Backchannel & notetaking
•Download as PPTX, PDF•
3 likes•707 views
This is a presentation for my MILI class on how to use social bookmarking tools and backchannel tools in notetaking.
Report
Share
Report
Share
Recommended
Course design: Missy and Helen
The document provides guidance on course design for online moderation. It includes questions about general course design, task design, student-related considerations, and teacher-related responsibilities. For general design, it addresses learning objectives, assessment, accessibility of content, interface consistency, effective learning environments, and course structure. For tasks, it covers objectives alignment, engagement levels, categories, questions generated, challenges, collaboration, and assessment. For students, it discusses needs analysis, technology skills, pre-course preparation, and addressing issues. For teachers, it provides questions about clear objectives and availability, maintaining presence, backup plans, feedback consistency, personalization, discussion facilitation, participation tracking, and timely feedback.
Course design TCE March 2015
The document provides guidance on course design for online moderation. It includes questions about general course design, task design, student-related considerations, and teacher-related responsibilities. For general design, it addresses learning objectives, assessment, accessibility of content, interface consistency, effective learning environments, and course structure. For tasks, it covers objectives alignment, engagement levels, categories, questions generated, challenges, collaboration, and assessment. For students, it discusses needs analysis, technology skills, pre-course preparation, and addressing issues. For teachers, it provides prompts about clear objectives and availability, maintaining presence, backup plans, feedback consistency, personalization, discussion facilitation, participation tracking, and timely feedback.
Tech Carousel PD
This document provides summaries of several online tools that can be used in the classroom, including Dropbox for file sharing, Voki for creating speaking avatars, TypeWithMe for real-time collaboration, Dipity for creating timelines, Wallwisher for online notes, and Google Forms for assessments. Google Forms allows teachers to create quizzes, surveys, and view immediate feedback and data. As homework, the reader is asked to create a Google account if needed and then make a short three question quiz using Google Forms.
EDUC5199G Session 5 Presentation
This document outlines the agenda for the 5th Adobe Connect session of the EDUC5199G course. It includes a check-in, discussion of mobile learning applications and social media, case studies on using apps for STEM education and language learning, group presentations, and a 15 minute break. Students will participate in hands-on challenges using mobile science and language learning apps and evaluate them. They will also discuss collaborative learning apps used personally, as students, and as educators. The document provides questions for a breakout activity on collaborative apps and announces details for the next Adobe Connect session.
Final course reflection
This document reflects on Evan Westerfield's learning in a business writing course. It summarizes the key lessons, including the Five Cs of clear, concise, complete, correct, and courteous writing. Evan learned to apply these principles in assignments and will use them for professional communication. Presentation design, persuasive messages, finding sources, and writing proposals and reports were also covered. Evan intends to apply these skills in future classes, work, and online interactions.
Capturing the Backchannel
The document discusses various tools for capturing backchannel conversations and taking online notes, including microblogging applications like Twitter and Edmodo. It explains that microblogging tools like Twitter can be used to share small updates and comments, while Edmodo and TodaysMeet provide private spaces for classroom discussions and note-sharing. Guidelines are suggested for grading student participation in microblogging. Diigo and Evernote are also presented as tools to store and annotate bookmarks as well as clip content from websites for note-taking purposes. The document encourages exploring these tools before the next meeting.
Testing Tools: Qualtrics, BlackBoard, and Respondus
A workshop on some of the testing and survey tools available at Purdue, including Qualtrics for anonymous surveys, BlackBoard for classroom testing, and Respondus for importing text documents into BlackBoard as tests.
Social networking
This document outlines a workshop on using social networking tools like Prezi, Twitter, blogs, and QQ4U in the classroom to enhance engagement and interaction. The objectives are to increase student engagement, provide a better learning experience, and teach implementation techniques. It will cover what each tool is, how to use it, and include a practice assignment for blogs. Key takeaways and a question period conclude the workshop.
Recommended
Course design: Missy and Helen
The document provides guidance on course design for online moderation. It includes questions about general course design, task design, student-related considerations, and teacher-related responsibilities. For general design, it addresses learning objectives, assessment, accessibility of content, interface consistency, effective learning environments, and course structure. For tasks, it covers objectives alignment, engagement levels, categories, questions generated, challenges, collaboration, and assessment. For students, it discusses needs analysis, technology skills, pre-course preparation, and addressing issues. For teachers, it provides questions about clear objectives and availability, maintaining presence, backup plans, feedback consistency, personalization, discussion facilitation, participation tracking, and timely feedback.
Course design TCE March 2015
The document provides guidance on course design for online moderation. It includes questions about general course design, task design, student-related considerations, and teacher-related responsibilities. For general design, it addresses learning objectives, assessment, accessibility of content, interface consistency, effective learning environments, and course structure. For tasks, it covers objectives alignment, engagement levels, categories, questions generated, challenges, collaboration, and assessment. For students, it discusses needs analysis, technology skills, pre-course preparation, and addressing issues. For teachers, it provides prompts about clear objectives and availability, maintaining presence, backup plans, feedback consistency, personalization, discussion facilitation, participation tracking, and timely feedback.
Tech Carousel PD
This document provides summaries of several online tools that can be used in the classroom, including Dropbox for file sharing, Voki for creating speaking avatars, TypeWithMe for real-time collaboration, Dipity for creating timelines, Wallwisher for online notes, and Google Forms for assessments. Google Forms allows teachers to create quizzes, surveys, and view immediate feedback and data. As homework, the reader is asked to create a Google account if needed and then make a short three question quiz using Google Forms.
