A great discussion has sprung up in EDUC 762 regarding private v public settings for an educational wiki.
How do you weight in?
While here, if you have not voted in the survey on wiki use, give it a whirl.
Do the current survey results on wiki inform your comments?
I'll kick off our discussion by responding to the following excellent question:
So I wondered why your group chose to only complete a wiki to submit to the instructor knowing that your wiki could be subjected to vandalizing even with the private access. Not suggesting our classmates but, others who might obtain access.
This is a great question and really reflects back on the philosophy of the internet, social networking and community building. My response is grounded in my personal philosophy, experience with this tool and constructivist view point of learning communities.
Personal Philosophy
I am grounded in the moral philosophy of Adam Smith. Smith, in The Theory of Moral Sentiments presents a strong case that the link between individual liberty or natural liberty and society is personal responsibility expressed through virtue. The operative agent is an impartial spectator that aligns liberty with responsibility.
So my first response, is that I have tremendous confidence in my fellows.
Experience with wiki
If you think back to the survey (over on our left) one of the major advantages of a wiki is the archive functionality. Every page and page edit is saved in history. If a "vandal" were to attack any or all pages in a public wiki, the previous page would be restored and the vandal blocked from the site.
Our EDUC 762 group midterm project was a private one, a decision that I obviously find contrary to the essence of wiki, Adam Smith, Walt Whitman and inclusiveness. Having said that, the questioner accurately points out, the wiki could still be "vandalized".
But, the process of collaboration or the process of vandalizing is, I think, important to regard. Howl, was considered obscene (a form of poetic graffitti), Dali and Pollack are examples of those attacked by the cultural establishment as juvenile and "vandals" and early rap and hip hop were considered criminal. I am not saying that this wiki rises to high art, but a defining characteristic of wiki is collaboration and inclusivement (in my view).
So, I would welcome all collaboration which, at its heart could be viewed as subversive and ultimately vandalism.
A bit like the philosophy in The Leaves of Grass . . . . could Whitman have been anticipating the wiki (Me or I or our?):
What is commonest, cheapest, nearest, easiest is Me.
or
I too am not a bit tamed, I too am untranslatable.
or
Our freedom all in thee! our very lives in thee!
Constructivist view of learning
It will not be surprising that my philosophy of constructivism is founded on notions of personal liberty and responsibility, inclusiveness and a sense that, as Whitman and Ginsberg declare - are democratic and universal. The notion of American exceptionalism that was early on described in Democracy in America by Tocqueville identified five values crucial to America's success as a democratic republic:
(1) liberty
(2) egalitarianism
(3) individualism
(4) populism and
(5) laissez-faire
Perhaps these are important not only to wiki, but to the broader discussion of community building.
Click over to Public Wiki to view the wiki under discussion. The question at the beginning of this post focused on the Owyang assessment of weaknesses of wiki. Immediately above this analysis of weakness you can see a summary of strengths/benefits/uses of wiki that might inform your analysis of this topic.
Thanks to my classmates over in EDUC 762 for prompting this excellent discussion.
Showing posts with label EDUC 763. Show all posts
Showing posts with label EDUC 763. Show all posts
Friday, February 8, 2008
Friday, January 18, 2008
Module 2
Pair-Share Activity - from UofW Stout online class
The post below is a response to an assignment in EDUC 762 Assessment in Learning, a graduate class in offered by UofW Stout in the Graduate Certificate in E-Learning and Online Teaching.
That assignment:
After you have created your blog, copy/paste last week’s partner interview (your own story), and your notes from the Module Two reading interactive inventory into your blog. Additionally you can add images, a link to the course wiki, readings and any other activity or assessment choices that you acquire here.
Below is the partner interview I completed with my classmate Nishele.
Hi everyone:
That assignment:
After you have created your blog, copy/paste last week’s partner interview (your own story), and your notes from the Module Two reading interactive inventory into your blog. Additionally you can add images, a link to the course wiki, readings and any other activity or assessment choices that you acquire here.
Below is the partner interview I completed with my classmate Nishele.
