Group items tagged

Question I: ONLE Please justify why your unit integrating ONLE, not just distributed learning (DL) or online learning environments (OLE). Be sure to distinguish ONLE from DL and ONLE. Provide the examples from your unit to justify your responses.

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.

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.

Question I: ONLE Please justify why your unit integrating ONLE, not just distributed learning (DL) or online learning environments (OLE). Be sure to distinguish ONLE from DL and ONLE. Provide the examples from your unit to justify your responses.

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

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

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

Question III: Evaluations Discuss how do you know your integrated ONLE instructional strategies effective? Remember assessing content is different from assessing instructional strategies. Your assessment must be capable to assess content, delivery technology, and instructional strategies.

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

Question I: ONLE Please justify why your unit integrating ONLE, not just distributed learning (DL) or online learning environments (OLE). Be sure to distinguish ONLE from DL and ONLE. Provide the examples from your unit to justify your responses.

My unit is integrating ONLE because it uses many web 2.0 applications that aren't already connected. For example, the the assignments use animoto, google sites, and delicious. These have been integrated together to form an online environment not previous in existence.

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

The social tagging architecture used in this unit is accomplished through delicious bookmarking. When students are assigned material to research, they must bookmark their online sources CIS105, (subject), (Unit).

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.

Participation, and student feedback are how I determine if the strategy was effective.

Question I: ONLE Please justify why your unit integrating ONLE, not just distributed learning (DL) or online learning environments (OLE). Be sure to distinguish ONLE from DL and ONLE. Provide the examples from your unit to justify your responses.

In a managed or distributed learning course the students are typically restricted to the content uploaded by the instructor. In an ONLE/PLE students can contribute to their own learning as well as the other students. Online maps, samples and interactive labs are available online. The web has thousands of images, movies, websites and video clips that can be incorporated into open discussions, student created wikis and blogs. In addition students can choose from many different programs available online in order to accomplish the assignments in this unit. This student driven learning can be beneficial to understanding concepts and ideas in geology.

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

Social tagging is a way of organizing websites, tweets, and information in such a way as to make it available to other online users. The tagging helps users identify specific topics and comments and gives them the ability to add information to that group. This unit uses Twitter and Delicious and their tagging architecture so students can find the correct information and add their own data to the group. This unit uses Twitter to keep students up to date on assignments and allow them to communicate with the class. They will use the hashtag #GLG101edtech. In addition the students will provide additional resources for each lesson and make them available on delicious for others to access. These are tagged GLG101+EQ+Fall+2011, GLG101+Plates+Fall+2011 and GLG+Volcano+Fall+2011. Students will also tag resources on Delicious for their paper they will write for one of the lessons.

Question III: Evaluations Discuss how do you know your integrated ONLE instructional strategies effective? Remember assessing content is different from assessing instructional strategies. Your assessment must be capable to assess content, delivery technology, and instructional strategies.

In each lesson there is blog reflection that is required of the students. The students comment on their experiences during the lesson and their group assignments. The student's observations about the unit gives me the opportunity to evaluate delivery content and instructional strategies. There are also rubrics to guide the students with their assignments and help to evaluate content. In addition students peer evaluate several assignments. The quality of the work submitted is also a way the delivery content, strategies and content can be evaluated. As I review the lesson, I would have liked to add a survey for the students to provide specific information on the strategies and delivery content.

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!

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.

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).

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

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.

In the Online Learning Environment, learning is an individual process where the instructor guides the course and students share content only with the instructor. When you add the "N" ONLE opens the door, collaboration develops and students actively participate in developing content and guiding the learning. When the semester is over, students are able to continue the connection with others as well as the creating of content. The ONLE allows continual collaboration in Google Docs, Twitter, and blogs and access to the tools for networking can be designed in ones' PLE where one has complete control for life-long learning. Distributed learning communities take shape by how they self-organize, and how they support learning, distinguishing the construct from traditional groups of learners found in many f2f classrooms. The connectivism in my unit develops an awareness of the capacity of social networking, and the tools that can empower participants to go and find the knowledge. One makes knowledge personal by construction of a personal learning environment and that knowledge is the connection. They build on the connectivism theory as they develop future lessons for others to learn.

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).

A Wiki is developed to integrate discussion and share content. User-Generated Content is established as groups collaborate and develop their course Wiki by adding content. Learners are engaged in contributing online content in their group area and create web pages (PAR). Participants apply technology tools for their learning and connect with resources on their PLE with RSS. Community -community interaction develops each semester as classes are able to learn from wiki content development and add to it. Connectivism principles are integrated in each lesson as a guideline and the learner-centered approach enables students to use creativity by designing and implementing lesson content which involves challenge and higher-order thinking.

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 will know the integrated ONLE instructional strategies are effective in my unit by observation as participants' control contribution and content development in their group wiki sections. Their PLEs will use RSS feeds to manage information and they use unique tags to share distributed learning resources on Delicious; the Social Tagging is integrated in their wikis as well for resource sharing. Threaded discussions are used to ensure understanding of assignments. Self-assessments in the form of weekly blog postings are used to determine if learning outcomes are being met. Peer evaluations are integrated within groups and the class as whole and weekly assignments will be given immediate feedback to determine if the student understands. Rubrics are used as well as a survey for feedback.