Group items tagged

I enjoyed this scholarly article because it provided an explanation of the purpose of the threaded discussions, then provided some samples of discussions in a variety of classrooms, and then it provided a sample rubric. I was most impressed with the rubric because embedded in the rubric were samples of appropriate and inadequate responses. Finally, the article addressed some of the positive elements as well as drawbacks to this type of digital learning. The most important element or focus of this article, however, was demonstrating student learning using technology instead of using technology but not necessarily improving student learning.

An excellent piece on the relationship between Web 2.0 and the development of high-order thinking skills. The article describes a project by EDC to train teacher-trainers in Indonesia via Web 2.0 tools. The article describes in very concrete detail how specific Web 2.0 tools promote thinking skills in the upper realm of Bloom's Taxonomy. The article includes a useful chart linking applications like Diigo and Voicethread to the specific skills they promote. It also explains why Web 2.0 tools are more conducive to higher-order thinking than less interactive Web 1.0 tools.

threading and tagging

This article made me think of some of our discussion topics this week about blogging and how it engages students. I had wondered about the use of threaded discussions rather than a blog. However, this article focuses on how students preferred the blogging. They felt an online discussion was more academic whereas blogging allowed students to engage with their learning by applying to their existing lives and knowledge base. Students felt they could develop their own voice and create a more meaningful sense of community with their online classmates. I thought this was interesting because I have used both forms in my VHS and f2f classes. I really find the threaded discussions to be more productive, but it appears that students feel the blogging is more productive. I will need to rethink my tools.

An integral part of nearly all online classes is the threaded discussion-it is where students interact on a nearly daily basis, posting their thoughts and information on main discussion topics, your postings, and the postings of other students. While you have measured control over the content, length, and tone of student postings, you have full control over your own. To ensure that your responses to student postings in discussion are effective, incorporate the following ideas:

In this article, Errol Sull provides us many good reminders of what we should be doing to make sure our online learning environment is effective and positive for our students. I feel confident in his guidelines because he's been teaching in the online environment for fifteen years. His suggestions also make sense in both an online and f2f discussion.

This article by Errol Sull presents us with suggestions for online discussions. I personally have been nervous about having all class online discussions after a Moodle incident I had last year. Fortunately, my Moodle settings were set so that only two students were able to get a at each other. I will apply these ideas to my classes in August.

This article deals specifically with how online writing through the use of either asynchronous or synchronous tools can enhance the traditional classroom. The use of a blog to discuss ideas and debate issues may not be as dynamic or interactive as some of the other Web 2.0 tools we have been discussing and using. However, this article makes the point that using blogs can make content more engaging, provide a way for students to be reflective, allow them the opportunity to practice presenting ideas and arguments and finding their voice. The author, Robert Baird from the University of Illinois, argues that these discussion tools are not used up to their potential. I resonated with this article because as a teacher of an online course that uses discussion threads extensively, I completely agree that students level of engagement and understanding of issues, as well as becoming better thinkers, finding their voice and being forced to use evidence in their answers is remarkable.

I created a Mind42 map to show how Web 2.0 tools can support communications skills, and types of lessons where our curriculum can use these tools and skills. From a Career and Technical School, I focused on the Web 2.0 tools that the articles mentioned that focuses on communications such as videos, podcasts, interactive posters, voice thread, mixbooks, podcast and glogsters. I didn't add them all but just provided examples. These tools can all in some way or another be used to enhance basic work skills of reading, writing, listening and communications. For each skill, I identified type of activities and projects that can be created using these tools. For example writing can be enhanced by having students write procedures, memos or reports.

This site has a plethora of rubrics for assessing the new technology-based projects we will encounter in our classroom. It provides links to rubrics for podcasts, wikis, blogs, websites, voice threads, and more. It's a great resource when planning a rubric for your own classroom projects.