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Mary Ann Scott

emiglearning.pdf - Powered by Google Docs - 2 views

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Writing learning process critical thinking connectivism

shared by Mary Ann Scott on 19 Apr 11 - No Cached
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      This chart is a great visualization of the relationship between key learning processes and writing.
Keith Hamon

Mapping Novels with Google Earth - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...32528

Erin Sells novels mapping Google Earth literature data visualization writing Web 2.0

shared by Keith Hamon on 11 Apr 11 - No Cached
  • Keith Hamon on 11 Apr 11
     
    The use of models and other abstract forms in literary study has recently seen a revival in a digital age that puts data and sophisticated data management systems in the hands of the literary scholar, teacher, and student. Pedagogical applications of these abstract models are rich with possibility for the literary classroom, and offer exciting opportunities for engaging non-English majors and non-traditional learners in the advanced study of literature, as well as challenging students to verbally articulate visual and spatial knowledge.
Stephanie Cooper

Special Learning Types on Learnist | Learnist - 0 views

learni.st/...ial-learning-types-on-learnist

social media Learnist wiki discussion elearning embed Google Apps

shared by Stephanie Cooper on 29 Jan 13 - No Cached
  • Stephanie Cooper on 29 Jan 13
     
    A new alternative to class wikis??  I see many possibilities.  
Keith Hamon

ePIstudy - 0 views

sites.google.com/...home

eportfolio writing elearning

shared by Keith Hamon on 20 Jan 12 - No Cached
  • Keith Hamon on 20 Jan 12
     
    The ePI study is exploring large-scale implementations of e-portfolio use in Higher and Further Education and professional organisations in the UK . It is JISC funded and led by the University of  Nottingham.
Keith Hamon

Reflection for Learning - 0 views

sites.google.com/...Home

Helen Barrett Jonathon Richter reflection eportfolio writing

shared by Keith Hamon on 26 Jan 12 - No Cached
  • Keith Hamon on 26 Jan 12
     
    Reflection is the hallmark of many thoughtfully developed portfolios. Reflections on the products within a portfolio allow the audience to understand why these items were chosen to represent the student and his / her capacities and can provide some of the best indicators of student growth. However many students often have a difficult time thinking about their own learning when confronted by teachers to do so without guidance or support. When asked to reflect on their learning, students often don't know quite what to say or write - as much of the thinking that has gone on has been either subconscious or nonverbal.
Keith Hamon

eLearn: Feature Article - E-learning 2.0 - 1 views

www.elearnmag.org/subpage.cfm

Stephen Downes elearning connectivism PLN

shared by Keith Hamon on 21 Jun 10 - Cached
  • Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      Open content is one reason we prefer Google tools over Blackboard or Moodle, both of which are closed systems that restrict access to content.
  • In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along. And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      QEP wants to join this network, adding its smaller class networks to the larger network, thereby enriching both.
  • Blogging is very different from traditionally assigned learning content. It is much less formal. It is written from a personal point of view, in a personal voice. Students' blog posts are often about something from their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      Student blogging is still one of the more significant strategies for encouraging students to use writing as a tool for learning and communicating.
  • ...2 more annotations...
  • What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read— and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      This shift from medium to platform is key to understanding writing in Web 2.0 as opposed to writing in print for it radically shifts the relationships between writer and subject and writer and reader.
  • learning comes not from the design of learning content but in how it is used
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      This is a radical shift away from the activity of the teacher to the activity of the students.
  • Keith Hamon on 21 Jun 10
     
    E-learning has been around for ten years or so. During that time, it has emerged from being a radical idea-the effectiveness of which was yet to be proven-to something that is widely regarded as mainstream. And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.
Keith Hamon

connection education with how young people use technology - 2 views

www.schoolinfo.ca/...index.htm

social networking elearning google connection connectivism PLN Education 2.0 Web 2.0

shared by Keith Hamon on 01 Jul 10 - Cached
  • Keith Hamon on 01 Jul 10
     
    A wiki devoted to connecting social networking to education, esp. in K12.
Keith Hamon

