1. Web Pedagogies Week 15: Student Presentations Our last Class

2. Student Presentations 1. Emily Grandstaff-Rice 2. Alisyn Johnson: The Quench/Blue legacy 3. Jaime Ade: The Elluminate Moderator Community BREAK 4. Charo Uceda 5. Brien Walton 6. Lyn Uhl

3. Emily Grandstaff-Rice

4. Alisyn Johnson: The Quench/Blue legacy

5. Jaime Ade: The Elluminate Moderator Community

6. BREAK

7. Charo Uceda

8. Brien Walton

9. Lyn Uhl

10. What is the commenction between “ground hog day and a medicine Wheel” ?

11. THANK YOU!!!

13. Chris Brenner Lady Dolphins Softball Course Website: http://www.eteamz.com/ladydolphinsoftball/

14. Darius Green The Five Principles of Geometry Course Website: http://www.courses.fas.harvard.edu/~ede104l/

15. Open Lab

16. 16

18. {}

21. Learning Community Research Affordances Structuration

22. Careers Working in design; Making design work People Those who have been there and know where to go Skills What to know; how to find it Inspiration Visionary; out-of-the-box

23. Careers Working in design; Making design work People Those who have been there and know where to go Skills What to know; how to find it Inspiration Visionary; out-of-the-box {}

24. Careers Working in design; Making design work People Those who have been there and know where to go Skills What to know; how to find it Inspiration Visionary; out-of-the-box {}

25. Careers Working in design; Making design work People Those who have been there and know where to go Skills What to know; how to find it Inspiration Visionary; out-of-the-box {}

26. Careers Working in design; Making design work People Those who have been there and know where to go Skills What to know; how to find it Inspiration Visionary; out-of-the-box {}

28. design-practice.net

29. Content Management System

30. design-practice.net Content Management System Drupal

31. {}

32. {} Community

33. {}

34. {}

35. {}

39. {}

43. Each PWaterdrop.jpgWaterdrop.jpg

45. CHANGE

47. Text STRUCTURE Text SUPPORT TRAINING TIME

49. PEACE

50. Technology Integration 2 Foster Collaboration & Learning Autonomy By Charo Uceda

51. Learning Community ESL Teachers, (adult education) Work in several locations throughout USA, Peru and Ecuador Do not have contact with each other Have a minimum of 5 years experience teaching ESL or They work for Public School System and/or are ESL Certified Ages range between late 20’s to mid 50’s Low to medium use of technology in their personal lives

52. Challenges  To create and support a culture of learning & collaboration  To Bring Teachers together to share ideas, expertise, challenges and successes in their classrooms.  To experience first hand the benefits of using technologies in promoting autonomous learning.

53. Online Network Infrastructure..Why? – Equitable access to human support, information resources, training – Diverse expertise, sharing ideas, participation – Modes of expression and collaboration – Flow of information, norms, and values – Alignment, cooperation, and cohesion – Efficiency, capacity, productivity, and innovation; even improvisation

54. Technology: TAPPED IN Affordances Synchronous & Asynchronous Chats Threaded Discussions Participate in Meetings posted in the Calenda r Virtual Offices Create a Virtual Office Ability to Receive Visitors Visit Other Offices Whiteboard & File Sharing Post Messages Share Files and Documents Link to Websites Use links to direct visitors to the net Customization of Site & Help Support Desk Change the look of office Add features to your office Receptionist at Virtual Lobby Online Monthly Calendar of Events Participation in Chats and Meetings with topics Related to Technology in the Classroom

55. Tapped In (continued) Existing Groups of Teachers Several Existing Groups that have many meetings or chats scheduled and open for any member These Groups usually have a “facilitator” for their meetings or chats. Groups Directly Related: CALL, Webheads A group of ESL Teachers dedicated to further the integration of technology inside the classroom CIBORG (Computer Integration Believers. Org) The Uceda Group, (The CIBORGS), dedicated to: Exploring ways to using technology to promote collaboration and Learning Autonomy Using the net to connect with their colleagues in order to develop professionally.

