Wednesday, December 14, 2016

525---Session 13--What the Future Has in Store for Education

Session 12--What the Future Has in Store for Education

Some believe the future will look like more of the same—more smartphones, tablets, screens embedded in every conceivable surface. David Rose has a different vision: technology that atomizes, combining itself with the objects that make up the very fabric of daily living. Such technology will be woven into the background of our environment, enhancing human relationships and channeling desires for omniscience, long life, and creative expression. The enchanted objects of fairy tales and science fiction will enter real life.

No one really has a crystal ball telling us what the future holds. Given that this course's mission was to revolve itself around, and expose you to, technology that can be used to teach the adult learner; and given the fact that the evolution of the tools and resources covered this semester are evolving at an exhausting pace I thought that we would end with 'possibilities...'

We will meet in room 301C Thursday, 12/14 from 4:30-7:30ish at the Providence Campus.  This is a computer lab and will allow you to use the projector to present your Final Projects.  Please review the description on the syllabus to make sure that you are aware of the criteria and guidelines. AND ALWAYS, ALWAYS, ALWAYS HAVE A PLAN B in case the tech doesn't work right.

Until then dream...

Thursday, December 1, 2016

525-Session 12--Open Education Resources aka: "OER's"

Welcome to Session 12

course image
We will begin this section on OER's with more detail and some practice exercises with Creative Commons Licensing, but first let's hear from David Wiley.  David and I worked together on an OER course waaaaaay back in 2008.  We were sponsored by the Hearst Foundation and Curriki.  Let's listen to David's introduction on "Open Education and the Future."

Now, you've heard me reference CC Licensing throughout the semester, but we haven't really had any practical application or experiences with it, so I thought that we would practice with some hands-on work.

This 'challenge' will familiarize you with the range of Creative Commons licenses which grant permission to the world to use creative work in specific ways. It also will get you started on the road to being "CC savvy" with a few short videos and activities, and we will end this week with you making a video of your own.

As you go through all four tasks in this module, called, "Get CC Savy" I want you to think about the following questions and respond in your comments this week:

First, decide what license you think the creator in each scenario would choose. Then go to the Creative Commons license chooser tool and answer the questions like you were the creator.
  1. You are a relatively obscure musician who wants as many people to discover your music as possible, but also wants to be able to reserve the commercial right to sell your work. Which license(s) might you choose?
  2. You are an elementary school teacher who has created a great resource on how the solar system works, and want other teachers to benefit. Which license(s) would you choose?
  3. You are an amateur photographer who has taken photos of landmarks in your area and want them to be featured in their Wikipedia articles. Which license(s) do you choose?

In each case, was the license choosen result the same license you chose? If not, what do you think happened that led to the discrepancy? Did you choose different licenses depending on the type of creator? If so, why? What was different?

These questions can only be answered as you go through the module.  In addition to these questions, I'd like you to do one more exercise when you get to part 4 of the module.

I'd like you to videotape yourself (you can use a cellphone camera, nothing fancy) completing the exercise in part 4.  Then upload it to YouTube, make it shareable, and paste the link in your comments for this week.

Please return to this blog and post your information in the comments (due by Mon., 12/5) before moving on to the second-half of this week's work below.

The second-half of this week's session will be an extension of the content that we covered above.  In Part 1 we will build upon our foundational knowledge of OER's and learn how to find and recognize open content on the web.

Part 1

This challenge will help you learn how to find and recognize open content, such as public domain and Creative Commons licensed videos, images, and websites, in the 'wild'. You'll get acquainted with valuable collections of open content and discover new ways to find them. 

There are three elements within Part 1 of S12. 
  1. Choosing a topic or question to focus on, (Try to choose something 'pragmatic' for your present or future work-setting.)
  2. Finding your resources for #1, and 
  3. Posting links to the results of your search.
You may find the exercises for Part 1 "Teach Someone Something with Open Content"  here.  

Thursday, November 17, 2016

525-Session 11--The Flipped Classroom--Part 2

Welcome back!  As you know, our class is scheduled for Thursdays and next week is T-Day!  Therefore, we will have two weeks before our next class/session.

Thursday, November 10, 2016

525-Session 10--Facilitating and Implementing Online Professional Development

Welcome to Session 10 where we will be delving more deeply into tools and resources that can be used for 'Flipping' your classroom.


As some of you mentioned in your comments and reflections under Session 8, flipping an entire course, or training program, may not be the ideal scenario. Video lectures should be brief and clearly focused on specific learning outcomes.  (and not all lessons are meant to be 'flipped')  What you really want to do is slowly transition your teaching style so that you can begin to take advantage of the 'flipping concept' without getting too overwhelmed.

Several of you commented on the 'up-front' workload involved.  This is a significant factor when you are taking all of the work on yourself, but as I've preached many times this semester--'no man is an island'.  You can, and should, take advantage of the vast trove of videos and interactive lessons that others have created and integrate them to reduce your workload. As I said in Session 8, 'Stand on the shoulders of giants'.

Also this semester, we have lightly touched upon the concept of 'open educational resources' or OER's.  The concept of 'Openness' becomes extremely powerful when you begin to access videos, tools, and resources that have been created by others and are freely licensed.  They allow you to not only use the work of others, but often allow you to modify, remix, and reuse material for your own purposes.  Once you begin to dive more deeply into these resources you'll begin to see how much easier it will become to educate others.

Just like when we spoke about using wikis as a knowledge base or as an eTextbook.  If you start off small, and slowly, then your momentum can build. Also, if you can find a partner or peer group to collaborate with, then your project can really pick up some speed.

Let's start off this session by looking at some teachers that have used Google Docs in a practical setting and hear about their path to success.  It's about an hour long webinar.  Please stop at minute 36 to take a break and experiment with a few of the resources that they have mentioned up to that point, then post any comments or reflections here before going back to the webinar to finish it.

Click on this image to begin. Please follow the directions closely when downloading the necessary software. This may take awhile, so you may want to multi-task as its working. It it still doesn't run, then follow the next step software download. (If you can't open the .collab file, download the Blackboard Collaborate Launcher.
Still can't get into your session? Please read our troubleshooting help topic.)

Next we'll delve more deeply into Google Forms and their ability to streamline your teaching, instruction, and life.

Please go through these in order.  Let's start with,

5- "Google Forms Challenge"  (The directions for this week's 'comments' are in #5.)

Thursday, November 3, 2016

Session 9

Good afternoon,

During Week 9 we will be attending a film/media/video creation talk (details below) and then pulling out as a smaller group to discuss topics pertinent to our group specifically. This workshop is particularly poignant b/c of the timing w/i our curriculum discussing and learning about video production and its uses and impact w/i a flipped classroom.

Hope to see as many of you as possible.

Thursday, November 03, 2016
4:00 p.m. - 6:00 p.m.
URI, Kingston campus - Gender and Sexuality Center 19 Upper College Rd (All Purpose RM)
Series: Media Smart Libraries

Speaker(s): Sherilyn Brown, Director of Education Programs, RI State Council on the Arts
The GiveMe5 Media Teachers Lab is a time for film/media educators, school and public librarians, and others developing video programs to come together and share ideas, challenges and solutions with colleagues. Whether you're experienced, new to the work, or somewhere in between, the "open space" style of this event makes a place for you. In the "open space" format, each facilitator will each spend a few minutes describing their areas of expertise and related topics, and you will then be free to join the discussion(s) you feel will be most helpful for you. You may move among discussions.
Topics are expected to include (but are not limited to):
  1. creating or revising curriculum; gaining expertise in editing
  2. buying and using basic equipment; exploring possibilities with high-end equipment
  3. learning to use a new online film education resource
  4. making a case for a media education program.
If you are inspired to facilitate a discussion on your own topic, "open space" allows for that as well.
Our facilitators and key focus areas for this event:
  • Katie Reaves, Film teacher, Beacon High School School for the Arts, Woonsocket Building a program and equipment on a budget and short timeline, "It's about thinking like a filmmaker!"
  • Brien Jennings, Library Media Specialist, Narragansett Elementary School Connecting curriculum to film at the elementary level (including equipment, roles of a library media specialist, making the case for a program, media literacy)
  • Dana Neugent, Information Technology Services, University of Rhode Island Touring studio facilities and viewing student work
  • Nick Marcoux, Film teacher (middle and high school), Trinity Academy for the Performing Arts, Building a curriculum sequence from middle to high school (including equipment and evolving editing choices)
  • Anisa Raoof, Providence Children's Film Festival, Film Hub Connecting educators and the community to film through a new website.

