Wikis in Education - Recently Updated Pages

Leadership Pipeline

Jochen1988 — Thu, 10 May 2012 07:07:32 CDT

How can wikis be used <insert subcategory>?

Use Wetpaint wiki site templates to get a head start

Template Name

Subpages include:

example

Click Go! to start a wiki, and select the 'insert name' template.

Template Name

Subpages include:

example

Click Go! to create your wiki, then select the 'insert name' template.

Sense of Place

s_miller — Thu, 26 Apr 2012 14:09:02 CDT

There is no abstract available for this page revision.

Teacher Peer Wikis

CryingDove — Fri, 20 Apr 2012 22:05:14 CDT

How can wikis be used for teacher collaboration?

Topic Ideas:	Bounce ideas off of other educators who teach the same topics as you.
Presentations:	Create a wiki as a presentation instead of a powerpoint
Group Sharing:	Create a wiki and share resources with team members in your school or district.
Group FAQ:	Post and respond to questions on a given topic.

Add your teacher collaboration wiki to the list below to share with others.

URL to Wiki on Wetpaint	Topic	How you use the wiki
http://teachersdesk.wetpaint.com/	A wiki where K-12 educators can create, collaborate, and communicate ideas that help to move the classroom into the 21st century.	A site where teachers from all areas of the curriculum can share classroom ideas.
http://japaneseteacher.wetpaint.com/	A place created by Leanne Smith for Japanese teachers to meet, chat and share great teaching ideas and resources.	Upload resources you have made to the relevant pages. Download others' resources. Raise questions and requests in the forum.
http://theteacherslounge.wetpaint.com	A teacher peer wiki where teachers, grades K-5, can communicate, and share information to help them in their classrooms.	The wiki is used as a social network for teachers to share classroom relevant information. The wiki allows teachers to share and learn from one another.
http://21stcenturylearning.wetpaint.com/	We are a community of educators embarking on a collaborative journey into the future of education, educational technologies and new curriculums in order to prepare our students to function in a competitive and rapidly changing global world.	Teachers working together to create learning opportunities for students.
http://learning2shanghai.wetpaint.com/	This workshop will demonstrate techniques for using a wiki as a more dynamic and interactive alternative to a class website, a substitute for pen and paper homework assignments, a forum for communication about class related topics, a way to hold online exam review sessions, and a comprehensive, collaborative, student created course study guide.	Wiki used as a presentation to teachers.
http://focusedconversationforschools.wetpaint.com/	How do you use the ToP Focused Conversation Method in your school system or educational context? Here's a place to share your designs and experiences, ask questions, get feedback from other educators and masters in the use of the method, and celebrate your successes with a community of people.	Teachers learning from each other.
http://kernowictac.wetpaint.com/	This site already contains information about generic tools that can be used in any subject areas. What we really need now is some subject case studies… So if you are using ICT in your lessons and its working well, please share your ideas in the subject case study section.	This site has been designed to allow people to share ideas for the use of ICT across the curriculum.
http://arttalk.wetpaint.com/	Art Talk is a wiki for anyone who wants to share ideas for facilitating the understanding of and responding to visual art in the Kindergarten to College Classroom.	This wiki includes ideas about creativity, awesome artists, production processes, and copyright.
http://brainsplus.wetpaint.com/	BIOLOGICAL SCIENCES	I intend to become a good researcher and wish to explore deep mysteries in the field of biology by integrating my unique mental faculties and power of prospective study to quench my ever increasing thirst to get excellence in my field.
http://writersrock.wetpaint.com/	An interactive website for middle school teachers who are using the TC Writers and Readers Workshop Models	Our goal is to support each other in our teaching practice by sharing resources, systems and management strategies, and other practices that will help us spend more of our time directly serving our students.
http://abilitynet.wetpaint.com/	The wiki has been created by AbilityNet, the UK's largest provider of advice and information on all aspects of Access to technology	The purpose of the wiki is to provide live and up to date information on all aspects of Assistive Technology.
http://englishplace.wetpaint.com/	English Language and English Literature	In this wiki you will find an extensive repository of links to websites for reference, research and self access learning, tailored to meet the needs of students and teachers of English as a second language and of English literature.
http://literacycenters.wetpaint.com/	Literacy centers are small areas within the classroom where students work alone or together to independently explore literacy activities while the teacher provides small-group instruction.	Informative
http://collabvsl.wetpaint.com/	This wiki is a meeting place to experiment with and exchange ideas about online mathematics education collaborative tools	Collaborative State Education wiki
http://interactiveteacher.wetpaint.com/	Intelliboard with RMEasiteach software	This wiki is a place for sharing ideas and teacher created files for use in the classroom.
http://ementoring.wetpaint.com/	ACFE Hume Elearning Project 2008	Thanks for joining me for this informal learning experience. I hope you enjoy working with a wetpaint wiki.
http://www.nuffieldstem.org/	Nuffield KS3 STEM Project	Nuffield is helping teachers make full use of the changes to the KS3 national curriculum
http://clifmims.wetpaint.com/	Presentations and online handouts	Welcome to Clif's Wiki on Education, Technology and More.
http://collabvsl.wetpaint.com/	A meeting place to experiment with and exchange ideas about online mathematics education collaborative tools.	* Identify, evaluate, catalog, and aggregate online collaborative tools. * Identify technologies and tools that improve in-class mathematics instruction. * Identify and leverage technologies trends in education. * Improve communication.
http:teensvoices.wetpaint.com	This is a cultural project designed as an exchange experience in which teenagers will compare the way they live, their interests, likes and dislikes and learn from each other.	* Share feelings, ideas, opinions, etc. * Learn about other cultures * Improve language.
http://witzchem.wetpaint.com	A meeting place for high school chemistry teachers to share how they incorporate Web 2.0 tools into their classes.	Teachers sharing information to create learning opportunities for students specifically in the study of chemistry.
http://smartbusinesseducation.wetpaint.com/	Business Education Resources, tools, ideas to use web 2.0 and other tools in the classsroom or for e-learning.	collaborative ideas lessons and tools for students and teachers.
http://saschools.wetpaint.com	This wiki will look at, investigate, discuss and develop a list of websites that can be okayed by South African school firewalls. It will also endeavour to create an AUP (acceptable use policy) for schools and learners that can be used to guide ICT managers to safeguard their learners. We can also share "policies" and practices about the use of cellphones and social networking in schools. (Mxit, Facebook...) So if you are a school ICT manager, principal, computer lab teacher, teacher who uses ICT with learners (ICT champion ;-) ), then please join and help us to create a safe online learning environment for our learners!	Sign in and share ideas.....
http://portfolio2point0.wetpaint.com/	This wiki was used at the Pennsylvania Integrated Learning Conference to help teachers see how a wiki could be used by students to produce career portfolios.	Feel free to join our site and discuss the concept of e-Portfolios and how they can be applied to all learners
http://21stcenturypedagogy.wetpaint.com/	A Tech Integration site for educators looking to understand what it means and how to get started.	Easy to use. Enter the site read through the material and follow the links.
http://curricoloitalianovinci.wetpaint.com/	Curricular planning in italian language	The site will be used by school teachers as a basis for a "community of practice". Through it, teachers from the same school will be able to share and discuss their curricular planning in language education, including resources as well as learning paths and tools.
http://mediastrand.wetpaint.com	This wiki was created to support English Teachers in the Ottawa Carleton District School Board in the implementation and integration of the Media Strand. Resources from workshops delivered in 2008, and 2009 provided. Worshops in 2008 delivered Media Theory Workshops in 2009 delivered Practical Application and curriculum documents, lesson plans, handouts, rubrics, etc.
http://txwebdesign.wetpaint.com	A new wiki created to showcase various ICT work in an international primaryschool- tutorials to be added	Feel free to add or comment
http://curricolomatematica.wetpaint.com/	Curricular planning in mathematics - Scuola Città Pestalozzi - Florence - Italy	Through it, teachers from the same school will be able to share and discuss their curricular planning in mathematics, including resources as well as learning paths and tools.
http://digitaldestinations.wetpaint.com	Web 2.0 information for teachers plus suggestions for how to implement into the classroom.	Please drop by! Suggestions welcome!
The Science Teacher's Hub	A wiki for Science teachers to share resources and teaching ideas. Also includes section dedicated to using Webtools in the Science classroom.	Just launched! Watch the screencast of the site (left) and cruise it at your leisure, then join to collaborate, we'd love to have you as part of our team.
Weavingideas facilitated by Janice Jones (Lecturer and researcher at the University of Southern Queensland)	A wiki for M.Ed students discussing emerging web environments and their uses in education	For permission to access the site and to contribute, please contact Janice Jones (jonesja@usq.edu.au)

