Connecting Online for Technology Enhanced Learning (CO4TEL)

2011-10-26T04:45:00.001-07:00

Wiziq-tutorial-Moodle

2011-08-18T00:54:00.001-07:00

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wiziq-set-profile-timezone

2011-08-18T00:50:00.001-07:00

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WizIQ profile and account settings and time zone

2011-08-18T00:48:00.001-07:00

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Welcome to IT4GE

2011-08-18T00:47:00.001-07:00

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Week 2 WizIQ M4T-B June 2011

2011-08-18T00:45:00.001-07:00

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welcome 2

2011-08-18T00:44:00.001-07:00

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WebQuest

2011-08-18T00:42:00.001-07:00

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Virtual-vs-face-to-face-conference

2011-08-18T00:31:00.001-07:00

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tutorial 2 wiziq moodle

2011-08-18T00:20:00.001-07:00

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Serenity in the age of anxiety August 6-2011

2011-08-18T00:19:00.001-07:00

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TipCam Recordings

2011-08-18T00:11:00.001-07:00

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Storing TipCam Recordings

Tip Cam

2011-08-17T12:16:00.001-07:00

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Tip cam recordings

Tip Cam

2011-08-17T11:57:00.001-07:00

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Tip cam recordings

Tip Cam

2011-08-17T11:53:00.001-07:00

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Tip cam recordings

Tip Cam

2011-08-17T11:32:00.001-07:00

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Tip cam recordings

Tip Cam

2011-08-17T11:13:00.001-07:00

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Tip cam recordings

Tip Cam

2011-08-17T11:05:00.001-07:00

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Tip cam recordings

Tip Cam

2011-08-17T10:30:00.001-07:00

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Tip cam recordings

Tip Cam

2011-08-17T09:46:00.001-07:00

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Tip cam recordings

Tip Cam

2011-08-17T09:44:00.001-07:00

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Tip cam recordings

Tip Cam

2011-08-17T09:40:00.001-07:00

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Tip cam recordings

Tip Cam

2011-08-17T09:21:00.001-07:00

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Tip cam recordings

Starbucks CEO to DC: You've been cut off

2011-08-17T01:56:00.000-07:00

Starbucks CEO to DC: You've been cut off

Anxiety & Empowerment

2011-08-13T11:45:00.001-07:00

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Live online event on anxiety and empowerment on WizIQ

Anxiety & Empowerment

2011-08-13T11:29:00.001-07:00

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Live online event on anxiety and empowerment on WizIQ

Moodlemoot August 17-21 2011 - Computer

2011-08-13T07:46:00.001-07:00

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MMVC11: Moodlemoot free online conference

2011-08-13T07:36:00.001-07:00

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Let's team up for learning at MMVC11 free online conference from August 17-21, 2011: http://www.wiziq.com/events/moodlemoot-conference-2011.aspx

MMVC11: Moodlemoot Free Online Conference

2011-08-13T07:27:00.001-07:00

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Let's team up for learning at MMVC11 free online conference from August 17-21, 2011: http://www.wiziq.com/events/moodlemoot-conference-2011.aspx

Angela Maiers: Together we are smarter

2011-08-13T00:11:00.001-07:00

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An inspirational talk by Angela Maiers an educator, author and speaker. Angela discusses how we can each become change makers and transform the education system with technology. The interview was conducted by Dr. Nellie Deutsch on WizIQ conversations August 12, 2011

Serentity in the Age of Anxiety based on the book by Robert Gerzon

2011-08-07T09:52:00.001-07:00

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Serenity in the Age of Anxiety based on the book by Robert Gerzon live class on WizIQ discussing the topic of anxiety.

Face-to-face vs. Live Online Conference

2011-08-05T08:08:00.001-07:00

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Face-to-face conferences are costly in more ways than one while online conferences may save us money and be more convenient at the comfort of our homes. Listen to a live online class conducted on WizIQ on the advantages and disadvantages of the online and face-to-face conference.

WizIQ on Moodle Tutorial

2011-07-04T09:40:00.001-07:00

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Hands-on workshop on how to create virtual classes on Moodle via WizIQ.

Welcome to Professional Electronic Portfolio (PEP) Workshop

2011-05-28T05:21:00.001-07:00

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Welcome to Professional Electronic Portfolio (PEP) 4-Week Free Online Workshop

Welcome to Professional Electronic Portfolio (PEP) Workshop

2011-05-28T05:04:00.001-07:00

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Welcome to the upcoming June. 3, 2011 free 4-week online professional electronic portfolio (PEP) workshop using Mahara, Moodle, Blogs, Wikis, and Websites to create your very own online portfolio on Integrating Technology for Active Lifelong Learning (IT4ALL). Register for the upcoming PEP workshop, today.

Moodle for Teachers Beginners (M4T-B) Free Workshop

2011-02-28T02:31:00.000-08:00

Livestream to the Digital Future of Higher Ed Conference for Free!

2011-02-18T18:08:00.000-08:00

Livestream to the Digital Future of Higher Ed Conference for Free!

When: Starting 12:00 PM EST, Feb 22 (goes to 6:30 EST)

Video: http://www.tru.ca/digifuture (link on conference Webpage)

Twitter: use the #digifuture hashcode

Broadcast From: Thompson Rivers University, Kamloops, BC, Canada (PST)

Understanding the digital future of higher education is not so much about the latest Web 2.0 and "net generation" trends as it is about the confluence of a wide range of factors --economic and political as well as technological and demographic. This conference provides an opportunity to explore questions raised by these interrelated developments. The event will also address the open and technically-mediated teaching that institutions, whether new or established, are increasingly expected to provide. Keynote presentations from international experts will be featured, including Dr. Tony Bates, author of Effective Teaching with Technology in Higher Education, and Professor Michael A. Peters, author of Knowledge Economy, Development and the Future of Higher Education. These presentations will be combined with discussion and debates involving researchers, practitioners and audience members, with reflections and responses from decision makers and stakeholders rounding out the day.

