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Paul Beaufait

Facilitating a distributed discussion - an experiment by ClintLalonde.net - 0 views

clintlalonde.net/...buted-discussion-an-experiment

discussions distributed facilitation networked learning

shared by Paul Beaufait on 20 Mar 10 - Cached
  • Paul Beaufait on 20 Mar 10
     
    introduces a week-long experiment in "facilitating discussion through networked learning outside a closed discussion forum" (PB, Tools [SCoPE Moodle discussion], 19 March 2010, 09:06 PM
Paul Beaufait

Gary Small Discusses His Book: iBrain - Conversations.net - 0 views

www.conversations.net/...gary-small-discusses-his-book

iBrain Gary Small discussions books technology

shared by Paul Beaufait on 01 Sep 09 - Cached
  • Paul Beaufait on 01 Sep 09
     
    This page lists a full Elluminate session (1 hr.), portable audio, and video recordings, plus a chat log, from an August 20, 2009, discussion with the author, Gary Small, a professor of psychiatry at UCLA.
Paul Beaufait

Ning Apps - TheWinK Ning - 0 views

thewink.ning.com/...about

collab-bk-collaboration collaboration

shared by Paul Beaufait on 15 Sep 09 - Cached
  • Paul Beaufait on 15 Sep 09
     
    Privately share information with people inside your network. Use Huddle's secure workspaces for storing & collaborating on files and discussions.
Paul Beaufait

Welcome to the WinK Core group! - 3 views

Though I'm still keen on systematic tagging; that is, systematic in principle, starting perhaps with plain English words and phrases; today, however, while free-writing to shorten the description t...

greetings representations

started by Paul Beaufait on 26 Aug 09 1 follow-up, last by Paul Beaufait on 03 Sep 09
Paul Beaufait

What Are Pages? - Blogger Help - 0 views

www.google.com/...answer.py

blogging pages user-friendly

shared by Paul Beaufait on 22 Feb 10 - Cached
  • Paul Beaufait on 22 Feb 10
     
    "Blogger pages let you to publish static information on stand-alone pages linked from your blog. For example, you can use pages to create an About This Blog page that discusses the evolution of your blog, or a Contact Me page that provides directions, a phone number, and a map to your location." (¶1)
Paul Beaufait

What Is Collaboration? - 0 views

www.slideshare.net/...collaboration-model

collab-bk collab-bk-collaboration collaboration

shared by Paul Beaufait on 09 Jan 10 - Cached
  • Paul Beaufait on 09 Jan 10
     
    Definition of collaboration Sebastien Pacquet point out in Radical Inclusion - Open Virtual Collaboration introductory discussion (Linked-In, c. Nov. 2009).
Paul Beaufait

Web2Access - Products - Type with Me - 1 views

www.web2access.org.uk/170

collaboration products tools Web2Access writing

shared by Paul Beaufait on 20 Mar 10 - Cached
  • Paul Beaufait on 20 Mar 10
     
    Univ. of Southampton's evaluation of a "Web 2.0 Service" offers a brief description and assessments from three perspectives: 1) accessibility, 2) disability-tailoring, and 3) activities for which Type with Me is useful, namely: a) Group Discussion; b) Text-based Editable Information [compilation], c) Note Taking, and d)Collaborative Writing.
Paul Beaufait

Digital Storytelling « Beyond WebCT: Integrating Social Networking Tools Into... - 0 views

beyondwebct.wordpress.com/...digital-storytelling-2

Bloom digital storytelling social networking taxonomy Tools and reference

shared by Paul Beaufait on 14 Mar 10 - Cached
  • Paul Beaufait on 14 Mar 10
     
    Resource rich blog post primed for group specific discussion facilitated within Diigo
Paul Beaufait

Welcome to Voki for Education - 0 views

www.voki.com/Voki_for_education.php

avatars education technology teaching tools Voki wink_students

shared by Paul Beaufait on 17 Feb 11 - No Cached
  • Paul Beaufait on 17 Feb 11
     
    Introduces free service, points out FAQs and tutorials, users' discussion space, and lesson plan database
Paul Beaufait

