Name of the Tool: Timeglider
URL of the Tool: timeglider.com
Please select the one, primary category for this tool: Productivity Tool
Description: Timeglider is a Web 2.0 tool that allows you to create interactive timelines that can be share in a link. The tool allows you to define event times down to the minute. Events can either be single points in time, or periods of time. You can add descriptions of each event in the timeline, so that when clicked, a window will pop up with the description or information inside. The appearance of the events can be edited. For example, you can make the event label larger or smaller, to reflect the relative importance of the event. You can also change the y axis position of the event, to make appear higher or lower.
What do you need to know before using this tool? Timeglider requires only basic computer skills to use.
What do you need to have before using this tool? Timeglider only requires a web browser and an internet connection to use. To share your timelines, you need a place (e.g. a blog) to put the link to your timeline.
How do you use this tool? See Screenr video: http://youtu.be/kPsGHgU7rGY
An example of an educational resource created with this tool: Here is a link to the Charles Darwin timeline I made with Timeglider: http://timeglider.com/app/viewer.php?uid=line_a28f8a8ae376ae58f3c0f8174ff249d0
A scenario of how you might use this tool in a teaching environment: You could use Timeglider to organize a course schedule that is easy to amend and annotate. As work is completed, notes on what was accomplished on each day could be added. This would potentially help students to retain the material, as well help them to see the over all themes of the course. This tool could also be used by students to complete an assignment that requires them to put historical events into a timeline.
What are the advantages and disadvantages of using this tool in a teaching environment? This would be very useful for creating timelines of historical events, including marking events down to the minute. That could be useful for, say, chronicling what happened during the Cuban Missle Crisis or the day Lincoln was assasinated.
There is a bit of a learning curve to using the tool. The main difficulty that I had was that I could not figure out why my events were disappearing, but it was because they were shrinking to nothing when I zoomed out. Once students understand how to adjust the important (i.e. size) of events they should not have much trouble using it.
I found the tool to be a little clumsy when working with very long time scales, like the Campbrian Explosion half a billion years ago. Timeglider works best with events with events that occured on calender days in recorded history.
I was curious whether the days that were lost in October 1582 when the Gregorian Calender was first adopted were in the timeline. They were, which actually makes sense, given that the new calender was universally adopted at that time, so those dates are valid for some places.
Would you recommend this Web 2.0 tool to others, or suggest that they explore a different tool? I would recommend it for a history course. If I wanted to make timelines of nature history (e.g. millions or billions of years ago), I think I would try to find a different tool.
Friday, July 27, 2012
Thursday, July 26, 2012
End of Course post
This linked course is a survey course, which means that we cover a lot of subjects in
a small amount of detail. We're not becoming experts in any one tool, but rather
becoming familiar with a wide range of tools. This is a useful approach, since most of
us will not be using most of these tools. Even the tools we do use will be obsolete in
some number of years. The most important thing we have learned is an approach to how to
use tools (Web 2.0 or otherwise). Although the tools may become obsolete, the
innovation in the way we use them has lasting value.
I really appreciate the format of the classes I have had with Dr. McNeil and Dr. Robin,
particularly the use of forums to stimulate class discussions, critical thinking, and teamwork.
I regret that I was not able to participate as much as I should have this semester.
In my classes I teach at HCC, I am trying to replicate this constructivist discussion format in the classes I teach.
It has not been terribly successful yet, but but I'll have more time to work on this when I graduate.
a small amount of detail. We're not becoming experts in any one tool, but rather
becoming familiar with a wide range of tools. This is a useful approach, since most of
us will not be using most of these tools. Even the tools we do use will be obsolete in
some number of years. The most important thing we have learned is an approach to how to
use tools (Web 2.0 or otherwise). Although the tools may become obsolete, the
innovation in the way we use them has lasting value.
I really appreciate the format of the classes I have had with Dr. McNeil and Dr. Robin,
particularly the use of forums to stimulate class discussions, critical thinking, and teamwork.
I regret that I was not able to participate as much as I should have this semester.
In my classes I teach at HCC, I am trying to replicate this constructivist discussion format in the classes I teach.
