g tips I made into a little widget for my students - they cracked me up! Wise and funny: that's a good combination I think!
I look forward to hearing more about your work and adventures in teaching, both from your blog and from discussion here at this nice new Ning. :-)…
, fuel and rent. We have been using Rizzoma's collaboration software for a while now and it's been working ok for the most of us. But then again this is just a tool for collaboration and that has never really been the problem, it's about a change of mind and how we perceive work. And i think it differs per company. Not all businesses are relying intensively on knowledge and have the right staff that can cope with the freedom of working at home all the time....…
e fishing in the wrong pond or with the wrong bait? Don't mean to be out of line... ;-)
What I'm wondering is how others react to using such highly-interactive, highly-intensive forms of communication. Is it just natural to you? If so, how'd you learn it? Is it relaxing, entertaining--or something quite else? Does it get you all stirred up and (like me) unable to get to sleep afterwards?
It'd be fun to trade analogies. What's an Elluminate session like? Is it like going into a giant house party where there's a main speaker in a main room with a video screen and amplified sound, and then mini-conversations going on all over the place, in the main room and off on the side rooms... Is it like having a main speaker in the main room and only one other conversation going on: audience chatter? How is it that the whole audience can hear each other--all the time...
It'd also be fun to think of the mindsets, or habits of mind, or experiences, or abilities that facilitate learning in this format. Do you have to be a good reader, a good listener, and good link-follower and bookmarker, a good conversationalist, a nice party host? (Seems to me that everyone who participates might best have a "host" perspective, a moderator's perspective, but I could be way off there.)
Ok, I'll stop my chatter. How about you add some of yours? Or am I way off trying to talk about stuff like this?…
ing off my computer such as to my MP3 player I use in my car.
This series would make a great podcast. Have you considered maintaining an RSS feed that includes the audio files as an attachment? Then the series could be easily subscribed to in iTunes (or some other podcatcher).
From a suggestion you made to my similar comment regarding the new Classroom 2.0 live series and a blog post "Creating a Podcast Feed with Delicious" (http://eyeontech.luisperezonline.com/2008/08/19/creating-a-podcast-feed-with-delicious) by a blind technologist, I have been able to create a podcast feed through delicious. Of course, it takes a little work and time to find the mp3's and tag them as they come out. That might be enough of a learning/effort curve to hinder some people benefiting from this great work who might otherwise. Is there a way to fairly easily do this within the RSS feeds created by the Ning. (It would be best if they did not require authentication to access them for ease of use.)
I'm suspect I'm not the only one who would benefit from this. I don't think the technical work required for this is very complex or time intensive, but if the time to do a couple of technical steps each time a new episode is released is the issue, I'm willing to help. If it can't be easily done using Ning tools, I suppose it could be little more knowing when the archives are updated and maintaining a delicious tag after there was a link to the RSS feed people could use to subscribe posted in the appropriate place.
Keep up the good work.…
Co-Presenter Name(s): Phil Hart
Area of the World from Which You Will Present: Western Australia
Language in Which You Will Present: English
Target Audience(s): Those interested in delivering and evidencing literacy or any topic to remote learners using virtual classroom and Web2.0 for student engagement. Particular relevance to 14-19 y/o, &/or disengaged learners
Short Session Description (one line): A delivery model for remote (or f-2-f) learning that facilitates student engagement through Web2.0
Full Session Description (as long as you would like):
An interactive session on a project funded under the Australian National Vocational E-Learning Strategy. We will share and discuss the model, resources/delivery strategies, progress and outcomes. The project piloted innovative delivery of units from Australia’s Certificates of General Education for Adults (CGEA) online to regional/remote students (mostly in the 15 to 18 age range). Students developed the skills for learning in the digital age to facilitate access to future training more readily through digital media. This involved a short intensive startup for online CGEA aimed at motivating and engaging students and at developing a habit of regular study. They used a virtual classroom (BlackboardCollaborate) as the main hub/support centre for action learning in the use of Web2.0 technologies and the development of simple media rich e-portfolios using blogs. Supplementary resources were available via a Learning Management System (LMS). Learning activities were mapped to three units at each of the three levels of the CGEA (Certificates I, II and III).
Websites / URLs Associated with Your Session: