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TESOL CALL-IS

10 Tools for Increasing Engagement in Online Courses - Nik's Learning Technology Blog - 0 views

nikpeachey.blogspot.com

blogs pedagogy tools teachers teacher-training VSL

shared by TESOL CALL-IS on 30 Jan 12 - Cached
  • TESOL CALL-IS on 30 Jan 12
     
    These are very interesting tools. Besides Moodle, Nik talks about various vide-based conversation tools, Vyou, a learning journal on Keek, and so on. There are also tips on how to use the tools in an online course.
Vanessa Vaile

Whither the Wikis? - Inside Higher Ed - 0 views

www.insidehighered.com/...wikis

wikis web2.0 higher education evomlit tools multiliteracies technology

shared by Vanessa Vaile on 14 Jul 10 - Cached
  • higher education’s relationship with wikis — Web sites that allow users to collectively create and edit content — has been somewhat hot-and-cold
  • tolerance, even appreciation, of Wikipedia as a useful starting point for research
  • using wikis to pool human knowledge of various topics into single, authoritative accounts falls into the “not” category
  • ...13 more annotations...
  • professoriate is too entrenched in traditional publishing
  • one of two things to happen before wikis can take hold in scholarship
  • “Either senior, post-promotion faculty will need to lead some successful wiki-based projects, or there will need to be an overhaul in the way we think about publication.”
  • highlight individual voices
  • open peer-review — another concept that has struggled to get traction.
  • blogs as a new-media invention that satisfies the scholarly desire for attribution
  • Scholarpedia, meanwhile, only lets selected experts play in its virtual sandboxes, making it more like a traditional journal or encyclopedia than a true wiki
  • Discipline-specific wikis might have an easier time building a community
  • A wiki might also garner more use if it focuses on a relatively young discipline
  • The greatest contributions wikis have made to academic research can be found not in actual wikis but in collaborative tools built on a similar model,
  • “Whether it’s the idea of user-generated content, or inviting many eyes onto a project (e.g., CommentPress), or, tools that facilitate collaboration, such as Google Docs or Zoho Office, wiki-like ideas are increasingly important to the scholarly community.”
  • the areas where they have gotten the most play in higher education seems to be in classrooms and various administrative apparatuses
  • wikis have become popular vehicles for class exercises
  • Vanessa Vaile on 14 Jul 10
     
    on the use and future of wikis in higher ed
Vanessa Vaile

Weaving a Personal Web: Using online technologies to create customized, connected, and ... - 0 views

www.cjlt.ca/...257

#PLENK2010 evomlit multiliteracies education

shared by Vanessa Vaile on 21 Oct 10 - Cached
  • Abstract: This paper explores how personal web technologies (PWTs) can be used by learners and the relationship between PWTs and connectivist learning principles. Descriptions and applications of several technologies including social bookmarking tools, personal publishing platforms, and aggregators are also included. With these tools, individuals can create and manage personal learning environments (PLEs) and personal learning networks (PLNs), which have the potential to become powerful resources for academic, professional, and personal development.
  • This paper explores personal web technologies (PWTs) and their learning applications.
  • Connectivism and the need for continuous learning In today’s world, learning needs extend far beyond the culmination of a training session or degree program. Working adults must continually update their skills and behaviours to conform to the constantly changing demands of the workplace (Lewis & Romiszowski, 1996). In times of rapid change, it is not always prudent or possible to offer formal training for each individual’s every need, and some needs may best be addressed by the individual him/herself. Using freely available personal web technologies, employees can create a personal learning environment (PLE) to manage their own learning resources; whether these are wikis, news feeds, podcasts, or people.
  • ...34 more annotations...
  • Overview of Personal Web Technologies
  • Visualization of a web-based Personal Learning Environment
  • PWTs allow learners to expand their capacity for knowledge by connecting to external resources (other people, online databases, reference sites, etc.). If individuals can sufficiently develop their ability to find, organize, and manage these connections, their available knowledge does not have to be limited by the confines of their own skulls.
  • To navigate the Internet more efficiently, individuals can assemble a virtual toolbox from an ever-growing list of free, and often open-source, technologies to aid in aggregating, organizing, and publishing information online.
  • Social Bookmarking and Research Tools Social bookmarking and research tools allow users to save web pages, articles, and other media (usually to an online storage location) and organize them in personally meaningful ways.
  • Tools that are geared more towards social bookmarking (e.g., Delicious, Diigo, and Twine) place greater emphasis on features that allow users to easily share their bookmarks with friends, colleagues, or the public
  • Tools that are geared more towards academic research, such as Zotero or Connotea, include bibliographic features, such as citation generators and reference list management.
  • Personal Publishing Tools A variety of free and user-friendly tools are available to publish oneself on the Internet. Iskold (2007) sees the range of personal publishing options as a continuum, ranging from content-focused, formal blog posts to socially-focused, informal messages posted on social networking sites, with micro-blogging falling somewhere in the middle.
  • blogging offer learners the opportunity to explore topics in depth and reflect, while the speed and simplicity of micro-blogging lends itself more towards posing questions and collaborative brainstorming
  • more than online diaries.
  • individualized content management system that publishes, organizes, and archives
  • easy to go beyond basic text and incorporate other media, such as photographs, videos, and audio
  • Micro-blogs,
  • 'follow' other members to receive a stream of their posts
  • allow them to easily "ask and answer questions
  • Aggregators Individuals who follow multiple blogs and/or regularly visit news or media sites may find juggling the disparate streams of information overwhelming.
  • tools filter online information and collect articles, media, and conversations customized to the user's needs
  • Metagators, also called portals or start pages, can aggregate feeds, social networks, and widgets to create a central, personalized location for an individual's Internet usage
  • Two of the most popular metagators are Netvibes and iGoogle
  • Widgets are small, adaptable, programmable, web-based gadgets that can be embedded into a variety of sites or used on mobile phones or desktops
  • Using Personal Web Technologies to Create PLEs and PLNs
  • PWTs can be combined by the individual to make a personal learning environment (PLE) and to create and manage a personal learning network (PLN). Due to the fact that they are user-created, there is no exact definition of a PLE
  • In general, a PLE is the sum of websites and technologies that an individual makes use of to learn. PLEs may range in complexity from a single blog to an inter-connected web of social bookmarking tools, personal publishing platforms, search engines, social networks, aggregators, etc.
  • Users can create an online PLN of colleagues and friends from around the world by joining social networking sites, following and commenting on relevant blogs, sharing resources on a social bookmarking site, or by using a micro-blogging platform.
  • Learning Applications of PWTs Because these are open-source, free, adaptable, and user-friendly, PWTs can be of great value to teachers, trainers, and students. However, there is a catch: PWTs may clash with traditional, linear, teacher-centered instruction
  • critical media and information literacy skills, so that students can effectively navigate the online maze and avoid being fooled by false or misleading information.
  • Five Potential Disadvantages of Using PWTs for Learning Although personal web technologies have the potential to support all types of learning, they also have potential disadvantages, ranging from distractions to security concerns.
  • Connection Addiction.
  • Work Interrupted.
  • Popularity Contests.
  • Echo Chambers.
  • Privacy and Security Concerns.
  • Conclusions When learners adopt personal web technologies, it enables and requires them to discard their roles as passive consumers of information and to take on new roles. To successfully use PWTs, learners must become editors who critically question content and sources, librarians who organize and archive resources, and also creators who add their voice to the online chorus by engaging in discussions, collaborating on projects, and contributing their own ideas and media
  • he true quality and effectiveness of a PLE or PLN depends on the learner him/herself
Vanessa Vaile