EDUC5199G Session 5 Presentation
This document outlines the agenda for the 5th Adobe Connect session of the EDUC5199G course. It includes a check-in, discussion of mobile learning applications and social media, case studies on using apps for STEM education and language learning, group presentations, and a 15 minute break. Students will participate in hands-on challenges using mobile science and language learning apps and evaluate them. They will also discuss collaborative learning apps used personally, as students, and as educators. The document provides questions for a breakout activity on collaborative apps and announces details for the next Adobe Connect session.
Final course reflection
This document reflects on Evan Westerfield's learning in a business writing course. It summarizes the key lessons, including the Five Cs of clear, concise, complete, correct, and courteous writing. Evan learned to apply these principles in assignments and will use them for professional communication. Presentation design, persuasive messages, finding sources, and writing proposals and reports were also covered. Evan intends to apply these skills in future classes, work, and online interactions.
Capturing the Backchannel
The document discusses various tools for capturing backchannel conversations and taking online notes, including microblogging applications like Twitter and Edmodo. It explains that microblogging tools like Twitter can be used to share small updates and comments, while Edmodo and TodaysMeet provide private spaces for classroom discussions and note-sharing. Guidelines are suggested for grading student participation in microblogging. Diigo and Evernote are also presented as tools to store and annotate bookmarks as well as clip content from websites for note-taking purposes. The document encourages exploring these tools before the next meeting.
Testing Tools: Qualtrics, BlackBoard, and Respondus
A workshop on some of the testing and survey tools available at Purdue, including Qualtrics for anonymous surveys, BlackBoard for classroom testing, and Respondus for importing text documents into BlackBoard as tests.
Social networking
This document outlines a workshop on using social networking tools like Prezi, Twitter, blogs, and QQ4U in the classroom to enhance engagement and interaction. The objectives are to increase student engagement, provide a better learning experience, and teach implementation techniques. It will cover what each tool is, how to use it, and include a practice assignment for blogs. Key takeaways and a question period conclude the workshop.
Session 1 Summary
The document summarizes key points from an online teaching session about what makes a good online teacher. It identifies good teaching practices like being responsive, having clear expectations and feedback, and engaging students. It also notes important teacher characteristics such as being creative, passionate, and having strong communication and technology skills. The document outlines fears of online teachers like not being adequately paid or not meeting student needs. It concludes by listing what participants want to get out of the program, such as improving online teaching skills and strategies.
QM Standards 2, 3, & 4: Objectives and Alignment
This document summarizes a Quality Matters boot camp for online course development. It provides guidance on creating measurable learning objectives, using formative and summative assessments, developing clear expectations for students, and selecting appropriate assessment methods. Recommendations are given for using multimedia like videos and interactive tools to enhance learning. Strategies are outlined for providing feedback to students and grading assessments within the course management system. A variety of online tools and additional resources are also referenced.
Creating and Using Google Forms
WCET 2009 Google Docs--specifically, creating and using Google Docs Forms--workshop.
Patrick R. Lowenthal
Anna Thai
The PowerPoint that will be used for the session is actually in Google Docs and accessible here -- http://docs.google.com/present/edit?id=0AU6yjEoIPaTIZGhtaGM2ZmdfMjc1aHNkeDYyZHE&hl=en
The handout that will be used is accessible here -- http://docs.google.com/View?id=dhmhc6fg_375cxb76vgh
Technology Competence Levels
These are competency levels I have worked out for teachers. the presentation is designed to be a discussion point not a definitive decision on skills mastery.
Blogs in Action Research
Blogs can be used as an effective tool for research project management. They allow researchers to establish online communities, track developments in their field, document ideas, oversee assistants' work, and disseminate results. When used for project management, blogs can increase productivity in collaborative projects by facilitating communication between team members and providing a central place to record accomplishments and track progress towards goals. However, concerns about protecting ideas and maintaining privacy must be addressed when using blogs for private research purposes.
Assigning and Assessing Blog Assignments
Blogs can be used in the classroom to address issues like declining class discussion and students not completing readings. They allow students to post reading reflections before class, which promotes discussion and ensures readings are completed. Students receive marks for posting, attracting comments, and commenting on others' posts. However, there are potential issues like blogs not saving work and students providing inaccurate information. Instructors must also consider privacy and confidentiality.
Mac114 week 1 lecture intro to module
This document provides information about the MAC114 - Introduction to social media module. It outlines:
- The module contact and learning outcomes which include skills and knowledge in social media.
- The teaching and learning structure which consists of lectures, workshops, and self-directed study totaling 192 hours.
- The module timetable, format, and running order which includes weekly lectures and workshops on social media topics.
- The assessment requirements which are a blog, critical evaluation, and essay.
CATs and Instructional Technologies
Class 2, Instructional Strategies and Technologies for Adult Learning, Johns Hopkins University School of Education
Lesson 4 variables in Python
This document outlines a Year 9 computing lesson on variables. The lesson objectives are to understand what a variable is and how to write programs using variables. Students complete starter activities, a quick activity, and watch a demonstration program using variables. Their task is to complete exercises in a "lesson tasks" PowerPoint involving variables and upload it to their blog. In the plenary, some student programs are reviewed and more examples of variable uses are discussed. The homework is to download PyScripter Portable and post a screenshot of it on their blog.
E-learning and educational technology tools
This document provides an overview of various e-learning and educational technology tools that can be used for online instruction. It describes tools like tablets that allow instructors to sync files, check email, take screenshots, and video conference. It also outlines learning management systems, diagnostic assessments, question banks, surveys, assignments, blogs, journals, discussion boards, wikis, and other collaboration tools. The document acknowledges that technology should be used appropriately and mentions tools for creating exams, games, presentations, and course content as well as programs for online testing and surveys.