Note: to add a new row, click EasyEdit, right click on the last row in the table, and then select "Add row"

PTO Wikis

CryingDove — Fri, 30 Mar 2012 08:29:40 CDT

Why should Parent Teacher Organizations use wikis?

Easily create and manage a free website for your PTO without having to rely on tech support
Encourage online member participation, collaboration, and idea sharing
Attract new members & make it easy for them to get involved
Show your community the positive things that happen at your school and the people who make it happen

How can wikis be used by PTOs?

About us:	Share your mission statement, officer profiles, and contact info
News:	Keep members up to date on what's happening with your organization.
Calendar:	Create calendar pages to track all PTO events during the school year.
Fundraising:	Compile & share fundraising plans, ideas, and event feedback.
Meeting Management:	Post meeting agendas, notes, and track follow-up action items.
Task/Event Management:	Create volunteer sign-up pages for events, errands, etc.
Photo & Video Galleries:	Post picture galleries, slideshows, 4shared and clips of PTO events.
Messaging:	Send messages via the wiki to share news, solicit information, or collect feedback.
Attachments:	Easily attach copies of all your standard forms (membership, volunteer forms, etc.)

Share your Parent Teacher Organizations wiki with others.

URL to wiki on Wetpaint	School/Organization	How you use the wiki

Education Templates

CryingDove — Fri, 30 Mar 2012 08:28:34 CDT

Ideas for Education Templates

Add your template ideas to the table below. Have a template or example page built that you'd like to share? Add a sub-page to this page and then link to your template name to your new sub page.

