web pedagogies week 15: student presentations our last class
Post on 22-Dec-2015
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Web PedagogiesWeek 15: Student Presentations
Our last Class
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Student Presentations
• 1. Emily Grandstaff-Rice
• 2. Alisyn Johnson: The Quench/Blue legacy
• 3. Jaime Ade: The Elluminate Moderator Community
BREAK • 4. Charo Uceda
• 5. Brien Walton
• 6. Lyn Uhl
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Emily Grandstaff-Rice
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Alisyn Johnson: The Quench/Blue legacy
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Jaime Ade: The Elluminate Moderator Community
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BREAK
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Charo Uceda
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Brien Walton
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Lyn Uhl
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What is the commenction between “ground hog day and a
medicine Wheel” ?
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THANK YOU!!!
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Chris Brenner
Lady Dolphins Softball
Course Website:
http://www.eteamz.com/ladydolphinsoftball/
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Darius Green
The Five Principles of Geometry
Course Website:
http://www.courses.fas.harvard.edu/~ede104l/
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Open Lab
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1616
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Learning Community
Research
Affordances
Structuration
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CareersWorking in design;Making design work
PeopleThose who have been thereand know where to go
SkillsWhat to know;how to find it
InspirationVisionary; out-of-the-box
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CareersWorking in design;Making design work
PeopleThose who have been thereand know where to go
SkillsWhat to know;how to find it
InspirationVisionary; out-of-the-box
{ }
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CareersWorking in design;Making design work
PeopleThose who have been thereand know where to go
SkillsWhat to know;how to find it
InspirationVisionary; out-of-the-box
{ }
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CareersWorking in design;Making design work
PeopleThose who have been thereand know where to go
SkillsWhat to know;how to find it
InspirationVisionary; out-of-the-box
{ }
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CareersWorking in design;Making design work
PeopleThose who have been thereand know where to go
SkillsWhat to know;how to find it
InspirationVisionary; out-of-the-box{ }
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design-practice.net
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design-practice.net
Content Management System
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design-practice.net
Content Management System
Drupal
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{ }Community
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{ }
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• Each PWaterdrop.jpg
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CHANGE
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TextSTRUCTURE
Text
SUPPORTTRAINING
TIME
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PEACE
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Technology Technology Integration 2 Foster Integration 2 Foster
Collaboration & Collaboration & Learning AutonomyLearning Autonomy
By Charo Uceda
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Learning CommunityESL Teachers , (adult education) Work in several locations throughout USA, Peru
and EcuadorDo not have contact with each otherHave a minimum of 5 years experience
teaching ESL or They work for Public School System and/or are ESL Certified
Ages range between late 20’s to mid 50’sLow to medium use of technology in their
personal lives
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Challenges To create and support a culture of learning &
collaboration To Bring Teachers together to share ideas, expertise,
challenges and successes in their classrooms.
To experience first hand the benefits of using technologies in
promoting autonomous learning.
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Online Network Infrastructure..Why?– Equitable access to human support,
information resources, training– Diverse expertise, sharing ideas, participation– Modes of expression and collaboration– Flow of information, norms, and values– Alignment, cooperation, and cohesion– Efficiency, capacity, productivity, and
innovation; even improvisation
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Technology: TAPPED IN AffordancesSynchronous & Asynchronous
•Chats•Threaded Discussions•Participate in Meetings posted in the Calendar
Virtual Offices
•Create a Virtual Office•Ability to Receive Visitors•Visit Other OfficesWhiteboard & File Sharing
•Post Messages•Share Files and Documents
Link to Websites
•Use links to direct visitors to the net
Customization of Site & Help Support Desk
•Change the look of office•Add features to your office•Receptionist at Virtual LobbyOnline Monthly Calendar of Events
•Participation in Chats and Meetings with topics Related to Technology in the Classroom
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Tapped In (continued)
Existing Groups of Teachers•Several Existing Groups that have many meetings or chats scheduled and open for any member•These Groups usually have a “facilitator” for their meetings or chats.•Groups Directly Related: CALL,
Webheads•A group of ESL Teachers dedicated to further the integration of technology inside the classroom
CIBORG(Computer Integration Believers. Org)
•The Uceda Group, (The CIBORGS), dedicated to:• Exploring ways to using technology to promote collaboration and Learning Autonomy• Using the net to connect with their colleagues in order to develop professionally .
