Thursday, September 23, 2010

Wk4-#3Practical Experience-OMM-Adobe Professional CS5







Adobe Professional CS5
Adobe's Professional CS5 can help you turn your static graphics into rich, animated objects! 

THIS VIDEO WILL PLAY BY FIRST TAPPING THE START ARROW BELOW THE VIDEO THEN TAPPING ANYWHERE ON THE VIEW SCREEN OF THE PRESENTATION WINDOW.

Wednesday, September 22, 2010

Wk4-#2Practical Exp-Google Apps: Docs Essential Training Certificate

In the process of honing in on the Web 2.0 tool to work on, I began and completed the Lynda.com Google Apps: Docs Essential Training series of tutorials given by Susan Cline. 
Certificate of Completion for Google Apps: Docs Essential Training, Lynda.com - 9/22/10

In this series, Ms. Cline shares how to organize and manage documents in the Doc list, Document Basics (including creating a new document, uploading files to the Google Doc, inserting special characters, using spell check and word count).  She continues by sharing the information on how to format documents (text, headings, bulleted and numbered lists, and bookmarks – to name a few).  She continues with how to insert and edit images, then onto sharing and collaborating. 

Next is the information Ms. Cline shared regarding Spreadsheets.  This includes creating a new spreadsheet, renaming, uploading, saving, formatting cells, resizing, adding columns and rows, freezing rows and columns, sorting data, adding formulas, using built-in functions, then working with Media and charts.  Using Google Forms was next, followed by presentation – including sharing, collaborating and presenting. 

Last came tutorials on the security features that Google Docs provides.

I wanted to complete this series of tutorials because I believe that I will be using Google Docs in some form for portions of my AR project.  It was worth the time to watch these tutorials.  I am sure I will be referring back to them quite a bit in the future.

Wk 4-#1Practical Exp-Flash Professional CS5

The Lynda.com tutorials for FLASH Professional CS5 animations projects begins with a Welcome video.  The Welcome video shares a general overview of some of the terms used in the program – including ‘motion presence’, ‘custom motion tweens’, ‘character animation’, ‘creating 3D animations’, and ‘action scripts’.  It also explains that Flash is used to create a web site and/or a Flash banner.  Having the exercise files would probably be a big advantage.  Watching the videos does give a general overview of the program.

Creating a file appears to be very easy by just clicking the space you want to work in from a template.  Adjusting the workspace size might be a little tricky – 

Screenshot from Lynda.com tutorial illustrating 'Changing the Workspace'.

but I can see where it can be done using the pull down Window menu, scrolling down to ‘Workspace’, and clicking the type of space you want to use (in the tutorial – they chose ‘Classic’). I do like having the tools on the left side of the workspace area, and choosing Classic moves the tools to the left side.  There seems to be lots of flexibility in the location of the side work panels.  Changing the size of the workspace seems a little tricky – I imagine it will take a little getting used to.

In a matter of a few seconds, Paul Trani, the author and presenter for this series of Lynda.com tutorials, creates the following Flash basic design using the drawing tools:

FLASH basic design by Paul Trani using the Drawing tools

Flash appears to be a very versatile tool and I am eager to continue with these tutorials.

More to come……………………..





Reading-Post 4

Creative Commons photo

Chaffin, A. J., & Harlow, S. D. (2005). Cognitive learning applied to older adult learners and technology. Educational Gerontology, 31, 301-329. doi: 10.1080/03601270590916803

In this article, the authors delineate common traits relating to the adult learner and offer recommendations aimed at facilitating their learning through developing motivation in the use of technology.  It presents an interesting look at the focus of the adult learner with regard to using technology.  It appears to have valuable information for the AR project this writer is working on. 
 

Donnelly, R. C. (2009). Embedding interaction with a blend of learner centric pedagogy and technology. World Journal on Educational Technology, 1(1), 6-29. Retrieved from http://www.springerlink.com/index/Y572J1K3L5100G66.pdf

This article revolves around the use of technology and the interaction it presents for elearning – when dealing with higher education in particular.  Constructivism theory and web-based instruction are recurring themes throughout this article.  The author relates these theories to the use of tutorials.  This article appears to contain concrete evidence for the use of tutorials with adult learners.  It may prove to be a valuable find for references relating to this topic.


