http://juliekaplan.wordpress.com/
http://michellenotes.blogspot.com/
http://helloworld-educationaltechnology.blogspot.com/
http://langstonnotes.blogspot.com/
http://ktino1.wordpress.com
Saturday, February 25, 2012
Saturday, February 18, 2012
Wednesday, February 15, 2012
Saturday, February 11, 2012
Wednesday, February 8, 2012
Module 5: Concept Map: Static versus Dynamic Technologies
Static Content
The web is, by its very nature and scope, the seedbed for both static and dynamic content. The quantum of content availability will boggle the mind as it would the educator’s decision-making ability to choose the most appropriate, the most reliable, and the most up-to-date learning and teaching resource.
Questia: Online libraries, databases, and specialized digital repositories afford the online student unlimited content. The world’s largest digital library of education; Questia, an online library, offers its subscribers multiple thousands of journals and books.
Khan Academy: A valuable resource is the Khan academy that includes teaching videos on numerous topics.
Online Tutorials: Online SPSS tutorials facilitate clarification on the details of statistics and its application.
Static Collaboration
Wiki Spaces: One of the more popular collaborative tools is wiki pages that are simple to use for friends, colleagues, fellow-students, and business associates. It is essentially free and is easy to use with the distinct advantage of simplicity and effectiveness.
Writeboard: Writeboard is free collaborative writing software that one can use to write, edit, track changes, and rollback to previous versions. This software is particularly useful for authors, editors, and publishers, students, instructors and others who may be collaborating on a paper. One of the advantages of this web-based collaborative tool is that it facilitates the comparison of previous versions of a document.
Spicebird: Spicebird is an open source platform that boasts of an all-in-one suite of communication tools for people who want to collaborate online. Features include email, instant messaging, and an online calendar. It provides easy access to various web services while retaining all the advantages of a desktop application.
Static Communication
Ning: Ning for education is another social networking tool that has grown in popularity. It is the social platform for the world’s interests and passions online where millions congregate to share in the excitement of exploration and expression of common interests, and indulge in new discoveries of distributed pursuits. It provides for network creation and development.
Skype: Skype permits transmitting and receiving of voice and images over IP used by millions around the world for effective communication. Variations in Skype resources will continue to afford both static and dynamic application.
Blogs: Blogs give you the venue for expression and twitter facilitates your sharing and discovering what is happening right now, anywhere in the world.
Dynamic content
Math Simulations: Online simulation for statistical calculations that analyze the x and z values and the normal distribution
Simulation Games: A sophisticated POD game where players are transported into the middle of a drug-dispensing center after a small plane has released Anthrax over a city. This game simulates the actions of the health department as first responders and healthcare professionals in the wake of a looming tragedy of monumental proportions.
Simulation Labs: The virtual chemistry labs as developed by Carnegie Mellon University are powerful simulation tools.
Dynamic Collaboration
Team Player: Team Player 2.2 for Windows allows multiple people to work together on the same computer, edit review documents, discuss ideas and receive feedback from one’s audience. The latest version supports dual and multiple monitor setups. The SandBox is a playground for multi-user projects. In each project different objects can be dragged around while the group finds answers, play games, create new content etc. stimulating group interaction. The SandBox is the first release in a series of true multi-user applications. This feature gives you a glimpse of what multi-user computing is all about!
Interactive Whiteboard: An interactive whiteboard power is now the hands of instructors and students in a more traditional setting. The ēno mini slate allows the creation and delivery of engaging lessons and presentations from anywhere in the room. ēno mini is the mobile companion to the ēno interactive whiteboard, providing even more flexibility and multi-touch collaboration. Students can participate in lessons from the comfort of their seats and teachers are free to move around the class to continue instruction.
Groupboard Designer: Groupboard Designer is a multi-user whiteboard annotation/mark-up tool based on Groupboard, but with extra features such as cut and paste, pan, zoom, undo and user-defined icons, and the ability to upload Office documents (.doc, .xls, .ppt and .pdf) to the whiteboard. You can also import AutoCAD DXF files, allowing you to view and mark-up AutoCAD files online.
Dynamic Communication
Group World: GroupWorld.net is an advanced but easy to use multi-user collaboration framework, allowing you to set up web conferencing rooms with whiteboard, voice/video conferencing and desktop sharing. GroupWorld.net uses a custom programming language, specifically designed to allow rapid development of multi-user collaborative applications. With the enterprise version of GroupWorld.net you even get the source code to all of the “applets”, allowing you to easily modify them or design your own.