Efrat Deutsch Jewelry Giveaway!

2011-01-30T05:43:00.000-08:00

Efrat Deutsch Jewelry Giveaway

Jewelry Design: Jewelry Giveaway!

2011-01-29T03:12:00.000-08:00

Jewelry Design: Jewelry Giveaway!: "One of these could be yoursHow to enter:It's very simple. Register to be a follower of my blog and leave a comment telling me about your fav..."

CO11 Free Live 3-Day Online Conference February 4-6, 2011 at WiZiQ

2011-01-22T12:05:00.000-08:00

Connecting Online (C011): Live Online Event (Feb 4-6, 2011) on WiZiQ.

2010-11-18T12:13:00.001-08:00

Integrating Technology for Active Life-long Learning
CO11 on IT4ALL Moodle & WiZiQ
Feb 4-6, 2011

Welcome to the annual connecting online live online conference (CO11). You are cordially invited to participate at the live online conference on the weekend of Feb 4-6 2011.

The conference will be of interest to educators, administrators, students, and community members who value the importance of integrating technology into the curriculum to improve instruction and learning. Online learning involves various skills on the part of the instructor and learner. These include social and communication skills, social networking, independent learning strategies, critical and higher order thinking skills, creativity, and effective online and face-to-face facilitation. In addition, there are may challenges that the educators, administrators, students, and community members face.

The CO11 will be conducted on IT4ALL Moodle with the presentations on WiZiQ through the Moodle.

The themes for the presentations are:

Connecting Online to Improve Instruction and Learning: Online Learning and Instructional Experience
Experiences with technology in face-to-face and online classes. What worked and what didn't work for you?
How do you use technology to promote and sustain your online workshops, consultation, and communities of practice and learning?
Research conducted on e-learning, blended online learning, and blended learning.
Reviewing or promoting books on integrating technology into the classroom, e-learning, blended learning, and blended online learning.
Challenges administrators, instructors, students, and community members face in connecting online.

You may join the sessions by clicking on the links available in this PDF file or in the following document.

Professional Electronic Portfolio (PEP) Webconference

2010-08-10T01:31:00.000-07:00

Free professional electronic portfolio online event on WiZiQ on August 21, 2010 at 9 AM EST: http://go.wiziq.com/1gnw

A Professional Electronic Portfolio (PEP) is a way for an individual to organize and share information about his or her personal and professional learning experiences. The workshop will provide background information on Professional Electronic Portfolio (PEP) and Personal Learning Environments (PLEs) and help participants develop a PEP.

Proposals for Connecting Online (C011) Live Online Event (Feb 4-6, 2011) on WiZiQ.

2010-08-06T01:58:00.000-07:00

The themes for CO11 (February 4-6, 2011) presentations are:

1. Connecting Online to Improve Instruction and Learning: Online Learning and Instructional Experience
2. Experiences with technology in face-to-face and online classes. What worked and what didn’t work for you?
3. How do you use technology to promote and sustain your online workshops, consultation, and communities of practice and learning?
4. Research conducted on e-learning, blended online learning, and blended learning.
5. Reviewing or promoting books on integrating technology into the classroom, e-learning, blended learning, and blended online learning.
6. Challenges administrators, instructors, students, and community members face in connecting online.

The live online presentations include a 40 minute talk and 10 minutes for questions. Each presenter is accompanied by one or two moderators who introduce him or her and provide support.

You are invited to

How to Add a File to Moodle

2010-02-27T19:37:00.001-08:00

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This scrreencast demonstrates how to add a file to a Moodle.

Presenting at CO10 February 5-7, 2010

2010-01-31T05:29:00.001-08:00

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An introductory video for the presenters of CO10, February 5-7, 2010

Present at CO10

2010-01-19T06:33:00.001-08:00

Moodle for Teachers (M4T): Session 1 for M4T-3

2010-01-02T11:28:00.001-08:00

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Moodle for Teachers (M4T): Session 1 for M4T-3

Moodle for Teachers (M4T: Overview of M4T-3

2010-01-01T13:51:00.001-08:00

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Overview of M4T-3 and week 1

WikiEducator EL4C33 -1

2009-12-21T06:52:00.001-08:00

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WikiEducator EL4C33

WikiEducator EL4C33 -1

2009-12-21T06:45:00.001-08:00

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WikiEducator EL4C33

2009-12-19T13:25:00.001-08:00

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WikiEducator EL4C33

Christmas Story & Reading Comprehension

2009-12-19T03:47:00.001-08:00

Click to Play Christmas story and reading comprehension questions

Integrating Technology for Active Life-Long Learning (IT4ALL) Talks

2009-12-19T00:49:00.001-08:00

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Integrating Technology for Active Life-Long Learning

WebQuest on Moodle

2009-12-03T11:16:00.001-08:00

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Learn how to create a WebQuest on Moodle

Learning English Online (LEO) on Moodle

2009-12-03T10:55:00.001-08:00

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Learn English Online (LEO) on IT4ALL.

Learning English Online (LEO)

2009-12-03T09:10:00.001-08:00

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Join

Connecting Online Live Online Conference; February 5-7 2010

2009-11-28T00:32:00.001-08:00

Integrating Technology for Active Life-long Learning (IT4ALL)

2009-11-13T22:17:00.001-08:00

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Copyrights Laws for Educators

2009-10-23T09:20:00.001-07:00

Watch the following presentation before joining the live WiZiQ event on October 24, 2009 at 8 AM EST.

Uploaded by Nellie Deutsch on WiZiQ Tutorials

Storytelling & Cultures: La Llorona from a Mexican folktale.