Hi everyone:
Nishele and Greg here saying hello. We are both looking forward to a productive learning experience over the next weeks with all of you.
http://www.uwlax.edu/faculty/lenards/
Nishele has a wonderful sense of humor - check her profile for her most memorable learning experience. She and Greg share the following:
Both born in Ohio
Both have 2 children at home
Both enjoy scrapbooking
Both are involved in higher education
http://www.mc.maricopa.edu/~gpratt/
Greg and Nishele spent the time before the formal beginning of our class on Jan. 14 completing the pair share activity that is the basis for this discussion post. This reflects another commonality between us-we are both type A personalities. Below is an excerpt from one of our e mail exchanges written by Greg to Nishele:
"With your background in online learning and teaching you know the costs and benefits (see subtle economics at work) of online education. As type A personalities we thrive in the online world. As you have found I am certain, the challenge is to assist those who are deadline junkies or how do not have a formal organization for their learning or lives. Those who live in the chaos of the real world and lack the internal mechanisms to self regulate and schedule often get left behind in online environments . . . unless those online worlds are facebook or second life.
Well, as you can tell, I love to talk so . . . I'll leave you alone.
I think we have "processed" this activity and can move on to the discussion forum.
Nishele great to meet you and I actually like this activity - while I am not certain it would work with my online students - freshman and women in college, I do think it has great potential for participants in professional development or graduate programs.
Look forward to working with you in the cyberspace of this class community."
Nishele and I look forward to your comments about this pair-share activity and your evaluation of the costs and benefits of this type of community building activity.
Greg@Az and Nishele@Wisconsin
Sunday, January 13, 2008
Reflective Journal 3
Week three in EDUC 763 and we are rocking and rolling. I continue to be amazed and inspired by the quantity and quality of engagement by my colleagues. The discussion is varied, provocative, stimulating and reflects the diversity of educational philosophy, orientation toward learning and use of instructional technology.
The continuing discussion and response of my colleagues is in some contrast to one of my UofW certification classes last semester. In that fall class, evidently one of the participants off line contacted the instructor expressing frustration at the quantity of posting and replying in that class which, as an aside, was about 50 per cent of our class. The instructor made a remarkable decision and implemented a private e mail to a number of the more active posters (obviously I was one) asking that we reduce or even stop posting after a minimum of engagement.
I was stunned, as an teacher (online or face to face) it seems that of the number of approaches one might take to engagement, asking to reduce or stop is an odd choice.
Contrast that with this class, in which participants openly share their own reflection about the level of discussion, find reassurance with classmates and the instructor, and the engagement and discussion is allowed to continue.
I suspect that the emerging learning community in our class has more trust and those classmates who may feel frustrated or insecure have the confidence to express these feelings and the instructor is both strong and flexible enough to support diversity in the use of discussion online and still promote the organic level of discussion and engagement that the community and its members seek.
I was a tad disappointed with feedback from the instructor. I began our class early and invested considerable time and energy in my completion of module 1 activities. When the feedback was posted for module 1 near the end of our second module, one of my four "assignments" received a 0. I had completed a wiki activity, but in completing it so early in the class it had been overlooked by the instructor. The feedback sent was very kind and she did indicate I would earn credit for the assignment if I could point her to it (which I did do) or if I would go to the wiki and complete (which I also did do).
This was actually a another teaching moment - it reinforced to me my need to model my online teaching on that of the current teacher in terms of thoughtfulness and kindness, on Den O Connor in terms of quick turn around time in communication and finally on Susan Manning, in terms of organization and use of functionality of the CMS under use. My current instructor does not make use of the CMS gradebook for feedback and I think that the continuum of instructional approaches here in the Graduate Certificate program is a strength of the program - allowing participants to experience a wide array of approaches.
I must say, my feeling was a bit down after receiving my module 1 feedback (6/8) and I am certain I will earn credit for the wiki assignment, my reaction was surprising to me. I have considered myself intrinsically motivated, my reaction to module 1 feedback seems to suggest otherwise. Oh, well.
