University of Central Florida Institute for Simulation & Training (IST) is an internationally recognized research institute that focuses on advancing modeling and simulation technology and increasing our understanding of simulation's role in training and education. http://www.ist.ucf.edu/index.htm
We would greatly appreciate participation in our ongoing efforts to enhance learning. If you would like to participate please choose a link from the list below and fill out the appropriate information. http://instructional-technology.info/ist/studies/
If you have any questions please contact us at: aquire.ucf@gmail.com
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Monday, April 25, 2011
Monday, July 12, 2010
chapter notes and study guide
My notes are in the form of questions. This is to get you to think about what you are reading and look for important points - the answers to the questions. These are intended to guide your learning.
Your personal notes can be a summary of the text if that is what works for you.
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Your personal notes can be a summary of the text if that is what works for you.
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Saturday, July 10, 2010
Predicting consequences
There has been lots of discussion and some misunderstanding about predicting consequences. There is a difference between "predicting the future" and "predicting consequences".
Consequences - if this happens, then that might/should happen. It is about thinking ahead. Sometimes simple actions have important and often unintended consequences - good or bad.
In one student's example - predicting a car accident (a future event) is impossible. But if I am in a minor fender-bender car accident (both cars drivable), I need to check that no one was hurt, get to the side of the road safely and exchange driver, car and insurance information, and notify my insurance company. There are serious consequences for failing to do all of these things. All drivers should know this and be able to "predict the consequences" of their actions.
Would this keep you from driving? Probably not, but you understand that it is a possibility - there are consequences. If you never think about being in a car accident, you would have no idea what to do in that situation.
Thinking about the consequences does not mean you won't do something - just that you thought about it and made an informed decision. In fact, you may be encouraged to try new things as you see that the reward outweigh the risks so go ahead and just do it! That's the difference, and that's the point.
Consequences - if this happens, then that might/should happen. It is about thinking ahead. Sometimes simple actions have important and often unintended consequences - good or bad.
In one student's example - predicting a car accident (a future event) is impossible. But if I am in a minor fender-bender car accident (both cars drivable), I need to check that no one was hurt, get to the side of the road safely and exchange driver, car and insurance information, and notify my insurance company. There are serious consequences for failing to do all of these things. All drivers should know this and be able to "predict the consequences" of their actions.
Would this keep you from driving? Probably not, but you understand that it is a possibility - there are consequences. If you never think about being in a car accident, you would have no idea what to do in that situation.
Thinking about the consequences does not mean you won't do something - just that you thought about it and made an informed decision. In fact, you may be encouraged to try new things as you see that the reward outweigh the risks so go ahead and just do it! That's the difference, and that's the point.
Saturday, July 3, 2010
discussion grading
Discussions have morphed from a course add-on to a major component of the course communication. Some discussion topics are "assignments" posted to the discussions so there is more visibility for your work and an opportunity for class discussion about important topics that are highlighted in your work.
There are multiple discussion topics within the Discussion forum for each module in the course. Your discussion participation grade for the week is the sum of the individual topic posting grades.
Each week, there are points for the quantity and quality of your posts. If you have participated in all the discussions as outlined in the Assignments, and your posts are on-time, thoughtful, and expressed in college level writing, your discussion participation grade for the week will be recorded as the maximum for the week's discussion participation.
As there are several ways to gain and deduct points, your total may be greater than the maximum, but you can't get more than the maximum. You will not get full points for any of the following reasons.
There are multiple discussion topics within the Discussion forum for each module in the course. Your discussion participation grade for the week is the sum of the individual topic posting grades.
Each week, there are points for the quantity and quality of your posts. If you have participated in all the discussions as outlined in the Assignments, and your posts are on-time, thoughtful, and expressed in college level writing, your discussion participation grade for the week will be recorded as the maximum for the week's discussion participation.
As there are several ways to gain and deduct points, your total may be greater than the maximum, but you can't get more than the maximum. You will not get full points for any of the following reasons.
