluations need improvement. The rubrics were great but mainly measured the content only. Although content needs to be assessed, so do the instructional strategies and technologies.
    • Kelly Nightengale
      Kelly Nightengale on 06 Dec 10
       
      Overall, nice job Patti!
Barbara Miroballi

Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 2 views

www.irrodl.org/...1103%22

shared by Barbara Miroballi on 14 Sep 11 - No Cached
    • Barbara Miroballi
      Barbara Miroballi on 14 Sep 11
       
      Relevant to ONLE/PLE
  • Epistemological Frameworks for Learning Siemens (2008b, p. 9) draws on the work of Driscoll in categorizing learning “into three broad epistemological frameworks” namely objectivism, pragmatism, and interpretivism.  According to objectivism, reality is external to the mind, and knowledge and perception are experientially acquired.  Pragmatism suggests that knowledge is a negotiation between reflection and experience, inquiry and action, and interpretivism posits that knowledge is an internal construction and is informed through socialization and cultural cues. A fourth framework is also introduced, namely Downes’ (2006) theory of distributed knowledge, which is supported by Siemens (2008b) who sees “. . . the view of knowledge as composed of connections and networked entities …The concept of emergent, connected, and adaptive knowledge provides the epistemological framework for connectivism as a learning theory” (p. 10).  Siemens sees the alignment between epistemologies and learning theories as detailed in Figure 1. Figure 1.  Alignment of Epistemologies and Learning Theories 
  • Downes and Siemens do not suggest that connectivism is limited to the online environment.  The online environment is one application that has been important for the development of connectivism, but the theory applies to a larger learning environment, and helps to inform how we understand our relatedness to the world, and consequently how we learn and understand from it.
  • ...4 more annotations...
  • Networks are not just comprised of digitally enabled communications media, nor are they exclusively based in neurological brain-based mechanisms.  The networks to which Downes and Siemens are referring are the relationship between ‘internal’ and ‘external’ physical environments.  As Siemens suggests, the learning is the network.
  •  In the educational domain, a multitude of Web applications are being used to enhance the learner experience, particularly in terms of collaboration and communication.  New learning environments are informing present and future trends from which both educators and students stand to benefit. Moreover, the way in which global networks and communities of interest are currently being formed through emerging technologies is encouraging young people, in particular, to develop new, creative, and different forms of communication and knowledge creation outside formal education.  Of course the number of learners who have been immersed in these technologies all their lives will grow, as the young are more predisposed to use the latest technologies (National Statistics, 2007) and will displace the learners who have grown up with books and pen and paper as resources for learning.
  • Furthermore, school systems have not developed a connectivist model within which to deliver curricula, partly because educational staff and institutions have not caught on to the possibilities that digital technology have to offer, and partly because not all people are autonomous learners.  Additionally, school systems tend to value education that is grounded in traditions of the past, steeped in values that have developed over centuries. 
  • velopment and emergence of new pedagogies, where control is shifting from the tutor to an increasingly more autonomous learner. References
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).
Erin Rain

Technology and Recycling - 0 views

sites.google.com/...recycingandblogging

shared by Erin Rain on 07 May 11 - No Cached
    • Erin Rain
      Erin Rain on 07 May 11
       
      Content: Students will really enjoy this activity! They will definitely learn the importance of recycling and technology that goes with it.
    • Erin Rain
      Erin Rain on 07 May 11
       
      ONLE Instruction Strategies: There was definitely the instructional strategy of Participatory Web for the students, along with Social Networking. I didn't see any UGC- where the content that the students generate is required readings of the other students. I also didn't see any RSS feeds or tagging.
    • Erin Rain
      Erin Rain on 07 May 11
       
      ONLE Technologies: Definitely great use of ONLE technologies: Google Sites, Google Docs, blogger, Dipity for timelines. They are all used appropriately and effectively (as a collaborative tool).
  • ...2 more annotations...
    • Erin Rain
      Erin Rain on 07 May 11
       
