Sunday 24 July 2016

Creative Commons

Attribution-ShareAlike 
CC BY-SA
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.
  2. https://www.google.com/edu/openonline/index.html
  1. Web Poster Wizard: This free tool allows educators to create a lesson, worksheet, or class page and immediately publish it online.
        http://poster.4teachers.org/

  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. 
  2. http://www.mheducation.com/prek-12/platforms/engrade.html

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:
http://teaching.colostate.edu/tips/tip.cfm?tipid=128
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?"


References:
Connor, P. (2016). Netiquette: Ground Rules for Online Discussions. Retrieved from http://teaching.colostate.edu/tips/tip.cfm?tipid=128 
Crumlich, C. (n.d.). Explicit and implicit norms in online groups. Retrieved from http://www.designingsocialinterfaces.com/patterns.wiki/index.php?title=Explicit_and_implicit_norms_in_online_groups  
Touro College. (2014). 15 Rules of Netiquette for Online Discussion Boards. Retrieved from http://blogs.onlineeducation.touro.edu/15-rules-netiquette-online-discussion-boards/
 

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="http://creativecommons.org/licenses/by-nc-sa/4.0/"><img alt="Creative Commons License" style="border-width:0" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-sa/4.0/">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.

Sunday 17 July 2016

3240 Teaching & Technology

http://www.onlineuniversities.com/teachers-love-technology

3240 Critical Thinking and Precision Questioning

RD from 3240 posted this on her blog;  appropriated it to mine!  While I have used many of these before, nice to have it in this layout and ready for further review.

Questions to ask –
“Clarity
Could you elaborate?
Could you illustrate what you mean?
Could you give me an example?
Accuracy
How could we check on that?
How could we find out if that is true?
How could we verify or test that?
Precision
Could you be more specific?
Could you give me more details?
Could you be more exact?
Relevance
How does that relate to the problem?
How does that bear on the question?
How does that help us with the issue?
Depth
What factors make this difficult?
What are some of the complexities of this question?
What are some of the difficulties we need to deal with?
Breadth
Do we need to look at this from another perspective?
Do we need to consider another point of view?
Do we need to look at this in other ways?
Logic
Does all of this make sense together?
Does your first paragraph fit in with your last one?
Does what you say follow from the evidence?
Significance
Is this the most important problem to consider?
Is this the central idea to focus on?
Which of these facts are most important?
Fairness
Is my thinking justifiable in context?
Am I taking into account the thinking of others?
Is my purpose fair given the situation?
Am I using my concepts in keeping with educated usage, or am I distorting them to get what I want?” (“Paul-Elder critical thinking framework — university of Louisville ideas to action,” 2012)
I found myself using the Precision Questioning and Answering a number of times since taking this course.  I can certainly see using the Paul and Elder framework as well.
References
Paul-Elder critical thinking framework — university of Louisville ideas to action. (2012). Retrieved July 14, 2016, from http://louisville.edu/ideastoaction/about/criticalthinking/framework In-line Citation:(“Paul-Elder critical thinking framework — university of Louisville ideas to action,” 2012)
Precision questions and precision answers. (2015, September 20). Retrieved July 14, 2016, fromhttp://sourcesofinsight.com/precision-questions-and-precision-answers

Friday 15 July 2016

3240 Flipped Classroom

Resources for Flipping!

https://www.knewton.com/infographics/flipped-classroom/

https://www.youtube.com/watch?v=ojiebVw8O0g

Such a great idea for students to self regulate and pace the content part, and free up time for interactive activities/learning and discussions which are often the most fertile times.

Huge front loaded work, but I'm sure that the back end would be so worth it!

Wednesday 13 July 2016

3240 Forum- Teachers/Tech... The Struggle Continues

Podcast from classmate D. Longley

Great topic about Survey done re: Teachers Tech & Struggle  !   A podcast made for me ;)

http://longley.podomatic.com/entry/2016-07-10T20_06_27-07_00

3240 Forum- Teachers/Tech... The Struggle Continues

Podcast from classmate D. Longley

Great topic about Survey done re: Teachers Tech & Struggle  !   A podcast made for me.

http://longley.podomatic.com/entry/2016-07-10T20_06_27-07_00

3240 Taking Risks....

In preparation for presentation tomorrow, found this article about the good, the bad, and the ugly of taking risks as an educator and the importance of setting a different classroom atmosphere.

http://www.learnnc.org/lp/editions/firstyear/258 

3240 Forum More Clicks, Less Bricks!

Posted orig by K. Upton  on podcast...

A quick summary of a debate that was presented online and on NPR radio by 'Intelligence Squared U.S.'.  Intelligence Squared presents debates of key topics with highly regarded debaters, almost a 'TED Talks' version of debates. 