Elluminate: Elluminate is a web-conferencing tool with built-in-class web, audio, video, and social networking solutions that help one create a 21st century teaching, learning, and collaboration environment. It is useful for communication, holding meetings, the built-in whiteboard facilitates presentation of information while hearing and seeing the presenter. One may record entire sessions for later review. Elluminate’s home page states that the tool “enables academic institutions to expand reach, reduce costs, maintain competitive advantage, drive technology adoption, and more.” See NC State University’s example of Elluminate’s use.
iBreadCrumbs: iBreadCrumbs is a social network for researchers to share recorded URLs, track websites, review notes online, and encourage online collaboration research. Similar in function to its DVR counterpart, iBreadCrumbs records all web pages you visit while you research. You can save, review, and share your research with friends and colleagues. The home page states, “iBreadCrumbs allows students, researchers, and professors to organize the world’s data into narrow research ‘breadcrumbs’ or click-streams.” This useful site will prove beneficial to communication and collaboration in research.
Saturday, January 28, 2012
Module 4: Comments
Comment #1
http://principlesofdistanceeducationblog.blogspot.com/
Comment #2
http://ktino1.wordpress.com
http://principlesofdistanceeducationblog.blogspot.com/
Comment #2
http://ktino1.wordpress.com
Wednesday, January 18, 2012
Module 4: Graphic Organizer
This week we evaluated the way that DE can provide as much and in some cased more value add to the learning process then F2F, The debate rages on regarding how to create the proper environment for DE students. From the reading and in my personal experience student participation in various medium provide not only an environment that supports learning but one that requires students to make a concerted effort to their educational experience. With these tool communication and collaboration can happen at will as opposed to once or twice a week in a predetermine space at a predetermined time. My graphic organizer was an attempt to illustrate all of the opportunities to communicate, collaborate or just acquired more information. These technological tools allow learners to continue to share information or exchange idea outside the virtual classroom and with little or no time zone consideration. The technical tools were chosen because they are easy to use, readily available and already part of every/business life. The short learning curve allows students to begin to collaborate and communicate immediately.
Sunday, January 15, 2012
Module 3: My comments
Comment #1 http://ktino1.wordpress.com
Comment #2 http://helloworld-educationaltechnology.blogspot.com/
Comment #2 http://helloworld-educationaltechnology.blogspot.com/
Monday, January 9, 2012
Assessing Collaborative Efforts: Module 3
If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?
There are a variety of ways to access learning in a collaborative learning community. It is critical; however, that the students understand what the assessment is and what is expected of them. "Students need a road map not only to guide the activity, but also to know how that activity will be assessed and evaluated (Palloff & Pratt, 2005).” Therefore, before any collaboration assessment is given to students, it is critical to clearly explain to the student the expectations and process of that assessment.
One valuable tool for students is a self-assessment. This is an appropriate tool because it allows the learner, the focus of the course, to provide information about their own perception of their abilities. This assessment may come in many forms such as a reflective writing or essay or it may be done in the form of a portfolio that is provides the highlights of the students work as chosen by the student.
"A simple rule to remember when assessing collaborative work is that collaborative activities are best assessed collaboratively (Palloff and Pratt, 2005)." With this in mind, rubrics that are written for collaborative expectations are preferable. Another method would be to provide students a survey of their perceptions of the workings of the group as a whole.
To ensure fair and equitable assessment, the use of a rubric with clear expectations produces a more objective evaluation of the product.
In order to work with the challenge of a student opposed to working collaboratively, the instructor should make the expectation for collaborative work as plain as possible. Many of these individuals who might balk at the idea of working collaboratively are more willing when the instruction, preparation, and expectations for roles and are clearly laid out (Palloff and Pratt, 2005).
References:
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.
There are a variety of ways to access learning in a collaborative learning community. It is critical; however, that the students understand what the assessment is and what is expected of them. "Students need a road map not only to guide the activity, but also to know how that activity will be assessed and evaluated (Palloff & Pratt, 2005).” Therefore, before any collaboration assessment is given to students, it is critical to clearly explain to the student the expectations and process of that assessment.
One valuable tool for students is a self-assessment. This is an appropriate tool because it allows the learner, the focus of the course, to provide information about their own perception of their abilities. This assessment may come in many forms such as a reflective writing or essay or it may be done in the form of a portfolio that is provides the highlights of the students work as chosen by the student.
"A simple rule to remember when assessing collaborative work is that collaborative activities are best assessed collaboratively (Palloff and Pratt, 2005)." With this in mind, rubrics that are written for collaborative expectations are preferable. Another method would be to provide students a survey of their perceptions of the workings of the group as a whole.
To ensure fair and equitable assessment, the use of a rubric with clear expectations produces a more objective evaluation of the product.