Your User Name	Your Template Idea
michaelbeezner	Classroom homepage template
jutecht	Understanding By Design Lesson Template Planner
jutecht	E-Portfolio
jutecht	Custom Profile Tempates
jutecht	Wiki/Blog grading rubric using in college course

	Music Ed Templates
violinsensei	Notebook for Music students Archives weekly practice charts, lesson notes and calendars, etc. (to be updated as the need arises.)

Fundraising

FOED3010 — Thu, 29 Mar 2012 11:29:55 CDT

There is no abstract available for this page revision.

Upcoming Events

FOED3010 — Thu, 29 Mar 2012 09:51:32 CDT

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The Asian World

cruz.rivera27 — Wed, 28 Mar 2012 09:19:21 CDT

How can wikis be used <insert subcategory>?

Use Wetpaint wiki site templates to get a head start

Template Name

Subpages include:

example

Click Go! to start a wiki, and select the 'insert name' template.

Template Name

Subpages include:

example

Click Go! to create your wiki, then select the 'insert name' template.

World History TAKS

cruz.rivera27 — Wed, 28 Mar 2012 08:59:50 CDT

How can wikis be used <insert subcategory>?

Use Wetpaint wiki site templates to get a head start

Template Name

Subpages include:

example

Click Go! to start a wiki, and select the 'insert name' template.

Template Name

Subpages include:

example

Click Go! to create your wiki, then select the 'insert name' template.

EduAppers

EduAppers — Thu, 08 Mar 2012 14:47:28 CST

This is a template page

This wiki was developed as a sharing tool, at the College of Menominee Nation, for the students in the Bachelor of Science - Early Childhood/Early Elementary program to post and evaluate Apps they use in their educational settings.

By sharing their findings, we hope to implement new tools and techniques in using technology in the classroom.

Elementary Math Glossary

LoriLight — Wed, 29 Feb 2012 21:22:26 CST

<<GAME NAME>> GLOSSARY

CLICK THE EASYEDIT BUTTON ABOVE TO ADD TO THE LIST!

A - C

TERM	DEFINITION
<<add term>>	<<add definition>>
century	100 years
area	measurement of the inside of a space

D - F

TERM	DEFINITION
<<add term>>	<<add definition>>

G - I

TERM	DEFINITION
<<add term>>	<<add definition>>

J - L

TERM	DEFINITION
<<add term>>	<<add definition>>

M - O

TERM	DEFINITION
<<add term>>	<<add definition>>

P - R

TERM	DEFINITION
<<add term>>	<<add definition>>

S - U

TERM	DEFINITION
<<add term>>	<<add definition>>

V - Z

TERM	DEFINITION
<<add term>>	<<add definition>>

Lesson Plan Outline

RosieVoelker — Mon, 23 Jan 2012 14:28:41 CST

Making Friends/Introducing Yourself

Lesson Plan Format

Lesson Topic: Social Skills
Teacher: Voelker
Class:SDC Grades 3-5
Anticipated Date of Lesson: 11/12/2011

Basic Components

1. Lesson Objectives

a. Student will demonstrate the four components of Introducing them self to a new friend by role playing with a partner

2. Assessment

a. Assessment of learning (Done after lesson) - I will know that the student has met their objective by observing them in a role playing situation,using the four steps provided.b. Assessment for instruction (Done during lesson) - Interview student(s) to check for understanding of how to meet a new friend. What are the steps?

3. Lesson Flow

Introduction: Present kid-friendly objective to students: Today I will use a graphic organizer to demonstrate the four steps of how to introduce myself to a new friend. Brainstorm together reasons we should know how/want to make new friends. Ask students to share some of their experiences with making/meeting new friends.
Teaching: Present graphic organizer. Explain that there are five simple steps when introducing yourself to some new:
Display one stage at a time. Have students read each step to them self first, then read aloud together. Discuss reasons as to why or why not you may want to meet that person. How do you get someones attention..teacher may role play various examples (correct and incorrect). Discuss how your voice level should be, and that eye contact is needed. have students engage by showing examples of each. Discuss how important it is to give them you name and provide exact language in examples "Hello, my name is Marci." Have students practice each phase with buddy throughout lesson.
Review- Have students review five steps orally. Cover up organizer to see if students can memorize each step. Have students take turns giving an example of each step. Have students review five steps out loud with their partner.
Assessment: Student will role play with a buddy. They will demonstrate all five steps required when introducing them self to someone new. teacher will observe each group as they introduce themselves to each other. Graphic organizer will be available to those who require it. After each group has mastered the steps and demonstrated this in a role play scenario, teacher will encourage students to use these new skills on the playground, during lunchtime or at baseball practice. Ways to adapt the lesson
a) this lesson can be adapted to all learning abilities. Students that are non-verbal may use the organizer to point to pictures in place of words. If students are using augmentative communication, all five components can be pre-recorded, programed etc.

4. Anticipated Difficulties, Misunderstandings, Confusion

a. behaviors may become an issue with those who chose not to socialize, use eye-contact etc. These steps may need to be practiced individually first, before attempting role-playing with peer.
b) memorization and sequencing may be difficult for some, having a smaller scale of the organizer for reference may be beneficial

Additional Components

5. Materials and Equipment Needed

a. Overhead projector, graphic organizer of Introductiong Yourself:, Students for role playing

6. Prerequisite Skills, Knowledge, and Dispositions

a. Students must be verbal or have a way to communicate (PECS, SAY IT SAM)
b. Ability to memorize four steps with the use of a visual
c.Willingness to follow instructions and to socialize

7. Links

a. Students will benefit from increased social skills:
i. On a daily basis, in and outside of the SDC Classroom
ii. Community, Job place, lifelong skill

References

Dream Vacation Math 7 H

MrsCoxDreamVacation — Mon, 02 Jan 2012 07:38:02 CST

There is no abstract available for this page revision.

