Delivered by Dr. Mark A. Van Dyke, Marist College, 2009 TWSIA Award Winner (Honorable Mention), at 10th Annual Sakai Conference, Boston, MA (USA), July 10, 2009.
The document discusses designing online group activities and provides guidance on several aspects of distributed collaboration and online group work. It outlines objectives for small group activities, describes roles and issues for moderation. Examples of tools for online collaboration are given along with principles for sequencing activities and establishing an appropriate stance. Guidelines are provided around content, delivery, and assessment of online group work. Participants' experiences with online collaboration and the permanence of online discussions are also summarized.
Marist Center for Teaching Excellence, Constructing Learning ConstellationsMark Van Dyke
1. The document discusses using a central project site on iLearn/Sakai to connect separate course sites for different classes and sections, in order to break down barriers to collaboration between students.
2. This "collective learning constellation" model brought together 70 students across 4 sections of 2 courses spanning 2 semesters on a single central project site, with links to separate course sites.
3. Students reported increased contact, cooperation, communication, authentic learning experiences, and time on task through the use of the central project site that connected their various course sites.
The document discusses the structure and function of cells. It describes the organelles found within plant and animal cells, including the nucleus, mitochondria, Golgi bodies, lysosomes, endoplasmic reticulum, ribosomes, cell membrane, vacuoles, cytoplasm, and chloroplasts in plant cells. It notes that animal cells contain centrioles while plant cells do not, and that plant cells have a cell wall and chloroplasts which animal cells lack.
Slide deck from the "New to Sakai?" pre-conference workshop at the 10th Sakai Conference, Cambridge, MA, USA. Peter Knoop (Sakai Foundation and University of Michigan) and Amy Neymeyr (Indiana University) facilitated the session.
Marist College Center for Teaching Excellence, Constructing Learning Constell...Mark Van Dyke
If you are a faculty member, have you ever wondered how to manage a classroom or research project that involves more than one section of students? Extends beyond more than one semester? Involves external “guests” that do not have access to your iLearn course site?
If so, this presentation may help answer your questions. “Constructing Learning Constellations: Extensions of Teaching and Learning Through Creative Course & Project Site Design” This teaching and learning workshop, was offered by the Marist College Center for Teaching Excellence on Wednesday, April 21, 2010,
Dr. Mark A. Van Dyke, Associate Professor, School of Communication and the Arts, and tow of his students, Lindsey Devlin and Robert Capua, presented the workshop, which explained how to creatively combine Sakai's course and project sites (iLearn is Marist's brand of Sakai) into a "collaborative learning constellation" (CLC) that connects large numbers of students in separate sections even over separate semesters in traditional, hybrid, or fully-online courses.
This unique design, created at Marist College, was recognized by Sakai with a 2009 Teaching With Sakai Innovation Award (click here and click here for background).
Through the CLC approach, faculty members and students can engage in large-scale projects that extend over time and require extensive collaboration, storage of materials, communication tools, and interaction with external guests.
Practical vs. Educational Experience: What Experienced Professionals Should C...Amber D. Marcu, Ph.D.
To sustain oneself as a competitive employee in a tough economy, many people consider going back to school. For some this means getting their masters or doctorate and for others it means individual coursework to sharpen skills in an ever evolving communications industry.
Join us Thursday, Nov. 21 at 1:00pm EST as Dr. Amber Marcu and her colleague, Courtney Grose, discuss the special considerations of experienced professionals returning to school.
This webinar will cover:
• How to approach education, internships and core education-related experiences as an adult learner
• How to navigate the challenges of getting an education AFTER starting a career
• How to leverage your work experience in the classroom
Sakai Conference 2009, What Did I Learn TodayMark Van Dyke
Delivered by Ms. Victoria Banks (Marist College, '09), Ms. Jennifer Sussin (Marist College, '09), and Ms. Jaclyn Weiner (Marist College, '09) at 10th Annual Sakai Conference, Boston, MA (USA), July 10, 2009.
This document summarizes presentations from the University of Delaware, Rutgers University, and Indiana University on their strategies for custom documentation and help files for users of their Sakai learning management systems. It describes their approaches to developing different types of documentation like help files, websites, videos, and FAQs to help users. It also discusses their processes for maintaining and updating the documentation when the LMS changes. The universities emphasized using students and dedicating resources to documentation to help users support themselves.
The document discusses designing online group activities and provides guidance on several aspects of distributed collaboration and online group work. It outlines objectives for small group activities, describes roles and issues for moderation. Examples of tools for online collaboration are given along with principles for sequencing activities and establishing an appropriate stance. Guidelines are provided around content, delivery, and assessment of online group work. Participants' experiences with online collaboration and the permanence of online discussions are also summarized.
