Wiki+FAQs


 * media type="custom" key="5491641" align="left"No questions are too big or too small, too soft or too hard or too hot or too cold. However, there is not guarantee that all questions will be answered to satisfaction.

1. What content should be on the page and how should it be organized?** Each team may develop their own organizational structure for the standards pages. It should be clear what AASL standard and/or objectives the page is addressing and the pages should be organized by standard. You may then organize the page by the resources you are highlighting. These resources maybe a web 2.0 tool, a blog post, a research article, a review of software or technology related book, an online database, digital library, a wiki or other website. The resource maybe be any type of multimedia found on the web or one you created yourself. In other words, all information formats and content are acceptable. Until your team gathers some resources the next level of organization may not be apparent, but just start gathering and adding. Wiki pages are easily edited. Yeah! However when including any resource on the page, it must be analyzed by how it supports the teaching of the AASL standard, what multiple intelligences it addresses and why, and what constructivist learning mode(s) it falls under and why. These constructivist learning modes are from the text for the class, //Meaningful Learning With Technology//. You should also look at any state level school library media standards and the ISTE NETS-S to find connections. It is appropriate to just list the standard/objective that is being addressed. You do not need to provide a justification.

media type="custom" key="5491801" align="right" The authors of the text look at using technology from a constructivist learning viewpoint. They have divided the ways students learn and the types of technologies that can be used to support the learning into nine categories. These categories are the chapters of the book. The resources you add to the wiki should be analyzed as to how they address these different types of learning. Think about what you want the students to know and be able to do as you reflect on why that resource meets the AASL standard. Think of the type of learning that is happening with or being discussed in the resource you are analyzing or highlighting. Stay at this global level and the connections should be apparent.
 * 2. How can I make connections to the information from the text**, **//Meaningful Learning With Technology// to everything I add to the wiki? It doesn't seem like a natural fit.**
 * investigating with technology
 * experimenting with technology
 * supporting writing with technology
 * modeling with technology
 * community building with technology
 * designing with technology
 * visualizing with technology
 * assessing learning with technology

When linking to other pages within the wiki or external web pages, check the "Open in a New Window" box. This provides a clear navigation path for the viewer.
 * 3. How should links be created?**

That age old question is asked again and it will not be quantified. This is your space to: Remember this project is meant to demonstrate to **you** what **you** have learned over the semester through the active enagement with the content of this course. The instructors are providing the road map. Now you have to stop at the various attractions, enjoy and learn from what is being offered, make connections for yourself. Once you start sharing what you are learning, the instructors can provide feedback and guidance if you are straying too far off the road map.
 * 4. How much is enough?media type="custom" key="5491699" align="right"**
 * gather ideas, information, and resources.
 * analyze the AASL standards and think about how you would infuse technology into your practice to support students' acquisition of the skills.
 * reflect on constructivist learning and multiple intelligencs as tools to help plan and deliver instruction
 * think, make connections and learn from each other

According to Grant Wiggins, people cannot learn without feedback. He states, "It's not teaching that causes learning. Attempts by the learner to perform cause learning, dependent upon the quality of the feedback and opportunities to use it... Feedback is value-neutral. It describes what you did and did not do. [1] He also defines feedback as "information about how a person did in light of what she or he attempted...actual versus ideal performance." [2] [1] Grant Wiggins, "Feedback: How Learning Occurs," AAHE Bulletin 50, no. 3 (November 1997): 7. [2] ...,Educative Assessment: Designing Assessments to Inform and Improve Student Performance (San Francisco: Jossey-Bass, 1998).

The instructors are on this learning journey with you, so let's engage in conversation and feedback.

media type="custom" key="5491053" width="60" height="60" align="right"Or do I have to look at all those Diigo links that the instructors are adding to the Diigo group? Sometimes it is okay to feel soaking wet, that your mind is so saturated that you can't possibly absorb any more. This is time to start finding balance between the course and the rest of your life. Think about giving yourself so many hours per week to work on this project. The technology can really "suck" you in if you let it, going from one link to another. Slow down, savor the really "good ones." Take time to reflect on what you are learning. Maybe it's time for a concept map, organize what you are learning in a visual way. Or use the digital sandbox page to ask others in the class what is working/not working for them. Think about the big ideas to help put it all into a frame of reference that works for you.
 * 5. How do I make sense of all the technology tools and information that is being offered to me?**

And no, you do not have to look at every Diigo link. The instructors are trying to add meaningful tags and descriptions to help you sort through them all. However, it would be nice if all of you started adding your links as well.