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Adaptive Learning System Articles - 0 views

moodlesw.aeapdonline.org/...view.php
shared by anonymous on 12 Feb 16 - No Cached
  • Adaptive learning products track how each student is doing and provide teachers with class reports. Teachers won’t have to work individually with students for hours to assess which skills each student needs help with, because they’ll have on-demand data aggregating that information.
    • lkmace
      lkmace on 12 Feb 16
       
      Being split between two buildings can limit the collaboration time with staff, as well as time spent with students served. The "on-demand data" plays a key role in giving teachers quicker feedback, having information to drive the instruction that is readily available, and assists students to self reflect on their own personal learning.
    • anonymous
      anonymous on 15 Feb 16
       
      I like the idea of instant feedback as to the progress of each student. I wonder how this would change if the community, not just the individual teacher and student pair, but the parents, and co teachers, could access the same information. I feel like the adaptive technology lends itself to collaboration cross curricular and beyond the classroom to the home. Would this technology help that communication, or would it overwhelm the student?
  • Students trying to balance college with other big life responsibilities are going to have a hard time keeping up with the work. If they fall behind or especially struggle to get past a particular hurdle, they’re more likely to give
    • lkmace
      lkmace on 12 Feb 16
       
      Working with gifted students, a common concern can be lack of motivation, or students doing bare minimum to get by. They may have evolved from having learning experiences that didn't present challenges which builds a relaxed attitude due to everything coming so easy with academics. Adaptive learning could significantly move towards elimination of this concern. This could be a great tool to show and design learning that will reach those one year growth levels that can be difficult for those students already above grade level to achieve/show.
  • That umbrella term covers a range of approaches and models, Newman said, including competency-based learning, differentiated instruction and tutorial models, as well as adaptive learning.
    • lkmace
      lkmace on 12 Feb 16
       
      This brings clarification to what I was trying to decipher between meanings of personalized learning and adaptive learning. I like the idea that the umbrella offers a variety of models to provide a variety of learning to fit the needs of students best.
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  • An adaptive learning system can be "facilitator-driven," which means it provides instructors with actionable student and cohort profiles, typically via a dashboard; or it can be "assessment-driven," which means it provides close-to-real-time ("dynamic") adjustments of the instructional content that lay out a student's learning path. Facilitator-driven systems provide information instructors can (and
    • lkmace
      lkmace on 12 Feb 16
       
      Just like the service design my position is responsible for, using adaptive learning systems successfully can and does include a variety of tools. This resembles the variety of data analyzed to design extensions using variety of formats. Analyzing the need for services also utilize a variety of data, Though technology tends to be a students choice to drive much of their learning, it still requires strong communication skills.
  • "One of the benefits of adaptive learning is that it frees up faculty members to spend more time with students, to work with them in small groups and individually, essentially flipping the classroom,"
    • lkmace
      lkmace on 12 Feb 16
       
      Can I just say, "This sounds like a perfect scenario!"
  • A Diverse Marketplace
    • lkmace
      lkmace on 12 Feb 16
       
      How do we get schools to buy into these platforms. As I read through the following examples, I wonder what the cost involved is? What data is available to support changing your instruction style that a school board would accept the proposal? Are there grants available for start up? These are just a few of the questions that I have as I begin processing how this might work in my classes.
  • Adaptive learning technologies are potentially transformative in that they may be able to change the economics of tutoring. Imagine if every student in your class could have a private tutor
    • lkmace
      lkmace on 12 Feb 16
       
      How often have we engaged in conversations with colleagues regarding not having enough time to reach every student in a timely manner? How often do I hear from students that they get to read or work on free choice why they wait for other students to catch up to where they are? I'm not feeling that adaptive learning "tutors" can replace the caring and experienced classroom teacher, but it could give assistance and direction to the student until teachers have the time to hold those valuable conversations/teaching moments.
  • understand in what ways the software adapts to the students.
    • anonymous
      anonymous on 15 Feb 16
       
      I think many times districts buy and expect the usage of softwares without taking into account how that software adapts to the needs of the individuals using it. The question I have is: especially in the beginning of the year, I try to create a routine for the kids to follow. How does one establish the appropriate adaptive technology if we do not fully understand the needs of our students at the beginning of the year?
  • Many students in the United States fail to complete school. 7% of high school students drop out before graduation and nearly half of the students who start college don’t finish within six years
    • anonymous
      anonymous on 15 Feb 16
       
      While this is a fun statistic, I would like more information as to why the drop out rate occurs. Is this lack of understanding, e.g. the work is too hard, family problems, socio-economic status? I think they are right that adaptive technology will decrease the drop out rate, but I wonder how much of that had to do with falling behind vs other factors.
  • . Furthermore, the study also found that the OLI students took 50% less time to learn all of the content and perform the same or better relative to the traditional students.
    • anonymous
      anonymous on 15 Feb 16
       
      This seems like a very shocking statistic. I think with a statistic like this it would be used more widely. How much do the students retain the information for use later?
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PLE Articles - 1 views

moodlesw.aeapdonline.org/...view.php
shared by amorarend on 10 Feb 16 - No Cached
  • Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners. In addition, teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way
    • anonymous
      anonymous on 10 Feb 16
       
      It is not enough just to have PLEs and use them in the classroom, a teacher needs to be able to provide intervention, conferring, and reteaching strategies to help the student understand the expectations. They need to know how to use the tool correctly. 
    • lkmace
      lkmace on 10 Feb 16
       
      Having the opportunity to collaborate with, visit schools supporting PLEs, or receive support from other professionals already comfortable with implementing PLEs would prove valuable on my journey to create learning environments to best meet my student needs. I so agree with your comment of teacher role.
    • wolson86
      wolson86 on 13 Feb 16
       
