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anonymous

ETC 647 Intro to Computers - 1 views

shared by anonymous on 07 Dec 10 - No Cached
    • Chih-Hsiung Tu
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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.
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    ETC647 Fall 2010 Units
johnacedo

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

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    Strategic Planning
Denilya Barrett

Wikispaces - 1 views

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

L5 Discussion-Spring 2012 - ETC647 Group - 11 views

  • User generated content (wiki pages).
    • Chih-Hsiung Tu
       
      Could you explain why UGC is different Participatory web? Be more specific.
    • anonymous
       
      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
       
      Please explain why this is critical to your design.
    • Ty Coulter
       
      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
       
      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
       
      Please explain why and how social tagging is integrated into your design.
    • Eldon Ferguson
       
      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
       
      Please explain how and why UGC and participatory web are different in your design.
    • Eldon Ferguson
       
      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
       
      Please explain how and why Delicious is integrated.
    • Sarah Gagliardi
       
      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
       
      Please explain why WQ is considered as UGC. Do students create WQ or go through WQ?
    • Sarah Gagliardi
       
      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
       
      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
       
      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
       
      Please explain how and why the differences between Participatory web and UGC in your design.
    • Kirsten Harder
       
      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
       
      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
       
      Please explain why Web 2.0 tools are considred network instrucitonal strategies. Be more specific.
  • Social Tagging
    • Chih-Hsiung Tu
       
      Please explain why and how social tagging is integrated into your Prezi design.
  • Discussion Board Moderation and Scoring 
    • Chih-Hsiung Tu
       
      Online discussion is not explained in your activities why we need the evaluation. Please justify.
  • Network Instructional strategies:
    • Chih-Hsiung Tu
       
      Please explain how and why each network instrucitonal strategies integrated in your design. Be more specific.
    • Beth Koepp
       
      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
       
      Please explain how mobile learning is integrate into your deisgn. Is it required?
    • Dennis Olson
       
      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
       
      You integrate many interesting network instrucitonal strategies. Can you discuss any potential challengs you may encounter?
    • Sarah Gagliardi
       
      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
       
      Please explain why and how InfoViz is integrated into your design.
  • Network Instructional Strategies:
    • Chih-Hsiung Tu
       
      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
       
      Please explain how and why each strategy is integrated. Be more specific.
    • Michelle Ross
       
      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
       
      Shouldn't we need to evaluate onlien delivery technology and onlien instrucitonal strategeis?
  • Participatory Web (via Web 2.0)
    • Chih-Hsiung Tu
       
      Which one? Be more specific and explain why?
    • Michael Wolfe
       
      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
       
      What are your social tagging architecture and how it may generate communit-community interaciton? Be more specific.
    • Michael Wolfe
       
      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
       
      Please explain how and why it is integrated in your design.
  • UGC (Students create notes in Google Docs)
    • Chih-Hsiung Tu
       
      Please explain why it is consdiered as UGC not participatory web. Be mores specific.
    • Beth Koepp
       
      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
       
      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
       
      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
       
      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
       
      I love this idea! Your design is well done and explained.
  • Teacher created rubrics
    • Eldon Ferguson
       
      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
       
      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
       
      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
       
      Love this idea!
    • Ruthee John
       
      I am currently doing this with my students and they LOVE it.  
  • Students can view other Glogs created by peers
    • Eldon Ferguson
       
      This can be used from year to year as well, creating a community-to-community networking.
    • Ruthee John
       
      Very true!
  • design of submarines
    • Eldon Ferguson
       
      Should be interesting! Which content area would be covered during this project?
    • Dennis Olson
       
      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
       
      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
       
      What specific content does your training cover, or is it a shell for creating professional development programs?
    • Michelle Ross
       
      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
       
      Awesome Idea!
    • Eldon Ferguson
       
      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
       
      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
       
      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
       
      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
       
      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
       
      What tools specifially do you plan to use for this?
    • Ruthee John
       
      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
       
      Will students share this wordle with others? How will they do that?
    • Michelle Ross
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      What content will students use for the Wordle?
  • UGC (Students create notes in Google Docs)
    • Dennis Olson
       
      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
       
      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
       
      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
       
      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
       
      How fun!  What age/grade of students are you going to be doing this with?
  • Students collaborate using blogger
    • Ruthee John
       
      Will students be posting on a classroom blog or have their own blog?
  • Web 2.0 tools
    • Ruthee John
       
      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
       
      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
       
      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
       
      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
       
      What is this tool and how will it enhance the learning experience of students?
  • book we have read
    • Michelle Ross
       
      Do you have a particular book that you plan to use or will the students' choose?
Dan Ciernia

web2.0tools - Home - 0 views

    • Chih-Hsiung Tu
       
      Question I: ONLE Please justify why your unit integrating ONLE, not just distributed learning (DL) or online learning environments (OLE). Be sure to distinguish ONLE from DL and ONLE. Provide the examples from your unit to justify your responses.
    • Laurel Griffiths
       
      I really tried to create a ONLE when designing my unit so I incorporated many discussion boards and 2 group assignments so that my students would have the feeling of having classmates that are all learning together. Also, I reminded students every step of the unit that if they have questions to email me so that I can address them, therefore again creating a classroom sense.
    • Chih-Hsiung Tu
       