E learning and educational technology tools
This document provides an overview of various e-learning and educational technology tools that can be used for online instruction. It describes tools like tablets that allow instructors to sync files, check email, take screenshots, and video conference. It also outlines tools for assessments like diagnostic tests, question banks, surveys, and plagiarism detection. Additionally, it mentions collaboration tools like wikis, blogs, and discussion boards. Finally, it lists programs for creating exams, games, presentations, and course content as well as surveys and tools that can integrate with the myTUTor learning management system.
EDT-6200 App Project
This document reviews 10 apps that are useful for classroom instruction: Remind, Slack, Google Classroom, Kahoot, Trello, Seesaw, Classtag, ClassDojo, Edmodo, and Teacher's Assistant Pro. It provides details on the uses, feedback opportunities, skills developed, ease of use, privacy, content connections, and instructions for each app. The apps can be used to communicate with students and parents, assign and provide feedback on classwork, encourage collaboration and project tracking, and more. Setup and use of the apps is described as easy with intuitive interfaces and accessible instructional materials.
Luz2
he usefulness of the tools & estrategies for planning and assessing learning: Kahoot, gradebook & Planbook, importance, advantages, tools available, site adress.
Rolling with the punches: Committing to an ongoing upgrade methodology
The document discusses the University of Southern Queensland's (USQ) approach to ongoing upgrades of its learning management system, Moodle. USQ upgrades Moodle every 6 months to take advantage of new features and functionality while avoiding large disruptive changes. The upgrade process involves testing new versions, customizing the interface, extensive user training, and gathering feedback to improve future upgrades. The main lessons learned are to thoroughly test new versions, involve stakeholders, communicate extensively with users, and plan training and support for ongoing maintenance and the next scheduled upgrade.
Feedback pp
This document discusses metacognition, executive function, learning, feedback, mistakes, and related concepts. It provides links to resources about metacognition and executive function, including video introductions. It addresses questions about what feedback is about, its purpose, when it should be given, and how. Feedback tools like rubrics, checklists, and conferencing are mentioned. Related concepts discussed include self-regulation, self-efficacy, growth mindset, grit, and perseverance. References are provided at the end about metacognition, executive function, self-efficacy, grit, and growth mindset.
EDU309: Week 6
This week's agenda includes sharing, discussing the lesson plan model, and completing assessments 3 and 4. Students should post their learning styles paper by Thursday, begin their technology-embedded lesson plan on Friday, respond to classmates' posts over the weekend, and email a reflection on Sunday. Looking ahead, students should read Chapter 12, react to and discuss it with classmates, and work on gathering websites for an upcoming assignment. Effective technology integration means using it across the curriculum to actively engage students, support group work, provide frequent feedback, and connect to real-world experts, making its use routine and transparent while supporting curricular goals.
Blogging lesson pp
The document outlines a blogging activity for a math class to practice problem solving. Students will use a blog site to communicate with classmates and teachers about weekly math problems. They will ask questions, post solutions, and share their own problems for others to solve. The activity aims to develop students' math problem solving and modeling skills while practicing safe and responsible use of technology for communication and collaboration.
Integrating technology w_classroom
This document discusses using technology to enhance instructional strategies in the classroom. It provides examples of using online surveys to check background knowledge and set learning objectives collaboratively with students. Tools like Google Docs, blogs, and wikis are presented as ways to provide feedback, recognition, cooperative learning opportunities, and enhance homework. Skype, Twitter, and interactive discussion boards are presented as ways to bring outside experts into the classroom and facilitate interactive discussions. The document advocates incorporating these technologies to help achieve instructional goals like setting objectives, providing feedback, and engaging students in their learning.
Web Quests
This document provides an overview of WebQuests, which are inquiry-oriented activities designed around the use of internet resources. It defines what a WebQuest is and explains that they allow for teamwork, give students control over their learning, and incorporate tasks, websites, and processes for students to follow. The document outlines the typical components of a WebQuest, including an introduction, task, process and resources, evaluation, and conclusion. It also notes that WebQuests can be either short term, taking 1-3 class periods, or long term, taking 1 week to 1 month. Students are then assigned the task of reviewing WebQuest samples, evaluating two of them using a rubric, and bringing their assessment to class.
Course takeaways ppt
The document outlines key takeaways from SPEA-V261 including expectations to attend class, communicate promptly, check Canvas regularly, and come prepared. It emphasizes goals to learn software programs, acquire online materials, attend class regularly, and ask for help when confused. The document also notes realizations that software requires time and practice to master, multimedia skills are not intuitive, having a vision guides leadership, and teamwork demands commitment and communication. Finally it discusses future applications such as coordinating outreach for IU Outdoor Adventures, creating professional resumes, taking academic courses, and personal web development.
Hong Kong
Hong Kong is located in southern China along the Pearl River Delta with beautiful beaches, mountains, and flora. It was a British colony from 1842 to 1997, leaving it with a strong British heritage. As a special administrative region, Hong Kong has its own government and maintains independence from China in all areas except defense. It has one of the most progressive economies in the world due to its past under British rule and current independence from China.
The Backchannel
The backchannel refers to communication among audience members during a live event, often facilitated by technology like social media. It can be constructive if it enhances the event, or destructive if it detracts from it. Examples of backchannel participation include using hashtags to tag others, attaching pictures, and shortening URLs. A presenter should be aware that audience members on their phones may be actively engaging in the backchannel discussion rather than being distracted. The backchannel conversation often continues after an event ends as people follow new connections.
More Related Content
What's hot
Session 1 Summary
The document summarizes key points from an online teaching session about what makes a good online teacher. It identifies good teaching practices like being responsive, having clear expectations and feedback, and engaging students. It also notes important teacher characteristics such as being creative, passionate, and having strong communication and technology skills. The document outlines fears of online teachers like not being adequately paid or not meeting student needs. It concludes by listing what participants want to get out of the program, such as improving online teaching skills and strategies.
