Learning-Centered Blog

Sample Safety Module Delivery

2008-05-01T09:27:00.001-07:00

Welcome to X module. (Intro to subject--this module includes a slide show and a quiz which follows: (Amy and Linda, could the the text of the be placed right into this post? -- if not, you would need a folder on the CMC website.

View this slide-show, then take the quiz:(This is not your ppt--I just knew this one was up on the web already...)
http://www.slideshare.net/lisamariejohnson/letting-them-show-what-they-know-tech-tools-for-assessment

quiz

Below is an example of someone who needs more time with the materials. They are asked to re-visit the slideshow, then re-take the quiz. Review can help this person better absorb the amount of information they will take away.

You have reached a score of 0% --please read the message with it

Learners who score between 0- and 16% are asked to please review the entire slideshow again.Learners who score between 0- and 16% are asked to please review the entire slideshow again, then return to the quiz.

http://www.slideshare.net/lisamariejohnson/letting-them-show-what-they-know-tech-tools-for-assessment
Re-take Quiz

You will see your score report--Go to File and Send that Screen to Amy Stull so she can credit your score. A subject line of: Successful Completion of X Module by Your Name would be very helpful to her. You may want to print a page of the results for your own files as well.

Skip the Ipod: Dial into a Podcast on Your Phone

2006-11-21T14:03:00.000-08:00

Here is an article about two new services that allow listeners to use a phone number to dial into a podcast and listen to it. Still developing, but interesting. You are using your phone minutes though.

I have the two numbers on my phone now, and subscribed to Shakespeare as one choice.
I'm interested in exploring the sound quality, time per program, and understanding the logistics of selecting a specific podcast program out of several on a single channel.

Listen to Podcasts on Any Phone

Glimpse Inside a Metaverse: The Virtual World of Second Life

2006-07-25T15:06:00.000-07:00

This video is about Second Life--one example of virtual worlds that people participate in online.

Google TechTalks
March 1, 2006

Philip Rosedale and Cory Ondrejka

ABSTRACT
Linden Lab is the producer of Second Life, an online world with a growing population of subscribers (or "residents"); currently, the community has well over 140,000 residents from 91 countries. By providing residents with robust building and scripting tools, Linden Lab enables them to create a vast array of in-world objects, installations and programs. Since its early stages, Linden Lab has allowed its residents to retain full IP rights over their own creations, thereby insuring that their contributions to the community remain truly their own.

Mentor and Learner in Phone Conference with Other Learners

2006-07-14T15:48:00.000-07:00

.

Community Conversations take many forms--as in this case, f2f and technology-supported learners have a discussion about dissertation progress with their mentor.

Blogcast sample with SBI! Blog It!

2006-07-01T12:35:00.000-07:00


This is kind of a tutorial "How to create podcast with SBI! modul Blog It!. For those whos don't know what SBI! is, I suggest to check out link on my video podcast lab web page. It's worth of it! Have a fun!

Flickr: A Class-Created Image Collection

2006-06-15T13:15:00.000-07:00

Learners might be asked to submit photos to illustrate real-world examples of principles covered in a given course.

Flickr is a service that allows people to upload photos to a webspace, make notes on them, and exchange remarks about them with others. Alan Levine (CogDogBlog) and others have written these uses.
Flickr.com

This tool can be used in for various learning purposes for tech-supported,hybrid or fully online courses.

The first one is illustrated here. If you wanted to allow a class to post photos on a particular topic (say architecture), the faculty could create an account that the class could use (the class needs the ID and the Password in order to upload their photos). I allowed for friends and family to see this collection, rather than making it full public.

Once I loaded a couple images in the account, I clicked on the RSS feed button on the Flickr upload page to get that URL and loaded it into this site so I could get the code for the items you see below. A person could embed this same code into WebCT so learners could see photos as classmates loaded them in without having to go outide the class. Note that one of these images has a hotspot/not embedded in it. More on that later.

Feed2Javascript

View RSS feed

Chemical Graffiti

2006-06-09T09:04:00.000-07:00

Chemical Graffiti
Originally uploaded by 3rd Coast Chick.

