So, I had to leave that ePortfolio hangout before it ended and - just my luck - the last topic happened to be the one I am most immediately interested in - a professional ePortfolio. Ben asked if anyone was working on an ePortfolio as a way of showing one's strengths in PD, for example. Actually, when I declare this week in our MultiMOOC session, I plan to
state that I will be developing my ePortfolio as an electronic promotion
folder. I just contacted our Instructional Designers at my university and asked for access to our digication site. I mentioned that I was thinking of submitting my candidacy for a promotion via an ePortfolio. I am not sure, but they said they would have to get back to me about that, so I may be the first one to try it. If anyone out there knows of universities that accept ePortfolios for promotion/reappointment, etc. please let me know.
I am excited to begin and hope to follow through, even if I have to submit a hard copy also.
Laine
Monday, January 21, 2013
Sunday, January 20, 2013
Hangin' with Ben, Chris, Rob, Vance and Faith
My next synchronous event was a Google Hangout - I am finally getting the (OUCH) hang of it - on ePortfolios. I felt I needed to jump in since we are going to make or tweak one for the MultiMOOC session and I know so little about them. See my earlier post, Orienting Myself. I ended up sharing some thoughts regardless and also got some new ideas about the what/how/where/why etc. of ePortfolios. There was an excellent - very brief - PowerPoint - with some basics. We navigated that to guide our discussion.
One take-away for me was the notion of inserting a video into the ePortfolio. I realized that my linguistics students end the semester with a video presentation (in Adobe Connect with webcam and share pods) that they upload to our Blackboard site. I could let them know they can add the link to it to their ePortfolio as an artifact. This is an example of how attending an event and being asked a question - have any of you used video in an ePortfolio - can spark a connection that would seem obvious.
I also learned much more about Hangouts, the ins and (ouch, again) outs of them. I now know how to control them - my audio/webcam/attendance (to leave you hang up the phone, icon upper right). I hadn't realized that everyone in the hangout is an active participant by definition. I get that now.
All in all a fruitful first day for synchronous events in the MultiMOOC group. Thanks to Vance for arranging the Cormier one and for sharing the Hangout link in Elluminate.
One take-away for me was the notion of inserting a video into the ePortfolio. I realized that my linguistics students end the semester with a video presentation (in Adobe Connect with webcam and share pods) that they upload to our Blackboard site. I could let them know they can add the link to it to their ePortfolio as an artifact. This is an example of how attending an event and being asked a question - have any of you used video in an ePortfolio - can spark a connection that would seem obvious.
I also learned much more about Hangouts, the ins and (ouch, again) outs of them. I now know how to control them - my audio/webcam/attendance (to leave you hang up the phone, icon upper right). I hadn't realized that everyone in the hangout is an active participant by definition. I get that now.
All in all a fruitful first day for synchronous events in the MultiMOOC group. Thanks to Vance for arranging the Cormier one and for sharing the Hangout link in Elluminate.
Synchronous Activities Begin
Today our group met synchronously in Elluminate to listen to to watch to learn from to interact with (cross outs intentional) Dave Cormier - who originated the term MOOC. His teaching style, even for this seasoned educator, inspired me to set the bar higher for myself. Although he had his prepared slides, he constantly asked for participation - on the slides and in the chat - and speedily read, processed and responded/reacted to what we all had written there, all the while incorporating it seamlessly into his "presentation."
He was clearly looking for any new kernels from us and, at one point, found one, asking for the participant's ID for attribution. It was Steven Fellows, who commented that MOOCs create "different spaces of resonance" in response to Dave's prompt to provide why it was important to call a MOOC "open." Actually this comment helped me because I am teaching a multicultural perspectives in education course and I ask my students to conduct their online discussion each week on what resonated with them from the given chapter (Joel Spring, The intersection of cultures).
I highly recommend the recording, and I will need to revisit it myself. He began with an graphic from Dave Snowden known as The Cynefin Framework. I am still refining my understanding, but the upshot of using this in the session was to suggest (spoiler alert) that the MOOC exemplifies the "emergent" approach to instruction because the learners are dealing with material that is "complex" in nature. Please clarify this for me if I have it a bit askew.
We also discussed how the cMOOC and xMOOC differ, one of the items on our week's checklist if you are ticking them off!
As I posted in the chat: this was an excellent session all around.
He was clearly looking for any new kernels from us and, at one point, found one, asking for the participant's ID for attribution. It was Steven Fellows, who commented that MOOCs create "different spaces of resonance" in response to Dave's prompt to provide why it was important to call a MOOC "open." Actually this comment helped me because I am teaching a multicultural perspectives in education course and I ask my students to conduct their online discussion each week on what resonated with them from the given chapter (Joel Spring, The intersection of cultures).
I highly recommend the recording, and I will need to revisit it myself. He began with an graphic from Dave Snowden known as The Cynefin Framework. I am still refining my understanding, but the upshot of using this in the session was to suggest (spoiler alert) that the MOOC exemplifies the "emergent" approach to instruction because the learners are dealing with material that is "complex" in nature. Please clarify this for me if I have it a bit askew.