Attack on 9/11

canonken000 — Mon, 19 Dec 2011 08:57:00 CST

There is no abstract available for this page revision.

sch1284

eestrelnikova — Sat, 17 Dec 2011 14:14:12 CST

How can wikis be used <insert subcategory>?

Use Wetpaint wiki site templates to get a head start

Template Name

Subpages include:

example

Click Go! to start a wiki, and select the 'insert name' template.

Template Name

Subpages include:

example

Click Go! to create your wiki, then select the 'insert name' template.

El verano pasado

urseurse — Wed, 07 Dec 2011 21:05:35 CST

This assignment is for the Spanish I, 9th grade students in Mrs. Jung class.

INSTRUCTIONS:

1.- Click "Add a New Page" on the left side of this page.Title the page with your first name and first initial of your last name. Example: AnaT
2.- Using simple past and at least 5 irregular verbs, write down a paragraph in Spanish about what you did last summer.

3.- Include one activity that you did last summer with one of your classmates but don't give details.

4.- Ask that same classmate who did something with you during the summer to explain in three or four sentences using the simple past what you did together.

5.-This activity will be due on monday

6.- Here you have an example of what your project should look like:

EL VERANO PASADO by AnaT

Yo fui a la playa con mis padres. Nosotros llegamos ahí muy rápido. Mi padre busco un hotel barato. Mi madre abrazó a mi padre. Nosotros fuimos a un restaurant. El mesero trajo el menú y tradujo el menú. Vivimos en la playa un mes. A la hora de la comida, yo abrí el jugo de naranja. Todos empezamos a comer. Nosotros comimos mucho. Mi padre bebió una cerveza. Mi hermano corrió 2 millas todos los días. Nosotros tuvimos muy buenas vacaciones. Nosotros hicimos muchas cosas. Nosotros escuchamos mucho español. Al final nosotros decidimos ir a la casa. Nosotros estuvimos muy contentos. En Spearfish fui a visitar a mi copanero de clase Mark. (in this case Mark, the classmate, will explain why you visited him in three or four sentences).

Grading Rubric Template

mgiladi — Tue, 22 Nov 2011 04:18:51 CST

Components	Unacceptable (O Points)	Acceptable	Good	Excellent
	Unacceptable	Some assignment requirements met	Most assignment requirements met	All assignment requirements met
זמן ביצוע	Assignment on-time	Some or all of the assignments were posted (2-3)	Assignment sent by midnight	Assignment on-time

ביצוע חיפוש וחקירה	No links, no research evident	Some research evident, some links posted	Most links posted and there is evidence of research	All links are posted, evidence of research is obvious ************************** Total Points ______

This rubric is adapted with permission from: Ecmp355 and http://www.ryanbretag.com/blog/?p=462

GSU540Kemp

maltese75 — Tue, 15 Nov 2011 01:46:55 CST

How can wikis be used <:

Annotated Bibliography: Kemp Muniz, Marla Mutis, Linsey Savage

Introduction

Technology and digital content are at the center of online learning and teaching and how they are used in delivering messages can enhance or take away from the learning experience. The forms of technology can be that of text only, or incorporate the use of images and graphics to supplement text, or multi-media which incorporates text, static images, audio, and moving images. By far, multimedia makes the learning experience more interesting because it can house an element of interactivity where students can offer feedback.

Of course, technology can be expensive, especially if it is incorporated into original course content. For example, a course designer may purchase expensive programs such as Flash and its audio equivalent when designing a course. This can even be a strain on the budget of a university with access to many financial resources over time. To be more practical, there are many videos and websites that already have multimedia content a well as webinars, PowerPoint presentations and video clips of subject matter that online instructors can provide as links embedded into course lessons. Such sites are YouTube, Google Video, or many professional trade organizations have them uploaded to their individual sites.

Evaluating Course Content

The challenge for the online instructor is to view the content and evaluate how useful it is for student-centered learning.

To do this, instructors would have to weigh the content against a rubric, a unit of measurement that would evaluate its usefulness according to a point- scale.The following pages have examples of websites that have utilized text and static images, as well as ones that have incorporated multimedia to teach a lesson or create a message.We have developed a rubric that details the scale of measurement of the websites in terms of effectiveness and they are:(1) First Rate, (2) Quality, (3) Passable, (4)Could Be Better,(5) Insufficient

Rubric Description

Each category of our evaluative rubric has a score range and the overall scores of the websites we evaluated was determined based on the delivery of messages using different levels of criteria (i.e., orderliness, format, clear explanations and standards (i.e., how many multimedia elements were incorporated such as sound, text moving images, graphics, links, animations, etc). Evaluating websites beforehand can save students a lot of time deciphering content messages when they can be interpreting them and applying the information on a practical basis. Last, an annotated bibliography provides a summary of the websites as well as support for the rationale we applied when evaluating the websites.