Thursday, October 27, 2016

525-Session 8--The Flipped Classroom!

Before we get started, please make sure 
you have voted in the poll above.

Over the past few weeks we've been slowly transitioning towards learning how to use technology to aid in teaching and learning.  The next step in this evolution is to merge your face-to-face teaching with some of these 'blended learning' tools to create what is called, "The Flipped Classroom."  It's turning the traditional classroom on its head.

Flipped Classroom
Created by Knewton

Many of you may have heard of this.  Here's a brief introduction:

The concept is really simplified here (obviously given the penguins). You don't have to always make your own videos or screencasts (which we still can cover more in-depth this semester).  You can always just borrow from others.  After all, why recreate the wheel, but let's learn a little more about this by joining a discussion group on that focuses specifically on the flipped classroom.  Not only do they have a group of like minded educators who want to learn about using technology to teach others, but they have discussion groups and a list of archived webinars for you to pick from and watch.

So now please take a break from this page and visit: You'll need to create an account, and then join the group, then watch the recorded webinar,  "Flipped Learning Primer Part I: Basics of Flipped Learning"

After watching the webinar take the corresponding quiz to earn the CE.

Once you have taken the quiz and earned your CE, come back to this page and watch this more in-depth video:

Now I'd like you to think this week about the different ways you may 'flip' your own classroom and reflect on the concept this week, but before you do that you should know that there are always two sides to a new initiative, so let's end this week with some criticisms of flipping.

Good luck this week. Don't get too overwhelmed, and I look forward to hearing about the connections you may make to your future classroom environment.

Thank you Paul for helping as a Facilitator this week. Please email me when you are finished.

This week we have both Gail and Heidi. Good luck ladies!

Wednesday, October 26, 2016

Deliverable #2

Please post your response to Deliverable #2 below.

To quote the description on the syllabus:

#2- Pick the Blogging service that you think might be the most pragmatic for your work and provide a description of how you will, or potentially could,  integrate this tool into a potential class or training session- Due before Session 8 (Oct. 27th)

If you have already written your response and posted it under another entry, then please copy and paste it below for ease of organization.

Thursday, October 20, 2016

525--Session 7-Creating Online Tutorials

Hello again and welcome to Session 7!

This week we will be learning how to create our own online tutorials.  There will not be any session link to the left.  All the assignments will be below.

Now, some of you have asked to have the content slowed down a bit, so I have dropped a gear or two for Sessions 7 & 8.  Now, over the next two days I'd like you to choose one of the four Chrome Classroom Certification steps and discuss one (or more) of the resources within that step that you feel is the most practical for your particular 'future' occupational/adult education setting.

For example, in Section 2 of the tutorial, one of the resources is, "Using Google to Share Your Work."  You'll notice that we sometimes use Youtube videos in our class.  Let's say you have a Youtube account (assigned this week on the syllabus) and you want your class to easily find videos that you have made and collected that would help with your class.  You could 'publish' your videos, then add them to a 'channel' aka 'playlist' and give your class access to this list.  This is just a small example.  We'll go into more details below.

I'd like you to think about these questions when writing your reflection for this week (focusing on a specific resource covered over week 7), post it to the blog comments below, and then revisit the blog over the next 7 days and 'reply' to your peers' reflections.

Also, we have a new Facilitator this week.  Paul will be holding down the fort all by himself.  Thank you Jen and Sharyn for your work contributing to the conversations during Week 6 and helping us move deeper with our understanding of the content and perspectives.

Questions to consider:

  1. How could you use a Google tool to promote, support, and model creative and innovative thinking and inventiveness?
  2. Reflect on how this tool will help you address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
  3. How could you use a Google tool to promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative process and participate in local and global earning communities to explore creative applications of technology to improve student learning?
  4. Additionally, Google products are not the 'be all--end all', so if you have another tool or resource that you think will work better, then please share it with the group when commenting on #'s 1-3 above or in your 'reply' to others.

Lastly, nearly all of you will be incorporating 'pre-created videos' from others within your future occupational setting, so it's important you know a little about the 'behind-the-scenes' details with the largest video storage site in the world.

Please go through these four lessons created by the "YouTube Creator Academy" about how YouTube really works.

Now I realize that the above assignments may take up a lot of your time over the next week, but if you want even more depth, then you may review these links to deepen your learning on these topics.  If you are too busy, then please make a note that these resources are here so you may access them some day in the future, even after our semester is over.

Good Luck this week!  Please pace yourself and try to have fun.  As always, I look forward to reading and engaging with you through our discussions.

Where to go for more information if you'd like more depth over the course of this week:

Good Luck this week!  Please pace yourself and try to have fun.  As always, I look forward to reading and engaging with you through our discussions.

Thursday, October 13, 2016

525--Session 6-Wikis!!! The Ultimate Tool for Online Collaboration

Let's start with a video to keep all of what we are learning in context.  It was created using  A web-based, digital presentation tool that has a unique format.  Many find it a beneficial way to showcase the 'big picture' of a topic with the option of 'drilling down' level by level, so viewers of your presentation can see a direct correlation.  It is very different than a traditional, linear slideshow format.  It makes me a little dizzy, so I don't use it much, but it is very popular and many of you may already be familiar with it.  We'll practice a little with it this week.

Let's refocus on what it means to teach in the 21st Century classroom:

This session will find us broadening the scope of our view of wikis. We will begin by taking a look at the benefits of wikis, and other Web 2.0 tools, for students, teachers, and the entire educational community. We'll view some screencasts and videos that give us students' perspectives, as well as hear from teachers from across the K-12 spectrum. Each and every one will be focused upon how Web 2.0 tools have changed the way they teach and learn.

Let's get started...


Week 6 part II

By now most of you have reached a comfort level with the 'collaborative document' mindset.  You are also fairly familiar with  Google Docs and Google Drive. (after all we used it for our 'Facilitator Signup' form.

In case you need to explain the benefits to education in its most simplistic form, I've included 'Google Docs in Plain English'. It's fun to watch and really simple to understand.  All the frameworks and teaching theories behind the 'collaborative mindset' stem from the foundation of this video.  Welcome to G Docs in Plain English:

This is a little more detail about the 'rebuilt' Google Docs.  Definitely not as fun, but still educational and you can borrow it and save it to your own archives for later reference:

And lastly, we'll end by discussing the fluid definition of the word, "literacy" and try to pin it down in a 21st century classroom---a classroom where the walls have come down and the world is flat. After reading your comments, it has become clear that there are lots of different interpretations out there.
Good luck and I look forward to reading your comments, insights, and reflections.  Also, if I missed placing a link to your blog in the left-hand margin, drop me a line and let me know.

Have fun!!


PS--You may also read past participants' comments about wikis here. Some of you have mentioned to me that you like reading past participants' comments, so I'll try to include links to them in the future when they fit.
Summer '11

Monday, October 3, 2016

Deliverable #1

Deliverable #1 will be posted under this entry.  As a refresher of expectations here is quote from the directions:
#1 – Choose or create a potential teaching /learning unit– (either classroom or professional development/training session) and provide an outline of the participants, their learning needs, topics to be included, setting (face-to-face, online, hybrid, etc.), and timeline for course/session. This may serve as the foundation for development of your final project. - Due by the end of week 4 (10/5).