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...klein_1209.htm

evomlit webtools SRS clicker behaviorism

shared by Vanessa Vaile on 17 Feb 10 - Cached
  • Vanessa Vaile on 17 Feb 10
     
    tudent response system (SRS) use may provide one solution for transforming the passive and isolated online learning environment experienced by many students. SRS use combined with sound pedagogical practices can create an active learning environment comprised of a collaborative social learning community capable of effectively meeting varied learning needs. Newly developed SRSs have created the opportunity to explore online SRS use. Incorporation of SRS use within behaviorism, social constructivism, and many other pedagogical approaches makes it a tool worthy of consideration in solving pedagogical dilemmas and creating a positive learning experience. Despite a lack of research related to online SRS use, this article utilizes current SRS and online polling research and information to determine the primary benefits and challenges associated with online SRS use.
Vanessa Vaile

Giving Feedback on Student Writing: An Innovative Approach - Faculty Focus | Faculty Focus - 1 views

www.facultyfocus.com/...writing-an-innovative-approach

commenting teaching writing feedback interaction student-writing collaboration onlineteaching pedagogy pot evomlit multiliteracies

shared by Vanessa Vaile on 31 Aug 11 - No Cached
  • British journal, Assessment & Evaluation in Higher Education involving the use of something called interactive cover sheets. First-year students in an outdoor studies degree program took a two-semester, six module course which required preparation of a number of written assignments. After preparing their papers, students attached an interactive cover sheet on which they raised questions about the paper they had just completed, thereby identifying the specific areas for feedback.
  • The goal was to overcome the one-way communication that occurs when teachers write comments on student papers
  • Students also tell stories about feedback received on their papers
  • ...10 more annotations...
  • Does this idea of having students frame questions about their papers and writing offer a solution? The faculty who tried the approach found that students struggled mightily with the task
  • It’s pretty easy to understand why students would find this task challenging. Most (especially beginning students) have little or no experience assessing their own work and then to have to frame a question that would elicit feedback helpful to improving your next paper—that’s a pretty complicated task. But it’s such a good one.
  • that’s a really useful skill
  • I wonder if there might be some ways to reframe the task that would make it easier initially. Maybe students need guidelines early on: Identify the part of the paper you had the most trouble with and ask a question about it. Identify the part of the paper you think turned out best and explain why you feel good about it
  • a potentially promising idea with the dual benefits of developing a great self-assessment skill and directing feedback
  • The 5 questions that I ask are: 1) What are you trying to say here (what's the thesis/main point)? 2) Why is what you are trying to say important? 3) What is working in the piece and why? 4) What is not working in the piece and why? 5) What questions do you have for me?
  • If students feel that they are graded on the writers that they currently are rather than the writer that they are trying to be, many will be hesitant to open an honest dialogue.
  • dialogical cover sheet dates back to the expressivist movement in composition studies in the 1980s. I first came across it through Peter Elbow's writing
  • scaffolding the feedback process by offering students the opportunity to identify aspects of the paper or parts of the paper they would like their instructor to respond to is empowering pedagogy
  • The challenge is making the cover sheet simple enough
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