      This is a very powerful statement. I agree it is not just enough to have PLE's and use them. It is very important to have time to collaborate and have some professional development. Using PLE's teachers will be in a different role than in previous settings and will need the tools to support their students through this learning journey. 
  • Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs. Others utilize sites such as Symbaloo or NetVibesas a foundation to help learners create and maintain their personal learning environments. Below is a video that shows how a 7th grade student uses Symbaloo as a PLE in her science class:
    • amorarend
      amorarend on 10 Feb 16
       
      How do students learn how to use their PLE? Do they take a class to learn how to correctly and effectively them or does each classroom teacher teach bits and pieces of it?
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I think this depends on the students.  Some kids can naturally figure out how things work and others will need a tutorial.  Ultimately the kids will choose a PLE that they feel comfortable with or already know how to use.
  • Teachers, she explains, are no longer the primary or even the best source of information available to students, and our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners.
    • amorarend
      amorarend on 10 Feb 16
       
      Are schools going to provide training for teachers so they know how to use all of these PLE tools? I feel I would want to fully understand how to use all of these online tools before I teach my students how to use them.
    • kelsi-johnson
      kelsi-johnson on 12 Feb 16
       
      We also need to teach our students to think and learn on their own. They are used to being provided with resources, graphic organizers, and other tools to guide their thinking. This is a big shift in processing and responsibility for our students. Because they have never done this in earlier education, some will really struggle to adapt.
    • wolson86
      wolson86 on 13 Feb 16
       
      You pose great questions, "are schools going to provide training for teachers so they know how to use all of the PLE tools?" I agree educators will need more training to properly implement PLE's into their classrooms. The statement that teachers are no longer the primary or even the best source of information is a huge shift in thinking. Our jobs as educators will be to support our students on their on learning pathway. 
  • ...17 more annotations...
  • as an instructor, you can make a webmix quite interactive.
    • amorarend
      amorarend on 10 Feb 16
       
      Using this in a classroom would be helpful to catch students up who have been absent. 
    • kelsi-johnson
      kelsi-johnson on 12 Feb 16
       
      Yes! Or to be able to access it on their own if they are absent. There isn't an excuse to not be current or up to date if resources are always at their fingertips.
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness.
    • amorarend
      amorarend on 10 Feb 16
       
      This definitely seems more geared towards middle and high school students. Are their ways to create PLE's in the elementary classroom?
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I read in one of our assigned readings/videos that a PLE sometimes looks like the homescreen on a smart phone.  So an elementary student may have a variety of educational games that they have found/been provided that they would use for practice. Other kids' PLE may not involve technology at all, but instead be a manipulative, like counting blocks.  I know my own children (by birth) have been practicing multiplication with their Pokemon cards? My first grader couldn't handle using the iPad for sight word practice and had to go back to flash cards.  He learned what was acceptable and regained access.  While this classroom isn't necessarily PL, I would think the same concept applies? 
  • We also discussed that as they begin to work in inquiry circles next week and to collaborate on their digital research projects, they can create, publish, and share their topic webmixes with their peers so that they can collaborate and discover information sources through this form of networking/information sharing–I find this possibility exciting for the students, and they seemed impressed by this concept as well.
    • anonymous
      anonymous on 10 Feb 16
       
      This networking in inquiry circles sounds like a wonderful way for students to share their learning. It would also give students a way to have a voice for those you are more hesitant to share in the regular classroom. I have a lot of questions about how it all works. How do we prepare students for this work? Do they have basic grammar structures so their writing makes sense? I am unfamiliar with the websites being used. Do we need to have inservices to get all teachers "up-to-date" on what students will be using? And lastly, what constitutes a finished project? How do students know when they are done?  
  • we are in a new era where information is abundantly available and professionalism is far more about the effective manipulation– access, evaluation, & application– it only makes sense to reorient learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lessons and autonomy; let’s never forget it is an ongoing balancing act. 
    • anonymous
      anonymous on 10 Feb 16
       
      It is very clear the teacher and student roles are making a major shift. While we are changing the roles in the process, as educators, we need to have a unified understanding of what the balance needs to be or we will be giving students mixed messages. Students can quickly determine how to access what they need once they are given the tools but evaluation and process will require some lessons for the students AND the teachers. 
  • you can create tiles that link to challenges, quiz questions, polls, discussion forums, chat pages, and other types of content and media that will facilitate more student involvement and creativity
    • anonymous
      anonymous on 10 Feb 16
       
      Versatility and Opportunity which will allow for student work and communication in a personal learning environment with classroom connections. 
  • Personal learning environments (PLE) are a new approach to personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals.
    • lkmace
      lkmace on 10 Feb 16
       
      Every Wednesday my district has a late start for students while teachers are receiving PD. Just this morning a discussion at my table involved brainstorming how to move students past doing just what's expected of them. How do we get their thinking to move past, "How many paragraphs/sentences do I need to write?" PL could be a tool to develop that independent learner.
    • kelsi-johnson
      kelsi-johnson on 12 Feb 16
       
      I agree, this will be the hardest step for our students! They are used to the traditional model of education with clear expectations and guidelines always structured and provided for them. We are trying to increase opportunities for students to be independent and accountable for their own learning and many are resistant. They know how to "play the game" of the traditional model of a school, so change can be intimidating.
  • Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious. The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      As I have been talking to my kids about PL, I heard (and have feared) someone say, "So we're doing the teacher's job?"  I think, like most changes in education, it's going to take some convincing/educating the parents as to what PL is and the role of the teacher.  Of course, I feel that it's all about how it's presented.  If you get the kids to understand their role and the teacher's role, you may not have these issues.
    • kelsi-johnson
      kelsi-johnson on 12 Feb 16
       