2009-09-05T17:42:00.001-07:00

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High schools not ready for technololgy

2009-07-18T07:49:00.000-07:00

My current high school has asked me to stop using the computer lab and only work in the traditional classroom. I am not going to stop using technology. Starting September 1st, my students and I will only be connecting from home. I may be able to get a few computer classes to get the students started but that's all. I guess I am lucky that I am very experienced so I can manage such a program, but some schools are just not ready to accept technology. Am I alone in believing that technology can facilitate and improve the quality of instruction and learning in the K-12 setting?

Connecting Online 2010 (CO10)

2009-06-30T23:09:00.000-07:00

Blended Learning for Lunch at Surrey University

2009-05-21T10:27:00.001-07:00

Live Online Classes

2009-05-16T11:16:00.001-07:00

Learning in Virtual Classroom by Nellie Deutsch

Get your own Virtual Classroom

Storytelling and Cultures

2009-04-18T11:30:00.000-07:00

Storytelling and Culures by Nellie Deutsch

Get your own Virtual Classroom

What if Google Shut Down?

2009-03-31T16:52:00.000-07:00

I just received the following email message:

I am writing to let you know that the project which has sustained the Emerge site has come to an end.

After a long deliberation we have decided that the Emerge Elgg site should not continue to operate in its current form.

From midnight 31 March/1 April 2009 we will discontinue log-in to the Emerge Elgg site and suspend all feeds into this site.

I would like to thank you all who have been instrumental in creating a vision a community of practice, supported by Web 2.0 technologies.

The site will be suspended, archived, read-only and searchable. Only posts made to the site that were designated \"public\" will be visible. Participants\' \"Pages\" and \"Profiles\" will continue to be visible. All url persistence will be maintained. All Data will be retained and protected under existing data protection and freedom of information policies.

For a thorough discussion of the Emerge Project, please read the Emerge Reports site.

One key message from our analysis is that a community has many modes of participation. It would be a mistake to assume that the presence of a website indicates either the presence or absence of a community. There is a network of people who have been very active in creating the Users and Innovation Programme and the Emerge community. This network of people persists. Discussions are ongoing concerning how this network might make its presence visible on the Internet or if a site similar to this one might be required.

If you have any queries or comments contact webmaster@jiscemerge.org.uk.

George Roberts

I was just thinking how happy I am that I did not devote too much energy and time to the learning environment but what if I had? What if Google decided to shut down?
Where would may of us be if our favorite personal and professional learning environments went bankrupt and had to close down? Are we ready to give up our work?

Traditional vs. Online Conferences: How different are they?

2009-02-21T02:15:00.000-08:00

George Siemens, Association for the Advancement of Computing in Education (AACE), and Adobe Connect have joined forces to bring live online discussions on how to improve traditional conferences. The ning serves well to connect like minded people, but the live discussions do not do justice to the questions on how to improve traditional conferences because of the way the presentations are set up as flat, formal, and somewhat lacking in promoting ongoing interactions. I am amazed how the criticism of traditional conferences as being boring because they lack interactions is repeated in the online live sessions. Listening to speakers online is just as boring as in the traditional sessions. The tools may be different, but the way the tools are used is exactly the same. I suggest more thought into how to engage and involve the participants in a more meaningful way. How should presenters talk less and facilitate rather than take over people's mind. I found the AACE live online presentations frustrating just as I find traditional conferences. Listening may not be enough for many participants altogether. Perhaps the speakers should conduct a needs assessment inventory to find out what the audience knows to avoid repetition. Many speakers ignore their audience and talk to themselves. What's the point of talking at an audience? I believe speakers can develop an awareness of the target audience and go from there. After all, isn't the presentation about the learner?

I would like to generate interest on ways to engage the learner in active learning whether face-to-face or online. Contact me if you are interested in collaborating with other educators in learning how to engage the learner.

Vance Stevens on WiAOC

2009-02-20T00:16:00.000-08:00

I got a twitter message from George Siemens to join a presentation by Vance Stevens on WiAOC for Spaces of Interaction: An Online Conversation on Improving Traditional Conferences (AACE)at http://aace.org/conf/spaces/

For those who would like to know more about webheads in action (WIA) and about an incredible community, this is a recording of what I managed to record from Vance Stevens' presentation since I was a bit late:

Lost Interest in Moodle

2009-02-17T23:21:00.000-08:00

I have been using Moodle since 2004, but lost interest this year. I currently use ning, Wikieducator and WiZiQ with my K-12 blended and adult full online courses. I would love to understand how others are using Moodle and why they are finding it more suitable than ning. Is it because of the grading system? Does it provide learner sustainability and engagement?

My question is Why Moodle when there are so many other learning environments that are so much better?

Thank you for sharing your Moodle ideas with me.

Nellie Deutsch

True Blue Digital ID

2009-02-16T13:38:00.000-08:00

Sustainability and WiZiQ

2009-02-15T22:05:00.001-08:00

I have been getting amazing feedback on my live online sessions at WiZiQ. I think the energy of a live synchronous exchange where participants can hear and view each other is of incredible value to sustainability of online and face-to-face workshops and courses. I only wish other educators would give technology a chance and enjoy the creative process of becoming lifelong learners.

34 Minutes Online

2009-01-17T12:22:00.000-08:00

My name is Nellie (Muller) Deutsch. I have been integrating technology into the ESL/EFL classroom since the 1990s. I have been involved in collaborative projects and WebQuests via Moodle for the past 5 years. My first website, Nellie's English Projects was an experiment that evolved from a WebQuest and started me off as a webmistress in the days of html before web 2.0 tools. I love learning and collaborating with teachers. I am currently taking courses for my doctoral studies in educational leadership specializing in curriculum,and instruction online at the University of Phoenix and writing my dissertation. I am researching instructor use of web 2.0 tools in blended learning environments in higher education. In my free time, I facilitate free online courses on how to collaborate and use Wikieducator and mentor teachers for free on how to integrate web 2.0 tools in the EFL/ESL courses and in spreading the word about international collaborative projects such as Ruth Vilmi's International Writing Exchange and other professional and personal learning inititiatives on Moodle and on WiZiQ because I would like to see quality learning and specifically e-learning available and free worldwide. I am currently moderating EVO09 Digifolios and Personal Learning Spaces on how to build a professional ID in the 21st century with 3 other educators.

