ECAR provides this intro:
Thursday, November 29, 2012
ECAR provides this intro:
Sunday, November 18, 2012
- Network Saavy
- Critical Consumption
He defines Digital Divide in this way: "Those who know how to use the mind and technology and those who do not."
If you have not been following him, this is just a sample of what he's sharing out!
Sunday, October 7, 2012
Technology Time: An Interview about Promoting independence and Self-Sufficiency for Those with Brain Injuries and Memory Issues
Friday, September 28, 2012
MOOC LEARNER VALUE
Excuses aside, I congratulate Inge Ingatia de Waaard for providing this learning opportunity. I have at least one more post related directly related to the mobimooc topic-- the course did inspire me to interview a woman who is training others in the use of Ipad and Itouch devices and apps to support self-management and independence by users with brain injuries and memory issues.
Wednesday, September 19, 2012
Initially, I had admirable intentions: I sought out Dave’s Cormier’s advice on successful MOOC participation: “Orient, Declare, Network, Cluster, and Focus.” (View my post on his earlier slideshare on this topic.) And before the course even started, I posted a note communication my anticipation to meet and learn with and from colleagues.
By the end of week one, I thought, “I’d better get in there. As I read through more of the intros, I was energized by the good will, the experience, and the global assembly of peers in the course. Ignatia’s general discussion prompt for Week 2 was inviting—asking us what tools we used. I liked the word tools—it allowed the spectrum, devices, browsers, services, applications—which is also a lot of landscape.
TOOLS FOR MLEARNING
Devices: I use a laptop, a smartphone, a tablet.
Apps, Sites, and Services: These include Evernote, Dropbox, Skype, all things Google, Kindle Reader, Goodreader. Twitter, Conjuverb, The Wasteland (Ipad), Jazz Timeline (Ipad). I love resources at Smarthistory and Open Culture, YouTube, Linked In Groups, Searches w/ Google and Wikipedia are used for a quick sense of background on a given topic. And I learn from experts and peers through live webinars in Google Hangout, Blackboard Connect, WiziQ, or Adobe Connect.
Today I participated in Bijay’s webinar on single source design for web-learning. If you missed it, the recording is available here: http://www.wiziq.com/online-class/954534-raptivity-single-source-multi-device-learning.
At this point in Week 2, I won’t say I’m such a wonderful participant as the badge promises, but I really do feel connected and engaged and am happy I attended the webinar today by Bijoy Banerjee on universal platform design for multiple devices. We joined from various locations such as Australia, England, India, and the U.S. Not only did he reinforce the categories involved in mLearning, he explained how html5 allows for universal design across devices. He used screen share to provide examples and demonstrate their learning activities for both K-12 and post-secondary students.
Monday, September 10, 2012
Tuesday, September 4, 2012
Friday, August 24, 2012
Thursday, August 23, 2012
Wednesday, August 15, 2012
Friday, August 3, 2012
What will video or slideshows change for instructors and learners? What instructors (often?) did in class after you assigned the reading for the next class like going over the main points of the reading and asking questions/giving quizzes/taking questions over the reading. The next step was to have people start applying it in class or introducing them to the homework before they left the class. The flipped version would have people read and view the slides, take the quiz, and know what they will be doing with the content in the next class. Comments to the EdTech article reminded people that thumb drives and DVDs could still provide out-of-class content used by student who might not have internet access outside of class. That said, I know one thing. This model supports use of class time for valuable learning support. And it takes time to create the materials, and space for faculty to upload materials, and that we shouldn't shy away from trying flipped approaches, that we can do so iteratively.
Tuesday, July 31, 2012
|My Flipped Classroom Certificate|
Hot though it may be at the moment, this flipping idea is not new. I seem to remember Patricia Cross made a remark to similar effect several years ago when asking why we spent so much time imparting the knowledge level info during class when we could be spending class time helping students apply the knowledge.
So though I was familiar with the concept, I found myself feeling a bit nervous when it came to creating the tutorial. The fields for listing the course description, objectives, and tags were helpful, as were tips for not only providing a slideshow or video.
What I found even more helpful were the tips on adding other documents or quizzes that would increase the impact of the tutorial you wanted learners to complete after viewing the tutorial. These items can certainly add to the preparation you want students to have before the face-to-face or live class session where the students are going to work with the material at a higher level.
Whether a person is going to search and use found materials as part of the pre-class session is up to the faculty member. The real opportunity is how to use to face-to-face time to best support the higher learning.
Thursday, June 7, 2012
|The Zephier Line Has Outlets But No Wireless|
Here's the list: http://www.amtrak.com/servlet/ContentServer?c=Page&pagename=am/Layout&cid=1246044330724
Yet to explore: how effective your mobile hotspot is on various trains that don't have wireless.
Last year I faced some very icy roads and took the train to get into Denver. I appreciated the outlets so I could at least work on my laptop and keep my phone charged.
Wireless access is a great addition.
Tuesday, June 5, 2012
I now work from home, and sometimes go to a coffee shop when I need a change of scene to buoy productivity that seems to have slowed. While traveling I work from multiple locations, and this is now even easier with the wifi hotspot capacity from my phone.
In the last two organization-based positions, one employer did not see why a person would possibly want to work from home. I shared that I could get up in the morning, pull on running clothes, work hard till noon, go for a run, then clean up and finish the work day. The time not spent getting dressed until after I worked and exercised added to my productivity.
The other organizational workplace had a set day where all employees were on site for meetings and interactions, then had a schedule for when some teams were on site while the others telecommuted.
Because there is benefit to having face time and proximity, this seemed like a great solution.
What's been your experience? One question--have you been able to get a hotspot while riding Amtrack?
Thursday, May 10, 2012
And so I did. Because I figure if I ever get sent to Hell, it might well involve dealing with plagiarism in one form or another--which I here define as the use of others words and specific ideas without acknowledgement. I spent years teaching research and writing in higher ed, worked in training units where we produced training materials, did a plagiarism webinar, wrote papers, worked to persuade other faculty into making first events teachable moments rather than range wars, and learning from a student who bought a paper that she because she bought it she could use it however she pleased--which was to submit it for a grade.
And it is the "characteristics of phrasing" that invokes the great plagiarism tempest--the fixed form the idea takes. Copyright law protects a persons right to make a living based on those fixed forms, and academics base their value on the contribution of both ideas and words (which is nicely acknowledged and shared via Creative Commons).
Twain was a man unafraid to wrangle with trying circumstances or recognize an albatross for what it was-- and at times teaching of appropriate acknowledgement certainly falls into either category. I agree with Twain the ideas we express very likely come from a long line of others' ideas. And I support saying where they come from, an idea which communicates our shared history.
Friday, May 4, 2012
And here's is LinkedIn's Cute (yes, Cute) Release using Slideshare
Tuesday, May 1, 2012
Here's my presentation. Additionally related sites can be found at this Delicious link:
Monday, April 16, 2012
And then the iPad and iPhone apps were released. I was euphoric. So I downloaded it to my iPad.
As did a reviewer Lisa Caplan: http://www.appolicious.com/education/articles/11373-the-khan-academy-goes-mobile-with-new-ipad-app.
Compare with The Wasteland app, for T.S. Eliot's great poem: http://www.touchpress.com/titles/thewasteland/ The Khan Academy would benefit from the tips feature in this app. Validating that is this blogger's observation: http://ipadinsight.com/ipad-app-reviews/quick-look-the-waste-land-for-ipad. What I also love about this app is all elements are contained within so you don't need to be online once you've downloaded the app to your device.
But back to Khan Academy iPad App. Future iterations could incorporate some tips from the apps above. I found it difficult to find the exercises and videos -- they were available as small links in my profile. Not all parts of the app are populated with content, and while it gave me "energy points," with no orientation, I am not clear on what the points indicate. Additionally, the points for watching a video were not tracked, though I did watch more than one. So here's to future iterations--with Smarthistory added to Khan, it will be great to have these impressive resources available on a variety of devices.
Wednesday, April 11, 2012
peer teaching conference. My session explored multiple sites with great academic video, how to use bookmarking to track those finds, and what opportunities there are for involving students. Many of the related sites for this session are bookmarked here: http://delicious.com/constantlearningorg/start_the_video.
Sunday, March 18, 2012
which has been on my mind ever since I read about the concept in Gregory Ulmer's book ten years ago.
What is Curation? from Percolate on Vimeo.
Brainpickings notes this is the first of a series of videos on curation from this group. I think a key takeaway from this video is that we may select things for ourselves, but thinking about audience is key to understanding how it may be of interest to others (like ourselves, or our customers as the case may be).
I would say that my audience is others who are studying the e-age for the sake of learning that will allow us to work and live smarter --looking forward to more of these videos.
Wednesday, February 29, 2012
As synchronicity would have it, a past student posted this video on her FB page today. It added to my memory of a Vine Deloria, Jr. book that talked about the Lakota description of rocks as envoys between the earth and other beings. Albert here also takes the discussion to what it is to a being in the Lakota culture in contrast to the Western explanation.
Sunday, February 26, 2012
Also memorable is the tenet is that "Each course design is the expression of a philosophy and practice."
I found this next statement to be quite provocative: "Teaching should not be downgraded to facilitation." I've been calling what I do facilitation in that it describes a guide role rather than the traditional instructor at the front. Yet this statement surfaced something that has really been part of my practice--to bring resources and opportunities to the online course in response to learning needs, interests, and requests. And the flexibility to do so can happen if course elements are not locked down.
Originating from the University of Edinborough, "It is a series of brief statements that attempt to capture what is generative and productive about online teaching, course design, writing, assessment and community."
A manifesto for teaching online from Jen Ross on Vimeo.
I encourage you to visit the accompanying website. Visiting the site will provide more information on its intention--to forward dialogue about these ideas: http://www.education.ed.ac.uk/swop/manifesto.html
Wednesday, January 25, 2012
|Creative Commons Licensed Work by MikeCrane83|
So he had them pair off, then gave them a question to discuss for three minutes. After the first three minutes, one of the pair would move on to discuss the next question with another person. He used 8 questions this time out, and said students asked to do that activity again.
The move and talk model not only keeps the interest going. His take was students were not only teaching each other and uncoving misconceptions, but "switching-up voices" provided another way of explaining the concept, possibly making it more clear than an earlier explanation.
Thanks, Roy! I love that you keep sharing these energizing practices.
Friday, January 20, 2012
I spent some time looking at the IBookstore and IBookAuthor and the Twitter counter from the creator (earlier Apple Engineer) of Push Pop Press, http://pushpoppress.this year, saying Apple's product looks likes his re-branded.
com/ourchoice/, which Facebook bought earlier
I loved the products and still can't help but think about the competition between good inventions and intentions with market share (vendor bondage). This continues to raise the question of technology and privilege.
On the positive side, I've been watching custom publishing since the around nineteen ninety and also think about how we tried to get publishers working with CCCOnline to consider books as only one of their digital assets. And now the devices have added a twist once again.
Last, I intend to carefully read Apple rights to the books created with IAuthor. I'm not clear on that yet.