Content Feedback Comments: The content is appropriate for the target audience of adults and faculty. Having access to events, videos, forum, etc. from the home page (tabs or sidebar) is very convenient. I didn't see any specific lessons; therefore, the unit appears to be more of a framework or guideline for online collaborative learning. * NLE Instructional Strategies Feedback Comments: The unit is basically self-directed and self-paced somewhat (instructed to logon twice a week for 15 minutes). It contains social bookmarking, collaborative learning, RSS feeds, and cloud computing. Interactions include learner-to-learner (discussions), learner-to-instructor (voice threads), and learner-to-content (videos). * NLE Technologies Feedback Comments: Utilized Ning (social website), RSS feeds (Twitter feed of "What's Happening at ASU"), Delicious bookmarks, discussion forum, Blogger, calendar/events (allowing RSVP), voice threads, chat, and videos. Google Sites, Google Docs, and concept mapping tools (Webspiration, DropMind, and Cmap) were all mentioned as possible options for teaching and learning at ASU. Evaluations Feedback Comments: No specific measurement of learning or evaluation of instructional strategies and technologies. Without specific lessons, evaluation is difficult. Surveys or questionnaires would be appropriate for an adult audience Additional Comments: I don't care for the entering of personal information like birthday, gender, and zip code to wait for approval to enter the site; however, I liked the personal touch of being welcomed to the site by name. The "Getting Started" orientation page and the customization options of "My PLE" are great! Overall, the unit is comprehensive with both NLE technologies and instructional strategies to teach the necessary concept of collaborative learning online. My resources and tool options were available for the student.

Content Feedback Comments: The content is appropriate for the target audience of adults and faculty. Having access to events, videos, forum, etc. from the home page (tabs or sidebar) is very convenient. I didn't see any specific lessons; therefore, the unit appears to be more of a framework or guideline for online collaborative learning. * NLE Instructional Strategies Feedback Comments: The unit is basically self-directed and self-paced somewhat (instructed to logon twice a week for 15 minutes). It contains social bookmarking, collaborative learning, RSS feeds, and cloud computing. Interactions include learner-to-learner (discussions), learner-to-instructor (voice threads), and learner-to-content (videos). * NLE Technologies Feedback Comments: Utilized Ning (social website), RSS feeds (Twitter feed of "What's Happening at ASU"), Delicious bookmarks, discussion forum, Blogger, calendar/events (allowing RSVP), voice threads, chat, and videos. Google Sites, Google Docs, and concept mapping tools (Webspiration, DropMind, and Cmap) were all mentioned as possible options for teaching and learning at ASU. Evaluations Feedback Comments: No specific measurement of learning or evaluation of instructional strategies and technologies. Without specific lessons, evaluation is difficult. Surveys or questionnaires would be appropriate for an adult audience Additional Comments: I don't care for the entering of personal information like birthday, gender, and zip code to wait for approval to enter the site; however, I liked the personal touch of being welcomed to the site by name. The "Getting Started" orientation page and the customization options of "My PLE" are great! Overall, the unit is comprehensive with both NLE technologies and instructional strategies to teach the necessary concept of collaborative learning online. My resources and tool options were available for the student.

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.

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.

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.

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.

This type of lesson discussion doesn't seem to be as productive as the discussion questions andj posts. Many late or missing postings.

Students love WebQuests. Using a WebQuest to the learn the Dewey Decimal System, typically something that students don't want to learn, is a great way to create connections that students will remember for a long time.

Online tutorials work wonders for most any topic. With all the available technology, I wonder patient forms are not data entry forms. Many doctor offices that them available for printing online, but not for input. Just a thought...

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.

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.

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.