It has not been terribly successful yet, but but I'll have more time to work on this when I graduate.
Review of Web 2.0 Tool (Module 5): StumbleUpon
Name of tool: StumbleUpon
URL of the Tool: www.stumbleupon.com
Category of tool: Networking
Description: StumbleUpon is a Web 2.0 search engine. It is Web 2.0 because StumbleUpon's search algorithms are based on the user's profile, and on the user's interactions with other users. StumbleUpon can simply be used to find interesting websites, but it also enables users to recommend sites to be included in the StumbleUpon database, and to write reviews and share interesting websites with friends. The ability of "Stumblers" to give feedback on a webpage helps other Stumblers to navigate to webpages they are interested in.
Trial run:
I first tried stumbling with no search term, so the search was just based on my profile. I got the following results:
An emergency and disaster information service
Poster of Bertrand Russell with a quote.
What to do if you are first to make alien contact.
Why did the chicken cross the road? Answered by different philosophers
A poster of a Star Wars AT-AT (Imperial walker) telling an AT-ST (smaller walker) that it is its father.
I then tried a more specific, academic search. I used the keywords "hardy weinberg"
(a population genetics therorem). To see what useful, academic resources I could find, and I got:
Practice problems from the University of Texas (useful)
The wikipedia article on Hardy Weinberg (I didn't need help finding that!)
A webpage on this topic by Judith Stanhope of the Woodrow Wilson Biology Institute (useful)
Ask.com page on Hardy-Weinberg (another webpage I didn't need help finding)
A webpage with practice problems from Ohio State University (useful)
Then just to compare the academic search to a popular culture search, I searched using the keyword "superman" and got:
A painting of superman
A review of the comic book, Superman: War of the Supermen #1
Tips on how to play a Batman themed computer game
Video trailer of Superman vs. The Elite, a new animated movie
blog article on influence of Superman: Secret Origin comics series on the upcoming live action movie.
What do you need to know before using this tool? StumbleUpon is a very simple search engine. You don't even have to enter a keyword to search for if you have completed a profile indicating your interests.
What do you need to have before using this tool? StumbleUpon only requires an internet browser and a web connection.
How do you use this tool?
1. Create a login and password, or sign in through Facebook.
2. StumbleUpon will require you to choose a minimum number of interestes from a list, including such subjects and Philosophy, Science Fiction, Movies, etc.
3. Then you click the "Stumble!" button and a website related to the interests you indicated in your profile will appear within the StumbleUpon webpage.
4. If you wish, you can click that you like or dislike the page. You can also share it with others via Facebook, Twitter, or LinkedIn. Finally, you can post comments on the webpage for other "Stumblers" to see.
5. Whenever you wish, you can click "Stumble!" to look at another website. You past activity influences what websites StumbleUpon selects to present to you.
Example of an educational resource created with this tool: I found a webpage called The Scale of the Universe http://htwins.net/scale2/ that I thought was amazing, and very educational. I shared it on my Facebook account. I am not sure if it worked since I do not see it.
Please describe a scenario of how you might use this tool in a teaching environment: One possibility for using StumbleUpon in class would be to use it as a way to find interesting topics for students to cover in paper, presentation, poster, etc. I think that StumbleUpon would be best as a starting point for research, but to really seriously research a topic would require other tools, like Google or library databases.
What are the advantages and disadvantages of using this tool in a teaching environment? I have a difficult time imagining StumbleUpon being very useful for a structured class assignment, unless the task is just to use StumbleUpon and report on what you learned (which would not be a bad thing). I think it is an excellent tool for a self-motivated learner to learn more about topics they are interested in (or possibly to waste time).
Would you recommend this Web 2.0 tool to others, or suggest that they explore a different tool?
This is a tough question that I went back and forth on. I was going to say this was fun but not very academically useful. However, I think StumbleUpon is useful in that the search process itself would engage a student's curiosity better than most or all other serach engines. This could be really valuable to opening up a student's mind, even if the searches are a bit more wild and scattershot. One word of caution: I had my StumbleUpon profile set to filter out R and X rated content, but I still got some result that might be offensive to some, and could be a problem with underage students. The main example I can give is that when I searched for "centipede," my second stumble was a very raunchy, profanity-filled, scatological video parody of the movie "The Human Centipede." So, if possibly exposing students to material of that nature is a problem, you might want to avoid StumbleUpon.