      Question II: Social Tagging Architecture Please discuss what you social tagging architecture is. How do you design and develop it.
    • Laurel Griffiths
       
      I did not include any social tagging assignments in my unit but I did have students share ideas and web 2.0 tools they enjoyed through a discussion board, so websites and ideas are still being transferred just not through tagging.
    • Chih-Hsiung Tu
       
      Question III: Evaluations Discuss how do you know your integrated ONLE instructional strategies effective? Remember assessing content is different from assessing instructional strategies. Your assessment must be capable to assess content, delivery technology, and instructional strategies.
    • Laurel Griffiths
       
      My assessment was having my students create their own lesson plan to share with the class using a new web 2.0 tool. I feel this assessment was good for the content because it is applying the content learned in a real setting. To assess the delivery of technology and instructional strategies I had a survey at the end of the lesson for students to fill out asking questions like if they thought the objectives were met. This survey is just for the instructor to know and improve their methods for the next time.
  • ...4 more annotations...
    • Dan Ciernia
       
      Content is appropriate and is two-layered, Instructors and the learners they guide. The key to the success of this workshop will be in how well the intended audience carries through with that aspect of the workshop.
    • Dan Ciernia
       
      This workshop is complete in the area of ONLE instructional strategies and the appropriate tools to achieve success in executing these strategies. Choice is key in the elements of this workshop, the audience of this workshop need to recognize that element and assure that it is implemented in their follow-on.
    • Dan Ciernia
       
      A very good collection of web 2.0 tools to use and learn. They provide the networking aspects necessary for this assignment and to provide a strong base in learning and understanding web 2.0 tools. The variety of tools are very good as standalone and integrated for connecting learners and the content they research and create.
    • Dan Ciernia
       
      Lesson elements are measured/assessed by rubrics which are clear and complete. The inclusion of the survey on how the workshop instructor performed is an excellent addition.
  •  
    The true goal of my unit was to introduce teachers to as many web 2.0 tools as I could in a short period of time so that they are able to incorporate them into their lessons. I feel that creating a lesson plan and sharing our lesson plans with the class with a great way to assess the content of my unit. Also I included a survey at the end of my unit for my students to grade me as an instructor, so then I would get a assessment for my delivery of technology and instructional strategies through feedback.
pattirose55

Interactive-Fall2010 - ETC647 Group - 4 views

    • Kelly Nightengale
       
      What a great idea Esther. It is like a class Pen Pal. Would the students be required to make so many comments in the blog? This communication may even extend past the normal school year- an example of community-community learning.
    • esthermitchellnau
       
      I would have the students try to comment at least twice each. Depending on the structure, the students can be partnered up and then required to maintain a daily communication with their "buddy" daily for a set amount of time. There is various ways to assign communication goals. And yes, absolutely community-community learning. Even the opportunity to building lifelong friendship would be an ultimately experience as well.
    • pattirose55
       
      Pat, What a wonderful way to get students involved in technology, finance, marketing, and more! This lesson could come in handy when they go to college or move out on their own and need to purchase their own technologies.
    • Pat Agrait
       
      Exactly, and not just technology, any large purchase of consumer goods or services should be compared before purchasing. It is a transferable life-long skill.
    • pattirose55
       
      Audrey, I love the idea of researching old black and white photos! I could see this lesson tweaked a little to include digital cameras and wiki pages for specific topics. Maybe even "guess what the picture is" when only a piece is captured and blog your guess with justification.
  • ...15 more annotations...
    • Chih-Hsiung Tu
       
      Pat, This design is good.  It looks like it integrates more Constructivist instructional strategies rather than Connectivism instructional strategies. Could you justify on this?
    • Pat Agrait
       
      This lesson plan supports the principles of Connectivism. 1. Learners express their diversity of opinions during the blogging stage of the lesson. The are connecting information sources by researching the computer requirements information from several online suppliers. The information learners are seeking is residing in the computer (appliance). They are formatting that information into a spreadsheet (visual model) and they can update/modify their choice after discussing the options with their classmates in the class blog. Learners are also actively engaged in social bookmarking (Delicious) as distributed learning to share their computer research resources.
    • Chih-Hsiung Tu
       
      Isn't blog discussion more for Constructivist instructional strategies?
    • Pat Agrait
       
      Blog discussion is a Constructionist strategy and a key component to this lesson. The learner must support and defend their computer choice to their classmates. This could be disruptive, and may spur changes in the learner or his/her classmates' knowledge and computer choices. It also reinforces the main features that are being compared when purchasing a computer (e.g., RAM, processing speed, hard drive capacity, etc.).
    • Chih-Hsiung Tu
       
      Esther, How will you evaluate the integrated instructional strategies?
    • esthermitchellnau
       
      Evaluation can be performed various way. One way could be through a written report about at the conclusion of the experience, not just as a whole but also on an individual basis. In addition, students could provide beneifts they found at even their young age to bridging the distsance gaps utilizing this technology.
    • Chih-Hsiung Tu
       
      Esther, What are your Connectivism, PLE/ONLE instructional strategies?
    • Chih-Hsiung Tu
       
      Audrey, What are your integrated Connectivism/ONLE instructional strategies?  
    • Amy Matteson
       
      The content added by participants is saved as a manual of sorts for new teachers in following years to learn from.
    • Chih-Hsiung Tu
       