Rubric

ASSESSMENT Score Point
90-100%
First-rate
5 points 80-89%
Quality

4 points 70-79%

Passable
3 points 60-69%

Could do better
2 points Less than 60%
Insufficient

0 points

I. SUBMISSION

The website articulates to
the topic.
(links with
multi-media technology will
be issued a max of three additional points****) Articulates
to the
theme in a highly formatted
mode. Articulates to
the theme in
a moderately
formatted
mode. Articulates
to the theme adequately. Articulates the theme, but, it is not clear cut. Does not articulate the theme.

II. ORDERLINESS

The website
offers a clear
and comprehensive expansion of the controlling method. Offers a highly formatted structural method. Offers a well-formatted
structural method. Offers an
adequate and orderly
structural method, although discrepancy is clear.

Has unsatisfactory organization;
no real orderly
method appears. Offers a minimally evident orderly method;
is almost inconceivable.

The website has
a starting point
that should be
relevant, clear,
and adequate. Has highly formatted elaboration
that clearly backs explanations. Has relevant,
clear facts that adequately
backs explanations. Adequately backs the explanations through facts. Has
inadequately
backed explanations. Has few adequate facts; explanations are largely not backed.

IV. STANDARDS (Mechanics)

The website
should indicate
appropriate

sentence structures, grammar, spelling, punctuation, and capitalization. Indicates superior
control over
all aspects
of mechanics;
no
mechanical slip-ups. Indicates good control over
most aspects
of mechanics, although there
are a few remarkable typos. Indicates satisfactory
control over most aspects
of mechanics. There exist typos throughout,
or at a
minimum, one sentence error. Indicates satisfactory control over
some aspects of mechanics.
There are
at least two sentences of typos. Indicates inadequate control over the mechanics. There are major sentence typos throughout.

V. Multimedia

The website
should
incorporate appropriate
Multimedia The website incorporates
at least five different
multimedia technologies such as: graphics, animations, sound or,
video
(3 extra points).
The website incorporates at least four
different multi-media
technologies such as: graphics, animations, sound or,
video
(2.5 extra
points). The website incorporates
at least three different
multimedia technologies such as: graphics, animations, sound or,
video
(2 extra points). The website incorporates at
least two
different
multi-media technologies
such as:
graphics, animations,
sound or, video (1.5 extra points). The website incorporates at least one multi-media technology such as: graphics, animations, sound or, video (1 extra point).

Text/Static Image Websites

www.businessballs.com

“Businessballs” is a free ethical learning and development resource for people and organizations. The philosophy of the page is to present proper business practices, and by “proper” they mean ethical, practical, innovative, compassionate and enjoyable. Within the site, individuals can look at information regarding business communications, marketing, management, SWOT analysis, and proper job searching/interview strategies. In addition, the site also contains quizzes for business, strategies for HR and game/in-class activities, how to become a better business writer and, finally, useful diagrams and business tools that can come in handy on a daily basis. Based on our rubric, the site does a good job of articulating the page's theme with a moderately formatted mode, using hyperlinks extensively. It has a well-formatted structural method containing clear facts that adequately support its findings. Additionally, there is superior control over the mechanics with very-few mechanical errs. One thing it does lack is any kind of multi-media usage, relying solely on text and static images.

[**Frost, Brown, Todd]. [2011]. [Media Law Webinar]. Retrieved fromhttp://www.prndi.org/media/PDF Documents/prndilegal.pdfPublic Radio News Directors, Inc. is a non-profit professional organization formed to support public radio journalists with improving news and programming content. They accomplish this by providing education on laws and ethical considerations that apply to the discipline, advocating for their interests to legislators and promoting high standards so that the public is served accordingly. They support radio news directors with technical assistance through trainings, webinars and conferences and have developed very effective business models that are used in the radio news industry. The webinar is a PowerPoint that was presented at the time the webinar commenced. The information is a must-know for anyone in the media communications industry and although the intended audience was for radio news journalists, anyone in the media communications field can benefit from this knowledge since these laws bridge all media. The webinar gives clear explanations in simple terms and utilizes colorful real-life still graphics to supplement. The laws are quoted and explained as they appear in legislation along with the legal implications for the Internet, radio, writing, and music. Since E-Learning and the Internet are linked, this is important for anyone seeking to become an online student or instructor. This can be done by providing a link within the course lesson. Another important observation is that the presentation dispels myths that are common in the industry. It appears that the original non-PDF may have included links but although no other multi-media are used, it does not take away from the learning experience. On our rubric this is a first-rate webinar.