QM Standards 2, 3, & 4: Objectives and Alignment
This document summarizes a Quality Matters boot camp for online course development. It provides guidance on creating measurable learning objectives, using formative and summative assessments, developing clear expectations for students, and selecting appropriate assessment methods. Recommendations are given for using multimedia like videos and interactive tools to enhance learning. Strategies are outlined for providing feedback to students and grading assessments within the course management system. A variety of online tools and additional resources are also referenced.
Creating and Using Google Forms
WCET 2009 Google Docs--specifically, creating and using Google Docs Forms--workshop.
Patrick R. Lowenthal
Anna Thai
The PowerPoint that will be used for the session is actually in Google Docs and accessible here -- http://docs.google.com/present/edit?id=0AU6yjEoIPaTIZGhtaGM2ZmdfMjc1aHNkeDYyZHE&hl=en
The handout that will be used is accessible here -- http://docs.google.com/View?id=dhmhc6fg_375cxb76vgh
Technology Competence Levels
These are competency levels I have worked out for teachers. the presentation is designed to be a discussion point not a definitive decision on skills mastery.
Blogs in Action Research
Blogs can be used as an effective tool for research project management. They allow researchers to establish online communities, track developments in their field, document ideas, oversee assistants' work, and disseminate results. When used for project management, blogs can increase productivity in collaborative projects by facilitating communication between team members and providing a central place to record accomplishments and track progress towards goals. However, concerns about protecting ideas and maintaining privacy must be addressed when using blogs for private research purposes.
Assigning and Assessing Blog Assignments
Blogs can be used in the classroom to address issues like declining class discussion and students not completing readings. They allow students to post reading reflections before class, which promotes discussion and ensures readings are completed. Students receive marks for posting, attracting comments, and commenting on others' posts. However, there are potential issues like blogs not saving work and students providing inaccurate information. Instructors must also consider privacy and confidentiality.
Mac114 week 1 lecture intro to module
This document provides information about the MAC114 - Introduction to social media module. It outlines:
- The module contact and learning outcomes which include skills and knowledge in social media.
- The teaching and learning structure which consists of lectures, workshops, and self-directed study totaling 192 hours.
- The module timetable, format, and running order which includes weekly lectures and workshops on social media topics.
- The assessment requirements which are a blog, critical evaluation, and essay.
CATs and Instructional Technologies
Class 2, Instructional Strategies and Technologies for Adult Learning, Johns Hopkins University School of Education
Lesson 4 variables in Python
This document outlines a Year 9 computing lesson on variables. The lesson objectives are to understand what a variable is and how to write programs using variables. Students complete starter activities, a quick activity, and watch a demonstration program using variables. Their task is to complete exercises in a "lesson tasks" PowerPoint involving variables and upload it to their blog. In the plenary, some student programs are reviewed and more examples of variable uses are discussed. The homework is to download PyScripter Portable and post a screenshot of it on their blog.
E-learning and educational technology tools
This document provides an overview of various e-learning and educational technology tools that can be used for online instruction. It describes tools like tablets that allow instructors to sync files, check email, take screenshots, and video conference. It also outlines learning management systems, diagnostic assessments, question banks, surveys, assignments, blogs, journals, discussion boards, wikis, and other collaboration tools. The document acknowledges that technology should be used appropriately and mentions tools for creating exams, games, presentations, and course content as well as programs for online testing and surveys.
E learning and educational technology tools
This document provides an overview of various e-learning and educational technology tools that can be used for online instruction. It describes tools like tablets that allow instructors to sync files, check email, take screenshots, and video conference. It also outlines tools for assessments like diagnostic tests, question banks, surveys, and plagiarism detection. Additionally, it mentions collaboration tools like wikis, blogs, and discussion boards. Finally, it lists programs for creating exams, games, presentations, and course content as well as surveys and tools that can integrate with the myTUTor learning management system.
EDT-6200 App Project
This document reviews 10 apps that are useful for classroom instruction: Remind, Slack, Google Classroom, Kahoot, Trello, Seesaw, Classtag, ClassDojo, Edmodo, and Teacher's Assistant Pro. It provides details on the uses, feedback opportunities, skills developed, ease of use, privacy, content connections, and instructions for each app. The apps can be used to communicate with students and parents, assign and provide feedback on classwork, encourage collaboration and project tracking, and more. Setup and use of the apps is described as easy with intuitive interfaces and accessible instructional materials.
Luz2
he usefulness of the tools & estrategies for planning and assessing learning: Kahoot, gradebook & Planbook, importance, advantages, tools available, site adress.
Rolling with the punches: Committing to an ongoing upgrade methodology
The document discusses the University of Southern Queensland's (USQ) approach to ongoing upgrades of its learning management system, Moodle. USQ upgrades Moodle every 6 months to take advantage of new features and functionality while avoiding large disruptive changes. The upgrade process involves testing new versions, customizing the interface, extensive user training, and gathering feedback to improve future upgrades. The main lessons learned are to thoroughly test new versions, involve stakeholders, communicate extensively with users, and plan training and support for ongoing maintenance and the next scheduled upgrade.
Feedback pp
This document discusses metacognition, executive function, learning, feedback, mistakes, and related concepts. It provides links to resources about metacognition and executive function, including video introductions. It addresses questions about what feedback is about, its purpose, when it should be given, and how. Feedback tools like rubrics, checklists, and conferencing are mentioned. Related concepts discussed include self-regulation, self-efficacy, growth mindset, grit, and perseverance. References are provided at the end about metacognition, executive function, self-efficacy, grit, and growth mindset.
