Wii Presentation 20070730(3)

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Wii Presentation 20070730(3)

  1. 1. Wii Group eCommunication – Project Plan Instructors: Doris Lin Matthew Lai Raymond Wong
  2. 2. Why choose eCommunication? <ul><li>The purpose to know the communication process in the eCommunication scenario. </li></ul><ul><ul><li>to choose, to decide, to search, to define and configure, to subscribe/unsubscribe, to comment. </li></ul></ul><ul><ul><li>users can write, talk and film.  </li></ul></ul><ul><li>eCommunication and Collaboration Goleman suggests </li></ul><ul><ul><li>collaboration and communication help distinguish star performers in all fields (2000, pp. 319-321). </li></ul></ul><ul><li>Communication across global and local networks </li></ul><ul><ul><li>influenced life.  </li></ul></ul><ul><li>Learners must be effective communicators and collaborators in online situations.  </li></ul><ul><ul><li>electronic communications within teams and collaborative groups, and as individuals.  </li></ul></ul><ul><li>That's characteristic of Web 2.0 </li></ul><ul><ul><li>we design to “eCommunication” as our project focus. </li></ul></ul>
  3. 3. Project Background <ul><li>The Wii Secondary School is a grammer school in Hong Kong.  </li></ul><ul><li>Some Form 4/5 students taken CIT </li></ul><ul><ul><li>requires to complete a SBA project. </li></ul></ul><ul><ul><li>marks will be submitted to the HKEAA. </li></ul></ul><ul><li>The project is related to MMW Development.  </li></ul><ul><ul><li>IT teacher to prepare the project by offering an online summer course. </li></ul></ul><ul><ul><li>focuses on networking and web 2.0 tools. </li></ul></ul><ul><li>The reasons for using an online program are </li></ul><ul><ul><li>extend the student learning opportunities. </li></ul></ul><ul><ul><li>encourage peer learning activities. </li></ul></ul><ul><ul><li>motivate student-centred learning. </li></ul></ul>
  4. 4. Project Aim <ul><li>Apply network theories to develop and manage personal web page. </li></ul><ul><li>Evaluate a variety of communication tools using relevant standards and practical experience. </li></ul><ul><li>Construct/build a personal web page using Web 2.0 technology </li></ul><ul><ul><li>intended to address specific learning issues based on network theory and practice. </li></ul></ul><ul><li>Demonstrate an effective understanding of eCommunication environments. </li></ul>
  5. 5. Concept Map
  6. 6. Intended Students’ LO - SOLO Taxonomy <ul><li>Create high-order thinking and extend generalization of knowledge. </li></ul>Outcomes - Gong debate and presentation, Personal’s blog or RSS feed, reflection journal <ul><li>Coherent structure and meaningful answers/aspects. </li></ul>Relational Learning – Wiki development and evaluation <ul><li>Formulate the relationship between knowledge and associate logically. </li></ul>Multi Learning - Discussion Forum, RSS feed <ul><li>Longer responses </li></ul><ul><li>Problem-solving or critical thinking </li></ul><ul><li>Analysis, synthesis, or evaluation level of interaction </li></ul>Basic Learning – Online Quizzes, Discussion Forum, SlideShare <ul><li>Observed their learning and present only one relevant aspect. </li></ul>Observed Learning – YouTube, Images <ul><li>Spontaneous responses </li></ul><ul><li>Brainstorming </li></ul><ul><li>Social interactions </li></ul>NO Structure - ChatRoom Intended Learning Outcomes SOLO Taxonomy with computer-mediated communication tools
  7. 7. Learning Design – Bloom Taxonomy
  8. 8. Project Activities Week 1
  9. 9. Project Activities Week 2
  10. 10. Project Activities Week 3
  11. 11. Project Activities Week 4
  12. 12. Project Activities Week 5
  13. 13. Project Activities Week 6
  14. 14. How to do the assessment? <ul><li>In our course, we use “summative” & “formative” assessments to assess students’ works. The following is the definition of two types of assessments used in our course. </li></ul><ul><li>Summative assessment </li></ul><ul><li>carried out at the end of a course or project. </li></ul><ul><li>used to assign students a course grade. </li></ul><ul><li>Formative assessment </li></ul><ul><li>carried out throughout a course or project. </li></ul><ul><li>used to aid learning. </li></ul><ul><li>providing feedback on a student's work, and would not necessarily be used for grading purposes. </li></ul><ul><li>Summative and formative assessment are referred to in a learning context as &quot; assessment of learning &quot; and &quot; assessment for learning &quot; respectively. </li></ul>
  15. 15. Assessments Distribution <ul><li>“ Summative” & “Formative” assessments distribution in our course as below: </li></ul><ul><ul><li>Weekly Quizzes (30%) – Formative </li></ul></ul><ul><ul><li>Online Debate (10%) – Summative </li></ul></ul><ul><ul><li>Wiki Development Project (10%) – Summative </li></ul></ul><ul><ul><li>Online Participant (20%) – Formative </li></ul></ul><ul><ul><li>Individual Project (30%) – Summative </li></ul></ul><ul><li>Equal share between “Formative” and “Summative”. </li></ul><ul><li>http://web.edu.hku.hk/moodle/file.php/15/Course_Outline_wii.pdf </li></ul>
  16. 16. Peer Assessment and Feedback <ul><li>In Week 7, students have to present their projects orally using Gong. </li></ul><ul><ul><li>Preset some rubrics and involve peer assessment. </li></ul></ul><ul><ul><li>Have a formal record and preserve for future use. </li></ul></ul><ul><ul><li>Fill in the evaluation form to get feedback from students. </li></ul></ul>

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