URL of the Tool: www.stumbleupon.com
Category of tool: Networking
Description: StumbleUpon is a Web 2.0 search engine. It is Web 2.0 because StumbleUpon's search algorithms are based on the user's profile, and on the user's interactions with other users. StumbleUpon can simply be used to find interesting websites, but it also enables users to recommend sites to be included in the StumbleUpon database, and to write reviews and share interesting websites with friends. The ability of "Stumblers" to give feedback on a webpage helps other Stumblers to navigate to webpages they are interested in.
Trial run:
I first tried stumbling with no search term, so the search was just based on my profile. I got the following results:
An emergency and disaster information service
Poster of Bertrand Russell with a quote.
What to do if you are first to make alien contact.
Why did the chicken cross the road? Answered by different philosophers
A poster of a Star Wars AT-AT (Imperial walker) telling an AT-ST (smaller walker) that it is its father.
I then tried a more specific, academic search. I used the keywords "hardy weinberg"
(a population genetics therorem). To see what useful, academic resources I could find, and I got:
Practice problems from the University of Texas (useful)
The wikipedia article on Hardy Weinberg (I didn't need help finding that!)
A webpage on this topic by Judith Stanhope of the Woodrow Wilson Biology Institute (useful)
Ask.com page on Hardy-Weinberg (another webpage I didn't need help finding)
A webpage with practice problems from Ohio State University (useful)
Then just to compare the academic search to a popular culture search, I searched using the keyword "superman" and got:
A painting of superman
A review of the comic book, Superman: War of the Supermen #1
Tips on how to play a Batman themed computer game
Video trailer of Superman vs. The Elite, a new animated movie
blog article on influence of Superman: Secret Origin comics series on the upcoming live action movie.
What do you need to know before using this tool? StumbleUpon is a very simple search engine. You don't even have to enter a keyword to search for if you have completed a profile indicating your interests.
What do you need to have before using this tool? StumbleUpon only requires an internet browser and a web connection.
How do you use this tool?
1. Create a login and password, or sign in through Facebook.
2. StumbleUpon will require you to choose a minimum number of interestes from a list, including such subjects and Philosophy, Science Fiction, Movies, etc.
3. Then you click the "Stumble!" button and a website related to the interests you indicated in your profile will appear within the StumbleUpon webpage.
4. If you wish, you can click that you like or dislike the page. You can also share it with others via Facebook, Twitter, or LinkedIn. Finally, you can post comments on the webpage for other "Stumblers" to see.
5. Whenever you wish, you can click "Stumble!" to look at another website. You past activity influences what websites StumbleUpon selects to present to you.
Example of an educational resource created with this tool: I found a webpage called The Scale of the Universe http://htwins.net/scale2/ that I thought was amazing, and very educational. I shared it on my Facebook account. I am not sure if it worked since I do not see it.
Please describe a scenario of how you might use this tool in a teaching environment: One possibility for using StumbleUpon in class would be to use it as a way to find interesting topics for students to cover in paper, presentation, poster, etc. I think that StumbleUpon would be best as a starting point for research, but to really seriously research a topic would require other tools, like Google or library databases.
What are the advantages and disadvantages of using this tool in a teaching environment? I have a difficult time imagining StumbleUpon being very useful for a structured class assignment, unless the task is just to use StumbleUpon and report on what you learned (which would not be a bad thing). I think it is an excellent tool for a self-motivated learner to learn more about topics they are interested in (or possibly to waste time).
Would you recommend this Web 2.0 tool to others, or suggest that they explore a different tool?
This is a tough question that I went back and forth on. I was going to say this was fun but not very academically useful. However, I think StumbleUpon is useful in that the search process itself would engage a student's curiosity better than most or all other serach engines. This could be really valuable to opening up a student's mind, even if the searches are a bit more wild and scattershot. One word of caution: I had my StumbleUpon profile set to filter out R and X rated content, but I still got some result that might be offensive to some, and could be a problem with underage students. The main example I can give is that when I searched for "centipede," my second stumble was a very raunchy, profanity-filled, scatological video parody of the movie "The Human Centipede." So, if possibly exposing students to material of that nature is a problem, you might want to avoid StumbleUpon.
