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anonymous

ETC 647 Intro to Computers - 1 views

sites.google.com/...home

shared by anonymous 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.
    • Pat Agrait
      Pat Agrait on 13 Dec 10
       
      a) Lesson Plan #1 - Develop computer vocabulary with a collage of pictures in Google Sites. Indicate part name, learners research for the pictures and definition of each part and adds their info to the appropriate web page. One table cell for each student https://sites.google.com/site/etc647introtocomputers/project-definition Instructional strategies: User Generated Content (UGC) Activity: Online research (Refer to vocabulary list in Appendix C) Technology: Google Sites Dimension: Asynchronous Assessment: Each student contributes to each web page a picture and a definition, thereby building an online dictionary. b) Lesson Plan #2 - Watch videos - Dissecting a computer & Upgrading Ram: The students are asked to rate the videos and tag the video to share. Instructional strategies: Face-to-Face Enhancement - Connect to relevant human learning resources, social tagging and social content sharing strategies. Activity: Watch YouTube videos Technology: Internet - YouTube.com, Delicious.com Dimension: Synchronous or Asynchronous Assessment: Each student will rate the videos and tag the video to share a) http://www.youtube.com/watch_popup?v=4GMCghYExZM&vq=small#t=18 b) Upgrading Ram: http://www.youtube.com/watch?v=jDQ5hydK4ZI&feature=related c) www.mywebspiration.com - 1) Your team will create a concept map with the computer in the center connected to 4-core concepts: input, output, hardware, software. Add as many items as you can in each category and link their connections to each other. 2) Save concept map as Word doc, upload to Google Docs and label it Team#-Webspiration. Share with your instructor (pagrait@gmail.com). 3) Add Google Doc link to your Delicious account - Tag: intotocomp+team#+Webspiration 4) Students will get extra credit points if they can add to another group's concept map. Instructional strategies: Learner-learner interaction/User Generated Content (UGC) Activity: Content Mapping Technology: Onli
    • Pat Agrait
      Pat Agrait on 13 Dec 10
       
      Lesson Plan #1 - Develop computer vocabulary with a collage of pictures in Google Sites. Indicate part name, learners research for the pictures and definition of each part and adds their info to the appropriate web page. One table cell for each student https://sites.google.com/site/etc647introtocomputers/project-definition Instructional strategies: User Generated Content (UGC) Activity: Online research (Refer to vocabulary list in Appendix C) Technology: Google Sites Dimension: Asynchronous Assessment: Each student contributes to each web page a picture and a definition, thereby building an online dictionary. Lesson Plan #2 - Watch videos - Dissecting a computer & Upgrading Ram: The students are asked to rate the videos and tag the video to share. Instructional strategies: Face-to-Face Enhancement - Connect to relevant human learning resources, social tagging and social content sharing strategies. Activity: Watch YouTube videos Technology: Internet - YouTube.com, Delicious.com Dimension: Synchronous or Asynchronous Assessment: Each student will rate the videos and tag the video to share a) http://www.youtube.com/watch_popup?v=4GMCghYExZM&vq=small#t=18 b) Upgrading Ram: http://www.youtube.com/watch?v=jDQ5hydK4ZI&feature=related Lesson Plan #3 - www.mywebspiration.com - 1) Your team will create a concept map with the computer in the center connected to 4-core concepts: input, output, hardware, software. Add as many items as you can in each category and link their connections to each other. 2) Save concept map as Word doc, upload to Google Docs and label it Team#-Webspiration. Share with your instructor (pagrait@gmail.com). 3) Add Google Doc link to your Delicious account - Tag: intotocomp+team#+Webspiration 4) Students will get extra credit points if they can add to another group's concept map. Instructional strategies: Learner-learner interaction/User Generated Content (UGC) Activity: Content Mapping Technolo
    • 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.
    • Pat Agrait
      Pat Agrait on 13 Dec 10
       
      Lesson plan #1 employs the Online Inquiry Based Learning in User Generated Content (UGC), a Connectivism instructional strategy. According to the Ohio Department of Education (2010) research department, technology plays an important role in inquiry-based teaching. Computers and the Internet provide students access to information and the ability to manage multiple and complex sources; they also enhance students' interest, motivation and engagement in active learning and content development. Technology further aids inquiry projects by allowing students to make connections between the classroom and the "real world," as well as produce high-quality presentations of their results. Learners may also work at their own pace and complete the project from home if necessary. a) Lesson Plan #1 - Develop computer vocabulary with a collage of pictures in Google Sites. Indicate part name, learners research for the pictures and definition of each part and adds their info to the appropriate web page. One table cell for each student https://sites.google.com/site/etc647introtocomputers/project-definition Instructional strategies: User Generated Content (UGC) Activity: Online research (Refer to vocabulary list in Appendix C) Technology: Google Sites Dimension: Asynchronous Assessment: Each student contributes to each web page a picture and a definition, thereby building an online dictionary. The instructional design strategies incorporated into this unit were based on the Principles of Connectivism & Instructional Strategies (Siemens, 2005): ● Learning and knowledge rests in the diversity of opinions ● Learning is a process of connecting specialized nodes or information sources ● Ability to see connections between fields, ideas, and concepts as a core skill ● Decision-making and choosing what to learn and the meaning of incoming information References Ohio Department of Education, Research. (2010). Using effective instructional strategies: inquiry-based teaching. C
    • pattirose55
      pattirose55 on 08 Dec 10
       
