ETC647

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.

Well, I tried to make it collaborative, to let the students build knowledge together. They are able to work together and learn from each other using tools like Google Docs, the message board, the wiki, and Storybird. There does stll need to be a great deal of control over what and how they're learning, though, since they are young children, not just small-sized adults.

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

Delicious is out of the question since it's blocked by my district. So is Diigo. Figuring out what a key word is... is actually a difficult skill for my fourth graders. We're still working on figuring out what words to type into google to actually get what you're searching for. However, They will be using key words for the Storybird lesson as part of the pulishing phase they have to type in a summary and then a list of key words that are used by others when they search for stories. It is a very simple introduction to 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.

I wont know if it's effective until I do it with my class. Any number of unexpected problems could occur. Part of how I'll know if it's effective is when I measure the amount of time and confusion these tools cause as compared to the amount of time spent in the computer lab. If it is not an effective use of my very limited time (i.e. it's moving along very slowly and only a fraction of my class understands what to do) then it's time to teach the content in a different way.

What is the age group of the students? That significantly impacts how well I think this will work...

How will you know if students learned about more then their own state and the few they review? Is the goal to learn about all the states? Because I generally don't learn much by listening to presentations... I can't be alone in that.

You could have them look at their state/capitols with Google Earth :) Perhaps compare and contrast the geography of several states or something.

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.

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).

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

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 feel that my unit was ONLE because it makes the students create their learning environment and explore different possibilities instead of being limited to one general location where all material is located in a central location. There are a variety of tools utilized that are not otherwise always connected.

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

My social tagging architecture was modeled after the tagging architecture that was utilized in this course. Students were asked to tag within their individual Delicious accounts and use a similar structure. I made up a course code and the students were asked to use that at the beginning and then a descriptor for the remaining structure, for example: EDU123+State Facts+Fall 2011

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 I will consider my instructional strategies effective if my students are capable of completing the tasks properly with little or no questions/confusions. If my strategies are effective my students will be successful. There was a lot that went into creating the lesson and my students should be able to fairly easily understand the material at hand.

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.

Chih, This lesson is built upon the ONLE strategies of sharing (PICLP and PICs tagged sources and data), collaboration (team contributes to and co-authors lesson plan and script through google docs) partipative web (Synchornous meetings through Google+, Asynchronous communication through Gmail), user generated content (co-authored Lesson Plan and Script for People In Crisis training which will be utilized and updated by subsequent training teams in ongoing training and education). Using these web 2.0 tools provides an interactive, 24/7 environment that far exceeds a simple delivery system.

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

Chih, the social tagging architecture is built with two tags PICLP (Lesson Plan related sources and data and PICS script related sources and data). This architecture is simple, but clear in identifying and organizing the elements used in developing these two lesson deliverables (Lesson Plan and Script) for use by team colleagues.

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.

Chih, The deliverables in this lesson (Lesson Plan and Script) are created throught the participation and contribution for team colleagues by using the web 2.0 tools introduced in this lesson. Your question does shed light on recognizing the participant accountability aspect that I did not place enough focus on and that is the individual effort, I have the focus on the team, not the individual. In this lesson and the audience this lesson is targeted to the collaborators will hold each other accountable throughout the process.

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.

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).

I have implemented UGC with having the students create vocabulary flashcards that they will share with one another, and that will become part of the course content for later students (UGC). I am trying to develop a social network between students by the end of the semester through group work and discussions, bookmarking and commenting through Diigo (whiich is also UGC as it becomes part of the course content), and Blogging, By the end of the semester the students will also use Facebook to comment on reading selections or suggest readingbegin establishing their own community. I also implemented some Game strategies, particularly with the flashcards to motivate groups to work together collaborative toward a common goal.

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

The only way to really assess the effectiveness of my strategies is summative, through student interaction and feedback. I plan to use the group discussions, blogs and Diigo comments to monitor progress, as well as F2F conversations and a survey at the end of the course. This course is also part of a multi-course scaffolding of creating self-directed and community learners (not learner-instructor focused) who are able to succeed online and in creating their own PLE. The retention of student knowledge and understanding in successive courses will also act as a summative evaluation.

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

I don't think that being late on any deadlines is "meets," although that could just be me. Being respectful enough of group members to keep to the deadlines that they have to keep to is just the basics. Working ahead of schedule and doing extra work is exceeding. I'm just saying, imagain a class where many of the students were late on their deadlines... would that really be meeting expectations?

The "deadline" is actually 2 days before the lesson is suppose to be taught.  If they miss the deadline of 2 days early, but still have the page completed prior to the lesson day, they have met the requirements of the assignment. Getting a "meets" score still requires them to have the assignment done prior to the lesson.

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.