Here are some additional readings for this week and some questions that I'd like you to address w/i our discussions, as well. You may respond to them under the first posting of Week 4, not under this D1 entry.  Just put your D1 response below this entry, and contact me privately with any troubles or specific questions.

Have fun!

Thursday, September 29, 2016

525-Session 4 & 5--Edublogs and Knowledge Management

Welcome back!

I would like to start this week by offering some congratulations!

Let's start by congratulating both Luz and Leslie for volunteering to be our "Facilitator Guinea Pigs" they did a fantastic job at prompting the conversation and pushing the content ideas deeper.  I developed the concept of 'students' trying the role of 'Facilitators' because it seems to be a natural extension of my teaching philosophy of pragmatic learning.  You can't learn to swim without getting wet, and practicing with these tools in our course should give you the security of feeling like it is a very protected place to work out the kinks w/o being in front of your own classes.

An additional set of congrat's goes out to both Gail and Sharyn for experimenting with Movenote, creating a presentation, recording it, and sharing it with us.  This will serve as the bulk of their Deliverable #1 (details in syllabus). Ladies, if you could repost your links under the D1 entry that I'll post next week and include the rest of the details below with it, then that would be great.

#1 – Choose or create a potential teaching /learning unit– (either classroom or professional development/training session) and provide an outline of the participants, their learning needs, topics to be included, setting (face-to-face, online, hybrid, etc.), and timeline for course/session. This may serve as the foundation for development of your final project. - Due by the end of week 4 (10/5).

As for the rest of the class, if you have experimented with Authorstream and Movenote and are still looking for something else then play with a few of the 'free' resources w/i this list.  Yes, some cost, so focus on the 'free' ones.  One of you mentioned wanting to gather information about who is viewing, so you may like KnowledgeVision on this list.

So there may still be some skepticism in some of you about the practicality and positive uses of this technology. After all, it does seem like every time we hear or read about blogs and children from the news media--- they have a negative connotation. Briefly skim this report published by Nielsen. I am sure that you will be convinced that blogs are not a passing fad. You can't fake these numbers (and its nearly 10 years old). That's probably a reality check for those of you that are just getting familiar with blogs.

Most of you have already begun creating your own blogs (As they are posted I'll place links to them in the left-hand margin.  I may only be missing one now.). Check them out, as well as some of the past participants' blogs and give them a comment or two. It'll be good practice.

I have merged the content for Sessions 4 & 5 this week because they are so interconnected that I struggled with trying to separate them. You can now access it here or view it from w/i the blog below.


More presentations from Dave Fontaine

Additionally, I'd like you to watch this tutorial. It is on 'Social Bookmarking.' Give this link a skim to get familiar with the term.

We are all familiar with the ability to save favorite websites in our "Favorites" folder, but what if you had the ability to see other edc525 participants' favorites? What if you could benefit from the greatest sites found by other teachers, professors, and professional development trainers in your field? What if you could access their favorites, as well as your own, from any Internet connected computer? Check out this tutorial and sign up for an account, (optional) and help us by 'tagging' all the great sites you find with an 'edc525' label. If you are apprehensive, visit and do a search for 'edc920' and you'll find all the websites used from that course. I haven't started tagging for this course, but maybe we could do it together.  Grab a coffee or other drink of your choice and kick back for the next few videos:

Pace yourself these two weeks. Some weeks will be easier than others---these two weeks will not be that way. There is a lot to go over, so don't put it all off until the weekend, and don't forget to visit your fellow participants' new blogs.  I'm creating a link to each one in the left hand margin.