      This needs to start in elementary for it to be truly effective; I don't think we can expect secondary students who have not been taught how to learn in this environment to suddenly run with personal learning. While many of them think it sounds great, they haven't been conditioned to independence in their learning. They want everything provided for them and often don't know where to start when set off on their own. We need to teach students how to learn in this manner in order for it to be successful.
  • those policies are not going to change.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is a systematic problem that needs to change in order to make PL work.  Restricting access is not the answer, and I believe we'll get there as a society.  If we want real life, the students need to understand when it's acceptable to do what.  I already know my students will struggle with this issue, but if they're engaged in their PL, they may not need those distractions.  As with any classroom management issue, expectations will need to be established and enforced when violated.  We read that adults even struggle with using technology appropriately in the workplace, so of course this will need addressed with students.
    • lkmace
      lkmace on 11 Feb 16
       
      On that thought, will our lifting those access restrictions at the elementary through secondary grade levels assist learners beyond the K-12 walls with using technology appropriately? Would it reduce the occurrence of workplace and adult inappropriate use of technology which seems to be sadly common place today?
    • kelsi-johnson
      kelsi-johnson on 12 Feb 16
       
      We have so many problems with restrictions on our devices. At our school, teachers have the same filters as the students also! They give us no passwords for administrative access or even the WiFi. How can we teach students to think critically when using the web if we simply restrict everything? Especially when it comes to teachers, this seems a bit demeaning. People will always use resources inappropriately. Unfortunately, that's just the way it works. Why restrict everyone due to the poor actions of a few?
  • ong have educators, from Aristotle to Dewey to Sizer, called for “learning by doing” and “student as worker,”
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I feel that this is where we are at as educators as well.  We need to "learn by doing" because a lot of us are doing a job we were never trained to do...and I'm not even that old!  I currently have a student teacher, and she's amazed (and a little scared) at what we're doing with our students with blended learning and also standards based grading.  She hasn't even graduated and she knows nothing of either of them!  Get ready, honey!  :)
  • The notion of a PLE for students, grounding them intentionally in an environment of information tools and productive applications, is a great way to seek, develop, and structure that balanced approach.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      As much of this as we can implement in our class is a step in the right direction.  We can only control so many variables of the school day, and that's ultimately what is holding a lot of us back from implementing true PL.  
  • Because you can link to an infinite variety of web pages and you can embed media
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      We do SOOO much on Google Drive in our school, I'm interested in seeing how we could use them together or if this would be separate.
  • The concept of PLE is not a way to replace classroom learning,
    • lkmace
      lkmace on 10 Feb 16
       
      This is an important declarative to use when persuading teammates or administration to support the personal learning environment in your school. Like any differentiation piece, collaboration, individual student consideration of needs, and building a rigorous, yet attainable structure to learning is included with that design. Creating the PL to include technology students are frequenting, motivates students buying in to the idea at first.
    • wolson86
      wolson86 on 13 Feb 16
       
      I agree with this statement about not here to replace classroom learning but to enhance it. I also agree with your comment about how it is an important declarative when bringing the topic to co-teachers or administration. Education is always changing and administrators will want to listen if you have a way to enhance student learning. 
  • parents, email conversations, Facebook posts or even twitter hashtags. These interactions among their learning community reinforces learning and combats the often negative stereotypes associated with traditional learning techniques. Because PLEs are learner controlled, they are easily adapted to the learner’s day-to-day activities and interests both inside and outside of the classroom
    • lkmace
      lkmace on 10 Feb 16
       
      This all sounds great! I could easily believe my students would enjoy these social network interaction learning communities. However, it does form a question connecting to student safety. I'm wondering how districts already implementing PLEs are assuring students they are responsible for will be involved with a secure/safe learning experience?
  • my main priority is for students to have a tool they can use to organize their information streams and to create their own topic webmixes, and from what I’ve seen so far, Symbaloo definitely will meet those needs. As we begin venturing into our research the next two weeks and students begin developing their Symbaloo webmixes, I’ll continue to collect feedback from students on how this learning tool is working for them and how they are using it for themselves as well as within their groups–I’m excited to see what will happen.
    • lkmace
      lkmace on 11 Feb 16
       
      This grabs my interest! Not quite ready to plunge into this just yet, but could envision how this could greatly enhance students' research connected to problem-based learning situations I propose as extended learning projects with classroom teachers.
  • ymbaloo EDU
    • lkmace
      lkmace on 11 Feb 16
       
      In taking a glimpse at the Symbaloo EDU page, I was glad to find out it's compatibility with tablets. My students have personal Chrome Books, we often find certain apps and programs that aren't available to use with these.
  • ruth be told, I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource, such as the use of vehicles like Symbaloo, Evernote, or Diigo, and I want to take inspiration from the 7th grade student in the video above to move forward in this way and learn and practive better these skills and with these tools.
    • lkmace
      lkmace on 11 Feb 16
       
      I often feel the same - slow to utilize the tools available. It's always well intent, but priority address other items at hand. I'm hoping this evolves as I develop more understanding of PLEs and their use for enhancing learning opportunities of those I instruct.
    • kelsi-johnson
      kelsi-johnson on 12 Feb 16
       
      Not to mention, once we master one tool...another one pops up! I try to stay current in technology through classes and our PD opportunity, but it is tough to stay on top of things. I think the best way to do this is to stick with one tool and work to know it well. Otherwise we fall into the trap of "jack of all trades, master of none!"
  • Learning isn’t germane to structured classroom environments alone; it occurs in both formal and informal settings.
    • wolson86
      wolson86 on 13 Feb 16
       
      I think this statement is very important for the heading why PLE's are beneficial. Showing learning can take place in both formal and informal settings. Often with the push to meet the standards and standardized tests teachers feel the need to focus on the formal learning setting, however the informal learning setting can actually prove to be more beneficial in my opinion.  
60More

"Personalized" vs. "Personal" Learning - 2 views

moodlesw.aeapdonline.org/...view.php
shared by lkmace on 06 Feb 16 - No Cached
  • many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms
    • anonymous
      anonymous on 06 Feb 16
       