Monday, July 23, 2012
Saturday, July 21, 2012
Review of Scribd: Module 2 Web 2.0 Tool review
Name of tool: Scribd
URL of tool: www.scribd.com.
Category of tool: Creativity
Description: Scribd describes itself as "the largest book club on the planet." The tool seems to do have two central features. First, it allows creators of original content to publish It is a platform on which users can publish their original writing in a web document format that allows it to be shared online and on mobile devices as well as be picked up by search engines. Secondly, Scribd is a social networking site, where user can interact is discussing their favorite works of writing. Scribd allows users to share their favorites and comments on Facebook and Twitter. Scribd
I briefly discuss some of Scribd's features and virtues in this Voicethread:
http://voicethread.com/share/3258966/
What do you need to know before using this tool? To make effective use of this tool,
it probably helps to be fluent in using social networking cites like Facebook. I am not experienced with social media and it actually makes using Scribd quite challenging. I viewed a comic book created by American and Syrian students called "Silver Scorpion." After checking off the Facebook box I clicked "Readcast," which I think is supposed to let all me Facebook friends know that I read the comic. However, I do not see it on my Facebook page. I am very inexperienced with Facebook so it is possible I have missed something.
What do you need to have before using this tool? For just browsing the content and commenting, all you would need is a web browser and an internet connection. To contribute content you would need at least a word proceesing program like Word, and ideally you would be able to convert your created file into PDF format.
How do you use this tool?
There are different ways to use this tool. For simply browsing the works and commenting, you would log in (using Facebook, Twitter, or a login/password registered with Scribd). You can search using keywords or browse by subjects and sub categories.
To upload your own creations to Scribd, you simply click the "Upload" button which is at the top of the page just to the right of the Scribd logo. You are given of choice to upload from your computer, from Google Docs, or to type in text directly. I uploaded a PowerPoint presentation I did for another class and it was very easy.
Using this tool in a teaching scenario: There are many classic works available in Scribd that could be read and commented upon by students.
Another possiblity would be for teachers to assign students to research a topic in Scribd by finding writings relevant to a particular topic, and then adding them to a collection for the whole class to see. For example, an English teacher might say "Find a story written in the first person point of view." Then the student could search Scribd for such stories, add them to a collection where the other students could see them and comment on them. For example, students could comment on whether first person was a good choice for the particular story.
The most exciting educational possiblity would be to have students create their own works, in whatever subject, and publish them on Scribd. I think this would be a great tool for developing student creativity. It would be expecially appropriate for a creative writing or visual art class, but could be used in almost any class.
What are the advantages of using this tool in a teaching environment? I believe students may have creative impulses, but are perhaps inhibited in expressing them. The social environment within Scribd, where many people are posting creative works of whatever they are inspired to create would seem to be good for encouraging students to be creative, and to gain an awareness of what is possible.
What are the disadvantages of using this tool in a teaching environment? Scribd offers a world of resources on a many, many topics from all those who contribute to it. Scribd is a social media application, and in a K-12 enviroment there could be problems with students getting off task by following links that are off task.
It is also a social networking site and this would mean underage students would need some oversight when using it.
URL of tool: www.scribd.com.
Category of tool: Creativity
Description: Scribd describes itself as "the largest book club on the planet." The tool seems to do have two central features. First, it allows creators of original content to publish It is a platform on which users can publish their original writing in a web document format that allows it to be shared online and on mobile devices as well as be picked up by search engines. Secondly, Scribd is a social networking site, where user can interact is discussing their favorite works of writing. Scribd allows users to share their favorites and comments on Facebook and Twitter. Scribd
I briefly discuss some of Scribd's features and virtues in this Voicethread:
http://voicethread.com/share/3258966/
What do you need to know before using this tool? To make effective use of this tool,
it probably helps to be fluent in using social networking cites like Facebook. I am not experienced with social media and it actually makes using Scribd quite challenging. I viewed a comic book created by American and Syrian students called "Silver Scorpion." After checking off the Facebook box I clicked "Readcast," which I think is supposed to let all me Facebook friends know that I read the comic. However, I do not see it on my Facebook page. I am very inexperienced with Facebook so it is possible I have missed something.
What do you need to have before using this tool? For just browsing the content and commenting, all you would need is a web browser and an internet connection. To contribute content you would need at least a word proceesing program like Word, and ideally you would be able to convert your created file into PDF format.
How do you use this tool?
There are different ways to use this tool. For simply browsing the works and commenting, you would log in (using Facebook, Twitter, or a login/password registered with Scribd). You can search using keywords or browse by subjects and sub categories.
To upload your own creations to Scribd, you simply click the "Upload" button which is at the top of the page just to the right of the Scribd logo. You are given of choice to upload from your computer, from Google Docs, or to type in text directly. I uploaded a PowerPoint presentation I did for another class and it was very easy.
Using this tool in a teaching scenario: There are many classic works available in Scribd that could be read and commented upon by students.
Another possiblity would be for teachers to assign students to research a topic in Scribd by finding writings relevant to a particular topic, and then adding them to a collection for the whole class to see. For example, an English teacher might say "Find a story written in the first person point of view." Then the student could search Scribd for such stories, add them to a collection where the other students could see them and comment on them. For example, students could comment on whether first person was a good choice for the particular story.
The most exciting educational possiblity would be to have students create their own works, in whatever subject, and publish them on Scribd. I think this would be a great tool for developing student creativity. It would be expecially appropriate for a creative writing or visual art class, but could be used in almost any class.
What are the advantages of using this tool in a teaching environment? I believe students may have creative impulses, but are perhaps inhibited in expressing them. The social environment within Scribd, where many people are posting creative works of whatever they are inspired to create would seem to be good for encouraging students to be creative, and to gain an awareness of what is possible.
What are the disadvantages of using this tool in a teaching environment? Scribd offers a world of resources on a many, many topics from all those who contribute to it. Scribd is a social media application, and in a K-12 enviroment there could be problems with students getting off task by following links that are off task.
It is also a social networking site and this would mean underage students would need some oversight when using it.
Friday, July 20, 2012
Review of Vyew (Module 1 Web 2.0 tool review)
Name of tool: Vyew
URL: vyew.com
Type of tool: Communication
Description: Vyew is a Web 2.0 tool that allows individuals to work together in an online meeting room. By navigating to a designated URL, multiple online user can communicate by instant message or by teleconference with a webcam and microphone. The user can collaborate within the meeting room using a whiteboard. Vyew allows the users to draw freehand, create shapes, and add text like a basic graphics program. It also allows the users to add "sticky notes," which my be text, or audio if the user has a microphone. Users may also share items in the whiteboard, including jpg images, Word documents, screen captures and web pages (although you cannot browse the web within Vyew). There is also a function by which one user can share his or her screen with the others. If you are a registered user, your room will be saved in Vyew for you to access later. Free accounts are limited to up to 10 users and up to 4 microphones in a room at one time.
Here is a screencast, made with Screenr, of me going over some of the features of Vyew:
http://youtu.be/pQXgv_6v8pw
Trial run: I used Vyew to conduct a helproom session with my students in BIOL 1407 General Biology II the night before a lab practical test. I had announced to my class that I would be available in Vyew from 9-10 that night, and that I would post the link to our Moodle page when I was ready to start. At 9PM, after tucking the kids in bed, I went to my laptop and logged into Vyew. I then started a new room and clicked the "share" function to get a link to share with my students. I refrained from using the webcam andmicrophone because I did not want to wake the children, and communicated entirely through Vyew's instant message function. It wasn't long before a student joined me in the room.
After we said our hellos, she asked me about what she needed to know about flower structure, and also about pollination. To help her with pollination, I found an image of a carpal being pollinated using Google image search. Before long three more student entered the meeting room and I quizzed them on various specimens in the shared images. The user are identified in the chat box, but I have concealed their names with red boxes. I made the screenshots with the "Print Screen" button, and used Corel Paintshop Pro to make the red boxes.
