Tunictwin Blog

Diane has been putting her blogging skills to work– and spreading the word! She writes:

“I am currently a Phd student (Lesley University in MA) and each month my cohort partner and I have to post on Blackboard our work for the month– to be read and responded to by our fellow students. We are teamed up around the theme of “culture” in all its broad meanings.

We were tackling “context” and “positionality” and I decided we should make our own blog for our October posting and direct everyone there… sort of change the context to discuss context. Kind of blew folks away, not so much because of blog excellence but more the audacity of it, I suppose.

Anyhow, to witness the fruits of iTeach…go to http://tunictwin.wordpress.com/.”

Yup, another iTeach is almost over and we took some time out of the afternoon to get everyone outside for a group photo. It was surprisingly difficult to tear some of you away from your work, so thanks for the opportunity to record you for posterity.

We have two days left with lab time to work on your course. What is the most important unanswered question you have left and/or the concept that remains most unclear, confusing or mystifying that you need to have clarified?

A brainstorm by participants of tools they can use for learning activities in their class.

• Going to a web site
• powerpoint
• online tests and surveys
• interactive web sites with following reflection
• video taping themselves/YouTube
• reflections on tests/surveys
• chat rooms
• compare/contrast and discuss
• different ways of reading and writing
• discussion boards
• blogs
• elluminate live
• interactive activities on course textbook websites
• audio over PPT
• text messaging
• web tours
• interactive flash cards
• crossword puzzles
• reviewing web sites
• treasure hunt
• posting on sources and search strategies
• using elive for breakout sessions to solve math problems
• have students blog about hypotheses or pattern recognition
• blackboard
• sharing resources
• evaluating materials
• commenting on posts by other students
• professional organization web sites and finding journal articles and lesson plans
• prepared video
• type of content)students find/create own video of applications of science (or other t
• hands-on activities/labs over audio
• fast-writes/brainstorming

Write/Create Journals
Perform Case Studies
Interview elders
Create and present Powerpoint and Photo Presentations
connect poetry to curriculum
community pub projects
observations of populations
role playing
research code of ethcis of diff profesison
videotaping themselves conducting assessemtne
small group teachbacks
open book small group tests
papers research
papers discussion/reflection
exams
discussion board
class presentations
reviewing journal articles
ppt health care report
quizzes
tests
completion of questions
development of menu (nut)
complete dietary asessment using nut software
developing blog including investigating dietary supplements
observations in grocery stores
development of food labels
developing recipes
bringing snacks
comparisons of health food claims

library catalog identification of record elements
locate journal articles in periodical databases
compare print version w/online version of diff sources
compare/evaluate web sites for accuracy, authority, characteristics
locate answers to specific questions

access and share math web sites
create a lesson/report/ppt from assigned reading (math and native cultures)
homework – problems – drills
paper/pencil tests
attendance
math journal / paragraph week when use math

practice use of tools (treatment plans, forms)
presentation and sharing of resources with peers

interview children about science ideas
interview teachers about how they teach science
conduct scientific experiment
develop science teaching unit
teach lessons in practicum (include lesson plans)
essay on science ed action plan
journal/caucus discussion boards/etc

internal bb quizzes
scenarios
case studies
portfolios
simulation/modeling
certification exams

student led interaction

Thanks for posting these photos of the Juneau iTeach group (minus 1). It looks like it was quite a large group. I wish the rest of us could have been there to join in the sessions with you. What beautiful mountains you have in the background! Other images can be found on flickr.

I have to apologize to the Fairbanks folks for taking so long to post the group photo from our time together during iTeach. Here we all are below. We also took a crazy-face photo and a jazz-hands photo!

The following is the schedule for iTeach in Anchorage.

Day 1

• 8 – 8:30 Coffee
• 8:30 – 9 Roundup
• 9 – 9:15 Introductions
• 9:15 – 10 Big Picture Talk and Activity
• 10 – 11:15 Digital Literacy Part I – Keyboard shortcuts, passwords, and search
• 11:15 – 11:30 Break
• 11:30 – 12:30 Digital literacy Part II – PLE, hands-on, browsers/plugins, how accessible tools are
• 12:30 – 1:30 Lunch
• 1:30 – 2:30 Digital literacy Part III – google reader, show how to use basics of browser and feed reader to make time more efficient, discuss new ways of efficiency (google docs, blog), and include del.icio.us
• 2:30 – 2:45 Break
• 2:45 – 3:45 Short discussion of blogging
• 3:45 – 4 Break
• 4 – 5 Discuss outcomes (enduring understandings) and talk about being learner centered

Day 2

• 8 – 8:30 Coffee
• 8:30 – 9 Roundup
• 9 – 10 Assessments Part I: Examples, case studies
• 10 – 10:15 Break
• 10:15 – 11:00 Facets of Understanding – theory that follows on case studies we just looked at
• 11:00 – 11:15 Break
• 11:15 – 12:00 Group work – brainstorming assessments
• 12:00 – 1:30 Lunch
• 1:30 – 3 Using Blackboard for Assessments
• 3 – 3:15 Break
• 3:15 – 5 UBD Tree, structure (grouptime – Chris L.)

