Work in progress
- Introduction to Engineering, User:Vtaylor/Science and Math for a Small World, User:Vtaylor/The Other Economics, User:Vtaylor/Libertarian 30-3-30, User:Vtaylor/here be dragons, User:Vtaylor/Financial Literacy, WE Wishlist, User:Vtaylor/Healthy Eating, User:Vtaylor/Technology Supported Learning, User:Vtaylor/OTL collaboration User:Vtaylor/WE tools and services, User:Vtaylor/Open Textbooks
- CIS2 Community Service Learning Student Guidelines, current Winter 2009
CIS2 Computers and the internet in society, DeAnza College, Summer 2008, Fall 2008, DeAnza @ iTunesU
- User:Vtaylor/CE African translations, CEC, User:Vtaylor/CE Women's Leadership, User:Vtaylor/Community Leadership Development,User:Vtaylor/mobilisation, community empowerment workshop, CEC sandbox @ WE - Community Empowerment website in multiple languages
WE Community Empowerment, WE Intro course, 30 seconds, 3 minutes, 30 minutes
Yesterday, last week...
Only the curious will learn and only the resolute will overcome the obstacles to learning. The quest quotient has always excited me more than the intelligence quotient.
.. Edmund S. Wilson (1895-1972) U.S. author, literary and social critic.
Education is not filling a bucket but lighting a fire.
.. William B. Yeats, poet
Education: Being able to differentiate between what you do know and what you don't. It's knowing where to go to find out what you need to know; and it's knowing how to use the information once you get it.
.. William Feather
- Women's leadership - Global Women's Leadership Network, WE GWLN resources, Turkey, Participatory Learning competition - grant proposal based on community service
- open learning - find, refer, connect - community, workshops, innovation, adaptation, connections, referrer networks Learning Spaces, Learn nodes, Template: SocialBookmarkBar, Template:ContentInfobox, study guides mLearning, Teaching with Moodle, Science
- TSLR Technology Supported Learning, CAOS 160 outline, WB TSL rubric, TSL literacy rubric, TSL resources, learningonline guide-blog, TSLR Course outline, Moodle: teaching with - study guide
- CCK08 Connectivism and Connective Knowledge Online Course CCK08 Sept 2008 - my notes
- WikiEducator 3.0, council
- Distance learning - mini-tutorials, 90-minute workshops, CUE - Catalyst Using Educators community, Moodle 1.9
- Community Service Learning Student Guidelines - community organizations, service learning opportunities, project requirements Project Proposal and Summary format, notes, student learning outcomes, Students @ Work , Experiential learning - theory for connecting community service learning with curriculum, other programs - UBC Learning Exchange community service learning learning about inner city issues, Pootle OLPC online translation
- Open TSL - OER Technology Supported Learning - tools and skills development to support learning through technology - a facilitated online course based on Chickering & Gamson's Seven Principles for Good Practice in Undergraduate Education. ... evaluate good practice in online undergraduate courses links, readiness criteria - understanding instructional design, basic course development skills necessary to facilitate online delivery of course work, Moodle functions, Moodle in teaching and learning - work in progress, invite collaboration, early WB TSL rubric, TSL literacy rubric
- Course Evaluation Checklist - questions address each of the principles, Learning Environment Technology Considerations - list of items addressing the learning environment. Some sample technologies and their application are included as a guide. --source Mehlenbacher, WikiEducator / Otago Polytechnic Evaluation of eLearning for Best Practice, associated E-Learning Guidelines interactive cube, .pdf format, Designing for flexible learning practice
- ... design social working approach based on users' "technoprofile" - the way people behave in social networking: creators, critics, collectors, joiners, spectators, inactives.
- self-directed learning, threshold concepts, experiential learning, Inquiry education Students are encouraged to ask questions which are meaningful to them, and which do not necessarily have easy answers; teachers are encouraged to avoid giving answers when this is possible, and in any case to avoid giving direct answers in favor of asking more questions. - still have teachers and learners, problem-based, project-based
- Whole course adoption - Sofia Course Gallery, HTML to wiki conversion, Foothill Global Access Sofia Project
- course evaluation - Monterey Institute
- clouds, trusted collections of open content, OCW, OER - more than just lists of repositories
- WikiEducator Package Export - great tool to use with the WE Collections tool - gather content to "adopt" into a Collection, export the package and import the package into the course in the LMS.
- Learning Objects and Open Courses - an article I wrote in 2004 - not much as changed.
Ideas and random thoughts
- generating productive interdependence, Immersed in Inquiry (Summer 2008) - different / better than group projects?
- learner-centered design - Are students able to agree [on] some or all of their learning goals in negotiation with teaching staff? Do students have any choice in terms of either: what they learn, the particular resources they will study and / or the learning activities they will engage in?
- WoW (World of Warcraft), psychology and education - What transferable life skills are developed through play - John Seely Brown comment
- "digital brownies" - What can I do? What do you want from me? - invitation to collaborate, virtual volunteers
- Generation Ageless aka Boomers
- online teaching and learning using the internet to make education available to everyone anywhere
- open content, Open Educational Resources (OER)
- kids - One Laptop Per Child (OLPC), tutoring, mLearning
- Global Women's Leadership Network - an international network of women leaders working on issues of human rights, gender equality, sustainable development and global integrity
- professional development for teachers, technology supported learning
- lifelong learning, life skills
- sailing, reading, community projects
- Technology Supported Learning and Retention - wikibooks text for an online professional development workshop, ...
- CIS 2 Computers and the Internet in Society
- WE projects for students' community service learning - Template:Learning project boilerplate - what do you want them to do
- finding stuff in WE - collections, category lists, searching, trusted clouds
- page status - my stuff, read-only, collaboration welcome
--Vtaylor 13:22, 29 June 2008 (UTC) : Sometimes there is an "Add article" link in my collection box, sometimes not. I'm trying to make a WikiEducator "cheat sheet" so I want to include some of my own pages and some of the Special pages - which don't get the "add article" link. Help:Collections/Bug reports
Also - the process for adding to and saving an existing Collection is error prone - requires retyping an existing name and saving in the right panel. It would be nice to have a save button in the left panel to save the current list with the modifications.
I was surprised to find that the "saved" collection didn't reflect new additions. I had also created several Collections because I had used a different name in the right panel to save while trying to figure out how this worked.
Nice feature and I really want to use it a lot! I think this could be a huge "value add" - allowing "collectors" to discover great content and publish collections with reviews, comments, ratings, ... The problem with OER isn't the availability of content - it is already there. It's a problem to find the good stuff and use it. This is where Collections will provide an invaluable service. Collectors will build reputations in their areas of expertise. Users know they can trust the collectors recommendations, limiting their search to a manageable set of OER content. Then OER adoption will accelerate.
- Assembling OER content - Using the WE Collection feature, assemble content by adding an article (or page) to a collection, arrange the articles and save the collection.
- Collectors and collections - Trusted community member who creates collections of WE articles (content pages) available for adoption as a package. The package may be used by an individual learner who access the content as is. A package may be adopted, modified, edited, expanded, reformatted, published and/or distributed for use. For example, an instructor who adopts a collection might add the package to a course within a course management system such as Moodle where students will access the content with the guidance and facilitation of the instructor. A trusted collector is some or all of these: subject matter expert, instructional designer, course developer, instructor / facilitator, known by reputation and track record
For my own work, I need to designate a "status" (this may not be the right term) to wiki pages / articles, either individually or in groups.
- memo to self (MTS) - essentially personal notes, random thoughts, to do list, links with/without explanation, my "stuff" and I really don't want it altered, but I appreciate comments, feedback as discussion entries.
- read only - one or more pages that are part of a resource, notes for a course, lessons - these are available "as is". Unless I explicitly invite someone to help, these are "read-only" content. It may be useful to designate these as "complete" or "work in progress". Most OER content is in this group - feel free to make derivative work. Some way of identifying links to derivative works (through link backs) would be great so there is a record and trail if someone translated some or all of this OER.
- help wanted - collaboration welcome - a stub or partial work, outline, description of contributions of expertise, knowledge and/or skills for expanding this work. This would be a great way to engage students or other contributors who want to help, but are not yet creating new content from scratch.
- Invitation to collaborate (ITC) - template, category
|Invitation to collaborate. Help and feedback are welcome. See discussion page.|
Comments on this page
- Somehow I got to be Wikibuddy. Not sure how I did it, because I feel I have so very much to learn. I do know that I owe you a big debt of gratitude for showing me this. Many thanks. --Philbartle 17:17, 4 February 2009 (UTC)