Midterm
Our midterm is a collaborative activity and I have been paired with 4 talented colleagues in class. I am so pleased to have avoided 2 participants who I encountered in the fall, 2007 classes. One of these participants starts late, has a bunch of excuses, and adds little in the way of value. But on the positive note, my group members are outstanding. I know one from the fall, 2007 classes and the other two, who I have come to know in this class, are truly committed professionals. The midterm should be a positive experience, it is a jigsaw activity and I am researching wiki and assessment.
I indicate my comments about my 4 teammates in my team evaluation. Pat and Kris are a delight to work with. Kris and I shared 2 classes in the fall, 2007 semester so when she was inadvertently left off a team for the midterm I immediately jumped in a and indicated that Group 3 (my team) would love to have her as a colleage. Marsha has been very busy, I expect she will quietly and efficiently be a major contributor. Deb is the ying to my yang. We have already encountered some constructive disagreement, indicating that this group activity is authentic. I will say, she is a tad of a control freak, making the wiki (she set it up as the sole administrator, leaving the rest of her team without admin privileges) private, a decision I still question, given the power of wiki.
Having said that, I appreciate Deb's work pace and initiative, she and I are on the same page. It did take Deb a while to get Kris added as a full member to our wiki, but once that happened we were good to go.
Ok, having said that, I will comment on the concept mapping and the effort involved in learning a new tool.
Inspiration has wonderful functionality - I included audio in my map which my classmates can choose to listen to over in the EDUC 763 course site. The map for the module 3 assignment is uploaded as a comment or reply to this posting and as a unique post as well. Honestly, not worth the effort. I could do the same think in word using the drawing tool in 3 minutes, the 2 hours I invested (and it is worth the investment, the functionality in Inspiration is cool) will never be used my me in any setting.
The 4 storms outlined in The Perfect E Storm reading - while dated - are worth reflection. In particular the convergence of emerging technology(see the Horizon Report - 2008) with enormous demand by learners in the context of limited resources suggests that we may face a crisis of significant proportions down the road.
Of note, the above article listed 30 emerging technologies and number 3 was blogs, number 8 was digital portfolios (read wiki anyone?) and number 21 Peer to Peer collaboration (again read wiki) suggests that as a profession, we need to first be more alert to this emerging technology and two think how we react to them.
Page 12 of The Perfect Storm began to talk about Online Communities of Learning (which is what we have formed) and Communities of Practice. This is both exciting and challenging as our profession will need to change the way we look at the physical and intellectual boundaries of teaching and learning.
OK, another reflection that is too long and incomplete.
Greg@Az
The continuing discussion and response of my colleagues is in some contrast to one of my UofW certification classes last semester. In that fall class, evidently one of the participants off line contacted the instructor expressing frustration at the quantity of posting and replying in that class which, as an aside, was about 50 per cent of our class. The instructor made a remarkable decision and implemented a private e mail to a number of the more active posters (obviously I was one) asking that we reduce or even stop posting after a minimum of engagement.
I was stunned, as an teacher (online or face to face) it seems that of the number of approaches one might take to engagement, asking to reduce or stop is an odd choice.
Contrast that with this class, in which participants openly share their own reflection about the level of discussion, find reassurance with classmates and the instructor, and the engagement and discussion is allowed to continue.
I suspect that the emerging learning community in our class has more trust and those classmates who may feel frustrated or insecure have the confidence to express these feelings and the instructor is both strong and flexible enough to support diversity in the use of discussion online and still promote the organic level of discussion and engagement that the community and its members seek.
I was a tad disappointed with feedback from the instructor. I began our class early and invested considerable time and energy in my completion of module 1 activities. When the feedback was posted for module 1 near the end of our second module, one of my four "assignments" received a 0. I had completed a wiki activity, but in completing it so early in the class it had been overlooked by the instructor. The feedback sent was very kind and she did indicate I would earn credit for the assignment if I could point her to it (which I did do) or if I would go to the wiki and complete (which I also did do).