      Thanks for the online Connectivism/PLE/ONLE instructional designs. I noticed that some of you did not provide clear instructional activities. Be sure to describe them clearly and justify why it is considered "interactive" level. Remember! Simply doing activities online or using Web 2.0 tools doesn't mean they are in interactive level of Connectivism/PLE/ONLE instructional strategies. Additionally, be sure focus on Connectivism/PLE/ONLE rather than just Constructivist.
    • Chih-Hsiung Tu
       
      Q: Can I edit and update my instructional design content based on the classmates' and instructor's suggestion? A: Yes, it is necessary for us to update our designs so we can learn from this discussion exercise.
    • Chih-Hsiung Tu
       
      When you apply different Connectivism/ONLE/PLE instructional strategies to your design, be sure to justify what activities are related to aligned instructional strategy.
    • Chih-Hsiung Tu
       
      Audrey, Please justify what your activity is and what Connectivism/PLE/ONLE instructional strategies are. Your instrucitonal strategies look more for online Constructivist which is more relevant to ETC677. Please justify.
    • Chih-Hsiung Tu
       
      Kelly, Could you justify why "read this to become familiar with HIPAA guidelines" would align instrucitonal strategies of UGC, participatory Web etc?
    • Kelly Nightengale
       
      It aligns with UGC because the content was created by students for other peers to read- not just the instructor. It aligns with participatory web because students can comment on the wiki page after reading and learning about the content.
    • Chih-Hsiung Tu
       
      Patti, Very interesting activity. Could you be more specific on how RSS, Blogger etc to be integrated in to your activity.
    • pattirose55
       
      Student record their research as blog entries which other students can add to via posted comments. Delicious bookmarks, as well as topic-specific RSS feeds, are used to gather and compile their research.
    • Chih-Hsiung Tu
       
      Jinnette, Interesting activity! Could you be more specific on how participatory, cloud computing and UGC are integrated into your activity.
    • Amy Matteson
       
      Ashley, DO you then save the wiki for use of future classes?
    • Ashley Romanoski
       
      Yes I would. Each group would work with a different civilization, and then each group's wiki would be used to aid in instructing that topic. Saving it for future classes would allow for an additional resource.
    • Amy Matteson
       
      Sounds great! Not only does this fit UGC, but the kids will love seeing the ideas of the older students they often look up to!
  • Rubric and Peer Reviews
    • esthermitchellnau
       
      Great idea! Would you use the rubric solely on the photography aspect or would you evaluate the integrated technology aspect as well?
  • and treatment plan - holistic rubric; PE materials - Collaborative
    • esthermitchellnau
       
      Your evaluation suggestions for this activity is interesting. I am curious how the holistc rubric would look. :)
    • Ashley Romanoski
       
      Esther, This sounds like a great way to communicate with another class. Would students be assigned to blog at certain times, or would you work on it as a whole class? Would you give them topics to write about, or will you let them choose?
    • esthermitchellnau
       
      Because of the age group, there should be a set time or deadline to blog with the other class individually and/or whole class. also, in the begining assigned topics would be an ice breaker sort to speak but I would assume that once a familarity develops, blog focus will become easier.
    • Ashley Romanoski
       
      This activity will allow students to learn about different cultures in our own country. I am curious how students will react.
    • pattirose55
       
      Sharing presentation instructions via Google Docs keeps everyone on the same page. It also allows students to access instructions from anywhere, anytime. Students can no longer say that they lost the assignment directions.
Michael Wolfe

weight-management - Lesson 1 - 0 views

  • inform your classmates about your diet
    • Michael Wolfe
       
      Is this where the students can communicate about their diet plans?  What does this wiki page specifically accomplish?  Are there any requirements for students to comment on each other's diet plan choices?
  • tagged on Delicious using the tags "weight management" and "diets."
    • Michael Wolfe
       
      Will these tags be carried over to future classes?  How might you make the tagging structure more specific to your courses (so they don't get lost among other general tags)?
  • peer evaluation sheet
    • Michael Wolfe
       
      Nice use of Google Docs to streamline the process of assessment.
johnacedo

Interactive Fall 2011 - ETC647 Group - 7 views

    • Monica Ulich
       
      Hi Barb, I saw that you listed delicious as a delivery, but I did not see where you have the students create a "stack" or add links.
    • Barbara Miroballi
       
      Monica, They will add their to the Delicous site and tag them with the class tags.
  • Graff, Roman
    • Chih-Hsiung Tu
       
      Be sure to post your contirbutions ASAP.
  • UGS, Sharing
    • Chih-Hsiung Tu
       
      Be more specific! How UGC is integrated? Remember UGC is more than just creating content. Sharing? Social sharing? How?
  • ...33 more annotations...
  • Network Instructional strategies:
    • Chih-Hsiung Tu
       
      Very interesting and thorough!
  • Remix,  
    • Chih-Hsiung Tu
       
      How is this integrated? Be more specific.
    • Max Atwell
       
      I feel that my lesson contains a good example of the ONLE/PLE, remix instructional strategy because part of the assignment is to create an online learning resource to explain dental articulators. To do this I would plan to encourage participants to locate videos and other media relating to this topic on YouTube or other social media to link to or embed to help explain and demonstrate the concepts they are presenting.
  • Widget/Gadget/Embedded Linkage
    • Chih-Hsiung Tu
       
      Could you elaborate it on how you may integrate this?
    • Max Atwell
       
      I would encourage participants to insert links into their WetPaint pages to contain VoiceThreads. I could go further to encourage participants to consider inserting RSS feeds or other linkage into their WetPaint pages that could in turn be followed in their PLE.
    • johnacedo
       
      I find voicethreads very effective. I also like your plan about incorporating the RSS feeds on their PLE. Communication is what makes mobile learning so effective.
  • community-community interaction
    • Chih-Hsiung Tu
       
      How is community-community interaciton integrated? Be sure to have good understanding on C-C interaction.
    • Denilya Barrett
       
      Your example was ETC647 Lesson Content Development becomes required reading for upcoming semester students," which is what they are doing when they read/add information to the previous groups work (the previous group being from the previous year), isn't it?
    • Chih-Hsiung Tu
       
      So how is this integrated in the example that you provide? Could you help us to understand?
    • Denilya Barrett
       
      The first group (year) would create a debategraph on a writing topic (for example "should students have to wear uniforms to school") that gives the advantages/disadvantages of uniforms and links to related articles and information, then they would write their persuasive essay. The next year could return to that same debategraph (it's a very good opener for persuasive writing, everyone has an opinion) and read the information and research then add their own ideas and research links to the debate graph and/or expand on the ideas written by the previous year. Then, write their own essays.
  •  Community-Community Interaction;
    • Chih-Hsiung Tu
       
      How is this integrated into your instrucitons? Elaborate it. Be more specific.
    • Aric Bilas
       
      Students will have access to previous year wiki pages via Delicious tags.  They will use the previous versions to guide their own outputs.  When they are finished, their Delicious tags/links will be added to the stack for future students to use as well.
  • Mobile
    • Chih-Hsiung Tu
       
      How would this work? Please elboarate it
  • Share,
    • Chih-Hsiung Tu
       
      Social sharing? How? In what way?
    • Dan Ciernia
       
      Sharing edit notes, thoughts and suggestions between collaborators through google docs, live, synbchronous interaction through google+.
  • to be shared with current classmates and will be shared with future students.
    • Chih-Hsiung Tu
       
      How? It looks like that you intend to integrate community-community integration; however, C-C interaction was not identified as your instructional strategy.
  • Network collaboration,
    • Chih-Hsiung Tu
       
      In what way? Elaborate it!
  • UGC, Participatory web, Infoviz
    • Chih-Hsiung Tu
       
      In what way, UGC is integrated? Ealborate it. Be sure to have good understanding on UGC. It is more than just creating content. InfoViz. In what way? Remember, InfoViz is more than just just visual effect.
    • Dan Ciernia
       
      Laurel, will students be able to merge their content with each others storybird.com creations to create a master compilation document vehicle? This may support the UGC aspect of your lesson.
    • Laurel Griffiths
       
      Dan, yes storybird.com is very collaborative! One student can start writing a story and another can contribute and so on.
  • Students create a wiki to teach future students how to solve equations. 
    • Chih-Hsiung Tu
       
      It looks like you integrate community-community interaction; however, it is not listed as your instrucitonal strategy.
    • Chih-Hsiung Tu
       
      Looks like UGC as well?! Right?
    • Sammi Lindstrom
       
      I accidentally left off community-community interaction. I did list UGC. I have corrected the error.
  • Previuos class wiki will be available as a resource. 
    • Chih-Hsiung Tu
       
      Required to read by the future students? If yes, why? If not, why not?
    • Sammi Lindstrom
       
      It is required reading for future students to begin a discussion on the various approaches to solving equations.
  • Network collaboration,
    • Chih-Hsiung Tu
       
      How is it integrated? Collaborative Prezi?
  • UCG, Participatory web
    • Chih-Hsiung Tu
       
      How is UGC integrated? Remeember UGC is more than just creating content.
  • they will comment on each other's sites.
    • Chih-Hsiung Tu
       
      How? Be more specific. Required? If yes, what are the expectations? If not, why not?
    • Monica Ulich
       
      Students will use the comment feature in Google Sites to leave comments on other student's pages. Students will say what they liked about the page, or what could be improved. Students are required to leave comments on at least two different pages.
  • Community-Community Interaction
    • Chih-Hsiung Tu
       
      Please elbaorate it how it is integrated?
    • Barbara Miroballi
       
      MOnica, I really like the way you pulled all the strategies and together.
    • Monica Ulich
       
      Thanks I really liked doing this project with the students. now I also can share these with next semesters students as well.
    • Sammi Lindstrom
       
      Will each group be focusing on one approach to solving systems or all methods?
    • Aric Bilas
       
      Sammi, absolutely.  I envisioned a jigsaw-like activity where each group focuses on a particular method.  There would be at least 4 groups:  Graphing, Substitution, Linear Combination, Applications.  Depending on the level of the class, Systems of Inequalities could be done here as well, although it may be too difficult of a concept to have the students present.
    • Denilya Barrett
       
      I love that STorybird link! I saw it on here last week and signed my whole class up and they love using it. It's a lot of fun.
    • Laurel Griffiths
       
      Yeah I have used storybird.com with a group of students too and its so much fun!! Students love creating their own stories and then being able to see them created!
    • johnacedo
       