      Evaluations: I saw goals and objectives listed, but didn't see any rubrics, evaluations, surveys, etc. How will you measure this?
    • Erin Rain
      Erin Rain on 07 May 11
       
      Additional Comments: Good unit! Keep practicing adding instructional Strategies and evaluation methods.
Dan Ciernia

web2.0tools - Home - 0 views

web2point0tools.weebly.com/index.html

shared by Dan Ciernia 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.
    • Laurel Griffiths
      Laurel Griffiths on 07 Dec 11
       
      I really tried to create a ONLE when designing my unit so I incorporated many discussion boards and 2 group assignments so that my students would have the feeling of having classmates that are all learning together. Also, I reminded students every step of the unit that if they have questions to email me so that I can address them, therefore again creating a classroom sense.
    • 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.
    • Laurel Griffiths
      Laurel Griffiths on 07 Dec 11
       
      I did not include any social tagging assignments in my unit but I did have students share ideas and web 2.0 tools they enjoyed through a discussion board, so websites and ideas are still being transferred just not through tagging.
    • 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.
    • Laurel Griffiths
      Laurel Griffiths on 14 Dec 11
       
      My assessment was having my students create their own lesson plan to share with the class using a new web 2.0 tool. I feel this assessment was good for the content because it is applying the content learned in a real setting. To assess the delivery of technology and instructional strategies I had a survey at the end of the lesson for students to fill out asking questions like if they thought the objectives were met. This survey is just for the instructor to know and improve their methods for the next time.
  • ...4 more annotations...
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      Content is appropriate and is two-layered, Instructors and the learners they guide. The key to the success of this workshop will be in how well the intended audience carries through with that aspect of the workshop.
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      This workshop is complete in the area of ONLE instructional strategies and the appropriate tools to achieve success in executing these strategies. Choice is key in the elements of this workshop, the audience of this workshop need to recognize that element and assure that it is implemented in their follow-on.
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      A very good collection of web 2.0 tools to use and learn. They provide the networking aspects necessary for this assignment and to provide a strong base in learning and understanding web 2.0 tools. The variety of tools are very good as standalone and integrated for connecting learners and the content they research and create.
    • Dan Ciernia
      Dan Ciernia on 07 Dec 11
       
      Lesson elements are measured/assessed by rubrics which are clear and complete. The inclusion of the survey on how the workshop instructor performed is an excellent addition.
  • Laurel Griffiths on 07 Dec 11
     
    The true goal of my unit was to introduce teachers to as many web 2.0 tools as I could in a short period of time so that they are able to incorporate them into their lessons. I feel that creating a lesson plan and sharing our lesson plans with the class with a great way to assess the content of my unit. Also I included a survey at the end of my unit for my students to grade me as an instructor, so then I would get a assessment for my delivery of technology and instructional strategies through feedback.
Chih-Hsiung Tu

Health and the Media - home - 0 views

healthandmedia.wikispaces.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.
    • Barbara Miroballi
      Barbara Miroballi on 08 Dec 11
       
      This unit is ONLE because it is in Wiki format and is available to the student after the course is finished. The ONLE is a learning environment that is not controlled within a content managed system. It offers more flexibility with content management by the student as well as the instructor. The student has more control of his/her learning. The student has the ability to create and edit their content in collaboration with their peers. The teacher puts in the assignments and criteria and the student has the expectations of meeting the criteria. In this unit the student's have the assignment of creating content pages in the wiki page and letting their partners know via twitter. The big assignment is the PLE at the end of the unit which is created in iGoogle another potential ONLE.
    • 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.
    • Barbara Miroballi
      Barbara Miroballi on 08 Dec 11
       