Marist Center for Teaching Excellence, Constructing Learning ConstellationsMark Van Dyke
1. The document discusses using a central project site on iLearn/Sakai to connect separate course sites for different classes and sections, in order to break down barriers to collaboration between students.
2. This "collective learning constellation" model brought together 70 students across 4 sections of 2 courses spanning 2 semesters on a single central project site, with links to separate course sites.
3. Students reported increased contact, cooperation, communication, authentic learning experiences, and time on task through the use of the central project site that connected their various course sites.
The document discusses the structure and function of cells. It describes the organelles found within plant and animal cells, including the nucleus, mitochondria, Golgi bodies, lysosomes, endoplasmic reticulum, ribosomes, cell membrane, vacuoles, cytoplasm, and chloroplasts in plant cells. It notes that animal cells contain centrioles while plant cells do not, and that plant cells have a cell wall and chloroplasts which animal cells lack.
Slide deck from the "New to Sakai?" pre-conference workshop at the 10th Sakai Conference, Cambridge, MA, USA. Peter Knoop (Sakai Foundation and University of Michigan) and Amy Neymeyr (Indiana University) facilitated the session.
Marist College Center for Teaching Excellence, Constructing Learning Constell...Mark Van Dyke
If you are a faculty member, have you ever wondered how to manage a classroom or research project that involves more than one section of students? Extends beyond more than one semester? Involves external “guests” that do not have access to your iLearn course site?
If so, this presentation may help answer your questions. “Constructing Learning Constellations: Extensions of Teaching and Learning Through Creative Course & Project Site Design” This teaching and learning workshop, was offered by the Marist College Center for Teaching Excellence on Wednesday, April 21, 2010,
Dr. Mark A. Van Dyke, Associate Professor, School of Communication and the Arts, and tow of his students, Lindsey Devlin and Robert Capua, presented the workshop, which explained how to creatively combine Sakai's course and project sites (iLearn is Marist's brand of Sakai) into a "collaborative learning constellation" (CLC) that connects large numbers of students in separate sections even over separate semesters in traditional, hybrid, or fully-online courses.
This unique design, created at Marist College, was recognized by Sakai with a 2009 Teaching With Sakai Innovation Award (click here and click here for background).
Through the CLC approach, faculty members and students can engage in large-scale projects that extend over time and require extensive collaboration, storage of materials, communication tools, and interaction with external guests.
Practical vs. Educational Experience: What Experienced Professionals Should C...Amber D. Marcu, Ph.D.
To sustain oneself as a competitive employee in a tough economy, many people consider going back to school. For some this means getting their masters or doctorate and for others it means individual coursework to sharpen skills in an ever evolving communications industry.
Join us Thursday, Nov. 21 at 1:00pm EST as Dr. Amber Marcu and her colleague, Courtney Grose, discuss the special considerations of experienced professionals returning to school.
This webinar will cover:
• How to approach education, internships and core education-related experiences as an adult learner
• How to navigate the challenges of getting an education AFTER starting a career
• How to leverage your work experience in the classroom
Sakai Conference 2009, What Did I Learn TodayMark Van Dyke
Delivered by Ms. Victoria Banks (Marist College, '09), Ms. Jennifer Sussin (Marist College, '09), and Ms. Jaclyn Weiner (Marist College, '09) at 10th Annual Sakai Conference, Boston, MA (USA), July 10, 2009.
This document summarizes presentations from the University of Delaware, Rutgers University, and Indiana University on their strategies for custom documentation and help files for users of their Sakai learning management systems. It describes their approaches to developing different types of documentation like help files, websites, videos, and FAQs to help users. It also discusses their processes for maintaining and updating the documentation when the LMS changes. The universities emphasized using students and dedicating resources to documentation to help users support themselves.
The Unquiet Library: Annual Report 2009-10B. Hamilton
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This document discusses strategies for Bonner programs to organize around pressing issues in their communities to create impact. It outlines how Bonner scholars and leaders can work on issues through community service, research, advocacy, and capacity building. The document provides examples of how teams can engage partners such as community organizations and faculty members to work on issues. It also discusses using tools like wikis to facilitate collaboration between students, partners, and campuses on issue-based work.
Curriculum Transaction, Instructional Design, System and Media, Curriculum Evaluation: Approaches and Models, Instructional Material and Techniques and the Learners Characteristics
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This document discusses the use of wikis to enhance student learning and engagement in legal education. It provides examples of how wikis have been used at the Leicester Institute of Legal Practice for their Graduate Diploma in Law program. Student feedback indicated that wikis helped engagement and learning by allowing students to contribute at their own pace and learn from others' contributions. However, some students only lurked rather than collaborating. The document also discusses how wikis could be used for specific tasks like assignments, role-playing exercises, and community building to further enhance learning and prepare students for legal practice.
