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alexandra m. pickett

New York Network Home - 0 views

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    offers a great variety of video resources in several disciplines which SUNY faculty may excerpt to use in their online courses. A list of programming resources, including Annenberg/CPB (see their video catalog http://www.learner.org/catalog/catalog.html ) can be found at the following address: http://www.nyn.suny.edu/cable/programming.htm\ . If you would like to adapt any of these materials to your online course, please send your request to: geotucker@nyn.suny.edu See their online video catalog for a partial list of program providers and their web links. Their web sites are full of print and other materials designed to enhance your experience of these programs.
alexandra m. pickett

The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 0 views

  • Aug 04 2012
  • Reflecting on the online course design process, I realize I have made a tremendous transition from first-time student to instructor in the space of one semester. What I have learned about myself is that I have an affinity for designing in the online environment. 
  • I just finished what may be my last discussion post for ETAP640. As I went through the post process, I was cognizant of each step: read your classmates’ posts; respond to something that resonates within you; teach (us) something by locating and sharing resources that support your thinking;  include the thinking and experiences of classmates; offer your opinion on what you are sharing; cite your resources for the benefit of all; tag your resources logically.
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  • I am technology-proficient.
  • blog posts are personalized records of learning, thinking, and being. 
  • students’ learning is demonstrated through the vehicle of discussion.  
  • While I am not yet a full technophile, I am surely no longer a technophobe!
  • discussion is the heart of online learning. 
  •   I so deeply enjoyed the reading and studying portion of this course … it opened a new world of theory to me, made more exciting by the historic proximity of the leading researchers in the field. 
  • It is not about what the instructor wants to hear, it is about hearing the student’s articulation of what is being learned that is essential to evaluating the content of a blog post.
  • (Think Twitter, Irene!) 
  • I have spent my academic life I believing that I have to ‘go it alone’, since I walked home from school alone the first day of first grade.  Strangely, this course, in which I spend so much time alone, is teaching me that I don’t. 
  • Through trying to be “fearless” about using technology, as Alex advises, I have come to learn that confidence is something that one must exercise in all spheres of the online environment.
  • The resulting ah ha moments became the core of my entry …
  • It causes me to reflect on the similarities between online and physical communities, something I had not thought of before.  Could it be that we really are, slowly and steadily, growing into a genuine community?
  • we can not help but to teach when we learn and to learn when we teach.
  • I kept telling myself, “You need the experience if you want to be an instructional designer!”
  • I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
  • Teaching presence also involves anticipating students’ needs based on monitoring progress and being ready to find that perfect something to support the student’s learning.
  • I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
  • “As iron sharpens iron, so a friend sharpens a friend.” This is certainly true of discussion forum.  We learn with and for each other: as  you learn, I learn. 
  • So, reflection has proven its worth yet again:  reflecting on my work in designing EED406 thus far is proof that research-based best practice works.
  • complaints, above, I think about the layout of the course; if it’s too many clicks away or the explanations aren’t clear, students become anxious, lose interest, and possibly
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    Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
Rob Piorkowski

Comprehensive list of Search Engines - The Search Engine List - 0 views

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    Live Search (formerly Windows Live Search and MSN Search) Microsoft's web search engine, designed to compete with Google and Yahoo!. Included as part of the Internet Explorer web browser. Demonoid: A BitTorrent tracker set up by a person known only as Deimos. The website indexed torrents uploaded by its members.
alexandra m. pickett

Design Science: MathType - Equation Editor - 0 views

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    MathType is the Professional Version of Equation Editor. If you are familiar with our Equation Editor included in Microsoft Office and other products, then you will really appreciate MathType's extra features. It will let you create a wider range of equations for a wider range of documents, and help you work much more efficiently. We've added an enormous amount of functionality that effectively transforms Microsoft Word into a state-of-the-art math word processor and Web page editor.
alexandra m. pickett

State of Washington to Offer Online Materials, Instead of Textbooks, for 2-Year College... - 0 views

  • If the course designers feel that the best instructional materials are online versions of traditional textbooks, that's fine. Or they can use a smorgasbord of teaching modules and exercises developed by other open-learning projects, such as those created by the Massachusetts Institute of Technology and Carnegie Mellon University. Interactive-learning Web sites and even instructional videos on YouTube are also perfectly acceptable resources.
  • Traditional textbook publishers, which now promote e-textbooks, aren't the solution, insisted David Lippman, who teaches math at Pierce College and is a self-confessed open-source purist. "I find the publishers' online offerings nothing more than the old ancillaries they've always offered bundled up in a proprietary system," he said.
  • Maybe we collectively need a Sociology 101 textbook (with all of the supplemental materials included). Ohio (or Washington or Texas or Florida) releases an RFP for the creation of a "Sociology 101" textbook. Maybe you win the bid ... maybe Pearson wins the bid. The difference is, the publisher does not own the copyright - the State of Ohio owns the copyright - and chooses to share that textbook with everyone with a CC BY license. Everyone can now use / modify the open textbook, Ohio has saved a bunch of money for its students, so did other states / countries, and the publisher still had an income stream.
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  • What is most important is that we collectively get to high quality, multi-format (digital web, mobile, print-on-demand), accessible, affordable educational instructional materials. Creating and maintaining those materials is expensive, and no one is going to do it for free - nor should they. What I'm suggesting is higher education teaches roughly the same top 100 highest enrolled courses... the same can be said of K-12. As such, there is an historical opportunity to share - using creative commons licensing - the digital courses and textbooks we all need. Yes - we all teach / build courses slightly differently ... and open licensing allows anyone to make changes to fit local needs.
alexandra m. pickett

educational-origami - Bloom's Digital Taxonomy - 1 views

  • Bloom's Revised Taxonomy Sub Categories Each of the categories or taxonomic elements has a number of key verbs associated with it Lower Order Thinking Skills (LOTS) Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying Applying - Implementing, carrying out, using, executing Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring Creating - designing, constructing, planning, producing, inventing, devising, making Higher Order Thinking Skills (HOTS)
    • Rob Piorkowski
       
      Good for oblectives.
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