This was actually a another teaching moment - it reinforced to me my need to model my online teaching on that of the current teacher in terms of thoughtfulness and kindness, on Den O Connor in terms of quick turn around time in communication and finally on Susan Manning, in terms of organization and use of functionality of the CMS under use. My current instructor does not make use of the CMS gradebook for feedback and I think that the continuum of instructional approaches here in the Graduate Certificate program is a strength of the program - allowing participants to experience a wide array of approaches.
I must say, my feeling was a bit down after receiving my module 1 feedback (6/8) and I am certain I will earn credit for the wiki assignment, my reaction was surprising to me. I have considered myself intrinsically motivated, my reaction to module 1 feedback seems to suggest otherwise. Oh, well.
Midterm
Our midterm is a collaborative activity and I have been paired with 4 talented colleagues in class. I am so pleased to have avoided 2 participants who I encountered in the fall, 2007 classes. One of these participants starts late, has a bunch of excuses, and adds little in the way of value. But on the positive note, my group members are outstanding. I know one from the fall, 2007 classes and the other two, who I have come to know in this class, are truly committed professionals. The midterm should be a positive experience, it is a jigsaw activity and I am researching wiki and assessment.
I indicate my comments about my 4 teammates in my team evaluation. Pat and Kris are a delight to work with. Kris and I shared 2 classes in the fall, 2007 semester so when she was inadvertently left off a team for the midterm I immediately jumped in a and indicated that Group 3 (my team) would love to have her as a colleage. Marsha has been very busy, I expect she will quietly and efficiently be a major contributor. Deb is the ying to my yang. We have already encountered some constructive disagreement, indicating that this group activity is authentic. I will say, she is a tad of a control freak, making the wiki (she set it up as the sole administrator, leaving the rest of her team without admin privileges) private, a decision I still question, given the power of wiki.
Having said that, I appreciate Deb's work pace and initiative, she and I are on the same page. It did take Deb a while to get Kris added as a full member to our wiki, but once that happened we were good to go.
Ok, having said that, I will comment on the concept mapping and the effort involved in learning a new tool.
Inspiration has wonderful functionality - I included audio in my map which my classmates can choose to listen to over in the EDUC 763 course site. The map for the module 3 assignment is uploaded as a comment or reply to this posting and as a unique post as well. Honestly, not worth the effort. I could do the same think in word using the drawing tool in 3 minutes, the 2 hours I invested (and it is worth the investment, the functionality in Inspiration is cool) will never be used my me in any setting.The 4 storms outlined in The Perfect E Storm reading - while dated - are worth reflection. In particular the convergence of emerging technology(see the Horizon Report - 2008) with enormous demand by learners in the context of limited resources suggests that we may face a crisis of significant proportions down the road.
Of note, the above article listed 30 emerging technologies and number 3 was blogs, number 8 was digital portfolios (read wiki anyone?) and number 21 Peer to Peer collaboration (again read wiki) suggests that as a profession, we need to first be more alert to this emerging technology and two think how we react to them.
Page 12 of The Perfect Storm began to talk about Online Communities of Learning (which is what we have formed) and Communities of Practice. This is both exciting and challenging as our profession will need to change the way we look at the physical and intellectual boundaries of teaching and learning.
OK, another reflection that is too long and incomplete.
Greg@Az
Friday, January 11, 2008
Reflective Journal 2
Ok, the date gives me away. I am working ahead and I will most certainly elaborate on this second reflection as time moves on.
This second module really provides an excellent background for contextualizing:
I found the reading dealing with authenticity provocative as I considered this in the framework of a constructivist view of learning. I am still sorting through a set of reservations about the constructivist paradigm - students learning incorrect information, students reinforcing "bad" habits or skills, as well as many other "issues".
Having said that, I certainly agree that learning and assessment should be real world or authentic and that the experience of learning must be personally relevant.
The 7 Things you should know about blogs covered familiar territory and blogging as accelerated since this Educause article was written. I "discovered" blogging about 2 1/2 years ago when I learned that the author of one of the text's I use - Greg Mankiw - had a blog directed toward students of economics. Since then, I have followed a number of blogs dealing with economic education, economics in general and economic research and theory.