      In my Western Composers project the network instructional strategies I chose were sharing and UGS. I found that using Wall Wish gives the students a free form to find teacher instructions, share their projects, collect responses, and pose questions and comments on other projects. I find this to be sharing at its best, collaboratively. The strategy I chose was UGC. I find that when students have to generate the content it does two things, one gives them ownership of the learning, freedom to create. And secondly, pride in the work they accomplish, the final project. In this case they will create an information sound track that provides composer and musical general information and identify musical characteristic examples in realtime overlaying on the musical work. They are not only creating, but sharing it with the class community generating questions, responses, and comments
    • Todd Luther
       
      Nicole, Is Twitter the only tool used for the discussions?
    • Todd Luther
       
      So I am not an Audacity user, but the students will be able to record some music from a specific composer, then add commentary over that track?
    • johnacedo
       
      Yes, it is great! The students import the original musical work, then they can record their voices creating additional tracks to add and place where they want in the song. When they are done it will fuse them together and create one sound file. There are a lot of possibilities.
  • modules
    • Max Atwell
       
      Barb, How do you deliver your module to your students? If it can be delivered via Wiki it would be a great preparation for your student to work in a Wiki if they are new to it. 
  • Rubrics
  • Rubrics
  • Rubrics
  • Rubrics to evaluate delivery technology
  • Rubrics to evaluate delivery technology
  • Rubrics
  • Rubrics
  • Rubrics
    • Max Atwell
       
      Monica do you supply your students with the rubric early in the process to help guide them? 
  • Prezi to create an online presentation
    • Denilya Barrett
       
      Have you used Google Sites at all? Is it nice? I'm kind of old-school in that I prefer creating websites in Textpad by typing out the html, but I get that students may not be so inclined. However, I'm not really a fan of Frontpage (such messy code) so I tend to avoid it... an alternative would be nice.
Christine Cowen

The Learning Network - The Learning Network Blog - NYTimes.com - 2 views

  •  
    Awesome lesson plans from The New York Times
tucsonshell

Interactive-Spring2011 - ETC647 Group - 10 views

    • Wendy Ellis
       
      Does anyone know how to take highlighter off?
    • Chih-Hsiung Tu
       
      If you highlight it, you can remove it. If it is used by others, we don't have privilege to remove it.
    • Suzanne Brazzell
       
      This would be a cool lesson to share at the beginning of the year or with 2nd graders at the end of the year. It has great networking options! 
  • Cowen, Christine
    • Chih-Hsiung Tu
       
      Please post your interactive design.
  • ...20 more annotations...
  • Gallus, Brigette
    • Chih-Hsiung Tu
       
      Please post your interactive design.
  • Lewis, Courtney
    • Chih-Hsiung Tu
       
      Please post your interactive design.
  • Ramos, Veronica
    • Chih-Hsiung Tu
       
      Please post your interactive design.
  • Wells, Nathan
    • Chih-Hsiung Tu
       
      Please post your interactive design.
  • User Generated Content (UGC)
    • Chih-Hsiung Tu
       
      Why is this UGC? whatever generated are not required to read?!
    • tucsonshell
       
      Other users may evaluate the content, suggest changes, or even make changes. Conversational or two-way media is a key characteristic of Web 2.0. Vyew is a new technology that is accessible, is open to collaboration, skill-building and discovery.The presentation is created by students (users) and those attending are able to interact by using the content along with the students.
  • Elluminate, Vyew
    • Chih-Hsiung Tu
       
      Why need both? It seems Vyew can do without Elluminate. Jusitfy!
    • tucsonshell
       
      Most certainly, Vyew has the ability to present and collaborate without uploading in Elluminate. Vyew has all the features that Elluminate offers; editing, modifying, voice and video. For the purpose of this lesson, uploading Vyew in Elluminate is a learner-interface instructional strategy as well.
  • Can be collaboration, Students are creating the lesson
    • Chih-Hsiung Tu
       
      No ONLE instructional strategies??
  • Students will create a presentation on a math concept. They will be teaching it to the class.
    • Chih-Hsiung Tu
       
      Isn't this considered Constrcutvisim not Connectivism design? Jusitfy!
    • Suzanne Brazzell
       
      They are connecting to prior knowledge and are required to teach the lesson in a different way then they were taught. Not using previous material.
  • Depending on what tools the students use to create their wetpaint review pages, ANY of the strategies may apply.  It is entirely up to the students!
    • Chih-Hsiung Tu
       
      Be more specific on your ONLE strategies. If it is upto students, then what you anticipate they may be engaged in? Justify!
  • They work collaboratively on an oral debate
    • Chih-Hsiung Tu
       
      Explain this more?
    • Teri Henderson
       
      There are varying positions; such as, lumber industry, paper industry, construction industry. Students are to research the pros and cons and take a side. The oral debates will be supported, even if the student themselves are not in favor of the position they take, they will still have to justify to make a case.
  • theme based content, cloud computing, learner-learner, community-community, learner-interface, student publishing, reflection, interactive, project-based learning, real-life experiences, online collaborative learning, project-based learning, meaning-making.
    • Chih-Hsiung Tu
       
      These are constructivism strategies. What ONLE strategies are integrated? Jusitfy!
  • Cloud Computing, folksonomy, UGC, social content sharing 
    • Chih-Hsiung Tu
       
