Group items tagged

Great content. A Door in the Wall literary text supports organized learning network environments and is appropriate for the targeted audience of 6th graders. This unit integrated linkage design, UCG, community-community, participatory web, infoviz, and cc. The activities focus on network instructional strategies to enhance learning. The students are working together to understand the literary text and the elements of a plot. Web 2.0 tools utilized in this unit are blogging, Wordle, wiki discussions, and VoiceThread. They are integrated effectively and appropriately. These networked technologies will enhance learning by students "bouncing" ideas off one another. The rubric was great but only covered the content. Although content needs to be evaluated, so does the instructional strategies and technologies. Overall, great job Ashley!

Do you think a survey of the students would be a good way to evaluate the strategies and technologies? I wasn't sure.

Thanks for your feedback! :)

Yes, I think a survey would be the easiest way- that is what I did. Evaluating the strategies and technologies is difficult and the survey assessment seems to be the easiest way to measure the effectivness of the strategies and technologies.

Great job on this! As someone who has taken 'traditional' HIPPAA training in the past, kudos to you for making it interesting and interactive. Your participants will be engaged by the content and far more likely to remember the high points!

Thank you Amy. I'm glad my effort paid off!

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

My unit goes beyond being a DL activity and meets the standard of being an ONLE because of the incorporation of various PLE and ONLE instructional strategies. Upon completion of this unit participants will have developed and used a PLE as a hub for all lesson activities. Through this unit participants will have experienced an ONLE primarily through the following instructional stratagies: Linkage Design: Students create linkage to their PLE through Twitter and Diigo in modules 2 and 3. Participatory Web: Participants engage in collaboratively working on developing a Wiki in module 3. Social Tagging: Diigo and Delicious Bookmarking are introduced in module 2 and are again employed in module 3. Cloud Computing: Participants use Google Docs in Module 3 to present their Unit proposal and are encouraged to include cloud computing in their product. User Generated Content: Participants will develop a unit that they can use in their own teaching in module 3.

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

The social tagging architecture employed in this unit is a fairly simple one but one I believe can evolve somewhat throughout the course of implementing the unit. The concept of a social tagging architecture is introduced in Module 1. In this module participants are introduced to the one required tag in the unit and that tag is "PCCHRP." This tag is again used in module 2 with Twitter, Diigo and Delicious where there are links and widgets for participants to test their use of the PCCHRP tag. Lastly a common tagging architecture is required as a component in units that are to be created in module 3.

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

Throughout the process of developing this unit I have struggled with how the assessment piece would work. The reason for this is the group for whom I developed the unit. As the unit has been developed for peer instructors whom I have worked with for year and hope to work with for many more years, I am a bit hesitant to employ tools such as rubrics or peer evaluations, though I do acknowledge the importance of both giving and getting feedback. To this end I have kept most of my assessment of performance on more of one of acknowledging and discussing participation as opposed to a more quantifiable approach such as rubrics. I do employ a survey of participants at the end of the unit. I would look at the units produced through the unit and comment offered in the survey to refine the unit.

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

Do you think that most teachers who would use this course are really ready for the intensity of the many applications you are asking them to explore here? (I am just remembering the overwhelming feeling of setting up all those new accounts for ETC677, and that was for a graduate level class, not just a staff development.)

I think some are ready to proceed with the technology however of course there will be some hesitant for various reasons. But the target audience is in my opinion capable to learning these applications. Although I could be too overwhelmed with the applications and approach the lessons or with the 677 course for that matter - I knew what I was getting into and being able to learn at my own pace, be able to utilze tutorials, and have an open invitation to ask questions helps. Just because something is hard or difficult doesn't mean its avoidable. Technology integration is necessary in the classroom and the the audience targeted in this lesson would be wanting to learn best approaches, strategies, and tools.

THis is well done! I like how you add the PLE aspects in a way that seems natural while retaining the focus on just one main tool.

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.

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.

Learning occurs in many different ways. I felt that when students post and learn from each other through discussion board, they can discuss and create different kinds of idea interacting through the discussion board. Interacting and creating a timeline togther helps them plan and come up with deadline dates as well.

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).

Community Community: Students will read and decided what kind of recycle participation is important. Students will post this on the igoogle discussion board in their own group. They also have to decided within their group what leaders they want and what exactly each position will do.. UGC: Students are creating their own definitions of what is important and what we need to change at school to save the earth. Participatory Web: Students are creating a presentation at the end and also using a blog to reflect on ideas.

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

My evaluations will be based on their postings on the discussion board. Seeing that each group member is posting and answering the questions will be evaluated. Also blog reflections, Dipity timeline, the igoogle document needed to show that they wrote a letter to the city, and last, the presentation at the end that is due.

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

I 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.

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

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.

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.

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.

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.

I feel that this unit integrates principles of ONLE in that it incorporates the idea of networking with other users. First it allows users to gain an understanding of different learning environments and then lets them become participants in them. Using Google reader, delicious, and setting up a PLE in which these can be managed demonstrate this concept.

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).

ONLE strategies were utilized in the following ways: 1 - Delicious (Community-Community interaction, social sharing, linkage) - users researched and tagged sources about what ONLE is and how to use them within their own teaching. Utilizing the "wetfeet" tag would allow for knowledge to be passed along and shared over time. 2 - iGoogle - build an igoogle PLE which incorporates google reader 3 - Worldle - information visualization and UGC to assist in understanding of PLE/ONLE. 4 - Google Doc - UGC, participatory in building of knowledge about wikis. 5 - Wetpaint - UGC, participatory, community-community as these sites are built and implemented users can continue to add ONLE ideas with some tools they have become familiar with here.

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

Assessment in PD offerings with colleagues is always tricky in my opinion. You want to see if they have understood and grasped the ideas, yet don't want the assessment to be something that would discourage participation. I built a very simple rubric that could be used to check off if tasks have been completed and also put a survey together. The survey results would be much more valuable in determining if this unit was successful. Ultimately the measure of success will be to see the participation of my colleagues in an ONLE over a period of time.

From Nancy Mitchell Author's Name: Ruth Creek Unit Title: Reading Step V Provide feedback to the author for each of the following unit components. Be comprehensive on your feedback/comments. "Good job! Well done" types of feedback/comments are NOT acceptable. Content: Content that supports organizational learning network environments. Areas: * Content is appropriate for the targeted audiences. Feedback Comments: I liked the flow of the unit, especially the use of Diigo sticky notes right in the readings! I was definitely with you on the content until the Youtube video about Cultural Awareness, but I guess the unit/class is more about reading and comprehension than following one topic to the end. ONLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. ONLE Instructional Strategies Areas: * Integrate multiple ONLE instructional strategies in additional to constructivist instructional strategies. * Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: I saw learner-facilitator interaction, learner-interface interaction, and learner-learner interaction. I recognized the integration of participatory web as students will discuss through discussion boards online. ONLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: * All ONLE technologies integrate effectively & appropriately? * Focus on "network" technologies, not just "online" technologies. Feedback Comments: The unit had Youtube videos and many online reading resources. I think there is an opportunity to develop a more student centered wiki to share and develop their ideas. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on one lesson by asking a targeted audience of three and/or your classmates.

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.

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.