EDU309: Week 6
This week's agenda includes sharing, discussing the lesson plan model, and completing assessments 3 and 4. Students should post their learning styles paper by Thursday, begin their technology-embedded lesson plan on Friday, respond to classmates' posts over the weekend, and email a reflection on Sunday. Looking ahead, students should read Chapter 12, react to and discuss it with classmates, and work on gathering websites for an upcoming assignment. Effective technology integration means using it across the curriculum to actively engage students, support group work, provide frequent feedback, and connect to real-world experts, making its use routine and transparent while supporting curricular goals.
Blogging lesson pp
The document outlines a blogging activity for a math class to practice problem solving. Students will use a blog site to communicate with classmates and teachers about weekly math problems. They will ask questions, post solutions, and share their own problems for others to solve. The activity aims to develop students' math problem solving and modeling skills while practicing safe and responsible use of technology for communication and collaboration.
Integrating technology w_classroom
This document discusses using technology to enhance instructional strategies in the classroom. It provides examples of using online surveys to check background knowledge and set learning objectives collaboratively with students. Tools like Google Docs, blogs, and wikis are presented as ways to provide feedback, recognition, cooperative learning opportunities, and enhance homework. Skype, Twitter, and interactive discussion boards are presented as ways to bring outside experts into the classroom and facilitate interactive discussions. The document advocates incorporating these technologies to help achieve instructional goals like setting objectives, providing feedback, and engaging students in their learning.
Web Quests
This document provides an overview of WebQuests, which are inquiry-oriented activities designed around the use of internet resources. It defines what a WebQuest is and explains that they allow for teamwork, give students control over their learning, and incorporate tasks, websites, and processes for students to follow. The document outlines the typical components of a WebQuest, including an introduction, task, process and resources, evaluation, and conclusion. It also notes that WebQuests can be either short term, taking 1-3 class periods, or long term, taking 1 week to 1 month. Students are then assigned the task of reviewing WebQuest samples, evaluating two of them using a rubric, and bringing their assessment to class.
Course takeaways ppt
The document outlines key takeaways from SPEA-V261 including expectations to attend class, communicate promptly, check Canvas regularly, and come prepared. It emphasizes goals to learn software programs, acquire online materials, attend class regularly, and ask for help when confused. The document also notes realizations that software requires time and practice to master, multimedia skills are not intuitive, having a vision guides leadership, and teamwork demands commitment and communication. Finally it discusses future applications such as coordinating outreach for IU Outdoor Adventures, creating professional resumes, taking academic courses, and personal web development.
What's hot (20)
Rolling with the punches: Committing to an ongoing upgrade methodology
Rolling with the punches: Committing to an ongoing upgrade methodology
Viewers also liked
Hong Kong
Hong Kong is located in southern China along the Pearl River Delta with beautiful beaches, mountains, and flora. It was a British colony from 1842 to 1997, leaving it with a strong British heritage. As a special administrative region, Hong Kong has its own government and maintains independence from China in all areas except defense. It has one of the most progressive economies in the world due to its past under British rule and current independence from China.
The Backchannel
The backchannel refers to communication among audience members during a live event, often facilitated by technology like social media. It can be constructive if it enhances the event, or destructive if it detracts from it. Examples of backchannel participation include using hashtags to tag others, attaching pictures, and shortening URLs. A presenter should be aware that audience members on their phones may be actively engaging in the backchannel discussion rather than being distracted. The backchannel conversation often continues after an event ends as people follow new connections.
Backchannel Chat in the Classroom
Presentation on using Cover It Live as a backchannel chat in a range of classrooms at the high school level. Originally part of the MLTI Spring Online Conference : Pictures Sounds Numbers Words
MLTI Castine 08 Digital Cameras in the Classroom
Digital cameras can be useful tools in the classroom for students to visually document experiments, projects, and physical performances. Photos and videos taken with digital cameras or phones can help students better understand concepts by seeing examples, stick in students' minds more firmly than text alone, and be used for self-reflection and critique to improve skills and assessments. When reviewing videos frame by frame, students and teachers can closely analyze actions and find ways to boost performance.
Maine Visual & Performing Arts
The document summarizes grants from the Maine Department of Education to support open educational resources (OER) in the state. It discusses the goals of identifying and developing high-quality OER across various subject areas. Teams of educators in nine regions identified existing OER and areas needing new resources. These OER were posted on websites for teachers to access and use for lesson planning. The document provides examples of visual arts OER and discusses housing OER on the Maine Alliance for Arts Education website and a new comprehensive education database called Gooru.
Prep For Tests Less. #5 Notetaking
The document discusses best practices for effective notetaking. It recommends taking notes during classes and while reading materials to reduce the amount of information needed to study. Studies have shown that better notetaking leads to higher test scores, as regular note-taking helps improve recall and makes learning new information easier. The document also provides tips for organizing notes through outlining and Cornell note-taking methods, which involve separating key ideas from details to help map connections between concepts.
Viewers also liked (6)
Similar to Backchannel & notetaking
Edmodo presentation
This document is to be presented in a development workshop on Web 2.0 tools as a part of assignment in Effective Use of ICT for Learning and Teaching/Flinders Uni. It focuses on Edmodo as a free, safe and trusted social networking tool. It's really worth using.
TechChat: Enhancing your units
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
Using Student Blogs As Reflective Practice
The progression in the past decade of blogs from personal web journals to a platform for established professionals, corporations and writers has also created opportunities for education. This session looks at the use of blogs with graduate students at NJIT over the past two years as a method for regular student reflection on learning. Using either free services or commercial products, blogs offer the easiest method for students to publish online to a large audience without sophisticated web design skills. This allows them to focus on specific topics and on their knowledge construction. Built-in feedback tools allow teacher-to-student and peer-to-peer commentary. Though blogs can serve as e-portfolios, this project focused on writing concepts, publishing practices, intellectual property and digital design as a learning portfolio. This project will be incorporated into program competencies for students as reflective practitioners in addition to an established e-portfolio program.