      Content Feedback Comments: Computer vocabulary, PC components, PC upgrading, and PC purchasing are all appropriate and related topics for students, parents, teachers, and co-workers; however, age and/or grade level could be an issue due to concept, vocabulary, reading level, and dexterity. * NLE Instructional Strategies Feedback Comments: The unit is self-directed and self-paced. It contains active learning, reflection, project-based learning, Wiki content development (UGC), discovery learning, and inquiry-based learning. Interactions include learner-to-learner (collaborative) and learner-to-content (videos). * NLE Technologies Feedback Comments: Utilized Google Sites, Google Docs, Webspiration, Delicious, and Blogger, as well as Microsoft Word and Excel. Various websites were also accessed for tests, flashcards, and games (matching and Who Wants to Be a Computer Genius). Evaluations Feedback Comments: Unit included pretest, post-test, vocabulary quiz, completed worksheets, rubrics, and peer evaluation form. Lesson Plan #1 develops computer vocabulary by completing a collage of pictures and respective definitions in Google Sites based on a rubric (Appendix C). Additional Comments: Textual layout wasn't what I had expected. "Unit Content Outline" section basically contains the course/unit (or syllabus). Font styles, sizes, and colors are different in places and were rather distracting. On one screen a sentence or two are unreadable (whited out). At first I thought it was done for emphasis but that didn't pan out. I noticed some grammatical and spelling errors. Overall, the unit is very comprehensive with both NLE technologies and instructional strategies to teach necessary concepts. I liked that a substitute lesson plan (an online crossword puzzle) was included.
  • Chih-Hsiung Tu on 07 Dec 10
     
    ETC647 Fall 2010 Units
Michelle Ross

L5 Discussion-Spring 2012 - ETC647 Group - 11 views

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

shared by Michelle Ross on 02 Apr 12 - No Cached
  • User generated content (wiki pages).
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Could you explain why UGC is different Participatory web? Be more specific.
    • anonymous
      anonymous on 08 Apr 12
       
      UGC allows for creativity outside of the norms of a traditional learning environment, allowing the Internet to serve as a platform for a collection of ideas to assist others. Whereas participatory web seems to encourage those coming together to have a part in developing or meeting a specific goal, at least that is what I am understanding. After a better understanding of what exactly we were to post for this upcoming unit plan, I am now changing my character profile lesson to a more participatory project that assists other educators in ideas for integrating technolgy into their classroom.
  • Can view previous students' wikis.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why this is critical to your design.
    • Ty Coulter
      Ty Coulter on 07 Apr 12
       
      This is critical for 2 reasons. First, it gives current students and example of what their pages could look like. Second, it lets them see how this process can be effective in helping real people manage their weight effectively.
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      Ty if that is the case wouldn't this also qualify as community-community learning under Network Instructional Strategies?
  • Social Tagging (Delicious, Twitter, Blogspot)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why and how social tagging is integrated into your design.
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      The objective of this lesson calls for the participants to research and share five Web 2.0 technologies. As they continue their research, it will be important for students to bookmark and share these sites with their group as this lesson has actually been designed as a professional development for teachers. Using Delicious, Blogspot, and other tagging resources will allow these teachers a constant source of Web 2.0 tools.
  • ...57 more annotations...
  • UGC (Presentational Web 2.0 Tools)Learner-Learner InteractionParticipatory Web (Blogspot)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how and why UGC and participatory web are different in your design.
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      UGC content will be found in the lessons that the participants create for their students, using Web 2.0 technologies and tools. This activity is more UGC as it creates content for others. Participatory Web will be found as participants add to collaborative blogs and wikis. This activity is more participatory as it shares content, but does not create it for the purpose of others' study.
  • Community-Community interaction: Delicious bookmarking
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how and why Delicious is integrated.
    • Sarah Gagliardi
      Sarah Gagliardi on 06 Apr 12
       