Multimedia Websites
http://kb.blackboard.com/display/EXEMPLARY/Exemplary+Course+Program Special Topics in Leisure - Strategic Management University of Illinois at Urbana-Champaign Jason Mock In this course, technological quality is high. It was noted that quality teams worked along side content experts. The website lists tutorial information, in addition to library links. The course syllabus and other pertinent information like faculty contact information are located on the homepage. There is a template that aids the course navigation. Included in the mix are a course calendar, student tutorials, course policies, technology requirements and, basic tips for student success. The navigation format is clear and, there is even an ice breaker activity within the orientation module. Clearly, the focus is also on content and, not just mechanics. There are clear due dates and, course objectives that are linked to rubrics. The course lectures are offered in video and MP3 downloads. The case study format is used. Based on our group’s rubric, the site articulates a common theme. There is a home page that links students to the course calendar and other pertinent contact information. The course design is clear and consistent. The navigation is a breeze to follow. There are no errors to note in terms of mechanics. Also important are: faculty presence, in addition to consistency of the course offerings that cater to a wide range of interactive media. In looking at our rubric. The course exceeds all of the areas listed, including it having interactive multi-media. There were no errors in terms of mechanics to note. Grammar, punctuation and, spelling have been adhered to. This course is set up for student success.

http://kb.blackboard.com/display/EXEMPLARY/Exemplary+Course+Program Organizational and Management Theory University of Pittsburgh Gail Wolf This online nursing course is considered well designed and has been awarded an exemplary Blackboard award. It is run with a course header that stays with the student. There is a course welcome, a help page and, an introduction to nursing area. A student can navigate to the course syllabus, discussion and case studies. Course policies are also listed that include a turn around time for both instructor and students to hear back from one another. Similar to a learning agreement, this setup helps both sides avoid miscommunications. There is also an opportunity for students to pose and respond to questions. One item of interest mentioned is that the course is separate from the syllabus. This enables an instructor to update the course with ease each term. The course also has laid out modules that include all of the assignments. This includes: readings, self quizzes, cases, and discussions. This site mentions the importance of: faculty presence, consistency of course design and, providing a variety of learning activities. In looking at our rubric, this course exceeds all of the areas, including interactive multi-media. The navigation is easy to follow, pages flow, and there is consistency. There were no errors in terms of mechanics to note. It is clear in its design and comprehensive in its scope. Grammar, punctuation and, spelling have all been checked. This course is set up for student success.

http://www.youtube.com/watch?v=WgFTIRarzqw&feature=related

In this multi-media presentation, a video presentation explaining rhetorical theorist Kenneth Burke's theory of the dramatism pentad using the familiar sound and images of the classic “Pink Panther” cartoon. In each scene, the panther is causing havoc while Inspector Clouseau is seen trying to stop the culprit before another dastardly act, with each frame showing and then explaining the five steps of the Burkian pentad:

1.Act:What happened? What is the action? 2.Scene:Where is the act happening? What is the background situation? 3.Agent:Who is involved in the action? 4.Agency:How do the agents act? By what means do they act? 5.Purpose:Why do the agents act? What do they want?

With the familiar theme and images, the video goes out of its way to explain the pentad in a manner in which people will not only understand the theory, but will retain it as well.

Using our rubric, the site articulates the theme adequately but ultimately falls short in offering a complete explanation of Burke's theory. The link is well-formatted with inadequately backed explanations. Put another way, it does not go further into the pentad and offers the absolute basics of the theory. There are no typos in the text, which does count for something, and while the link is a video file, it is the only multi-media based approach taken by the page.

[United Nations University]. [2010]. [Sticky Concepts on E-Learning]. Retrieved fromhttp://www.vimeo.com/14416456**The United Nations University was formed in 1973 and is the academic division of the United Nations that focuses on research and transfer of knowledge by bridging academic and policy-making communities. It serves the United Nations by advocating for its social policies, political strategies and assists in other areas such as economics, technology and even military issues. E-Learning is not a new concept but it has taken some time to appeal to people who are more comfortable with more traditional styles of learning and teaching. In addition, it is driven by technology which changes at a fast pace. As such, the university engages in postgraduate level education programs and development activities to address opportunities and challenges, in this case, E-Learning.“Sticky Concepts on E-Learning”introduces the layperson to the ABC’s of the world of online learning and teaching along with the tools and technology. From a multimedia vantage point, the video is very effective since it is simple, easy to follow and is not long or overwhelming. It follows a logical format by delving into why E-learning is an evolutionary concept beginning with the history of it and has very clear explanations complemented by colorful graphics, clear audio and animation (still and moving) along with the ability to share with others. On our rubric, this is a high quality video and can be used as an introductory tool for all levels of education, provided as a link embedded in course lessons.

Use Wetpaint wiki site templates to get a head start

Template Name

Subpages include:

example

Click Go! to start a wiki, and select the 'insert name' template.

Template Name

Subpages include:

example

Click Go! to create your wiki, then select the 'insert name' template.

Higher-Ed Wikis

Creativity1 — Sat, 12 Nov 2011 02:29:32 CST

Group projects:	Students work together in one place to research, outline, draft, and edit projects within the wiki
Assignments:	Post homework, course materials, study guides, and more.
Resource Collections:	Organize articles, websites, videos, and other resources for students
Peer Review:	Post questions for student brainstorming, or have students post papers for peer feedback
Group FAQ:	Students and/or teachers post and respond to questions on a given topic
Parent Involvement:	Give parents a chance to be a part of the classroom and stay up to date on classroom news and events
Online Newspaper:	Create a student-published online newspaper

Share your Higher Education wiki site with others!