Session 4 & Deliverable #1

To gear you up (and psyche you up) for this session I'd like you to watch this. You have to click on it twice. "Did You Know? 2.0" :

As you begin to work on, and think about, your project for Deliverable #2, (details in the syllabus, due Week 8) consider using these resources to guide your integration with the students:

One of the education blogs that I subscribe to also recently wrote on a topic we discussed during our first f2f class---the overuse of PowerPoint.  As I said then, every tool has its place and I use it for its convenience, ubiquity, and for its ease in sharing the content while licensed under Creative Commons, so that you may easily modify the content for your own use.  But there is such a thing as too much, so here is a great resource for you to read and pass on to all of your future classes. Check it out:

On another topic---some of you were discussing the editing ability of blog posts. Blogs are more static than wikis (which we'll be discussing later in the semester), so when you post a comment to someone else's blog and you want it changed, then your only option is to delete it and rewrite it. Someone correctly mentioned that when you are in your own blog and you write a posting then you can always go back and edit it when you are in your 'Dashboard' screen, so these are some options.

One of my previous students also mentioned,

"As the availability of 'going online' becomes more affordable and the price
of technology continues to decrease, I'm sure we'll see even more families in
our classrooms join the world wide web. With this in mind, educators must also
do everything we can to use the tools that our students are using in order to
reach them. It makes me think back to when the second or third generation ipod
came out... I remember hearing about the first colleges that were making
podcasts for their students to listen to.

Well he mentions how some colleges and universities are making podcasts, but it goes much further than this. Dozens of schools are now recording professor's lectures (some video, but most just audio) and putting them online, along with the support material for the course for free, spend some time checking the sites out below, but even more powerful than this is the fact that they are also allowing the lectures to be accessed from anyone in the entire world.

It is part of the "Open Educational Resources" movement we've mentioned. If this topic interests you, and you decide to explore this path, then check out some of the cool things out there, like this interactive site on "Trapezoids."  Simple, interactive edugames and manipulatives like this make it much easier for students to practice, play with, and experiment with.  This is so that they may access any number of their "Multiple Intelligences" to better aid in teaching and learning.

Even more important however is the number of colleges that are beginning to subscribe to this philosophy. Just check out this list of schools, and then take a look at all 2200 different courses that MIT makes freely available.  Here are some additional links for you to spend some time on, but beware of the clock several hours can fly by: Coursera.orgMIT,  OEDb...   We go into a lot more depth on this topic in my edc922 course, "E-Books and Digital Content".

I also subscribe to this 'open' philosophy. By now most of you have noticed that all of our weekly sessions are licensed under Creative Commons. We'll go into more detail later about this movement when we begin talking about 'wikis' and start to create and edit some.
David also mentions,

"I remember Professor Fontaine mentioning that he doesn't even have to log on to the
blog to make comments... he can do it from his email. Was I just hearing things
wrong? If not, I am not sure where to go to set up my blog so I can work though
my email. If that is possible, then I could open one less application and work
solely though email."

Well, when you are logged into your Blogger account, go to the Dashboard option and from there choose, 'Settings' and then , 'Mobile and Email .' Once there look for "Posting Options". You'll see the options to email postings to your blog, as well as have every comment emailed to you.

Lastly, keep on checking each other's blogs and don't be afraid to post a comment or two. Those who have already begun using them in class can use your comment as an example to the students that there are other people around the world reading their work.

Also, remember that if you are having trouble downloading a session you can always find a back-up copy at Once there just do a search for edc525 and pick the appropriate session.

Happy blogging,

PS----One last reading for this session. It's worth the quick skim:

PPS--The readings and assignments for Week's 4 & 5 have now been updated on our class syllabus, so please revisit them to make sure that you are up to date.


Welcome to Part 2 of this week

"The World of Wikis!"

This second part will take us down a new path!

A path that leads to more collaboration--

more cooperative learning---

and more opportunities to create differentiated instruction and visual learning---all with the goal of helping foster literacy, and learning, for our students.