      Delicious is integrated to share resources for other students to access easliy. I thought it would be a great way to share information that each member found when doing research.
  • UGC: webquest presentations
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why WQ is considered as UGC. Do students create WQ or go through WQ?
    • Sarah Gagliardi
      Sarah Gagliardi on 06 Apr 12
       
      Students will do both create the webquest for their peers to then interact and learn from each other.
  • Social content: resources are tagged in Delicious for students to have access to
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why teachers tag to share. Why not to engage students to tag to share? If Delicious is integrted, why social tagging is not part of your design? Please explain.
    • Kirsten Harder
      Kirsten Harder on 08 Apr 12
       
      I often forget about the students doing the tagging, especially with my middle school students because they often try to share things that are not relevant to the content. However, if I set up the guidelines for them, they could definitely be the ones to share and not the teacher.
  • Participatory web User generated content
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how and why the differences between Participatory web and UGC in your design.
    • Kirsten Harder
      Kirsten Harder on 08 Apr 12
       
      In order to get students started, they will use a participatory web to begin gathering their research. Then once they have the information, they will create the content or presentation of the information. Each group will have different topics to cover so they will be teaching material to the rest of the class on their assigned topic.
    • anonymous
      anonymous on 08 Apr 12
       
      I like the idea of putting their research into practice. I think this makes the learning more meaningful.
  • Web 2.0 tools
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why Web 2.0 tools are considred network instrucitonal strategies. Be more specific.
  • Social Tagging
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why and how social tagging is integrated into your Prezi design.
  • Discussion Board Moderation and Scoring 
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Online discussion is not explained in your activities why we need the evaluation. Please justify.
  • Network Instructional strategies:
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how and why each network instrucitonal strategies integrated in your design. Be more specific.
    • Beth Koepp
      Beth Koepp on 06 Apr 12
       
      Students will brainstorm background knowledge and vocabulary definitions using piratepad.  This piratepad will be made available throughout the course, continuously being added to. This pad will continue to be available after the course is completed.  Using various sites, students will share online graphic novels (using Delicious with tagging for easy sharing) then will create their own graphic novel using Toondoo.  Through google docs, participants will leave each other feedback on their shared graphic novels. 
  • Mobile Learning and Ubiquitous Learning: Mobile devices providing 24/7 learning environment with access to course materials, Twitter, Delicious, Facebook, RSS, email, iGoogle.
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how mobile learning is integrate into your deisgn. Is it required?
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      Students use smart phones in the commons for everything that they do. For example synchronous voice communication, asynchronous texting, internet searches and Facebook. This course in its design hopes to use technology that students are familiar with, mobile services, and relate those with use of computers, laptops and other mobile devices like the iPad to accomplish the goals of the class.
  • Network Instructional Strategies:
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      You integrate many interesting network instrucitonal strategies. Can you discuss any potential challengs you may encounter?
    • Sarah Gagliardi
      Sarah Gagliardi on 06 Apr 12
       
      I can see the students getting lost in the many tools that are embedded. Additionally, teaching each tool individually and then embedding them in the project may take a large amount of time; however, I think students may get into the project when they are engaged within the tools.
  • Information visualization (wordle creation)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why and how InfoViz is integrated into your design.
  • Network Instructional Strategies:
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Googel Sites are integrated. Is any reason that Participatory web and UGC are not included in your deisgn. Please jsutify!
  • Online Instructional Strategies:
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how and why each strategy is integrated. Be more specific.
    • Michelle Ross
      Michelle Ross on 09 Apr 12
       
      Each strategy will be used in an ONLE by employees to enhance not only the learning experience but collaborative techniques as well. 
  • Presentation Rubric
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Shouldn't we need to evaluate onlien delivery technology and onlien instrucitonal strategeis?
  • Participatory Web (via Web 2.0)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Which one? Be more specific and explain why?
    • Michael Wolfe
      Michael Wolfe on 09 Apr 12
       
      Students are creating their own pages, so specifically it would be user generated content.  By creating their pages, they are actually making a product live on the internet for research and informational use.  Other students next year can reference their information and use it to help them make their own pages.
  • Community-Community Interaction (via Delicious)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      What are your social tagging architecture and how it may generate communit-community interaciton? Be more specific.
    • Michael Wolfe
      Michael Wolfe on 09 Apr 12
       
      Students would tag their work based on the class, regional mythology, and specific informational category (pantheon, artifacts, locations, history, etc.).   The development of resources will assist in other students finding information and develop the resources for the course over time.  Students would be required to find a minimum of new sources to contribute to the list.
  • Information Visualization (ToonDoo graphic novel creator)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain how and why it is integrated in your design.
  • UGC (Students create notes in Google Docs)
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please explain why it is consdiered as UGC not participatory web. Be mores specific.
    • Beth Koepp
      Beth Koepp on 06 Apr 12
       