E learning staff update 201419601
This document summarizes an e-learning presentation at WMG. It begins with an agenda that includes a review of the past academic year, case studies of e-learning projects, and the quality cycle for improving e-learning. The review section notes expanded use of Moodle and new programs. Case studies describe projects like screencasts and video podcasts. The quality cycle section outlines an ongoing process of planning, implementing, evaluating and improving e-learning initiatives. A student survey on Moodle usage and preferences is also summarized. The presentation concludes by asking for any questions.
Technology day
Lisa Rapple presented on embracing technology to enhance student collaboration. She discussed how tools like learning management systems, blogs, media, wikis, Google Docs, and LinkedIn can be used to address multiple learning styles, increase interaction, and create communities of learning. Some key benefits highlighted were allowing collaboration, feedback, and tracking performance while engaging global resources. The presentation provided examples and tips for using tools like Diigo for social bookmarking, Google Docs for collaborative writing, and Wikispaces for collaborative projects.
Pml 5
This document provides an agenda for exploring various Web 2.0 tools that can be used for lesson redesign. It lists several tools like Blogger, Bitstrips, Ning, PBWorks, Animoto, Prezi, Glogster, Today's Meet, and Google Docs. For each tool, a brief description is given and examples of possible classroom applications are provided. Students are asked to experiment with the tools, consider how they could be used for lesson redesign, and share what they learned about features and applications of the tools they explored.
2015 c3 online learning part 1 & 2
This document provides an overview of a workshop on sponsoring online learning. The workshop covers the purposes and best practices of online learning, how to develop online content that reaches different learning styles, examples of online courses, and how to build an online course using Blackboard Coursesites. It also discusses asynchronous and synchronous tools like surveys, Google Hangouts, and Adobe Connect Pro. Principles of effective online learning include clear communication, structured activities, feedback, and promoting engagement and community. The 4-MAT learning theory is presented as a cycle that addresses different learning styles through sensing, thinking, reflecting, and acting.
The Resultsof Web2.0 11 12 09 Slideshare
This version of the Web 2.0 case study presentation was presentated at the Three Rivers Educational Technology Conference in Cranberry Township outside of Pittsburgh on 11/12/09
The Resultsof Web2.0 11 12 09 Slideshare
Version of Web 2.0 case study presentation presented at the Three Rivers Educational Technology Conference in Cranberry Township outside of Pittsburgh on 11/12/09
Preparing to teach online
This document summarizes a workshop on preparing to teach online. It discusses various topics covered in the workshop including pre-workshop preparation, the background of one of the instructors, questions to ask participants, moving course content online, creating an online syllabus, communication policies, making lectures interactive, assessments, and providing feedback. It also provides examples of creating interactive content using tools like Twitter, Prezi, and Poll Everywhere. The document discusses facilitating online discussions, building rapport, developing discussion prompts and feedback routines. Finally, it covers synchronous vs asynchronous learning and examples of active learning techniques for synchronous sessions.
E-Learning for the University Teacher and Student
This document discusses e-learning and blended learning. It defines e-learning as learning facilitated through technology, typically available online through web formats and hyperlinks. Blended learning combines online and in-person learning, allowing students to access materials, collaborate online, and complete assignments. Moodle is introduced as a course management system that allows teachers to create online courses, manage student information, and track grades. The document provides guidance on starting small when designing online courses, testing activities before implementing them fully, and considering different course designs like introductory, skills-based, theory, and capstone courses. It suggests which Moodle tools are best suited to different course types.
Preparing to teach online
This document provides an overview of topics and considerations for preparing to teach online, including pre-workshop preparation, instructor background, moving course content online, facilitating online discussions, online assessment options, and the differences between synchronous and asynchronous teaching. Key areas covered are managing student expectations in the online environment, communication policies, chunking content, creating an accessible online syllabus, recording microlectures, facilitating discussions, providing feedback, and using tools to enable interactive and collaborative learning experiences.
Youngstown session 2 online learning
Here are the key aspects of perceiving and processing according to the 4-MAT system:
Perceiving:
- Sensing/Feeling: Taking in information directly through the senses and feelings
- Thinking: Thinking about and conceptualizing experiences in a more abstract, logical way
Processing:
- Reflecting: Reflecting on and integrating new information or experiences
- Acting: Taking action and applying new learning in practical, hands-on ways
The 4-MAT system proposes that all learners cycle through these four stages - sensing/feeling, thinking, reflecting, and acting - to fully learn and internalize new information. By addressing each of the four stages, instruction can be designed to engage all
Blogs Slideshare A Wikis
The document discusses how blogs, slideshares, and wikis can raise student engagement and achievement by providing easy to use and free platforms for student work. It describes these tools - blogs allow students to write entries and comment on each other's work, slideshares allows students to upload PowerPoint presentations for others to see and comment on, and wikis provide a shared space. The document suggests teachers can use these tools to provide coursework support, revision materials, and extended learning opportunities for students. It encourages teachers to experiment with the tools and develop plans for integrating them.
Choosing ED Tech: Welcome & Introduction
This document discusses choosing technologies to support teaching objectives and engaging students online. Some benefits of online engagement include maintaining contact with students outside of class, creating an archive of course materials, and building a sense of community. However, there are also drawbacks like the learning curve, time investment, and lack of in-person interactions. The document provides guidance on getting started with online tools, including web literacy, setting up accounts, and contributing to an example course website.