Edmondson, B. (2007). Utilising multiple intelligences in e-learning design. International Journal of Learning, 13(12), 35-41. Retrieved from
http://ls6.cgpublisher.com/proposals/30/index_html

This article makes a case for developing e-learning materials that are interactive and not static, as would be the case with a textbook or regular printed material used for learning.  It appears to have a wealth of information relating to multiple intelligences, andragogy, and elearning and will be extremely useful for this writer’s AR project.


Fetaji, B., & Fetaji, M. (2009). E-learning indicators: A multi-dimensional model for planning and  evaluating e-learning software solutions. Electronic Journal of e-Learning, 7(1), 1-28. Retrieved from http://www.ejel.org/issue/download.html? idIssue=11

This research shares a “systemic or a standardized way of planning, comparing, and evaluating e-learning projects, their outcomes, and their effectiveness.”(Fetaji, 2009). The article contains charts and graphs representing results from this study.  It should prove very useful for the AR project this writer is preparing. 


Guilbaud, P., Jerome-D’Emilia, B. (2008.) Adult instruction & online learning: Towards a systemic instruction framework. International Journal of Learning, 15(2), 111-121.  Retrieved from http://ijl.cgpublisher.com/product/pub.30/prod.1638

This article appears to touch on some of the major theories that will be included in the AR project this writer is preparing.  Those theories being:  “Internet Instruction, Andragogy, Adult Education, Online Learning, e-learning” (Guilbaud, 2008).  It appears to contain further research which, as the authors state, “introduces and develops the Internet-centric Adult Instruction framework, a theoretically-grounded approach to plan, deign, or evaluate aduit-oriented online courses and curricula.” (Guilbaud, 2008).  Knowing that the AR project this writer is proposing will contain a pilot program for on-line instruction for adult learners, this article appears to contain pertinent information relating to that topic.


McCormick, R., & Li, N. (2006). An evaluation of European learning objects in use. Learning, Media and Technology, 31(3), 213-231. doi:10.1080/17439880600893275

This article appears to contain an argument in support of pedagogically infused learning objectives (via the Internet) for schools.  It surveys recipients (students) as well as producers (teachers).  It could prove to contain valuable information in support of pedagogy for adult learners using online instructional tutorials.  


Nurmi, S., & Jaakkola, T. (2006). Promises and pitfalls of learning objects. Learning, Media and Technology, 31(3),269-285. Retrieved from http://www.informaworld.com/smpp/content~db=all~content=a755226798

This article appears to focus on learning objectives whose resources are shared and available for use through the Internet.  A learning objective can, therefore, be reused in several contexts.  This might be a beneficial article in that the learning modules planned for the AR Project will most likely be able to cross reference a wide variety of users. 


Rodrigues, S. (2006). Pedagogic practice integrating primary science and elearning: The need for relevance, recognition, resource, reflection, readiness and risk. Technology, Pedagogy and Education, 15(2), 175-189. doi: 10.1080/14759390600769193

Though this article focuses on elearning in relation to science, the concepts relating to infusing pedagogy can translate to an important contribution to the AR project this writer is completing.  The article presents ideas on “teacher surveys, online dialogue, interviews, (and) teacher ‘show and tell’”(Rodrigues, 2006).  These concepts can very easily relate to the development of better elearning training tutorials. 


Scott, D. (2008). Effective volp learning experiences: The relationship between adult learners’ motivation, multiple intelligences, and learning styles. International Journal of Learning, 15(3), 63-78. Retrieved from http://ijh.cgpublisher.com/product/pub.30/prod.1666

This article appears to be quite the find!  It appears to contain information relating to the adult learner and how theories of multiple intelligence, andragogy, learning styles, etc. influence their ability to learn when using tutorials and on-line learning.  If this indeed the case, it directly relates to the writer’s AR project.


Simmons, L.W. (2009). Five resources on teaching methods. Religious Education, 104(1), 95-98. doi:10.1080/00344080802615606

This article shares results of studies in teaching approaches with diverse populations – including adult learners and multicultural participants.  It appears to contain information directly relating to the population that the AR project of this writer is targeting.  The aim appears to be learner engagement, which, again, is central to this writer’s purpose in creating a tutorial for the adult learner.