34 Minutes With Me

I am looking forward to connecting online with others for peaceful coexistence and in finding the best ways to integrate technological tools to facilitate instruction and learning. Please feel free to contact me by email

Quality Learning

2009-01-16T06:43:00.000-08:00

Register for a free online workshop on Wikieducator to find out how you can use Wikieducator to collaborate and share content worldwide.

I was very pleased to read
At M.I.T., Large Lectures Are Going the Way of the Blackboard because it's high time we understood that education is about quality learning. The debate of education vs learning and student vs teacher centered instruction should have been resolved by now. Learning should be the focus of both instructor and learner as they engage in the learning-teaching-learning process. It should be a give and take situation where teachers and students interact and learn from each other. Teachers learn about student needs and best practices on how to make instruction conducive to learning for the specific students at hand and for future instructional learning improvements and students learn from interacting with the content, instructor, and each other. Learning is a collective process.

Synergy in Online Courses

2009-01-12T05:19:00.000-08:00

Challenge #1: Siblings Birth Order Contest on January 12, 2009

The Digifolios and Personal Learning Environments (PLE) workshop has started. The sessions aim to provide awareness of the way the web can empower the individual not only to learn, but also to present what, how and with whom he/she learns. The sessions are moderated by Ann Fox, Cristina Costa, Doug Symington, and your host for challenge #1, Nellie Deutsch.

One of the biggest joys and perhaps challenges of e-learning is learning about, with, and from others. Challenge #1 will engage the members of Digifolios in a contest that will reveal the impact of collaborating with over 100 members.

Are you the first born, middle child, last born/the baby, or an only child?

The goal of the challenge #1 is find out the birth order of all the members of Digifolios including the moderators. Contact the members of digifolios and find out who shares the same siblings birth order in the family as you. Members will communicate with one another to find out their places in the family in any way they wish. The road is open and as wide as you desire. Please feel free to innovate in any way you wish and take us on a tour - your tour!

Ground Rules of the Contest

Members will share their findings in any format on their individual blogs on the ning. You can locate the blogs tab on the top navigation bar . Enter it and start "Add a Blog Post". Make sure you write only me when you add the results of your findings. You can edit the blog post up to the closing time.

Starting time 11.00 AM PST and closing time 11.00 PM PST

Please feel free to ask questions. Every question is important.

Good luck.

Ladies and gentlemen, let the contest begin.

What does order of birth have to do with anything?

First Live Online Event with Guest Speaker Presenter: Helen will present some work she has developed with final year students related to emerging technologies and Digital Identity Time: 4PM EST Location: Live WiZiQ Virtual Classroom

Digifolios and Personal Learning Spaces with Helen Keegan by Nellie Deutsch

Get your own Virtual Classroom

What is collaborative learning?

Collaboration is about sharing and making lots of mistakes. It's being being human and not a machine. I used to live for perfection or was it living. Now I cherish mistakes because I can learn from them. I cannot learn when things are perfect.

I'd like to see this workshop do what FOC08 and CCK08 failed to do and muvenation 08 is failing to do right now. People need to be engaged when they take course online and not sit by the computer wondering what to do next or receiving very little meaningful guidance. There should be differentiated guidance and support since people having varying learning curves.

We are all learners. Teachers and learners are one in online learning spaces.

Presenting Online at a Live Session

2009-01-09T05:27:00.000-08:00

Present live at an online session on your experiences with connecting online in your native language.

Education4Peace on Wikieducator

2008-12-18T15:54:00.001-08:00

Blended Learning and Instruction (Doctoral Research)

2008-12-17T04:22:00.000-08:00

Hi,
After getting negative responses from educators and researchers in institutes of higher learning in my country of residence, I contacted experts in the field of blended learning. I got negative responses from almost all of them saying that one campus would not have 20 willing instructors who use blended learning. I contacted my mentor and got the go to use multiple campuses worldwide and use virtual technologies to conduct the interviews. I am now feeling a lot better and ready to accept volunteers. If you combine e-learning with face-to-face instruction in higher education or know instructors who do and are willing to be interviewed, please let me know.

Thank you for your help.

Warm wishes,
Nellie
nelliemuller@email.phoenix.edu

Connectivism and Connectedness

2008-11-19T14:47:00.000-08:00

2008-11-19T07:53:00.000-08:00

Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning; Web Teaching Guide: A Practical Approach to Creating Course Web Sites; Roundtable on Project Management: A SHAPE Forum Dialogue - Book Reviews (EDUCAUSE Quarterly)

2008-11-16T04:54:00.001-08:00

Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning; Web Teaching Guide: A Practical Approach to Creating Course Web Sites; Roundtable on Project Management: A SHAPE Forum Dialogue - Book Reviews (EDUCAUSE Quarterly)

tags: digiofolio

Posted from Diigo. The rest of my favorite links are here.

Video of Recording of WiZiQ Session on Nings

2008-11-14T08:40:00.000-08:00

2008-11-12T05:58:00.001-08:00

Technorati Profile

Storytelling on WiZiQ

2008-11-12T02:01:00.000-08:00

Ning Social Network Blogs

2008-11-12T01:55:00.000-08:00

Information Overload: Managing Multi-Ning Membership

2008-11-09T14:38:00.000-08:00

I am wondering about best practices in managing
information overload with multi-ning membership. How do you manage your nings?

FOC08: Feedback on Storytellling Mini-Conference Video and Recordings

2008-11-08T10:02:00.000-08:00

Please add your feedback on the storytelling conference that took place on November 7, 2008 at 4PM EST as part of the FOC08 online course.

Thank you.
Participants of the session

Are PowerPoints Enough?

2008-11-02T07:38:00.000-08:00

Storytelling for Halloween and Technology

2008-11-01T06:31:00.001-07:00

Instant Voice or Text Messaging???