Around the Corner-MGuhlin.org: 5 Steps to Digitizing the Writing Workshop #edchat #writing - 3 views

www.mguhlin.org/...gitizing-writing-workshop.html

writing digitalstorytelling edtech Miguel Guhlin PLN Web 2.0

shared by Keith Hamon on 03 Aug 10 - No Cached
  • Expecting students to write in our classrooms for hit-or-miss praise is criminal. Their nimble fingers can text an entire piece of writing via their mobile device to a relevant audience online at the same time they publish to a worldwide network. For them, the pay is in the joy of publication, in the act of making their work known, and of partaking of the work of others.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      This is a big part of the intrinsic, and fun, motivation for writing online.
  • Take advantage of over 20 digital tools for students (Sidebar #2 - Digital Tools for Students).
  • You can easily transition from notes and highlights kept in Diigo.com social bookmarking tool to a written piece that appropriately cites content. Check Sidebar #3 for Electronic Citation Resources.
  • ...8 more annotations...
  • reflect on the teacher's role in the writing workshop, and the technology available to organize the writing workshop.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      One of our tasks in QEP is to devise tools and strategies to make the instructor's job easier, not more difficult. Technology can help, and we want to explore how.
  • Create a Self-Editing checklist that is actually a GoogleForm or the Questionnaire Module in Moodle so you can quickly see class progress in graphs. Students complete this information via a web-based form that allows you to quantitatively track progress in class. Create a bank of online mini-lessons that students can watch and listen to again and again in an archive. Build that in your GoogleSites Wiki or Moodle. Facilitate sharing using recording tools in a discussion forum or Sites wiki. When doing the Group Share during a Writing Workshop, you can either play the students' presentation of the audio (which they recorded when they were ready) or record the feedback students get so that it can be added to the written piece/recording shared. That way, students can come back and reflect on the advice provided by their peers.
  • Using a Moodle or wiki, you can create a reference point that can house your mini-lesson content, including audio and/or video recordings.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      Perhaps we could build a mini-lesson space on the Writing Labs wiki?
  • VoiceThread.com - Enables teachers to create an enhanced podcast about the MiniLesson content, but also allow students to contribute audio, text, or video content as comments. This enables many to many interactions.
  • GoogleDocs Presentation Tool - Enables teachers to create a slideshow that students can participate in chat, as well as contribute slides to.
  • As wonderful as a writing workshop teacher may be, s/he cannot offer the feedback that ALL students may need. However, online discussion forums through Moodle, attached to wikis, or with blog postings and comments CAN facilitate student to student interaction independent of the teacher. While many fear these kinds of interactions, in online learning, these interactions make or break an online course...or a face to face one.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      Fostering this kind of online conversation is key to QEP. It's what we are about, but we recognize that most of our students are unaccustomed to conversing about academic issues among themselves. We want to teach them to talk college.
  • Collaborative word processors can also serve as a way for students in groups to interact with ONE text online.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      This is an excellent entry point into many different kinds of exercises: group editing, group writing, group brainstorming, group illumination (adding images and video). I like this.
  • Shelly Blake-Pollock, the teacher and author of the TeachPaperless blog (http://teachpaperless.blogspot.com), encourages his students to publish online. Beyond that step, though, he offers feedback on their writing online as well via screencasts, or video recording of his computer screen. Screencasts, or "JingCrits," that he creates are short, less than 5-minute video clips where he highlights student work on screen and offers feedback (View an example - http://bit.ly/bsgVQQ).
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      This could be a wonderful strategy for moving our QEP Writing Labs into the online world, enabling writing specialists to engage student writing, and offer useful feedback, online.
  • Keith Hamon on 03 Aug 10
     
    This article is about 5 steps you can take, as a writing teacher, to digitize your writing workshop. There are many more, though, so "stay tuned" for future articles!
Keith Hamon

