ETC647

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.

This unit is ONLE due to instructional strategies used to take the unit beyond just DL or OLE. The instructional strategies incorporated are User Generated Content, RSS, Cloud Computing, blogging, and folksonomy. Students create content to be shared with their network of fellow learners. Students then respond to content. Students use their RSS to find articles that are relevant to the topic we are studying, summarize the article, and then post this summary to the class blog in which they have to comment. Nearly all of the content is generated by students and not just distributed by the instructor to the students. Finally, the students have to newtork with each not just get information from a DL or OLE.

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).

Social Network-The students were required to join Twitter and follow the class feed as well as the feeds of each student in the class. In addition to following Twitter, students are required to join the class Facebook page. The students will also join the class Delicious Group and follow the class Blog. Social Tagging-Students will use Delicious to tag news articles and informational websites. Students will also use tags for blog posts to the class blog. Participatory Web-Students are required to comment on current event summaries. UGC-As part of the unit students will generate content in two of the lessons. In Lesson 2, students will research an element and post the information to the class wiki. In Lesson 3, students will research a physics concept with their group and post this information to the class wiki. Community-Community Ineraction-Students can continue to follow the class and classmate on Twitter, Facebook, and Delicious. Also, students can continue to be contributors to the Wiki page and make comments on new content posted in the future.

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 students will be required to create knowledge about the content and this unit requires higher level thinking and critical thinking skills as students create content and analyze the work of other students through the ONLE. Students will have the opportunity to add to their knowledge by participating in the ONLE even after the class is over.

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.

My unit is ONLE, different from DL or OLE, because it isn't just online but incorporates ONLE instructional strategies. One example is User Generated Content, where the learners are creating the content that others will have to read. The main difference is the social network environment where learners can interact with each other and get a sense of peers because of profiles, pictures, etc. This network created by the wiki will not just disappear when the course is over, as it isn't a CMS that just goes away. Learners can remain in contact and in the same network forever.

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).

Social Networking was used because it is done on a Wiki where students create profiles and can stay "friends" and network past the duration of the course. Students also network using Delicious. This brings us into Social tagging. Students use a common tag for the class ("bchsgeo") in both the wiki and Delicious. Students used participatory web by publishing to the web their chapter content and to delicious and google docs to collaborate on their content. UGC was used because the content published on the wiki is an assigned reading to all other students. They must comment to each page. Community-Community interaction is created because students stay in the same network and community within the wiki, google docs, and delicious.

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 will know the ONLE instructional strategies are effective because students will be using tagging and networking effectively. Students will be collaborating and communicating effectively within the course wiki and even outside in other areas of interest. Students will be asking meaningful questions and continually adding to their work as they learn new things. It will become a community that lasts longer than one semester or year, but through their whole learning career, which is hopefully a lifetime.

Evaluation 1: By Nancy Mitchell Author's Name: Erin Rain Unit Title: BCHS Geometry Environment Content: Content that supports organizational learning network environments. Areas: Content is appropriate for the targeted audiences. Feedback Comments: Really comprehensive content and directions, easy to read/follow. It's great to see math curriculum presented in this type of learning environment. This unit is a great way for teachers to become familiar and comfortable with a new way of teaching/learning so they can implement this type of learning into their curriculum. High schoolers are known to talk things out, so what a great tool for them to do so productively. ONLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. ONLE Instructional Strategies Areas: Integrate multiple ONLE instructional strategies in additional to constructivist instructional strategies. Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: Students will be adding their input into the class wiki. Students will share resources using Delicious and maintain a personal learning environment with Google web 2.0 tools. Students teaching each other about content and sharing resources. Students will reflect on their content building unit. ONLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: All ONLE technologies integrate effectively & appropriately? Focus on "network" technologies, not just "online" technologies. Feedback Comments: The tools are integrated in a way that makes sense for the students. Content is posted on the wiki, resources are shared in Delicious, students evaluate each other using Google docs and communicate through gmail. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on

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.

The Literature Circle unit is most effectively presented and participated in through an online learning environment because the students are able to build relationships with students from other classrooms and with the author. They can share information with each other through tagging and discussion boards. Students are able to use Google Docs to collaboratively write a letter to email to their author, use Safari Montage video-conferencing tools to discuss their thoughts with the author and see him/her face to face over a distance, follow the author on Twitter, and create a discussion through Twitter to find a group.