      This portion would be considered user gernerated content (USG) because the students are collecting and creating documents/notes that will be shared with others in the course.  This content will be available long after the unit is done. 
  • Evaluation:
    • Chih-Hsiung Tu
      Chih-Hsiung Tu on 02 Apr 12
       
      Please justify how you assess your network instrucitonal strategies.
  • Content will be delivered and created using Glogste
  • Participatory web (wiki pages).
  • Student-student interaction
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      I love the idea of using "peertrainer" for discussion and support. Is there room in your design for social tagging or bookmarking? This would allow students with an opportunity to share sites that they have found to be helpful.
    • Ty Coulter
      Ty Coulter on 07 Apr 12
       
      Social tagging and bookmarking could easily be built in either through Diigo or Delicious. I simply neglected to add this feature when initially typing this up.
  • students will create a webquest for classmastes
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      I love this idea! Your design is well done and explained.
  • Teacher created rubrics
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      How will the presentation's be graded? Will the research be listed on the student wiki, or will it be more of a report?
    • Kirsten Harder
      Kirsten Harder on 08 Apr 12
       
      The research will be integrated into their presentations. They will be graded on the content of their research, keeping with the topic, and at least meeting the research standard as set by the Arizona State standards for research.
  • argument on the issue of slavery.
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      From who's viewpoint will you direct the argument of slavery: The negative views of the slaves themselves or the positive outcomes for the slave owners? Will students present both viewpoints or choose a side?
  • create a personal profile choosing from a list of fictional characters
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      Love this idea!
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      I am currently doing this with my students and they LOVE it.  
  • Students can view other Glogs created by peers
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      This can be used from year to year as well, creating a community-to-community networking.
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      Very true!
  • design of submarines
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      Should be interesting! Which content area would be covered during this project?
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      History has shown that as the political environment changes the missions of submarines has changed. For example attack submarines were used in WWII, Korea, Viet Nam, the Cold War, and the Gulf Wars. A need was realized during and after Korea that required the mission of the submarine to fire missiles, the design and shape of the submarine changed. Another example is more current with the design of submarines to deploy Seal Teams. This assignment could use mind mapping tools to show links between political environment, mission and designs. Mind mapping tools are also available in the mobile learning environment. It is a topic that, being a submarine sailor, interests me and allows for prediction of what the next generation of submarine might be like.
  • Students gather information on character from books, contacting author...
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      I love the idea of a character profile, using Google sites. Is there room for gathering and collecting the character information via online technologies, or will this be done with pencil and paper?
  • Professional Development Training Course 
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      What specific content does your training cover, or is it a shell for creating professional development programs?
    • Michelle Ross
      Michelle Ross on 09 Apr 12
       
      This Professional Development training course covers new software or programs that will be integrated within our department at work. 
  • share mythologies of different regions of the world.
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      Awesome Idea!
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      Where will the information for the mythologies be found: Through individual/group generated research, instructor-learner discussion, or via a previously determined text?
    • Michael Wolfe
      Michael Wolfe on 09 Apr 12
       
      Students are given a variety of resources, some online, some through digital texts, and some through previous student's resources (i.e. Delicious).
  • Wright, Beth
    • Eldon Ferguson
      Eldon Ferguson on 06 Apr 12
       
      For some reason, it wouldn't let me highlight any of your content, but it would let me highlight your name. Under UGC, how will the student created content be used by the other students, or is it more of a participatory web strategy?
  • Animoto, Popplet, Voicethread, Glogster, Diigo, Delicious, and Google Docs to collaborate, create, and share their pages.
    • Ty Coulter
      Ty Coulter on 07 Apr 12
       
      I like how you are giving your students so many options for building their pages. Will you be offering any training on how to use some of these tools?
    • Michael Wolfe
      Michael Wolfe on 09 Apr 12
       
      Actually, I would likely assign different Web 2.0 tools to different elements of their pages.  A timeline could be done with Dipity or Prezi, a map of significant sites could be done with Glogster, Animoto could be used for artifacts, and so on.  Ideally, I would offer either some training or have students become the experts by creating a practice page with assigned tools for each group to become the experts on.
    • Kirsten Harder
      Kirsten Harder on 08 Apr 12
       
      What tools specifially do you plan to use for this?
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      Glogster will be the Web 2.0 tool that my students will use to create their profile.  However, with glogster they can incorporate youtube videos, blogs, wikis, links, etc.  They will use a search engine as well as books to research their characters and gather pictures. 
  • Information Visualization
    • Kirsten Harder
      Kirsten Harder on 08 Apr 12
       
      Will students share this wordle with others? How will they do that?
    • Michelle Ross
      Michelle Ross on 09 Apr 12
       
