High Tech Learning: Course Materials: Course Guide

Are all these high tech tools really worth the time and effort?
What approaches work best in formal vs informal learning situations?
How can I design engaging high tech learning experiences for people of all ages?

These are the types of questions that will be addressed within this course. First, you'll be exploring the tools and techniques available to learners and facilitators. Next, you'll be designing high tech learning spaces that help learners build skills and construct knowledge. Finally, you'll create your own high tech learning experiences.

This course will be much like a "play within a play." As you move through the course, notice how many of the different tools and techniques we explore are also being used within the course for your own learning. For example, the personal profile in Oncourse and the introductory class forum are designed to help you get to know your classmates. My regular emails are used to keep you connected to the course and provide useful information for your learning. Be alert to ways that the course can trigger ideas for building your own learning spaces.

Use the following resources on this page to complete your Course Guide:

Process
Project
Conclusion

Process

The course materials are divided into three sections. Be sure to read all of the required readings and complete the activities.

Readings

As you read through the materials, pay particular attention to the following symbols:

You'll find many words in the body of the text highlighted with a bold, purple font. These are links to other pages or websites. These hyperlinked materials are optional resources that provide additional information, but are not required readings. Many of these links provide background information from Wikipedia that's constantly changing.

When you see the following icons, pay attention. A key to these icons is provided below:

When you see a red checkmark before a bold/purple word, this indicates a hyperlink to an example or reading that will be particularly valuable in your learning. You should click on the hyperlink and spend a few minutes thinking about how the example or reading contributes to your understanding.
When you see a red exclamation mark , get involved and think about the question or try out the recommended idea. You aren't required to submit an answer, however it's important to complete the activity for your own learning.
When you see a red arrow before a link, you will be going to an internal link within the course website. Be sure to read each of these pages carefully!
When you see a red smile after a software package or website, it's your instructor's preferred resource.
When you see a red star before an activity, you should complete this assignment and submit it to your instructor for grading.

Fiesta Activities

A fiesta is a holiday, party, or festival. Think of this class as a fiesta of technology. We're going to have a great time exploring resources, trying out technologies, and sharing experiences related to eight fiesta assignments. Keep in mind that many of the technologies we'll be using are emerging, changing, and not always predictable. If you have a slow Internet connection, you may become frustrated at times. Take a break, drink a class of lemonade, and try again later.

Now let's get started. Work your way through the links and activities based on the course calendar.

Introduce Yourself

Let's get to know each other. These introductions will help you get to know all of your classmates.

Your first assignment involves posting some information about yourself and getting to know your classmates. Some people like to share photographs, personal websites, favorite movies or books, family information, or other tidbits that will help the class get to know you. This is important because you'll be involved in lots of online discussions. This is all done in Oncourse so "outsiders" won't be able to see the information.

Enter the Oncourse materials, choose the class page. Click on the Introduce Yourself discussion. COMPOSE a new message.

Introduce yourself to the class. Put your name in the subject of the message. Include the following elements in your introduction.
1 - Include your name, a little personal and professional information about yourself, as well as the reason you chose this course and how you feel about online courses in general. This will be a good chance to share a little about your interests and expertise with libraries and technology.
2 - Tell us what makes you laugh and how you like to spend your spare time (like you have spare time). Let's do something fun with this part of the introduction. Go to Wordle.net. Choose the CREATE option. Type in words that describe you and your favorite things. Click GO. Use the menus to make changes. Click Save to Public Gallery. Provide the URL, a screen shot, or try embedding it on the page. Here's mine.
3 - Read the press release from Pew Internet on Technology Users. Examine their overview, then skim the full article. What type of user are you?

If you know how to use HTML, you may wish to insert a photo or favorite website. If you need help, check the "Help" discussion for the directions. When you're done entering the information, click SEND to post your message.

During the first week of class, read the messages posted by classmates. If you want to share something you have in common or ask a question, enter information below the message in the area that says REPLY TO MESSAGE. You should post at least one response or observation. This area is also a place to go if you have questions. Find someone you think shares your interests, email them and introduce yourself personally. This contact may be helpful later in the semester as you have questions about the course.

High Tech Learning

Read Overview to High Tech Learning.

Read High Tech Learning: Learners.

Read High Tech Learning: Facilitating Learning.

Read High Tech Learning: Evidence-based Approaches.

Read High Tech Learning: Libraries, Librarians, and Web 2.0.

Read High Tech Learning: High Tech Issues.

Read High Tech Learning: Open Source.

Read High Tech Learning: High Tech Hardware.

High Tech Tools

Read High Tech Tools.