- You do not include all the required elements
- There are significant writing problems
- The submissions are late
- For example - if there are 4 topics in the forum and the total for the forum is 10, each discussion topic maximum may be 1-5 depending on the amount of work. If you contribute to all the topics you might have 3/10, 2/10, 4/10, and 3/10, the sum is 12 but your grade total for the forum will be 10/10 - the maximum.
Wednesday, June 30, 2010
Online teamwork
A student brought up the subject of groups and team work. In CIS2 we have a couple of group projects. As this is an online class with NO on-campus meetings, everyone is encouraged to complete the projects online - yes, this can be more difficult and time consuming. However, that's the point.
The world is changing and being able to work collaboratively online is a big challenge. So it is appropriate that you have an opportunity to learn these important life skills in this class.
The world is changing and being able to work collaboratively online is a big challenge. So it is appropriate that you have an opportunity to learn these important life skills in this class.
Quizzes - Submit all and finish
Some of you should be wondering why you don't have a grade for the Chapter 1 review quiz.
Catalyst allows you to submit answers for individual questions and save your answers without completing the quiz or submitting it for grading. This is a nice feature but...
In order for you quiz to be graded - either manually by me if it contains "essay" questions or automatically by Catalyst, you MUST submit the quiz for grading by clicking the "Submit all and finish" button at the end of the quiz.
If you do not click the "Submit all and finish" the quiz remains in the "open" status - you can answer the questions or change your answers if you wish.
Catalyst allows you to submit answers for individual questions and save your answers without completing the quiz or submitting it for grading. This is a nice feature but...
In order for you quiz to be graded - either manually by me if it contains "essay" questions or automatically by Catalyst, you MUST submit the quiz for grading by clicking the "Submit all and finish" button at the end of the quiz.
If you do not click the "Submit all and finish" the quiz remains in the "open" status - you can answer the questions or change your answers if you wish.
Monday, June 28, 2010
10m Summer 2010 : Welcome to CIS2!
Welcome to CIS2!
It is nice to see that you are here bright and early on the first day of the Summer semester. That is great because we will be moving very quickly through all the information in only 6 weeks.
Please read through all of the introductory material - links in the top section of the CIS2 main page. Then start on the activities outlined for the first topic - Introductions.
Look at your Profile - in the left Navigation menu. The settings for controlling emails from CIS2 are located there. This is where you determine how much information comes to you by email from the course.
If you have any questions, please ask. You can post your questions to the Questions forum or use the internal email within Catalyst or regular email to contact me directly.
I am looking forward to working with you and your classmates for this action-packed 6-week session.
All the best,
..vt
It is nice to see that you are here bright and early on the first day of the Summer semester. That is great because we will be moving very quickly through all the information in only 6 weeks.
Please read through all of the introductory material - links in the top section of the CIS2 main page. Then start on the activities outlined for the first topic - Introductions.
Look at your Profile - in the left Navigation menu. The settings for controlling emails from CIS2 are located there. This is where you determine how much information comes to you by email from the course.
If you have any questions, please ask. You can post your questions to the Questions forum or use the internal email within Catalyst or regular email to contact me directly.
I am looking forward to working with you and your classmates for this action-packed 6-week session.
All the best,
..vt
Friday, March 26, 2010
changes
- add mini group project - plan, schedule, communicate, collaborate, deliverable - low stakes, fun activity - WE scavenger hunt and pick best 3 OERs
- rethink scenarios - process, products
- community service learning - extend personal choice options
- change open textbook review activity - move to Catalyst discussion
- Millennials quiz http://pewresearch.org/millennials/quiz/index.php
- Taking a close look at Facebook http://brasschecktv.com/page/603.html Somewhat alarmist but a reminder about the potential for good and evil
Monday, March 15, 2010
Final project process
The final project is about process - actually using collaborative technology in a scenario that represents the real world (society).
