Monthly Archives: January 2019

20 Tools for Significant Learning and Student Engagement

This blog post accompanies my session, 20 Tools for Significant Learning and Student Engagement, presented at the Adventist International Institute of Advanced Studies, Silang, Philippines.

PPT: 20 Tools for Significant Learning and Student EngagementN















Note that I have deliberately not included tons of sites and ideas because I wanted this to be simple and not too overwhelming. To pique interest.

Learn about Designing Significant Learning Experiences

Learning How to Learn

  • Evaluating and selecting content sources, i.e. YouTubeTedEd, books!
  • Teach students to subscribe to the journal’s feeds i.e. ALT or Community of Inquiry
  • Using project based learning and makerspaces for student-designed projects
  • Teach students to monitor their own understanding (print flashcards, Quizlet), and mind map knowledge, identifying areas to learn more, selecting and pursuing
  • Reflection on their own blog, like UMW does with A Domain of One’s One
  • Showcasing and extending learning with job portfolios: i.e. via Mahara or other portfolio tools

Caring

Human Dimension

  • Blog or discuss ways in which one’s personal life affects and is affected by the subject via WordPressVoiceThreadWeeblyEdublogs.
  • Be an ethical, responsible member of a team serving others; tools to support groups: GoogleDrive and similar tools to support collaborative learning.
  • Observation of real-life human experiences related to the content; report back to the class.

Integration

Application

  • Analyze and critique an issue or case study, and organize and present it via Padlet.
  • Apply the skills in context; document ability with video via YouTubeVideoscribeFlipGrid, or Animoto.
  • Create a recommendation for a corporation in a real-world problem/situation, build and present on GoogleSites or PowToon.

Foundational Knowledge

  • Create and share/narrate a mental map or conceptual structure of major concepts. Bubbl.us or Mindly the app or MindMeister.
  • Create a presentation: Explain & predict concepts and ideas. i.e. Prezi
  • Have students access and interact with primary sources of content – i.e. TedEdLibrary of Congress, and more.

Online Tools and References

Fink Taxonomy and Tools v2 PDF Handout – Permission granted to reprint freely. Please share any adaptations.

What would you add? Feel free to comment and share. 

Issues of Intellectual Property

This post supports a workshop I am presenting to the Adventist International Institute of Advanced Studies in Silang, Philippines.

Resources for group activities:

Group 1: Biblical Guidance

  • What Biblical guidance do we have for the topic of intellectual property and copyright? Here are two verses to get you started:
    • Leviticus 19:13
    • Matthew 10:8
  • Bible Gateway

Group 2: Copyright of Other’s Materials

Group 3: My Intellectual Property

Group 4: Copyleft

Group 5: Creative Commons

Group 6: OER: Open Educational Resources

Sample Copyright and Intellectual Property Policies

  • Policies are needed for: faculty-created content, student’s use of copyrighted content created by faculty, all faculty and staff use of copyrighted content
  • Andrews University Working Policy section 2:383
    • See also Section 1:762:5
    • Andrews University statement at the bottom of all Moodle pages (scroll to the bottom)
    • Online course contract ownership language options:
      • Ownership of Products: The Course Author understands that this course manuscript and all accompanying materials are work made for hire and shall belong exclusively to Andrews University. Andrews University owns all rights and interests in the course for initial and all subsequent publications. Andrews University reserves the right to utilize other Course Authors to edit, revise, or reconstruct the course. The Course Author understands that s/he is not authorized to share or sell or disclose any portions of the course to any entity or individual at any time during its development, upon termination of the agreement, or after the project is completed.
      • Ownership of Products: The Course Author understands that this course manuscript and all accompanying materials are work made for hire and shall belong exclusively to Andrews University. Andrews University owns all rights and interests in the course for initial and all subsequent publications of the course. Andrews University reserves the right to utilize other authors to edit, revise, or reconstruct the course, as needed. However, the author may use the materials for purposes of his or her own instruction in the classroom or to adapt for publication in another form.
  • Please also search other institutions to benchmark. For example, search “university name intellectual property policy”.

Gifts of Collaboration

This blog post accompanies my session, Gifts of Collaboration, presented for the AIIAS Academy faculty, Silang, Philippines.

A few recommended blog posts regarding collaboration

COIL: Collaborative Online International Learning

COIL is the higher ed version of what the videoconference projects I was heavily involved in till 2011. Read more from my recent attendance at a COIL Conference where I made connections between the two:

K12 Collaboration Examples Shared

Bibliography

  • Cifuentes, L., & Murphy, K. L. (2000). Promoting multicultural understanding and positive self-concept through a distance learning community: cultural connections. Educational Technology Research and Development, 48(1), 69-83.
  • Martinez, M. D., & MacMillan, G. (1998). A Joint Distance Learning Course in American Government (No. ED428005).
  • Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change, 8(1), 61-77.
  • Sweeney, M. A. (2007). The use of videoconferencing techniques which support constructivism in K-12 education. Dissertation Abstracts International.
  • Warschauer, M. (1997).Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(3), p. 470-481. Also at http://www.gse.uci.edu/person/markw/cmcl.html
  • Yost, N. (2001). Lights, Camera, Action: Videoconferencing in Kindergarten. Paper presented at the Society for Information Technology and Teacher Education International Conference.
  • For more videoconferencing related literature, see my research and dissertation.