The students and I stayed in the meeting room for about an hour and a half discussing the material in their upcoming lab test. They said they appreciated the extra help.
What do you need to know before using this tool? You need only basic computing skills to use Vyew. To get the most use out of the whiteboard, it probably helps if you are used to using basic graphics editing programs (like Microsoft Paint).
What do you need to have before using this tool? To use Vyew you need a computer with an internet connection and a web browser. A webcam and microphone are necessary to use the teleconference feature.
How do you use this tool?
1. Navigate to vyew.com.
2. Log in. You can log in through a Google account or a Facebook account, or you can register a login and password within Vyew.
3. After logging in, you have a choice. There will be buttons for,"Start Here: Getting Started Tutorial," "New Room," and buttons for previously used rooms (if any). Click the choice you want the proceed to the meetign room.
4. To get other users into your meeting room, go to the "Invite" button in the top bar and open the drop down menu. Click "Get link to share..." This will automatically save the meeting room's URL to your clipboard for pasting.
5. Paste the URL where your intended partners will find it so they can copy and paste it to their address bar to navigate to the meeting room.
Using this tool in a teaching environment: This tool can be used to conduct office hours without the teacher of students having to leave home (at least if they have internet access at home). In a fully online course, Vyew could function as a synchronous virtual classroom for interactive lectures or possibly group discussions. Paying accounts can allow at most 100 users per room at this time, but Vyew's website says that with future upgrades the limit will be much higher.
What are the advantages and disadvantages of using this tool in a teaching environment? Vyew would be very useful for synchronous collaboration (where the teacher and student are online together at the same time). It is much less useful for asynchronous interactions.
Some other shared whiteboards, like Twiddla, allow user to share a web browser within the the application. Vyew does not have this feature, although it does allow you to share a URL in the whiteboard as a static page, but the buttons and hyperlinks in the webpage do not work when shared within Vyew.
Would you recommend this Web 2.0 tool to others, or suggest that they explore a different tool? I would definitely recommend this tool to other instructor, and I intend to use Vyew in the future for tutoring. The only caveat is that is a user needed to share a functional web browser with other users, they would need to use a different tool, such as Twiddla.
URL: vyew.com
Type of tool: Communication
Description: Vyew is a Web 2.0 tool that allows individuals to work together in an online meeting room. By navigating to a designated URL, multiple online user can communicate by instant message or by teleconference with a webcam and microphone. The user can collaborate within the meeting room using a whiteboard. Vyew allows the users to draw freehand, create shapes, and add text like a basic graphics program. It also allows the users to add "sticky notes," which my be text, or audio if the user has a microphone. Users may also share items in the whiteboard, including jpg images, Word documents, screen captures and web pages (although you cannot browse the web within Vyew). There is also a function by which one user can share his or her screen with the others. If you are a registered user, your room will be saved in Vyew for you to access later. Free accounts are limited to up to 10 users and up to 4 microphones in a room at one time.
Here is a screencast, made with Screenr, of me going over some of the features of Vyew:
http://youtu.be/pQXgv_6v8pw
Trial run: I used Vyew to conduct a helproom session with my students in BIOL 1407 General Biology II the night before a lab practical test. I had announced to my class that I would be available in Vyew from 9-10 that night, and that I would post the link to our Moodle page when I was ready to start. At 9PM, after tucking the kids in bed, I went to my laptop and logged into Vyew. I then started a new room and clicked the "share" function to get a link to share with my students. I refrained from using the webcam andmicrophone because I did not want to wake the children, and communicated entirely through Vyew's instant message function. It wasn't long before a student joined me in the room.
After we said our hellos, she asked me about what she needed to know about flower structure, and also about pollination. To help her with pollination, I found an image of a carpal being pollinated using Google image search. Before long three more student entered the meeting room and I quizzed them on various specimens in the shared images. The user are identified in the chat box, but I have concealed their names with red boxes. I made the screenshots with the "Print Screen" button, and used Corel Paintshop Pro to make the red boxes.
The students and I stayed in the meeting room for about an hour and a half discussing the material in their upcoming lab test. They said they appreciated the extra help.
