Timeline about Connectivism, the course CCK08 and the development of Connectivitas, a community of practice dedicated to the study of Connectivism from the perspective of the Spanish-speaking world.
Created by eroman on Aug 5, 2008
Last updated: 06/24/10 at 11:44 PM
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http://ltc.umanitoba.ca/wiki/index.php?title=MobileLearning&diff=26509&oldid=prev
Originally, this week was to be a conference week with the representation from U of M’s business faculty. However, things haven’t quite materialized . Our topic, stays the same – weltanschauung: changing views, changing systems.
The last several decades have brought about significant change in the information cycle (creation, validation, sharing, repurposing) and in how people interact with each other. Each era creates institutions that reflect the information-based needs they face (McNeely & Wolverton). Libraries in Alexandria, the Academy in Greece, churches in the middle ages, and schools/universities (~800 years ago). If we want to understand the institutions a society will create, we must first understand the nature and attributes of information of that era. And that’s what we’ve been doing so far in CCK09.
The readings this week provide an opportunity to think about systemic change in education:
New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning
Higher Education, Globalization, and the Knowledge Economy (.pdf)
Week 11 Discussion Forum
Week 11: Live Session – here in elluminate 4 pm, CST (time zone conversion)
http://ltc.umanitoba.ca/connectivism/?p=226
This is a “reading-less” week.
I have on numerous occasions tried to organize discussions on the type of research needed within the connectivism framework. I’ve tried Ning sites. Google Groups. My blog. Wikis. The list goes on.
I’d like to make a concerted effort this week to address two basic questions:
1. What types of research is needed around connectivism?
2. Which methodologies should be employed to address these research areas?
The last few years has brought growing attention to connectivism as a research topic. The addition of several peer-reviewed publications to the discussion pool has helped. So have conference presentations – either looking at connectivism or looking at CCK08. Now, with CCK09 almost done, we have the value of comparison between the two open courses.
This year, I’m committed to the formation of a research network of individuals who are interested in actively researching connectivism/networked learning. This network will serve to provide idea exchange and suggestions for individuals tackling publication and research. I’m aware of other groups that have also set up ning sites…greater collaboration with these groups is important. I don’t want to bring everything under one umbrella, but I think greater focus on research projects around connectivism is important.
As always, contribute in any forum you wish (just remember the CCK09 tag). I’ve set up two moodle forums this week (one on research topics and one on methods).
http://ltc.umanitoba.ca/connectivism/?p=225
Week 9 is a conference week, focusing on Net Pedagogy. This will be a great opportunity to reflect on how social networks and networked technology impact how we teach and learn. We’ve lined up five excellent speakers for the week:
Martin Weller
Title: Is there a pedagogy of abundance?
Description: In a digital age we have seen a fundamental shift in many of the basic economic models underlying industries as they move from an economic model based on scarcity to one based on abundance. This is a discussion based session in which I wish to explore whether the same transformation is occurring in education, and are our existing pedagogic models based around an assumption of scarcity, rather than abundance?
Time: Wed, November 11. Time conversions (5pm GMT)
Frances Bell
Title: Transparent Teaching and Learning: what remains when the teacher disappears
Description: This session’s deliberately ambiguous title (is it a statement or a question?) encourages us to think about teachers disappearing and appearing. Rather than eliminating teaching and teachers, I recommend that we rediscover what is great about them and how that can work in a changing world. I will deliver a brief paean on teachers and teaching, thinking about why we have them, how they change their practice, and how learning takes place without teaching. I will conclude with a few observations on how teachers applied the theory of connectivism to their practice (from my participation in CCK08). Then the important part of the session will be where participants help answer the questions (using Dave Cormier’s interactive slides approach):
· Do we need teachers? Why? Why not?
· What remains when the teacher disappears?
· What informs teachers’ practice?
I hope you can join us and answer my questions.
Time: Wed, November 11 Time Conversions 2000 GMT
Stephen Downes
Title: Open Education: Projects and Potential [webcast of an f2f presentation]
Description:
The internet offers society the opportunity to provide access to a free or affordable education for all. This concept is known as ‘open education’ and is the subject of various projects, such as ‘Open Education Resources’ (OER) or the Open Courseware Project (OCW). This talk will look at the principle of open education, talk about major projects, describe the role played by educational technology, and outline some of the challenges.
Time: November 12, 10:45 – 11:45 am EST (time conversion)
Stephen Downes
Title: Speaking in Lolcats: What Literacy Means in teh Digital Era [Webcast of an f2f presentation]
Description:
The internet has introduced us to a world in which we can communicate with each other in a wide variety of media. Where formally we could only talk and sing to each other, now we can create videos, author animations, link to videos and images and cartoons, and more, mix and match these in a complex open-ended vocabulary. What it means to be literate in such an information age is fundamentally distinct from the literacy of the 3Rs, and teaching new literacy an evolving challenge for those of us still struggling to learn it. This talk looks at the elements of 21st century literacies, redefines critical thinking for the internet age, and suggests a redefinition of what we think of as ‘core’ curriculum.
Time: November 12: 2:45 – 3:45 pm EST (Time conversion)
Vicki Davis
Title: Differenting Instruction and Global Collaboration
Description: Differentiation may seem easy to those who have art supplies and other tools handy, but how does it look when it goes online and student connections become part of the learning process? Vicki Davis, co founder of the Flat Classroom(tm) Projects will lead a discussion sharing some of differentiation strategies used when global classrooms merge in rich, online learning experiences.
Time: November 12 Various time zone conversions (7 pm, EST…NOT GMT)
Terry Anderson
Title:Distance Education Pedagogy Past and Networked Future
Description: In this session Terry presents and contrast 3 generations of distance education pedagogy. He examines the tools and philosophy of cognitive/behavioural, constructivist and connectivist models.
He begins the session discussing ways that users – teachers and learners, have capacity to socially construct the use and applications of the tools we use. He finally presents an argument for supporting both group and network learning contexts in formal and lifelong education and overviews a possible model for Athabasca University.
Time: Friday, November 13th Time zone conversions 3 pm EST
All sessions will be held here in Elluminate. Discussion will be held in this moodle forum.
http://ltc.umanitoba.ca/connectivism/?p=214
In order for connections to form, openness is important.
But how open? Is there such a thing as too open?
Should all content and materials be freely available? What value does a university gain from keeping research “closed”? What about teaching? Should that be open as well?
Transparency is related to openness. Openness is most often related to content. Transparency, in contrast, involves making our learning explicit through forums, blogs, presentations, podcasts, and videos. Throughout this course, I’ve made the statement that “when you are transparent in your learning, you are teaching others”. Most people, however, are uncomfortable taking the risk of posting half-baked ideas publicly. Trust and personal sense of security is important for learners. Learning is an act of vulnerability. Given the somewhat intense flame-wars that arise online or the rude level of discourse (have a look at the comments of any popular YouTube video) in forums, feelings of vulnerability trump participation.
This week:
1. This week is an opportunity for you to reflect on what openness means to you, what benefits you get from being open, and concerns with transparent learning (as well as how you expect to overcome those concerns).
2. View videos/presentations by Alan Levine on Amazing Stories of Openness.
2. Share your own story of openness – post to Blip/Youtube, create a podcast, or a blog post. Be sure to tag CCK09.
3. Attend live session – this Thurs at 6 pm CST (time zone conversion) here in elluminate.
4. And, of course, stop by the moodle discussion forum for week 8, post your comments on your blog, etc.
http://ltc.umanitoba.ca/connectivism/?p=212
Related Sources:
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For more information about these books, click on the discussion tab found at the top of the opening page for each edition. To send me, the ''de facto'' [[User:Seifert|"Editor-in-Chief"]], a message on the LTC wiki, go to [[User talk:Seifert|Kelvin Seifert's user talk page]]. For more information about these books, click on the discussion tab found at the top of the opening page for each edition. To send me, the ''de facto'' [[User:Seifert|"Editor-in-Chief"]], a message on the LTC wiki, go to [[User talk:Seifert|Kelvin Seifert's user talk page]].
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[[User:Seifert|KelvinSeifert]] 14:48, 20 November 2008 (UTC) [[User:Seifert|KelvinSeifert]] 14:48, 20 November 2008 (UTC)
+
+==Related Sources==
+If this textbook is not quite what you are looking for, try either of these sources:
+
+:[http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Educational%20Psychology/Educational%20Psychology.pdf Educational Psychology] An open-source textbook (377 pages) meant as an introduction to educational psychology and intended for preservice teachers. The book can be downloaded in whole or in part at no charge.
+
+:[http://teachingedpsych.wikispaces.com teachingedpsych wiki] A repository of materials to support the teaching of introductory educational psychology to preservice teachers.
+
http://ltc.umanitoba.ca/wiki/index.php?title=Educational_psychology&diff=26396&oldid=prev
Networked technologies have changed power and authority. This week, we’ll explore to what degree and in what ways power and authority have been altered in learning.
The Fifth Estate — Through the Network (of Networks) .pdf
Network Logic: Who governs in an interconnected world? (.pdf) (this is a long paper/book. Skim sections that you find to be of interest).
Activities:
Thursday, Oct 29, 6 pm CST (time zone conversion). We will meet here in elluminate.
Assignments:
1. Continue regular weekly activities – blogging, developing your concept map, and follow the distributed conversation through various sites (pageflakes, delicious, Google Alerts, Twitter search).
2. Post your updated concept map on your blog.
3. Continue to work on your final presentation.
http://ltc.umanitoba.ca/connectivism/?p=210
After an excellent set of PLE conference presentations (thanks to presenters and attendees!), we now return to the regular structure of the course. This week, we will discuss complex adaptive systems (CAS). Complex adaptive systems are “fluidly changing collections of distributed interacting components that react to both their environments and to one another.”
While CAS does not have its origins in learning science, the principles are relevant and informative. The experience of learning is complex and adaptive – students experiencing the same lecture will have different recall and points of interest. Feedback from peers and faculty can shape and redirect learner’s knowledge. The complexity – often unknowable – impact of interventions and starting points of learning need to be acknowledged. Curriculum design and delivery reflects an assumption of structure and orderliness that just doesn’t exist in the learning process.
For week 6:
Read this short article on complexity, chaos, and emergence
Complexity and Information Overload in Society: why increasing efficiency leads to decreasing control (.pdf)
Developing Online From Simplicity toward Complexity: Going with the Flow of Non-Linear Learning
Live Elluminate session on Thurs this week at 2:00 pm CST (time conversion)
http://ltc.umanitoba.ca/connectivism/?p=209
This week is a conference week. The foundation of connectivism have been addressed in the first four weeks of the course: details of the theory, network structures, collectives/connectives, and a networked view of knowledge. In week five, we’ll discuss how connectivism is reflected both technologically and pedagogically through Personal Learning Environments.