Here's the link to my podcast: http://kenupton.podbean.com/e/more-clicks-less-bricks-are-lecture-halls-becoming-obsolete/?token=8ab4d478ad96079d58527a811917708e

3240 Resources from 2.0 Web Forum

Posted by D.L. An interactive anatomy teaching aid... very cool!
Will be using this in September.

https://zygotebody.com/

Monday 11 July 2016

3240 Posted by class...Great Resources from Web 2.0 Asgt.

http://www.socrative.com

http://www.explania.com/en


http://www.cram.com/




This link includes a number of different presentationskills for elearning in the 21st Century http://www.slideshare.net/mobile/search/slideshow?searchfrom=header&q=using+e-learning+to+facilitate+21st+century+learning&ud=any&ft=all&lang=**&sort= 

3240 Moodle Tutorial

Posted from 3240 by F. R.
Really clear simple info on Moodle.
For reference when I realize my dream of actually using the platform for my own classes!


http://moodle.vcc.ca/mod/forum/discuss.php?d=152824



3240 Moodle Tutorial

Posted from 3240 by F. R.
Really clear simple info on Moodle.
For reference when I realize my dream of actually using the platform for my own classes!


http://moodle.vcc.ca/mod/forum/discuss.php?d=152824



3240 Great Moodle Tutorial

Posted from 3240 by F. R.
Really clear simple info on Moodle.
For reference when I realize my dream of actually using the platform for my own classes!


http://moodle.vcc.ca/mod/forum/discuss.php?d=152824



Sunday 3 July 2016

3240 More Open Learning

Transforming Post-Secondary Education

http://teachonline.ca/tools-trends/making-most-open-educational-resources-oers/beyond-open-educational-resources/how-open-and-free-content-transform-post-secondary-education


TEDTalk Open Learning

 The Birth of the Open Source Learning Revolution
A professor at Rice University in Houston, Texas and the founder of Connexions, an open-source education system, Richard Baraniuk talks about the benefits of open source for educators. Specifically, Baraniuk speaks about the drawbacks of texts books and how using online open-source information provides more current and relevant material. 

Saturday 2 July 2016

3240 - Library

Tips for encouraging adult learners:  

3240 Open Learning Textbooks...



Open textbooks:
  • are created by educators;
  • are reviewed by educators;
  • contribute to successful learning outcomes.
On October 18, 2012, BCcampus hosted an OER Forum and asked leaders in open licensing and open education to speak to B.C. educators and administrators about these topics.
David Wiley, Associate Professor of Instructional Psychology at Brigham Young University, was one of the presenters (you can see his entire presentation here http://open.bccampus.ca/summary/). 

320 Overview Copyright Law & Creative Commons Licenses

(Orig. post J. Wong) 

Presentation overview of copyright laws, fair use for educational purposes, creative commons licenses, and works that are in the public domain. It looks like this presentation was done by a student for a course and includes a list of references. In addition to explaining copyright laws, it also serves as an example of a digital media presentation.

320 Overview Copyright Law & Creative Commons Licenses

(Orig. post J. Wong) 

Presentation overview of copyright laws, fair use for educational purposes, creative commons licenses, and works that are in the public domain. It looks like this presentation was done by a student for a course and includes a list of references. In addition to explaining copyright laws, it also serves as an example of a digital media presentation.

3240 Creative Commons

https://creativecommons.org/about/

3240- Copyright

Posting from Ellie Knight in 3240 forum -links included...2012.  In complete agreement with Ellie, I have been intentionally negligent in finding out about the mechanisms of copyright- primarily to avoid conflict re: materials/content that I source for my students & classes!   Time for a new more responsible look at this topic which I always considered as exciting as watching paint dry!  :(

http://cmec.ca/Publications/Lists/Publications/Attachments/291/Copyright_Matters.pdf

http://www.cmec.ca/docs/copyright/TeachersUseOfInternetMaterials_EN.pdf

Friday 1 July 2016

3240 -Teaching Naked Resources


Teaching Naked Resources:  Posted by Isabeau Iqbal - PIDP 3240 

http://teachingnaked.com/podcasts-online-resources/  

Helpful Site Reviews in addition to...

7 Principles


Great Foundational + Relational Practices for the classroom...

Simple, Clear, Basic...

Good practice in undergraduate education:
  1. encourages contact between students and faculty,
  2. develops reciprocity and cooperation among students,
  3. encourages active learning,
  4. gives prompt feedback,
  5. emphasizes time on task,
  6. communicates high expectations, and
  7. respects diverse talents and ways of learning

http://teaching.uncc.edu/learning-resources/articles-books/best-practice/education-philosophy/seven-principles

Rubrics... Basics, but Well Done and Concrete Implimentations

Posted by Isabeau Iqbal - PIDP 3240  forum June 2016

...From the  Festival of Learning where one of the delegates (Stephanie Boychuk, Vancouver Island University) shared some resources...
The document is titled "Quality Online Learning and Teaching Rubric". It is a detailed rubric that speaks to many of the points raised by Bowden in Chapters 4-6   You'll see many of the good practices in this course reflected in the rubric too!  Gives instructor, concrete practices to implement. 
The other rubric  eCampus Alberta   more 'course focussed' (course design) rather than instructor-focussed.