Hi All,

So what do the tools have to do w/ learning centeredness?

Here's a photo from Flickr that someone might have posted as evidence of his or her work. Flickr also would allow this person to
place one or more hotspots in the photo as well, or create a badge, or collection of photos, that in this case, might be part of the lab report for a class.

TELECOOP 2006: Flexercise

2006-03-10T14:07:00.000-08:00

Answering these questions might help you decide where you'll structure your course for more flexibility(and learner control in a number of cases).

Flexercise

What course considerations seem to result in the most negotiations and approvals and (even) complaints?

Due Dates (Which/ specific types of assignments (Time of Term or Dropbox settings?)

Exam Dates/Days/ Closure Times

Cyber abscences (Discussions, Locked Exams)

Allowing Extra Credit

Grading (Points or arguments over how points are awarded. Do you need to review the percentages and weights? Do you need to refigure points for assignments in a given category?)

Timeliness (Yours and Theirs)

TELECOOP 2006: Faculty Travelers

2006-03-10T13:59:00.000-08:00

Take a look at this handout providing strategies and resources for Faculty Travelers:

The Traveling Prof

TELECOOP 2006: Learners Have to Travel?

2006-03-10T13:58:00.000-08:00

Yes, they sometimes have to travel for work or even (grrrrr) for fun.
This handout provides strategies and resources for learners in online courses:

The Traveling Learner

This handout and the one for The Traveling Prof also appear in another travel blog
called Globe-TrotterU

TELE 2006: Giving Learners Some Choices About Due Dates and Assignments

2006-03-10T13:57:00.000-08:00

But what will happen to the course?

TELECOOP 2006: Course Flexibility as Learner-Centered Strategy

2006-03-10T13:55:00.000-08:00

TELECOOP 2006: Issues Related to Course Scheduling and Policies

2006-03-10T13:54:00.000-08:00

TELECOOP 2006: The Faces of E-Learning Online and Beyond

2006-03-10T13:08:00.000-08:00

Telecoop accepted Phyllis and Alice's Presentation for the 17th Annual TELECOOP Technology Conference in Breckenridge, Colorado. We're scheduled for April 19th.

Following are the Title, Abstract, Topics, and Outcomes. Stay Tuned. We'll create related posts for the presentation topics. We invite you all to post your responses too.

Title: And Stretch and Breathe: Strategies for Building Learner-Centered Flexibility into Online Learning

Abstract of presentation: While course policy is meant to keep the term from erupting into chaos, it sometimes butts heads with competing demands that conscientous learners face. Providing pedagogical and scheduling choices can do away with some of the headaches. Tech strategies can support flexibility with deadlines and trips out of town, state, country, for both learners as well as faculty. This sessions provides pedagogical and technological strategies for increased, learner-centered flexibility. Resources include technological strategies for both learners and instructors who are traveling.

Outline of Presentation:
I have a colleague who: Issues related to course scheduling and policies
Course Flexibility as a Learner-Centered Strategy
Giving the Learner Some Choices about Due Dates and Assignments: But what will happen to the course?
Learners Have to Travel?
The Faculty Benefit
Faculty Travelers

Outcomes:
Participants will identify flexibility issues with courses
Participants will examine potential points of flex within course structures
Participants will suggest strategies that would be a good match for their own courses

CCCS Faculty Peer Exchange with Developmental Class and Online Strategies

2006-03-01T11:14:00.000-08:00

On February 25th, faculty from three land-based campuses and CCCOnline met to share
tech and learning community strategies for learners in developmental studies courses.

MCLI Faculty Day

2006-01-29T15:15:00.000-08:00

Faculty Participants and Alan Levine during breakout session for discussing the logistics of adapting learner-centered strategies for online discussion with Alan Levine.

Maricopa District January Dialog Day

2006-01-29T14:32:00.000-08:00

Faculty discussing ideas and strategies for incorporating active-learning activities using online discussion tools.

Cameras, Recorders, and ...

2006-01-27T10:36:00.000-08:00

Alan Levine providing one form of media coverage for the MCLI Dialog Day in January.

