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- links (with thumbnails of the linked site!),
- documents (with thumbnails of the document!),
- video from webcam (though I haven't gotten it to work yet)
So, it's pretty cool, and I can imagine it being used to showcase — all in one spot — a collaborative collection of current links related to whatever course content is being discussed in class.
And, in my ongoing effort to Embed All The Things, it was a no-brainer to make a widget (simple iFrame) in Desire2Learn, and put it on the homepage for my Fall Wisconsin Experience Seminar class.
I want more ideas. Please add them here:
I was looking for a solution to problem: "how can I get my students to collaboratively read a PDF?" (for PDFs that are text-based, it's easy to import them to Google Docs and have them read and annotate them there, but image-based PDFs don't convert very well).
Enter Crocodoc. It turns out that Crocodoc Personal lets one do this quite elegantly, even when linked ("Add Quicklink") as content in Desire2Learn.
Though a tiny bit trickier, it's pretty easy to embed the document as an iframe as well.
There are a number of other uses for this that I can imagine:
- Art History images: have students claim one portion of an image and research it
- Burning Questions: After reading, highlight the most confusing part and add your question as a note
- Embed it in Piazza for group discussions
Add your own ideas in the comments (or on the document itself! Go ahead and mark this document up...
This semester, I'm teaching a "tech-enhanced" first year experience class at UW-Madison. Part of it will include collaborative work in Google Docs. But I'd like to make collaboration mean more than "let's be nice and help each other by agreeing with each other" — so I'm going to try to facilitate practicing academic discourse skills in Google Docs by having the students take on roles. Here's how I'm explaining it in the syllabus.
For the four weeks when we have articles and handouts to read (other than the book), You will contribute to a whole-class collaborative Google Doc of passionate reactions to the readings — with a twist. For each reading, you will take on a different reactive role:
Protagonist: supports the author's arguments with additional sources and citations
Antagonist: counters the author's arguments with additional sources and citations
Mediator: tries to mediate the arguments on either side through a third way — with additional sources and citations
Troll: Insults everyone — with links to additional (not-too-offensive) memes
I hope it’s an interesting way to get you to think and communicate critically about the readings and as a way to help you
- hone your information literacy skills
- learn to argue academically, with support and citations
- thicken your skin in academic arguments, and
- discern between academic arguments and troll attacks
I also hope that you understand the playful performative spirit of this — one of you is supposed to be a jerk (Troll) each week. Dig deep. The others should take the comments of the troll with a huge grain of salt, and actually encourage them to be more trollish (it's hard for nice people to insult others without good reason). By taking on each role each, I hope you will see both academic and non-academic discourse played out, and feel the frustration (even tho it’s fun) of trolls and out-of-context responses. Roles will shift each reading so everyone gets a chance to play each role. Please take this seriously, even though it’s playful. I expect thoughtful, well-researched responses (unless you’re a troll, but even then surprise me with your skills!) The best discussions will go back and forth for a bit. For the first week, we will randomly assign roles, then rotate to the next in the list for each reading. So everyone will get a chance to play each role.
How are you using Twitter for teaching and learning? This fall I am teaching a tech-enhanced Wisconsin Experience (#wiexp) seminar, and Twitter sort of embodies "tech-enhanced" (in a disembodied way), so I'm going to require that they open a twitter account, and each week we’ll be using it (with hashtags) to share things.
The idea behind this is to get you to explore and share. We learn new stuff every day that helps us get through our days more comfortably, more efficiently, and more effectively. Instead of filing those tricks and tips away privately, share them — along with any relevant links or photos — with your classmates (and learn from their tricks and tips!) through a Wisconsin Experience seminar hashtag (#wiexp), which I’ll stream on our D2L course page. Use some of these starting hashtags (along with #wiexp), or add your own!
#study: hints on study habits, quiet or cool places to study, tricks like collaborative note taking, etc.
#food: cool places to eat, terrible places to eat, ways to skip eating, rate your foodspots.
#shortcuts: how to navigate more effectively through campus or through campus bureaucracy.
#Q: things you wish you knew the answer to, or wish you knew sooner than you did (the idea is that if you have the question, others probably do too.)
?? Others?: anything can be a hashtag; please come up with other categories that I may have missed! The feed #wiexp will show up on the course D2L (L@UW) page, similar to the image, so they'll get a chance to see what others have posted. And hopefully, they'll be seeing it on their own twitter client. Thoughts?
Do you know of a visionary manager with expertise in the field of distance education? Or do you know of a great instructor who doesn't merely teach online, but can teach *how* to teach online? Please share these two opportunities to shape the field of distance pedagogy around the world:
"Distance Education and Professional Development" Program Area Director
Online Instructor & Program Manager
More info about the program itself:
Monday, December 9 - 8:30am - 4:00pm
Thursday, December 12 - 1:00pm - 2:30pm
Monday, December 16 - 11:30am - 1:00pm
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