Details of the conference – speakers, abstracts, and times can be found on the conference website (schedule). All sessions will be recorded, so if you are unable to attend them live, an archive will be available.
All sessions will be held in this Elluminate room.
Activities for the week:
1. Continue working on your first paper on connectivism
2. Flesh out your concept map (short overview of concept mapping)
3. Contribute to the Moodle discussion forum for the PLE conference. What is your reaction to PLEs? What are obstacles to adoption?
http://ltc.umanitoba.ca/connectivism/?p=207
Attempts to define and describe knowledge run as far back as the earliest recordings of philosophy. What is knowledge? How do we know something as being true? What do we permit as acceptable evidence to support claims? These questions form the basis of science, art (to the degree that it permits discussions of knowledge), education, and learning. Some – such as von Glaserfeld argue that we are in a post-epistemological era. Does knowledge still matter?
Our topic this week is complex, challenging, and will likely *not* be resolved in one week. But, in discussions of knowledge, the process of questioning is as valuable as the outcome.
Readings:
Learning Networks and Connective Knowledge
Rhizomatic Knowledge (Dave Cormier) – free registration to Innovate is required to read the article.
Activities:
Assignments:
1. Post comments and reflections on week readings on your blog. Participate in discussions in the Moodle forum. Provide comments to blog posts of other course participants.
2. Work on your concept map – capture key themes in the ongoing conversation that resonate with your views of learning and knowledge
3. If you haven’t done so to date, begin to follow the CCK09 tag via Google Alerts, search for recent posts on CCK09 on Twitter, and begin tracking and contributing to del.icio.us tags on connectivism and networked learning
4. Weekly live session in elluminate on Thursday at 6 pm CST (Time Zone Conversion)
http://ltc.umanitoba.ca/connectivism/?p=206
Week 3 Introductory Video
Readings
Groups Vs Networks: The Class Struggle Continues – Stephen Downes
That Group Feeling – Stephen Downes
Downes Interview: Groups and Networks (here’s the image from the video)
Group and Network (presentation, George Siemens…this presentation is from CCK08…but still reflects my view that groups are a type of network)
Optional
Collectives, Networks and Groups in Social Software for E-Learning – Terry Anderson and John Dron
7 Habits of Highly Connected People – Stephen Downes
Activities:
As mentioned at the start of CCK09, we want to take advantage of cross-course learning opportunities. This week, George will be presenting on the topic of What is Connectivism? to EC & I 831, an open course offered by Alec Couros: Tues 7 pm Regina Time (conversion to other time zones) (NOTE different Elluminate link for this session)
Elluminate discussion: Thursday, Oct 1, 2 pm CST (time zone conversion). This session will be held in our regular Elluminate room
Assignments:
1. Continue regular weekly activities – blogging, developing your concept map, and follow the distributed conversation through various sites (pageflakes, delicious, Google Alerts). In your blog posts, consider the question: Have you begun to see the rudiments of a learning network forming? Has some of the conceptual uncertainty settled?
2. If you have not done so, set up an account with Google Reader and subscribe to a few of the blogs from fellow participants that you’ve found to be insightful or valuable in your learning.
http://ltc.umanitoba.ca/connectivism/?p=204
Readings
Unfortunately, it’s difficult to find a comprehensive introductory resource detailing structures of networks online. Many excellent articles exist…but are behind pay walls. (If you have access and are interested in exploring, start with Barabasi, Watts, Granovetter). The articles listed below will provide a bit of an introduction. We will go into greater depth during our live discussion this week (time to be posted). During the live session, we will explore in greater detail terms such as: strong/weak ties, hubs, scale-free networks, small worlds, centrality, etc.
Short Introduction to social network analysis
Network science
Stephen Downes: Learning Networks: Theory and Practice .ppt and audio (this link may not work early in the week as Stephen is experiencing issues with his website)
Optional:
Networks for Newbies .ppt
Assignments:
1. Live elluminate session: Friday, 3 pm CST (time zone conversions). We will be meeting here in elluminate
2. To take advantage of other open online courses, you may wish to visit Alec Couros course this week by attending a presentation by Richard Schwier on learning communities. The session runs at 7 pm (Saskatchewan time) (GMT-6) here in elluminate
3. Post comments and reflections on week 2 readings on your blog. Participate in week 2 discussions in the Moodle forum…in particular, share resources on networks that you encounter in your browsing this week.
4. Start developing your concept map (you may have to scroll down for details on completing the CMAP)
5. Review the assignment requirements for your first paper
http://ltc.umanitoba.ca/connectivism/?p=202
New page: Week 1: [https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2009-09-14.1631.M.1223D4571DF6BC84DD5B92A640F41D.vcr Introduction to course structure and philosophy] (ellum...
New pageWeek 1:
[https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2009-09-14.1631.M.1223D4571DF6BC84DD5B92A640F41D.vcr Introduction to course structure and philosophy] (elluminate recording)
http://ltc.umanitoba.ca/wiki/index.php?title=CCK09_Recordings&diff=26045&oldid=prev
Here we are, a year later. Round two. Welcome!
This introductory week focuses on getting some ground work established. Then we’ll dive right in to discussing Connectivism.
I’ve posted a short introductory video: CCK09, Week 1.
Tag for this course – on Twitter, Delicious, Diigo, your blog, or anywhere else: CCK09. If the concept of tagging is new for you, here’s how it works:
In a traditional course, instructional design is utilized to provide structure and coherence to a course. In a distributed course, such as you’ll encounter in CCK09, conversations and content are not centralized. To bring these voices together, we rely on aggregation methods and software. When you post on your blog or on Delicious, if you tag your contribution with CCK09, others in the course will discover it through Google Alerts (or similar aggregation method).
Readings and resources for week 1:
Video Recap of Connectivism and Connective Knowledge 2008
Richard Schwier interviews George on Connectivism
Stephen Downes presentation: A quick introduction to connectivism (ustream)
George Siemens presentation on Defining Connectivism and Comparing connectivism with other learning theories
Readings
What connectivism is
What is the Unique Idea in Connectivism?
Optional Readings/References:
http://ltc.umanitoba.ca/connectivism/?p=101
Little Boxes, Glocalization and Networked Individualism (.pdf)
Synchronous Sessions:
All sessions will be held here in Elluminate:
Monday, September 14, 7:00 pm CST (Time zone conversions): Focus: introduction to the structure and focus of the course
Thursday, September 17, 4:00 pm CST (Time zone conversions): Focus: What is Connectivism
Next Steps:
Subscribe to The Daily (you will receive daily (Mon-Fri) updates about course activity): http://connect.downes.ca/cgi-bin/login.cgi
Post an introduction to the CCK09 moodle site (you will need to create an account if you have not used the moodle site before). Welcome a few others…engage in a few random conversations…
Setup a blog…tag your posts with CCK09
Post – in Moodle or your blog – on your reactions to presentations/papers on connectivism. Does the concept resonate with you? Why or why not? Are you learning through different methods than you did 5 or 10 years ago?
http://ltc.umanitoba.ca/connectivism/?p=198
New page: A Soul's Bane ===Start=== Begin by talking to the old women named Launa who can be found north of the glider in the Digsite. ===Skills=== None! ===Quests=== None! ===What You Need=== R...
New pageA Soul's Bane
===Start===
Begin by talking to the old women named Launa who can be found north of the glider in the Digsite.
===Skills===
None!
===Quests===
None!
===What You Need===
Rope and Anti Poison
===Optional Items===
Decent armor and food.
Scroll down to the end of the guide to find a 'Fast Quest Walkthrough'.
===Getting Started===
Log in your [http://www.rs2pl.com/runescape-accounts.html runescape accounts] then talk to Launa and she will tell you about the origin of the Hole and about her son and husband. When the chance comes, tell her that you will go look for her husband and son.
Now take a rope, use it with the Rift and climb down into the Anger Room.
===The Anger Room===
As soon as you enter you will watch a small cutscene. To get through this room you have to fill up the Anger Meter:
To do this, you have to kill the monsters in the room. You will have a choice of taking a weapon from the weapon rack, and each weapon only hurts one type of monster in the room:
Sword - Anger Unicorn
Spear - Anger Bear
Mace - Anger Giant Rat
Battleaxe - Anger Goblin
Don't be surprised if you hit high in the room: as you can see from the pictures below, it's natural to hit well over 100!
Kill the animals in the room until your Anger Meter fills up, and once it's full, your character will do a weird dance and a dragon comes out.
Then the screen blacks out and you will see a short cutscene. Now go through the exit, not the ladders.
===The Fear Room===
Go around and look into every Dark Hole on the sides of the wall. Search all of the Dark Holes until a Fear Reaper comes out, kill it, and repeat until you've killed 5.
After you have killed 5 Fear Reapers, you will view a short cut scene. Then go and Enter the Black Hole.
===The Confusion Room===
In this room you will see lots of doors and monsters. Leave the doors alone for now, and instead go and attack one of the Confusion Beasts. Keep attacking the beast until it disappears. Don't stop attacking the beast, even if you are hitting zero. Attack every monster and eventually you will find the real Confusion Beast. You will know when you have found the real Confusion Beast as you will be hurting it instead of hitting zero's
Note: If you run, the Confusion Beasts may mage you!
Be careful as they can poison you, but the poison is weak and only hits 1's. You have to kill that beast 5 times and after the fifth time, there will be only one door standing.
You will then see another cut scene. Now enter the remaining door.
===The Hopeless Room===
In this room, you'll have to kill each monster 3 times. When you get it's first form down to 0 hitpoints, it will shrink down and regain its' hitpoints and you'll have to fight it again. After killing it for a third time, it will disappear completely. Now cross the Bridge of Hope and enter the Black Hole.
===The Last Room===
When you enter the black hole from the hopeless room, you will see another cut scene - but this time it is between the father and... the tentacles... I mean son, as they reminisce.
After the cut scene, it is you job to kill the three tentacles. They are quite weak, but they can poison you, although the poison only hits 1 at most. Then Tolna will wake up.
When Tolna has woken up, speak to him. When the conversation is over you will appear outside. Once you are outside, Launa will no longer be there, but Tolna will. Speak to Tolna and he will tell you about what he was doing inside the rift. Then he will thank you, and give you your reward. Congratulations! Quest Complete!
