In EDUC 761 our class is reviewing various - Emerging Communication Tools and How They Might Influence Online Education in the Future. I have shared my experience with wiki and I have invited my colleagues to review the survey data on the left, leave a survey comment and post a comment as a reply.
Our reading and discussion in EDUC 762 has touched on peer to peer collaboration (our midterm is a good example of this), authentic and alternative assessment and recently, the challenges posed by 4 storms of E Learning that were predicted in 2004 and may already be here.
That said, after completing the survey to your left, if you would elaborate with a comment. You may reply to one prompt below or leave a comment based upon your own experience with wiki.
1. Of the benefits you identified in the survey, which is the most significant and why so you see this benefit as so important?
2. Are wiki now a part of your world as an instructor. If so, how do you use them. If not, are wiki evident in your various learning communities.
3. Share an example of peer to peer collaboration that you have used in the classroom (either face to face or online). Could a wiki have been used to support this collaboration?
4. Do you see wiki as an example of authenticity in activity or assessment? Why or why not.
I know you are all busy so thanks to those of you who take time to post a comment.
Greg@Az
Showing posts with label Module 2. Show all posts
Showing posts with label Module 2. Show all posts
Wednesday, February 27, 2008
Tuesday, January 22, 2008
Images and Readings Worth Noting
Images descriptive of the topics analyzed by participants in the spring semester, 2008.
Module 3
Module 2
Module 1
Excellent readings on wiki - my midterm topic.
Wide Open Spaces: Wikis, Ready or Not
Saturday, January 19, 2008
Wikis
In the space of 24 months I have moved from ground zero (only knowing about wiki through Wikipedia) to an informed novice in the area of wiki use in instructional settings.
Per the module 2 requirements the link for the wiki used in EDUC 762 can be found at
http://www.seedwiki.com/wiki/uofw_assessment_course/uofw_assessment_course?t&usermessage=&CFID=3621561&CFTOKEN=91691100&jsessionid=c2302632751164473998329
As a part of the requirements for EDUC 760 E Learning For Educators, the first class in the Graduate Certificate Program in Online Learning and Teaching I began a wiki - E Learning for Educators. My experience with this wiki reflected the following:
1. The dynamic nature of a wiki
2. The initial period of a wiki - great solitude. This is similar to blogging
3. The tremendous flexibility of wiki
4. Specific application as a documentation for a portfolio
5. An entry point for access to other relevant sites
Beyond these uses I do see potential applications for my students:
1. Authentic writing opportunities
2. Bring both authenticity, connectiveness (see paper below) and continuity to learning
3. Collaboration
4. Increased activity and ownership of learning (Scroll down on this link to see a list of courses using wiki)
"Where I’d like to see connectivism go is in the direction of personalized learning environments, or perhaps what Siemens calls “learning ecologies”. However, I’d like to take that idea in the K-12 realm to be a PLE that would follow the student through school, and then beyond. I think we can take existing technologies that build social relationships and harness these for learning AND instruction….
This is a great little paper on some of the changes organizations who need deal with training or education are facing due to the explosion of connectivism in society. George Siemens presented this “white paper” recently at the Google Developers Conference."
The full white paper
Greg@Az
Per the module 2 requirements the link for the wiki used in EDUC 762 can be found at
http://www.seedwiki.com/wiki/uofw_assessment_course/uofw_assessment_course?t&usermessage=&CFID=3621561&CFTOKEN=91691100&jsessionid=c2302632751164473998329
As a part of the requirements for EDUC 760 E Learning For Educators, the first class in the Graduate Certificate Program in Online Learning and Teaching I began a wiki - E Learning for Educators. My experience with this wiki reflected the following:
1. The dynamic nature of a wiki
2. The initial period of a wiki - great solitude. This is similar to blogging
3. The tremendous flexibility of wiki
4. Specific application as a documentation for a portfolio
5. An entry point for access to other relevant sites
Beyond these uses I do see potential applications for my students:
1. Authentic writing opportunities
2. Bring both authenticity, connectiveness (see paper below) and continuity to learning
3. Collaboration
4. Increased activity and ownership of learning (Scroll down on this link to see a list of courses using wiki)
"Where I’d like to see connectivism go is in the direction of personalized learning environments, or perhaps what Siemens calls “learning ecologies”. However, I’d like to take that idea in the K-12 realm to be a PLE that would follow the student through school, and then beyond. I think we can take existing technologies that build social relationships and harness these for learning AND instruction….
This is a great little paper on some of the changes organizations who need deal with training or education are facing due to the explosion of connectivism in society. George Siemens presented this “white paper” recently at the Google Developers Conference."
The full white paper
Greg@Az
YouTube short views on wiki
This short video makes a great reference to Mob Intelligence. I immediately thought of a book I highly recommend - The Wisdom of Crowds by James Surowiecki
Contrast the above YouTube view of wiki with the one below.
Results of the Module 2 - Interactive Inventory
Module 2 in EDUC 762 had the following activity:
This interactive inventory will not only allow you to compare student and teacher-centered courses, but it is an assessment example of a reusable learning object survey. Please save the results of your assessment to place in your blog.
Below see the results from this self survey - I used a print screen to capture and insert. This is not a great way to "see" my results, but you have all taken the survey so you have a sense for what you are looking at.
My comments sent to Datta Kaur
Assessment: Teacher-centered or Learner-centered?
This was a very, very useful survey and an engaging way to interact with the material and assess my personal view of teaching and learning.
Greg@Az
Clearly not the best action so
This interactive inventory will not only allow you to compare student and teacher-centered courses, but it is an assessment example of a reusable learning object survey. Please save the results of your assessment to place in your blog.
Below see the results from this self survey - I used a print screen to capture and insert. This is not a great way to "see" my results, but you have all taken the survey so you have a sense for what you are looking at.
My comments sent to Datta Kaur
Assessment: Teacher-centered or Learner-centered?
This was a very, very useful survey and an engaging way to interact with the material and assess my personal view of teaching and learning.
Greg@Az
Clearly not the best action so
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
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
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