You can read about this and do any number of individual projects, but you won't have first hand experience (good or bad) with the essential theme of the course if you don't participate.
All the projects this semester went reasonably well. Not all go as smoothly, but the experience is important regardless. Once the final projects are completed and you do the peer reviews, I hope that you will see the value of the project process and its applicability beyond the scope of this course.
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You can read about this and do any number of individual projects, but you won't have first hand experience (good or bad) with the essential theme of the course if you don't participate.
All the projects this semester went reasonably well. Not all go as smoothly, but the experience is important regardless. Once the final projects are completed and you do the peer reviews, I hope that you will see the value of the project process and its applicability beyond the scope of this course.
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11. Peer Review and Wrap-up
The Final Projects were well done. The "clients" - WikiEducators from around the world will be viewing your work!
We are coming to the end of the semester. The last assignments provide an opportunity to review the work of the other groups. There is also a chance to take some time to think about what you have learned in the class, as well.
Please review your grades. I will be grading past dues assignment until 11:30pm Tuesday.
It has been a great class. I really appreciate all your contributions to the discussions and the projects.
All the best,
.
We are coming to the end of the semester. The last assignments provide an opportunity to review the work of the other groups. There is also a chance to take some time to think about what you have learned in the class, as well.
Please review your grades. I will be grading past dues assignment until 11:30pm Tuesday.
It has been a great class. I really appreciate all your contributions to the discussions and the projects.
All the best,
.
Monday, March 8, 2010
10. Final Project
For the Final Project, you should now be working collaboratively in small groups to research and create a final presentation. Planning is essential - you need an outline, a project schedule and assignment of roles and responsibilities.
Working collaboratively at a distance is challenging. This project is intended to give you an opportunity to use skills and technology to work through the process to produce a web-delivered presentation that demonstrates application of technology and computers to a social task. That is the course objective. We have been working up to this throughout the semester.
Scenario: You work for Global Public Relations Inc. WikiEducator.org is your client.
Working collaboratively at a distance is challenging. This project is intended to give you an opportunity to use skills and technology to work through the process to produce a web-delivered presentation that demonstrates application of technology and computers to a social task. That is the course objective. We have been working up to this throughout the semester.
Scenario: You work for Global Public Relations Inc. WikiEducator.org is your client.
- research and develop a wiki page outlining work on the WikiEducator global initiatives and provide examples of projects that are addressing the initiatives. These examples should include a range of projects by governments, non-profits and individuals that show work done and progress. Try to include examples can be adapted for use in other locations with similar needs.
- worldwide promotion of the WikiEducator awareness program. Your page should be informative and interesting as well as factual. You are promoting the projects that are underway and encouraging others to see the value of the work and join in.
- Recommendations - list things that the client, WikiEducator.org can do to help promoting and recruiting - if these existed, your PR job would be easier.
- Strategy section - outline the assumptions you made for your presentation - audience, what they want to know. Describe your strategy for encouraging educators in your presentation. What was the thinking behind the presentation?
Saturday, March 6, 2010
Use the wiki
You need to be using the wiki for planning and developing. Two teams have made a start, but by now you should have your project outlines and timelines in the wiki page.
It is important to use the wiki for a couple of reasons.
There are wiki tutorials and help pages available - see project information for links.
If you have specific questions, please ask.
It is important to use the wiki for a couple of reasons.
- You need to practice writing and editing in the wiki - don't leave this until the end. The wiki is a tool and it takes a bit of getting used to. New this semester - the rich text editor. It was just installed in WikiEducator and it is a big help.
- Get used to working together on the same document - this is collaborative writing. Once you get some experience, the project really improves dramatically - that is why we are doing this.
- Staying organized using the wiki is much easier - no lost documents, no confusion over the current status of the work. It is all right there to see and work on.
There are wiki tutorials and help pages available - see project information for links.
If you have specific questions, please ask.
Wednesday, March 3, 2010
WikiEducator
if a wikieducator page (and its links) is suitable as a kind of classroom website, where uploading material about courses
and resources for other classrooms and teachers as well
if so, where can i find examples of other WE pages for this goal ?