===Rewards===
500 [http://www.rs2pl.com runescape gold]
500 Defense and Hitpoints experience,it will save you a lot of time and gold on power leveling.
Access to the dungeon of Tolna.
1 Quest Point
http://ltc.umanitoba.ca/wiki/index.php?title=A_Soul%27s_Bane&diff=25889&oldid=prev
CCK08 was an attempt to destabilize the concept of a course.
A course does not need to be confined to a particular set of students, with one (or even two) instructors. A course is essentially a path through a particular area of information. The path is generally formed before learners arrive, which means many learners will find parts redundant or irrelevant. A learner’s existing knowledge and motivation are the two biggest factors in determining their success. When we prepackage curriculum as a course, we largely overlook this vital aspect.
But a problem arises: how can an educator adjust a course to reflect the individual needs of 10, 15, 50, or 300 learners? Obviously, she can’t. That leaves two options:
1) Use software to assess learner’s existing knowledge (which is a flawed process because our capacity for recall is influenced by context - i.e. situated cognition and learning)
or
2) Involve other learners to serve as wayfinding guides - a network of learners sharing resources, offering comments, exchanging views. Learners are then able to contextualize their interests by forming personal learning networks. The networks of fellow learners serves to personalize the learning experience.
To get to the second stage - where learners self-organize - we need to destabilize courses. We need to question the value of single perspective course formations. We need to increase information flow so a breadth exists that allows the full range of learners to find areas (and personalities) of interest.
A significant barrier exists: the desire for learners to master and make sense of all the information. Based on CCK08 (and numerous other online courses I’ve taught) I’m convinced that the mindset formed from years and decades of taking courses is the key problem. A course suggests we can master relevant information. That what the instructor presents to us is what’s important. If we want to be knowledgeable in a field, we then need to master the content of a course.
This simply is not possible anymore.
In CCK08 Stephen Downes and I planned to distribute the conversation and learning resources in as wide a format as possible - making it impossible for anyone (instructors included) to participate in all forums and master the full range of content. The mindset adjustment required, from my observations, is a difficult one for most people to make. I find it difficult, too. When tackling a new subject, my goal is to try and capture all the important aspects. I miss seeing the patterns that emerge because I’m too busy trying to consume what I think is relevant content.
This is why it’s important to destabilize the notion of courses.
Here’s what we are planning this year in CCK09: the introduction of Conferences within Courses.
Stephen and I have tentatively planned for online conferences to run during CCK09:
Personal Learning Environments (end of Sept)
Net Pedagogy (Nov)
Systemic Change (mid-Nov)
Policy Level Implications (early Dec, timed with a UNESCO event we are both attending in Barcelona)
Each conference will run 2-3 days with numerous guest speakers and will form part of the weekly dialogue. Conferences will stand alone for those that are not interested in taking the course. If you’re interested in helping to organize any of those conferences, please let me know.
In terms of numbers - we are just under 400 registered for The Daily. This is less than we had last year at this time, but still good response.
http://ltc.umanitoba.ca/connectivism/?p=194
Given the interest in the Connectivism and Connective Knowledge course Stephen and I delivered in 2008, we’re pleased to announce an open version of the same course for fall of this year.
You can register to receive course information here. The course will be delivered in the same method as last year: content and conversations will be open. Learners that would like formal credit as part of the Certificate in Emerging Technologies for Learning can enroll through University of Manitoba’s Extended Education Faculty.
The course will begin on September 14, 2009.
If you were registered for The Daily last year, you will need to register again (the archives from last year are still available, but we are starting with a new subscriber base).
What will we be doing differently this year?
We will again open up the course so participants can take the course in any direction/space/mode that they find useful. Our goal is to provide a starting point for participants to build a distributed infrastructure for innovative conversations.
The content of the course will change somewhat, and we’ll bring in a new group of guest speakers.
Two areas of interest personally:
I would also like to see a greater focus on research. If you are interested in conducting research on the course, please contact us.
Given advancements in “messing with data”, I would love to see the the creative genius of people like Tony Hirst applied to producing innovative constellations of patterns of conversations.
Over the next few weeks, we will update the course site/wiki, schedule, and speakers list. Suggestions, as always, are welcome…
http://ltc.umanitoba.ca/connectivism/?p=189
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This is my wiki page I will use my this page to demostrate how wikis can be used.We can use this page my Project work on TQM "''Total Quality Management"''''Italic text'' This is my wiki page I will use my this page to demostrate how wikis can be used.We can use this page my Project work on TQM "''Total Quality Management"''''Italic text''
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uploaded a new version of "[[Image:Water lilies.jpg]]"
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Today we will learn all about the U of M tech Today we will learn all about the U of M tech
-[[image:baby.jpg|baby]]+[[image:baby.jpg|thumb|cute baby]]
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McKenna, M.C. & Robenson, R.D. (2009). Teaching Through Text: reading and Writing in the Content Areas (first Edition). Boston, MA: Pearson. McKenna, M.C. & Robenson, R.D. (2009). Teaching Through Text: reading and Writing in the Content Areas (first Edition). Boston, MA: Pearson.
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+RETURN To MAINPAGE [[http://ltc.umanitoba.ca/wiki/Making_a_Difference_with_Literacy]]
== '''If you were a Director, What would you do?''' == == '''If you were a Director, What would you do?''' ==
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::''Author: Crystal Machowski'' ::''Author: Crystal Machowski''
::''Editor: Janice Cherlet'' ::''Editor: Janice Cherlet''
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'''Reading Guides – Point-of-View Guides''' '''Reading Guides – Point-of-View Guides'''
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McKenna, M.C. & Robenson, R.D. (2009). Teaching Through Text: reading and Writing in the Content Areas (first Edition). Boston, MA: Pearson. McKenna, M.C. & Robenson, R.D. (2009). Teaching Through Text: reading and Writing in the Content Areas (first Edition). Boston, MA: Pearson.
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+RETURN To MAINPAGE [[http://ltc.umanitoba.ca/wiki/Making_a_Difference_with_Literacy]]
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==What we are doing== ==What we are doing==
We are having way too much fun. We are having way too much fun.
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+Can you see this?
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This chapter is about relationships among students, whether positive or negative, as well as about how teachers and other educators can support positive relationships. This chapter is about relationships among students, whether positive or negative, as well as about how teachers and other educators can support positive relationships.
-:[[Diversity: Ethnic and cultural]], ''by Stephanie Kaethler''+:[[Diversity: Ethnic and cultural]]
-:[[Relax: Getting to know, think about, and enjoy your students]], ''by Lynn Sobkowich''+:[[Relax: Getting to know, think about, and enjoy your students]]
-:[[Peer relationships]], ''by Krista Lyon+:[[Peer relationships]]
-:[[Respect: Among students, teachers, and the community]], ''by Kateri Phillips+:[[Respect: Among students, teachers, and the community]]
-:[[Bullying in schools]], ''by Chantal Morin''+:[[Bullying in schools]]
-:[[Role of school counselors]], ''by Cassie Gobeil''+:[[Role of school counselors]]
Go back to [[Educational psychology, 2nd edition | Table of Contents]]. Go back to [[Educational psychology, 2nd edition | Table of Contents]].
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consolidated multiple Tan citations
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-ShiTan Ai-Girl, (2007). Creativity: A Handbook for Teachers. Singapore: World Scientific Publishing Co. Pte. Ltd. proposed a model of creativity. It includes nine interrelated components that are divided into two main categories: the inner and outer world categories. Inner world categories include: intelligence, knowledge, and experience, non-intellectual personality characteristics, attitude, and creative behaviour. The outer world categories are: social environment, working environment, education and the creative product. Creativity is a function of all of these components working together in specific ways but they are not all observable. This can be difficult for the educator when it comes to evaluation.Tan Ai-Girl, (2007). Creativity: A Handbook for Teachers. Singapore: World Scientific Publishing Co. Pte. Ltd.+ShiTan Ai-Girl, (2007). Creativity: A Handbook for Teachers. Singapore: World Scientific Publishing Co. Pte. Ltd. proposed a model of creativity. It includes nine interrelated components that are divided into two main categories: the inner and outer world categories. Inner world categories include: intelligence, knowledge, and experience, non-intellectual personality characteristics, attitude, and creative behaviour. The outer world categories are: social environment, working environment, education and the creative product. Creativity is a function of all of these components working together in specific ways but they are not all observable. This can be difficult for the educator when it comes to evaluation.
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-The first evaluation of creativity was the Torrance Test of Creative Thinking (TCTT) created by E. Paul Torrance in 1966.Tan Ai-Girl, (2007). Creativity: A Handbook for Teachers. Singapore: World Scientific Publishing Co. Pte. Ltd. The test was created for use in research, guiding teachers in curriculum planning and determining where students’ strengths lie. The test is also used in identifying gifted children. The test has four dimensions: fluency, originality, flexibility and elaboration. In 1981 the Thinking Creatively in Action and Movement (TCAM) was published by Torrance. The TCAM measures fluency, originality and imagination and is aimed at early years students. Both tests have been proven to have good validity and are suitable for everybody to use.Miller, A. L., (2007) Creativity and cognitive style: The relationship between field-dependence-independence, expected evaluation, and creative performance. Psychology of Aesthetics, Creativity and the Arts. Vol. 1(4), pp 243-246 In the classroom, assessment is needed on a smaller scale. It leads educators to ask, how does one grade creativity?+The first evaluation of creativity was the Torrance Test of Creative Thinking (TCTT) created by E. Paul Torrance in 1966. The test was created for use in research, guiding teachers in curriculum planning and determining where students’ strengths lie. The test is also used in identifying gifted children. The test has four dimensions: fluency, originality, flexibility and elaboration. In 1981 the Thinking Creatively in Action and Movement (TCAM) was published by Torrance. The TCAM measures fluency, originality and imagination and is aimed at early years students. Both tests have been proven to have good validity and are suitable for everybody to use.Miller, A. L., (2007) Creativity and cognitive style: The relationship between field-dependence-independence, expected evaluation, and creative performance. Psychology of Aesthetics, Creativity and the Arts. Vol. 1(4), pp 243-246 In the classroom, assessment is needed on a smaller scale. It leads educators to ask, how does one grade creativity?