      The trainees may share wordle on their team web site that will be shared with others in the training course. 
  • UGC content will be found in the lessons that the participants create for their students
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      I am confused as to who is creating the UGC. In this area it sounds like the teacher. In other areas UGC is created by students.
    • Eldon Ferguson
      Eldon Ferguson on 08 Apr 12
       
      I fell into my pattern of writing according to the School District Objectives, in which the participants are referred to as students. This is a professional development lesson for the teachers in our district. Therefore, anytime I wrote "Students will..." I am speakin of the participants in the training. Sorry for the conclusion.
  • After collaboration of one reptile
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      Is each group selecting a reptile is the class writing about one reptile?
  • Students will use a variety of Web 2.0 and networking tools
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      Michael how old are the students that will be doing this project? Have the students been experienced with some or all of the technologies that you mentioned? Would creating a document that shares the links to the choosen Web2.0 tool be part of the content shared or published?
    • Michael Wolfe
      Michael Wolfe on 09 Apr 12
       
      To do this would likely require a class template page where they all worked on a single region (like Greece) to create a page.  They could each have a Web 2.0 too assigned with the specific content of the page and then present both the content and the tool for the other students to use when they get started with their individual projects. 
  • Students create descriptive wordle on character
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      What content will students use for the Wordle?
  • UGC (Students create notes in Google Docs)
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      I believe that the notes created in Google Docs doesn't fit the definition of UGC. User Generated Content is original content for sharing or publishing whereas your graphic novel is the element being created for sharing and publishing. What do you think?
  •  Students in groups will use Prezi as a web sharing tool to creat
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      Jimmy, is this topic limited to the owning of slaves by whites? Slavery comes in many forms that should also be discussed...Native Americans owning Native Americans, and the trade today of women and children. Is slavery just an historic issue in this discussion, or will the contemporary elements be explored as well. How does slavery differ between the Native Americans, the African American, women and children? If we are working with 8th graders should the topic be focused more on the African American or less covering the entire issue of slavery?
  • to discuss their diet and activity levels and to help support others as they try to manage their weight.
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      Ty this sounds like an interesting project. What grade level are we working with here? Is this designed as a single semester project? Is this a continuing project with data available from previous classes?
  • ers a constant source of Web 2.0 too
  • Using Delicious, Blogspot, and other tagging resources will allow these teach
    • Dennis Olson
      Dennis Olson on 08 Apr 12
       
      Is this a case of teachers learning from the students to build the teachers collection of Web2.0 tools?
  • Ferguson, Eldon Objective:  Students will research, collect, and share five Web 2.0 technologies; using online, collaborative tools.
  • Ferguson, E
  • ergus
  • Students will research, collect, and share five Web 2.0 technologies; using online, collaborative tools.  Students will use this information to create a group/individual presentation discussing how these technologies would be used in the classroom. 
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      How fun!  What age/grade of students are you going to be doing this with?
  • Students collaborate using blogger
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      Will students be posting on a classroom blog or have their own blog?
  • Web 2.0 tools
    • Ruthee John
      Ruthee John on 08 Apr 12
       
      Which specific Web 2.0 tools do you plan to use?
  • develop a department web site using Google sites or similar technology to embed screencasts and share with other teams
    • Michael Wolfe
      Michael Wolfe on 09 Apr 12
       
      Is this the ultimate objective of the lesson?  Will the screencast be geared towards creating these sites?  Why are the Twitter accounts used?  Is this all done remotely?
  • Students create presentation through Google sites
    • Michael Wolfe
      Michael Wolfe on 09 Apr 12
       
      How might you be able to incorporate a few other web 2.0 tools into their sites to enrich the pages and learning experience?
  • Research and use Web 2.0 Technology to collaborate with others and present information.
    • Michael Wolfe
      Michael Wolfe on 09 Apr 12
       
      How does this lesson align with class objectives?  Are the students simply learning about Web 2.0 tools or is there a topic or subject to cover with these tools?
    • Michelle Ross
      Michelle Ross on 09 Apr 12
       
      What is this tool and how will it enhance the learning experience of students?
  • book we have read
    • Michelle Ross
      Michelle Ross on 09 Apr 12
       
      Do you have a particular book that you plan to use or will the students' choose?
johnacedo

Definition of strategic planning; what it is, and what it is not - 2 views

www.simply-strategic-planning.com/ion-of-strategic-planning.html

etc567 definition strategic planning planning

shared by johnacedo on 21 Nov 11 - No Cached
  • johnacedo on 21 Nov 11
     
    Strategic Planning
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.
Amy Matteson

BrownsGuide2Wetpaint - BrownsGuide2Wetpaint - 0 views

brownsguide2wetpaint.wetpaint.com

shared by Amy Matteson on 11 Dec 10 - Cached
    • Amy Matteson
      Amy Matteson on 11 Dec 10
       