Absolutely -- uploading material and resources for
classrooms and teachers is what WikiEducator is all about -- we're a
community of Educators around the world who are committed to sharing
knowledge and teaching materials freely.
Our only requirement is that the teaching materials we create and upload
must be licensed under a free content license (for example Creative Commons
Attribution or Sharealike licenses.
There are a number of schools starting to create portal pages for uploading
and sharing their teaching materials. Consider for example
- Warrington Primary is an inspirational example of a primary school here
in New Zealand who are dedicated to open education -- see:
http://wikieducator.org/Warrington_School
- Ort Gutman High School in Israel are working on a few OER projects see:
http://wikieducator.org/Ort_Gutman_High_School
- St Michaels College in Vermont run the Biology for Elementary Schools
Project see: http://wikieducator.org/Biology_in_elementary_schools
- There are country initiatives aimed at developing national repositories
of free content, see for example New Zealand (
http://wikieducator.org/OERNZ ), Uganda (http://wikieducator.org/OERUG),
India (http://wikieducator.org/India), Israel (
http://wikieducator.org/Israel)
We can help you -- the OER Foundation provides free training for educators
around the world who want to learn how to do this. We offer at least one
free online training workshop every month under the Learning4Content project
(see: http://wikieducator.org/L4C) . Feel free to sign up and tell your
friends and colleagues about our free training opportunities.
Cheers
Wayne
and resources for other classrooms and teachers as well
if so, where can i find examples of other WE pages for this goal ?
Absolutely -- uploading material and resources for
classrooms and teachers is what WikiEducator is all about -- we're a
community of Educators around the world who are committed to sharing
knowledge and teaching materials freely.
Our only requirement is that the teaching materials we create and upload
must be licensed under a free content license (for example Creative Commons
Attribution or Sharealike licenses.
There are a number of schools starting to create portal pages for uploading
and sharing their teaching materials. Consider for example
- Warrington Primary is an inspirational example of a primary school here
in New Zealand who are dedicated to open education -- see:
http://wikieducator.org/Warrington_School
- Ort Gutman High School in Israel are working on a few OER projects see:
http://wikieducator.org/Ort_Gutman_High_School
- St Michaels College in Vermont run the Biology for Elementary Schools
Project see: http://wikieducator.org/Biology_in_elementary_schools
- There are country initiatives aimed at developing national repositories
of free content, see for example New Zealand (
http://wikieducator.org/OERNZ ), Uganda (http://wikieducator.org/OERUG),
India (http://wikieducator.org/India), Israel (
http://wikieducator.org/Israel)
We can help you -- the OER Foundation provides free training for educators
around the world who want to learn how to do this. We offer at least one
free online training workshop every month under the Learning4Content project
(see: http://wikieducator.org/L4C) . Feel free to sign up and tell your
friends and colleagues about our free training opportunities.
Cheers
Wayne
kick-off ...
How are you funding your operation? Maintenance?
Much of the WikiEducator funding comes from contributions from member institutions. There is some grant support from foundations such as the Hewlett Foundation for specific projects. There is a small paid administrative and technical staff to oversee the work of the hundreds of volunteers responsible for operation and maintenance.
What is your community criteria based on? Is it effective in providing "facts" and valid information?
The WikiEducator community consists of interested educators, academic institutions and educational organizations. The primary basis is the acceptance of developing, collaborating and making content available under Creative Commons Attribution Share-Alike License.
WikiEducator is effective in providing "facts" and valid information because the content is open. Everyone is encouraged to comment and collaborate on information.
Is there any concurrent challenges you are facing right now?
Like any not-for-profit organizations, WikiEducator has big ideas and less money than they would need to do everything. Sustainable funding sources need to be found and expanded. There are many areas of curriculum materials that are being solicited. One way to create more content, is to have more WikiEducators contributing and collaborating, and WikiEducator is working to increase educator participation. Finally, the primary beneficiaries of WikiEducator are learners. There is a significant need to connect millions of learners worldwide with the educational resources available through adoption, re-distibution and re-use of WikiEducator content.
