Tips for exemplary online discussion posts
Take a walk with me as we discuss tips for exemplary discussion posts.
Looking forward to reading your posts!!
Oct
23
Take a walk with me as we discuss tips for exemplary discussion posts.
Looking forward to reading your posts!!
Apr
10
Learning Technologies Podcast – April 10- Primary Sources and their Use in Digital Reading
2:55
Podcast Transcript:
Welcome to the Learning Technologies Podcast. Today’s topic is … Primary Resources and their Use in Online Courses. This podcast occurs in conjunction with my facilitation of PBS TeacherLine’s Online Course in Digital Reading.
Primary sources are the raw materials of history — they are the original documents and objects which were created at the time under study. They are different from secondary sources, accounts or interpretations of events created by someone without experience. Examining primary sources gives students a powerful sense of history and the complexity of the past. Helping students analyze primary sources can also guide them toward higher-order thinking and better critical thinking and analysis skills.
Resources matter. How we reflect on them matters too. Sometimes our students get caught up in their impression of what is said and who is saying it. They mix their opinion of the source with what the person may or may not be trying to communicate. But students of Historiography tell us this does not change the efficacy of the resource itself.
For example, last year, there was a renewed interest in Ireland on the events of the 1916 Easter Rising, also referred to as the Rising. Researchers are returning to primary sources such as journals, diaries, death records, and cemetery listings to discover that many more people died than previously thought in the uprising for Irish Independence from Britain. One historian, Ray Bateson continues to search for a comprehensive listing of the previously unrecognized heroes of the Rising. Although records of the Irish Easter Rising are scant in the United States’ Library of Congress, they are included and it is significant to note that the importance of Primary Resources is part of global endeavors.
Perhaps the best benefit of online courses is the time given (and even encouraged) for reflection and consideration. So, consider with me- Is there a place for primary sources in courses delivered online and, if so, what does this mean for citing sources and pointing students to primary sources?
Thank you for considering these questions with me. I enjoy learning from you! Please leave a comment in our Week 3 discussion board to keep the discussion going.
(This podcast Created using Audacity)
Additional Resources from Edublogs
Mar
15
We’ve had a great orientation to our Spring Digital Reading Course from PBS TeacherLine. It’s been great to virtually meet each of you! I have enjoyed getting to know you in our Introduction Forums. We are all connecting and learning, each from a different U.S. state at times that are most convenient for us.
Today begins our first week! I so appreciate the emphasis this week on the Joyful aspect of Reading. Please check your email or the course Emails Forum for my Week 1 Tips Email.
I am taking the idea of Joyful reading to heart and this Friday, I am scheduling a “Read Only” morning. I plan to turn off all technology and read! (Good thing I’m on Spring Break or it would be curtains at the university!)
Oct
24
An Announcement for PBS Learners in my course:
Created using ToonyTool, www.ToonyTool.com
Oct
18
Sep
15
Thoughts on Peer Review for my PBS Learners (and you too!)
As you proceed to Peer Review each other’s work, consider using the P*M*I strategy from Edward deBono:
P=Pluses (something you find that is a “Plus”)
M=Minuses (errors)
I= Interesting (something you find that is interesting)
For generations, the academic community has relied on peer review as a way of enhancing the knowledge base and encouraging serious scholarship. Peer review can offer many of the same benefit to students… [and] computers [can] mediate the interaction among peers. Gehringer (2000)
I adapted the P*M*I schema to reflect new acronyms. The adapted acronym is a new thinking schema called P*N*I and you can use this schema in your reviews:
P=Pluses (something you find that is a “Plus”)
N=Needs A Look (something you find that “Needs Another Look” for possible
correction)
I= Interesting (something you find that is interesting)
Here is a sample Peer Review:
Dear ________
Your commitment to this project and for special needs students really shines in this project. Pluses: 1.) You’re very thorough and thoughtful in your project and I did not see any typos or grammar errors. 2.) You’ve worked to make your project inclusive for all students. 3.) You did a great job of integrating technology such as Promethean Boards, e-books, Audiobooks, etc. 4.) Your project is positive and empowers students!