This document discusses establishing a long-distance collaborative interaction design education environment between Australian and Japanese universities. It outlines challenges including long distance, language differences, time gaps, and cultural differences. Existing courses were rearranged with a cultural-sensitive approach. Achieved solutions included achieving online interactivity through initial online knowledge exchange and community building. Students provided positive feedback, saying the interactive 3D component helped visualize and understand designs, and was useful to clarify usage scenarios.
Queensborough CC, Molloy College, School of Professional StudiesJiyeon Lee
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This document summarizes findings from projects investigating how learners experience learning with technology. It discusses how learners use technology in sophisticated ways both within and outside of formal education. It also outlines recommendations for institutions, staff, and further research questions, such as exploring the experiences of specific learner groups and how learners personalize their tools.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
The document discusses strategies for building community in online and blended learning environments. It suggests that developing a sense of community should be an intentional goal when designing class activities. Specifically, it recommends emphasizing common purposes and ideals, providing regular opportunities for cooperation and collaboration, and actively cultivating respectful relationships among students and teachers. A variety of icebreaker activities are presented, such as photo essays, "I am" poems, interviews, and Voicethread introductions, to help students get to know each other online. Ongoing activities like social networking, blogging, webinars, and discussion boards can further foster interaction and community development. Student feedback indicates that these strategies helped form connections and common ground outside of class.
- An undergraduate student formed an ad-hoc study group on WhatsApp for an engineering course to share resources and check work. This initial group grew too large and ineffective, so a second, smaller group was formed with 9 core members.
- The second group was more focused and coordinated due to its smaller size and clearly established goals. Members preferred the structure and engagement of the second group over the first larger group.
- By forming close-knit study groups, students were able to fill the void of community in engineering academics, collaborating effectively and finding success in the course.
The document provides information about Sakai implementation and administration across the 7 Claremont Colleges. It discusses how Sakai was initially piloted at Harvey Mudd College and then implemented across the colleges. Harvey Mudd College serves as the lead college for Sakai hosting and administration. Support is handled across three tiers, with tier 1 and 2 support at the individual colleges and tier 3 escalated to Harvey Mudd College. The Sakai Administration Team comprises members from each college and library to make decisions about Sakai.
Web 2.0 allows for more collaboration and sharing on the internet compared to earlier technologies. It enables users to actively generate and edit content online through tools like blogs, wikis, social media, and video sharing. This shift from static websites to dynamic user-generated content has important implications for education by making learning more social and learner-centered. The document discusses how Web 2.0 can support approaches like project-based and problem-based learning by facilitating collaboration between students on research projects and problem solutions. Educators are encouraged to leverage Web 2.0 tools like wikis, blogs, and video sharing to engage students in authentic learning activities.
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Digital campfires: Innovations in helping faculty explore the online learning...Patrick Lowenthal
Institutions of Higher Education find themselves in difficult times where budgets are being cut while the demand for online learning increases year-to-year. While budgets are cut, the cost to design and to develop courses online is increasing. Given this, colleges and universities need to find creative yet effective ways to develop more online courses. The staff at CU Online have found one method to accomplish this – web camp. The following article outlines how one university uses Web Camps throughout the year to not only meet the growing demand for online learning but also improve the quality
This document discusses Web 2.0 and how it differs from Web 1.0. Web 2.0 allows users to be creators of content rather than just viewers. It emphasizes openness, social networking, and microcontent. Some examples of Web 2.0 technologies include blogs, wikis, podcasts, social media sites. Web 2.0 can be used with learner-centered approaches like problem-based and project-based learning to engage students. It allows for collaboration, authentic learning experiences, and assessment of student work. The advantages of Web 2.0 in teaching include improved discussions, engaged students, and developing students as producers through activities like creating videos or podcasts.
This document discusses Web 2.0 and how it differs from Web 1.0. Web 2.0 allows users to be creators of content rather than just viewers. It emphasizes openness, social networking, and microcontent. Some examples of Web 2.0 technologies include blogs, wikis, podcasts, social media sites. Web 2.0 can be used with learner-centered approaches like problem-based and project-based learning to engage students. It allows for collaboration, authentic learning experiences, and assessment of student work. The advantages of Web 2.0 in teaching include improved discussions, engaged students, and developing students as producers through activities like creating videos or podcasts.