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Much of the WikiEducator funding comes from contributions from member institutions. There is some grant support from foundations such as the Hewlett Foundation for specific projects. There is a small paid administrative and technical staff to oversee the work of the hundreds of volunteers responsible for operation and maintenance.
What is your community criteria based on? Is it effective in providing "facts" and valid information?
The WikiEducator community consists of interested educators, academic institutions and educational organizations. The primary basis is the acceptance of developing, collaborating and making content available under Creative Commons Attribution Share-Alike License.
WikiEducator is effective in providing "facts" and valid information because the content is open. Everyone is encouraged to comment and collaborate on information.
Is there any concurrent challenges you are facing right now?
Like any not-for-profit organizations, WikiEducator has big ideas and less money than they would need to do everything. Sustainable funding sources need to be found and expanded. There are many areas of curriculum materials that are being solicited. One way to create more content, is to have more WikiEducators contributing and collaborating, and WikiEducator is working to increase educator participation. Finally, the primary beneficiaries of WikiEducator are learners. There is a significant need to connect millions of learners worldwide with the educational resources available through adoption, re-distibution and re-use of WikiEducator content.
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Monday, March 1, 2010
9. Professional Ethics and Responsibilities
This week, we will be considering Professional Ethics and Responsibilities.
People who work in the computer field view themselves as professionals. In addition to requiring skills to create communications networks or write programs to control access to sensitive personal information, these people recognize that they have a responsibility for their actions like other professionals in legal and healthcare professions.
They understand that there are ethical issues that they must respect and handle appropriately. Having professional qualifications and a code of ethics are considered by many to be important to safeguard society in a computing environment.
FINAL PROJECT
You and your group should be developing an outline and a timeline for your client presentation wiki page. Everyone in the group should have several tasks to complete - research, writing, reviewing, editing, project management. Work collaboratively is a new experience for everyone.
If you have questions, please ask.
People who work in the computer field view themselves as professionals. In addition to requiring skills to create communications networks or write programs to control access to sensitive personal information, these people recognize that they have a responsibility for their actions like other professionals in legal and healthcare professions.
They understand that there are ethical issues that they must respect and handle appropriately. Having professional qualifications and a code of ethics are considered by many to be important to safeguard society in a computing environment.
FINAL PROJECT
You and your group should be developing an outline and a timeline for your client presentation wiki page. Everyone in the group should have several tasks to complete - research, writing, reviewing, editing, project management. Work collaboratively is a new experience for everyone.
If you have questions, please ask.
Sunday, February 28, 2010
kick-off 3
This is part of the problem for WikiEducator - there are lots of great resources and contributors, but some answers to these questions are difficult to find. That's why WikiEducator needs your help with this project.
Which universities or institutions are currently your major contributors?
Otago Polytechnic, Athabasca Open University, St Michael's College
And countries - India has a significant participation
http://wikieducator.org/India
There are many great individual contributors as well. A few who have received recognition in the User Page Expo are listed
http://wikieducator.org/UPE
What are some of your more popular projects? How about the lesser known?
http://wikieducator.org/Learning4Content - this is a tutorial for using wikis in education
Summary of participants
http://wikieducator.org/Learning4Content/L4C_Online_participation_by_country#Number_of_L4C_Online_Participants_by_Region_and_Gender
http://wikieducator.org/Open_Educational_Content
http://wikieducator.org/Special:PopularPages
http://wikieducator.org/Initiatives
Is there any statistical data of how many unique visitors come to the site?
There is a wonderful reference page that automatically records all the WikiEducator statistics
http://wikieducator.org/Special:Statistics
Which universities or institutions are currently your major contributors?