Click here if you are interested in the current top 10 economics blogs. All 10 are on my follow list, Greg Mankiw's blog drifts from number 1 to 3.
The Lee/Allen short article describing Edublogs as an assessment tool reflects our study of alternative assessments as authentic measures as well as a constructivist approach to both teaching and learning. I see this modeled on Greg Mankiw's blog and have found that, as my blogging is in isolation, the evaluation is a self evaluation, if that makes any sense.
The Wang/Fang article outlining the benefits of cooperative learning in the weblog arena demonstrate, the potential that blogs and wiki have for integrating cooperative learning into the online world of teaching and learning. I am thinking back to the outstanding week 1 online discussion in our class dealing with the challenges, frustrations, confusions, and in general cognitive dissonance in wiki use in module 1 and processing and discussing these reactions.
First, the above helps us tremendously to experience directly what our online students experience. Second, I think that this entire wiki/blog environment (and the reaction that we all felt in module 1 to wiki to varying degrees) is evidence of the internal process of active, engaged constructivist learning. This is hard work, and, as we soldiered through this hard territory, I could not help but wonder how many of my online students (community college students) would stay the course?
Back to Wang/Fang - a downside of their argument, many of my online students have a high level of resistance to cooperative experiences in the online world. I think that the blob/wiki approach might address some but not all of this resistance and I am anxious to see what my classmates in EDUC 762 say.
I have been very engaged in blogging (obviously) as well as wiki. I did develop my own wiki for EDUC 760 - E Learning For Educators and I intend to incorporate my own learning portfolio from our class into that environment.
However, I did create this blog as a response to the module 2 assignments which I have linked to the wiki above. This process was familiar to me as I have used blogspot to create 3 previous blogs. I was so pleased that my instructor Datta Kaur was the first to post a comment to the blog.
Greg
This second module really provides an excellent background for contextualizing:
I found the reading dealing with authenticity provocative as I considered this in the framework of a constructivist view of learning. I am still sorting through a set of reservations about the constructivist paradigm - students learning incorrect information, students reinforcing "bad" habits or skills, as well as many other "issues".
Having said that, I certainly agree that learning and assessment should be real world or authentic and that the experience of learning must be personally relevant.
The 7 Things you should know about blogs covered familiar territory and blogging as accelerated since this Educause article was written. I "discovered" blogging about 2 1/2 years ago when I learned that the author of one of the text's I use - Greg Mankiw - had a blog directed toward students of economics. Since then, I have followed a number of blogs dealing with economic education, economics in general and economic research and theory.
Click here if you are interested in the current top 10 economics blogs. All 10 are on my follow list, Greg Mankiw's blog drifts from number 1 to 3.
The Lee/Allen short article describing Edublogs as an assessment tool reflects our study of alternative assessments as authentic measures as well as a constructivist approach to both teaching and learning. I see this modeled on Greg Mankiw's blog and have found that, as my blogging is in isolation, the evaluation is a self evaluation, if that makes any sense.
The Wang/Fang article outlining the benefits of cooperative learning in the weblog arena demonstrate, the potential that blogs and wiki have for integrating cooperative learning into the online world of teaching and learning. I am thinking back to the outstanding week 1 online discussion in our class dealing with the challenges, frustrations, confusions, and in general cognitive dissonance in wiki use in module 1 and processing and discussing these reactions.
First, the above helps us tremendously to experience directly what our online students experience. Second, I think that this entire wiki/blog environment (and the reaction that we all felt in module 1 to wiki to varying degrees) is evidence of the internal process of active, engaged constructivist learning. This is hard work, and, as we soldiered through this hard territory, I could not help but wonder how many of my online students (community college students) would stay the course?
Back to Wang/Fang - a downside of their argument, many of my online students have a high level of resistance to cooperative experiences in the online world. I think that the blob/wiki approach might address some but not all of this resistance and I am anxious to see what my classmates in EDUC 762 say.