Educational Innovation & Technology at MIT at Moodle Share FairBrandon Muramatsu
Description of some of the projects that innovative educational projects at MIT with a focus on K-12 outreach. Projects presented include: OpenCourseWare (OCW Finder and OER Recommender), Highlights for High School, Visualizing Cultures, and Software Tools for Academics & Researchers. Presented by Brandon Muramatsu and Jeff Merriman at the Moodle Share Fair in Millis, MA, May 28, 2009.
This document summarizes a research study on the influence of social networks in a learning experience. The study will examine (a) important issues of social networks in learning, (b) their influence on the learning experience, and (c) challenges and opportunities of using social networks in higher education. A pilot study will be conducted in 2011 with Master's students, followed by a final study in 2012 using participatory action research methods including surveys, discussions, and student reports. The goal is to better understand how social networks can help achieve learning outcomes and how students' digital literacies affect the learning experience.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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The Unquiet Library: Annual Report 2009-10B. Hamilton
The document provides an annual report from the Creekview High School Media Center for the 2009-2010 school year. It details the media center's programs and collaborations with teachers, including a program called Media 21 that involved collaborative projects between the media specialists and English teachers. Usage statistics and professional development activities of the media specialists are also summarized.
This document discusses strategies for Bonner programs to organize around pressing issues in their communities to create impact. It outlines how Bonner scholars and leaders can work on issues through community service, research, advocacy, and capacity building. The document provides examples of how teams can engage partners such as community organizations and faculty members to work on issues. It also discusses using tools like wikis to facilitate collaboration between students, partners, and campuses on issue-based work.
Curriculum Transaction, Instructional Design, System and Media, Curriculum Evaluation: Approaches and Models, Instructional Material and Techniques and the Learners Characteristics
The document discusses Indiana University's use of the Open Source Portfolio (OSP) to support outcomes assessment across its 7 campuses. It outlines IU's timeline with ePortfolios, current OSP projects, and support structure. The main challenge is aggregating and analyzing varied evaluation data from customized OSP forms across projects. To address this, IU defines standard form structures and report definitions that can discover form structures and automatically generate summary and detailed reports. Sample reports are provided and next steps outlined.
This document discusses the use of wikis to enhance student learning and engagement in legal education. It provides examples of how wikis have been used at the Leicester Institute of Legal Practice for their Graduate Diploma in Law program. Student feedback indicated that wikis helped engagement and learning by allowing students to contribute at their own pace and learn from others' contributions. However, some students only lurked rather than collaborating. The document also discusses how wikis could be used for specific tasks like assignments, role-playing exercises, and community building to further enhance learning and prepare students for legal practice.
This document discusses establishing a long-distance collaborative interaction design education environment between Australian and Japanese universities. It outlines challenges including long distance, language differences, time gaps, and cultural differences. Existing courses were rearranged with a cultural-sensitive approach. Achieved solutions included achieving online interactivity through initial online knowledge exchange and community building. Students provided positive feedback, saying the interactive 3D component helped visualize and understand designs, and was useful to clarify usage scenarios.
Queensborough CC, Molloy College, School of Professional StudiesJiyeon Lee
The document summarizes the development of an integrative learning project at Queensborough Community College from 2007-2009. It began as an assignment connecting different genres but lacked assessment. Later iterations included reflection components and collaboration across multiple classes. Faculty workshops expanded the project, leading to an interdisciplinary group project and presentations of student work. A challenge grant will fund rubric development and further assessment involving 375 students in 2010.
This document summarizes findings from projects investigating how learners experience learning with technology. It discusses how learners use technology in sophisticated ways both within and outside of formal education. It also outlines recommendations for institutions, staff, and further research questions, such as exploring the experiences of specific learner groups and how learners personalize their tools.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
The document discusses strategies for building community in online and blended learning environments. It suggests that developing a sense of community should be an intentional goal when designing class activities. Specifically, it recommends emphasizing common purposes and ideals, providing regular opportunities for cooperation and collaboration, and actively cultivating respectful relationships among students and teachers. A variety of icebreaker activities are presented, such as photo essays, "I am" poems, interviews, and Voicethread introductions, to help students get to know each other online. Ongoing activities like social networking, blogging, webinars, and discussion boards can further foster interaction and community development. Student feedback indicates that these strategies helped form connections and common ground outside of class.
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- By forming close-knit study groups, students were able to fill the void of community in engineering academics, collaborating effectively and finding success in the course.
The document provides information about Sakai implementation and administration across the 7 Claremont Colleges. It discusses how Sakai was initially piloted at Harvey Mudd College and then implemented across the colleges. Harvey Mudd College serves as the lead college for Sakai hosting and administration. Support is handled across three tiers, with tier 1 and 2 support at the individual colleges and tier 3 escalated to Harvey Mudd College. The Sakai Administration Team comprises members from each college and library to make decisions about Sakai.