Moodle Presentation Summer 2009
Moodle is a free and open source e-learning platform similar to Blackboard. It allows educators to create online courses with opportunities for rich interaction and tailor courses to their needs. The speaker has used Moodle for 3 years to teach middle school and university courses. It allows activities like assignments, forums, quizzes, embedded videos and wikis to promote collaboration within and between classes. Moodle also offers safety and backup features to protect user content and data.
PETE&C 2/24/10 - The Results of Web 2.0 in the Classroom
In the summers of 2008 and 2009 Harrisburg University conducted an educator’s graduate clinic, “Web 2.0 in the Classroom.” Participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations, including benefits, obstacles and positive results.
Technology for Spanish teachers
This document discusses using technology to enhance teaching resources, including Google Docs, smartphones, and Twitter. Google Docs allows collaboration and sharing of documents without file attachments. Smartphones are useful for students to create media like recordings and photos for assignments. Twitter is recommended for teacher professional development through following other educators, hashtags, and chats to find resources, ideas, and opportunities for collaboration.
Blogging To Enhance Literacy
This document discusses using blogs to enhance student literacy and provides guidance on setting up blogs for educational purposes. It defines blogs and explains how they can be used for student writing, peer assessment, reflection, and as digital portfolios. Benefits mentioned include students writing more and at a higher quality. Case studies and ideas are provided such as using blogs for book reports, creative writing, and science experiments. Steps to set up blogs through the Global Student platform are outlined.
Tech Tools to Stay Organized
The purpose of this presentation is to help educators stop spending time on "managing clutter" and spend time on what really matters- interacting with children to help them learn. This interactive workshop will share technology apps to simplify their professional life.
Similar to Backchannel & notetaking (20)
PETE&C 2/24/10 - The Results of Web 2.0 in the Classroom
PETE&C 2/24/10 - The Results of Web 2.0 in the Classroom
More from LeAnn
Why Use Twitter?
This document provides tips for using Twitter to expand one's professional network and engage students. It recommends following experts in one's field, searching for top professors on specific topics, and participating in education-focused Twitter chats. Hashtags are suggested for capturing classroom discussions and following relevant conversations. Resources are listed to help new Twitter users understand basic functions like retweets and favorites.
There's an App for That
This is a presentation I'll be doing for the Twin Cities Media Alliance. I'll be presenting at public libraries around the Twin Cities metro on apps you can use for your business or organization.
Making Strong Passwords
This document provides tips for creating strong and memorable passwords, such as substituting numbers and symbols for letters in common words, combining unrelated words, using the first letter of phrases, and using quotes, references or clues to derive a password. Suggestions include passwords like M!nnes0t@, DonkeyTrainPDF, tbasihw based on a Monty Python quote, and Wita$voau$ based on a line from Monty Python and the Holy Grail. The document advises writing down a clue if the full password is hard to remember.
Basic iPad Tips & Tricks
A short PPT going over some of the basic tips on using an iPad, like how to bookmark something, how to copy and paste, how to change some settings, etc.
All About Google
This document provides information and worksheets for teaching students effective search strategies when using Google. It outlines key factors that determine search relevancy, how to use Boolean operators and special search fields. Suggestions are given for limiting searches and using Google for definitions, calculations and other reference purposes. Other useful Google search techniques are mentioned.
Month 4 MILI - Think Like a Librarian Part 2
Minitex reference librarians will provide training to librarians on using online research databases and tools. Librarians are instructed to familiarize themselves with specific databases before the training and refresh their memory on using Google Reader. The in-person meeting with Minitex reference librarians will start promptly and cover how to search databases and get assistance through reference services.
Things to Know
This document provides tips and information about computer basics, passwords, online identities, and social media. It discusses browsers like Firefox, copying and pasting, making text sizes larger or smaller, choosing usernames and passwords, and keeping work and personal accounts separate. Passwords should be original, include capital letters, numbers and symbols, and can be based on quotes or phrases. The document also encourages keeping an open mind about new technologies like Twitter and learning new skills at any age.
MILI wrap up
This document outlines topics covered each month in a MILI program over the 2010-2011 school year. It discusses research processes, personal learning networks, RSS feeds, Google Docs, advanced web searching, copyright, and online presentation tools. For the final month, students were asked to create presentations using these tools and share them along with how they will continue applying what they learned when the program concludes. Meeting times are provided for sharing sessions where students will present their work and ideas for staying engaged, while enjoying pizza.
Presentations & screencasting
Another presentation for my MILI class. This one we'll be talking about presentation and screencasting tools.
Copyright: Rights and Wrongs
The document discusses copyright, including what it protects, what is not protected, fair use, public domain, and Creative Commons licensing. It defines copyright as giving creators exclusive rights over original works. Certain types of content are protected such as literary works, music, art, and films. Facts, ideas, and works without original authorship are not protected. Fair use allows limited use of copyrighted works for purposes like teaching or commentary. The public domain contains works no longer controlled by copyright. Creative Commons licenses allow sharing and adapting works while still maintaining some copyright. The document provides examples to illustrate these copyright concepts.
ELM databases...again
This document summarizes an upcoming training session about using ELM databases. It outlines that MINITEX reference librarians will demonstrate searching for scholarly resources, finding citations, and locating pro and con arguments. It notes that if full text is unavailable in a database, users can search publication titles in ELM or request articles through interlibrary loan. Attendees are instructed to practice the ELM databases site and identify a publication to follow during the training. Meeting dates and times at different locations are also provided.
Think like a librarian part 2
Just a short presentation to tell MILI participants about what they need to do for this month's in-person meeting.