As I posted in the chat: this was an excellent session all around.
Saturday, January 19, 2013
First Serendipity Already Happened!
I was moving through the list of spaces and got to Scoop.it! I joined up to follow Multiliteracies there. Then I just randomly started reading - couldn't help it - looks like a newspaper and it's morning! Suddenly, what did I see but a photo of none other than Steven Pinker and this info:
Well, it just so happens that my Fundamentals of Linguistics class started last week. It is a flipped learning model, so they watch my interactive lectures each week. For next week- long story- there is no recording listed on the syllabus. This video is perfect as a course overview, so I will assign it for next week. In general, I like to present the material on the videos myself because I know my students and what will work best for them, but why not add a video in there by an amazing thinker and presenter like Pinker! Here is my post to them:
re: Wonder Wall - This is a student constructed space for queries, comments, and peer teaching.
So - "intuitive chaos navigation" has already yielded a great result! The irony is that I am normally so linear that this is a challenge for me. Having this happen so early in the MultiMOOC, however, is fortuitous, and I will take that as a positive sign that bodes well for my paradigm shift, or at least my becoming a bit more willing to go with the flow.
sciences - cjube.com - your daily videos. enjoy. |
video: Steven Pinker: Linguistics as a Window to Understanding the Brain |
tags: #video #stevenpinker #science #bigthink #linguistics
_______________________________
Enjoy one of the great cognitive psychologists of our time, Steven Pinker, as he presents an overview of course concepts. Come to class with an amazing idea or example that especially resonated with you. Post it on the Wonder Wall and see what others chose to share!re: Closed Caption - I have some International Students who may appreciate the CC feature and may not know about it.
TIP: to see the text of the video, simply click on CC (Closed Caption) in the control panel that pops up under the video when you place your cursor in the video window. Also, as in Dr. M's lectures, you can pause, rewind, etc. to manage your learning.
re: Wonder Wall - This is a student constructed space for queries, comments, and peer teaching.
So - "intuitive chaos navigation" has already yielded a great result! The irony is that I am normally so linear that this is a challenge for me. Having this happen so early in the MultiMOOC, however, is fortuitous, and I will take that as a positive sign that bodes well for my paradigm shift, or at least my becoming a bit more willing to go with the flow.
Yahoo! Intro Post
I thought I might paste my intro from the Yahoo! Group here because this is where I am documenting my participation:
Joining this group seemed somehow like an imperative from a deus ex
machina for me. I am here and not sure why. Vanessa's comments about
"navigating chaos intuitively" and how this session proved so powerful
for her in the past really resonated with me.
About me: I have been exploring online learning since I joined a
TESOL online course with Vance in 2003 - gosh, it's really been ten
years since then! I am a TESOL teacher educator at Long Island U in
New York and many of our courses are online or blended/flipped learning
courses. I use weekly synchronous sessions with webcam and audio for
everyone (that was the focus of that first course I mentioned).
I am active in EVO and have been, at various points, participant,
moderator, mentor, and a member of the coordinating team. I am delighted
to be a participant here and can't wait to meet you all and get started.
Orienting Myself
This week I spent some time exploring the wiki and seeing how it was set up, reading the Getting Started section and the Week 1 Orient section, posting my intro in the Yahoo! Group and joining the recommended online spaces. All the spaces seem to be interconnected somehow - I kept seeing some of the same material in various locations. Not sure yet which of the spaces I will be using actively and which I will let go... So far, the wiki seems the best place to serve as the session anchor point.
I also learned a little about ePortfolios, which our school uses for students. It seems a bit amorphous at this point, but I did check out: What are e-portfolios and what impact will they have on you? https://sas.elluminate.com So, now I have some idea of what the possibilities are. I also signed up to follow Vance's main blog
http://advanceducation.blogspot.com/ where he keeps his ePortfolio as a blog roll.
I feel oriented.
I also learned a little about ePortfolios, which our school uses for students. It seems a bit amorphous at this point, but I did check out: What are e-portfolios and what impact will they have on you? https://sas.elluminate.com So, now I have some idea of what the possibilities are. I also signed up to follow Vance's main blog
http://advanceducation.blogspot.com/ where he keeps his ePortfolio as a blog roll.
I feel oriented.
Jumping Aboard
SO, we begin. Without forethought and in the middle of attending the EVO launch for 2013, I browsed the sessions and decided on the spot to join MultiMOOC. I had glanced at Multiliteracies over the years, but was occupied with other sessions as a moderator or mentor. Something pushed me to become a participant again and jumpstart my online learning. I mentioned this when I joined Jeff's Google hangout to comment on EVO in general. I surprised myself. Let's see what develops here. I plan to blog my participation to see how this chaos learning works for me.
Subscribe to:
Posts (Atom)