Read Tools: Texts.

Read Tools: Illustrations.

Fiesta #1: High Tech Learning, Text, and Illustration

Technology provides many opportunities for learners. Let's explore the possibilities within the context of text and illustration tools.

Complete EACH of the following steps:

Step 1 - Read all of the web pages and reading assignments in the High Tech Learning section of the course. Start with a little reflection. What do you see as your role in high tech learning? Are you a learner, teacher, mentor, facilitator, collaborator, or all of these roles? How do you use technology right now? How would you like to use technology? Write a short reflection.

Step 2 - Select a topic highlighted on the High Tech Learning section of the course that has peaked your interest, made you wonder, or caused you to seek out additional information. Share this topic and your thoughts. Cite at least TWO of the sources provided in the course and TWO sources beyond those listed in the course materials that extended these ideas.

Step 3 - Explore a Web 2.0 application and share your experience. What makes this a good example of a Web 2.0 application? Why do you think these new online applications are (or are not) useful for libraries and/or learning. Be sure to include the URL, a description of the tool, your experience, AND a sample project.
NOTE : Don't use Second Life, LibraryThing, Google Sites, Wikispaces, or Facebook. We'll use those later in the semester.

Step 4 - Choose a technology from the Texts or Illustrations pages. Try it out and share your results. Please try something you haven't done before. Describe the tool, your experience, and ideas for using the tool in learning. Be sure to upload AT LEAST one sample that demonstrates your exploration such as directions you've written or samples you've produced. Also, incorporating screen shots to show your work or a direct link to your example.
NOTE: Use a different tool from Step 3.

Step 5 - Describe how the high tech topic you selected, the Web 2.0 application you explored, and the technology tool you examined are connected in some way. The connection may be obvious such as creating concept maps in Inspiration and in Bubbl.us that visualize the options for open source licensing. Or, the connection could be subtle such as the choice to explore open source software for word processing and online collaboration because of a change in philosophy about open access to software.

Step 6 - Post your (a) reflection, (b) high tech learning topic, (c) Web 2.0 application, (d) text/illustration technology experience, and (e) connection requirements on the Oncourse discussion forum. Be sure to check the Fiesta Criteria below to be sure you covered all areas.

Step 7 - Provide a high-quality reply to one of your peers on their posting.

Review the Fiesta Criteria to be sure you've completed all requirements (10 points):
√ Reflection (1 point)
√ High tech learning requirement (3 points)
√ Web 2.0 application requirement (2 points)
√ Technology requirement (2 points)
√ High tech learning, Web 2.0, and technology tool connection requirement (1 point)
√ High quality reply to peer (1 point)

Read Tools: Photographs.

Fiesta #2: Digital Photography

Let's explore the world of digital photography. At the same time, you'll also learn to use Google Sites, a tool for simple web page creation.

Complete each of the following steps:

Step 1 - Locate a digital camera that you can use in this assignment. If you don't have one, find a friend, neighbor, or relative who might help with this assignment. You MUST create your own digital photographs.

Step 2 - Go to our Digital Photography Google Site page. Read this page careful. It will detail the three parts of the assignment.

Step 3 - You will be creating a web project in Google Sites and adding three pages, links, text, and photos for each of the three part of the assignment. Follow the instructions for each of the three areas: digital cameras, photo editing, and learning.

Be sure that ALL photos are resized to no more than 300-400 pixels height/width and 72dpi. Remember that GIMP and GetPaint are free and work well for resizing.

Step 4 - Digital Camera Exploration. Follow the directions on the digital cameras page and take lots of photographs of a single object. Select and share at least 5 of your favorite photographs. Be sure to tell us what type of camera you used, what techniques you used, and what you found interesting about the photos. Also, share other fun and/or frustrations related to your exploration. For experienced learners, try embedding a slide show of your work.

Step 5 - Digital Photo Editing. Follow the directions on the photo editing page. Use any of the photo editing software described on our Photographs page or others you might have available. Share your results (at least 4 photos) and describe your experience. Be sure to tell us what software you used, what tools you used in the software, and the purpose of the modification. Include both before and after photos.

Step 6. Learning. Using the suggestions provided or other ideas on the learning page, create a simple project incorporating at least four photographs. Your photos could be used in teaching or as an example for learners. Provide a detailed description of your approach, your example, and how others could adapt your idea for other learning situations. From checking out a book to learning how to use the copy machine, there are ending opportunities for learning in a library setting. Think of ways that photos could be incorporated into these learning experiences. Be sure to provide an example of a way that the photographs can be used in a learning experience other than "learning digital photography."