Think like a librarian 2010
This document provides an introduction to using subscription databases and the "invisible web" which contains much more information than regular search engines can access. It discusses the difference between the visible and invisible web, with the invisible web being much larger but not searchable by Google and other public search engines. The bulk of the document promotes ELM (Electronic Library for Minnesota) databases for beginners to access the invisible web. It lists several ELM databases and encourages the reader to explore the databases using a provided checklist to determine which may be most useful based on content, coverage, interface features, and student needs.
What is MILI? Education MN version
This is a presentation for the Education Minnesota 2010 Conference on what the MILI program is all about.
What is mili
Metronet Information Literacy Initiative (MILI) is a year-long training program for teachers and media specialists in the Twin Cities metro area run by Metronet, the library system serving all types of libraries in the region. The purpose of MILI is to influence how research skills are taught, increase awareness of web 2.0 tools for education, incorporate researching reliably, using reliable resources, and responsible use into teaching, and encourage more collaboration between teachers and media specialists.
60 Second Recap
The 2010 MLA Conference featured a session on 60 Second Recap by LeAnn Suchy where attendees learned about having students create concise 60 second summaries, or recaps, of events, topics, or documents as assignments or contests. While the 60 Second Recap club is under construction, the session provided other ideas for using the 60 second format such as having students create podcasts or videos that concisely summarize information as an exercise in brevity and media creation.
Finding the best on the web
This document provides an overview of Google search strategies and search engines. It discusses how students typically conduct searches, focusing on a single search engine and keywords rather than additional search techniques. Various Google search strategies are then outlined, including using quotation marks for phrases, operators like + - and (), and limiting searches by file type, date range, or site. Other Google tools like News, Books and Scholar are briefly described. The document encourages the reader to practice advanced search techniques and bookmark resources using Delicious before the next in-person meeting.
What is MILI?
This is a presentation for the MEMO conference that highlights what this MILI program is all about. MILI = Metronet Information Literacy Initiative. What is it and why is it important?
Storybird presentation for MLA
Short presentation for the MLA conference on the tool Storybird. The presentation has to be less than 10 minutes, so this is just a quick highlight of the tool.
Online collaboration
The document discusses online collaboration tools for education, focusing on Google Docs. It describes how Google Docs allows multiple users to collaboratively edit documents, spreadsheets, presentations and other files online simultaneously without needing to exchange attachments by email. Examples are provided of how teachers can use Google Docs to collaborate with students on assignments from any location with an internet connection. The document instructs readers to experiment with editing a shared Google Doc before the next meeting to learn about its features for online collaboration.
More from LeAnn (20)
Recently uploaded
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdCACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcMain Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Recently uploaded (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Backchannel & notetaking
- 1. Notetaking & the Backchannel: Note & microblogging applications
- 2. Notetaking One way to help avoid plagiarism is notetaking Notetaking & paraphrasing tips (Safe Practices from Purdue OWL): In your notes, always mark someone else's words with a big Q, for quote, or use big quotation marks Indicate in your notes which ideas are taken from sources with a big S, and which are your own insights (ME) When information comes from sources, record relevant documentation in your notes (book and article titles; URLs on the Web)
- 3. Notetaking Social bookmarking tools (like Delicious) can help with notetaking Take notes as you bookmark Diigo has more storing/notetaking options than Delicious
- 5. Diigo – educator accounts
- 7. Diigo – highlighting notes
- 8. Diigo – highlighting notes
- 9. Diigo – sticky notes
- 10. Diigo – sticky notes
- 11. Diigo – capture
- 12. Diigo – groups
- 13. Need more notetaking - Evernote
- 14. Notetaking with the backchannel The backchannel? Side-bar discussions in a classroom or during conferences or meetings. Can these conversations add to the discussion? Utilizing the backchannel can help with notetaking 40% of classroom lecture/discussion is captured in average student’s notes. Backchannel is like taking notes together.
- 15. What captures the backchannel? Microblogging platforms Microblogging - Posting small pieces of information - commentary, links, photos - on the internet. Most microblogging services limit characters Can help students with summarizing and paraphrasing. How do you concisely say what you need to in 140 characters? Paraphrasing also helps them not plagiarize
- 16. Microblogging in education Can use Twitter, but know that Twitter has two privacy settings – either public or private. No in between. Two tools may be better for the classroom: TodaysMeet Edmodo
- 17. TodaysMeet
- 18. TodaysMeet room
- 19. TodaysMeet wrap-up Easiest platform to use No account or login needed Because you only need the link, anyone with the link could technically enter the room. No privacy controls
- 20. Edmodo
- 22. Edmodo wrap-up Class management: upload files, calendar, assignments, create polls, etc. Students do need to login, but don’t need an email address. As the teacher you can get notifications when anything occurs in Edmodo. This is a private tool, only those you allow in are allowed.
- 23. Microblogging guidelines Create guidelines for class microblogging: Grade what they type? Do they need to use proper grammar? When quoting things, put a capital Q at the beginning If paraphrasing or summarizing, link to it Participation counts, so participate Any misuse of the tool will have consequences Outline guidelines before you begin Carry through with misuse of guidelines
- 24. Microblogging rubrics Create rubrics to use with microblogging, it can be something that is graded Use rubrics even as simple as this for participation: This and other rubrics linked under Month 6
- 25. Why microblogging? Group notes can help students Notes remain in the cloud and can be revisited Introducing blogging/chatting, with guidelines, helps students realize how online tools can be utilized for their education
- 26. Between now and our meeting… Sign up for a Diigo account BEFORE our in-person meeting Register your account to be an Educator account Blog your thoughts about notetaking, either by yourself or with others, in the cloud. How can this enhance your classroom? Links to everything is under MONTH 6!
- 27. Next meeting dates/times Sanford Monday, January 10, 2011, 4:45-6:45pm South Tuesday, January 11, 2011, 4-6pm Southwest Thursday, January 20, 2011, 4-6pm