OklahomaHandout.doc - 0 views

docs.google.com/...pub

PLN 21st century skills literacy

shared by Keith Hamon on 27 Sep 10 - No Cached
  • Keith Hamon on 27 Sep 10
     
    A collection of resources, with links, for building PLNs.
Stephanie Cooper

Our obligation to prepare students for what is and will be, not what was | Dangerously ... - 1 views

dangerouslyirrelevant.org/...-and-will-be-not-what-was.html

students social networking technology Education 2.0 education educator

shared by Stephanie Cooper on 03 Sep 10 - Cached
  • What's our moral / ethical / professional obligation as school leaders to prepare students for the world as it is and will be, not what was? I think it's pretty high.
  • You note that students aren't using the technology for anything 'meaningful.' Why would they be? Have their schools, teachers, or parents helped them understand the power of using digital technologies for productive work within the relevant discipline of study? Most have not, instead utilizing technology primarily for replicating factory, rather than information age, models of schooling. Absent productive use and modeling by their instructors and/or parents, of course students are going to use technology primarily for social purposes (just like we adults do).
  • In my recent experience of integrating technology into my classroom, I’ve found that the mode of communication changes but several elements of classroom do not change.
  • ...2 more annotations...
  • What stays the same is the need students have to be engaged as active learners, not passive receptacles. (That’s an old, old idea that still sticks like tar in the minds of too many teachers.) Technology provides ways for students to enrich even the most elaborate and complex presentation a teacher can provide.
  • I guess the bottom line is this: If the content they are expected to learn is not interesting to them, they are not engaged. If they are not being asked to think critically in their learning, they are not engaged. It wont matter what tools or technology you use. However, today’s technology resources are available 24/7 and allow us to reach and engage students in ways we never could before. This is paying off big-time at my school.
Keith Hamon

Using Google Docs for Peer Editing « Epic Epoch - 0 views

epicepoch.wordpress.com/?p=838&preview=true

David Freeburg writing elearning social networking PLN Education 2.0 Web 2.0 critical thinking

shared by Keith Hamon on 21 Sep 10 - No Cached
  • Keith Hamon on 21 Sep 10
     
    Over time, I'd like my students to become purveyors of their own work more and more.  The idea (and I'm sure it's not mine) is for the students to be able to critically analyze what each other written work to improve their own writing.
Keith Hamon

eLearning Australia- Blog Archive » Project Management - 0 views

elearningaustralia.net.au/...project-management

Google Wave

shared by Keith Hamon on 13 Feb 10 - Cached
  • We’ve found two main ways of setting out wave as a a project management tool. In the picture below each white box is a wavelett, and each grey box is a blip (reply). Each style has its advantage, and I’ve found that the main factor influencing which style we choose, is the size of the project we’re taking on.
  • Keith Hamon on 13 Feb 10
     
    We've found two main ways of setting out wave as a a project management tool. In the picture below each white box is a wavelett, and each grey box is a blip (reply). Each style has its advantage, and I've found that the main factor influencing which style we choose, is the size of the project we're taking on.
Keith Hamon

Angela Booth's Writing Blog: How to Make the Most of Your Blog - 0 views

www.angelabooth.biz/...ake-the-most-of-your-blog.html

blogging edublog Angela Booth

shared by Keith Hamon on 11 Feb 10 - Cached
  • "Create goals for your blog. It doesn't matter what those goals are, as long as you have them."
  • Keith Hamon on 11 Feb 10
     
    A blog is a powerful tool for a writer. Unfortunately, few writers make the most of their blog.
Keith Hamon

OnFiction: Gateway of Imagination - 1 views

www.onfiction.ca/...gateway-of-imagination.html

play imagination fiction work writing

shared by Keith Hamon on 17 Feb 10 - No Cached
  • One might think that this kind of imaginative play is mildly interesting but essentially frivolous. Not so. Imagination of the kind that starts in childhood is the gateway not just to literature, as Keats discerned, but to adult thinking. In her experiment-based book on how imagination is necessary for creating mental models (including models of how the world might be but is not), Ruth Byrne (2005) has said that rational thought has turned out to be: “more imaginative than cognitive scientists ... supposed,” and that “imaginative thought is more rational than scientists imagined” (xi).
  • Keith Hamon on 17 Feb 10
     