Sunday, September 19, 2010

Wk3-Practical Exp-Captivate-5



For my Week 3 Practical Experience project, I have chosen to learn about Adobe's Captivate 5 program.  I will be using this program to build a tutorial for my Action Research Project.  This program is truly amazing!  The video I've created itemizes some of the features of this program. I am looking forward to preparing the tutorial using it!

This blog entry was very difficult to upload! I created the video in iMovie - saved it as a QuickTime file - and low and behold - it would not upload into Blogger.  The prompt kept coming up informing me that the file was corrupt.  I re-saved the iMovie as an mp4 and QuickTime again.  Each time - nothing would upload.  In desperation, I saved the mp4 to YouTube and imbedded the HTML code into Blogger - this is the version that you are now watching from Blogger.  I went back to iMovie - only to find that in spite of the fact that each iMovie project is SUPPOSED to be auto-saved, this movie was not.

Reference:
e-Learning World Image Retrieved from: http://www.braintrack.com/online-colleges

Saturday, September 18, 2010

Reading-Post 3

Theories to be utilized in AR Project - Screen capture created by Mary-Ann Ferree using Pages


Aik, C.T., & Tway, D.C. (2006). Elements and principles of training as a  performance improvement solution. Performance Improvement, 45(3),28-32. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=9&hid=8&sid=8ea296e5-12e4-4c4e-9b40-81b60e634b90%40sessionmgr111

Drawing depicting Aik & Tway article entitled: Elements and Principles of Training as a Performance Improvement Solution.
This article appears to link e-learning techniques used with adult learners in the job market and performance markers for growth.  The authors share their study’s results, which focuses on theories of andragogy as related to environmental conditions.  It appears to be directly linked to the topic of this author’s AR project and may prove quite valuable for research. 

Fisher, E.A., & Wright, V.H. (2010). Improving online course design through usability testing. Merlot Journal of Online Learning and  Teaching, 6(1), 228-245. Retrieved from http://jolt.merlot.org/vol6no1/fisher_0310.pdf

Originally retrieved through EBSCO Host, this article chronicles a detailed study conducted which relates to pre-testing for usability of online learning modules.  This study also enlists the use of the ADDIE process and posts results of the study.  It directly relates to this author’s AR project as the research for the AR project utilizes an online learning module created for a specific purpose by the writer of the AR project.  The article by Fisher & Wright contains charts and graph weighing the relevance of such an undertaking.  It will be a valuable article for this research.


Pew, S. (2007). Andragogy and pedagogy as foundational theory for student motivation in higher education.  InSight: A Collection of Faculty Scholarship, 2, 14-25. Retrieved from:
http://www.google.com/search?q=Pew%2C+S.+%282007%29.+Andragogy+and
+pedagogy+as+foundational+theory+for+student
+motivation+in+higher+educatio&ie=utf-8&oe=utf-8
&aq=t&rls=org.mozilla:en-US:official&client=firefox-a


Originally retrieved through EBSCO host, the author in this article draws a correlation among the following terms: andragogy, pedagogy, and motivation.  These critical portions of adult learning appear to be exceptionally well addressed throughout this pertinent research article.  As a writer, this article appears to contain a lot of valuable information and analysis that will add this needed cohesive dimension to the AR project. 

Reggy-Mamo, M. (2008). An experiential approach to intercultural education, 7, 110-122.  doi: 10.1080/15363750600586431

Knowing that there is a large portion of African-American students currently being recruited by Empire State College, this article’s study focuses on the adult student’s quest for higher learning with the challenge identified at developing curriculum that can communicate cross-culturally.  This strategy translates, according to the article, to the student becoming better able to communicate cross-culturally.  As this writer is preparing to develop e-learning modules that are readily used cross-culturally, this article appears to contain valuable input.