SLWIS Newsletter - March 2011 - 0 views

newsmanager.commpartners.com/...2.html

assessment automation ESL essays evaluation machine scoring writing

shared by Paul Beaufait on 15 Mar 11 - No Cached
  • several problems are inherent in machine scoring. First, though Ferris (2003) claimed that students will improve over time if they are given appropriate error correction and that students use teacher-generated feedback to revise things other than surface errors, students rarely use programs like MY Access! to revise anything other than surface errors (Warschauer & Grimes, 2008); paragraph elements, information structure, and register-specific stylistics are largely ignored. Second, although teachers can create their own prompts for use with the program (more than 900 prompts are built into MY Access! to which students can write and receive instantaneous feedback.), MY Access! will score only those prompts included in the program. Third, regarding essay length, in many cases, MY Access! seems to reward longer essays with higher scores; consequently, it appears that MY Access! assumes that length is a proxy for fluency.
  • Overall, students’ opinions regarding MY Access! were mixed; students found useful aspects as well as aspects they termed less helpful.
  • Some students found working with the program very helpful in discipline, encouraging multiple revision. Others liked working with the many tools provided, finding them very helpful in the revision process. On the other hand, some students, lacking basic computer skills, found the program stressful and unusable. Others were discouraged by the seeming overabundance of feedback; in some cases, writers found it overwhelming, so they tended to disregard it. Our most disheartening finding: When some of the students were unhappy with their scores, they found ways to raise them by simply inserting unrelated text to their essays.
  • ...2 more annotations...
  • They appreciated the help MY Access! offered in finding grammar errors, but they were not always sure how to fix them. Further, the program offered no positive comments about what students were doing well, which could negatively impact student motivation. In addition, after working on a prompt once or twice, many became bored and wanted to switch to another prompt. Many of the student writers used MY Access! for surface editing only and rarely used it for revision. In general, students in this study did not use features in MY Access! (e.g. My Portfolio, My Editor), possibly because their teachers did not explicitly assign them.
  • Locally controlled assessment is important; when assessments are created from within, they are specific to one context―they are developed with a very specific group of students in mind, considering what those students have learned in their classes and what they are expected to be able to do as a result of what they have learned in that context. Standardized tools such as the many machine-grading programs available today cannot address this specificity.
  • Paul Beaufait on 15 Mar 11
     
    "Though Crusan (2010), Ericsson and Haswell (2006), and Shermis and Burstein (2003) offered a more thorough treatment of machine scoring in general, in this article, I concentrate on one program―MY Access! (Vantage Learning, 2007)―briefly describing it and discussing a small study conducted in a graduate writing assessment seminar at a midsize Midwestern university in which graduate students examined second language writers' attitudes about using the program as a feedback and assessment tool for their writing in a sheltered ESL writing class" (¶2).
Paul Beaufait

What's New?: Another transition for this blog - 1 views

pinkflamingoresources.blogspot.com/...-transition-for-this-blog.html

blogging collective communities transitions

shared by Paul Beaufait on 09 Apr 11 - No Cached
  • Paul Beaufait on 09 Apr 11
     
    Public discussion of plans for collective blog
Paul Beaufait

Building Communities--Strategies for Collaborative Learning - 2002 - ASTD - 0 views

www.astd.org/...0802_kaplan.htm

shared by Paul Beaufait on 14 Sep 09 - Cached
  • E-learning communities are groups of people connected solely via technology. All interactions begin and occur over the Internet, through conference calls, via videoconferencing, and so forth. These communities promote virtual collaboration that's focused on addressing a specific topic, and they are supported by one or more online learning and media tools.
  • Blended learning communities integrate online learning and face-to-face meetings. Two core assumptions of this type of community are 1) deep personal relationships between learners create richer collaborative learning experiences and 2) relationships between learners can be strengthened through structured group interactions that employ technology before and/or after a face-to-face learning event.
  • For example, a leadership development program might include an ice-breaker community to provide prework and introduce participants, a face-to-face experiential workshop to help clarify and define individual development objectives, and a follow-up community that focuses on coaching and mentoring to overcome challenges as participants achieve their objectives.
  • ...2 more annotations...
  • Whether creating a community for e-learning or one that supports a blended learning approach, community builders must consider a variety of factors related to people, group processes, and technology--if they're to design and orchestrate online environments that inspire collaborative learning.
  • As the term community has become an ambiguous buzzword, the concept has become synonymous with online discussion boards and chat rooms. When put into a learning context, however, community can be a vehicle for connecting people to other people’s stories and experiences, as well as mentoring, all of which result in accelerated learning and the sharing of tacit knowledge within an organization.
  • Paul Beaufait on 14 Sep 09
     
    Suggests communities support collaboration
  • Paul Beaufait on 12 Jan 10
     
    Identifies "Types of learning communities" and suggests how to create them.
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