      This is a major concern I have been struggling with in regard to Personalized Learning. The content many elementary teachers have been presented with is very specific - follow the basal or system of information you have been given, present it in the order it is to be taught, in the confines of the time you have to teach it, however, be creative (but don't stray from the plan because you have Standards Based goals to achieve), reach all students with it irregardless of ability or interest (make sure you meet with those groups every day to ensure they learn the content) and get good scores on our standardized tests (but don't teach to the test and you need to show growth).  It is a challenge we face but the dream of personalized learning is not an impossible reality. We just have to understand how it can be done. 
    • wolson86
      wolson86 on 10 Feb 16
       
      I agree and can easily connect with your comment about sticking to the curriculum, yet being creative. This is also a major concern of mine. I often feel that there is so much to fit in and little time. A guaranteed curriculum is important but I believe teachers need to have some freedom within their room to create plans and lesson that can be personalized and meet the standards.  Once teachers are better acquainted with personalized learning I believe we will see more and more of it within classrooms across the country. 
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I can relate, too.  I mentioned earlier that we work in PLCs, so we write curriculum together and then go to our rooms to teach it, share Data later, and learn from each other.  I feel like this setup is too restrictive for me to implement PL.  Instead of throwing the idea away, we need to experiment with implementing PL small then look at the data and see if we can convince others to go with it.  We won't be able to make the full switch in a year, over the summer, or even within a few years until the entire system gets on board and works toward this common goal of implementing PL..
  • In a world where we can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • anonymous
      anonymous on 06 Feb 16
       
      As an adult learning individuals, if we want to continue to learn and grow, we need to reach out and ask questions and find the answers rather than waiting for the world to find us. We need to inspire that in our students as well. Motivation and drive with a purpose!
    • lkmace
      lkmace on 13 Feb 16
       
      To instill this drive for learning and seeking one's own understanding seems so important when developing skills in our young students. When we as adults have that drive for learning continuum, modeling that passion, sharing examples on how this is evident in work environments, as well as higher education, should be a skill all students be taught. PLEs could be a great tool to do just that!
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests. It requires the presence of a caring teacher who knows each child well. Personalized learning entails adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores.   It requires the purchase of software from one of those companies that can afford full-page ads in Education Week.
    • anonymous
      anonymous on 06 Feb 16
       
      Personal Learning requires "heart" Personalized Learning requires "hardware"
  • ...17 more annotations...
  • Thus, while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community.
    • anonymous
      anonymous on 06 Feb 16
       
      Personal doesn't mean individual. 
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”
    • amorarend
      amorarend on 07 Feb 16
       
      At the district I teach in we have many computer programs like this. Our lower elementary students (K-4) work on ST math and our upper elementary students (5-6) work on ALEKS. Our district also recently purchased and is going to start implementing Lexia Reading Core5. I personally have not worked with any of these programs, but from what I've heard teachers really like ST Math and ALEKS. 
    • wolson86
      wolson86 on 10 Feb 16
       
      Our district has also just started implementing Lexia Reading Core 5 this year. I have found it to be engaging for the students, but I have a student who has already passed all levels. At this point there is nothing left for her to do. I think personalization is more than a computer program, however I am a fan of computer programs that are tailored to the students' needs. 
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      From some of the things I've read in the PL Environment articles, these computer programs are only one part of Personalized Learning.  They have a purpose for some students who need it, but shouldn't really be implemented as a "work until you complete the program" type of thing.  More of a "you need more practice..go here" type of situation. Until we really embrace PL and truly personalize, we'll continue to encounter these issues.  So hard to do!
  • “It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.” For Laufenberg, personalization only comes when students have authentic choice over how to tackle a problem.
    • amorarend
      amorarend on 07 Feb 16
       
      I don't think many teachers and administrators realize this. I think most feel like the computer programs, such as ST Math, ALEKS and Lexia Reading Core5, are personalized because each student is working at their own level. From what I've learned so far in this class is that Personalized Learning takes it a step farther. 
    • lkmace
      lkmace on 10 Feb 16
       
      I have felt hesitation from adminastartion with using computer programs for student learning. I'm looking for evidence that supports research in this area. Is it best for certain learning styles? I believe so.
    • lkmace
      lkmace on 13 Feb 16
       
      Ditto! I've tried some pilot computer learning, and students enjoy and stay engaged. Trying to receive support from administration isn't easy - district policy, costs, and balance between classrooms are the constraints I find.
  • Personalization comes at the expense of denying students opportunities to learn personally, forming the habits of mind and “network literacies” that will serve them much more effectively than most of the content knowledge that, as we know from experience, never gets applied in real life.
    • amorarend
      amorarend on 07 Feb 16
       
      I agree and disagree with this statement. I think every student in America has asked the question "When am I ever going to use this in real life?" at some point in their educational career. I know I did when I was sitting in Pre-Calc my senior year of high school. On the other hand I cringe every time one of my 5th grade students doesn't know that Iowa is a state. I had to have all of the states and state capitals memorized in 3rd grade! I do feel there are some things every well educated person should know, but the question is how do we decide what is important enough for every person to learn.
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      There are definitely basic, foundational skills that need to be learned by all students. For example, since our district has focused less on teaching and grading students on grammar, punctuation, and elements outside of the content of a paper, we have noticed huge gaps in performance. I had to spend an entire class period with my ninth grade students explaining when to capitalize a letter before printing their final papers. I was also able to listen to Richardson speak at my school last year, and he claimed that all math classes would be rendered irrelevant over the course of the next decade due to technology resources; however, he used many graphs and statistics in his presentation. Luckily, I had great math teachers throughout school in order to possess the skills necessary to interpret his presentation data! I would agree that we have to develop certain basic skills in all students before we can set them off to work completely independently. I think it all comes down to your final question...how/who determines those priority skills or standards?
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I completely agree!  However, I feel we're just not advanced enough as a system or society to truly see what we're doing work well.  The standards are set up to build upon the previous year's standards.  Unless everyone is covering his/her standards, it won't work as well.  We saw this first hand at my school when our JH/HS started aligning to the core before our elementary did.  It was very difficult for our 7th grade teachers to even teach the 7th grade standards because our students were back on the 2nd/3rd grade level according to the standards.  We had to back up and teach those skills first in order to get anywhere close to our own standards.  However, in the last 4 years I have seen much improvement!  Our elementary has begun aligning, and we're not (almost) able to do our own jobs!  I have hope!
  • But the red light flashes here not just because of the focus on standardized tests but because of the larger preoccupation with data data data data data.
    • amorarend
      amorarend on 07 Feb 16
       