2008-10-24T16:45:00.000-07:00

Learn about storytelling.

2008-10-19T04:20:00.001-07:00

Storytelling: What is it for you? (FOC08)

2008-10-18T01:43:00.000-07:00

What is storytelling for you?

Multimembership in Social Networks (FOC08, CCK08)

2008-10-16T14:39:00.000-07:00

So... how are you managing your memberships in social networks?

Managing Multimembership in Social Networks miniconference is taking place in SCoPE Oct 27-Nov 9. The facilitators of the course are conducting a survey to gather information from the participants and others about the online networks people belong to and how much time people spend in such networks. Well, I took the survey and managed to learn a few things about myself.

Conducting a survey before a course facilitates the learning process for the facilitators and the participants. Facilitators gain a better understanding knowledge about topic and the participants. The survey may be a needs assessment survey which provides information about the background, needs, and expectations of the target audience. Learners may get a glimpse of what to expect from the course, learn about themselves, and the course from the questions. Furthermore, the questions may arouse interest and motivation.

What did I learn?

I learned that I need to manage my time better for one thing. I learned that I spend quite a bit of time in places that are only for personal optional learning. I have 3 more courses in my doctoral degree program, plus my dissertation studies, so why am I spending so much time in places that only offer personal learning? There is no money there or hope for a degree. So what does that say about me? Well, that I haven't changed much since my K-12 school days. I like to learn what I want, when I want and how I want.

I am a member of a few learning networks for personal and professional learning. I spend hours on Wikieducator, WiZiQ, Connecting Online ning, and numerous other places such as Women Without Frontiers, Women Without Borders, Teachers Without Borders, Integrating Technology: Exploring New Domains (Moodle), Building Relationship (Moodle), SCoPE, Facebook, Blended Learning and Instruction, TakingITGlobal, my blogs (I have a few), and the University of Phoenix online classroom. In addition, I spend time communicating with people on SKYPE, google chat, and emails. I have found two new toys that are making my instruction and learning easier and fun and that is PrintKey2000 and TipCam.

Marketing Idea

BTW Although the mini-conference is free of charge, conducting an online survey before a course not only benefits the facilitators and participants, but is an excellent way to market courses, too.

I'm looking forward to SCoPing with everyone...

Enjoy your weekend.

Nellie

Evaluating Web 2.0 Tools for Instruction and Learning

2008-10-14T05:21:00.001-07:00

Teachers in both secondary and post secondary learning environments are constantly asking me to recommend the best web 2.0 tools for instruction and learning. I currently use Wikieducator, ning, WiZiQ and Moodle. I am not sure whether these are the best choices for instruction and learning. How do I evaluate the best web 2.0 tools to use before starting a course? In may research, I found an interesting research paper by Kelly (2008)called A collaborative process for evaluating new educational technologies.

Kelly, G. (2008). A collaborative4 process for evaluation new educational technologies. Campus-Wide Information Systems, 25(2), 105-113. Retrieved October 13, 2008, from Emerald Group Publishing Limited.

CCK08: Dancing in Second Life

2008-10-12T12:39:00.000-07:00

I would like to share my latest experiences in Second Life. This is what I did yesterday (Saturday) morning after running for an hour and a half.

This is what I did on Saturday night. I was teleported into Kip Yellowjacket's Second Life Saturday night dance party. I guess no one knew about the party because I was the only one there. There was a hot sizzling fireplace in the middle of the dance floor with soft cushions all around. I don't know what got into me, but all of a sudden I started dancing like I hadn't danced in years. I couldn't believe what I was seeing so I asked my 25 year old son to come and watch my avatar dancing away. You should have seen his face. It was great!.

Later I left the area and went into a movie theater with a huge screen and sat in a comfortable chair. I was met by another woman who happened to be an English teachers. We tried to figure out how to turn on the youtube video. We couldn't get it it going so we left. Maybe Kip can explain how we can watch the video next time.

As an active kinesthetic learner, I prefer learning and teaching by hands on activities and/or movements to sitting passively and reflecting on what I learn.

CCK08: Connecting Online for Learning

2008-10-11T11:39:00.001-07:00

A WiZiQ Recording of a Live Online Session on Learning Effectively and Efficiently
How do you learn best? Listen to the following recording and watch the presentation.

A PowerPoint Presentation on Learning Effectively and Efficiently

A Video On Learning Effectively and Efficiently

CCK08: Comfort Zones: Barriers to Integrating Technology

2008-10-11T11:06:00.000-07:00

Although technology is supposed to facilitate the learning process and everything else in our lives, most of us are limited by our comfort zones. I think our sense of safety or lack of it pretty much dictates the flow of learning. I believe we need to concentrate on the learner's emotions before any kind of learning can take place. Teachers are learners, too. Learners must feel safe and secure at all time. Teachers need more than technical know how to successfully integrate technology into their classes.

Technology will facilitate learning and instruction with or without teachers and educational institutions. Watch how two young people started TalkingITGlobal to get a sense of what lies ahead in education. I am glad to be part of the initiative!!!

Online Conference and Classrooms

2008-10-11T03:50:00.000-07:00

I have used Elluminate, dimdim, hotconference, Vyew, wiziq, Interwise
and others in my search for the perfect online conference and classroom. I am currently using wiziq with my nings and Moodle sites. WiZiQ is easy to use (flash-based not Java), has great sound, and youtube video feature. You can now listen to a video in a live session and watch it again on the recording. Unlike Elluminate the webcam works perfectly throughout the session. I also like the fast and efficient support I get whenever I have questions or requests. I love being able to see my suggestions implemented soon after I make them. The staff at WiZiQ really care about people and in developing a quality program for free. If you would like a feature to appear on WiZiQ, just ask for it. I have yet to find such a supportive team of developers.