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-It has been found that external evaluation on creativity reduced artistic creativity.Amabile, T. (1979). Effects of external evaluation on artistic creativity. Journal of Personality and Social Psychology, 1979, 37, 221-233 This is due to the effects of extrinsic and intrinsic motivation on the students. Miller Miller, A. L., (2007) Creativity and cognitive style: The relationship between field-dependence-independence, expected evaluation, and creative performance. Psychology of Aesthetics, Creativity and the Arts. Vol. 1(4), pp 243-246conducted a study that examined the relationship between creative performance and expected evaluation and was not able to reproduce Amabile’s results. More research is needed in this area. From an educator’s standpoint, what does this mean in the classroom? TanTan Ai-Girl, (2007). Creativity: A Handbook for Teachers. Singapore: World Scientific Publishing Co. Pte. Ltd. points out that there must be a strong component of information in the evaluation in order to be effective and not lower the creativity of students. +It has been found that external evaluation on creativity reduced artistic creativity.Amabile, T. (1979). Effects of external evaluation on artistic creativity. Journal of Personality and Social Psychology, 1979, 37, 221-233 This is due to the effects of extrinsic and intrinsic motivation on the students. Miller Miller, A. L., (2007) Creativity and cognitive style: The relationship between field-dependence-independence, expected evaluation, and creative performance. Psychology of Aesthetics, Creativity and the Arts. Vol. 1(4), pp 243-246conducted a study that examined the relationship between creative performance and expected evaluation and was not able to reproduce Amabile’s results. More research is needed in this area. From an educator’s standpoint, what does this mean in the classroom? Tan points out that there must be a strong component of information in the evaluation in order to be effective and not lower the creativity of students.
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== External Links == == External Links ==
+
+For a more thorough discussion of creativity in education, the following article is helpful. It is part of a larger wiki based at the University of Georgia that emphasizes issues about learning and instruction:
[http://projects.coe.uga.edu/epltt/index.php?title=Creativity Creativity] [http://projects.coe.uga.edu/epltt/index.php?title=Creativity Creativity]
-[http://www.ndt-ed.org/TeachingResources/ClassroomTips/Encouraging_Creativity.htm Encouraging Creativity]+Here is another, briefer discussion of creativity-related issues. It is part of a website focused on "Nondestructive Testing" in the areas of science and technology:
+[http://www.ndt-ed.org/TeachingResources/ClassroomTips/Encouraging_Creativity.htm Encouraging Creativity]
== References == == References ==
http://ltc.umanitoba.ca/wiki/index.php?title=Creativity&diff=23023&oldid=prev
Looping: Think About and Enjoy Your Students: Reformatting crosslink to correct syntax
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Teachers may also get to know their students as the children simply engage in a playful way with teachers during the year and students may get to know their teachers simply by asking questions of the teacher. This type of student-teacher sharing can occur with the entire class or in more private one-on-one discussions and can range from very general informational sharing such as living with pets, to intimate informational sharing that depends primarily on the teacher's comfort level and how he or she models interactions. Teachers may also get to know their students as the children simply engage in a playful way with teachers during the year and students may get to know their teachers simply by asking questions of the teacher. This type of student-teacher sharing can occur with the entire class or in more private one-on-one discussions and can range from very general informational sharing such as living with pets, to intimate informational sharing that depends primarily on the teacher's comfort level and how he or she models interactions.
-Parents can also help teachers get to know their students and building relationships with parents is another important avenue for teachers to use ([[see Chapter 4: Social Relationships – Respect: Among students, teachers, and the community).]]+Parents can also help teachers get to know their students and building relationships with parents is another important avenue for teachers to use (see Chapter 4: Social Relationships, [[Respect: Among students, teachers, and the community]]).
- +
== Valuing Your Students == == Valuing Your Students ==
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Although some elementary school systems in Canada and the United States are experimenting with the concept of looping it is not established to the same degree as it is in Europe and is still considered innovative in North America. Hume, K. (2007). Academic Looping: Problem or Solution? Canadian Education Association: At Issue, Summer. There is limited research on the effectiveness of looping but many studies agree on the benefits and challenges of looping. Although some elementary school systems in Canada and the United States are experimenting with the concept of looping it is not established to the same degree as it is in Europe and is still considered innovative in North America. Hume, K. (2007). Academic Looping: Problem or Solution? Canadian Education Association: At Issue, Summer. There is limited research on the effectiveness of looping but many studies agree on the benefits and challenges of looping.
-The benefits include a decrease in the amount of time used to get to know each other at the beginning of the year and a decrease in time spent on classroom management and discipline as the teacher is already familiar with behaviour issues and students are familiar with expectations ([[see Chapter 2: Supporting and Managing the Classroom Environment – Discipline]]). This allows teachers to teach more because of the increased instructional time. One study found that students who looped scored substantially higher on reading and math tests than those in traditional classrooms even when both groups were taught by the same teacher. Burke, D. (1997). Looping: Adding Time, Strengthening Relationships. ERIC Digest, December. Teachers in looping classrooms get to know families and family circumstances which is beneficial when developing instructional techniques for individual students. Parents report having more confidence in the children’s teachers and feeling more respected by teachers when looping classrooms are used. +The benefits include a decrease in the amount of time used to get to know each other at the beginning of the year and a decrease in time spent on classroom management and discipline as the teacher is already familiar with behaviour issues and students are familiar with expectations (see Chapter 2: Supporting and Managing the Classroom Environment, [[Discipline]]). This allows teachers to teach more because of the increased instructional time. One study found that students who looped scored substantially higher on reading and math tests than those in traditional classrooms even when both groups were taught by the same teacher. Burke, D. (1997). Looping: Adding Time, Strengthening Relationships. ERIC Digest, December. Teachers in looping classrooms get to know families and family circumstances which is beneficial when developing instructional techniques for individual students. Parents report having more confidence in the children’s teachers and feeling more respected by teachers when looping classrooms are used.
Many studies agree that a challenge of looping is personality clashes. If there is not a good working student-teacher relationship or teacher-parent relationship, the two or three year looping cycle can seem very long and be detrimental to the student. Other criticisms include that looping is hard on newcomers and parting at the end of a looping cycle is difficult for students and teachers. A separate challenge for teachers is that they must learn at least two curriculums and use inquiry-based methods of teaching in order to be effective in a looping classroom. These challenges faced by the teacher may lead to teacher burnout. Many studies agree that a challenge of looping is personality clashes. If there is not a good working student-teacher relationship or teacher-parent relationship, the two or three year looping cycle can seem very long and be detrimental to the student. Other criticisms include that looping is hard on newcomers and parting at the end of a looping cycle is difficult for students and teachers. A separate challenge for teachers is that they must learn at least two curriculums and use inquiry-based methods of teaching in order to be effective in a looping classroom. These challenges faced by the teacher may lead to teacher burnout.
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In schools where looping classrooms are not being used, teachers may consider proposing the idea, with another willing teacher, to the administration. Implementing looping classrooms will allow the students and teachers to continue getting to know each other and will keep the teacher interested and challenged professionally. It may be possible for teachers to enjoy working with their students more in the second year after a preliminary year of getting to know them and establishing classroom management and discipline. In a looping classroom, teachers may be better teachers and students may be better learners. In schools where looping classrooms are not being used, teachers may consider proposing the idea, with another willing teacher, to the administration. Implementing looping classrooms will allow the students and teachers to continue getting to know each other and will keep the teacher interested and challenged professionally. It may be possible for teachers to enjoy working with their students more in the second year after a preliminary year of getting to know them and establishing classroom management and discipline. In a looping classroom, teachers may be better teachers and students may be better learners.
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== External Resources == == External Resources ==
-Canadian Association of Second Language Teachers - Icebreaker Activities[http://www.caslt.org/resources/general/holidays-school-ice-breakers_en.php]+For activity ideas that help with getting to know your students, try this website; the ideas are written with second-language learners in mind, but they work just as well with any students:
+
+[http://www.caslt.org/resources/general/holidays-school-ice-breakers_en.php Canadian Association of Second Language Teachers - Icebreaker Activities]
+
-CBS News.com - Video and news article on Looping [http://www.cbsnews.com/video/watch/?id=917435n]+For additional information about looping, look at this brief video from the CBS television network in the USA:
+[http://www.cbsnews.com/video/watch/?id=917435n CBS News.com - Video and news article on Looping ]
== References == == References ==
http://ltc.umanitoba.ca/wiki/index.php?title=Relax:_Getting_to_know%2C_think_about%2C_and_enjoy_your_students&diff=22981&oldid=prev
Conclusion:
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- +Assessment Arguelles & Schumm(2006). Reading. Assessment and Instruction for all learners. Chapter 1. Understanding Our Role as Teachers. Focus on the Learner. The Guilford Press, New York, London. is “the act of process of gathering data in order to better understand the strengths and weaknesses of student learning, as by observation, testing, interviews, etc.” (p.10). There are many types of assessments that teachers use in the classroom. Teachers assess students daily, weekly, and monthly depending on what they need to look for in the student’s work. Daily observations are the best types of assessment because a teacher is able to see how the student develops as each day goes by. Most commonly, assessment is done because teachers need to comprehend where students are at the start of the year in regards to what they know in a certain area and their role and goal as an educator is to help benefit that child by the end of that school year. Evaluation is something that should be done in one way, shape or form to all students in each class.
-Assessment as defined by Arguelles & Schumm(2006) is “the act of process of gathering data in order to better understand the strengths and weaknesses of student learning, as by observation, testing, interviews, etc.” (p.10). There are many types of assessments that teachers use in the classroom. Teachers assess students daily, weekly, and monthly depending on what they need to look for in the student’s work. Daily observations are the best types of assessment because a teacher is able to see how the student develops as each day goes by. Most commonly, assessment is done because teachers need to comprehend where students are at the start of the year in regards to what they know in a certain area and their role and goal as an educator is to help benefit that child by the end of that school year. Evaluation is something that should be done in one way, shape or form to all students in each class.+
There are certain types of assessment strategies for different uses. Not only does the teacher benefit by helping assess students, but the students get more help, usually one on one, and therefore the entire school community improves. There are certain types of assessment strategies for different uses. Not only does the teacher benefit by helping assess students, but the students get more help, usually one on one, and therefore the entire school community improves.
