Sunday, 24 July 2016

Creative Commons

This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects.

3240- Web 2.0 tools for review

Slatebox – A Tool for collaboratively creating mind maps and organizational charts (free for teachers)
Spicynodes – Allows you to create mindmaps or organizational charts with bits of information — such as text, links, photos, and other media — placed into “nodes,” which are then linked together. You can then embed them into websites, blogs and wikis (free)

3240 - Course Builder

  1. Posted by RJ in 3240 Forum Web 2.0
  2. Possibilities for tinkering w/ September course? :)

  1. This tool allows teachers to construct their own courses from scratch. With access to Course Builder’s software and instructions on presenting course material, educators will have the means to create courses for as few or as many students they like.
  1. Web Poster Wizard: This free tool allows educators to create a lesson, worksheet, or class page and immediately publish it online.

  1. Engrade: Engrade is a free online gradebook that allows teachers to manage their classes online as well as post grades, assignments, attendance, and upcoming homework online for students and parents to see. 

Friday, 22 July 2016

Online Behaviour

Posted by classmate VM  in 3240 Discussion Forum

"Many of us want to move discussions to an online format, and when doing so we cannot assume that our students will always know how to behave online. This is why a rubric for participation is a good idea (good for setting expectations for getting good grades), but I would also suggest spending some time creating a document for norms of behaviour (outlining the dos and don'ts) when conversing online.
I did a bit of research on this topic for this post. First, I found an infographic smile which can be used as a quick summary for the rules and regs that an instructor may want to use in their class. Here's a nice design to use as an example:
Peter Connor, meanwhile, lists some good rules that we may want to be inspired by, when we list our own dos and don'ts for our online discussions:
And here's an interesting paper, that differentiates between explicit norms (as per the above) and the implicit unspoken rules for online behaviour.
If you are looking for a definitive paper on online discussion facilitation, you'll do well to read this resource on PDF:

How do you set the tone in your online discussions? Do you explicitly list dos and don'ts, or do you assume that your students will behave correctly - and correct any deviations one-on-one, behind the scenes? What resources do you use?"

Connor, P. (2016). Netiquette: Ground Rules for Online Discussions. Retrieved from 
Crumlich, C. (n.d.). Explicit and implicit norms in online groups. Retrieved from  
Touro College. (2014). 15 Rules of Netiquette for Online Discussion Boards. Retrieved from

Tuesday, 19 July 2016

3240 Web 2.0 Resources

From the write up about 2.0 's 

Livebinders were created so that anyone, but especially educators, could do with digital information what we typically do with the papers on our desk -- organize them into nice containers like three-ring binders on a shelf. With these online binders, you can also upload your documents and easily combine them with your links in a neat and organized way. The beauty of LiveBinders is that you can organize a lesson there, collaborate with a colleague in writing that lesson on a binder, and share it across many spaces. You can even have students work collaboratively on binders.
Once you’ve created your binder by filling it with links, resources, photos or videos, you can share it via email, link it to anything, embed it in a blog or view it in presentation mode. Many educators are using LiveBinders to support their going paperless or to house their presentation materials for an upcoming conference. Or they might create one at an event and add links to it as the event is in progress. Creating a LiveBinder to support your lesson planning will save you time and become a living document that you can update anytime. Here's a binder that I created for my presentation in June at ISTE12 that's been viewed over 4,800 times! Take a look at it and think about ways that you could begin developing one to use in your classroom. Could it work for you?

@$$%(* _#@&^

<a rel="license" href=""><img alt="Creative Commons License" style="border-width:0" src="" /></a><br />This work is licensed under a <a rel="license" href="">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>.

So for the 2nd course- and for the 37th time, I have gone to the creative commons page to obtain the logo to put on my blog site.  I see everyone else has done that.  I have followed the directions. I have copied as directed.  I have selected "normal icon" vs "compact icon".  And when I put it on my blog- all I get is the above gibberish.  No icon to be seen.  I have gone back to the page, to the exact right section, what direction am I not following?  What did I not see?  Why can I save someone's life, change someone's world, accomplish significant things, yet I can't (for two courses in a row) figure out what directions I'm missing?

This, this exact thing, is the reason that I have a very conflicted and volatile relationship with technology.  The time and energy that can be required for such simple things astounds me.  The fact that I can ask the internet for information on a subject and get the world's information on that in a fraction of a second, astounds me.   Conflicted.