Otago Polytechnic, Athabasca Open University, St Michael's College
And countries - India has a significant participation
http://wikieducator.org/India
There are many great individual contributors as well. A few who have received recognition in the User Page Expo are listed
http://wikieducator.org/UPE
What are some of your more popular projects? How about the lesser known?
http://wikieducator.org/Learning4Content - this is a tutorial for using wikis in education
Summary of participants
http://wikieducator.org/Learning4Content/L4C_Online_participation_by_country#Number_of_L4C_Online_Participants_by_Region_and_Gender
http://wikieducator.org/Open_Educational_Content
http://wikieducator.org/Special:PopularPages
http://wikieducator.org/Initiatives
Is there any statistical data of how many unique visitors come to the site?
There is a wonderful reference page that automatically records all the WikiEducator statistics
http://wikieducator.org/Special:Statistics
kick-off - 2
How did all this began? What was it that started WikiEducator?
There is a nice history of WikiEducator in Wikipedia
http://en.wikipedia.org/wiki/Wikieducator
Goal: WikiEducator aims to build a thriving and sustainable global community dedicated to the design, development and delivery of free content for learning in realization of a free version of the education curriculum by 2015.
Could it be done before 2015?
Possibly - there have been several recent collaborations established that have significantly increased the breadth of curriculum covered.
Will it really be accomplished by 2015?
Projects like WikiEducator are never really "complete" because there is always more that could be done. Education, teaching and learning, technology are changing rapidly so there are new possibilities that are changing the goal and the deliverables. But that's ok. WikiEducator is very much on the leading edge of this evolution, and that is the objective.
How will WikiEducator spread the word? How will they advertise to get more people aware/interested?
WikiEducator already has a significant community of users who can be reached via email, and various groups. These users are themselves involved in other educational organizations and can help spread the word. Many of the significant leaders in global education who present to broad audiences are including references to WikiEducator and promoting WikiEducator, as well.
It is important to have fresh new promotional information available so that these users and supports have something to say and distribute to potential new users. There are lots of people all over the world who can influence others. But they need to have interesting material to distribute.
That's where you come in. These WikiEducator promotional pages that your groups are creating will be available to everyone for public relations outreach and reference.
There is a nice history of WikiEducator in Wikipedia
http://en.wikipedia.org/wiki/Wikieducator
Goal: WikiEducator aims to build a thriving and sustainable global community dedicated to the design, development and delivery of free content for learning in realization of a free version of the education curriculum by 2015.
Could it be done before 2015?
Possibly - there have been several recent collaborations established that have significantly increased the breadth of curriculum covered.
Will it really be accomplished by 2015?
Projects like WikiEducator are never really "complete" because there is always more that could be done. Education, teaching and learning, technology are changing rapidly so there are new possibilities that are changing the goal and the deliverables. But that's ok. WikiEducator is very much on the leading edge of this evolution, and that is the objective.
How will WikiEducator spread the word? How will they advertise to get more people aware/interested?
WikiEducator already has a significant community of users who can be reached via email, and various groups. These users are themselves involved in other educational organizations and can help spread the word. Many of the significant leaders in global education who present to broad audiences are including references to WikiEducator and promoting WikiEducator, as well.
It is important to have fresh new promotional information available so that these users and supports have something to say and distribute to potential new users. There are lots of people all over the world who can influence others. But they need to have interesting material to distribute.
That's where you come in. These WikiEducator promotional pages that your groups are creating will be available to everyone for public relations outreach and reference.
Friday, February 26, 2010
virtual kick-off meeting
Which colleges and universities do you see as being potential contributors?
What other types of institutions and teaching associations could also be contributors? Do you consider the Wiki Educator community to be mainly for academic instructors or would you consider vocational instructors?
There has always been considerable interest in Vocational programs. Some of the earliest WikiEducator contributors are associated with the vocational programs at Otago Polytechnic. Eg. conference session PCF5:CYP - Open Schools: Expanding access to pre tertiary and vocational education and training
Would WikiEducator be willing to work with other professionals such as librarians? While not strictly educators, Librarians hold masters degrees in library science. It would seem that their specialized knowledge on conducting research for example, might make some interesting and valuable contributions.
