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.

It is my understanding that UGC is when students are creating the material and presenting their knowledge; whereas, participatory web, students are participating in some of the content that is provided beforehand.

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.

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.

I like that you chose Google+ for networking instead of Facebook. Did this have anything to do with Google+ ability to separate people into different circles and share information independently, or was it just as a convenience of a Google product?

Aric, both of the reasons you state above and Google+ allows the team colleagues to meet synchronously, 24/7 as well. Good tool for remote users to connect.

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.

My unit is integrating ONLE because it uses many web 2.0 applications that aren't already connected. For example, the the assignments use animoto, google sites, and delicious. These have been integrated together to form an online environment not previous in existence.

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

The social tagging architecture used in this unit is accomplished through delicious bookmarking. When students are assigned material to research, they must bookmark their online sources CIS105, (subject), (Unit).

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.

Participation, and student feedback are how I determine if the strategy was effective.

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.

The audience is high school students, which I have not worked with, but it does seem appropriate. They will be doing a lot of communication and updates through Twitter and Diigo... which seems a bit unnecessary to me since high school students see each other in class and it'd be easier to just have them talk directly. So, is there a point to these tools beyond using the tools for the sake of using the tools? What is the advantage to it?

Good question.  Yes, they will see each other in class but they will not necessarily have the opportunity to or want to talk about the lesson during this time (as we will be working on other assignments).  Twitter is more for class updates which I would normally do and it just gives them the responsibility.  Diigo will be used as the discussion board (just like we are using it now).  Students can instantly ask questions as they come across them versus having to wait until the next day and end up forgetting.

It seems very straight forward and organized, but looks like it will take a lot of additional in-class time to explain, set up, and keep the ball rolling. How will you keep it productive enough that your principal doesn't try to cut your head off for deviating from the curriculum?

This is going to be a year long project spread across the entire curriculum.  The first group will probably take A LOT of hand holding and will take some extra time, but the remaining groups will do most of the work on their own time.  The project does not deviate from the curriculum at all because they are "teaching" the same concepts that I would have been teaching.

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.

How are they creating a content page? What will they use? This assignment sound like a wiki :)

My Algebra courses have a pre-exisitng page where they can find assignments, due dates, resources already.  The students will be adding a new page to this website.  I use Google Sites but it would be the same as Wiki.

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.

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 concept of ONLE is supported by three main areas, Collaborative Publishing, Personal Learning Environments (PLE) and Social Tagging. In this unit students will create a wiki to be used by lower level math students during the course of the year, iGoogle will help them to create a PLE to keep all resources and social tools organized and delicious will be used with appropriate tagging to share resources. This is different from DL because students are discovering and creating their own learning through suggestions by the instrucotr but they are not pigeonholed into using only the resources provided by the instructor.

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

The social tagging architecture will be certain tags required by the instructor but others will be discussed and chosen by the students. In delicious students will keep resources organized by the year and semester they saved the item to help the following students know how old the resource is and which lesson or topic it is a resource for. The students will develop the social tagging though it will be initially designed by the instructor. As the unit progresses through the years the tagging sturcture will change and adapt as needed.

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.

The ONLE will be assessed through the use of the blogging journals and delicious accounts. Questions will be posed within the blogs, facebook and twitter throughout the unit to see how the resources are being used, suggestions for changes and how others may use the resources more effectively. Adding resources to a class delicious account as well as a google doc for resources or FAQ page for the class will also help to asses and evaluate what is working and what is not to make adjustments as needed with the unit.

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.

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.

Wall Wisher is neat!