Challenging Todays' Learners

2008-10-11T03:37:00.000-07:00

I have been using wikis for a while as a tool for my EFL/ESL students to improve their writing skills. I currently use Wikieducator which requires knowledge of minor codes. I have no idea why, but my students and I are finding it more engaging to add codes than to have them already there as was the case last year with Wikispaces, ning, or Moodle. For some reason, having full control in developing a table of contents via the headings and adding new pages with internal/external links to the Wikieducator page is making the learning process incredibly empowering for my students and I. I would love to research the reasons for this phenomenon at some point. However, my intuition is that multitasking and using both right and left brain hemispheres may be behind it. I also believe that learners need to be challenged and being spoon fed just doesn't seem to do it for many of us. I am so happy with Wikieducator, that I am now facilitating a free online course of my own. Just click on the edit and add your details if you wish to join. Who said simplicity is the key?

If you are interested, please feel free to join me on wikieducator where "I" become "WE".

Warm wishes,

Nellie Deutsch

Online Training Needs Assessment: Measure Learning Performance Effortlessly by William Peterson

2008-10-11T02:38:00.000-07:00

I just found the article William Peterson recommended I read on assessment and education. The article is called Online Training Needs Assessment: Measure Learning Performance Effortlessly.

As I indicate in my concluding paragraph: "teachers can learn about students' previous experiences by conducting ongoing needs assessments surveys, student reflections, and formative tests".

Thank you for sharing the article, Peter.

Assessment in Education

2008-10-06T23:06:00.000-07:00

Introduction
Testing is a valuable tool that benefits the school, teachers, students, parents, and the community (Boudett, Murnane, City & Moody, 2005). Assessments provide teachers and the school with information on how to improve instruction and cater to students' needs. Students benefit by learning what they know and what needs improvement
(Stiggins, 2006; Wiggins, 1993). The purpose of this research paper is to discuss issues regarding student assessments in education.

Goals of Student Assessment
Student assessments may be summative or informative. Summative assessments determine "students' placements and life choices" (Earl, 2006, p. 2). Differentiating between formative and summative assessments became popular in the 70s and 80s as the need arose to assess in order to improve instruction and learning and not just to inform and make decisions on student placements (Earl, 2006). Today, educators place importance on "the role of assessment in the process of learning" (Earl, 2006, p. 3). However, teachers may be confused about the purpose of assessment when it comes to
high stakes testing.

Is assessment for learning, as learning, or of learning (Earl, 2006)? Assessment for learning provides teachers with data to modify and improve instruction, while assessment as learning focuses on metacognition and students "as critical thinkers [who] make sense of information, relate to prior knowledge, and use it for new learning" (p. 7). Assessment of learning evaluates students' knowledge and skills in order to make accurate decisions about students' placements (Earl, 2006). The explicit goals of student assessments is to learn about "students' knowledge, skills, and affective status" in order to inform the school, other teachers, parents, and students (Popham, 2006, p. 5). The implicit goals of assessments are to monitor before and after instruction in order to learn how to effectively prepare and improve student instruction (Popham, 2006). Having a clear picture of "students' entry knowledge, skills, and affect" will facilitate the teacher's instructional planning and the students' learning process (Popham, 2006, p. 5). However, both the teacher and the student would be at a disadvantage if the information about the student's prior knowledge, skills, and affective status were not available (Popham, 2006).

Potential Directions in Refining and Meeting Goals
In order to facilitate the process of testing, educational leaders must have clear, measurable expected outcomes of student learning and an evaluation system that gathers, analyzes, and interprets data (Soulsby, 2007). Teachers must have knowledge on what to test, how to interpret the data, and an understanding of how to align assessment and curriculum content (Hall & Adams, 2007). Classroom assessments are indeed the core of learning (Earl, 2006; Emberger, 2007; Swan, Shen & Hiltz, 2006). Quality classroom assessments affect student achievement (Emberger, 2007; Earl, 2006). However, teachers may not have the necessary knowledge on how to apply ongoing classroom assessments to instruction and learning (Emberger, 2007).

Lack Knowledge in Assessment Strategies
Student assessment should align with the curriculum and provide teachers with information on how to improve instruction and learning (Popham, 2006). Teachers should be able to assess student performance by interpreting the results of the test, comparing the outcome to the curriculum aim, and deciding on instructional improvement (Murnane, Sharkey & Boudett, 2005). The accuracy of the interpretation will determine the validity of the assessment instrument (Murnane et al., 2005). However, teachers lack the knowledge on how to develop and interpret the results of assessments for instructional improvement (Emberger, 2007).

Source of Lack of Knowledge in Assessment
Teachers need to learn how to interpret the results of assessment (Marion, 2006; Popham, 2006). Teachers should be able to assess student performance by interpreting the results of the test, comparing the outcome to the curriculum aim, and deciding on a reference. Does the teacher want to measure the student's learning performance relative to others or norm-referenced inference or assess what the student knows or does not know, namely criterion-referenced inference or absolute interpretations (Popham, 2006)? However, teachers must decide because a criterion-referenced inference will not yield a norm-referenced inference and visa versa (Popham, 2006). If a teacher wants to know what a student can or cannot do, the teacher will not compare the student's test results with the performances of the rest of the students in class.

Ramifications of Lack of Knowledge in Assessment
Stiggins (2004) claims, "It is paradoxical that we have invested so heavily in the creation of these tests, yet have invested nothing in ensuring their proper use" (p. 27). Teachers should correlate testing and instruction in order to improve student learning. Teachers can use quantitative data and scores to evaluate student learning as in standardized testing or qualitatively by means of interviews and observations for formative assessments (G. Ledwith, personal communication, September 18, 2008). According to Popham (2006), tests can benefit students if the tests "make an instructional contribution" (p. 61).

Teachers need to become aware of what to assess in order to uncover students' prior learning experiences (Popham, 2006). Action based on learners' previous knowledge and learning experiences may be helpful in catering to students' needs (Strong & Watts, 2005). However, if students' experiences are unknown during the lessons and student performance is revealed after summative testing, then intervention or reactive measures may be necessary (Strong & Watts, 2005).