I have been very engaged in blogging (obviously) as well as wiki. I did develop my own wiki for EDUC 760 - E Learning For Educators and I intend to incorporate my own learning portfolio from our class into that environment.
However, I did create this blog as a response to the module 2 assignments which I have linked to the wiki above. This process was familiar to me as I have used blogspot to create 3 previous blogs. I was so pleased that my instructor Datta Kaur was the first to post a comment to the blog.
Greg
This avatar works best in IE, a tad buggy in Firefox or Seamonkey
Reflective Journal 1
The spring semester begins and I am engaged in two classes in the E Learning Certificate program at UofW Stout. This ongoing process is beginning to be second nature for me, the first two classes I took in the fall went very, very well. So, as a part of EDUC762 I will be regularly blogging. I have attempted blogging in the past and, like past journaling efforts, it has not been real consistent.
I am very hopeful about this effort, however, as there seems to be what Susan Manning calls "magic fairy dust" in the program and process at UofW.
Module 1
I found this introductory material excellent. As a type A I started early and located a classmate to complete the pair - share introduction. This is the first time I have been exposed to this type of collaborative effort for an introduction in the first week of an online class and I am looking forward to both the process and result. This type of activity is very revealing about my learning style and personality. I very much like to get on with it, and the process of adjusting that pace to work with another is a challenge. But it is a good challenge.
The overview activities in module 1 included some material that was new to me dealing with assessment. I think the most notable information for me was the distinction between measurement, assessment and evaluation. At my institution assessment has become a very significant topic and I think that perhaps my colleagues are blurring the important differences between assessment and evaluation. In any event, I am looking forward to understanding more about the differences between these concepts.
Three specifics in this week's readings appealed to my objective to improve my instruction.
First was the discussion of alternative assessment (such as think one). I have been striving to incorporate these types of assessments into my classes over the past 15 years and I am anxious to evaluate how will I have done that and, more importantly to improve the way I use alternative assessment. One of our readings discussed authentic types of assessment and I think that this is key. As I strive for authentic learning experience, it only makes sense to parallel that with authentic assessment rather than scantron tests.
The second topic was wiki. I really got turned onto this last semester in EDUC 760 and I see great potential in the use of wiki to both build learning community and to perhaps assess in alternative ways.
The third activity was an introductory activity called pair and share. Below is an excerpt from the e mail exchange with my partner:
'With your background in online learning and teaching you know the costs and benefits (see subtle economics at work) of online education. As type A personalities we thrive in the online world. As you have found I am certain, the challenge is to assist those who are deadline junkies or how do not have a formal organization for their learning or lives. Those who live in the chaos of the real world and lack the internal mechanisms to self regulate and schedule often get left behind in online environments . . . unless those online worlds are facebook or second life.
Well, as you can tell, I love to talk so . . . I'll leave you alone.
I think we have "processed" this activity and can move on to the discussion forum.
See you over their with postings on our informal process.
Great to meet you and I actually like this activity - while I am not certain it would work with my online students - freshman and women in college, I do think it has great potential for participants in professional development or graduate programs.
Look forward to working with you in the cyberspace of this class community."
Finally, (ok I peaked ahead to module 2 to write this) is the use of blogs. I have attempted blogging (I have 3 other blogs in blogger that have minimal activity) with little success. Although I am an avid fan of blogging and regularly follow a number of economics blogs my efforts have not been sustained. We will see how this evolves as a result of this class.
Great first week of class.
Greg/Az
Related links
Student Assessment at MCC
Think Pair Share You Tube
E Learning for Educators Wiki
I am very hopeful about this effort, however, as there seems to be what Susan Manning calls "magic fairy dust" in the program and process at UofW.
Module 1
I found this introductory material excellent. As a type A I started early and located a classmate to complete the pair - share introduction. This is the first time I have been exposed to this type of collaborative effort for an introduction in the first week of an online class and I am looking forward to both the process and result. This type of activity is very revealing about my learning style and personality. I very much like to get on with it, and the process of adjusting that pace to work with another is a challenge. But it is a good challenge.