    Imagination of the kind that starts in childhood is the gateway not just to literature, as Keats discerned, but to adult thinking.
  • Thomas Clancy on 18 Feb 10
     
    However, was it not "imagination" that got the students into trouble who were "filming" their classmate's beating with their "newscameras" and "microphones"? They seem to have gotten swept up in the pretense of their imaginative play to the point of disregarding the reality that was happening before them, or, if not disregarding it, feeling that a make-believe distancing actually removed them from active engagement.
Stephanie Cooper

The Importance of Teaching Technology to Teachers - TheApple.com - 0 views

theapple.monster.com/...eaching-technology-to-teachers

teaching teachers technology writing literacy

shared by Stephanie Cooper on 25 Feb 10 - Cached
  • Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to: > 1. Develop proficiency with the tools of technology > 2. Build relationships with others to pose and solve problems collaboratively and cross-culturally > 3. Design and share information for global communities to meet a variety of purposes > 4. Manage, analyze and synthesize multiple streams of simultaneous information > 5. Create, critique, analyze, and evaluate multi-media texts > 6. Attend to the ethical responsibilities required by these complex environments
    • Stephanie Cooper
      Stephanie Cooper on 25 Feb 10
       
      This sounds right on track with our QEP mission!
  • Teachers are hungry to use technology in their classrooms. But they don’t. While part of this lack of usage stems from problems with education reform that emerges from administrators and education boards not fully understanding the technologies themselves, another part of teachers not using technology in the classroom comes from the simple fact that they don’t know how to use the technologies, let alone how to incorporate these technologies into their classrooms. In some cases, the teachers don’t know about the technologies at all.
  • How in god’s name can we talk seriously about 21st Century skills for kids if we’re not talking 21st Century skills for educators first? (URGENT: 21st Century Skills for Educators (and Others) First )
  • ...1 more annotation...
  • Take a minute and ask yourself what technologies you are well versed in. Have you posted to YouTube? Do you use PowerPoint to aid in your lectures? What other technologies do you use? Do you have a Twitter account? Make a list. When you have your list made, consider your colleagues. Do they know these technologies? Do they know how they can use them in the classroom? Is there a technology that you know one of your colleagues knows that you would like to be familiar with? Now, instead of waiting for somebody to put together a workshop on one of these technologies, consider creating your own workshop. Think about it. You’re a teacher. You know these technologies. Is there really a difference in teaching what you know about Google Earth to your colleagues and teaching it to your students? Within your own school you can create a technology club (much like a book club, except that instead of reading a book a month, you experiment with a technology each month). Get together as a group and discuss the technologies and how you could use these to aid your teachers. This is exactly what I’m doing with the colleagues I know are interested in using the technology but don’t know how. Sure, you may have to wait for education reform to allow you to use these technologies, but if you start using them, you can readily become one of the advocates who aids in getting the reforms to education that we need to teach these technologies to our students.
    • Stephanie Cooper
      Stephanie Cooper on 25 Feb 10
       
      This sounds like something we could incorporate into the QEP classes/workshops that Hugh & Tom conduct. A "tech club" might even appeal to people not currently involved in QEP at this moment.
Keith Hamon

How to Use Microblogging in Workplace Learning | Upside Learning Blog - 0 views

www.upsidelearning.com/...blogging-in-workplace-learning

Twitter eLearning social networking Education 2.0

shared by Keith Hamon on 24 Mar 10 - Cached
  • Keith Hamon on 24 Mar 10
     
    Microblogging platforms are a great tool for teaching and learning and to keep you updated with latest trends & get real time support or answers to questions.
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