Stewart, J.A., & Alexander, G. (2006). Virtual action learning: experiences from a study of an sme e-learning programme. Action Learning: Re-search and practice. 3(2), 141-159. doi: 10.1080/14767330600885854

As this writer’s AR project focuses on helping the adult learner understand and perform a necessary task for success in their learning – particularly at Empire State College (SUNY) - the information presented in this article will be exceptionally pertinent.  SME is the acronym for small and medium-sized business enterprises (Stewart & Alexander, 2006). Many of the adult learners at Empire State College are either currently working in the business field, or are trying to advance in the business field, or are trying to break into the business field.  Thus, the first correlation of this article to the writer’s AR project.  Virtual learning and face-to-face learning are also addressed in this article.  Empire State College’s courses are a combination of both online and face-to-face study groups.  This writer believes there will be a good amount of useable information garnered from this particular article and paper.
        
Taylor, B., & Kroth, M. (2009). A single conversation with a wise man is better than ten years of study: A model for testing methodologies for pedagogy or andragogy. Journal of the Scholarship of Teaching and Learning, 9(2), 42-56. Retrieved from http://www.google.com/search?q=Taylor+%26+Kroth+%282009%29.+A+single+
conversation+with+a+wise+man+is+better+than+
ten+years+of+study%3A+A+model+for+testing+methodology
+for+pedagogy+or+andragogy.+Journal+of+the+Scholarship+
of+Teaching+and+Learning&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a

Originally retrieved through EBSCO Host, Taylor & Kroth have put charts and tables in this article, based on research, which represent a visual analysis of key comparisons including the role the learner has and the role the teacher should maintain for adult learners to actually learn.  Delivery, organization, and the adult learner’s focus on the learning are also charted in this article.  It appears to be a valuable resource for this writer’s AR project.





Tuesday, September 14, 2010

BP11-OMM-Startups

This is an amazingly simple Web 2.0 Tool entitled Startups - which is aimed at the business entrepreneur.  See for yourself!!

BP10-Comment to Karol

Follow this link to my comments on Karol's blog.

WORDLE


Karol is featuring the Web 2.0 tool - WORDLE.  It is a great Language Arts motivator for students!

BP9-Comment to Trina

Follow this link to my comments on Trina's blog.

PlanbookEdu-one of the featured pages of this tool that Trina found!


Trina has found a Web 2.0 tool entitled PlanbookEdu that enables teachers to develop lesson plans (via pre-made templates found in the program or through templates of their own creation), and share these plans through the convenience of cloud storage.  The free version has many features and for a nominal fee, the advanced version is available.  It is definitely a versatile tool.

BP8-Startups

The Web 2.0 tool I have chosen for this post is entitled Startups.


Web 2.0 Tool - Startup - Home Page

It is a free tool that primarily focuses on anyone who is trying to start up his or her own business.  The tool has gradually branched into offering assistance for small business owners who have start-up business questions.  A wiki ‘conversation’ page allows users to post their business question and receive answers from those in business fields who are members of the wiki, thus providing guidance and support.  

Screenshot of Startups Wiki page
This user-generated content makes the tool seem quite friendly.  The site also contains links to articles of interest.  Additionally, there is also a link to a recently produced YouTube business start-up video. The user can keep up with current posts through links to "Twitter, FriendFeed, Facebook, Delicious, Stumbleupon, and Google Bookmarks".


It appears that the latest update to this tool was completed on 12/29/09.  This does make me question whether the tool is as up-to-date as it could possibly be for users. 

I have chosen this tool for one basic reason.  My Action Research Project deals with adult learners who are pursuing their undergraduate degree.  These learners are encountering a job market that is highly competitive.  Many of these adult learners are trying to brush up on forgotten skills while honing in on new skills that will aid their job searches once they receive their undergraduate degree.  The idea of starting up their own business is one that I believe can help these adult learners/students with their job search.  No, it is not an easy task to accomplish. A versatile tool such as Startups does provide needed guidance.  

Overall, the Startups.com website provides business entrepreneurs valuable information, links out, and a forum for questions.



Sunday, September 12, 2010

Reading-Post 2

Knowledge provides the key to the world you hold in your hands - Creative Commons Photo

This time in EBSCO Host’s scholarly peer reviewed articles, I searched ‘adult learners in today’s technological world’ and retrieved over one million articles.  After two advanced searches using the key words, “elearning” and “instructional design", I narrowed the relevant articles to a manageable 13.   These articles contain many interesting findings!  Below, I have shared a few of them.

