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Jeffrey Haverland

Wallwisher.com :: Words that stick - 0 views

www.wallwisher.com

moodle_iowa

shared by Jeffrey Haverland on 19 May 11 - Cached
  • Jeffrey Haverland on 19 May 11
     
    This online collaboration tool will allow you to post notes and organize them as needed. The notes themselves can be embedded with video, images, and audio. Multiple users can access the content and can edit according to the creator's direction.
Deborah Ausborn

How does Skype work | eHow.com - 0 views

www.ehow.com/about_7435082_skype-work.html

moodle_iowa

shared by Deborah Ausborn on 19 May 11 - No Cached
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      This is a great site with information about using Skype.
  • Deborah Ausborn on 19 May 11
     
    Here is a good site that answers several questions about Skype.
anonymous

Curriki - 0 views

www.curriki.org

moodle_iowa technology tools

shared by anonymous on 19 May 11 - Cached
  • anonymous on 19 May 11
     
    An online curriculum resource.
Amy Burns

Wissahickon School District's eToolBox - Home - 0 views

etoolbox.wikispaces.com/Home

etools web2.0 wiki education online school moodle_iowa

shared by Amy Burns on 17 May 11 - No Cached
  • Amy Burns on 17 May 11
     
    Another great collection of resources for technology integration.
Amy Burns

ps10ipads - home - 0 views

ps10ipads.wikispaces.com

ipad apps Iowa_Moodle wiki 1:1 technology education

shared by Amy Burns on 16 May 11 - No Cached
  • Amy Burns on 16 May 11
     
    Wiki for a Magnet school using IPads. Many resources/reviews
Amy Burns

BackNoise.com - 0 views

backnoise.com

backchannel web2.0 chat tools social collaboration twitter social media technology backnoise liveblogging resources moodle_iowa

shared by Amy Burns on 15 May 11 - Cached
  • Amy Burns on 15 May 11
     
    A simple backchannel tool
  • Amy Burns on 15 May 11
     
    A simple backchannel tool.
Amy Burns

Students Speak Up in Class, Silently, via Social Media - NYTimes.com - 0 views

www.nytimes.com/...13social.html

web2.0 technology writing tools social media backchannel resources

shared by Amy Burns on 15 May 11 - No Cached
  • Amy Burns on 15 May 11
     
    Using backchannels to keep students engaged in class discussion.
  • Amy Burns on 15 May 11
     
    Using backchannels in classroom discussions....in Sioux Rapids, IA.
Amy Burns

CogDogRoo - home - 0 views

cogdogroo.wikispaces.com

moodle_iowa web2.0 wiki storytelling tools digital_storytelling presentation technology writing

shared by Amy Burns on 14 May 11 - No Cached
  • Amy Burns on 14 May 11
     
    Great list of Web2.0 tools with emphasis on digital storytelling.
  • Amy Burns on 14 May 11
     
    I use this site often for ideas relating to digital storytelling.
Erica Larson

Khan Academy and the mythical math cure - 1 views

blog.genyes.org/...khanacademy

misconceptions How Students Learn Constructivism

shared by Erica Larson on 16 Apr 11 - No Cached
  • Erica Larson on 16 Apr 11
     
    This blog post has some intriguing thoughts about how people learn math and science.
Drinda Williams

How Students Develop Online Learning Skills (EDUCAUSE Quarterly) | EDUCAUSE - 1 views

