Group items tagged

Could you explain why UGC is different Participatory web? Be more specific.

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.

Please explain why this is critical to your design.

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.

Ty if that is the case wouldn't this also qualify as community-community learning under Network Instructional Strategies?

Please explain why and how social tagging is integrated into your design.

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.

The content provided is appropriate for the targeted audiences. I love how the events page is set up and can be accessed on the home page. The workshops, webinars, and clinics are numerous and offer variety so everyone can find something they are interested in learning. The members can RSVP to events directly from that page or watch archived events to learn. Multiple NLE instructional strategies are utilized. These include- Linkage Design, UGC, Community-Community Interaction, Agg, Mashup, social content sharing, Remix, RSS, Participatory web, folksonomy, social networking, mobile learning, and cloud computing. Network was the focus! Multiple web 2.0 tools utilized- twitter, voicethread, and blog. Social media is integrated- facebook. I have not joined facebook yet but this unit seems to me it would be like a facebook for CONHI. The focus was on network and all of the technologies were integrated effectively and appropriately. There were no defined lessons, however, this unit fit all of the criteria about creating a NLE. I have struggled with how to create units for the adult coworkers I work. It is difficult "making" them go through lessons like they were in school. This unit has opened my eyes on how to incorporate my learning with facilitating my coworkers learning. The evaluation methods are weak. Most of this has to do with the learning environment itself. It is not set up as traditional lessons which make it harder for evaluation. The checklist is a great way to assess the NLE's utilization, however, learning isn't measured (again due to the adult environment this is set up for). Also, the instructional strategies and technologies are not evaluated. I would just create another checklist for members to complete regarding the instructional strategies and technologies to help evaluate their effectiveness. It doesn't look as if the goals and objectives are directly measured. Even though this environment doesn't necessarily call for it, a survey

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

I am replying to common question 1 : ONLE Learning happens in many different ways. And Different approaches and personal skills are needed to learn effectively in today's society. This unit is an attempt to integrate leaning with web 2.0 tools like Voice thread, blogs. A collaborative effort to showcase student learning in the student lead conferences to the peers and parents.

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 used participatory web to engage learners in contributing their concepts maps of what does it sound like and what does it looks like on Google docs. And interactions of parent-student and community-community were planned as part of the unit. Students have created some remix online contents which they would be able to share with the parents and community. Students will do social networking with Friends, Fans, and Following on blog.

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 would be able to evaluate through their concept maps on the Google docs. Also they would be using the blog to reflect and share. Students will follow the checklist to organize and complete their assignments. The social networking through blog and voice thread and sharing and reflection would help me understand their learning. Some tools they would be using for the first time to work on this project and completion would be the success of 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.

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.

In the first week, we provide one example to each dimension.  Next week, we will use Diigo to comment and to provide feedback to the examples our classmates share.

Hi Kelly Nightengale, I thought your "Instructor creates a podcast to deliver instruction on HIPAA" was a perfect example of an Expository strategy because it didn't integrate "active" and "interactive" levels of instructional strategies. Good job! Pat Agrait

Ashley I like your idea about using wiki to create a scavenger hunt on the Great Depression. I've used wiki's in my class and really like the way pages can be developed for each student. I've used separate pages in order to differentiate the assignment for individual students.

Michelle, the Essay Map organizer is a good tool for students. I did my training session on writing tools and organizers but yours was new to me, thanks

Thank you Pat!

Interesting lesson Peter. May even be too interactive for the Expository Lesson Plan. Would the instructor use a rubric or checklist to examine the model?

Checklist would perhaps work best

What age level(s) do you think this will work for? Could it be differentiated for upper elementary?

Amy I imagine that this not only could be adapted for upper elementary it may even work with lower elementary. For non readers you can upload how to videos and as far as evaluation maybe a performance eval. on photos they have taken