Day 3

• 8 – 8:30 Coffee
• 8:30 – 9 Roundup
• 9 – 10:30 Learning Activities Part I
• 10:30 – 10:45 Break
• 10:45 – 12:00 Learning activities part II
• 12:00 – 1:30 Lunch
• 1:30 – 2:45 Organizing content in Blackboard (or UAS online)
• 2:45 – 3 Break
• 3 – 5 Customizing Blackboard

Day 4

• 8 – 8:30 Coffee
• 8:30 – 9 Roundup
• 9 – 10:30 Elluminate Part I
• 10:30 – 10:45 Break
• 10:45 – 12:00 Elluminate Part I
• 12:00 – 1:30 Lunch
• 1:30 – 2:15 Classroom Management basics with Elluminate/Blackboard
• 2:15 – 3:15 Second life demo
• 3:15 – 3:30 Break
• 3:30 – 5 Lab time

Day 5

• 8 – 8:30 Coffee
• 8:30 – 9 Roundup
• 9 – 10:00 Online Social Management and Participation
• 10:00 – 10:15 Break
• 10:15 – 11:15 Online Social Management and Participation
• 11:15 – 12:00 Work Plan
• 12:00 – 1:30 Lunch
• 1:30 – 2:45 Show and Tell: Participants share their work plan and something innovative the are planning to use
• 2:45 – 3:00 Follow-Up Obligations and work plan

Monday

• 08:00 – 08:30 coffee
• 08:30 – 09:00 Introductions
• 09:00 – 09:15 Welcome
• 09:15 – 10:00 The Big Picture
• 10:00 – 11:15 Digital Literacy Part I
• 11:15 – 11:30 break
• 11:30 – 12:30 Digital literacy Part II
• 12:30 – 01:30 Lunch
• 01:30 – 02:30 Blogging
• 02:30 – 02:45 break
• 02:45 – 03:45 Customizing UASOnline/Blackboard
• 03:45 – 04:00 break
• 04:00 – 05:00 Outcomes and Being Learner Centered

Potluck at Auke Rec Area Picnic Shelter – 6:30-9 PM

Tuesday

• 08:00 – 08:30 Coffee
• 08:30 – 09:00 Roundup
• 09:00 – 10:00 Assessments
• 10:00 – 10:15 break
• 10:15 – 11:15 Group work
• 11:15 – 11:30 break
• 11:30 – 12:30 UASOnline/Blackboard Assessments
• 12:30 – 01:30 lunch
• 01:30 – 03:00 UBD Tree
• 03:00 – 03:15 break
• 03:15 – 05:00 Lab Time

Wednesday

• 08 – 08:30 coffee
• 08:30 – 09:00 Roundup
• 09:00 – 10:30 Learning Activities
• 10:30 – 10:45 break
• 10:45 – 12:15 UASOnline Portfolio
• 12:15 – 01:15 lunch
• 01:15 – 02:00 Breeze/Softchalk
• 02:00 – 03:00 Organizing Content in Blackboard/UASOnline:
• 03:00 – 03:15 break
• 03:15 – 03:30 Checklist/Rubric
• 03:30 – 05:00 Social Software

Thursday

• 08:00 – 08:30 coffee
• 08:30 – 09:00 Roundup
• 09:00 – 10:30 Elluminate Part I
• 10:30 – 10:45 break
• 10:45 – 12:00 Elluminate Part II
• 12:00 – 01:00 lunch
• 01:00 – 02:00 Classroom Management Basics
• 02:00 – 03:00 SecondLife
• 03:00 – 03:15 break
• 03:15 – 05:00 Lab time

Friday

• 08:00 – 08:30 coffee
• 08:30 – 09:00 Roundup
• 09:00 – 10:00 Summary of Everything
• 10:00 – 10:30 HelpDesk
• 10:30 – 10:45 break
• 10:45 – 12:15 Work Plan
• 12:15 – 01:15 lunch
• 01:15 – 02:45 Show and Tell for Participants (limit 3-4 minutes)
• 02:45 – 03:30 Follow-Up Obligations and share work plan

This is a list of possible assessment types brainstormed by the Fairbanks iTeach participants. Sherri Wall also created this assessment map form (DOC format) if you’re interested in using it.

• Concept Hunt (Treasure hunt)
• Role playing
• Web business
• Essays
• Experiment
• Obstacle course (problem solving)
• Demonstration
• Games (jeopardy)
• Portfolio
• Research paper
• Presentation
• Peer critique
• Quiz (NOT autograded)
• Fill-in-the-blank
• Build a web page
• Mini-field practicum
• Physical model
• Develop a product
• Videotape role play
• Journal
• Develop an experiment
• Develop exam questions
• Discussion board
• Current event
• Map reading
• Teaching presentation
• Crossword puzzle
• Blackboard autograde
• In-class interview of classmates
• Class participation
• Blogging
• Social action
• Exams
• Daily reading quiz
• Multiple-choice quiz
• Mock TV show
• Pictionary
• Final project
• Flashcards
• Bingo
• Service learning
• Film critique
• Recital
• Use of modern film
• Run a meeting
• Speech
• Evaluation
• Annotated bibliography
• Annoated webliography
• Webquest
• Participate in a meeting
• Run and participate in a virtual meeting
• Summarization