Categories
Online Pedagogy

Intellectual Property and Accessibility (w11)

The Ko and Rossen, Chapter 8: Copyright, Intellectual Property, and Open Educational Resources, to p. 241, makes a clear description of the topic but it applies to the United States only.

The Creative Commons Licensing

An interesting perspective!

When teachers or students want to use content created by another teacher or student, they need contact the content creator to obtain the permission. A Creative Commons license makes this process easier, because the creator identifies the use rights before the publishing.

Creative Commons – Wanna Work Together?

 

Accessibility issues

A really good introduction to this issue by The World Wide Web Consortium (W3C) describing policies, resources and tools to make the Web accessible.

 

Categories
Lifelong Learning Web 2.0 Tools

Advantages and disadvantages of the educational use of Second Life (w9)

Second Life is a multi-user virtual platform for both formal and informal online learning. SL is an example of a new trend in social learning theory based on the idea that we can learn from our interactions in a social context.

Advantages

  • 3D environment
  • Free
  • Highly adaptable
  • Social Interaction through dialogue and collaboration
  • Discovery learning
  • Facilitates an interactive distance learning
  • Encourages the development of distance communities
  • Good tools to create virtual context, objects and people.
  • Simulation and experiential learning/Role playing
  • Quests and problem solving ability (i.e. games)
  • Ability to remain anonymous

 Disadvantages

  • Learning Curve
  • Distraction factors
  • High hardware requirements: speed Internet connection, a quick microprocessor, and a good video/graphics card
  • Do not offer tools to monitor and track students
  • It isn’t easy to store digital documents
Categories
Online Pedagogy Web 2.0 Tools

How to create better teachers? (w10)

Building and using Blogs!

(According to Dean Shareski: How To Make Better Teachers)

When you hear these statements you think of 2 possibilities:

  1. It is a provocation to draw attention? or
  2. It is an oversimplification of complex issues?

But it really attracted my attention (i.e. met its goal), especially because I think a blog is one of the most Web 2.0 tools can contribute to educational innovation.

It happens to me almost as much as Dean Shareski explains: When I discovered blogging for almost five years, I soon discovered its potential. Since that time I sat down to write different texts reflecting and sharing experiences, to express my point of view or interpretation. The depth varies, but believe me, this activity helped me to rethink it over, looking ideas and concepts from different perspectives. There are times I think this blog initially aimed to share my thoughts have been of great use to me. In my workshops and conferences recommend each teacher the use of blogs, a personal blog, a professional blog, a blog for each subject.

My personal experience with the use of blogs in face-to-face sessions are good. I usually summarize the topics described in class, answer questions and formulate questions presented in the form of polls. I examine these questions in the next face-to-face session.

(e.g. make a look to the blog of the course Introduction to Computer Science, 2008 (in Spanish)

The introduction of a LMS such as Blackboard or Moodle has reduced the use of blogs, but in this case I encourage students to create their own blog to express ideas and make comments related to the course content or comments on the activities of their classmates.

What we expect then?
Create your blog!
Categories
Lifelong Learning Online Pedagogy Web 2.0 Tools

Teaching Concept Mapping (week 7)

This is an example of teaching about a graphical tool to organize and represent knowledge.

What is Concept maps?

Presentation

Concept maps are graphical tools for organizing and representing knowledge. Concept mapping may be an effective teaching tool to create:

  • Course material to creatively engage your students.
  • To help students to help finding linkages between course concepts or theories
  • To assess students’ learning or understanding of course material
cmap1

A concept map include:

  • Concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts.
  • Links: linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label.
  • Propositions: contain two or more concepts connected using linking words or phrases to form a meaningful statement.

This is an example of a concept map that describes the structure of concept maps and illustrates the above characteristics.

cmap2