      THis is well done! I like how you add the PLE aspects in a way that seems natural while retaining the focus on just one main tool.
  • Rebecca Fitch on 11 Dec 10
     
    Author's Name: Audrey Nagel Unit Title: Brown's Guide to Wetpaint Provide feedback to the author for each of the following unit components. Be comprehensive on your feedback/comments. "Good job! Well done" types of feedback/comments are NOT acceptable. Content: Content that supports organizational learning network environments. Areas: * Content is appropriate for the targeted audiences. Feedback Comments:The content definitely fits your target audience and is definitely supports ONLE considering it all about learning different ONLE strategies. NLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. NLE Instructional Strategies Areas: * Integrate multiple NLE instructional strategies in additional to constructivist instructional strategies. * Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: There are several network strategies used again considering that is the topic of the entire lesson. The strategies include linkage and UGC. NLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: * All NLE technologies integrate effectively & appropriately? * Focus on "network" technologies, not just "online" technologies. Feedback Comments: This entire site uses Web 2.0 tools. Excellent way to incorporate and teach the technologies. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on one lesson by asking a targeted audience of three and/or your classmates. Area to evaluate: * Evaluation methods (Projects, Reflections, Peer evaluations, Collaborative evaluations, Presenations…etc.) * Evaluation instruments (Rubrics, criteria, checklist, survey…etc.) * All goals, objectives, activities are measured? * All content, NLE instructional strategies, and technologies are evaluate
  • esthermitchellnau on 12 Dec 10
     
    Audrey Nagel's Unit on The Holocaust at http://audreynagel-etc647nle.wetpaint.com (Hyperlink on unit lists sent me to a different site (BrownsGuide2Wetpaint) but when i typed in web address on unit list I came to this site.) Content: The content provided in the unit on the Holocaust is appropriate for the targeted audiences. NLE Strategies: The unit uses multiple NLE instructional strategies include Community-Community Interaction, social content sharing, and Participatory web. NLE Technologies: The unit used multiple web 2.0 tools including vpicethread, twitter, delicious, and discussions. Evaluations: The unit fits all of the criteria about creating a NLE. There is grading criteria with each lesson. Additional Comments:Nice unit and enjoyed looking through it. The unit appropriately geared for students focusing on the Holocaust. The technologies integrated throughout the unit is effective not too advanced in nature for students to effective use with this unit. Nice unit!!
Michael Wolfe

Delicious.com - [Network Learning Unit] - 0 views

delicious.com/D8I3Ql

shared by Michael Wolfe on 06 May 12 - No Cached
    • Michael Wolfe
      Michael Wolfe on 06 May 12
       
      Awesome page of resources.  Almost a bit overwhelming.  Definitely useful for students looking for some additional help, and also a great support for constructivist learning.
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.
Amy Matteson

Fundamental NLE Foundations - Fundamental NLE Foundations - 0 views

fundamentalfoundations.wetpaint.com

shared by Amy Matteson 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.
    • esthermitchellnau
      esthermitchellnau on 12 Dec 10
       
      The three focused strategies of ONLE/PLE in my unit are social networking like Facebook, multimedia use including YouTube video sharing, and direct user generated strategies and user generated integrations involving the creation of accounts with iGoogle and Twitter. Using multimedia tools provides an unique approach to keep the learners engaged and active while improving interpersonal skills. Social networking provides multiple benefits specifically a learner-to-learner interaction promoting social communication engagement. UGC strategies connects the unit by providing the ability to utilize technology methods on a personalized approach to make the content of the unit even more helpful. The approach of the unit provides an introductory approach to various ONLE aspects and provides the creation of a personalized NLE by the end of the unit.
    • 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.
    • esthermitchellnau
      esthermitchellnau on 12 Dec 10
       
      With my unit, I integrated various UCG instructional strategies including discussion boards, wikis, and other social networking sites like Twitter and Facebook. Students using my unit learn with content between other peer interaction as well as lesson instruction. This unit and accompanying lessons is to help them learn and navigate by using the technologies for themselves. This unit is more of an introductory course and would definitely lead to further courses for more advance integration exploration.
    • Amy Matteson
      Amy Matteson on 11 Dec 10
       
      Do you think that most teachers who would use this course are really ready for the intensity of the many applications you are asking them to explore here? (I am just remembering the overwhelming feeling of setting up all those new accounts for ETC677, and that was for a graduate level class, not just a staff development.)
    • esthermitchellnau
      esthermitchellnau on 12 Dec 10
       