Telecoop 7:Other Strategies Presented During the Telecoop Session

2005-04-11T10:20:00.000-07:00

Here are the other strategies presented during our session, "Uncovering Content":

Goal Discussion:
During the first week, have readers read the outcomes for the course and create a post that compares the course goals to their own goals. Faculty can also share their own goals at this time.

Reading and Reflection Journal
Reflections about readings in a non-judgemental space allow the learner to raise questions and explore how the reading informs personal meaning or shapes practice.

Annotated Bibliography (The Never-Ending Textbook)/ Annotated Webliography
Readers sometimes pose a question that is a perfect research and reading opportunity.
Allow or assign learners the research task of finding an article or professional website that answers the question and annotate it with a summary and the value to the learners in the given class.

Having learners annotate sources for research asks learners to internalize and paraphrase the content. Assigning an annotated bibliography is a particularly good assignment to include as part of a larger research assignment.

Source: Bedard-Voorhees, A. Increasing Engagement for Online and Face-to-Face Learners Through Online Discussion Practices. The Cross Papers #8. Phoenix: League for Innovation in the Community College.

Telecoop 6: WebQuest Resources

2005-04-07T10:58:00.000-07:00

A learner-centered guided activity in which the learner interacts with Internet-based information. This information is searched and evaluated by the learner. The objectives/outcomes, the process and evaluation rubric for the project are outlined at the beginning of the project.

Guide to WebQuests: http://school.discovery.com/schrockguide/webquest/webquest.html

WebQuest News: http://www.webquest.org/

WebQuest Page: http://webquest.sdsu.edu/

WebQuest Templates: http://sesd.sk.ca/teacherresource/webquest/webquest.htm

Telecoop 5: Becoming a Self-Directed Learner

2005-04-07T10:54:00.000-07:00

"Teaching Learners to be Self-Directed" by Grow, G.O.

http://www.longleaf.net/ggrow/SSDL/Model.html#Assumptions

Telecoop 4: Connecting Content and Learning

2005-04-07T10:42:00.000-07:00

Suggestions for changing your approach toward content in your classroom: http://tep.uoregon.edu/workshops/teachertraining/learnercentered/teachcontent/specificsuggestions.html

Telecoop 3: Uncovering Content

2005-04-07T10:27:00.000-07:00

Content in a Learner Centered Classroom:

http://tep.uoregon.edu/workshops/teachertraining/learnercentered/teachcontent/teachcontent.html

Teaching Content in a Learner-Centered Course:

http://www.ferris.edu/HTMLS/academics/center/Teaching_and_Learning_Tips/Learner-Centered%20Teaching/TeachingContent.htm

"Content in a learner-centered environment functions to accomplish two purposes: it establishes the foundation of knowledge on which subsequent learning rests, and it becomes the vehicle whereby and through which learning skills and awareness are developed. Students need to leave college knowing content and knowing how to learn more. If we need to adjust our attitudes in order to act on this second goal for content, let us make those adjustments and move on to implementation. (Weimer, 2002)

Telecoop 2: Shifting Toward Learner-Centered

2005-04-07T10:09:00.000-07:00

Five shifts that must occur:

1. Balance of Power
2. Function Content Serves
3. Instructor Role
4. Learning Responsibilities
5. Assessment Purpose and Practice

Source: Maryellen Weimer’s, Learner-Centered Teaching: Five Key Changes to Practice (2002).

A review of Weimer's book follows: Book Review

Telecoop 1: Session Goals

2005-04-07T10:03:00.000-07:00

Identify shifts in practice and attitude for faculty

Identify shifts in practice and attitude for learners

Define process for creating a goal discussion

Define process for creating a Reading and Reflection Journal

Define Process for Bibliography/Webliography

Review a Webquest (Interactive-Exercise)

Experiments in Education

2005-03-17T06:52:00.000-08:00

Experiments in Education

How we process knowledge

2004-11-18T15:53:00.000-08:00

http://www.innovateonline.info/index.php?view=article&id=5&action=article

Welcome to Learning-Centered Blog

2004-11-17T11:51:00.000-08:00

Welcome :)

This blog has been created to explore and create learning-centered strategies. Please join in!

Regards,

Alice