URL to wiki on Wetpaint

Topic

How you use the wiki

http://indiaeducation2009.wetpaint.com http://isukg.wetpaint.com/ International student UK guide www.educationideation.com & www.iteachstem.com www.patuckjrcollegebiology.wetpaint.com for Maharashtra, India www.patuckjuniorcollege.wetpaint.com a leading senior secondary educational institution in Mumbai, India. Also visit www.patuckeducation.org for further details http://ouces.wetpaint.com/	all what you want advice for international students coming to live and study in the UK instructional technology courses (undergrad and grad) built on a wiki. www.patuckjrcollegebiology.wetpaint.com isa wiki for the 10+2 students of Maharahstra state Board, India. Informations are available for the senior secondary students of other board also, Also visit. www.patuckjuniorcollege.wetpaint.com As a common platform for students of the University College of Engineering, Osmania University, Hyderabad, India, to exchange useful information regarding their work and study.
http://natureamericanvalues.wetpaint.com/ A class at Virginia Tech for undergraduates engaging the challenges of sustainability	We use Wetpaint to host course materials, facilitate communication among students, display our videos and blogs, and invite the broader community to engage in our discussions.
EDM641.Wetpaint.com is the class collaboration and study center for the Learning Management Systems & Organization class in Full Sail University's Educational Media Design and Technology Master's program.	Our Wiki is the collaboration Area of our Virtual Learning Environment, a joint endeavor -- it's always a work in progress. This site is a central point for students to keep track of evolving awareness of the field of learning platforms and new instruction methods.
http://tcwritinghandbook.wetpaint.com/	Tusculum College students and is billed as our English department's online alternative to a printed "composition handbook." In addition to the usual advice, we are incorporating video, podcasts etc. and are teaching students how to use the online resources that we reference in the wiki.

www.googleearthireland.com	Richard Webb's site was created to highlight the poteniial for Google Earth in Irish Education. Shows great use of how Wetpaint can integrate videos and manage document attachments. He is about to write an MA on Google Earth in the Classroom.
http://www.professays.com/term-papers/	One can find a lot of writing tips and interesting term paper topics on this site.
http://wikisineducation.wetpaint.com/page/BITE5389+Web+2.0+Technologies+%26+Virtual+Teams	This site is a collaboration of students in BITE 5389: Web 2.0 Technologies & Virtual Teams. The students are building a site to using Wetpaint to describe Web 2.0 technologies and then provide examples how they can be used.
http:\\www.cariology.wetpaint.com/	The "Wetpaint Cariology" project is a production of the first year undergraduate dental students (Class 2009/2010) of the Faculty of Dentistry, National University of Singapore. This web-based Cariology resource is a culmination of 2 months of research and writing by the students, guided by their mentors.
http://solarresearch.wetpaint.com/ http://greenroofsincanada.wetpaint.com/	My class of architectural technologists create a Wiki on a specific topic. I divide the class into groups and assign a sub topic, then each group creates further sub topics. The Wiki eventually becomes an online book that covers every aspect of the main topic. This semester we did solar power; last semester the topic was green roofs. At the end of the semester each group presents to the whole class and they graduate knowing a lot about the topic we have coverred. The course is actually a communications course but I like the fact that it has some real content. The school is Fanshawe College in London, Ontario, Canada. Take a look and feel free to join the Wikis.
http://www.hqessays.com/info	This resource was very helpful to me when I wrote my college essays. A lot of advises placed by professional writers are at one page.
http://www.englishingle.wetpaint.com/	Interdisciplinary site for writing short argumentative essays and other short essays, avoiding and detecting plagiarism, and sharing ideas about a wide variety of topics and articles.
Weaving Ideas (http://weavingideas.wetpaint.com/)	Site for Masters Degree students to co-construct knowledge about the use of web2 tools for teaching and learning.

http://en.wikipedia.org/wiki/Technology_integration

techadvance — Sat, 15 Oct 2011 12:51:37 CDT

Technology integration

From Wikipedia, the free encyclopedia

Technology Integrationis the use of technology tools[citation needed]in general content areas in education in order to allowstudentsto applycomputerandtechnologyskills to learning and problem-solving. Generally speaking, thecurriculumdrives the use of technology and not vice versa.[1][2]TheInternational Society for Technology in Education (ISTE)has established technology standards for students, teachers and administrators inK-12classrooms. The ISTE, a leader in helping teachers become more effective users of technology, offers this definition of technology integration:

"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions — as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."[3]

Integrating technology with standard curriculum gives students a sense of power, but also allows for more advanced learning among broad topics. Technology contributes to global development and diversity in classrooms and helps develop upon the fundamental building blocks needed for students to achieve more complex ideas.

Technology Education Standards

National Educational Technology Standards(NETS) served as a roadmap since 1998 for improved teaching and learning byeducators. As stated above, these standards are used by teachers, students, and administrators to measure competency and set higher goals to be skillful in thetechnologyin the 21st century.

Pedagogy

Paradigms

Most research in technology integration has been criticized for being atheoretical andad hoc, driven more by the affordances of the technology rather than the demands of pedagogy and subject matter. One approach that attempts to address this concern is a framework aimed at describing the nature of teacher knowledge for successful technology integration. TheTechnological Pedagogical Content Knowledgeor TPACK framework has recently received some positive attention[citation needed].