      I think some are ready to proceed with the technology however of course there will be some hesitant for various reasons. But the target audience is in my opinion capable to learning these applications. Although I could be too overwhelmed with the applications and approach the lessons or with the 677 course for that matter - I knew what I was getting into and being able to learn at my own pace, be able to utilze tutorials, and have an open invitation to ask questions helps. Just because something is hard or difficult doesn't mean its avoidable. Technology integration is necessary in the classroom and the the audience targeted in this lesson would be wanting to learn best approaches, strategies, and tools.
  • Chih-Hsiung Tu on 07 Dec 10
     
    ETC647 Fall 2010 Units
  • Rebecca Fitch on 11 Dec 10
     
    Author's Name: Esther Mitchell Unit Title: Fundamental NLE Foundations Provide feedback to the author for each of the following unit components. Be comprehensive on your feedback/comments. "Good job! Well done" types of feedback/comments are NOT acceptable. Content: Content that supports organizational learning network environments. Areas: * Content is appropriate for the targeted audiences. Feedback Comments: The content fits your older student audience and using ONLE is appropriate for the lesson NLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. NLE Instructional Strategies Areas: * Integrate multiple NLE instructional strategies in additional to constructivist instructional strategies. * Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: The strategies utilized include linkage and UGC (students address other students discussion comments). NLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: * All NLE technologies integrate effectively & appropriately? * Focus on "network" technologies, not just "online" technologies. Feedback Comments:Discussion board is an effective network tool to be used in this setting. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on one lesson by asking a targeted audience of three and/or your classmates. Area to evaluate: * Evaluation methods (Projects, Reflections, Peer evaluations, Collaborative evaluations, Presenations…etc.) * Evaluation instruments (Rubrics, criteria, checklist, survey…etc.) * All goals, objectives, activities are measured? * All content, NLE instructional strategies, and technologies are evaluated? Note: Often, students only evaluate content and missing evaluations on instructional strategies and techn
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).
Nancy Mitchell

Technology and Recycling - 0 views

sites.google.com/...home

shared by Nancy Mitchell 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.
    • veronica_ramos
      veronica_ramos on 12 May 11
       
      Learning occurs in many different ways. I felt that when students post and learn from each other through discussion board, they can discuss and create different kinds of idea interacting through the discussion board. Interacting and creating a timeline togther helps them plan and come up with deadline dates as well.
    • 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).
    • veronica_ramos
      veronica_ramos on 12 May 11
       
      Community Community: Students will read and decided what kind of recycle participation is important. Students will post this on the igoogle discussion board in their own group. They also have to decided within their group what leaders they want and what exactly each position will do.. UGC: Students are creating their own definitions of what is important and what we need to change at school to save the earth. Participatory Web: Students are creating a presentation at the end and also using a blog to reflect on ideas.
    • 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.
    • veronica_ramos
      veronica_ramos on 12 May 11
       
      My evaluations will be based on their postings on the discussion board. Seeing that each group member is posting and answering the questions will be evaluated. Also blog reflections, Dipity timeline, the igoogle document needed to show that they wrote a letter to the city, and last, the presentation at the end that is due.
  • ...1 more annotation...
  • The purpose
    • Nancy Mitchell
      Nancy Mitchell on 08 May 11
       
      From Nancy Mitchell Author's Name: Veronica Ramos Unit Title: Technology and Recycling Provide feedback to the author for each of the following unit components. Be comprehensive on your feedback/comments. "Good job! Well done" types of feedback/comments are NOT acceptable. Content: Content that supports organizational learning network environments. Areas: * Content is appropriate for the targeted audiences. Feedback Comments: I am curious about the age group of the students working through this unit because one assignment talks about sending a request to the city of Avondale to help get the school recycling program underway, but they are only provided with a link for help, and no rubric or teacher feedback before submitting the email. ONLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. ONLE Instructional Strategies Areas: * Integrate multiple ONLE instructional strategies in additional to constructivist instructional strategies. * Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: Students have the opportunity to use Dipity, Google docs, email, and Blogger to participate in the unit. This supports the integration of several instructional strategies including learner-learner interaction, learner-interface interaction, online group collaboration, reflection, and student publishing. Students are networking with the city and school community through this project. ONLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: * All ONLE technologies integrate effectively & appropriately? * Focus on "network" technologies, not just "online" technologies. Feedback Comments: Students use Dipity to develop a timeline together, create and share a blog, and watch several videos to understand their tasks,
Suzanne Brazzell

Cgmscowen - home - 1 views

cgmscowen.wikispaces.com

shared by Suzanne Brazzell 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.
    • Christine Cowen
      Christine Cowen on 01 May 11
       