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=== Formative Assessment === === Formative Assessment ===
-Formative assessment has two necessary purposes. As Perry, Winnie, & Woolfolk, (1998) state, “guiding the teacher in planning and to help student’s identify areas that need work” (p.528) are what formative assessments help with. An example of a formative assessment test is a pretest, which helps the teacher establish the student’s knowledge. This type of assessment is a great way to see what the student’s weakness in a certain area is at the start of the year and before or during instruction so that the teacher can direct her attention to the problems. This type of assessment is sometimes called a “diagnostic test” as Perry et al (p.528) suggests, and shouldn’t be confused with the standardized diagnostic tests. Formative assessment focuses on the process of the learning from the student. An assessment method that uses daily skills are called “data based instruction” articulates Perry et al., (p. 529). There is also curriculum based instruction in which frequent testing of specific skills and knowledge is done.+Formative assessment has two necessary purposes. As Perry N., Winnie P., & Woolfolk A., (1998).Educational Psychology. 2nd Canadian Edition. Chapter 14, Classroom Assessment and Grading. United States of America. state, “guiding the teacher in planning and to help student’s identify areas that need work” (p.528) are what formative assessments help with. An example of a formative assessment test is a pretest, which helps the teacher establish the student’s knowledge. This type of assessment is a great way to see what the student’s weakness in a certain area is at the start of the year and before or during instruction so that the teacher can direct her attention to the problems. This type of assessment is sometimes called a “diagnostic test” as Perry et al (p.528) suggests, and shouldn’t be confused with the standardized diagnostic tests. Formative assessment focuses on the process of the learning from the student. An assessment method that uses daily skills are called “data based instruction” articulates Perry et al., (p. 529). There is also curriculum based instruction in which frequent testing of specific skills and knowledge is done.
=== Summative Assessment === === Summative Assessment ===
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=== Standardized testing === === Standardized testing ===
-Standardized testing is a type of classroom assessment which mainly focuses on achievement tests. This assessment based testing is standardized to assess student’s educational progress within different areas of class instruction. Ormrod (1998) also suggests that with standardized testing “both intelligence and general scholastic aptitude tests are also used to assess students overall ability to learn and perform successfully in normal classroom situations” (p.636). These ways of testing are great for any classroom and also assess the student’s behaviors though standardized testing assess very extensive areas of the curriculum that really defers little information on what each student has or has not learned.+Standardized testing is a type of classroom assessment which mainly focuses on achievement tests. This assessment based testing is standardized to assess student’s educational progress within different areas of class instruction. Ormrod, J., (1998).Educational Psychology. Developing Learners. 2nd edition.Chapter 14, Assessing what students have learned. Merrill, an imprint of Prentice Hall. Upper Saddle river New Jersey. also suggests that with standardized testing “both intelligence and general scholastic aptitude tests are also used to assess students overall ability to learn and perform successfully in normal classroom situations” (p.636). These ways of testing are great for any classroom and also assess the student’s behaviors though standardized testing assess very extensive areas of the curriculum that really defers little information on what each student has or has not learned.
=== Pencil and Paper assessment === === Pencil and Paper assessment ===
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== Conclusion == == Conclusion ==
-Although every teacher assesses differently, many of the same testing is done throughout the classroom. Numerous of the most common assessment strategies were given throughout, as well as examples of the testing types. Arguelles and Schumm (2006) declare that teaching and instruction go hand in hand with assessment (p.11). There is always room for adding new types of assessments into the schools and classrooms. Assessment is a great way to get to know the students in a classroom, not only for the teachers benefit, but for the entire community of learners as students also get the feedback they need to further their knowledge and improve their skills. Concluding, Arguelles and Schumm (2006) comments that “assessment is like inquiry, a process of collecting data to make decisions about instruction” (p.10) and so each type of assessment helps teachers make these final judgments for diverse reasons.+Although every teacher assesses differently, many of the same testing is done throughout the classroom. Numerous of the most common assessment strategies were given throughout, as well as examples of the testing types. Arguelles & Schumm(2006). Reading. Assessment and Instruction for all learners. Chapter 1. Understanding Our Role as Teachers. Focus on the Learner. The Guilford Press, New York, London. declare that teaching and instruction go hand in hand with assessment (p.11). There is always room for adding new types of assessments into the schools and classrooms. Assessment is a great way to get to know the students in a classroom, not only for the teachers benefit, but for the entire community of learners as students also get the feedback they need to further their knowledge and improve their skills. Concluding, Arguelles and Schumm (2006) comments that “assessment is like inquiry, a process of collecting data to make decisions about instruction” (p.10) and so each type of assessment helps teachers make these final judgments for diverse reasons.
- +
== External Resources == == External Resources ==
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== References == == References ==
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-1. Arguelles, M., Schumm, J., (2006). Reading. Assessment and Instruction for all learners. Chapter 1. Understanding Our Role as Teachers. Focus on the Learner. The Guilford Press, New York, London.
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-2. Ormrod, J,. (1998). Educational Psychology. Developing Learners. 2nd edition.Chapter 14, Assessing what students have learned. Merrill, an imprint of Prentice Hall. Upper Saddle river New Jersey.
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-3. Perry, N., Winne, P., Woolfolk, A. (1998). Educational Psychology. 2nd Canadian Edition. Chapter 14, Classroom Assessment and Grading. United States of America.
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It's more than just knowing your ABCs:
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'''''Edited by'':''' Kyle Katch '''''Edited by'':''' Kyle Katch
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• buy them yourself at a yard sales, the public library or book fairs • buy them yourself at a yard sales, the public library or book fairs
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• use a bookclub like Scholastic that gives teachers points for each dollar spent by their students • use a bookclub like Scholastic that gives teachers points for each dollar spent by their students
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• contact parent organizations to help raise money for libraries • contact parent organizations to help raise money for libraries
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• ask relatives and friends who have older children if they have any books that their children have out grown • ask relatives and friends who have older children if they have any books that their children have out grown
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• Fiction and non-fiction books. It is important to have at least one-fourth of the library non-fiction and that include pictures. Include a broad range of reading and grade levels. For example, try to go two grades below and two grades above student's grade level. • Fiction and non-fiction books. It is important to have at least one-fourth of the library non-fiction and that include pictures. Include a broad range of reading and grade levels. For example, try to go two grades below and two grades above student's grade level.
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• Magazines and comic books that are not 3 or more years old. For example, National Geographics, Sports Illustrated for Kids, Cooking and Sewing Magazines, Automobiles, etc. • Magazines and comic books that are not 3 or more years old. For example, National Geographics, Sports Illustrated for Kids, Cooking and Sewing Magazines, Automobiles, etc.
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Each student should keep a log of the books they read. Each week, the student will be asked to compile a worksheet about 1 of the stories they have read. The worksheet should include the title, author, what takes places, list of the main characters, solution to the problem (if any). Each student should keep a log of the books they read. Each week, the student will be asked to compile a worksheet about 1 of the stories they have read. The worksheet should include the title, author, what takes places, list of the main characters, solution to the problem (if any).
+
Invite students to sign out books to bring home and tell students to have fun and enjoy what they are reading. Invite students to sign out books to bring home and tell students to have fun and enjoy what they are reading.
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2B Book CLUB:
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'''Description''' '''Description'''
-Two of the overarching themes of our text selection for grades 9 through 12 are Canadian literature and utopian/dystopian literature. The Handmaid’s Tale falls neatly into both categories. The Handmaid’s Tale depicts the story of Offred, a fertile woman living in totalitarian, post nuclear war America, now known as the Republic of Gilead. As one of the few fertile women left in the Republic, Offred is indoctrinated at a school, which teaches her philosophies of the new theocratic republic, and the skills she will need as a Handmaid for a wealthy family. Coinciding with some of the common themes in Canadian literature, The Handmaid’s Tale is a social critique that explores the subjugation of women, isolation, manipulation through political and military tactics, and the concept of utopia/dystopia. +Two of the overarching themes of our text selection for grades 9 through 12 are Canadian literature and utopian/dystopian literature. ''The Handmaid’s Tale'' falls neatly into both categories. ''The Handmaid’s Tale'' depicts the story of Offred, a fertile woman living in totalitarian, post nuclear war America, now known as the Republic of Gilead. As one of the few fertile women left in the Republic, Offred is indoctrinated at a school, which teaches her philosophies of the new theocratic republic, and the skills she will need as a Handmaid for a wealthy family. Coinciding with some of the common themes in Canadian literature, ''The Handmaid’s Tale'' is a social critique that explores the subjugation of women, isolation, manipulation through political and military tactics, and the concept of utopia/dystopia.
A detailed analysis of the plot, themes, and characters can be found [here http://www.sparknotes.com/lit/handmaid/]. A detailed analysis of the plot, themes, and characters can be found [here http://www.sparknotes.com/lit/handmaid/].
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'''G: Grade:''' 11 '''G: Grade:''' 11
-'''R: Readability:''' considering the vocabulary, the sentence length, and the maturity of the content, this text is suitable for a mature grade 11 or a grade 12 since the students will be exposed to dystopian literature before reaching grade 11, they will have the scafforling necessary to comprehend and enjoy this text. +'''R: Readability:''' Considering the vocabulary, the sentence length, and the maturity of the content, this text is suitable for a mature grade 11 or a grade 12 Since the students will be exposed to dystopian literature before reaching grade 11, they will have the scafforling necessary to comprehend and enjoy this text.
'''I: Interest:''' This novel revolves around subjects that I think students will find inherently interesting, and will prompt a lot of questions and good discussion. These include: '''I: Interest:''' This novel revolves around subjects that I think students will find inherently interesting, and will prompt a lot of questions and good discussion. These include:
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·The future of society (particularly after nuclear war), which can provide opportunities for discussion on their perceptions of possible future outcomes of our actions. ·The future of society (particularly after nuclear war), which can provide opportunities for discussion on their perceptions of possible future outcomes of our actions.
-'''N: Need:''' I think there is a need to supplement our literature choices with Canadian content. General Learning Outcome 2 for each of the 4 grades, requires students to “Comprehend and respond personally and critically to oral, print, and other media texts.” More specifically, the specific learning outcome, 2.2.2, requires students to “Connect self, text, and Culture: Respond personally and critically to individuals, events, and presented in a variety of Canadian and international texts.” Exposure to Canadian content is an important cultural experience; the stereotype that Canada does not have anything considerable to offer the global art community is completely unsubstantiated, yet most people would probably struggle to name one Canadian author, poet, musician, actor, or performance artist. Therefore, it is our role as Canadian educators, to infuse some pride for Canada’s creators into our curricula.+'''N: Need:''' I think there is a need to supplement our literature choices with Canadian content. General Learning Outcome 2 for each of the 4 grades, requires students to “comprehend and respond personally and critically to oral, print, and other media texts.” More specifically, the specific learning outcome, 2.2.2, requires students to “connect self, text, and culture: respond personally and critically to individuals, events, and presented in a variety of Canadian and international texts.” Exposure to Canadian content is an important cultural experience; the stereotype that Canada does not have anything considerable to offer the global art community is completely unsubstantiated, yet most people would probably struggle to name one Canadian author, poet, musician, actor, or performance artist. Therefore, it is our role as Canadian educators to infuse some pride for Canada’s literary creators into our curricula.