      You intend to use Delicious, why social tagging is not part of your strategies? Justify!
    • Nancy Mitchell
       
      Okay, so I'm curious then, maybe I'll have to do a little more research. What is the difference between folksonomy and social content sharing, and social tagging? Aren't they all similar?
    • Chih-Hsiung Tu
       
      Generally, they are similiar. Social tagging focus on both tagging and social (sharing, networking) while folksonomy focuses on tagging. :-)
    • Ruth Creek
       
      So, If I am understanding this right ...folksonomy is all the tags I find on various pages, from people I've never met...yet I find myself adding replies to their tags....it isn't social networking, but is is social tagging?
  • the school's online research database using Delicious.
    • Chih-Hsiung Tu
       
      What is your social tagging architecture?
    • Nancy Mitchell
       
      I am assuming you are meaning which types of tags the students would use to share their documents? This is the first semester that I've really thought about tagging architecture, so I'm struggling to think clearly about how I would manage students sharing documents. Any ideas? I would think the architecture would be class name, project title, teacher name, etc. Am I on the right track?
    • Ruth Creek
       
      Good question Nancy. I bookmark so many things and my accounts are a mess with all my tags. Your question made me realize that there really does need to be a framework, structure, or architecture if you will, for easy organization and use. I was thinking about creating a separate account to work with my students....but now I see how Chih has his structured as a framework... :-) Thanks :-)
    • Chih-Hsiung Tu
       
      Yes, tagging to organize is very critical. For example, if we don't design a good social tagging arhitecture, our students may tag ETC 647 versus ETC647 or PLE vs Personal Learning Environment, vs PersonalLearningEnvironment. Ruth made an excellent point.
  • create content overview for a unit in the course. 
    • Chih-Hsiung Tu
       
      Are they required readings for others? Why? Why not?
    • Erin Rain
       
      Yes, I'll have the content be required readings before the AIMS test for current and future students.
  • using Dipity to create a timeline for the plot,
    • Chih-Hsiung Tu
       
      Excellent design!
    • Ruth Creek
       
      :-) Thank you....I got the idea from the Dipity Training presentation :-)
    • Chih-Hsiung Tu
       
      Great! I like the creative idea that integrate ttechnology into non-traditional way.
  • Older or more advanced students may also analyze the content for authors intent to comment on, or criticize, the culture/politics of the era. The course wiki can then be used by future students to learn about the author's content (each year students create a wiki for a different author)
    • Chih-Hsiung Tu
       
      Excellent design.
  • Folksonomy (Diigo or Delicious)
    • Chih-Hsiung Tu
       
      What kind of social tagging architecture you have?
    • Ruth Creek
       
      Initially I plan to create a class Diigo acount to share with the students and have them do the same (as we have done in this class) post readings and have the students link readings they really like, and we can comment on each others links. As they become more proficient, then I plan to introduce delicious for sharing interesting links with their peers outside the course structure.
    • Chih-Hsiung Tu
       
      What types of tags? Do you have any effective tagging schemes for learners to follow?
    • Ruth Creek
       
      Not yet....I just realized from another post that I need to clean up my tagging system into an organized architecture
  • community-community
    • Chih-Hsiung Tu
       
      How? Why?
    • Chih-Hsiung Tu
       
      Explain why UGC? How UGC to be carried out? Be specific!
  • Stewart, Emily  Students create an online presentation on "The Way to Survive 3rd Grade..." They will then present their presentation sing elluminate.Content: Technology, WritingDelivery: Google Docs, ElluminateInst. Strategies: community-community, UGCEval: Presentation on elluminate
    • Erin Rain
       
      This sounds like a great activity! Could you even enhance it by having students publish their presentations to the web?
  • Photostory
    • Erin Rain
       
      What is photostory? Not sure I've heard of it. This sounds like an excellent project! Having students publish the presentations to the web and make them available to the public would also be a great activity for our instructional strategies.
Eldon Ferguson

PDinEducationalTechnology - Lesson 6 - 0 views

    • Eldon Ferguson
       
      What evaluation tools will your participants use? What evalutation tools will you use to evaluate your participants?
    • jehernandez
       
      Eldon, You'll notice that there is no content in lesson 6. The culminating project for the course is for learners to create a plan of action for professional development efforts at their school site and that would be submitted in the Project Tab as explained I believe in the Spicynode section of assignments. Within each lesson, there are assignments. Typically, assignments are shared via Google Docs. Discussion Board serves as another way to see participation and assess what the students are learning...
Sarah Gagliardi

rutheejohn - Lesson 2 - 0 views

    • Sarah Gagliardi
       
      Would you teach this within the classroom and have the students work on this at home? Or would this be an in class assignments? I know in your presentation you stated you planned on using this; therefore, I was curious to know how you would implement it in your daily lessons.
    • Ruthee John
       
      Both, I am teaching the lesson and reviewing the content in the classroom and then having them complete the assignment from home or in the computer lab.
    • Kirsten Harder
       
      I like your variety of activities which meet a variety of instructional strategies.
    • Ruthee John
       
