Group items tagged

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

The concept of ONLE is supported by three main areas, Collaborative Publishing, Personal Learning Environments (PLE) and Social Tagging. In this unit students will create a wiki to be used by lower level math students during the course of the year, iGoogle will help them to create a PLE to keep all resources and social tools organized and delicious will be used with appropriate tagging to share resources. This is different from DL because students are discovering and creating their own learning through suggestions by the instrucotr but they are not pigeonholed into using only the resources provided by the instructor.

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

The social tagging architecture will be certain tags required by the instructor but others will be discussed and chosen by the students. In delicious students will keep resources organized by the year and semester they saved the item to help the following students know how old the resource is and which lesson or topic it is a resource for. The students will develop the social tagging though it will be initially designed by the instructor. As the unit progresses through the years the tagging sturcture will change and adapt as needed.

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.

The ONLE will be assessed through the use of the blogging journals and delicious accounts. Questions will be posed within the blogs, facebook and twitter throughout the unit to see how the resources are being used, suggestions for changes and how others may use the resources more effectively. Adding resources to a class delicious account as well as a google doc for resources or FAQ page for the class will also help to asses and evaluate what is working and what is not to make adjustments as needed with the unit.

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

Connectivism is a reflection of today's learning which is speedy, voluminous, socially networked and technologically charged. Connectivism represents the ability to learn through multiple networks using technology that is virtually at our fingertips with the use of Web 2 tools that engage us in up-to-date learning in social, professional, and educational contexts. Though my unit is primarily an educational site, it does connect the learners to other learners both within and outside of the educational community. In addition, tools are utilized which offer a greater connection to resources and student comment. The students have opportunity to create content together and to share it with their classmates as well as learners in future classes. They can respond to each other and collaborate in Google Docs, blogs, Twitter, and discussion boards. They are able to generate content that can be shared with the outside world on YouTube. VoiceThread, Dvolver, and Voki give them a creative edge. They access content through Cloud Computing and many resources are available for their use with open copyright by the creative commons. Social Tagging is important fo the students to share content that is relevant to the class. An online learning environment can be stagnant without the opportunity to generate new learning with others. There is a lot of social networking involved in a ONLE. Many times in the standard OLE, learning is done individually and content is only shared with the instructor who guides the course. In an ONLE, the student and student groups can guide the learning which includes content and delivery.

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).

The students participate in social networking and participatory web situations with discussion boards, blogs, and the contribution to photo gallery. Social tagging is used to help the class retain and share resources that can be used by them and in future classes. Community-community is developed when the students in this class can provide UGC by building Wikis that include information they learned about endangered species that they can share with their existing class and have posted for future classes to use as resources, who in turn will develop new content that they will share.

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 know that with the assessment of content that I have rubrics, along with self, peer, and instructor evaluations. There is also the successful development of product. With the assessment of strategies, I have to be very attentive to the interactions between the students, resources, community. With "Learner Create Content" I need to be mindful that the students will create collaboratively content that will be used as a resource by other students. They are to use existing content and "remix" it with new. I need to observe that they are interacting with and "friending" each other on the Participatory Web. With "Learner Share Content" I will observe and monitor that the students are participating in social content sharing, social networking, and the sharing of resources through social tagging. This helps to join them as a community of learners. Also, Community-Community can be built as they develop content that can be used in future classes. Learners manage content through various areas. I have provided them opportunities to do so through "aggregation" with various widgets and gadgets, news sources, and Twitter. They create content through "mash-up" with Wiki and tools, Blogs with links. Again, with social tagging to help share resources. Learners access their content through cloud computing.

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.

Evaluation 1: By Nancy Mitchell Author's Name: Erin Rain Unit Title: BCHS Geometry Environment Content: Content that supports organizational learning network environments. Areas: Content is appropriate for the targeted audiences. Feedback Comments: Really comprehensive content and directions, easy to read/follow. It's great to see math curriculum presented in this type of learning environment. This unit is a great way for teachers to become familiar and comfortable with a new way of teaching/learning so they can implement this type of learning into their curriculum. High schoolers are known to talk things out, so what a great tool for them to do so productively. ONLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. ONLE Instructional Strategies Areas: Integrate multiple ONLE instructional strategies in additional to constructivist instructional strategies. Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: Students will be adding their input into the class wiki. Students will share resources using Delicious and maintain a personal learning environment with Google web 2.0 tools. Students teaching each other about content and sharing resources. Students will reflect on their content building unit. ONLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: All ONLE technologies integrate effectively & appropriately? Focus on "network" technologies, not just "online" technologies. Feedback Comments: The tools are integrated in a way that makes sense for the students. Content is posted on the wiki, resources are shared in Delicious, students evaluate each other using Google docs and communicate through gmail. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on

The tutorial is great because many students will be unfamiliar with how the site works.

That was my thought as well. I was also thinking that students may be able to use this as a resource as they are completing their assignment if they have questions.