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 integrated social networking by asking students to Tweet with each other from different core classes to find a group with students from other classes that they normally wouldn't speak with. They will also follow the author of their novel on Twitter. I integrated social tagging by asking students to find real world connections through videos or articles and posting them to the discussion board and to Delicious with specific project tags so everyone who was participating in the unit could see their resource bank. I integrated participatory web by asking students to participate in discussion boards, reflective blogging and video-conferencing. I integrated UGC by asking students to work collaboratively within their groups to create a presentation about their novel to share with the other groups before the author video-conferenced with them so that everyone had the same opportunity to participate in the discussion with the author. I integrated Community-Community interaction by requiring each group to be comprised of students from each different homeroom class.

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 used rubrics to assess the major components of the lesson to include the technology aspects of the presentation. The community-community interaction could probably be stronger as could the UGC integration within the unit. I think the discussion boards, presentation, and the letter would be effective uses of instructional strategies and the students would feel ownership in each of those projects.

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.

In the Online Learning Environment, learning is an individual process where the instructor guides the course and students share content only with the instructor. When you add the "N" ONLE opens the door, collaboration develops and students actively participate in developing content and guiding the learning. When the semester is over, students are able to continue the connection with others as well as the creating of content. The ONLE allows continual collaboration in Google Docs, Twitter, and blogs and access to the tools for networking can be designed in ones' PLE where one has complete control for life-long learning. Distributed learning communities take shape by how they self-organize, and how they support learning, distinguishing the construct from traditional groups of learners found in many f2f classrooms. The connectivism in my unit develops an awareness of the capacity of social networking, and the tools that can empower participants to go and find the knowledge. One makes knowledge personal by construction of a personal learning environment and that knowledge is the connection. They build on the connectivism theory as they develop future lessons for others to learn.

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).

A Wiki is developed to integrate discussion and share content. User-Generated Content is established as groups collaborate and develop their course Wiki by adding content. Learners are engaged in contributing online content in their group area and create web pages (PAR). Participants apply technology tools for their learning and connect with resources on their PLE with RSS. Community -community interaction develops each semester as classes are able to learn from wiki content development and add to it. Connectivism principles are integrated in each lesson as a guideline and the learner-centered approach enables students to use creativity by designing and implementing lesson content which involves challenge and higher-order thinking.

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 will know the integrated ONLE instructional strategies are effective in my unit by observation as participants' control contribution and content development in their group wiki sections. Their PLEs will use RSS feeds to manage information and they use unique tags to share distributed learning resources on Delicious; the Social Tagging is integrated in their wikis as well for resource sharing. Threaded discussions are used to ensure understanding of assignments. Self-assessments in the form of weekly blog postings are used to determine if learning outcomes are being met. Peer evaluations are integrated within groups and the class as whole and weekly assignments will be given immediate feedback to determine if the student understands. Rubrics are used as well as a survey for feedback.

From Nancy Mitchell Author's Name: Ruth Creek Unit Title: Reading Step V Provide feedback to the author for each of the following unit components. Be comprehensive on your feedback/comments. "Good job! Well done" types of feedback/comments are NOT acceptable. Content: Content that supports organizational learning network environments. Areas: * Content is appropriate for the targeted audiences. Feedback Comments: I liked the flow of the unit, especially the use of Diigo sticky notes right in the readings! I was definitely with you on the content until the Youtube video about Cultural Awareness, but I guess the unit/class is more about reading and comprehension than following one topic to the end. ONLE Instructional Strategies: Integrate Constructivism instructional strategies and activities or other relevant strategies and activities to support the unit. ONLE Instructional Strategies Areas: * Integrate multiple ONLE instructional strategies in additional to constructivist instructional strategies. * Focus on "network" instructional strategies, not just "online (distributed)" instructional technologies. Feedback Comments: I saw learner-facilitator interaction, learner-interface interaction, and learner-learner interaction. I recognized the integration of participatory web as students will discuss through discussion boards online. ONLE Technologies: Web 2.0 tools, social media, and/or network media. Areas: * All ONLE technologies integrate effectively & appropriately? * Focus on "network" technologies, not just "online" technologies. Feedback Comments: The unit had Youtube videos and many online reading resources. I think there is an opportunity to develop a more student centered wiki to share and develop their ideas. Evaluations: Evaluate the goals and objectives of at least one lesson. Perform a pilot test on one lesson by asking a targeted audience of three and/or your classmates.

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.

Content: Content definitely supports ONLE and is appropriate for your students (character analysis, plot development, poems, etc.)!