      With being a Title 1 teacher everything I do is based on data. The school I teach at just got done doing the FAST testing for winter and when it was done I sat down with the principal and the other Title 1 teacher and used the student's test scores to determine who was going to be receiving Title 1 services. I am not a huge fan of testing, but when the state requires students who are flagged as "substantially deficient" to be in an intervention and students who are flagged as "at risk" to be progress monitored we have no choice but to be driven by the data. I really like the idea of personal learning, but I don't think school are going to be able to make that switch until the government changes things.
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      It is frustrating that this information/research is out there and many teachers want to shift towards learning that is less test-focused, but unfortunately we don't have the power to make those changes! I also wonder how parents would respond to a change from the traditional school format. I know when we even discussed switching to standardized based grading, we got a lot of push back and criticism from parents. I don't know how we start making these changes.
    • lkmace
      lkmace on 13 Feb 16
       
      This is directly connected to the students I serve that are identified as gifted. Testing often displays data that doesn't seem to reflect their total understanding, often posing a picture where students haven't reached that area of one year's growth. This has engaged many debates as to pushing core v. pushing student interests.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      But at some point, don't we have to hold students and ourselves accountable for the learning taking place in the classroom? With the requirements of the current education system, there doesn't seem to be much that we as classroom teachers can do here: at some point we have to prove that we have created growth in our students through data. I wish the article would have specified other methods for depicting learning/student achievement rather than simply debunking the current ones. While I am all for personal learning and a change in the way we view student performance, I have yet to see a realistic method presented to ultimately score or evaluate the results of our students in the classroom.
    • wolson86
      wolson86 on 10 Feb 16
       
      I agree that it would be nice to have some other specified methods to collect data and show student growth. I do believe what we have now is not a true judgement of our students, they are so much more than a score. 
    • anonymous
      anonymous on 11 Feb 16
       
      I think our major hiccup lies in our struggle with producing "proof" of learning. It is important that you state a realistic method of scoring students. In a perfect world, we would have a personalized instruction for each student with a personalized rubric guiding the learning. However, that is not realistically possible, especially if I want them to be authentic and innovative at their own level. As long as I am expected to prove my kids are learning, regardless of the system used, time will play into how personalized the instruction can be.
    • lkmace
      lkmace on 13 Feb 16
       
      Before reading your post, my thinking directed to the time constraint and proving a year's growth in each of our students. This is a major component in our classrooms and often fogs up the importance of addressing individual learning needs. How do teachers with large groups of students realistically find time to implement successful PLEs? I have 40+ students on my roster between two buildings. PLEs could be the answer to providing challenges more than 30--40 minutes 1-2 times per week. That part I am excited about. Assisting with all 40+ PLEs sounds a little overwhelming, but initial skill development in students in designing their own with my assistance seems to be my starting point.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills
    • wolson86
      wolson86 on 10 Feb 16
       
      This first sentence really stuck out to me, especially the statement cookie-cutter students. Why would we want to create students to all have the same talents? What kind of future would that be, with students who all have the same specific skills?
  • Can the Web and laptops, et al., support and expand intrinsic engagement for those parts of the world that interest us? Absolutely! But while a multimedia textbook on an iPad may be more engaging than the dog-eared paper one we’ve been handing out for decades, a textbook is still a textbook. You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      This makes me reflect on the learning we have done about the SAMR model. Because our students recently became 1:1 with iPads in our building, we have done a lot of learning on making technology usage meaningful rather than just "fluff" in the classroom. Here is a link for those of you not familiar with SAMR: http://tinyurl.com/posterV4 As Richardson indicates, we can't simply put technology into the hands of students and call ourselves innovative. It is what we allow our students to do with technology in order to generate new ideas that stimulates innovation and creativity.
  • meaningful (and truly personal) learning never requires technology
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      I found this statement to be particularly profound; I never thought of it that way!
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      Especially nowadays when technology is such a big part of their lives.
    • lkmace
      lkmace on 13 Feb 16
       
      Fifth graders in our district are fortunate to have Chrome Books. After working in secondary for the past 4 years, coming back to elementary made things very exciting to know these students would have tech access at their fingertips. After a few weeks working with this age level, I found the tools could be very distracting. Starting with personal understanding to form inquiry and learning proposals allowed for focus on goals. Technology came in next as a great resource, but ending with communicating new learning (sometimes with tech, but often through discussions, writing or small group share.)
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is so hard to really implement correctly!  Most of us are in school systems where we are really restricted by required classes, bell schedules, teacher certification, the previously mentioned DATA COLLECTION (!!!), which would look much differently in a true PL classroom.  I'm personally struggling with how to implement PL because we work in PLC teams where we have common formative assessments that need to be administered around the same time.  That allows very little room for kids to work at their own pace.
  • resource rich.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I have found that finding good resources for English is really hard.  There are so many factors when it comes to literature, like readability level, topic, concept, that it's hard for ME to find resources, let alone have my students find them on their own.  Unfortunately, if someone develops something that is good, they're going to want money for it making it unattainable for many of us.  I was excited to hear about the pilot going on with the AEA Online for students.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      A few problems come to mind.  1)  This is why it's important to climb the ladder of Bloom's with our activities and lessons and make them real life.  2) Students don't value knowing the basics because they can just Google them.  The part of speech of a word...Google can tell us that, so it isn't important.  But it IS important to know when it's applied later, for instance writing complex sentences and identifying clauses/subjects.     Or is it?
    • kelsi-johnson
      kelsi-johnson on 11 Feb 16
       