-The Handmaid’s Tale is a provocative novel that will give students the opportunity to begin discussion of our future if we continue to follow along this trajectory of political, environmental, and international choices.+''The Handmaid’s Tale'' is a provocative novel that will give students the opportunity to begin discussion of our future if we continue to follow along this trajectory of political, environmental, and international choices.
'''Activities:''' '''Activities:'''
-1. Group students, and assign each group a specific job: sociologists, scientists/doctors, politicians, theologians, etc, and explain specifically what each profession entails using index cards. Through the use of a PowerPoint Presentation, including images and music, guide the students through a visualization of post-nuclear war North America. Describe the setting and history of ''The Handmaid’s Tale'' through this visualization, as well as the type of society that now exists post war. In their expert teams, have students create a [http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/strategies/tsvels4writing.htm#2 graffiti board] showcasing their thoughts on the implications of this disaster, and how this post war climate would affect their specific field of expertise. Ie. Sociologists will focus on the implications of this new regime on interpersonal relations, Doctors, on the implications of the regime on healthcare, etc. The activity would require students to formulate predictions of what they think the society in Offred’s world would be composed of, and would thus activate their thoughts to this dystopia.+1. Group students, and assign each group a specific job: sociologists, scientists/doctors, politicians, theologians, etc, and explain specifically what each profession entails using index cards. Through the use of a PowerPoint Presentation, including images and music, guide the students through a visualization of post-nuclear war North America. Describe the setting and history of ''The Handmaid’s Tale'' through this visualization, as well as the type of society that now exists post war. In their expert teams, have students create a [http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/strategies/tsvels4writing.htm#2 graffiti board] showcasing their thoughts on the implications of this disaster, and how this post war climate would affect their specific field of expertise. Ie. Sociologists will focus on the implications of this new regime on interpersonal relations, doctors, on the implications of the regime on healthcare, etc. The activity would require students to formulate predictions of what they think the society in Offred’s world would be composed of, and would thus activate their thoughts to this dystopia.
-2. Students will create a blog, documenting 5 entries from Offred’s perspective throughout the novel. Entries will be written at significant periods, and will reflect how her life, the society around her, and her character changes and copes. Possible entries could include while she’s free, while she is in the school, etc. This will provide students with the opportunity the create text, and to delve deeper into Offred’s character, motivations, and the effects of this dystopian society on its citizens.+2. Students will create a blog, documenting 5 entries from Offred’s perspective throughout the novel. Entries will be written at significant periods and will reflect how her life, the society around her, and her character changes and copes. Possible entries could include while she’s free, while she is in the school, etc. This will provide students with the opportunity the create text, and to delve deeper into Offred’s character, motivations, and the effects of this dystopian society on its citizens.
-3. Students will become familiar with Margaret Atwood by writing and listening to several interviews available on CBC's Archives. First, students will have the opportunity to brainstorm questions they would ask their favourite author. Then they will listen to one or more interview of Margaret Atwood, and discuss the interviewers assessment of her texts, and what was revealed through the interview about Atwood's character. The interviewws are availabel through CBC Archives Radio or Television resources at: http://archives.cbc.ca/arts_entertainment/literature/topics/1494/General archives with all her resources+3. Students will become familiar with Margaret Atwood by writing and listening to several interviews available on CBC's Archives. First, students will have the opportunity to brainstorm questions they would ask their favourite author. Then they will listen to one or more interview of Margaret Atwood, and discuss the interviewers assessment of her texts, and what was revealed through the interview about Atwood's character. The interviews are available through CBC Archives Radio or Television resources at: http://archives.cbc.ca/arts_entertainment/literature/topics/1494/General archives with all her resources
''Selection #2'' ''Selection #2''
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'''''Animal Farm''''' '''''Animal Farm'''''
by George Orwell by George Orwell
+[[Image:animal_farm.jpg]]
+
'''Description''' '''Description'''
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2B Book CLUB:
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-== '''2B Book CLUB''' ==
-
-
-Members:
-Jonathan Clark
-Chrissy Crate
-Cole Hunt
-Kaleigh Quinn
-Mike Thwaites
-
-'''Our recommendations:'''
-
-''Selection #1''
-
-'''The Handmaid’s Tale'''
-By Margaret Atwood
-
-Two of the overarching themes of our text selection for grades 9 through 12 are Canadian literature and utopian/dystopian literature. The Handmaid’s Tale falls neatly into both categories. The Handmaid’s Tale depicts the story of Offred, a fertile woman living in totalitarian, post nuclear war America, now known as the Republic of Gilead. As one of the few fertile women left in the Republic, Offred is indoctrinated at a school, which teaches her philosophies of the new theocratic republic, and the skills she will need as a Handmaid for a wealthy family. Coinciding with some of the common themes in Canadian literature, The Handmaid’s Tale is a social critique that explores the subjugation of women, isolation, manipulation through political and military tactics, and the concept of utopia/dystopia.
-
-A detailed analysis of the plot, themes, and characters can be found [here http://www.sparknotes.com/lit/handmaid/].
-
-'''G: Grade:''' 10
-'''R: Readability:''' The readability
-'''I: Interest:''' This novel revolves around subjects that I think students will find inherently interesting, and will prompt a lot of questions and good discussion. These include:
-·The dynamics of relationships
-·How people are manipulated and subjugated (which can apply directly to global current events)
-·The future of society (particularly after nuclear war), which can provide opportunities for discussion on their perceptions of possible future outcomes of our actions.
-'''N: Need:''' I think there is a need to supplement our literature choices with Canadian content. General Learning Outcome 2 for each of the 4 grades, requires students to “Comprehend and respond personally and critically to oral, print, and other media texts.” More specifically, the specific learning outcome, 2.2.2, requires students to “Connect self, text, and Culture: Respond personally and critically to individuals, events, and presented in a variety of Canadian and international texts.” Exposure to Canadian content is an important cultural experience; the stereotype that Canada does not have anything considerable to offer the global art community is completely unsubstantiated, yet most people would probably struggle to name one Canadian author, poet, musician, actor, or performance artist. Therefore, it is our role as Canadian educators, to infuse some pride for Canada’s creators into our curricula.
-
-The Handmaid’s Tale is a provocative novel that will give students the opportunity to begin discussion of our future if we continue to follow along this trajectory of political, environmental, and international choices.
-
-'''Activities:'''
-1. Group students, and assign each group a specific job: sociologists, scientists/doctors, politicians, theologians, etc, and explain specifically what each profession entails using index cards. Through the use of a PowerPoint Presentation, including images and music, guide the students through a visualization of post-nuclear war North America. Describe the setting and history of ''The Handmaid’s Tale'' through this visualization, as well as the type of society that now exists post war. In their expert teams, have students create a [http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/strategies/tsvels4writing.htm#2 graffiti board] showcasing their thoughts on the implications of this disaster, and how this post war climate would affect their specific field of expertise. Ie. Sociologists will focus on the implications of this new regime on interpersonal relations, Doctors, on the implications of the regime on healthcare, etc. The activity would require students to formulate predictions of what they think the society in Offred’s world would be composed of, and would thus activate their thoughts to this dystopia.
-
-2. Students will create a blog, documenting 5 entries from Offred’s perspective throughout the novel. Entries will be written at significant periods, and will reflect how her life, the society around her, and her character changes and copes. Possible entries could include while she’s free, while she is in the school, etc. This will provide students with the opportunity the create text, and to delve deeper into Offred’s character, motivations, and the effects of this dystopian society on its citizens.
-3. Students will become familiar with Margaret Atwood by writing and listening to several interviews available on CBC's Archives. First, students will have the opportunity to brainstorm questions they would ask their favourite author. Then they will listen to one or more interview of Margaret Atwood, and discuss the interviewers assessment of her texts, and what was revealed through the interview about Atwood's character. The interviewws are availabel through CBC Archives Radio or Television resources at: http://archives.cbc.ca/arts_entertainment/literature/topics/1494/General archives with all her resources
-
-
Return to MAIN PAGE ENGLISH TEACHERS [[http://ltc.umanitoba.ca/wiki/English_Teachers_2009]] Return to MAIN PAGE ENGLISH TEACHERS [[http://ltc.umanitoba.ca/wiki/English_Teachers_2009]]
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::Edited by Serena Godmaire ::Edited by Serena Godmaire
-http://pro.corbis.com/images/CB106414.jpg?size=572&uid=%7BA3EDD745-11DF-4E73-8A47-6CE500D49276%7D[[http://pro.corbis.com/images/CB106414.jpg?size=572&uid=%7BA3EDD745-11DF-4E73-8A47-6CE500D49276%7D]]+http://pro.corbis.com/images/CB106414.jpg?size=572&uid=%7BA3EDD745-11DF-4E73-8A47-6CE500D49276%7D.jpg[[http://pro.corbis.com/images/CB106414.jpg?size=572&uid=%7BA3EDD745-11DF-4E73-8A47-6CE500D49276%7D]]
'''Background''' '''Background'''
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-== '''Very Interesting Title''' ==
+'''== Madrigal Magic by Vhana Moldowan
+ =='''
+Content Overview Background:
-::By: First Last Names''+ The music is place that is already full of opportunities for students to learn and practice literacy skills such as reading musical notation. I think there is a need for students to be able to relate more literacy skills to the music Here is an opportunity for students to explore the historical context of Madrigals, make musical and lyrical meaning, and possibly create some cross curricular connections.
-::''Editor: First Last Names''+
-'''Content Literacy'''+General Learning Outcomes
-According to Klein (2008), content literacy is the ability to read, write, comprehend, draw inferences, create, and interpret a range of media in various subjects such as social studies, science, mathematics, and computer science and technology. Content literacy plays a vital role in daily lives of students and teachers.+M U1- Students experience and develop awareness of music from various times, places, social groups, and cultures.