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

My unit is Online Learning Environment because it but includes many other instructional strategies. One type of ONLE my unit uses is bookmarking on Delicious. Another example, of ONLE in my unit is blogging where the learners are reading and responding to classmates posts.

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).

My unit integrates social tagging by using the resource Delicious to find and share resources with classmates. My unit also uses community-community interaction by creating a wiki site and collaborating with a group to create and implement a unit.

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

I will know if my integrated ONLE instructional strategies are effective by assessing student participation and comments through class discussions and end of course surveys. I will also know if my instructional strategies are effective by the use of blogs. This will allow me to "see" how my students are processing new information.

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

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

Common Question II: Key Instructional Strategies Please discuss how you integrate the required ONLE instructional strategies (Social network, social tagging, participatory web, UGC, and Community-Community interaction).

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

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

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

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

While the main part of the course was getting teachers to create a website to increase student and parent communication, the underlying goal was to get teachers to network. I used several Web 2.0 tools to foster collaboration and sharing of grade-level resources. opening up communication is important. Too often teachers emerge out of their classroom and are dazed by what lurks beyond it. DL would cease after the class unless the numbers and emails were shared and then actually used. Friending and following classmates makes losing the number not an issue. OLE can be done in isolation. Network learning requires people to become hubs form information, both receiving and sharing.

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).

The community-community interaction is initiated by placing participants into groups with similar grade-levels.The lessons require the participants to join grade-level groups to share information using blogs and Twitter. They also tag great resources using common tags. They friend/follow and share information. They can also use google docs to share their UGC or other information, and can mash-up other people's resources.

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 using the same strategies I have learned from so much. I focused in on assessing more of the strategies than the content because if the strategies are being utilized, the content must have been acquired. I like the idea of student using communities to create, collaborate, and share. It is more efficient. how many teachers have taken the time to type out all the grade-level spelling words or vocabulary words. Common information should be shared and great ideas should be passed on and improved on. Using social media, social tagging, and mashing up shared information empowers teachers not to recreate the wheel but to improve it and scaffold our own learning.

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

The unit integrates ONLE most specifically through the use of Diigo as a communication tool (will act like a discussion board) and the UGC pages that will be posted on the public class website for all students to see.  The unit incorporates multiple parts of ONLE through the use of Twitter for communication, Delicious for resource tagging, Diigo for class discussion, and Google Sites for creating content and using that content to drive instruction.

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

For Delicious the Social Tagging is Period# Year Unit#. This format allows me to separate and aggregate results from different years and same unit, or different periods same unit to compare resources and provide them for future students.  In Twitter, each class has its own hashtag #ACLP(period #) which allows me to follow each class individually.

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

I believe that the rubrics I created allow me to assess content, delivery and strategies through the individual aspects that they address.  Student teaching effectiveness will be seen in classmates success with concept and the individual components of the lesson are addressed through separate rubrics (social tagging, UGC, etc).  These separate rubrics will, hopefully, allow me to see the strengths and weaknesses of each group.

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

The unit developed was one of compounding lessons that required synchronous and asynchronous interaction. While the tools introduced as part of the workshop were all Web 2.0, thus accessible as part of a DL or OLE, the intent of the workshop was to demonstrate them as functioning in concert with one another. In that respect, neither DL nor OLE couldn't operate in the same way given the frequent and high level of collaboration amongst workshop participants and the facilitator.

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

The social tagging architecture I've incorporate is rather limited. Admittedly, it's also woefully underdeveloped in the unit as well. The unit is intended for higher ed faculty and I wanted to provide a sufficient breadth of the tools that they might be able to incorporate into their respective classrooms without overwhelming them. This is especially the case in the context of the other collaborative tools that were introduced throughout the unit. That said, social tagging is limited to Delicious. It's introduced in the unit as a means of recording and sharing resources. Throughout the unit participants are expected to continually add to the their individual and the workshop library. Eventually, as subsequent workshops are facilitated, these original resources would provide a foundation from which other participants might draw from and add to.

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

In review, my assessment was focused on the artifacts workshop participants produced rather than measuring the strategies that facilitated artifact development. Rubrics were provided for both the group collaborative document and online discussion. For the latter, there was slightly more awareness of measuring instructional strategy assessment than just simply the product. As a whole the unit included such strategies as: UGC, Participatory Web, social sharing (to a limited degree as previously admitted), Community-Community. Unfortunately, the Community-Community element could only have been developed after several workshops had been delivered, leaving that element un-assessable for the time being. UGC and participatory web, as instructional strategies, might have been more appropriately measured through reflection elements, like online journaling, survey, and peer review.

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

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

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

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

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

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

This is a necessary component for success in the ONLE.

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.

Monica, They will add their to the Delicous site and tag them with the class tags.

Be sure to post your contirbutions ASAP.

Be more specific! How UGC is integrated? Remember UGC is more than just creating content. Sharing? Social sharing? How?