Part5 icw12
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This document provides instructions for students to complete In-Class Workout #12, which involves setting up and customizing a profile on the Indiana Department of Education's Learning Connection website. Students are asked to add biographical information and educational background to their public profile, join the "W200 Spring2012" learning community, download and save a PPT file, create a sample class, add a student activity and event to the class calendar, find and schedule a lesson plan, and upload the PPT file. They then submit a link to their ePortfolio page discussing their Learning Connection profile and the features they used.
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This document discusses productivity tools that teachers can use to assist with common tasks. It describes three main categories of teacher tasks: pre-class planning, in-class instruction, and post-class grading and record keeping. For planning, it recommends resources for finding lesson plans, templates, and multimedia materials. During class, it suggests mobile technologies that allow teachers to interact with students and take notes from anywhere. After class, it discusses learning management systems for sharing resources, facilitating discussion, grading work, and keeping student records. The document provides examples of specific productivity tools for each category and task.
Week7 tip f2013
This document provides guidance for students completing a technology integration practice project involving webquests. It instructs students to finish the process page of their webquest by having learners create a product demonstrating their knowledge. Students are told to create an evaluation page with a rubric for assessing what learners produce. Finally, students are asked to create a sample of student work and embed it on their teacher website to demonstrate what a learner's completed product might look like.
Week7 tip f2013
This document provides guidance for students completing a technology integration practice project involving webquests. It instructs students to finish the "process" page of their webquest by having learners create a product demonstrating their knowledge. Students are told to create an "evaluation" page with a rubric for assessing what learners produce. Finally, students are asked to create a sample of student work and embed it on their teacher website to demonstrate what a learner's final product might look like.
Fa12 w200-w10-part 1
This document provides an agenda for Week 10 of an education course. The agenda includes discussing teacher tasks and productivity tools through a readability test tryout and an LMS comparison activity. It also covers assessment and data-driven decision making, an ICW on formative assessment, and workshops on case artifacts and teacher websites/e-portfolios. A recap from Week 9 asks students to recall data collection and analysis tools and how instructors can use them, and includes a wet ink activity.
Week 10 sp13_part1
This document provides an agenda for Week 10 of an education course. The agenda includes discussing teacher tasks and productivity tools through a readability test tryout and an LMS comparison activity. It also covers assessment and data-driven decision making, an ICW on formative assessment, and workshops on case artifacts and teacher websites/e-portfolios. A recap from Week 9 asks students to recall data collection and analysis tools and how instructors can use them, and includes a wet ink activity.
Week6 spring2013-part7
This document provides tips for creating a webquest, including recommended components and steps for building one. It suggests including an introduction, task, process, evaluation, and conclusion. Students should work in groups of two on webquests for the same subject area, with one person creating the pages and sharing the site. The document demonstrates building a webquest layout in Google Sites, reserving one page for each component. It provides guidance on completing introduction and task pages for this class, and outlines work to be done on process and conclusion pages in the current and next weeks. Additional resources for webquests are also listed.
Fa12 w200-w7-part 7
This document provides guidance for an in-class workout to continue working on a webquest assignment. Students are instructed to finish the "process" page of their webquest by having learners complete a process that ends with creating a product to demonstrate their knowledge. They will then create an "evaluation" page with a rubric to assess the student-created products. Finally, students will create a sample of the student work their webquest would generate and embed it on their teacher website project page. The goal is for students to further develop their webquest by adding production and evaluation components.
Moodle And Wiki
The document discusses using Moodle and Wikis together to structure online course content and delivery. Each course unit contains a unique Moodle page for the lesson plan and assessments and a unique Wiki page for activities and handouts. The Moodle page templates include fill-in-the-blank sections linked to the corresponding Wiki content. Instructors request a new unit from the TLI, build out the content using templates in both Moodle and Wiki, then ask the TLI to copy the development course to the live delivery platform for students.
Fa12 w200-w6-part 7
This document provides instructions for an in-class workout to create a webquest using Google Sites. Students will work in groups of two in the same subject area to build the layout and initial pages of the webquest, including the introduction and task pages. The document outlines the typical components of a webquest and provides guidance on completing additional pages for the process and credits in the current and next class. Students are directed to post their webquest to their teacher website and submit the URL for evaluation.