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Performances of Understanding
Ongoing Assessment
TAPPED IN
Activities To Connect With:•Other Members•Students•Integrate Technology To
Assigned / Develop Homework•Communication T’s/T’s, T’s/Ss, Ss/Ss1.Promote Learning Autonomy
1. Create Virtual Office
2. Tapped In Participation
3. Webheads4. CIBORG
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Systems View SourcesTeachers / Students
Approach & MethodologyIntegration of
Technology To Promote Learning
AutonomyDesign
CCDTTeachers / Students
MediaEvaluation
DeliveryPrint
Audio / Video Net Materials
Video Conferencing
Computer Networks
InteractionAcademic
Direction / T’s / T’s
T’s / S’sS’s / S’s
Learning EnvironmentOffice / School
CampusHome,
Classroom,Virtual Office
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Uceda’s Old Academic Model
Chief Academic Director
Academic DirectorsAcademic Coordinators
Lead Teachers, Teachers, Tutors
I-20 (F1) STUDENTS / Local STUDENTS
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Uceda’s New Academic Model
Comprehensive, Cohesive Acad. Program , Integration of CALL /Learning Autonomy
I-20 / LocalSTUDENTS
Academic Directors, CoordinatorsTeachers Tutors
Chief Academic Director
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OPEN QUESTION:Will the new view of collaboration and team
work serve to further learning autonomy? Or it will present an opportunity for weaker / less driven students to depend on the harder working ones?
Is Technology and the integration of it as good as it seems?
HIKE or HYPE? (Technology serves to hike academic standards or just a hype?)
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College Writing Online
Creating an Advisory Board to Plan a New Technology Product
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Challenges of wider world composition
Student preparation (variety of levels) Instructor preparation (especially
adjuncts and TA’s) Need for more writing practice Need for more guided instruction Student motivation How to assess student progress
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Challenges to Product Development
Pressure to rush to market Need for more pre-publication testing Need for more student review Difficulty in keeping it simple Focusing on the crucial requirements
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English Technology Generations
InSite Failed Project Enhanced InSite (completion July ’09) Where I am now Next Generation Project
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Advisory Board Tasks
Learn Current Product by Doing Assignments (in advance)
Exchange Views (in advance and on June 12)
Evaluate Current Product (both) Propose Next Generation
Requirements (June 12 and beyond) Evaluate and Prioritize Requirement
Proposals (June 12 and beyond)
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Advisory Board Makeup
Writing Professors (5) Graduate TA’s (2) Undergraduate Students (6) Media Editors (3) English Editors (2) Marketing Managers (2) Usability Consultant (1)
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Class “Composition 101” Assignments
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2nd Assignment: Poetry Essay
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QuickMark Rubrics Allow for Ease of Grade Marking
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QuickMarks are Embedded and Can Be Customized
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eBook Opens from Link in QuickMark
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Plagiarism Detection at the Click of a Button
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Plagiarism Detection at the Click of a Button
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The Workbook is also Available for Assignments
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Peer Review Allows Management of Paper Exchange
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Next Generation Requirements Automated Essay Grading – the case in favor
Proven reliability to match human graders
Instructors welcome the relief from from grading pressures
A computer can “look” for more things in a text at one time than a human
More feedback for students
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Next Generation Requirements Automated Essay Grading – the case against
CCCC’s position statement (2005) Computers can’t understand nuance
of language Computers can be “fooled”
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Next Generation Requirements Automated Essay Grading – Questions
What do students think? Can it be used instructionally (and not
only for assessment)? Are the costs practical? What program is right?
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Throughlines
What are the possibilities of this group?
What is technology best at? Can a machine teach writing?
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Generative topics
What makes the best composition assignment?
Grammar remediation Marking a paper - what kinds of
comments facilitate learning?
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Open Questions
Students board members – should they be freshmen, students who have completed the course recently, juniors/seniors?
Should administrators be included?