The overview activities in module 1 included some material that was new to me dealing with assessment. I think the most notable information for me was the distinction between measurement, assessment and evaluation. At my institution assessment has become a very significant topic and I think that perhaps my colleagues are blurring the important differences between assessment and evaluation. In any event, I am looking forward to understanding more about the differences between these concepts.
Three specifics in this week's readings appealed to my objective to improve my instruction.
First was the discussion of alternative assessment (such as think one). I have been striving to incorporate these types of assessments into my classes over the past 15 years and I am anxious to evaluate how will I have done that and, more importantly to improve the way I use alternative assessment. One of our readings discussed authentic types of assessment and I think that this is key. As I strive for authentic learning experience, it only makes sense to parallel that with authentic assessment rather than scantron tests.
The second topic was wiki. I really got turned onto this last semester in EDUC 760 and I see great potential in the use of wiki to both build learning community and to perhaps assess in alternative ways.
The third activity was an introductory activity called pair and share. Below is an excerpt from the e mail exchange with my partner:
'With your background in online learning and teaching you know the costs and benefits (see subtle economics at work) of online education. As type A personalities we thrive in the online world. As you have found I am certain, the challenge is to assist those who are deadline junkies or how do not have a formal organization for their learning or lives. Those who live in the chaos of the real world and lack the internal mechanisms to self regulate and schedule often get left behind in online environments . . . unless those online worlds are facebook or second life.
Well, as you can tell, I love to talk so . . . I'll leave you alone.
I think we have "processed" this activity and can move on to the discussion forum.
See you over their with postings on our informal process.
Great to meet you and I actually like this activity - while I am not certain it would work with my online students - freshman and women in college, I do think it has great potential for participants in professional development or graduate programs.
Look forward to working with you in the cyberspace of this class community."
Finally, (ok I peaked ahead to module 2 to write this) is the use of blogs. I have attempted blogging (I have 3 other blogs in blogger that have minimal activity) with little success. Although I am an avid fan of blogging and regularly follow a number of economics blogs my efforts have not been sustained. We will see how this evolves as a result of this class.
Great first week of class.
Greg/Az
Related links
Student Assessment at MCC
Think Pair Share You Tube
E Learning for Educators Wiki
Monday, January 7, 2008
VoiceThread
I became aware of this tool during the spring, 2008 semester as a result of my participation in EDUC 763 Online Assessment. My classmate and colleague presented research on Voice Thread - click here to see her full analysis.
Introduction
After reading a variety of articles and blogs about VoiceThread, I think that one of the cofounders, Steve Muth, summed this tool up best in a blog comment to Sean Rad when he said, "The concept is casual group audio conversations around shared evocative media (a.k.a. Mystery Science Theater 3000, only your media)."
A VoiceThread is a type of asynchronous audio forum that is based around a variety of possible media types (photos, drawings, documents or even video). The user can create a book of images and then create their own meaning of these images through voice, text, or drawings. Visitors can use these same tools to respond to or discuss the media. The participants of these audio conversations are shown in strips on the sides of the images. As stated on the VoiceThread Web site, "A VoiceThread allows group conversations to be collected and shared in one place, from anywhere in the world."
This sample is open and you can experiment if you wish.
Introduction
After reading a variety of articles and blogs about VoiceThread, I think that one of the cofounders, Steve Muth, summed this tool up best in a blog comment to Sean Rad when he said, "The concept is casual group audio conversations around shared evocative media (a.k.a. Mystery Science Theater 3000, only your media)."
A VoiceThread is a type of asynchronous audio forum that is based around a variety of possible media types (photos, drawings, documents or even video). The user can create a book of images and then create their own meaning of these images through voice, text, or drawings. Visitors can use these same tools to respond to or discuss the media. The participants of these audio conversations are shown in strips on the sides of the images. As stated on the VoiceThread Web site, "A VoiceThread allows group conversations to be collected and shared in one place, from anywhere in the world."
This sample is open and you can experiment if you wish.
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