Needs Another Look: 1.) One of the ways to make your project stronger would be to check your APA citations with the guidelines on the Purdue website. 2.) Please check your Title Page to conform to APA guidelines
Interesting Points: 1.) It is interesting that you intend to build Learning Centers. 2.) Do you have budget money for hardware like earbuds, earphones, players? Are there state or county resources that may be utilized to help with this?
This concludes my review… thank you!
Peer Review provides a fair perspective approach for students and a review committee for the teacher who often has, to butcher Robert Frost, “miles to grade before she sleeps.”
See what you can do to implement Peer Reviews in your classes!
Dr. Teague*
References:
Previous Teague post: From this blog post: https://4oops.edublogs.org/2009/07/06/peer-review/
If you would like more information on methods for Student Use, please refer to this link:
http://serc.carleton.edu/introgeo/peerreview/studentintro.html
For forms to use with students, see this link: http://serc.carleton.edu/introgeo/peerreview/forms.html and http://www.scribd.com/doc/2205303/English-122-paper-one-peer-review
Quote Source: Gehringer, E.F., 2000. Strategies and Mechanisms for Electronic Peer
* (title updated 4-2017)
Sep
3
The Learning Potential of e-Books Lotta Larson
Jul
13
PBS TeacherLine Course: Teaching with Primary Sources from the Library of Congress
Our Course Calendar
Week 1: July 13 – 19
Week 2: July 20 – 26
Week 3: July 27 – August 2
Week 4: August 3 – August 9
Week 5: August 10 – August 16
Week 6: August 17 – August 23
Apr
27
A Concluding Post for my PBS TeacherLine Online Course “Teaching With Primary Sources from the Library of Congress”:
Primary sources are the raw materials of history — original documents and objects which were created at the time under study. They are different from secondary sources, accounts or interpretations of events created by someone without experience. Examining primary sources gives students a powerful sense of history and the complexity of the past. Helping students analyze primary sources can also guide them toward higher-order thinking and better critical thinking and analysis skills.
Resources matter. How we reflect on them matters too. Sometimes our students get caught up in their impression of what is said and who is saying it. They mix their opinion of the source with source definition. But students of Historiography tell us this does not change the efficacy of the resource itself.
For example, there has been a renewed interest here in Ireland on the events of the 1916 Easter Rising, also referred to as the Rising. Researchers are returning to primary sources such as journals, diaries, death records, and cemetery listings to discover that many more people died than previously thought in the uprising for Irish Independence from Britain. One historian, Ray Bateson continues to search for a comprehensive listing of the previously unrecognized heroes of the Rising (see photo below). Although records of the Irish Easter Rising are scant in the United States’ Library of Congress, it is significant to note that the importance of Primary Resources is part of global endeavors.
Perhaps the best benefit of online courses is the time given (even encouraged) for reflection and consideration. How many times have I sat in a face-to-face classroom listening to the discussion and then as soon as I get to my car an idea screams to be included, but class is already over. Is that just my singular experience?
In Week 3, we will look at whether resources have to be codified only as Primary and Secondary. Wonderful insights and information this week! Looking forward to continuing on to Week 3!!!
Helen
Jun
19
Did you know that the Library of Congress has more than one location?
There is a second location for the Library of Congress in Culpeper, Virginia. It houses the Packard Campus for media conservation – http://www.loc.gov/avconservation/
A childhood friend of mine is one of the archivists and he is involved in preserving silent films. Did you know that a majority of all of the silent film script writers and directors were women? There is additional information at this film describing the films and work of the National Film Registry:
Here is the link to a trailer for the documentary: https://www.youtube.com/watch?v=ea2tcWC2k0c
Here is a link to the full documentary: https://www.youtube.com/watch?v=yVF4BKISrI8
Well worth your time to view and learn about the great work of film preservation.