Potential Solutions to Lack of Knowledge in Assessment
Educational leaders must help teachers understand the value of assessment for and as learning rather than as assessment of learning (Earl, 2006). The process of changing teachers' mindsets "to think about how to reach each student, talk about assessments for learning, and implement new processes for improving teaching and learning" may be slow, but the outcome will facilitate student achievement (Emberger, 2007, p. 29). Emberger (2007), suggests educational leaders provide professional development "that includes ongoing assessment of the progress staff members are making, continually offering options that are geared to staff members' readiness, and consistently voicing the vision of assessment for learning" (p. 29).

Ineffective Teaching and Learning
Educators should assess student knowledge, skills, and affective status before instruction to facilitate the learning process by catering to students' needs. Assessing students after instruction helps teachers evaluate "the effectiveness of instruction [for] instructional improvement" (Boudett et al., 2005, p. 1). Educators need to know students' previous learning experiences; whether effective or not, what worked and what did not, students' learning styles, and multiple intelligences in order to help students perform best (Marion, 2006).

Source of Ineffective Teaching and Learning
Student failure to achieve learning objectives may be due to ineffective instruction, or insufficient teacher guidance or facilitation (Friedman, Harwell & Schnepel, 2006). The purposes of student assessment are "to inform instructional decisions and to encourage students to try to learn" (Stiggins, p. 5). Learners experience learning in different ways (Boettcher, 2007).

Ramifications of Ineffective Teaching and Learning
Teachers should relate to the students differentiates learning styles because "teaching is about the learner, not the teacher" (Brendan, 2007, p. 710). Effective learning is the result of effective instruction (Hunt, Touzel, Wiseman, 1999). Teachers should be continuously observing and monitoring students in order to understand the learning process, adjust or change instructional strategies, and facilitate student performance (Popham, 2006). Teachers should evaluate various instructional methods to learn if the methods align with the diverse learning styles, multiple intelligence skills, cultural backgrounds, and prior knowledge of each individual learner (Guskey, 2005).

Potential Solutions to Ineffective Teaching and Learning
Teachers should be continuously observing and monitoring students in order to understand the learning process, adjust or change instructional strategies, and facilitate student performance (Guskey, 2005). In order to cater to all students and student performance at all levels, teachers "have to increase variation in teaching" and provide more learning time (Guskey, 2005, p. 2). According to Blankstein (2004), failure is not an option if teachers collaborate to form a learning community that provides learners with effective instruction that leads to "improved academic gain" (Hunt, Touzel & Wiseman, 1999, p. 21). In order to determine the strategy for a specific learning goal, instructors should consider student (a) needs, (b) learning styles, (c) readiness, (d) transfer of learning, (e) motivation, and (f) learning time (Friedman et al., 2006). Planning is necessary to assess student needs, choose suitable learning activities, and teach. Although it may not be easy to adjust "instruction to the learning abilities, learning rates, and learning styles of all students" (Hunt et al., 1999, p. 25), effective teaching means catering to student needs and readiness to perform the required learning tasks (Friedman et al., 2006). Brendan (2007), a veteran clinical teacher, provides a list of recommendations on how to become an effective teacher: (a) think out loud, (b) activate the learner, (c) listen smart, (d) keep it simple, (e) adapt, enthusiastically, (f) link learning to caring, and (g) kindle kindness. According to Brendan (2007), "kindness to learners, especially when assessing them (giving feedback)... makes even the toughest criticism hopeful, empowering the learner by making learning less oppressive" (p. 710). Ultimately, everyone appreciates learning with kindness (Kauffmann & Linley, 2007).

Bias and Inequality
Test takers should have equal opportunities to succeed on a test. However, test developers should be aware of assessment bias to ensure "(1) a test, (2) the way in which the test is administered, or (3) the manner in which the test's results are interpreted" do not penalize or give advantage to a learner (Popham, 2006, p. 121). Bias as applied to test construction means that the items on the test do not allow for differentiation among the test takers and an equal opportunity to succeed on the test (Ellis & Raju, 2003). The Ellis and Raju (2003) relate to item bias on a test as "differential item functioning (DIF) and test bias as differential test functioning (DTF) (p. 91). A test that measures the same item in ways that provide testers with an equal chance to answer the questions is free of bias (Ellis & Raju, 2003). However, if one test taker had a higher probability of answering a question correctly, than another, then the test would be biased (Ellis & Raju, 2003). Test developers can avoid bias when developing test items by making sure the test items offer every test taker an equal chance of getting the correct answer (Ellis & Raju, 2003).

Source of Bias and Inequality
Test assessments should be fair. Assessment bias needs attention at every level to ensure that "(1) a test, 2) the way in which the test is administered, or (3) the manner in which the test's results are interpreted" do not penalize or give advantage to a learner for reasons of gender, religion, geography, language, ethnicity, race, economic status, or any other grouping or stereotyping (Popham, 2006, p. 121). Malouff (2008) concludes, "It may be impossible to eliminate all types of grading bias" because of our unconscious implicit attitudes (p. 192).

Ramifications of Bias and Inequality
Bias may be unintentional (Stanley, Phelps & Banaji, 2008). An example of implicit bias is differentiating among students and not expecting the students to perform like others (G. Ledwith, personal communications, September 18, 2008). However, it is the school's responsibility to protect students' rights and make sure the faculty learns to identify implicit bias (Banaji, Bazerman & Chugh, 2003).

According to research studies conducted in social psychology (Stanley et al., 2008), people carry attitudes and preferences that are explicit or known consciously, or implicit or unknown consciously. Bias occurs when "implicit attitudes can automatically and unconsciously influence behavior" (Stanley et al., 2008, p. 169) and run counter to people's explicit attitudes. In other words, educators may be unable to identify their biases because biases are conscious and therefore unintentional. Social psychologists and neuroscientist are conducting studies to detect the areas in the brain that show attitudes in order to help people identify unconscious attitudes and bias (Stanley et al., 2008). Attitudes determine behavior when it comes to testing and interpreting the results of the tests (Popham, 2006).