56. Performances of Understanding Ongoing Assessment TAPPED IN Activities To Connect With: 1.Other Members Students Integrate Technology To Assigned / Develop Homework Communication T’s/T’s, T’s/Ss, Ss/Ss Promote Learning Autonomy 1.Create Virtual Office 2.Tapped In Participation Webheads CIBORG

57. Systems View Sources Teachers / Students Approach & Methodology Integration of Technology To Promote Learning Autonomy Design CCDT Teachers / Students Media Evaluation Delivery Print Audio / Video Net Materials Video Conferencing Computer Networks Interaction Academic Direction / T’s / T’s T’s / S’s S’s / S’s Learning Environment Office / School Campus Home, Classroom, Virtual Office

58. Uceda’s Old Academic Model Chief Academic Director Academic Directors Academic Coordinators Lead Teachers, Teachers, Tutors I-20 (F1) STUDENTS / Local STUDENTS

59. Uceda’s New Academic Model Comprehensive, Cohesive Acad. Program, Integration of CALL /Learning Autonomy I-20 / Local STUDENTS Academic Directors, CoordinatorsTeachers Tutors Chief Academic Director

60. OPEN QUESTION: Will the new view of collaboration and team work serve to further learning autonomy? Or it will present an opportunity for weaker / less driven students to depend on the harder working ones? Is Technology and the integration of it as good as it seems? HIKE or HYPE? (Technology serves to hike academic standards or just a hype?)

61. College Writing Online Creating an Advisory Board to Plan a New Technology Product

62. Challenges of wider world composition  Student preparation (variety of levels)  Instructor preparation (especially adjuncts and TA’s)  Need for more writing practice  Need for more guided instruction  Student motivation  How to assess student progress

63. Challenges to Product Development  Pressure to rush to market  Need for more pre-publication testing  Need for more student review  Difficulty in keeping it simple  Focusing on the crucial requirements

64. English Technology Generations  InSite  Failed Project  Enhanced InSite (completion July ’09)  Where I am now  Next Generation Project

65. Advisory Board Tasks  Learn Current Product by Doing Assignments (in advance)  Exchange Views (in advance and on June 12)  Evaluate Current Product (both)  Propose Next Generation Requirements (June 12 and beyond)  Evaluate and Prioritize Requirement Proposals (June 12 and beyond)

66. Advisory Board Makeup  Writing Professors (5)  Graduate TA’s (2)  Undergraduate Students (6)  Media Editors (3)  English Editors (2)  Marketing Managers (2)  Usability Consultant (1)

67. Class “Composition 101” Assignments

68. 2 nd Assignment: Poetry Essay

69. QuickMark Rubrics Allow for Ease of Grade Marking

70. QuickMarks are Embedded and Can Be Customized

71. eBook Opens from Link in QuickMark

72. Plagiarism Detection at the Click of a Button

74. The Workbook is also Available for Assignments

75. Peer Review Allows Management of Paper Exchange

76. Next Generation Requirements Automated Essay Grading – the case in favor  Proven reliability to match human graders  Instructors welcome the relief from from grading pressures  A computer can “look” for more things in a text at one time than a human  More feedback for students

77. Next Generation Requirements Automated Essay Grading – the case against  CCCC’s position statement (2005)  Computers can’t understand nuance of language  Computers can be “fooled”

78. Next Generation Requirements Automated Essay Grading – Questions  What do students think?  Can it be used instructionally (and not only for assessment)?  Are the costs practical?  What program is right?

79. Throughlines  What are the possibilities of this group?  What is technology best at?  Can a machine teach writing?

80. Generative topics  What makes the best composition assignment?  Grammar remediation  Marking a paper - what kinds of comments facilitate learning?

81. Open Questions  Students board members – should they be freshmen, students who have completed the course recently, juniors/seniors?  Should administrators be included?