L5 Discussion-Spring 2012 - ETC647 Group - 11 views
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User generated content (wiki pages).
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Chih-Hsiung Tu on 02 Apr 12Could you explain why UGC is different Participatory web? Be more specific.
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anonymous on 08 Apr 12UGC 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.
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Can view previous students' wikis.
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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.
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Ty if that is the case wouldn't this also qualify as community-community learning under Network Instructional Strategies?
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Social Tagging (Delicious, Twitter, Blogspot)
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Please explain why and how social tagging is integrated into your design.
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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.
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UGC (Presentational Web 2.0 Tools)Learner-Learner InteractionParticipatory Web (Blogspot)
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Please explain how and why UGC and participatory web are different in your design.
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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.
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Community-Community interaction: Delicious bookmarking
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UGC: webquest presentations
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Social content: resources are tagged in Delicious for students to have access to
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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.
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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.
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Participatory web User generated content
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Please explain how and why the differences between Participatory web and UGC in your design.
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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.
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I like the idea of putting their research into practice. I think this makes the learning more meaningful.
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Web 2.0 tools
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Social Tagging
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Discussion Board Moderation and Scoring
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Network Instructional strategies:
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Please explain how and why each network instrucitonal strategies integrated in your design. Be more specific.
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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.
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Mobile Learning and Ubiquitous Learning: Mobile devices providing 24/7 learning environment with access to course materials, Twitter, Delicious, Facebook, RSS, email, iGoogle.
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Please explain how mobile learning is integrate into your deisgn. Is it required?
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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.
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Network Instructional Strategies:
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You integrate many interesting network instrucitonal strategies. Can you discuss any potential challengs you may encounter?
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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.
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Information visualization (wordle creation)
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Network Instructional Strategies:
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Online Instructional Strategies:
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Presentation Rubric
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Participatory Web (via Web 2.0)
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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.
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Community-Community Interaction (via Delicious)
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What are your social tagging architecture and how it may generate communit-community interaciton? Be more specific.
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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.
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Information Visualization (ToonDoo graphic novel creator)
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UGC (Students create notes in Google Docs)
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Please explain why it is consdiered as UGC not participatory web. Be mores specific.
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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.
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Evaluation:
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Student-student interaction
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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.
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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.
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students will create a webquest for classmastes
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Teacher created rubrics
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How will the presentation's be graded? Will the research be listed on the student wiki, or will it be more of a report?
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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.
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argument on the issue of slavery.
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create a personal profile choosing from a list of fictional characters
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Students can view other Glogs created by peers
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design of submarines
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Should be interesting! Which content area would be covered during this project?
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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.
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Students gather information on character from books, contacting author...
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Professional Development Training Course
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share mythologies of different regions of the world.
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Where will the information for the mythologies be found: Through individual/group generated research, instructor-learner discussion, or via a previously determined text?
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Students are given a variety of resources, some online, some through digital texts, and some through previous student's resources (i.e. Delicious).
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Wright, Beth
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Animoto, Popplet, Voicethread, Glogster, Diigo, Delicious, and Google Docs to collaborate, create, and share their pages.
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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?
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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.
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UGC content will be found in the lessons that the participants create for their students
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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.
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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.
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After collaboration of one reptile
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Students will use a variety of Web 2.0 and networking tools
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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?
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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.
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Students create descriptive wordle on character
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UGC (Students create notes in Google Docs)
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Students in groups will use Prezi as a web sharing tool to creat
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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?
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to discuss their diet and activity levels and to help support others as they try to manage their weight.
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Using Delicious, Blogspot, and other tagging resources will allow these teach
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Ferguson, Eldon Objective: Students will research, collect, and share five Web 2.0 technologies; using online, collaborative tools.
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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.
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Students collaborate using blogger
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Web 2.0 tools
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develop a department web site using Google sites or similar technology to embed screencasts and share with other teams
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Students create presentation through Google sites
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Research and use Web 2.0 Technology to collaborate with others and present information.
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book we have read