Potential Solutions to Bias and Inequality
Learning how to "reduce assessment bias" and eliminate test items that offend or unfairly penalize students because of personal characteristics" may be difficult (Wiggins, 1993, p. 125, 126). Professional development can help teach about cultural differences and how to detect bias. The question is how to go about reducing bias when biases are unconscious (Banaji et al., 2008). Banaji, Bazerman, and Chugh (2003) categorize the unconscious or hidden biases people have into: "implicit prejudice, in-group favoritism, and overclaiming credit" (p. 56). The only way to avoid unconscious or hidden biases is to become aware of them. Psychologist from Harvard and University of Virginia developed an online program for people to learn about their hidden bias (Teaching Tolerance, n. d.). Many test developers may not be aware of biases regarding gender, religious, geographic, linguistic, ethnic, and racial (Popham, 2006). Becoming aware of biases may be the first step to avoiding them when developing tests.

Furthermore, for equality to prevail, teachers need to learn about each student's background, previous learning experiences, life style, learning styles, multiple intelligences, and success and failures as learners in content areas, but also their attitudes to school and learning (Treagust, 2006). In addition, classroom teachers need to learn what students know and whether the information will interfere with subsequent learning (Treagust, 2006). Teachers can apply diagnostic instruments and formative assessment "to diagnose students' conceptions in particular areas [and provide] remediation prior to any summative assessment" (Treagust, 2006, p. 7). The process of learning about students' needs and knowledge prior to summative tests may lower student, teacher, and parental stress (Treagust, 2006).

Ethical and Legal Issues
Standardized testing may be beneficial to all students if the students understand the purpose of the standardized tests and the tests help improve instruction and learning (Wiggins, 1993). Teachers should relate testing to instruction in order to improve student learning. One way of assuring that the tests and instruction align is for teachers to clarify the curricular aim or the "skill, knowledge, or affect" they want to measure (Popham, 2006, p. 65). Teachers should be accountable for student learning and not for student testing. Preparing students for the test is unethical and may cause students undue stress (Wiggins, 1993). Test assessments should be fair in assessing students' mastery of curriculum objectives (Popham, 2006).

Source of Ethical and Legal Issues
Learners experience learning in different ways due to previous experiences with learning at school, home, or among peers (Boettcher, 2007). Every learner brings "their own personalized knowledge skills and attitudes to the learning experience" (p. 3). Students should have equal rights to learn, perform, and succeed on a test regardless of prior learning experiences. Testing for the sake of testing is unethical (Wiggins, 1993). However, international summative assessments or high-stakes testing provide the school with norm-referenced standardized tests (G. Ledwith, personal communication, September 18, 2008). The test scores provide information about individual children's learning performance when compared to the learning performance of other children of the same age or same grade, whether in the class, school, district or nation. The information is important to parents if they wish to know where their child stands relative to others of the same age or grade (Popham, 2006). However, the information should not only inform but also facilitate the learning process (Wiggins, 1993). Teachers and school counselors should use the information from the summative tests to decide how to help students who are underachieving (G. Ledwith, personal communication, September 18, 2008).

Ramifications of Ethical and Legal Issues
There are many undesirable learning experiences brought on by mental, "physical or sexual abuse" that cannot be unlearned (Filipas & Ullman, 2006, p. 652). Learners may be unwilling to learn due to previous traumas (Filipas & Ullman, 2006). Teachers would not use negative or ineffective learning experiences intentionally in the classroom. However, some learners may interpret certain learning experiences as negative due to previous unpleasant experiences. The learner may bring negative attitudes from previous learning experiences into the new learning situations. Teachers should be aware of the possibility that some of the students have had negative learning experiences (Marshal, 2005).

Potential Solutions to Ethical and Legal Issues
One solution to ethical and legal issues regarding standardized testing and resorting to cheating and manipulating tests is for the schoolteachers develop and provide most of the summative and informative student assessments throughout the year (G. Ledwith, personal communications, September 18, 2008). According to Wiggins (1993), as long as private schools are doing well without standardized tests, there is not need for high-stakes testing. Another solution is to encourage honest assessment for learning rather than of learning for instructional improvement (Earl, 2006; Emberger, 2007).

Finally, it may be wise to deal with equal rights for all learners by guiding students on how to experience or view educational experiences via self-assessments and self-reflections (Raider-Roth, 2004). Student engagement in self-reflection of the learning process may "improve student learning, augment cognitive understandings, and bolster student achievement (Raider-Roth, 2004). By self-reflecting, learners learn to connect and form a trusting relationship with the school system, their peers, and teachers (Raider-Roth, 2005). The relationship with teachers and peers helps build trust in the learner's developing knowledge (Raider-Roth, 2005). Trusting the learning process, school environment, teachers, and peers enhance student satisfaction and lead to an increase in student performance (Raider-Roth, 2004; Strong & Watts, 2005). Students become confident and focus on trying to succeed if teachers provide supportive feedback (Stiggins, 2006).

Conclusion
Instructional improvement should be an integral part of student assessments. Teachers can align tests and instruction by clarifying the curricular aim or the "skill, knowledge, or affect" they want to measure (p. 65). Next, teachers can involve students "in day-to-day classroom assessment, record keeping, and communication" (Stiggins, 2004, p. 27). Finally, teachers can learn about students' previous experiences by conducting ongoing needs assessments surveys, student reflections, and formative tests. The process may be long, but the results may produce better learning outcomes on high-stakes tests (Marshal, 2005). Ultimately, teachers should engage and empower students (Stiggins, 2004) by offering ongoing constructive feedback so that students may feel valued and respected (Wiggins, 1993).

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