carolynne white (ccwhite)'s Public Profile in the Diigo Community

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Recent Tags:	learning(0), differentiated(0), technology(0), practical(0), use(0), 21st(0), century(0), skills(0), line(0), class(0), room(0), the(0), future(0), instruction(0), blended(0), Edutopia(0), resources(0)
Top Tags:	learning(3), differentiated(2), instruction(1), class(1), line(1), use(1), back(1), practical(1), 21st(1), century(1)

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Teens Tackle Real-World Math in Oklahoma | Edutopia on 2009-08-06
Rubric for Online Instruction on 2009-08-06
- Baseline
  Effective
  Exemplary
Instructional Strategies for Online Courses on 2009-08-04
- In an online course, with instant access to
  vast resources of data and information, students are no longer totally
  dependent on faculty for knowledge. As faculty are beginning to teach
  online, learning is becoming more collaborative, contextual and
  active
- Because physically meeting
  with the class to discuss learning goals, objectives, and expectations
  is not possible online, instructors must be very clear and concise in
  what is expected from the learner
- 1 more annotations...
- - Online projects give students
    an opportunity to pursue their special interests and can be done individually
    or within groups. Projects also provide students with practical experience
    and a sense of accomplishment.
7 Tips for Better E-Learning Scenarios - The Rapid eLearning Blog on 2009-08-03
- 
  
  7 Tips for Better E-Learning Scenarios
NSBA P21 and Global Awareness.pdf (application/pdf Object) on 2009-08-02
If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions on 2009-07-28
- Active and focused participation
  
  is an expectation of most online courses. Regular contributions to online
  
  discussions are integral to the determination that a student is keeping pace
  
  with the learner-centered activities and achieving the outcomes of the course.
- One must realize that no single
  
  method for assessment is considered ideal. Rather, several methods can be
  
  used within a single course to provide a summative evaluation of a student's
  
  knowledge, ability and participation
- 3 more annotations...
- - How much value do I place on
    
    the threaded discussion for this module?
    Will the threaded discussion
    
    achieve the objective for the module alone? If not, what other activities
    
    should be developed?
    How much time is needed by
    
    the student to sufficiently complete the module?
    Will the student spend so much
    
    time finishing the assignments that opportunity to adequately reflect and
    
    apply the module material to their personal knowledge is non-existent?
  - Ultimately, the rubric will aid in structuring the assessment to be
    
    more objective and consistent. Further, it will serve to clearly show the
    
    student how their work will be evaluated and provide guidelines for performance
    
    expectations.
  - Promptness and Initiative
    
    speaks to the student’s ability to participate in threaded discussions in
    
    a timely fashion which demonstrates self-motivation. It permits commentary
    
    on whether or not the student is actively and consistently engaging in the
    
    course content.
    Delivery of Post addresses
    
    the student’s attention to detail in terms being grammatically correct with
    
    rare misspellings.
    The category, Relevance
    
    of Post, permits an objective assessment of the student’s ability to
    
    post topics that are relevant to the original discussion with acknowledgement
    
    of references if provided. It addresses the student who stays on topic as
    
    well as the student who appears to disengage from the course content.
    
    Expression Within the Post
    
    addresses the issue of how well opinions are expressed and how ideas or
    
    comments are presented. This category also allows the facilitator to acknowledge
    
    the different writing/expression styles of the students.
    Lastly, the category, Contribution
    
    to the Learning Community (LC), speaks to the assessment of whether
    
    or not the student makes an effort to further the development of a collaborative
    
    learning experience. It provides distinction between the student who seems
    
    relatively indifferent to the building process of a LC and the student who
    
    strives to reinforce the LC as the course develops.
Bloom's Taxonomy Blooms Digitally, Andrew Churches on 2009-07-27
- You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them.
- Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding
  Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
  Applying - Implementing, carrying out, using, executing
  Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating
  Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring
  Creating - designing, constructing, planning, producing, inventing, devising, making
- 1 more annotations...
- - Elements coloured in black are recognised and existing verbs, Elements coloured in blue are new digital verbs
New Web Sites Give Kids an Academic Edge - WSJ.com on 2009-07-24
Berberi's Tools: Technology Can Level the Learning Field | Edutopia on 2009-07-24
‘School of One’ Pilot Program Under Way in Chinatown Middle School 131 - NYTimes.com on 2009-07-23

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FOL-summer09

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This group will utilize diigo to collaboratively research tools or research that could be beneficial in online learning.

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