In order to work with the challenge of a student opposed to working collaboratively, the instructor should make the expectation for collaborative work as plain as possible. Many of these individuals who might balk at the idea of working collaboratively are more willing when the instruction, preparation, and expectations for roles and are clearly laid out (Palloff and Pratt, 2005).
References:
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.
Sunday, January 8, 2012
EDUC 8842 Story Board
Introduction:
1 Intro:
The keynote topic is in regards to games and how they encourage or change the environment of learning. Games have come a long way through history dating back to 3000 BC with the first game called Royal Game of Ur; 700 BC is the earliest records of cubical Dice and by the 400′s, Tabula (an early version of Backgammon) game lost by Emperor Zeno recorded. This was follow by A Persian romance tells of Chess which originated from India between 650-850AD. This list goes on and on, but the point is that games or gaming rose out of a need to occupy leisure time and/or to engage in some type of relationship with others.
Importance of Play
2. Importance of Play:
E. Dixon wrote, “Play is universal throughout the animal kingdom — whether it’s a puppy chasing its tail, or so we’ve a history of play; Playing became important for both adult and especially children as it relates to their development.” And it should not be underestimated in the development of children. In fact there is a body of research that supports the belief that play is essential to ensure that a child develops and reaches their full potential in life. But play, like everything else in this society has undergone an evolution.
Play for Millenniums
3. Play for Millenniums
Nevertheless, gone are the days of jump rope hula loops and jacks; in many cases, but for organized sports, – bats, balls and sneakers have also become obsolete. However, children still play; it’s just now their Playground is virtual. Through advancements in technology child are able to play at anything they can image within the technical space.
Rationale
4. Rationale
I found an article called “Lessons from video games: Getting students invested in learning” posted by McCallum at:
http://www.cleanapple.com/blog/?p=304 written with provided from teacher Diana Laufenberg’s perspective. In this article she discussed how her discovery of how video games not only engage players in recreational activities but motivated the learning process, changed the nature of teaching for her. This was largely due to the discovery that student were more willing to embrace “learning through” active participation as opposed to “learning about” through traditional passive memorization and regurgitation. “In good video games, as in school, true learning only happens when students are able to situate learning with experience.”
Getting students invested in learning
5. Getting students invested in learning Gaming provides children an arena to learn within context of a dynamic setting, engaging 3 of our 5 senses. Critical and strategic thought in many of these games is essential to attain success.
This is way of thinking consistent with mathematics, logic and the scientific evaluation method. The teacher identified the following characteristics of critical and strategic problem solving:
1. Evaluate the environment or situation
2. Create a hypothesis for possible solution and/or actions
3. Test the hypothesis through implementation
4. Use lesson learned for advancement
Support
5. Support
It is undeniable that video or digital games have become one of the most popular leisure time activities for children. Statically 65% of our children accessed video games daily; something that nearly all of our students have in common. In addition 53% of all American adults play video games of some kind, on a computer, a gaming console, their cell phone, Ipad or other handheld device/ portable gaming device; 73% of adult gamers use computers to play games; of the young adults gamers between 18-29 years, 75% use online Gaming consoles, 68% use computers as compared to 53% console users, 35% who using cell phones, and 25% using portable gaming devices.
Conclusion
5. Conclusion
In Martin Gardner’s 1st Book of Scientific American Puzzles, in the introduction he wrote: “The interest of these great minds and mathematical play is not hard to understand, for the creative thought bestowed of such trivial topics is of a piece with the type of thinking which leads to mathematical and scientific discovery. What is Mathematics, after all, except the solving of puzzles and what is science if it’s not a systematic effort to get better and better answers to puzzles posed by nature?” I think there is a lesson there for all.
References:
Carr-Chellman, A. (Feb2011). How do you encourage learning in boys? Bring a gaming culture to the classroom. In The Art of Manliness, Reviving the lost Art of Manliness. Retrieved 24 Mar 11 5:31 PM MST, from http://community.artofmanliness.com/forum/topics/how-do-you-encourage-learning.
Lenhart A, Jones S, Macgill A. (2011). Adults and Video Games. In Report: Gaming, Families, Teens . Retrieved April 8, 2011, from http://www.pewinternet.org/Reports/2008/Adults-and-Video-Games.aspx.
Dixon, E.. (2007). Importance of Play in Child Development. In Child Development Guide. Retrieved April 8, 2011, from http://www.child-development-guide.com/importance-of-play.html
Mar, G. (APR2010). Using problem based learning and recreational logic games to build student interest and confidence. In You Tube. Retrieved 24 Mar 11 5:31 PM MST, from http://www.youtube.com/watch?v=I8G-b3SwKxA.