-Understanding the importance of literacy helps a teacher become better educator and recognize student’s needs and behaviors as they progress through their cognitive development. It also helps teachers choose appropriate teaching techniques and understand what learners might do while learning and why. It helps students to read and write effectively, increases students’ learning from informational text, and allows students’ to be more engaged in literacy and content subjects (Klein, 2008).+
-To make meaning and build understanding, students need both general literacy skills and content-specific literacy skills (Literacy Matters, 2008). Not all students learn in the same way. Because of the multicultural nature of our population, there is greater student diversity in the Each contains unique personalities with highly individual ways of seeing the world and of learning - differences based on gender, values, cultures, and personal and family history. These unique personalities require teachers to adapt and accomodate a range of learning styles and intelligences and also require students to acquire and apply reading and writing strategies to construct knowledge.+M V1 - Students demonstrate interest, curiosity, and engagement while making and experiencing music in a variety of contexts.
-'''Application of Content Literacy in Social Studies'''
-As outlined in the Manitoba Curriculum, social studies enables students to explore key world issues, develop core concepts, acquire knowledge, skills, and values necessary to understand the world in which they live. According to LiteracyMatters, students’ development of higher order thinking skills, (analysis, synthesis, and evaluation - 4, 5, and 6 respectively on the Bloom’s Taxonomy) depend on a variety of literacy skills and processes. To help students in the learning process many different textbooks, journals, maps, and documents are provided. To comprehend the material outlined in the curriculum, students’ must be able to understand specific vocabulary, differentiate between facts and opinions, and connect newly acquired information to prior knowledge.+Try It Yourself
-Various activities and strategies are available to teachers that could help students in their development of the content literacy skills. For example: Word Puzzles, Vocabulary Word Map, Word Shapes. +
-'''Word Puzzle'''
-To create a word search puzzle or crossword puzzle use key words collected from each unit covered in Free word search puzzle and crossword puzzle maker is available at http://www.puzzle-maker.com/ or at http://www.puzzlemaker.com+Begin the with so8ng. Have the students listen to a madrigal or watch a video performance online. (see resources)
-'''Word Map'''+Give the students 5 minutes to write down their initial thoughts/reactions and any impressions that they have of this genre of music.
-A vocabulary word map is a visual organizer that helps students engage with and think about new terms or concepts in several ways. The organizer is available (only for use) at http://www.readingquest.org/pdf/wordmap.pdf.+The stduents will hand in their thoughts, and the will then brainstorm anything they previously know about madrigals, or what they gained from the music or video (such as the language, expected time period, perhaps the historical purpose, instrumentation, group size, etc)
-'''Word Shapes'''+As a come up with a list of questions to be explored about madrigals.
+i.e. Historical background?- Time frame/language/where was it common/developed?
+Who were known composers and what was their background? What is the meaning of the text?
-Students record the words, specific terms, using the letters in the word to create an image. Free word shapes maker is available at http://tools.atozteacherstuff.com/word-shapes/wordshapes.html +In discuss how the research and/or presentation will be evaluated. Discuss what the students think you should be looking for and how the assignment should be weighted.
-Example of a word shapes is provided at: http://www.tki.org.nz/r/socialscience/curriculum/SSOL/cultures/wordshapes_e.php. +Homework assignment:
-'''References'''+Have the students work alone or in partners, and bring in a 1-2 page researched response to one or more of these questions, and be prepared to give a short (1-2 minute) answer to the question(s).
-LiteracyMatters, (2008). Retrieved September 12, 2008 from http://www.literacymatters.org/content/overview/definition.htm.
-Klein, P. (2008). Content Literacy. What Works?. (13), 1-4. Retrieved September 12, 2008 from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/contentLiteracy.pdf.+Next students will share their findings, and again, students will have 5 minutes at the end of to reflect on if they have a new impression of madrigals and what they have observed.
-Back to Making a Difference with Literacy Mainpage[[http://ltc.umanitoba.ca/wiki/Making_a_Difference_with_Literacy]]+
+Potential follow up: As a deconstruct the lyrics to a madrigal and make a 21st century conection to the meaning.
+
+
+References
+
+McKenna, M.C. & Robinson, R.D. (2009) Teaching through text: Reading and writing in the content areas (First Edition). Boston, Ma: Pearson.
+
+
+Resources
+
+Choral Public Domain Library www.cpdl.org
+You Tube, search ‘madrigal+performances’ http://ca.youtube.com/results?search_query=madrigal+performance&search_type=&aq=f
+Music databases such as Classical Music Library available online through University of Manitoba, Eckhardt-Gramatté Music Library
+http://umanitoba.ca/libraries/units/music/index.html
http://ltc.umanitoba.ca/wiki/index.php?title=Chapter_1_The_Importance_of_Literacy_in_Content_Areas&diff=21982&oldid=prev
Mike Bogle asked a question last week. Being somewhat chaotically organized these days, I failed to answer him in time for his presentation - sorry Mike :(.
His question - “I’m wondering if you have a guestimate on the current number of active participants” - is valuable as we move to wrap up mode in CCK08, so I’ll tackle it anyway.
First, my time. I have spend a minimum of 12 hours per week on CCK08. Some weeks, especially at the start, were likely closer to about 30 hours. On average, my time breakdown weekly is as follows:
Contribute to The Daily: 3-5 hours a week (this includes reading posts and including with short commentary in The Daily
Reading moodle forum contributions: 5-7 hours a week. This includes reading and posting. Self-organization on the part of participants has minimized this over the last few weeks. I still read all of the posts and would like to respond to many, many more than I do.
Recording/wrapup/intro for next week - this ranges from zero some weeks to ~2 hours others
Live sessions: 3+ hours. This includes elluminate and UStream sessions.
Responding to email (when I’m actually punctual): 2-5 hours a week
Marking papers: ~1 hour min per paper - reading, reflecting, and trying to write something coherent and hopefully of value to the participants. Total marking time for the course (this is still ongoing, so I’m guessing): ~75 hours
I posted on my course prep time earlier - just can’t remember where. I should have kept slightly better notes, but my time spent in advance of the course in organization, pulling together readings, chats with Stephen, Dave, and others, planning interaction, creating the syllabus, setting up the site/blog/wiki are comfortably in the 60-80 hour range.
Total time I spent on CCK08: between 375-425 hours.
Ok. On to Mike’s question: How many people are still active?
Well, The Daily still has over 1800 people signed up. This means they, a) don’t know how to unsubscribe or b) are at least somewhat engaged. The moodle forum has fairly active discussion, though their are likely less than 50 participants that have been regular participants. The Second Life group has met numerous times, but I don’t know the stats or attendance numbers or their recent activity. Fleep Tuque has some thoughts on SL, but doesn’t really provide information on numbers attending and frequency of meetings. Blogs are fairly wide ranging. There is some overlap with moodle contributions, but many are only blogging. Numbers are hard to guess, but I would say we have about 35 people who are still blogging. Others have not created their own blog, but have participated through comments to those who were blogging. Delicious shows almost 1200 tags for CCK08, Google Blog Search shows just under 9000 references to CCK08, and the list of small, fragmented contributions goes on across the multiple forums and sites that comprise “being online” today.
What has been the impact of CCK08?
I don’t know. I have spoken to people at conferences who have said “I’m a student in your course”. But I often don’t recognize their name. Since CCK08 started, I’ve had the same experience at every conference I’ve presented: ALT-C in Leeds, COHERE in Torontoa, Web 2.0 in Portugal, NW Elearning Conference in Pasco, multiple presentations in Australia, Corporate Learning: Trends and Innovations online conference, and last week at E-Learn in Las Vegas. The numbers I cited above - less than 200 active participants across multiple spaces - seems small in light of the number of learners we had sign up (about 2400 at one stage, I believe). This doesn’t take account of individuals that will access the course resources after the course is officially done. If the online conferences we ran last year at University of Manitoba are any indication, access after the event exceeds during-event participation.
By way of a final analysis, thousands came, less stayed, and even less contributed. Did we change the world? No. Not yet. But we (and I mean all course participants, not just Stephen and I) managed to explore what is possible online. People self-organized in their prefered spaces. They etched away at the hallowed plaque of “what it means to be an expert”. They learned in transparent environments, and in the process, became teachers to others. Those that observed (or lurked as is the more common term), hopefully found value in the course as well. Perhaps life circumstances, personal schedule, motivation for participating, confidence, familiarity with the online environment, or numerous other factors, impacted their ability to contribute. While we can’t “measure them” the way I’ve tried to do with blog and moodle participants, their continued subscription to The Daily and the comments encountered in F2F conferences suggest they also found some value in the course.
All in all. It was fun. I’ll try and pull together more cohesive reflections over the next few weeks. As will Stephen and the numerous participants, I imagine.
http://ltc.umanitoba.ca/connectivism/?p=182
Week 12: The Future of Connectivism and Directions in Research (November 24-30):
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'''Mon:''' Recorded presentations and readings will be posted to the email list '''Mon:''' Recorded presentations and readings will be posted to the email list
-'''Wed:''' Elluminate discussion 7 pm CST: See [http://www.timeanddate.com/worldclock/fixedtime.html?month=9&day=3&year=2008&hour=19&min=0&sec=0&p1=265 time zone conversions]+'''Wed:''' Two Elluminate discussions (both sessions can be [https://sas.elluminate.com/site/external/launch/meeting.jnlp?sid=2008104&password=M.FF8400602B773069D13BC33E95D60F accessed via this link]):
- +*11 am CST: See [http://www.timeanddate.com/worldclock/fixedtime.html?month=11&day=5&year=2008&hour=11&min=0&sec=0&p1=265 time zone conversions].
-'''Friday:''' Discussion via [http://www.ustream.tv/channel/connectivism-and-connective-knowledge USTREAM] 11 am CST: See [http://www.timeanddate.com/worldclock/fixedtime.html?month=9&day=12&year=2008&hour=11&min=0&sec=0&p1=265 time zone conversion]+*7 pm CST: See [http://www.timeanddate.com/worldclock/fixedtime.html?month=11&day=5&year=2008&hour=19&min=0&sec=0&p1=265 time zone conversions]. '
+'''Friday:''' Discussion via [http://www.ustream.tv/channel/connectivism-and-connective-knowledge USTREAM] 11 am CST: See [http://www.timeanddate.com/worldclock/fixedtime.html?month=11&day=7&year=2008&hour=11&min=0&sec=0&p1=265 time zone conversion]
'''Assignments:''' '''Assignments:'''
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Juxtaposing the aesthetics and the meaning: Encouraging artistic dialogue in the art
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-::'''Author: Stacey Abramson''' +::''Author: Stacey Abramson''
::''Editor: Jill MacGregor'' ::''Editor: Jill MacGregor''
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'''Outline from my presentation:''' '''Outline from my presentation:'''
+__TOC__Old Classroom vs. New Classroom__TOC__
+
Old Classroom vs. New Classroom Old Classroom vs. New Classroom
Most of my information about the Old vs. New and its Implications came from Michael Wesch. Michael Wesch is a cultural anthropologist from Kansas State University. Here are some videos from Michael Wesch worth checking out: Most of my information about the Old vs. New and its Implications came from Michael Wesch. Michael Wesch is a cultural anthropologist from Kansas State University. Here are some videos from Michael Wesch worth checking out:
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-'''Search Materials'''âLess Searching, More Findingâ+'''Search Materials'''
- +âLess Searching, More Findingâ
RSS Feeds (Real Simple Syndication) RSS Feeds (Real Simple Syndication)
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-== [[Chapter 8: Instructional Planning|Chapter 8: Instructional Planning]] ==
-
-== [[Chapter 9: Teacher-made Assessment Strategies|Chapter 9: Teacher-made Assessment Strategies]] ==
-
-== [[Chapter 10: Standardized and Other Formal Assessments|Chapter 10: Standardized and Other Formal Assessments]] ==
-
-== [[Chapter 11: The Nature of Classroom Communication|Chapter 11: The Nature of Classroom Communication]] ==
http://ltc.umanitoba.ca/wiki/index.php?title=Educational_psychology_1st_edition&diff=21740&oldid=prev
CCK08 has been a wonderful learning experience for me. As we move to wrapping up the course formally, I’m starting to shift into reflection mode. Not surprisingly, my main focus is on connections.
I’ve had an interesting three weeks where the importance of varying types of connections has been brought to the forefront.
First, I’ve discovered that Australia has very poor internet connectivity. My travel schedule included stops in Sydney, Mooloolaba, Brisbane, Adelaide, Melbourne, and Katoomba. Of the numerous hotels, only one in Sydney provided a sufficient quality internet connection for me to participate in weekly activities (Skype and Elluminate) in CCK08. For the bulk of the trip, I felt removed from the course activities. Fortunately, the course was in the very able hands of Stephen, Dave, and learners. Still, I found the inability to access discussions very isolating. Time is one barrier (Wed and Fri session happen at ~ 2 am in Australian time), but I was able to attend most of the sessions. The bigger barrier was the consistent inability to participate in the course at the level I would have liked. My habits and activities changed quickly as well – recording video, uploading large files, and posting podcasts were put aside. Access to technology determines how we are able to participate.
Secondly, space and location mean very little. I was physically presenting at conferences and conducting workshops, yet I was involved in most of what I would have been doing if I had been at my office at U of Manitoba (with the exception of high-bandwidth activities, of course). I managed to keep somewhat current with email, collaborate with Dave Cormier as we finalized plans for our Introduction to Emerging Technologies course, work with Jay Cross and Tony Karrer to finalize our corporate trends conference, started blogging for E-LEARN 2008 (this week in Las Vegas), etc. I basically functioned as if I was “there” (namely, wherever there is).
For example, I landed in Vancouver yesterday after at 15 hour flight from Sydney. After making my way through security, I delivered my presentation on adaptive strategy to the Corporate Trends conference and hosted a discussion with David Weinberger. And posted a few thoughts in the conference Ning site, replied to CCK08 discussions, followed up on discussions in a digital literacies course I’m teaching to Palestinian and Malaysian educators, and so on…
I can function as if space and location are not issues. Which raises a bigger question: can I use the technology well? While it’s interesting to communicate and participate in online conferences and conversations around the world and in different time zones, the blurring of space requires a growth in prudence and self-awareness. We (ok, I) need to be aware of our limits. While technology changes, human nature and our need for self-care does not.
Thirdly, being human is still requires face-to-face time (in contrast to my point above). While in Australia, I received the unfortunate news that my Grandmother – still living my birth country, Mexico – had passed away. News arrived to my siblings in Manitoba. And I was informed via email, SMS, and Facebook. A touching and heartfelt posting in Facebook by my sister served as a eulogy to mourn, to hope, to reflect, and to honour my Grandmother’s transition. Yet, for this instance, space and geography loomed large as barriers. I appreciated the ability to be able to be in direct contact online, but would have preferred to mourn together with family in physical contact. Perhaps part of what I’m learning from the blurring of space/time through the web is that perfect opportunities (such as to mourn together with others in the physical world) can at least be partly replaced with online opportunities. In this instance, my choices were not: perfect, partial replacement, or not at all. My choices were between partial replacement and not at all. I appreciated the partial, but longed for the perfect.
http://ltc.umanitoba.ca/connectivism/?p=180
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''Welcome!'' ''Welcome!''
-This is the starting page for the ''second'' edition of the collaborative, student-written textbook about educational psychology. (The [[Educational psychology 1st edition | ''first'' edition]] of the same textbook can be found [[Educational psychology 1st edition | here]].) Selection of chapters and topics, as well as the text of all of the sections, have been created by 28 students taking a particular section (A12) of EDUA 1800, "Psychology of Learning," at the University of Manitoba during the 2008-2009 academic year. Minor alterations in the titles of chapters were made by the instructor and ''de facto'' "editor-in-chief," [[User:Seifert | Kelvin Seifert]], in order to reduce potential overlap among sections and to reconcile slight differences in the wording of section titles. If you wish to contact Kelvin Seifert, leave a message on [[User:Seifert | Kelvin's talk page]]. To learn more about the project, try reading [http://home.cc.umanitoba.ca/~seifert/studentwrittentext.html Kelvin's recent article about the project].+This is the starting page for the ''second'' edition of the collaborative, student-written textbook about educational psychology, due for completion in about March, 2009. (The [[Educational psychology 1st edition | ''first'' edition]] of the same textbook can be found [[Educational psychology 1st edition | here]].) Selection of chapters and topics, as well as the text of all of the sections, have been created by 28 students taking a particular section (A12) of EDUA 1800, "Psychology of Learning," at the University of Manitoba during the 2008-2009 academic year. Minor alterations in the titles of chapters were made by the instructor and ''de facto'' "editor-in-chief," [[User:Seifert | Kelvin Seifert]], in order to reduce potential overlap among sections and to reconcile slight differences in the wording of section titles. If you wish to contact Kelvin Seifert, leave a message on [[User:Seifert | Kelvin's talk page]]. To learn more about the project, try reading [http://home.cc.umanitoba.ca/~seifert/studentwrittentext.html Kelvin's recent article about the project].
[[Image:LizSoftball.jpg]] [[Image:LizSoftball.jpg]]
http://ltc.umanitoba.ca/wiki/index.php?title=Educational_psychology%2C_2nd_edition&diff=21679&oldid=prev
âOlder revision
Revision as of 14:36, 15 November 2008
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{{Infobox Person {{Infobox Person
|name = George Siemens |name = George Siemens
-|image = "http://innovateonline.info/images/portraits/Siemens.jpg"+|image = Siemens.jpg
|caption = He's a guy |caption = He's a guy
|birth_date = |birth_date =
http://ltc.umanitoba.ca/wiki/index.php?title=IntroEmergingTech&diff=21667&oldid=prev
âOlder revision
Revision as of 18:02, 14 November 2008
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'''Search Materials'''âLess Searching, More Findingâ '''Search Materials'''âLess Searching, More Findingâ
+
RSS Feeds (Real Simple Syndication) RSS Feeds (Real Simple Syndication)
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Delicious tutorial from Technomarketer: [[http://www.youtube.com/watch?v=PyJaI2PEjRc]] Delicious tutorial from Technomarketer: [[http://www.youtube.com/watch?v=PyJaI2PEjRc]]
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+
+'''Virtual Office Hours'''
+Iâve seen huge benefits from making a small change in how I have office hours. Changing to virtual office hours over Windows Live Messenger (which is compatible with other chat groups like Yahoo) has increased the number and quality of student questions and has decreased number of lengthly disruptions of a face-to-face meetings. Iâm happy because more students are asking questions and Iâm also happy that Iâm able to do this in a timely manner.
+
+Get started at http://www.microsoft.com/windowsxp/using/windowsmessenger/default.mspx
+
+
+'''Excel'''
+Online Video Tutorials from Freetutorials
+
+Excel #1 â Basics http://www.youtube.com/watch?v=FNPNS6MT1Kk
+
+Excel #2 â Creating a Seating Chart http://www.youtube.com/watch?v=FNPNS6MT1Kk
+
+Excel #5 â Tips, Tricks & Form Creation http://www.youtube.com/watch?v=-5xENBEoViY
+
+Excel â Back to Basics: Formulas and Formatting http://www.youtube.com/watch?v=zGb6lWT2KZU
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+Excel â Back to Basics: Formulas and Formatting 2 http://www.youtube.com/watch?v=T0depz1iecI
+
+
+'''Slide Share'''
+Slideshare.net [[http://www.slideshare.net]] is a powerpoint presentation sharing site. Browse or download powerpoint presentations. This is a good resource for both teachers and students when preparing creative powerpoint presentations or as a learning website. Some of the presentations have added audio and could be used as listening activities.
+Having students use this website would be an excellent opportunity to have them practice their referencing skills as they would have to cite any presentations, images, slides used.
+Like youtube, slideshare is a community of people who share their slides. Users can join groups and network with professionals in a specific field.
+
+Learn more at http://www.slideshare.net/tour
http://ltc.umanitoba.ca/wiki/index.php?title=RichardIwab/Technology_PD&diff=21612&oldid=prev
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Community Mapping:
âOlder revision
Revision as of 23:47, 13 November 2008
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[[Image:Communitymapping.JPGâ]] [[Image:Communitymapping.JPGâ]]
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+Zurba,2008
Community mapping has its roots in participatory learning methods and is an integral part of the global movement towards the adoption of this into management processes (Lydon; 2008). The above figure shows how community mapping as a participatory process is cycles with stages in which feedback from the community should be received if results are to be truly representative of a given situation that relates to a spatial environment. This cycle within management systems is one that related to adaptive management, in which ongoing learning processes are linked to social-ecological systems (Armitage, Berkes and Doubleday; 2007). Community mapping has its roots in participatory learning methods and is an integral part of the global movement towards the adoption of this into management processes (Lydon; 2008). The above figure shows how community mapping as a participatory process is cycles with stages in which feedback from the community should be received if results are to be truly representative of a given situation that relates to a spatial environment. This cycle within management systems is one that related to adaptive management, in which ongoing learning processes are linked to social-ecological systems (Armitage, Berkes and Doubleday; 2007).
http://ltc.umanitoba.ca/wiki/index.php?title=ICT4sustainability&diff=21567&oldid=prev
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