ONLE Instructional Strategies: Use of multiple ONLE instructional strategies. Participatory web is used, tagging, Network Learning of course. Depending on of students are required to read all of their peers' postings and creations, this would determine UGC. I didn't see RSS.

ONLE Technologies: Many Web 2.0 technologies were used effectively and appropriately: Google Forms, Voice Thread, Blog (although not their own blog in an outside site like blogger, it is within the course, more like a CMS), Bubbl, Glogster, Webspiration, and Timetoast! Students will use them effectively, but are they using them all collaborativally?

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.

Content: Students will really enjoy this activity! They will definitely learn the importance of recycling and technology that goes with it.

ONLE Instruction Strategies: There was definitely the instructional strategy of Participatory Web for the students, along with Social Networking. I didn't see any UGC- where the content that the students generate is required readings of the other students. I also didn't see any RSS feeds or tagging.

ONLE Technologies: Definitely great use of ONLE technologies: Google Sites, Google Docs, blogger, Dipity for timelines. They are all used appropriately and effectively (as a collaborative tool).

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.

My unit is Online Learning Environment because it but includes many other instructional strategies. One type of ONLE my unit uses is bookmarking on Delicious. Another example, of ONLE in my unit is blogging where the learners are reading and responding to classmates posts.

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).

My unit integrates social tagging by using the resource Delicious to find and share resources with classmates. My unit also uses community-community interaction by creating a wiki site and collaborating with a group to create and implement a unit.

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 will know if my integrated ONLE instructional strategies are effective by assessing student participation and comments through class discussions and end of course surveys. I will also know if my instructional strategies are effective by the use of blogs. This will allow me to "see" how my students are processing new information.

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.

I feel that this unit integrates principles of ONLE in that it incorporates the idea of networking with other users. First it allows users to gain an understanding of different learning environments and then lets them become participants in them. Using Google reader, delicious, and setting up a PLE in which these can be managed demonstrate this concept.

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).

ONLE strategies were utilized in the following ways: 1 - Delicious (Community-Community interaction, social sharing, linkage) - users researched and tagged sources about what ONLE is and how to use them within their own teaching. Utilizing the "wetfeet" tag would allow for knowledge to be passed along and shared over time. 2 - iGoogle - build an igoogle PLE which incorporates google reader 3 - Worldle - information visualization and UGC to assist in understanding of PLE/ONLE. 4 - Google Doc - UGC, participatory in building of knowledge about wikis. 5 - Wetpaint - UGC, participatory, community-community as these sites are built and implemented users can continue to add ONLE ideas with some tools they have become familiar with here.

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

Assessment in PD offerings with colleagues is always tricky in my opinion. You want to see if they have understood and grasped the ideas, yet don't want the assessment to be something that would discourage participation. I built a very simple rubric that could be used to check off if tasks have been completed and also put a survey together. The survey results would be much more valuable in determining if this unit was successful. Ultimately the measure of success will be to see the participation of my colleagues in an ONLE over a period of time.

Great integration of wordle!

Thanks!

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.

While the main part of the course was getting teachers to create a website to increase student and parent communication, the underlying goal was to get teachers to network. I used several Web 2.0 tools to foster collaboration and sharing of grade-level resources. opening up communication is important. Too often teachers emerge out of their classroom and are dazed by what lurks beyond it. DL would cease after the class unless the numbers and emails were shared and then actually used. Friending and following classmates makes losing the number not an issue. OLE can be done in isolation. Network learning requires people to become hubs form information, both receiving and sharing.

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 community-community interaction is initiated by placing participants into groups with similar grade-levels.The lessons require the participants to join grade-level groups to share information using blogs and Twitter. They also tag great resources using common tags. They friend/follow and share information. They can also use google docs to share their UGC or other information, and can mash-up other people's resources.

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 am using the same strategies I have learned from so much. I focused in on assessing more of the strategies than the content because if the strategies are being utilized, the content must have been acquired. I like the idea of student using communities to create, collaborate, and share. It is more efficient. how many teachers have taken the time to type out all the grade-level spelling words or vocabulary words. Common information should be shared and great ideas should be passed on and improved on. Using social media, social tagging, and mashing up shared information empowers teachers not to recreate the wheel but to improve it and scaffold our own learning.

I find this page a little overwhelming. If I wasn't taking a class for credit I dont' know if I would read everything here. All the information is great but you might want to split it up a little.