Tuesday, June 14, 2011

Seminar Agenda 15 June, 2011 E255: 10:00-02:00

Community 2.0 Seminar Agenda
15 June, 2011
E255: 10:00-02:00

10:00-10:30: Discussing Online Privacy
Please read Considering Internet Privacy, making notes as you read. We will use this document as a starting point for discussing whether or not LAGCC should have an internet privacy and interaction statement for faculty, staff, and students and, if so, what it should entail.  

On your own, you may also want to read  Considering How to Evaluate Online Interactions when putting together your courses for 2011-12.

10:30-11:30: Exploring Tools in Connection to Bloom’s Taxonomy
There are many online initiatives that attempt to tie the objectives in Bloom’s Taxonomy to digital/online tools(see print handout). We would like for you to explore the tools on one such initiative at “Bloom’s Web 2.0.” on Symbaloo. Also, at Dr. Sanchirico’s suggestion, you may want to check Go2Web2.0.
Please post a report on the tools you have explored as a comment on today’s agenda in the Community 2.0 blog.

Optional: check Bloom’s Taxonomy in RadioJames Objective Builder, a great tool for creating course objectives; we recommend you watch the tutorial first.

11:30-11:45 Break

11:45-12:30 Thinking and Writing about Final Reflections
Use the Contributor  Tags on the right hand menu to locate the final reflections of the three participants assigned to you HERE. Read each reflection and respond to it (via the Comment function) by listing the three main ideas/concepts/issues that you see in the three reflections (this will help us with the large-group discussion). Of course, feel free to add any other comments of your own. You will have 45 minutes to read and respond to the three reflections.

12:30-01:15 Round-up Discussion on Reflections and more

01:15-02:00 Lunch and further discussion
Please complete the Faculty Post-Survey

Reminder: if you did not have your students complete the student post-survey as requested, please email them the link (perhaps using the Blackboard class email function). The link is HERE.

Considering staying with us as a Community 2.0 Affiliate? Click HERE to sign up!

13 comments:

  1. I looked at several web tools, some of which seem to be more useful than others. While it's fun to create and look at flash cards or comic books, I don't see those as being particularly useful for me. I do, however, see potential in the Visuwords, Wordle, Hotpotatoes, and Jeopardy tools, especially for helping students remember and understand basic concepts and ideas. For example, I might use Jeopardy to quiz them on elements of fiction (like plot, characterization, setting, etc) and another for a plagiarism quiz I currently give my students on old-fashioned paper. I don't like that the main pages for some of these tools is essentially a sign-in page, which makes me feel like I'm committing to something even if I just want to see examples.

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  2. Lots of great tools here, some that I'm seeing for the first time. I plan to spend more time exploring after the seminar to try out some of them in greater depth. Can already envision some practical applications for the classroom and for CTL prof. development (just yesterday, the team of leaders from another seminar was discussing ways of creating a Jeopardy-style activity to review seminar concepts. Enter: Jeopardy Labs!), as well as some for personal use (the photo- and video-editing tools are great, and the flash card programs will be really helpful for a language class I'm taking).

    I find it interesting that the creator of the taxonomy opted to classify certain tools as higher-order when they could function that way, but often don't. For example, YouTube can facilitate a kind of higher-order synthesis and creation... or it can just be a space for posting mindless videos about funny cats or ill-planned video rants. The taxonomy is a useful way to think about Web tools, but it's clear that the value of any of these lies in thoughtful and purposeful application.

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  3. I think symbaloo is a great collection of useful tools (that do not require separate passwords or log-ins). I found many useful tools, for example Objectives Builder, Picnik (for easy slide shows), Glogster (quick and easy posters), snack tools (free apps to enhance one's website including blogger), ExploraTree (interesting for problems solving and collaboration), and online Jeopardy (fun and interactive class activity).

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  4. Checking out the table of webtools was a great use of seminar time. I've never heard of half of these tools, and will definitely be spending my weekend trying to figure out if I can incorporate any of them into my class this Summer and next Fall. VoiceThread looks like it might have some interesting applications, especially for group projects. One assignment I've given in the past that would be way more interesting using VoiceThread is a creative writing/ character analysis project to retell a story in the first person from the perspective of a minor character in the story (Animal Farm was a fun book to do this with). I could create a next stage of the project using VoiceThread. Once students have written their narratives, I could put them in groups (without overlapping characters) and have them create a slideshow of the story on VoiceThread, and record voices for their characters, then mix together their voiceovers to create a community narrative of the text.

    LiveBinders also looks like it could be helpful as an organizing tool, even just for teaching materials.

    Also, I'm thinking of having students use UJam (although this is VERY CHEEZY, but hear me out): Write a melody for a poem we read (or find a melody for an existing song that agrees with the meter of the poem) and sing it in to UJam. UJam takes the sung melody, and finds backing melody tracks that agree with it, but then you can alter the style of the melody tracks, change temp, convert voice to instrument and modulate voice -- all sorts of effects. So essentially they could convert the poem to a song in any style of their choosing. And then obviously share their song with anyone they want or just submit it for grade (if they aren't happy with the creation).Could be fun right? Ok, I'll keep checking out the tools.

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  5. I looked at 5 Web tools and found NOTA and Wolfram Alpha to be the two best. I think that NOTA ( a white board) can be very helpful to both students and faculty when preparing presentation. You can use video, maps, clip art and a variety of other web tools. Also you do not need any computer experience to get started.

    Wolfram Alpha is great for information on anything. Students and faculty can look up facts, ask questions to solve problems (math, Bio, Chem)and provide feedback on ideas. This Knowledge Engine also offers students an opportunity for internships.