      Think about how much longer it would take for students to complete seemingly simple aspects of a project or task if they had to look up every single smaller bit of information. It seems that this is where we need to set priority standards in order to determine what basics are most important for students to know in order to complete and take part in personal learning.
  • give opportunities for our kids to do personal learning.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is it!!  This is all we can hope for.  Having the perfect school, unit, support, funding, etc. to do this is not anywhere in our near future.  If our classroom is set up to give opportunities for our kids to do personalized learning, we're on the right track.  I feel it will snowball into more opportunities.  Kids will want it, the ever-important test scores will prove it, and schools will slowly jump on the PL train!
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it, and to frame our use of language in that larger shift, not simply in the affordances for traditional curriculum delivery that the tools of the moment might bring.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is the beginning.  Find opportunities for this wherever you can and then let personalized learning grow from there.
    • lkmace
      lkmace on 13 Feb 16
       
      Advanced differentiation conversations often involve the, "how do we develop independent learners?" This shift is dearly needed. Enabling students with PLEs - tool to make the shift?
  • as long as he ends up fundamentally similar to everyone else:
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      Agreed, but this is what students need to understand when it comes to PL.  You don't just get to pretend you're working, you are still held accountable to reach the end target; you can just get there how you want.  This is my biggest fear with "setting kids free" in PL.  I'm afraid I'll check-in with their progress and they'll have done nothing.  What's the consequence?  How do you hold them accountable daily (at first) and realize they still have to do something.  Hopefully interest level, real life applications, etc will help hold them accountable.  They'll be on stage for someone hopefully.
    • anonymous
      anonymous on 11 Feb 16
       
      I have a self-paced system currently in place in my classroom. Often times, I do check in, and they will have done nothing. I have the daily goal for where they should be to be on target to finish on time. My kids have figured out that I will fail them. I akin it to a job. If you do not do the task, the boss will penalize you for it. That said, grades are fluid. I have no problem changing the grade once I receive the work. Normally the work happens after a few angry emails from parents, pulling from study halls, and a little bribing. This morning I sent out an email stating I was still missing fifty papers from students, giving their names. The immediate consequence is failing, with the understanding that once work is shown, failing is not a permanent ultimatum .
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • anonymous
      anonymous on 11 Feb 16
       
      I find it interesting that she says everyone we work with needs to be on the same page about the implications of personalized learning. I find, that when I try something new, even if my co workers aren't on board right away, my results speak for themselves. I am not sure it is important that BEFORE I start personalized learning, EVERYONE is onboard. 
    • lkmace
      lkmace on 13 Feb 16
       
      As I "pilot" PLEs with some of my students, taking evidence from their experience to share with staff could begin those "on board" conversations and reel teachers towards learning more and trying in their classrooms, as well as sharing with administrators. Many past learning models have sounded wonderful, but without having data to show evidence of success, hesitance exists.
  • Our systems and assessments assume that neither content nor access to teachers is widely available, and that we must deliver a proscribed, fairly narrow curriculum to each child because if they don’t have it in their heads when they need it, they will fail at the task.
    • anonymous
      anonymous on 11 Feb 16
       
      I find it interesting that the Web and other pieces of technology have expanded the capabilities of learning, yet our standardized testing and other assessments specify exactly what they "need" to know. I question how, regardless of how the Internet has changed education, we still use the same methods to prove proficiency. 
2More

Social Networking - PersonalizedLearningEnvironments - 0 views

socialnetworking.swsi.wikispaces.net/rsonalizedLearningEnvironments
shared by lkmace on 10 Feb 16 - No Cached
  • Personal Learning Environments provide tools to support lifelong learning and can be used throughout all levels of education (k-20) and beyond. They can be used as part of formal learning or as an ongoing personal (and self-directed) learning tool that is owned by the learner rather than a learning institution.
    • lkmace
      lkmace on 10 Feb 16
       
      To spiral student understanding of PLEs and building upon skills necessary to use PLEs successfully might be considered an addition to K-12 curriculum.

Differentiated learning using online classroom - 1 views

started by ramonasatre on 10 Feb 16 no follow-up yet

developing a passion for learning in our students - 1 views

started by ramonasatre on 10 Feb 16 no follow-up yet
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How Is New Media Reshaping the Work of Historians? - 0 views

www.historians.org/...shaping-the-work-of-historians
shared by paulboysen on 09 Feb 16 - No Cached
  • paulboysen on 09 Feb 16
     
    New media shaping history and historians
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Why Study History? (1998) - 0 views

www.historians.org/...why-study-history-(1998)
shared by paulboysen on 09 Feb 16 - No Cached
  • paulboysen on 09 Feb 16
     
    Description on why the study of history is important.
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K12 Launches Foundation for Blended and Online Learning -- THE Journal - 0 views

thejournal.com/...ended-and-online-learning.aspx moodle_iowa
shared by shawnaharris on 09 Feb 16 - No Cached
  • K12 has launched The Foundation for Blended and Online Learning, an independent charitable organization designed to advance online and blended learning opportunities and outcomes. The foundation will have three goals: To offer scholarships for post-secondary students; To offer grants for individuals and organizations advancing online and blended learning; and Bringing together stakeholders for collaboration.
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Walker County Schools Adopts Personalized Learning -- THE Journal - 1 views

thejournal.com/...pts-personalized-learning.aspx moodle_iowa
shared by shawnaharris on 09 Feb 16 - No Cached
  • Students at Walker County Schools started using FuelEd's Anywhere Learning System, which includes more than 160 courses, 5,600 lessons and 130,000 test items that are aligned with the Common Core State Standards and state objectives, according to information from the company. "The content is presented to students using sequenced direct-instruction aids such as study guides, quizzes, mastery tests and essays. Its built-in assessment and reporting tools help track and analyze all aspects of individual and class performance in order to benchmark progress and refine curriculum plans," stated a news release from FuelEd.
    • shawnaharris
      shawnaharris on 09 Feb 16
       