Cook, R. (2008). Combining quality and expediency with action research in elearning instructional design. Journal of Educators Online, 2, 1-34. Retrieved from

Interesting article.  The author has conducted research focusing on the obstacles that surround the actual company/school/business when striving for success using technology.  It appears the author has also “embedded action research in electronic instructional design” (Cook, 2008) for this study to give important feedback to the developer.  This article might prove beneficial to the writer’s AR project as the project focuses on instructional design and e-learning.


Eberle, J. H. (2009). Heutagogy: What your mother didn’t tell you about pedagogy and the conceptual age. National Social Science Journal, 28(2), 181-188. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=57&hid=10&sid=b982b455-e30f-4848-8d6a-90683afcd595%40sessionmgr11

This article contains a cross-reference of ideas pertaining to andragogy, pedagogy, and heutagogy, “the study of self-directed learning”. (Eberle, 2006).  It concentrates on the advantages that e-learning offers to the adult learner.  For this writer’s AR project, it appears to contain a wealth of valuable information.


Silver-Pacuilla, H. (2008). Access and benefits: Assistive technology in adult literacy. Journal of Adolescent & Adult Literacy, 50.2.4, 114-125. doi:10.1588

This article focuses on development of adult learners skills – particularly adult literacy - through assistance and support using technology.  It appears to present concrete research and a methodical approach for tackling a portion of the ‘fear of technology’ issue and may prove to be supportive of this writer’s AR project.  It also appears to include research conducted using multiple intelligence theory, which, again, may prove useful to this writer’s final AR project.


Stewart, J.A, & Alexander, G. (2006). Virtual action learning: Experiences from a study of an sme e-learning programme. Action Learning: Research and Practice, 2, 141 159, doi: 10.1080/14767330600885854

This article shares results gathered in a project that investigated both workshops in a face-to-face situation and in a virtual learning environment. The results of their research may be beneficial to this writer’s AR project in that the e-learning and instructional design projects this AR project references also target both types of demographics.

Friday, September 10, 2010

BP7-OMM-BRIO



This is a Web 2.0 tool entitled BRIO.  It is a versatile, FREE tool that enables web conferencing on both the MAC and PC platforms.

Music for this video was created using iLife Sound Effects, :58, Daydream

Thursday, September 9, 2010

BP-6-Comment to Melissa

Follow this link to my comments on Melissa Lodhi's blog.



Melissa has found a Web 2.0 tool (Edmodo) for her classroom with mobile access, among other features, that is incredible!  Thanks for sharing!

BP_5-Comment to Curt

Follow this link to my post on Curt Isakson's blog



The ischoolband tool Curt has found appears to have great capabilities for organizing, in Curt's words, "syllabuses, pictures, parent information sheets, and media that include actual mp3 files and videos."  I particularly like the email generator feature!




      

BP-4 BRIO

Figure 1 - BRIO-Web 2.0 tool for Web Conferencing


The Web 2.0 Tool chosen for this assignment is BRIO, a FREE Adobe beta tool for web conferencing.

This tool enables the host of a group to conduct a meeting in one’s own on-line meeting room – LIVE – while sharing one’s screen with anyone by inviting others to attend the meeting at the same URL! This tool also allows the host to interact online through notes, audio, video, and chat.  A good feature of the tool is that invited guests only need the free, downloadable Adobe Flash Player to be a participant.  BRIO is accessible with any browser, and is PC and MAC compatible. 

Figure 2 - Host page for BRIO

 
Once joining the site, the Host page appears very user friendly!  Using the pull down menus, inviting guests is only a click away.  Other great features include sharing the host’s computer screen, uploading a file, chatting, etc. and appear to make using this tool VERY EASY!

I chose this tool because the Critical Friends for my Action Research are educators outside of my classmates at Full Sail.  The friends I chose do not have Mac computers.  This tool has built in functionality that will enable me to hold meetings with them on-line – whereby I will not waste time traveling to them – yet we will be able to see each other, chat, share notes, and collaborate. 

I am really looking forward to using this tool!  I believe it will prove be an invaluable resource!    