What do you need to know before using this tool? You need only basic computing skills to use Vyew. To get the most use out of the whiteboard, it probably helps if you are used to using basic graphics editing programs (like Microsoft Paint).
What do you need to have before using this tool? To use Vyew you need a computer with an internet connection and a web browser. A webcam and microphone are necessary to use the teleconference feature.
How do you use this tool?
1. Navigate to vyew.com.
2. Log in. You can log in through a Google account or a Facebook account, or you can register a login and password within Vyew.
3. After logging in, you have a choice. There will be buttons for,"Start Here: Getting Started Tutorial," "New Room," and buttons for previously used rooms (if any). Click the choice you want the proceed to the meetign room.
4. To get other users into your meeting room, go to the "Invite" button in the top bar and open the drop down menu. Click "Get link to share..." This will automatically save the meeting room's URL to your clipboard for pasting.
5. Paste the URL where your intended partners will find it so they can copy and paste it to their address bar to navigate to the meeting room.
Using this tool in a teaching environment: This tool can be used to conduct office hours without the teacher of students having to leave home (at least if they have internet access at home). In a fully online course, Vyew could function as a synchronous virtual classroom for interactive lectures or possibly group discussions. Paying accounts can allow at most 100 users per room at this time, but Vyew's website says that with future upgrades the limit will be much higher.
What are the advantages and disadvantages of using this tool in a teaching environment? Vyew would be very useful for synchronous collaboration (where the teacher and student are online together at the same time). It is much less useful for asynchronous interactions.
Some other shared whiteboards, like Twiddla, allow user to share a web browser within the the application. Vyew does not have this feature, although it does allow you to share a URL in the whiteboard as a static page, but the buttons and hyperlinks in the webpage do not work when shared within Vyew.
Would you recommend this Web 2.0 tool to others, or suggest that they explore a different tool? I would definitely recommend this tool to other instructor, and I intend to use Vyew in the future for tutoring. The only caveat is that is a user needed to share a functional web browser with other users, they would need to use a different tool, such as Twiddla.
Sunday, July 1, 2012
Voicethread: Massive Open Online Course
My group's Voicethread project addressed the impact of Massive Open Online Courses. The Voicethread is embedded below:
https://voicethread.com/share/3222658/
I selected question 7 on Massive Open Online Course because I was already aware of and curious about open online courses, such as MITx. I was late getting oriented with my group and they made the slide show without much help from me. I think the slide show they did provides excellent coverage of the topic as discussed in the references. Luckily, one advantage of Voicethread is that it makes it relatively easy for latecomers to play a role by adding comments.
I used Voicethread last year in another course. That time I did not realize that you could have more than one recorded comment per slide until after we had completed the project. This time I did not realize you could make a comment and have it extend over multiple slides, as Adriana did. I don't think I'd personally use that option anyway. Making a long comment without flubbing part of it is too difficult for me!
I really like the flexibility in adding comments to a Voicethread. In my other class this summer Dr. Ramsey gives us his PowerPoint lectures to look at on laptops in class, discuss in group, then later he lectures on them (or not if we don't need it). It would be interesting to take that approach, but put the slideshow into Voicethread and have students add comments to slides as they want to.
https://voicethread.com/share/3222658/
I selected question 7 on Massive Open Online Course because I was already aware of and curious about open online courses, such as MITx. I was late getting oriented with my group and they made the slide show without much help from me. I think the slide show they did provides excellent coverage of the topic as discussed in the references. Luckily, one advantage of Voicethread is that it makes it relatively easy for latecomers to play a role by adding comments.
I used Voicethread last year in another course. That time I did not realize that you could have more than one recorded comment per slide until after we had completed the project. This time I did not realize you could make a comment and have it extend over multiple slides, as Adriana did. I don't think I'd personally use that option anyway. Making a long comment without flubbing part of it is too difficult for me!
I really like the flexibility in adding comments to a Voicethread. In my other class this summer Dr. Ramsey gives us his PowerPoint lectures to look at on laptops in class, discuss in group, then later he lectures on them (or not if we don't need it). It would be interesting to take that approach, but put the slideshow into Voicethread and have students add comments to slides as they want to.
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