      I determined the social tagging architecture by course, year, semester, lesson and content. By putting the year and semester, it helps keep each semester/year categorized. When the students reference content they can use the tags to determine when it was created. The design should take into consideration of how the information is being used and referenced or transmitted. The following are the tags used for my unit: Twitter hashtag: #HealthMediasp2012L1 Delicious tags: Health+Media,Spring 2012+Lesson1 Lesson 2: Twitter hashtag: #HealthMediasp2012L2 Delicious tag: HealthandMedia+sp2012+Lesson2+ContentPage Lesson 3: Twitter hashtag: #HealthMediaSp2012L3 Delicious tag: HealthandMedia+sp2012+Lesson3+casestudy Lesson 4: Delicious tag: HealthandMedia+sp2012+Lesson4+PLE
    • 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.
    • Barbara Miroballi
      Barbara Miroballi on 08 Dec 11
       
      I will know my strategies are effective by the quality of the content the students create and the integration and competence with the use of the Web2.0 tools and the PLE tools introduced. I have rubrics that are comprehensive and cover the all the key components of the assignments including integration and competence of using the technology. I also have a final course evaluation required to be completed that specifically asks how well the students perceive their ability of using the technology introduced in this course. The students are required to use Twitter and Delicious bookmarking throughout this course, by monitoring their posts and tagging, I will be able to determine with the rubric the level of comprehension the student is displaying. If I see there is a definite lack or no response, then I will council that student and mentor and help with integration.
anonymous

Technology Integration Unit - 0 views

https://sites.google.com/a/nau.edu/tech4teacher/ Here is my technology unit.

ETC647 Education ONLE

started by anonymous on 03 May 12 no follow-up yet
anonymous

Laura Randolph-Technology Rich Classrooms - 1 views

Thank you! I wanted to make something that is practical for teachers who are wanting to learn some technology integration in a comfortable environment.

started by Ruthee John on 03 May 12 1 follow-up, last by anonymous on 05 May 12
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.
susan astrene

Expositoy-Fall2010-ETC647 Group - 3 views

ha ha ha.. Peter that's why I like it so much it keeps me feeling young. I've got to keep up with my kids

Fall2010-ETC647 Group-Expositoy-willies

started by Peter C. Frank on 06 Nov 10 1 follow-up, last by susan astrene on 07 Nov 10
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.
Erin Rain

James and the Giant Peach - Home - 0 views

jamesandthegiantpeach.weebly.com/index.html

shared by Erin Rain on 07 May 11 - No Cached
    • Erin Rain
      Erin Rain on 07 May 11
       
      Content: Content definitely supports ONLE and is appropriate for your students (character analysis, plot development, poems, etc.)!
    • Erin Rain
      Erin Rain on 07 May 11
       
      ONLE Instructional Strategies: Use of multiple ONLE instructional strategies. Participatory web is used, tagging, Network Learning of course. Depending on of students are required to read all of their peers' postings and creations, this would determine UGC. I didn't see RSS.
    • Erin Rain
      Erin Rain on 07 May 11
       
      ONLE Technologies: Many Web 2.0 technologies were used effectively and appropriately: Google Forms, Voice Thread, Blog (although not their own blog in an outside site like blogger, it is within the course, more like a CMS), Bubbl, Glogster, Webspiration, and Timetoast! Students will use them effectively, but are they using them all collaborativally?
  • ...2 more annotations...
    • Erin Rain
      Erin Rain on 07 May 11
       
      Evaluations: Goals/objectives were clearly outlined for students. Evaluations in the last lesson were outlined (survey), although didn't see many other rubrics or evaluation tools throughout the unit.
    • Erin Rain
      Erin Rain on 07 May 11
       
      Additional Comments: Wonderful unit! I really enjoyed it! May just want to evaluate your use of UGC, and evaluations! Great presentation as well- Very informational!
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.
Ruthee John

L5 Discussion-Spring 2012 - ETC647 Group - 0 views

sites.google.com/...l5-discussion-spring-2012

shared by Ruthee John on 08 Apr 12 - No Cached
  • Students collaborate using blogger
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      Will each student have access to one classroom blog or will they each have their own blog?  
  • Students gather information on character from books, contacting author...
  • Technology
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      Will students gather information on the web, book, pre-seleected material?
Ty Coulter

Evaluation for Coulter, Ferguson, Gagliardi - 4 views

In response to your question about assisting students with the technology I have chosen, I will be assisting students through email communication. I will also be a part of every groups' discussion...