Constructivism in Technology Integration

Constructivismis a crucial component of technology integration. It is alearning theorythat describes the process of students constructing their ownknowledgethrough collaboration andinquiry-based learning. According to this theory, students learn more deeply and retain information longer when they have a say in what and how they will learn. Inquiry-based learning, thus, is researching a question that is personally relevant and purposeful because of its direct correlation to the one investigating the knowledge. As stated byJean Piaget [4], constructivist learning is based on four stages of cognitive development. In these stages, children must take an active role in their own learning and produce meaningful works in order to develop a clear understanding. These works are a reflection of the knowledge that has been achieved through active self-guided learning. Students are active leaders in their learning and the learning is student-led rather than teacher–directed.[5]Many teachers use a constructivist approach in their classrooms assuming one or more of the following roles: facilitator, collaborator, curriculum developer, team member, community builder, educational leader, or information producer.

Tools

Varioustoolshave or are being used in technology integration[clarification needed]. Some examples of such tools are:

Interactive whiteboards

Interactive whiteboardsare used in many schools as replacements for standard whiteboards and provide a way to allow students to interact with material on the computer. In addition, some interactive whiteboards software allow teachers to record their instruction and post the material for review by students at a later time[citation needed].

3D virtual environmentsare also used with interactive whiteboards as a way for students to interact with 3Dvirtual learningobjects employing kinetics andhaptictouch the classroom. An example of the use of this technique is theopen-sourceprojectEdusim.
Research has been carried out[citation needed]to track the worldwide Interactive Whiteboard market by Decision Tree Consulting (DTC), a worldwide research company. According to the results, interactive Whiteboards continue to be the biggest technology revolution in classrooms, across the world there are over 1.2 million boards installed, over 5 million classrooms are forecast to have Interactive Whiteboards installed by 2011, Americas are the biggest region closely followed byEMEA, and Mexico’sEnciclomediaproject to equip 145,000 classrooms is worth $1.8 billion and is the largest education technology project in the world.
Interactive whiteboards can accommodate different learning styles, such as visual, tactile, and audio.[6]

Interactive Whiteboards are another way that technology is expanding in schools. By assisting the teacher to helping students more kinestically as well as finding different ways to process there information throughout the entire classroom.

Student Response Systems

Student response systemsconsist of handheld remote control units, or response pads, which are operated by individual students. An infrared or radio frequency receiver attached to the teacher's computer collects the data submitted by students. The CPS (Classroom Performance System)[7], once set, allows the teacher to pose a question to students in several formats. Students then use the response pad to send their answer to the infrared sensor. Data collected from these systems is available to the teacher in real time and can be presented to the students in a graph form on an LCD projector. The teacher can also access a variety of reports to collect and analyze student data. These systems have been used in higher education science courses since the 1970s and have become popular in K-12 classrooms beginning in the early 21st century.Among other tools that have been noted as being effective as a way of technology integration arepodcasts,digital cameras digital media, andblogs.

Project-Based Activities

CyberHunt

acyberHunt, orinternet scavenger hunt, is aproject-based activitywhich helps students gain experience in exploring and browsing theinternet. A CyberHunt may ask students to interact with the site (i.e.: play a game or watch a video), record short answers to teacher questions, as well as read and write about a topic in depth. There are basically 2 types of cyberhunts:

A simple task, in which the teacher develops a series of questions and gives the students ahypertextlink to the URL that will give them the answer.
A more complex task, intended for increasing and improving student internet search skills. Teachers ask questions for students to answer using a search engine.

WebQuests

WebQuestsare student-centered, web-based curricular units that are interactive and use Internet resources. The purpose of a webQuest is to useinformationon thewebto support the instruction taught in the classroom. A webQuest consists of an introduction, a task (or final project that students complete at the end of the WebQuest), processes (or instructional activities), web-based resources, evaluation of learning, reflection about learning, and a conclusion.

WISE

TheWeb-based Inquiry Science Environment(WISE) provides a platform for creating inquiry science projects for middle school and high school students using evidence and resources from the Web. Funded by theU.S. National Science Foundation, WISE has been developed at theUniversity of California, Berkeleyfrom 1996 until the present. WISE inquiry projects include diverse elements such as online discussions, data collection, drawing, argument creation, resource sharing, concept mapping and other built-in tools, as well as links to relevant web resources.

Virtual Field Trip

AVirtual field tripis a website that allows the students to experience places, ideas, or objects beyond the constraints of the classroom[why?].

ePortfolio

AnePortfoliois a collection of student work that exhibits the student's achievements in one or more areas over time. Components in a typical student ePortfolio might contain creative writings, paintings, photography, math explorations, music, and videos.

References

^Teachers of the 21st Century Know the What, Why, and How of Technology Integration, Jolene Dockstader, December 8, 2008
^"Why Do We Need Technology Integration".Edutopia.
^Chapter 7: Technology Integration, U.S. Department of Education, December 9, 2008
^Wanda Y. Ginn."JEAN PIAGET - INTELLECTUAL DEVELOPMENT".
^Kay C. Wood, Harlan Smith, Daurice Grossniklaus."Piaget's Stages of Cognitive Development". Department of Educational Psychology and Instructional Technology, University of Georgia.
^Alfred N. Basilicato."Interactive Whiteboards: Assistive Technology for Every Classroom".
^Ward, Darrel W. (April 30, 2003)."The Classroom Performance System: The Overwhelming Research Results Supporting This Teacher Tool and Methodology".eInstruction. Retrieved 20 September 2009.

Contributed by Keneisha Taylor