      Thank you. My students are really enjoying this unit. :)
Sarah Gagliardi

classifying-amphibians - Google Docs - 0 views

  • Google Doc Presentation
    • Eldon Ferguson
       
      Google Docs is a great tool that I use constantly, but I find that it is sometimes hard to manage. What flexibility is there for students in using other tools with which they are more comfortable? For example, would students would be able to use Google sites, wikis, or Prezi
    • Eldon Ferguson
       
      I have an exact lesson plan that does this, but using Microsoft Word for the reporting. Thanks for the idea of turning it into a Web 2.0 collaborative project!
    • Sarah Gagliardi
       
      I chose to use Google Docs because it will easily transfer to eduscape in creating the webquest; however, if the other tools have the ability once I investigate it, I wouldn't mind giving the students the option on which tool to use.
Ty Coulter

classifying-amphibians - Introduction - 0 views

  • Evolution:
    • Eldon Ferguson
       
      I love this chart!
  • amphisbaenians
    • Ty Coulter
       
      One of a couple misspelled words in the lesson.
    • Ty Coulter
       
      There are many large, hard to pronounce words on this page. Elementary school students might struggle with them unless they have adequate background knowledge.
    • Sarah Gagliardi
       
      I would agree, this came from a specific webpage and my plan was to review this in class to discuss the "big" words for students before delving deeper into the unit.
anonymous

Laura Randolph-Technology Rich Classrooms - 1 views

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

Barbara Miroballi

Ms. Barrett's Class - 1 views

    • Chih-Hsiung Tu
       
      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.
    • Denilya Barrett
       
      Well, I tried to make it collaborative, to let the students build knowledge together. They are able to work together and learn from each other using tools like Google Docs, the message board, the wiki, and Storybird. There does stll need to be a great deal of control over what and how they're learning, though, since they are young children, not just small-sized adults.
    • Chih-Hsiung Tu
       
      Question II: Social Tagging Architecture Please discuss what you social tagging architecture is. How do you design and develop it.
    • Denilya Barrett
       
      Delicious is out of the question since it's blocked by my district. So is Diigo. Figuring out what a key word is... is actually a difficult skill for my fourth graders. We're still working on figuring out what words to type into google to actually get what you're searching for. However, They will be using key words for the Storybird lesson as part of the pulishing phase they have to type in a summary and then a list of key words that are used by others when they search for stories. It is a very simple introduction to tagging.
    • Chih-Hsiung Tu
       
      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.
    • Denilya Barrett
       
      I wont know if it's effective until I do it with my class. Any number of unexpected problems could occur. Part of how I'll know if it's effective is when I measure the amount of time and confusion these tools cause as compared to the amount of time spent in the computer lab. If it is not an effective use of my very limited time (i.e. it's moving along very slowly and only a fraction of my class understands what to do) then it's time to teach the content in a different way.
  • ...8 more annotations...
    • Monica Ulich
       
      I love Google Docs for the "cloud" computing strategy.
    • Denilya Barrett
       
      Yeah, but it's a complete disaster. I don't have the time and energy to monitor every kid who thinks it's funny to play around on that.
    • Monica Ulich
       
      I forgot about phpBB. Great tool for a discussion board. You mentioned that you controlled the login for your students because of the maturity level. Do you have the same problem in class?
    • Denilya Barrett
       
      I controlled the login because my kids are 9-10 years old and tend to be more open with their information then they should be and bots/spammers sometimes try to sign up and post absolutely inappropriate things. As for their maturity... they act their age. It's a bit easier in class to see it happening and stop it immediately though.
    • Monica Ulich
       
      You did an excellent job grouping the unit together. I liked the incorporation of an existing tool. I use MyITlab, and this is a well developed (and do-able) plan.
    • Denilya Barrett
       
      The tools I can choose from are kind of limited (short of paying a per-student rate for something nice a protected) so, I went with things that I can install and manage myself. I think it's do-able as well :) I'll see.
    • Barbara Miroballi
       
      I like the way you divide the grade up to include technology.
    • Denilya Barrett
       
      That's because I have to give them a technology grade every quarter. Elementary school, you know, we grade on everything. They have three reading grades on the report card, three writing grades, 5 math grades, 5 conduct grades... etc. Everything is broken down into little peices.
    • Barbara Miroballi
       
      I really like this program for plants.
    • Denilya Barrett
       
      Yes :) It's a great page! Very informative.
  • You will be reading The Great Plant Esacape. The information is broken down into "cases." Each case has different assignments.
    • Barbara Miroballi
       
      Is there a place where you could state the technology objectives for this unit?
    • Denilya Barrett
       
      I could, but no one will look at them or care except in this class. The technology objectives are simply to be able to use Google Docs, the Wiki, the message board, and Storybird. That's it. By use, I don't mean anything complicated. This quarter their technology grade is based on being able to post at least one message to the message board and publishing one story in Storybird. They have 45 mintues of computer lab time a week. They don't get a lot done in that time.
    • Barbara Miroballi
       
      I don't see where the rubrics for evaluation are. Do you use them?
    • Denilya Barrett
       
      Rarely. There are times when I find them somewhat helpful but my kids pay little attention to them and there are so many assignments each day that making 5-6 rubrics per day is just not going to happen. I did make some for the project proposal.
  •  
    This is part of my evaluation for Denilya.
Nicole Conrad