Don't worry if you have barely heard of the word, 'Wiki'. Here is a taste of the excitement that awaits you when you download session 4/5.

and then watch this:

Good luck and take plenty of notes because I don't want to miss any of your ideas, excitement, or insights when you post your comments!

Your last instructional video is how to use a wiki as  your learning management system:

Enjoy and have fun!

Friday, September 23, 2016

Session 3-Research Supporting Edublog Usage

This session is research-based, and a little heavy on the statistics, so take what you can from the information, save the citations, and use them in the future if you need to substantiate and legitimize edublogging in the classroom.  You'll notice that many of the readings were written 6,8, or even 10 years ago and discuss the impact of edublogging, technology, and collaborative software for the children.  This was done intentionally for two reasons:
1-The students that were included in the demographics w/i the statistics are now old enough to be your students in the Adult Ed. program of your particular setting, and
2-They have been exposed to, and have been using these digital tools throughout most of their educational lives, so it is imperative that we integrate them into our own instruction.  They expect nothing less, and that's why I've been immersing you in these tools from the start.

This session will be spent on gaining background knowledge on the research out there suppporting edublogs in the classroom. It has been embedded below using  But before we begin please check out just a few of your peers' blogs and post a comment to theirs. They should have set-up the ability to have each post emailed to them, so that they know you left it.

I have been posting links in the left-hand margin.  If you don't see your name, then I may have missed it.  Please send me your blog address again.

Also, I'd like you to begin experimenting with adding additional multi-media to your blog.  Add an interactive, video, poll..---experiment and play with it.  Nothing is permanent.

Additionally, one recent posting that I really like is from:
this is from just one of the blogs that I subscribe to. It addresses the "Rationalization for Educational Blogging." It is very well written and a great place to start when trying to substantiate edublog usage in the classroom.  When you are finished skim some of the 'comments' as well.  Then wrap your head around the fact that this was written over 8 years ago.

I mentioned earlier that my presentation was uploaded to   After you view it below and go through the assigned readings, I'd like you to practice this week with setting up a free account with Authorstream, then try uploading a slide show (like a PowerPoint) and then embedding it (or someone else's to your blog).

One of the areas that was mentioned, during our first session, was that people wanted to experiment with alternative forms of presentations.  Authorstream gives you lots of options, for example you can 'present live' using the directions here.  You should also scroll to the bottom of their home page and go through the "Why Authorstream" directions.  Once you have had a chance to immerse yourself in this tool, please share your reaction in Week 3's comment's section and let us know if you can see any practical applications to this tool.


More presentations from Dave

This week also try:  and

Good luck and have fun!


Past participants' comments from one of my previous courses about using blogs in education:

and older past participant comments and insights may be accessed here.

Thursday, September 15, 2016

Session 2-The Power of Blogging

Welcome back to Session 2---The Power of Blogging!!

To start your creative juices flowing for S2, please watch this enlightening and entertaining video by Ken Robinson via TED Talks. It lasts for approximately 12 minutes, but it is time well spent!

When you are done, feel free to continue the dialog by commenting below.

If I may just reiterate---I've thrown most of you directly into the fire by diverging from the traditional forms of Learning Management Systems like Sakai and Blackboard for a very important reason.  In order to truly experiment with and learn how to use 21st century learning tools to aid you in your future endeavors teaching adult learners you really have to play in the sandbox.  I subscribe to the teaching philosophy of 'full immersion,'  so don't stress too much during this week's exercises. Mistakes will be made (and expected).  Based upon most of the emails I have been getting, the majority of the class has very little experience with this kind of communication medium.

There were many interesting conversations and comments left under our first two postings.  I've never had a class already know each other so well. Two comments that stood out were addressing the intensity and workload of learning (and teaching) online.  Sharyn said,
Heidi, I think that you and Jason have narrowed in on how difficult it is to take an online course due to the independence it affords. An outsider may think that having more freedom online would result in it being an easier way to learn, but it is just the opposite, especially if you are not an organized student."
Then Paul responded,
You hit the nail on the head when you pointed out the common misconception that online courses are easy. I've found that more time and effort (and discipline) must be used in the online setting. We've been fortunate to be part of a great group of people involved in this program, I have found that working together has been so helpful!"