    Submitted by Steve

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  6. I tried to stick to the tools that did not require registration. First I explored visuwords--an online graphic dictionary. It proved useful for exploring concepts and showing students the connections between concepts.
    Then I clicked on Khan Academy, which did not feel very interactive. There are lots of lessons on science subjects (history was the only one not in these disciplines) but it was mostly recorded lessons.
    Delicious is a search engine for tags and bookmarks. The hottest list was useful, especially if students will be researching what are current topics of conversations on online discourse communities.
    Hot potatoes is a quiz maker. It requires a java download but once you do then it gives you some options for tests and quizzes. Pixton, on the other hand, while fascinating as a comics maker, required registration so I did not go far with it.
    Finally, gliffy is a diagram maker, offering a variety of diagrams. I tried flow charts and I started editing the "lady gaga adoption" process one, but while it looked doable it certainly wasn't intuitive.
    Overall, visuwords is the one I plan to use right away as I like the way it shows a network of relationships between concepts.
    Also, I could not figure out why wordpress is considered higher order than blogger, when they are both the same kind of tool

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  7. Meg McGranaghan's "platform cube" is a fascinating response to Bloom's Taxonomy. I tried to explore/investigate one platform (or application) from each stratum (I didn't quite get there).

    What I liked:

    *Jeopardy Labs: it's free and there's no need for power point--fine bonuses for sure. However, it looks like the site might (MIGHT--I haven't confirmed this) store user templates. Something to be investigated. The tool, however, would be an inspiring addition to any and every teacher's class.

    *Pixton: comic book creator. This would be a great option for Community 2.0 networking assignments--or in any other web-assisted course. Having students create narrative (for various purposes) through text and images might be cure for common complacency.

    *Grammar Girl: an archive of text and audio tips for the grammatically challenged. Not a bad site, but cluttered and too ad-heavy.

    *Exploratree: this looks to be a valuable asset for instructors creating exciting and visually striking handouts. And, of course, a valuable tool for students as instructors might include an assignment for students to create handouts or other materials to be distributed in class. For example, this application would work fine for group projects.

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  8. I'm not sure Bloom had filling out a survey in SurveyMonkey or leaving a comment on YouTube in mind as an example of 'evaluating.' (I think you can be very facile with many of these tools, and just skim the surface of our 'cognitive terrain.') Some hits: Google Pipes for mashing up content, The Periodic Table of Videos (for popular science); EverNote, which if you haven't tried is a great notetaking tool
    (and it works on iPad and Android tablets too!); Footnote (for some fascinating primary sources for history); Nota for collaboration. (I saw a neat mindmap app., but I can't remember which one.) As a parent of a 3 year old, I look forward to flash cards at CarrotSticks--neat!

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  9. I looked at 5 WEB Tools and the two best were NOTA and Wolfram.
    NOTA is a type of White Board that does not need computer experience. I think it would be great for students and faculty to create presentations. You can import videos, clip art and maps.

    Wolfram Alpha is a knowledge engine that provides answers to all types of questions on all types of topics ( math, bio, chem).
    There are also internship opportunities for students.

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  10. While I'll probably stick with blogger as the main platform for the future courses I'll teach, sevaral of the web tools I've looked at during today's meeting would enhance some of the courses I hope to teach in the future. As I'm thinking of teach a class on either women's documentaries or depression era documentaries, and most of the texts I would use are hybrid(photo essays, anthologies, war reportage) I think JohnLocker.com which contains clips of documentaries would be a great tool to incorporate. Also, Shape Collage-turing a bunch of photos in to a selected shape-and Fodey, which allows you to create newspaper clippings, would be great tools for the students to interact with the texts and then proceed to analyze them. Ultimately Glogster(thanks for the suggestion Doc X) would be a great tool for a final research paper asking students to create a poster with audio/text components.
    Of course I would have to explore these tools more thoroughly as-much like Dr. M Pacht noted- some of their main pages are not inviting or appear quite complicated or in no way inform me what the tool is/does and how is it different from numerous other video tools.
    Also, I don't want to overwhelm myself nor my students, so I might consider using one or at most two tools. I'm just concerned about sacrificing precious time and doing too much tech exploration/learing how to use the tool.

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  11. I saw some of the very interesting tools here. I wish I had more time to look at a few more before I could comment. Some of these tools that I liked are Pixton where one can create comics. I may ask my students to use this to learn some of the biology concepts. Jeopardy Lab is also a very useful tool which I can use to let students study in groups. Another tool I liked was Snacktool. It has some very interesting tools such as survey tool to put any quiz or survey on your facebook or other platforms, make slide shows from pictures--may be I can use some of their templates to make my lecture presentations more interesting. Another one is Jing. This tool allows one to quickly share any screen shot or video on multiple platforms. Gliffy allows one to create flow charts and schematics which can be very useful for lecture presentations and student assignments. I am going to look through more of these very interesting tools to see which other tools could be used to enhance my teaching experience.

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  12. This thread is turning out to be a great place to look for ideas for using these tools. I'd like to look into using one of these for online quizzes, perhaps even building something competitive with Hot Potatoes. Lots of great tools for creating tutorials, video editing with JayCut....having the time for this preliminary investigation is appreciated.

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  13. This is from Dr. Van:

    I browsed the above sites and like the creativity of the latter two, but for the moment (0one thing at a time) I am working on adding wiki page to my World Lit Ning so that students can do research on postcolonialism in India, South Africa, Haiti etc...thanks Ann for info on linking wiki to Ning (done) and Ximena for initial navigation on wiki site...to be continued..

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