Mccallum. (DEC2010 ). Lessons from video games: Getting students invested in learning. In Making Meaning – Cleanapple. Retrieved 24 Mar 11 5:31 PM MST, from http://www.cleanapple.com/blog/?p=304.
1 Intro:
The keynote topic is in regards to games and how they encourage or change the environment of learning. Games have come a long way through history dating back to 3000 BC with the first game called Royal Game of Ur; 700 BC is the earliest records of cubical Dice and by the 400′s, Tabula (an early version of Backgammon) game lost by Emperor Zeno recorded. This was follow by A Persian romance tells of Chess which originated from India between 650-850AD. This list goes on and on, but the point is that games or gaming rose out of a need to occupy leisure time and/or to engage in some type of relationship with others.
Importance of Play
2. Importance of Play:
E. Dixon wrote, “Play is universal throughout the animal kingdom — whether it’s a puppy chasing its tail, or so we’ve a history of play; Playing became important for both adult and especially children as it relates to their development.” And it should not be underestimated in the development of children. In fact there is a body of research that supports the belief that play is essential to ensure that a child develops and reaches their full potential in life. But play, like everything else in this society has undergone an evolution.
Play for Millenniums
3. Play for Millenniums
Nevertheless, gone are the days of jump rope hula loops and jacks; in many cases, but for organized sports, – bats, balls and sneakers have also become obsolete. However, children still play; it’s just now their Playground is virtual. Through advancements in technology child are able to play at anything they can image within the technical space.
Rationale
4. Rationale
I found an article called “Lessons from video games: Getting students invested in learning” posted by McCallum at:
http://www.cleanapple.com/blog/?p=304 written with provided from teacher Diana Laufenberg’s perspective. In this article she discussed how her discovery of how video games not only engage players in recreational activities but motivated the learning process, changed the nature of teaching for her. This was largely due to the discovery that student were more willing to embrace “learning through” active participation as opposed to “learning about” through traditional passive memorization and regurgitation. “In good video games, as in school, true learning only happens when students are able to situate learning with experience.”
Getting students invested in learning
5. Getting students invested in learning Gaming provides children an arena to learn within context of a dynamic setting, engaging 3 of our 5 senses. Critical and strategic thought in many of these games is essential to attain success.
This is way of thinking consistent with mathematics, logic and the scientific evaluation method. The teacher identified the following characteristics of critical and strategic problem solving:
1. Evaluate the environment or situation
2. Create a hypothesis for possible solution and/or actions
3. Test the hypothesis through implementation
4. Use lesson learned for advancement
Support
5. Support
It is undeniable that video or digital games have become one of the most popular leisure time activities for children. Statically 65% of our children accessed video games daily; something that nearly all of our students have in common. In addition 53% of all American adults play video games of some kind, on a computer, a gaming console, their cell phone, Ipad or other handheld device/ portable gaming device; 73% of adult gamers use computers to play games; of the young adults gamers between 18-29 years, 75% use online Gaming consoles, 68% use computers as compared to 53% console users, 35% who using cell phones, and 25% using portable gaming devices.
Conclusion
5. Conclusion
In Martin Gardner’s 1st Book of Scientific American Puzzles, in the introduction he wrote: “The interest of these great minds and mathematical play is not hard to understand, for the creative thought bestowed of such trivial topics is of a piece with the type of thinking which leads to mathematical and scientific discovery. What is Mathematics, after all, except the solving of puzzles and what is science if it’s not a systematic effort to get better and better answers to puzzles posed by nature?” I think there is a lesson there for all.
References:
Carr-Chellman, A. (Feb2011). How do you encourage learning in boys? Bring a gaming culture to the classroom. In The Art of Manliness, Reviving the lost Art of Manliness. Retrieved 24 Mar 11 5:31 PM MST, from http://community.artofmanliness.com/forum/topics/how-do-you-encourage-learning.
Lenhart A, Jones S, Macgill A. (2011). Adults and Video Games. In Report: Gaming, Families, Teens . Retrieved April 8, 2011, from http://www.pewinternet.org/Reports/2008/Adults-and-Video-Games.aspx.
Dixon, E.. (2007). Importance of Play in Child Development. In Child Development Guide. Retrieved April 8, 2011, from http://www.child-development-guide.com/importance-of-play.html
Mar, G. (APR2010). Using problem based learning and recreational logic games to build student interest and confidence. In You Tube. Retrieved 24 Mar 11 5:31 PM MST, from http://www.youtube.com/watch?v=I8G-b3SwKxA.
Mccallum. (DEC2010 ). Lessons from video games: Getting students invested in learning. In Making Meaning – Cleanapple. Retrieved 24 Mar 11 5:31 PM MST, from http://www.cleanapple.com/blog/?p=304.
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