Web 2.0 allows for more collaboration and sharing on the internet compared to earlier technologies. It enables users to actively generate and edit content online through tools like blogs, wikis, social media, and video sharing. This shift from static websites to dynamic user-generated content has important implications for education by making learning more social and learner-centered. The document discusses how Web 2.0 can support approaches like project-based and problem-based learning by facilitating collaboration between students on research projects and problem solutions. Educators are encouraged to leverage Web 2.0 tools like wikis, blogs, and video sharing to engage students in authentic learning activities.
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Institutions of Higher Education find themselves in difficult times where budgets are being cut while the demand for online learning increases year-to-year. While budgets are cut, the cost to design and to develop courses online is increasing. Given this, colleges and universities need to find creative yet effective ways to develop more online courses. The staff at CU Online have found one method to accomplish this – web camp. The following article outlines how one university uses Web Camps throughout the year to not only meet the growing demand for online learning but also improve the quality
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Sakai Conference 2009, What Did They Learn Today
1. What Did They Learn Today?
Sakai and the Net Generation
Dr. Mark A. Van Dyke, Associate Professor
School of Communication & the Arts
Marist College, Poughkeepsie, NY
mark.vandyke@marist.edu
Viewable @ http://tinyurl.com/mndz3z
2009 Teaching With Sakai Innovation Award Winner (Honorable Mention) (Click for details)
2. Background
• Fall 2007: Support request, Sakai launch
• Spring 2008: COM471-PR Case Studies
o 32 students, 7 teams, in 2 sections
o Developed communication plans
• Fall 2008: COM401-Capstone
o 38 students, 8 teams, in 2 sections
o Refined plans & executed tactics
(For additional background, click here.)
July 2009 10th Sakai Conference - Boston, MA, U.S.A.
3. Sakai & Collaborative Education
• Supports student-centered education
o Strengthens Teacher-Student Partnership
o Classroom = Collective-Learning Community
• But what about time & space barriers?
Separate Course Site, Separate Course Site,
Location, Time, Etc. Location, Time, Etc.
July 2009 10th Sakai Conference - Boston, MA, U.S.A.
4. Sakai & Collaborative Education
• Supports student-centered education
o Strengthens Teacher-Student Partnership
o Classroom = Collective-Learning Community
and…
o Erases time & space barriers
Sakai Course Site Sakai Course Site
July 2009 10th Sakai Conference - Boston, MA, U.S.A.
5. Marist’s Collaborative Learning Constellation
(CLC)
1. Problem: Barriers to 2. Solution: Central
collaboration created by project site connects
separate course sections, orbiting course sites
meeting times, and CLE sites
4. Outcomes: Increased 3. Result: 70 students,
contact, cooperation and 15 teams, 4 sections of 2
communication, authentic courses, spanning 2
learning, time on task, use semesters
of student talents
July 2009 10th Sakai Conference - Boston, MA, U.S.A.
6. Sakai Course & Project Sites
Project Site (1)
Spring 08 Fall 08 Capstone
PR Case Studies Course Sites (2)
Course Sites (2)
Collaborative Tools
Discussion Forums
Chat Rooms
Blogs
Wikis
Podcasts
Messaging
Resources
Web Content
July 2009 10th Sakai Conference - Boston, MA, U.S.A.
8. The Net Generation
“They prize freedom and freedom of choice. They want to customize things,
make them their own. They’re natural collaborators, who enjoy a
conversation, not a lecture. They’ll scrutinize you and your organization.
They insist on integrity. They want to have fun, even at work or school.
Speed is normal. Innovation is life.”
Don Tapscott, Grown Up Digital (2008, pp. 6-7)
“I would have never known how to blog, use a wiki … a course management
system. These new skills … are going to help get my first job.”
“I have come to understand and appreciate the importance of …
collaboration for this course, other parts of life and for a job.”
“Helped me see that turbulence … is to be expected and that it is our job …
to turn those problems into opportunities.”
Marist Student Testimonials, iLearn Case
July 2009 10th Sakai Conference - Boston, MA, U.S.A.
9. Sample Project Materials
(Click Links)
Sample Displays
Consolidated Screenshots
Student-Produced Materials
Post Card For Adult Students
Mock-Up of USB Drive With Pre-Loaded Materials For Adult Students
Campus TV Spot Storyboard
Campus TV Spot
Sakai Tutorial For Adjunct Faculty
Sakai Adjunct Faculty Project Collaboration Site
July 2009 10th Sakai Conference - Boston, MA, U.S.A.