www.educause.edu/...157435

moodle moodle_iowa web2.0

shared by Drinda Williams on 10 Apr 11 - Cached
  • How Students Develop Online Learning SkillsHow Students Develop Online Learning SkillsGood IdeasHow Students Develop Online Learning SkillsSuccessful online students share their secrets for getting the most from online classes, focusing on time management, active participation, and practiceBy Alan R. RoperMore and more, adult learners are finding the convenience and flexibility of online learning a match for their learning goals and busy lifestyles. Online degree programs, courses, and virtual universities targeting adult learners have proliferated in the past decade. Although students can easily locate an online course or degree program that's both convenient and accessible, they may face significant challenges in developing a new set of skills for this type of instruction.Educators have speculated on the development of student skills necessary to succeed in online learning, but relatively few publications cover the topic from the perspective of successful online students. I developed the study summarized here to provide this perspective and to identify useful strategies that instructors can promote in their online courses.MethodologyThe study began with the development of a set of questions that emerged from a group of online course designers, faculty, and administrators I consulted for ideas. The question set was reviewed and edited by a larger group of faculty and administrators, and an online survey instrument was developed.Participants for this study were selected from a list of graduates who had earned their degrees by taking 80 percent or more of their courses exclusively online. Students achieving a 3.50 cumulative grade point average or better were invited to participate in the study. Of the 93 students invited to participate, 59 did so. Survey answers were open-ended, allowing respondents to describe online learning techniques they found useful and to tell the stories of their experiences as online students.1Successful Online Students Identify Seven TipsStudents responding to the survey agreed on a number of practical steps that helped them succeed in their online courses:1. Develop a time-managemen
  • Setting and staying to specific study days was one factor that worked for me
  • specific times to read, complete written assignments, and post dialogue to other students proved helpful.
  • ...22 more annotations...
  • I found that doing a little bit here and there avoided trying to do too much all at once.
  • logging in to their course portal every day and checking for new postings or updates helped prevent them from falling behind
  • . Other students (36.8 percent) commented that weekly assignments from the instructor kept them on a regular schedule in the course
  • online discussions
  • As much as possible, I would post a response, question, or comment to another student's posting. This built up an online relationship
  • don't always interact with the same few classmates. Look for something to say with various students
  • ake sure you have something meaningful to add
  • "Weekly discussions were best when the teacher encouraged it, especially by having pro versus con discussion, or asking 'why' or 'how' questions
  • Instructors who establish clear expectations as to how threaded discussions are used or who ask specific questions in response to student postings can expect to encourage richer online dialogue.
  • finding a way to apply the concepts helped them retain the information.
  • One way to apply these concepts goes back to the use of the online threaded discussion. Concepts can be interpreted and restated in each student's own words in an active dialogue with others
  • evelop
  • ing a way to apply those concepts to a current or past experience
  • asking questions is integral to learning. By asking questions, fellow students and instructors would go deeper into the subject. Going deeper made the subject matter more understandable
  • Students also can take the time to craft questions that may go beyond what they would ask in an in-person course, probing the subject with greater specificity.
  • keeping your eye on the prize" is always helpful. Another student commented, "The main motivator was envisioning myself in cap and gown,
  • getting a good grade (21 percent) and in setting personal goals
  • work with other online students
  • "I liked instructors who logged in often and asked a lot of questions. Not only did this help to increase understanding of the subject, but it gave people the opportunity for class participation.
  • He posted the initial question for discussion, and then asked us individual questions based on our answers.
  • One student mentioned that making a friend (connected with online) helped. Being part of a community of learners is helpful in courses that are taught in-person, and the same holds true for online classes (15.8 percent). One student explained that "it made a huge difference when you had good students in the class.
  • Students in the online class may get to know one another more from recognizing the writing style and expression of thoughts and ideas rather than by physical attributes. Many students develop meaningful connections with their online classmates that can translate into career networking opportunities later.
Drinda Williams

New English File Elementary Cloze Generator - 1 views

www.oup.com/...elem

Read-aloud Think-aloud Alouds

shared by Drinda Williams on 27 Mar 11 - Cached
  • Drinda Williams on 27 Mar 11
     
    Do this cloze activity to see how well you understand the difference between a Read-aloud and a Think-aloud.
Erica Larson

The Theory Underlying Concept Maps and How to Construct and Use Them[1] - 1 views

cmap.ihmc.us/...heoryUnderlyingConceptMaps.htm

concept map online assessment conceptual storylines

shared by Erica Larson on 15 Mar 11 - Cached
  • Erica Larson on 15 Mar 11
     
    Joseph D. Novak & Alberto J. Cañas Florida Institute for Human and Machine Cognition Pensacola Fl, 32502 www.ihmc.us Technical Report IHMC CmapTools 2006-01 Rev 2008-01 (click here for a printable PDF version: small filesize (998K) or high quality 6.6MB)) Introduction Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. Sometimes these are called semantic units, or units of meaning. Figure 1 shows an example of a concept map that describes the structure of concept maps and illustrates the above characteristics.
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