WebQuest on WebQuests for ed
This document provides instructions for educators to create a WebQuest on creating WebQuests. It outlines the task of designing an engaging WebQuest focused on website evaluation. The process involves reviewing sample WebQuests, determining a subject, following design rules, and using tools like Rubistar and SlideShare to add a rubric and publish the WebQuest online. The goal is to explore different WebQuests and design one to demonstrate understanding of their purpose and structure.
Teltopthingsinm2 110704062638-phpapp01
Moodle 2.0 features easier uploading and storage of files, activity tracking of learner progress, tracking of course completion and prerequisites, embedding of media like YouTube videos and adding interactive blocks, private file storage and integration with Mahara, and conditional activities to personalize learning pathways. The document outlines the top new features of Moodle 2.0 for simplifying content management and providing interactive, personalized learning experiences for students.
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8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the class preparation. It also recommends signing up for additional cloud storage on Box.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, practice creating online accounts and doing an introductory class discussion, and an overview of assignments due for the first week including creating a digital story.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
Shift 3
The document discusses adapting to technology changes in education. It provides two examples: Harrison Central High School which has a strong commitment to high tech tools for differentiated instruction, and an elementary school example where technology is fueling differentiated lessons. Readers are asked to consider their own technology experiences in previous schools and whether they would prefer to be a student in a highly technology-focused school.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo for compiling resources. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the first class preparation. It also recommends setting up storage on Box for future projects.
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, creating online accounts, an introductory class discussion, and an overview of assignments due for the first week of an education course. Technology integration and digital storytelling are also part of the planned activities.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
8. tip#15
This document provides guidance for an assignment to create an interactive activity using Smart Notebook software. Students are instructed to work in groups to design a matching, sorting, or categorizing activity, or a Smart response quiz. They should take a screenshot of their activity, attach the Smart Notebook file to their ePortfolio page, and explain how the interactive component meets educational standards. The document also references demonstrations of the Activity Builder tool and options for uploading Smart Notebook files through Smart Exchange or Box.
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Part5 icw12
- 1. Creating Learning Connection Public Profile ICW #12 EDUC W200 Week
- 2. In-Class Workout #12: Learning Connection • Indiana Department of Education – Learning Connections • https://learningconnection.doe.in.gov • Log in to your Learning Connection account (this was set up during week 1) EDUC W200 Week
- 3. Learning Connection Activities • Profile Update o Add short Biography (copy and paste from Teacher Website) o Add Educational Background (High School and Indiana University) o Add Position (desired future teaching position) • Join Learning Community o Search “w200” and join “W200 Spring2012” o Download PPT from Files & Bookmarks and save to desktop. EDUC W200 Week
- 4. Learning Connection Activities • Create a Class o Enter Class Name (ex. Biology I) and class information. • Student Activity o Add new Student Activity >>Library >>My Student Activities >>Upload PPT • Manage Calendar o Add New Event (ex. Test/Assignment) o Add Student Activity >>Add Student Activity >>Class Student Activities EDUC W200 Week
- 5. Learning Connection Activities • Lesson Plan o Search Resources for Lesson Plan >>Library >>Find Resources >>Published/Shared Resources o Schedule Lesson to Class >>Schedule Lesson >>Choose Class/Date Range >>Save • Upload File o Upload PPT to your Files & Bookmarks >>Library >>My Files & Bookmarks >>Upload PPT EDUC W200 Week
- 6. ICW #12 Submission • Post it to your ePortfolio > Professional Development page! • Outline of the Post: o Title: My Learning Connection Profile (Link to https://learningconnection.doe.in.gov) o Screenshot: Take Screen Capture of your Public Profile o Description: – Introduce learning connection – Describe how it can be used by a teacher – Discuss different features that you used today • Submit the link of your E-Portfolio-Professional Development page to Oncourse-Assignments-ICW#12 EDUC W200 Week
Editor's Notes
- AIs can set up different communities for their own session. Or TTL staff can set up one community for all the students. Be sure to use the Job Aid if you have questions. Also if students finish early, they can further customize their profile and search for other groups within the Learning Connection.