ETC647L7

started by Beth Koepp on 03 May 12 1 follow-up, last by Ty Coulter on 06 May 12
Michael Wolfe

weight-management - Goals and objectives - 0 views

weight-management.wikispaces.com/Goals+and+objectives

shared by Michael Wolfe on 06 May 12 - No Cached
  • Objectives
    • Michael Wolfe
      Michael Wolfe on 06 May 12
       
      How are these objectives aligned to state and technology standards?  Are those listed anywhere on the site?
Michael Wolfe

Lesson 3: Classroom Units - The Hulet Helper - 1 views

sites.google.com/...classroom-units

shared by Michael Wolfe on 06 May 12 - No Cached
  • Assessment
    • Michael Wolfe
      Michael Wolfe on 06 May 12
       
      What other elements of assessment might you include?  Consider aligning the assessment to technology or content specific standards.
Denilya Barrett

Wikispaces - 1 views

caitv.wikispaces.com

shared by Denilya Barrett 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.
    • Dan Ciernia
      Dan Ciernia on 08 Dec 11
       
      Chih, This lesson is built upon the ONLE strategies of sharing (PICLP and PICs tagged sources and data), collaboration (team contributes to and co-authors lesson plan and script through google docs) partipative web (Synchornous meetings through Google+, Asynchronous communication through Gmail), user generated content (co-authored Lesson Plan and Script for People In Crisis training which will be utilized and updated by subsequent training teams in ongoing training and education). Using these web 2.0 tools provides an interactive, 24/7 environment that far exceeds a simple delivery system.
    • 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.
    • Dan Ciernia
      Dan Ciernia on 08 Dec 11
       
      Chih, the social tagging architecture is built with two tags PICLP (Lesson Plan related sources and data and PICS script related sources and data). This architecture is simple, but clear in identifying and organizing the elements used in developing these two lesson deliverables (Lesson Plan and Script) for use by team colleagues.
    • 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.
    • Dan Ciernia
      Dan Ciernia on 08 Dec 11
       
      Chih, The deliverables in this lesson (Lesson Plan and Script) are created throught the participation and contribution for team colleagues by using the web 2.0 tools introduced in this lesson. Your question does shed light on recognizing the participant accountability aspect that I did not place enough focus on and that is the individual effort, I have the focus on the team, not the individual. In this lesson and the audience this lesson is targeted to the collaborators will hold each other accountable throughout the process.
  • ...3 more annotations...
    • Max Atwell
      Max Atwell on 11 Dec 11
       
      Outstanding unit Dan! I would like to hear how this goes when you impliment it next year.
    • Dan Ciernia
      Dan Ciernia on 12 Dec 11
       
      Thanks Max, I'll keep you in the loop when the lesson goes live.
    • Aric Bilas
      Aric Bilas on 11 Dec 11
       
      This looks like a great unit to bring different areas of law enforcement together! Great job.
    • Dan Ciernia
      Dan Ciernia on 12 Dec 11
       
      Thanks Aric, this lesson will provide new tools to various units of law enforcement to connect at new levels.
    • Denilya Barrett
      Denilya Barrett on 12 Dec 11
       
      Good Job :) I think it could use a discussion or examples at the beginning of how it will be useful for the students. Less of a general "it's good for collaboration" and more a "here are some specific examples of how you could use this to make your job/life better, so pay attention to class!"
    • Denilya Barrett
      Denilya Barrett on 12 Dec 11
       
      ...not that it isn't a good introduction. As a student, I just like having examples so I know what I'm getting into and how it's actually going to be useful...
    • Dan Ciernia
      Dan Ciernia on 12 Dec 11
       
      Denilya, you point out some very good points regarding the introduction. The learners that this lesson is designed for want to get from "A" to "B" on the shortest route, they already have a pretty good idea of what they are getting into (content speaking) . The learners expect that any training they receive will make their job/life better.
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.
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