Sunday, September 5, 2010

Reading-Post 1

Action Research Project Literature Review
Through EBSCO Host’s peer reviewed articles, this writer has been able to find a multitude of resources dealing with andragogy and student motivation in higher education. Below are listed four (4) of these articles.

Brown, K. M. (2006). Leadership for social justice and equity: Evaluating a
transformative framework and andragogy. Educational administrative
quarterly
, 42(5), 700-745. doi: 10.1177/0013161X06290650

This article relates a study analyzing the concept of combining the theory of andragogy with strategies for social awareness. Findings from this study may prove beneficial to the AR project this writer is preparing.

Pew, S. (2009). Andragogy and pedagogy as foundational for student
motivation in higher education. InSight: A collection of faculty scholarship, 2, 14-25. Retrieved from
http://www.eric.ed.gov/PDFS/EJ86274.pdf

In assembling ideas for the AR Project, this writer plans on conducting research with adult learners at the college level. Consequently, it is crucial to understand and apply the theory of andragogy. This article appears to approach pedagogical research from an educator’s point of view when dealing with the adult learners in higher education.

Reggy-Mamo, M.A. (2008). An experiential approach to intercultural
education. 7
(2), 110-122. doi: 10.1080/15363750600586431

The population for this writer’s AR project will very likely be minority race oriented. This article appears to contain important insight for actively engaging all students. It may very well come in handy for developing a functional tutorial that will aid all students in their orientation process at this college.

Yoshimoto, K., Inenaga, Y., & Yamada, H. (2007). Pedagogy and
andragogy in higher education: A comparison between germany,
the uk and japan. 42
(1), 75-98. doi: 10.1111/j.1465-3435.2007.00289.x

This article contains charts and graphs comparing three countries and
the impact teaching adult learners while integrating the theory of
androgagy has on their learning outcome. It may be a very useful set
of information for analyzing the relevance of this writer’s intended
AR study.

Saturday, September 4, 2010

BP Diigo Group


                              

Figure #1 - Diigo Groups Screenshot
Figure #1 above is a screenshot of this author's "My Groups-Mary-Ann Ferree's Action Research Project" page from Diigo.  As indicated, this is the writer's own Action Research group and also includes membership in the "Ripples" Group.  Invitations have been sent from the Diigo site to start populating the Critical Friends portion for the AR project.  One friend has accepted and the writer is awaiting response from the remaining invitations sent.

Friday, September 3, 2010

BP2_iGoogle Screenshots

Screenshot #1-iGoogle Home Page
Screenshot #1 represents this writer's iGoogle Home Page. The pull down menu on the left contains links to locations on the Web via the following: a Facebook gadget, a Twitter gadget, and the To Do list.  Additionally, this menu contains links for YouTube, the Date & Time, Weather (for a specific location), Gmail, Google Reader, LinkedIn, Box of Links and the My Listy link.  
Screenshot #2-iGoogle FSO 
Screenshot #2 depicts this writer's FSO tab.  On it, one sees links to the following:  this writer's LinkedIn account, and this writer's Box of Links.  The FSO tab on the left has been pulled down to reveal the LinkedIn and Box of Links tabs.  In this particular Box of Links, there are key words indicating the locations linked to particular 'boxes' of the link.  These links are:  FSO (Full Sail Online), WIMBA EMDT ETC classroom, Full Sail Email, and another MyListy - a location to put pertinent information regarding important dates, meetings, etc.   
Screenshot #3-iGoogle AR/CBL
Screenshot #3 contains the pulled down tab (on the left) for this writer's AR/CBL project.  Under the tab, one sees the following links:  Action Research Links (a Box of Links containing quick access to: My AR iWeb,  apastyle.org,  Purdue Online,  EMDT AR Site,  Dr. Bedard's Example Site, and the APA Style Guide).  Additionally, this tab contains another My Listy link, a diigo search link, and another Box of Links for further one-click access to locations while on this page of the iWeb.
Screenshot #4-iGoogle ETC
Screenshot #4 contains this writer's ETC tab.  Once expanded, the tab reveals the following items: Blogger, Box of Links, My Listy, Google Reader, Flickr, Google Docs.  Located in the Box of Links are the following:  Go2Web20, Most Useful Web Tools, ETC Wiki, ETC Viddler Account, ETC Flickr Group, and FSO Online. 