Nicole's Unit Plan - 1 views

    • Chih-Hsiung Tu
       
      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.
    • Nicole Conrad
       
      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.
    • Chih-Hsiung Tu
       
      Question II: Social Tagging Architecture Please discuss what you social tagging architecture is. How do you design and develop it.
    • Nicole Conrad
       
      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
    • Chih-Hsiung Tu
       
      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.
    • Nicole Conrad
       
      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.
  • ...5 more annotations...
    • Dan Ciernia
       
      The content is appropriate for the early learner audience. Nicole does a nice job of keeping the learning elements and tools visual and interactive to retain the attention and enhance the experience of this level of learner.
    • Dan Ciernia
       
      Nicole has integrated web 2.0 tools sharing, organization, create content, social networking - as she explains in her presentation, the design of her lesson is to connect learners, instructor in their activities to share and collaborate as they learn from each other and themselves.
    • Dan Ciernia
       
      The web 2.0 tools that Nicole integrates into this lesson network her learners with each other, the instructor and additional communities. The tools she chose for this lesson are learner level appropriate now and as they advance. The tools provide a base for communication, interaction, exploration and collaboration.
    • Dan Ciernia
       
      Measurement/assessment tools seem a bit vague, although it appears Nicole does not include peer review, but instructor review - which seems appropriate at this learner level.
    • Dan Ciernia
       
      Great presentation on Elluminate and the Lesson Wiki! Well designed. Excellent work Nicole!
  •  
    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.
  •  
    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
  •  
    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.
pattirose55

Expository-Fall2010 - ETC647 Group - 9 views

    • Chih-Hsiung Tu
       
      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.
    • Pat Agrait
       
      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
    • susan astrene
       
      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.
    • susan astrene
       
      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
    • Kelly Nightengale
       
      Thank you Pat!
    • Kelly Nightengale
       
      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?
    • Peter C. Frank
       
      Checklist would perhaps work best
    • Amy Matteson
       
      What age level(s) do you think this will work for? Could it be differentiated for upper elementary?
    • susan astrene
       
      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
  • ...1 more annotation...
    • pattirose55
       
      This type of lesson discussion doesn't seem to be as productive as the discussion questions andj posts. Many late or missing postings.
anonymous

Home - investigatecareers's JimdoPage! - 1 views

    • Chih-Hsiung Tu
       
      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.
    • Jennifer Starchman
       
      The thee most important strategies of ONLE/PLE in my unit are user generated content, social sharing, and participatory web. By creating content the students will form personal learning connections and extensions that will then be shared and assessed by the other learners. By incorporating these sharing and creating activities into the lessons the learners are no longer given static material to work with and learn from. The activities are tied together and work in harmony to elicit reponses and connections from the students.
    • Chih-Hsiung Tu
       
      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.
    • Jennifer Starchman
       
      Yes there is instructional user generated content within my unit. The reason that I have user generated content is that students can learn just as much if not more from each other. Websites and wikis allow students to generate content instantaneously and also provides peer review opporitunities. The more connections that the students can make to the learning and to other student's the better the more resilient that knowledge will be.
    • pattirose55
       
      Nice simple graphics. I like that you included website examples in the sidebar (What your website could look like), as well as the non-college options for employment (Lesson 3). Overall, the unit is well organized and includes both NLE technologies and instructional strategies to teach high school seniors about career opportunities and better prepare them for the workplace. The flow and functionality of the three lessons works well together. Students should come away with a lot of useful knowledge.
    • pattirose55
       
      Content Feedback Comments: The unit content of career possibilities, job requirements, and available resources is appropriate for the intended audience (high school seniors). NLE Instructional Strategies Feedback Comments: The unit is self-directed. It contains inquiry-based learning (Internet research), wiki content development (UGC), reflection, and social networking. Interactions include learner-to-learner (discussions), learner-to-content (career websites), and learner-to-instructor (calendar entries). NLE Technologies Feedback Comments: Utilized Jimdo website, Twitter, various career websites, Blogger, Google Docs, Elluminate, Delicious, class wiki posts, and Google Calendar. Evaluations Feedback Comments: Lesson 1 "Create an Informative Web Page" has a Rubric for Career Development and a peer review; however, I didn't see any evaluations for Lessons 2 and 3.
  • ...1 more annotation...
    • Ashley Romanoski
       
      The content presented about careers and future education options is very appropriate for the intended audience of high school seniors. NLE instructional strategies are present through Par, UGC, and CC. These strategies work together to support student learning. Many NLE technologies such as Delicious, Google Documents, Google Calendar, blogging, and Twitter are implemented in this unit. These Web 2.0 tools create a learning environment for students to work successfully. The use of peer review for lesson 1's product as well as the feedback in lesson 2 allows students to collaborate with one another and extend their ideas. The rubric for lesson 1 provides students the opportunity to be aware of expectations ahead of time, and then it effectively evaluates the final product. I did not see an instrument of evaluation for lesson 2 or 3. Be sure to include an instrument to measure the instructional strategies and technologies you are using. Overall, great job! The topic is very relevant and important to your target audience. If you plan on using this in the future, I would add more details as well as additional evaluation methods for the other lessons. Thanks for sharing!
    • Jennifer Starchman
       
      Thank you for your feedback!
  •  
    ETC647 Fall 2010 Units
pattirose55

ETC 647 Intro to Computers - 0 views

    • pattirose55
       
      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.
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