ETC647

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.

Does anyone know how to take highlighter off?

If you highlight it, you can remove it. If it is used by others, we don't have privilege to remove it.

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! 

Please post your interactive design.

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

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

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

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

Thank you Pat!

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

Checklist would perhaps work best

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

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

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?

This is a really cool site! Nice idea. Does this meet all the ideas of an active classroom? I think it could, but just wanted to see your thoughts. Thanks.

It all boils down to the quality in the information shared and the outcome of the collaboration. I suppose I could just read your post and not internalize it by commenting back or thinking about it.

It is more active than just handing them a voaculary list to memorize...It can be made more active having the student share cards (creating their own study groups to work/study with)...witht he cards shared with the instructor, they can also be saved for future students

Great idea Ruth. The communication and personalization is truly an added feature. We can share and see who says what. Students can benefit from this as they are brain-storming for new ideas as they use this. For example, they can share formulas in math homeworks or discuss social studies projects.

Thanks WendyWu! I like the tips you mention. It helped me figure out how to post to certain people...LIKE THIS! (i think I got it now)

I like your lesson using webquest. The student can participate in direct online interaction through the webquest. Also they use asynchronous communication to send information to peers. The communication is important as they can create ideas and share…and mainly edit their work in Google Docs, prior to sending it off to peers. You chose PowerPoint and find this is totally useful for real-world learning; young people need to learn these skills for various uses (e.g., work) and it adds a bonus of autonomy as they are part of the creation. This brings me to collaboration. Collaboration in this project will be effective as they share and learn about new animals. The topic is awesome as it stimulates curiosity and furthers research ideas. Lastly, I feel the animal topic is also a way to allow students to use multimedia and see images online.

Why just a slide show? Where is the web page containing the actual unit?

Without the actual unit page there is no proof that any of your instructional strategies are being used.

This is a good assignment, do you think you could easily add to this to make it active? I think this could go a lot of different directions!

I suppose if we just sat around like sponges and did not participate, it would stay in the expository range. Since we are active thinkers, it moves up a level. As teachers, I do not think we have the capacity to do that. Scratch that, since we are ed techies, we can't. We know too much about the power of participation and the inner calling of collaboration. Thanks for commenting so quickly this week.

technically, as ed techies....I would think that we would be inclined to take any expository format and adapt it to something more active :-)

Nate...I agree; many ways to make this an active assignment...example: students could make a power point on what their learning style is-present to class

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.