These are interesting points and both very true. This course is all about using online tools and resources to help you facilitate learning. Whether you are instructing f2f and adding in a few tools, or completely online, adding tech to your lessons can be total 'time suck'. You blink your eyes and hours have gone by and you've gotten lost in this vacuum of cool stuff to explore with not enough time in your life to play with them all.  I've also noticed that the workload to 'prepare' an online course is heavier as well. If any of you become online instructors or if you just do a hybridized course of instruction you'll find that you have to try to anticipate the questions and answer them ahead of time.  Whereas in a f2f setting you can easily go back and forth with Q&A's.  

You'll notice a change or two on our blog.  I thought that I would introduce you the first week to a stripped down version of a blog and have it slowly evolve over the weeks, so you could see other tools and abilities.

You'll be spending the bulk of your time this week moving through a number of tutorials that are asynchronous and self-paced.  Each one will walk you through a different element of a blog.  You'll go through these tutorials and experiment.  It is less important that you can envision an immediate use for this tool, but more significant that you get the opportunity to immerse yourself and think about how a tool like this forces participants to think outside the traditional classroom and encourages conversations with a wider audience.  My point with these exercises is not to give you busy work.  My hope is that you try to fit these additions and capabilities into the bigger picture----that big picture is how to use tech to facilitate teaching and learning.  Anyone can have their students play with fun tools,  it takes focus upon the motivation for their introduction to ensure they have merit.

You may recall that we touched upon Creative Commons Licensing and Open Education Resources during our first session. All of the tutorials we'll be using this week are freely licensed.  We'll go into much more detail about CC Licensing and its benefits to you when planning future teaching or PD sessions later this semester.  Let's start by watching this brief video:

Now give this page a quick skim focusing particularly on the license distinctions half-way down the page.  Just try to gain an overall understanding.You don't need to memorize it.  I don't expect you to be well-versed----just aware.


Below, you will find a list of bulleted links that will take you to the exercises for Session 2. No one is going to force you to use these tools in the future, but please make a sincere effort to try them out.  Blogger, like nearly all online tools, is perpetually evolving, so if any of the directions seem to be off slightly please try to work around them.

  • Setting Up a Blogger Account
  • Adding a new post with a photo
  • Fine tuning your blog
  • Add a hyperlink from text or a photo
  • Changing the template & layout
  • Get rid of the top Navigation Bar
  • Adding a separate page
  • Adding html embed code with an Animoto example
  • Adding your own header photo
  • Editing html
  • Adding Recent Comments to your sidebar
  • Adding a label to group blog posts
  • Adding a gadget to the side bar
  • Adding an email subscription
  • Adding a hit counter or Clustrmap
  • Adding a working link to your email
  • Adding audio with AudioPal
  • Adding a Google Presentation
  • Adding a Google Calendar
  • Adding a YouTube Video
  • Adding a list of links in your side bar
  • Adding a link to class bookmarks
  • Adding a working clock
  • Adding external generated photos
  • Adding a jigsaw puzzle
  • Adding Speakpipe- audio commenting
  • Adding a webnote link to your blog
  • Adding a Photopeach Slideshow
  • Adding a photo to your Blogger profile
  • Add pdf, audio & video with Dropbox
  • Adding a Voicethread to your blog
  • Posting to your blog via email
  • Adding new authors / admin to your blog
  • Blogging from your iPad or iPhone
  • Keeping up with what's on other blogs

  • =======================================================

    Part 2

    Let's start Part 2 of Session 2 by continuing to analyze online teaching andragogy.

    First go through these links and follow the instructions, then view the readings on the 


    Good Luck and have fun practicing with your new blog this week.  As you create yours, please send me the link and I'll add it to the list in the left-hand margin.