      Walker County Public Schools in Jasper, AL has implemented a personalized learning system to support students in need of remediation or more advanced coursework.  
    • shawnaharris
      shawnaharris on 09 Feb 16
    • shawnaharris
      shawnaharris on 09 Feb 16
       
      Walker County Public Schools in Jasper, AL has implemented a personalized learning system to support students in need of remediation or more advanced coursework.  The district was having issues with a high dropout rate, so they started using online learning..Read more..
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Skype | Free calls to friends and family - 0 views

www.skype.com/en Moodle
shared by mcgillicutty on 08 Feb 16 - No Cached
  • mcgillicutty on 08 Feb 16
     
    This is the Skype website. This is great for video calls, free phone calls on the computer, sending files, and pictures.
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Animoto - Create Educational Videos Using Animoto | Apply Now! - 0 views

animoto.com/classroom Moodle
shared by mcgillicutty on 08 Feb 16 - No Cached
  • mcgillicutty on 08 Feb 16
     
    Animoto is awesome to use. It lets students put music with pictures to make videos.
55More

Articles: Delivery - 3 views

moodlesw.aeapdonline.org/...view.php
shared by emoses on 22 Sep 15 - No Cached
  • be passionate
    • scott fillner
      scott fillner on 22 Sep 15
       
      being authentically passionate about something draws your audience in, or allows them to counter you.  Either way you ellicit emotion, you engage others.
    • alberhasky
      alberhasky on 24 Sep 15
       
      I agree. My personal experience attests to this tip. I know when I'm passionate about my topic, it's far easier to engage my audience, then when I'm not enthusiastic about it. In terms of teaching, this often means for me switching things up. If I have taught a lesson too many times, I get bored with it, and then it's difficult to engage students. When I'm at that point, it's time to change things.
    • emoses
      emoses on 28 Sep 15
       
      Passion is actually a forte of mine, but when it comes to some of my material, my audience can definitely see I'm not into it. But then, why should they be? If I can incorporate some sort of passion into the presentation, it would really help in the long run. The students might want to know what gets the teach so excited about this material? Passion and humor are two ways to go about this.
  • passively sitting
    • scott fillner
      scott fillner on 22 Sep 15
       
      Planning for how to engage your audience will not only hold their attention longer, but it will also help to scaffold learning so that it may transfer for them.
  • Resistance doesn’t have to be a bad thing
    • scott fillner
      scott fillner on 22 Sep 15
       
      So true. Resistance can be a seeking to understand thing as well. As a presenter it is important to "Step outside" your facilitation so that you can read your audience and engage them.
  • ...18 more annotations...
  • Anticipating resistance
    • scott fillner
      scott fillner on 22 Sep 15
       
      I believe the bulk of anticipating comes in the planning of the facilitation of your presentation.  Feedback from others will aid in thinking through this as well and anticipating any blindspots.
  • Ignore Your Body Language and Vocal Delivery
    • scott fillner
      scott fillner on 22 Sep 15
       
      THis really takes rehearsal and practice.  You need to have the ability to "step outside" your facilitation.  This is where everything slows down and you are not solely focusing on your content.  You are able to focus on body language of your audience and yourself.  You are able to guage if your interactions are welcoming or defensive.
    • francysmaureen
      francysmaureen on 25 Sep 15
       
      yes! and smile!!
  • The first 2-3 minutes of the presentation are the most important.
    • alberhasky
      alberhasky on 24 Sep 15
       
      I have found this to be true as well. As a teacher, I think the first day is often the most important to set the tone. Having a great lesson planned for the first day is key to capturing your audience right away.
    • carolborchard
      carolborchard on 26 Sep 15
       
      I agree that those first few minutes make or break an interaction, whether speaker to a group or one-on-one. Hook them before they check out.
  • press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.
    • alberhasky
      alberhasky on 24 Sep 15
       
      I didn't know about this function. Great tip!
    • micintosh
      micintosh on 26 Sep 15
       
      I have worked in the educational technology area for 20 years and have never heard nor seen this feature before.  I will definitely use this in the future.
    • emoses
      emoses on 28 Sep 15
       
      This is a really cool idea! I mentioned earlier that it would be nice to have the students take their minds off of the projector screen, and this is a great way to do that! It would be a great function in storytelling!
  • Always remember that the people in your audience get to determine whether your idea spreads or dies.
    • alberhasky
      alberhasky on 24 Sep 15
       
      I teach a course called Business Communication, and we spend a lot of time talking about persuasive messages and how to overcome audience objections and remove obstacles that stand in the way of the audience taking action or changing belief based on the intent of the message. The concepts in this article are all very relevant to that!
  • "They practice much more than the average presenter."
    • alberhasky
      alberhasky on 24 Sep 15
       
      The proverbial addage: practice makes perfect. I agree here!
    • micintosh
      micintosh on 26 Sep 15
       
      This is very true.  I know Steve Jobs ran into a few snags with WiFi but continued on with little disturbance because he knew his slides in and out.  He just jumped to a part of his presentation that had pictures instead.
  • Most people listening to presentations tend to tune out after about 10 minutes, Gallo says, based on expert opinion and research in cognitive functions. So keep the presentation to less than 20 minutes.
    • alberhasky
      alberhasky on 24 Sep 15
       
      Excellent point to keep in mind. Anecdotally I find this to be true as well. I try to keep lectures at 20 minutes or less, but sometimes that's difficult.
    • carolborchard
      carolborchard on 27 Sep 15
       
      If the audience starts to tune out after 10 minutes I need to state my most important points during that time. Use the last 10 to reinforce how and why they are important to remember maybe?
  • Gallo suggests that you use images with little or no text on slides to discuss ideas or concepts, which is also a great way to engage the audience.
    • alberhasky
      alberhasky on 24 Sep 15
       
      I love this point. I've been concerned about cutting all the text off my slides. I think a lecture in a classroom is a different context than a presentation. And although I think most of the concepts for presenting still apply, I think sometimes bullet-points and text are good things. Over-used? Yes, but this tip seems very practical for me. Break-up the text slides with some slides that are only visual and get the audience talking. Ideally, at least every 10 minutes, according to tip #1.
  • Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • francysmaureen
      francysmaureen on 25 Sep 15
       
      I've seen this, nobody wants to hear a person's background from them, we want to hear what you have to show us
  • Be confident.
    • francysmaureen
      francysmaureen on 25 Sep 15
       
      Even when we doubt for a minute, if we convince ourselves we can, we'll transmit this to our audience
  • Or ask a colleague for a reality check before you present to other managers in her group.
    • francysmaureen
      francysmaureen on 25 Sep 15
       
      It is important to know who we are talking to and their background so we can sympathize with them. That way, also people will follow our presentation and listen to us
  • At every 10 minutes or so, try to reengage the audience with something different
    • francysmaureen
      francysmaureen on 25 Sep 15
       
      Good way to give the audience a break for later regain their attention.
    • carolborchard
      carolborchard on 27 Sep 15
       
      I really like that idea! I've never thought of it before but it makes perfect sense!
    • emoses
      emoses on 28 Sep 15
       
      This is a great tip! It's easy to just get into a rut when presenting information, especially if there's a lot of it and you're on a time crunch! I like to have my students get up and stretch if it's taking too long. It's something different, and perhaps it can awaken something in them to be more engaged. 
  • you'll come across as much more engaging as a speaker and effortless.
    • francysmaureen
      francysmaureen on 25 Sep 15
       
      Practice makes perfect, like anything we do. Presentations are not the exception
  • Get closer to your audience by moving away from or in front of the podium.
    • carolborchard
      carolborchard on 26 Sep 15
       
      I appreciate the speaker who moves to the side or front of the podium. However I do not like it when a speaker moves all over the room. My neck and back get tired twisting around to watch while I listen.
  • will allow you to move away from the podium
    • micintosh
      micintosh on 26 Sep 15
       
      This will help with one of the items I am working on with my presentations which is to have more of a conversation than a lecture.
  • connect your computer to a large TV (via the s-video line-in
    • micintosh
      micintosh on 26 Sep 15
       
      This shows how quickly technology can change.  The school provided laptop I use doesn't have an old analog s-video port.  Most computers today have an HDMI port that will carry audio and video in one cable that will connect to most projectors and flat screen TVs.
  • When you read from your notes or from slides," he says, "that completely breaks the connection you have with audience."
    • micintosh
      micintosh on 26 Sep 15
       
      When presenters read from their slides I tune out every single time.  I try to never do this in my presentations.
    • carolborchard
      carolborchard on 27 Sep 15
       
      It tends to break the flow even if the presenter doesn't turn around but looks up to read from a screen on a wall high and behind the audience. I noticed this week that a screen was placed at eye-level in the audience so the speaker and singers appeared to just be looking into the eyes of the audience. It really helped with the flow of the event!
    • emoses
      emoses on 28 Sep 15
       
      I am very guilty of this way of presenting. It's ironic, too, because I don't like when I'm sitting in this kind of presentation, so why would I make my audience suffer? But I also like to make sure they have all the pertinent information. However, sometimes it's a little too much, especially if they're taking it down once and I'm not holding them accountable for the information later on.
  • Grab your digital video recorder, deliver your presentation and watch yourself,
    • emoses
      emoses on 28 Sep 15
       
      This would be a great practice to get into, just to see what the audience sees. Perhaps there's something I'm always doing, or not moving around enough, or not projecting my voice enough. Perhaps I need more eye contact with the group. You can always learn something about your teaching style when you actually become the audience.
  • hanigand on 08 Feb 16
     
    I do like when a speaker moves around a little. Too much and it is harder to stay focused. Also I do not like when the speaker only reads from the Powerpoint. I agree that it is a waste of my time. Use the Powerpoint only as a reference and talk from there.
1More

SoftChalk CLOUD - 0 views

softchalkcloud.com
shared by clmensing6 on 02 Feb 16 - No Cached
  • clmensing6 on 02 Feb 16
     
    SoftChalk's online community and learning object repository.
3More

ollie1 (Peterman): Iowa Online Course Standards - 6 views

moodlesw.aeapdonline.org/...view.php
shared by clmensing6 on 17 Sep 15 - No Cached
    • clmensing6
      clmensing6 on 02 Feb 16
       
      Interaction is necessary if the course is to be effective as a learning/teaching tool.
  • (CP) • The course provider offers the course teacher, school coordinator assistance with technical support and course management. (iN 5.6)
  • • A clear, complete course overview and syllabus are included in the course (iN 1.6, QM 1.2, ROI 2.b)
1More

The Get More Out of Google Infographic Summarizes Online Research Tricks for Students - 0 views

lifehacker.com/...e-research-tricks-for-students moodle_iowa
shared by hstaebell on 19 Jan 16 - No Cached
  • hstaebell on 19 Jan 16
     
    I am just learning the potential of google. Thought this website was interesting.
1More

What I Wish Someone Told Me BEFORE Taking Online Classes - 0 views

www.rasmussen.edu/...e-before-taking-online-classes moodle_iowa
shared by hstaebell on 19 Jan 16 - No Cached
  • hstaebell on 19 Jan 16
     
    This may be a good resource to share with new students.
1More

SoftChalk CLOUD - 0 views

softchalkcloud.com/share moodle_iowa
shared by Adam Cox on 17 Jan 16 - No Cached
  • Adam Cox on 17 Jan 16
     
    A place to find softchalk lessons to use or edit
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