Thursday, September 2, 2010

EXTRA - Diigo Account Activation

Diigo is a tool that will be extremely useful!  This tool appears to have great organizing capability - especially for the person on the go that needs to find web sources encountered at a prior time.   Bookmarking a web site can get tedious.  Diigo features enable the user to highlight text in a selection of colors and use conventional 'sticky notes' to label key areas on web sites.  Activating an account is relatively easy.  Below is a screen shot of this writer's recently activated Diigo account:

BP1-RSS_Feeds

The Hybrid or Blended Learning feed contains articles regarding the integration of technology and online learning.  A portion of the Action Research project this writer is hoping to put together deals with engaging students through use of today's technology and it appears there are articles relating to this as well.

 Figure 1:  Creative Commons Image of Blended Learning Model


The Educause News feed contains a scholarly set of cutting edge articles for today's educators. As the Action Research project this writer is contemplating pertains to engaging today's educators, this series of feeds will be an invaluable resource.

Figure 2:  Creative Commons image of Educause Logo


The eLearning Technology feed appears to contain learning trends, useful ideas, and new tools.  Again, a current set of information regarding today's learners and the ever-changing trends and advances in technology that will engage learners.

Figure 3:  Creative Commons image of e-Learning model


The Social Media for Working & Learning feed chosen will serve to offer information on 'free and accessible' tools.  When dealing with today's economy and school budgets, it is crucial to have this type of information handy to pass along.  This feed should prove very useful.

Figure 4: Creative Commons images of Social Media


The Teachnology blog chosen appears to pull together what teachers are asking for in their real, classroom situations and how technology can fill that need.  Again, very useful for the topic of this writer's intended Action Research project.
  Figure 5: Creative Commons image of Learning Outcomes using Technology in Teaching

Wednesday, September 1, 2010

BP1_Google Reader

Day 2 working on assignments for the EMDTC program.  If one is unfamiliar with Google Reader, (case in point - here!), it may seem daunting at first, but it can really make one's life a lot easier.   One simply has to search out a topic of interest, such as "Technology in Education", and a world of information becomes available online.  The challenge now is to filter through the information and hone in on what is relevant.  Google Reader makes receiving RSS feeds quite easy.  After googling the topic and clicking the RSS feed button, (shown below),
(indicates RSS FEED capability)
Figure 1:  Creative Commons image


the screen that opens contains articles of interest.  Now it is just a matter of copying the URL and pasting it into Google Reader.  Below is a screen capture illustrating the location on the Google Reader indicating "Add a subscription" (as seen below).




When clicked, a pull down menu opens, and the URL copied is easily pasted.  Clicking "Add" ensures that your RSS feeds begin coming.  
An example of a site that contains an RSS feed is the Educause site.  In their own words, Educause is:
"A nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology." (http://www.educause.edu).

Reference:
Educause. (1999-2010). What is educause? The Educause site contains scholarly information referencing educational advances using technology.  Retrieved September 1, 2010 from http://www.educause.edu/


         

EXTRA-iGoogle Screenshots

iGoogle on the Web is a customizable web site home page. One can put a variety of information directly on the iGoogle home page - surprisingly quickly!  The various pieces of information on the iGoogle homepage are known as mashup gadgets.  Screenshots allow users to quickly see information at a glance.   Taking a screenshot is easily accomplished with a MacBook Pro.  For the entire page, sequentially press and hold the following keys:  Command, Shift, 3.  Upon release of these three keys, a screen shot is placed on the MacBook Pro desktop.  The default format for this save is a .png.  Merely clicking the .png will appear as follows in one's blog:

file:///Users/mary-annferree/Desktop/Screen%20shot%202010-09-01%20at%204.44.40%20PM.png

which isn't of much use to the blog viewer who does not have access to the MacBook Pro desktop where the screenshot is saved.  Instead, using the link to import a photo on the blog's upper menu bar brings in the .png as seen below.





Figure 1. View of the home page when an iGoogle account is set up