       One of the classes I teach is Journalism.  This is as class that can only benefit from collaboration.  Using an ONLE for this would be helpful for many reasons, not the least of which is conserving resources (paper, toner, etc.).  By using a wiki, the students can easily contribute to each other's work.  Normally in a writing class, students would create something on paper and interact only with the instructor.  Using ONLE, students can interact and learn from each other.  The unit I am proposing is the first unit students will complete in the class.  
    • 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).
    • Christine Cowen
      Christine Cowen on 01 May 11
       
      Community Community:  Students will create criteria for determining whether a news story is "important".  Students will post this on the Classroom Wiki to have it available for future classes.  It is unclear whether or not future classes could interact back as they may be at a different school by then. UGC:  Students are creating their own definitions of what is newsworthy.  They are generating their own content in this way. Participatory Web:  Students are creating a wiki together.  They will be interacting with each other and the wiki.
    • 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.
    • Christine Cowen
      Christine Cowen on 10 May 11
       
      I think you can really tell if your strategy is effective by how well the class proceeds.  If the students are constantly lost and haven't been using the tools provided appropriately, then your strategy does not work.  For my particular lesson, I would know that it was effective if the students take part in discussions and successfully complete their assignments.  The bottom line of any strategy should be to facilitate the learning of the content.  So, it stands to reason that if they get the content and complete the project, the strategy has worked.
  • ...1 more annotation...
    • Suzanne Brazzell
      Suzanne Brazzell on 01 May 11
       
      Comprehensive Objectives
Courtney Lewis

Lesson Two-Assigning Content - BCHS Geometry Environment - 0 views

bchsgeo.wetpaint.com/...Lesson+Two-Assigning+Content

shared by Courtney Lewis on 08 May 11 - No Cached
  • Lesson Two-Assigning Content
    • Nancy Mitchell
      Nancy Mitchell on 08 May 11
       
      Evaluation 1: By Nancy Mitchell Author's Name: Erin Rain Unit Title: BCHS Geometry Environment Content: Content that supports organizational learning network environments. Areas: Content is appropriate for the targeted audiences. Feedback Comments: Really comprehensive content and directions, easy to read/follow. It's great to see math curriculum presented in this type of learning environment. This unit is a great way for teachers to become familiar and comfortable with a new way of teaching/learning so they can implement this type of learning into their curriculum. High schoolers are known to talk things out, so what a great tool for them to do so productively. ONLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. ONLE Instructional Strategies Areas: Integrate multiple ONLE instructional strategies in additional to constructivist instructional strategies. Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: Students will be adding their input into the class wiki. Students will share resources using Delicious and maintain a personal learning environment with Google web 2.0 tools. Students teaching each other about content and sharing resources. Students will reflect on their content building unit. ONLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: All ONLE technologies integrate effectively & appropriately? Focus on "network" technologies, not just "online" technologies. Feedback Comments: The tools are integrated in a way that makes sense for the students. Content is posted on the wiki, resources are shared in Delicious, students evaluate each other using Google docs and communicate through gmail. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on
  • Chapter Content Creation/Assignment
    • Courtney Lewis
      Courtney Lewis on 09 May 11
       
      When you do this in your class with students, would you have a page for each class or would you only assign a certain number of chapters per class? For example, one class would do chapters 1-5, another class would do chapters 6-10, etc. That would definitely extend the network to all your students Do the producers of the content have to monitor the comments and answer questions posed by other students or would the instructor be responsible for answering questions?
Nancy Mitchell

Reading Step V - 0 views

sites.google.com/...home

shared by Nancy Mitchell on 08 May 11 - No Cached
  • Home
    • Nancy Mitchell
      Nancy Mitchell on 08 May 11
       
      From Nancy Mitchell Author's Name: Ruth Creek Unit Title: Reading Step V Provide feedback to the author for each of the following unit components. Be comprehensive on your feedback/comments. "Good job! Well done" types of feedback/comments are NOT acceptable. Content: Content that supports organizational learning network environments. Areas: * Content is appropriate for the targeted audiences. Feedback Comments: I liked the flow of the unit, especially the use of Diigo sticky notes right in the readings! I was definitely with you on the content until the Youtube video about Cultural Awareness, but I guess the unit/class is more about reading and comprehension than following one topic to the end. ONLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. ONLE Instructional Strategies Areas: * Integrate multiple ONLE instructional strategies in additional to constructivist instructional strategies. * Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: I saw learner-facilitator interaction, learner-interface interaction, and learner-learner interaction. I recognized the integration of participatory web as students will discuss through discussion boards online. ONLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: * All ONLE technologies integrate effectively & appropriately? * Focus on "network" technologies, not just "online" technologies. Feedback Comments: The unit had Youtube videos and many online reading resources. I think there is an opportunity to develop a more student centered wiki to share and develop their ideas. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on one lesson by asking a targeted audience of three and/or your classmates.
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!
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