Yes, certainly. Librarians are already some of the most innovative WikiEducator users. WikiEducators really appreciate the contributions Librarians make. Librarians are an important educational resource! For example, Wiki as an online presentation tool demonstrated by Meredith Gorran Farkas, a distance education librarian.
Would WikiEducator consider setting up customized pages for potential contributors as templates they can use ? If you know someone’s field of study or expertise, offering them a basic course outline to complete might be helpful.
Yes, there are tools already available for customization. There is a very active technical support group who are ready to help.
Customization for an Institution - Biology Educator Declan' McCabe's pioneering and innovative model to engage student teacher in OER Content Development
Quickstart guide/pedagogical templates are used when authoring teaching content in WikiEducator. A number of templates are predesigned to save you time with more complex layouts Wikieducator tutorial/Pedagogical Templates/Examples
Educators love to teach and share with other educators, Have you considered asking them to contribute? Would WikiEducator consider a targeted mailing of brochures with links where these potential contributors could see examples of the type of material available for them to access and contribute?
What you come up with for this project will the basis for promotions and outreach that WikiEducator has planned in the coming months. We need examples and stories about WikiEducator that will inspire more educators to access WikiEducator, contribute and become active members of our community of practice. That is our goal. We want you to help us achieve it with your creativity.
Tuesday, February 23, 2010
8. Errors, Failures, and Risks
Errors, Failures, and Risks is the topic for this week. There are uses of computers where they have very direct personal implications for our health and safety. Computers have capabilities to apply information according to millions of rules defined by programmers over decades.
What happens when there are conflicts within the rules or data and something goes wrong? Who is responsible for the use and abuse that can result from these relationships and interactions? Lots to think about.
FINAL PROJECT
The final project groups are forming and starting to exchange ideas. In addition to your outline, workout a schedule with checkpoints. This is important for keeping the project on track.
Communicate often. Let everyone know how you are doing. Ask questions.
LATE SUBMISSIONS
Past due assignments will be graded for partial credit. The grading will be done the last week of the quarter.
EXTRA CREDIT
There are several extra credit assignments listed at the bottom of the main CIS2 page. You can complete any of these at anytime during the semester to earn additional points.
What happens when there are conflicts within the rules or data and something goes wrong? Who is responsible for the use and abuse that can result from these relationships and interactions? Lots to think about.
FINAL PROJECT
The final project groups are forming and starting to exchange ideas. In addition to your outline, workout a schedule with checkpoints. This is important for keeping the project on track.
Communicate often. Let everyone know how you are doing. Ask questions.
LATE SUBMISSIONS
Past due assignments will be graded for partial credit. The grading will be done the last week of the quarter.
EXTRA CREDIT
There are several extra credit assignments listed at the bottom of the main CIS2 page. You can complete any of these at anytime during the semester to earn additional points.
Monday, February 22, 2010
important points
What are the main points or ideas you want to be prominent?
- WikiEducator is a resource for educators and a community of practice where educators can learn and share educational materials and teaching skills with other educators. The idea of wikis, online authoring and collaboration, open education, adoption and re-use are new to many educators who would benefit from them. The point is to highlight some of these benefits and showcase the lessons, articles and collaboration available through WikiEducator.
- WikiEducator is currently fulfilling its intended function for a relatively small number of educators. It is now ready to expand to provide the same resources and opportunities to a much broader audience of educators worldwide.
- We hope that your group will come up with new and exciting ways to present WikiEducator, the educational materials and the participating educators. There is a lot of great educational material in WikiEducator. There is training available for educators so they can make use of the wiki for content creation, collaboration and adapting information for their needs. We want to get the word out. We want to attract many more educators to share and benefit. This is active marketing rather than the static "facts" usually associated with About pages.
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