You may simply upload the photos and describe your experience. Or, you may wish to incorporate the photos into a Word, PowerPoint, web page, or other software document. If you want to upload any document files you can do this as an attachment in Google Sites. Unfortunately, Google will not accept all file formats. You may need to upload to your Oncourse Workspace and link to your project. You can use the link option to link directly to the file (http://eduscapes.com/hightech/tools/photographs/seed.pot).

Step 7. Add a link to your project page on our class Digital Photography Google Site page. You'll be getting an email asking you to "collaborate" so you'll have access to this page. If you don't get this email, let me know and I'll resend the email.

No Oncourse posting or reply is required for this assignment.

Review the Fiesta Criteria to be sure you've completed all requirements (10 points):
√ All photos have been resized to meet the 300-400 pixels height/width and 72pdi requirement (1 point)
√ Digital camera exploration (3 points: 1 bare minimum, 2 acceptable, 3 outstanding)
√ Digital photo editing assignment (3 points: 1 bare minimum, 2 acceptable, 3 outstanding)
√ Digital photo learning project (3 points: 1 bare minimum, 2 acceptable, 3 outstanding)

Read Tools: Sounds.

Read Tools: Video.

Read Tools: 3D, Animation, and Multimedia Slideshows.

Fiesta #3: Sound, Video, and 3D/Animation

This activity is about being a learner. Your job is to learn something new about a topic of interest. Then, develop some new technology skills so you can create an audio or video to communicate something that you learned.

Do not reuse something from another class.

Complete each of the following steps:

Step 1 - Choose a topic that you've been wanting to explore or a place you've been wanting to investigate. It doesn't need to relate to education or libraries. For example, you could choose yoga, gardening, or cooking. You might take an afternoon trip to a museum, park, or historic site that you've been wanting to visit. If you've got a professional topic you'd like to explore, that's fine too. Start with a question or problem related to the topic. Learn something new. It could be of personal interest like "How to Get a Tattoo" or professional interest like "How to Pick a Book that is Right for You".

Step 2 - Create an original audio, video, or 3D/animation to express what you've learned. You might use audio tools to interview an old friend about the best time to plant fall vegetables (Audacity and a microphone on your computer), write and record a song you've written (Garage Band), or record your voice narrating photos from a nature park (PhotoStory and a microphone on your computer). You might use video (still camera in video mode or digital video camera) to tell a story, demonstrate the process for creating something, or document your trip to the zoo. You could also create a 3D graphic or animation to express what you've learned. Please don't do something that you already know how to do. Challenge yourself. Select an activity that will build your technology skills.

Step 3 - For this assignment, keep the project short. For example, you might do a 60 second audio interview, ten 5-second audio clips in Photostory, or three 30-second video clips to show a process. Try to keep the entire project under 3 minutes.

Be sure to indicate in the posting the type of media file and any software that might be needed to view or use the media. Also, be sure to save the file in a format others can view. If you're using Photostory or MovieMaker, it will export as a .WMV file.

Keep in mind that for the Fiesta 4 assignment you need to choose a different technology. So if you do audio for this assignment, you will need to do video or animation for the next assignment.

If possible, post the product on a sharing website such as YouTube, SchoolTube, Vimeo, or the website where you designed your project such as GoAnimate.

Step 4 - Write a paragraph about the topic you explored and your experience with technology. Then, share your product. You can choose the best way to share your project. It might be a simple audio/video file or you could embed it in a Word document or website. It's up to you. You may upload it to a remote server or use the Oncourse space. Place your project in the Audio, Video, or 3D/Animation forum. Be sure to check it on another computer to be sure it works.

Step 5 - Provide a high-quality reply to one of your peers on their posting.

Review the Fiesta Criteria to be sure you've completed all requirements (10 points):
√ Description of topic and technology experience (2 points)
√ Technology component (7 points)
√ High quality reply to peer (1 point)

High Tech Learning Spaces

Read High Tech Learning Spaces.

Read Learning Spaces: Email.

Read Learning Spaces: Forums.

Read Learning Spaces: Blogs, Podcasts, and Videocasts.

Read Learning Spaces: Blogs: Blogging.

Read Learning Spaces: Blogs: Audio Sharin.g

Read Learning Spaces: Blogs: Video Sharing.

Read Learning Spaces: Blogs: RSS.

Fiesta #4: Blogs, Podcasts, and Videocasts

In this activity, you will take on the role of facilitator and design a blog for a particular learning situation.

Complete each of the following steps:

Step 1 - Develop a plan for a blog that could be used by a specific group of learners in a formal or informal learning situation.

Step 2 - Create a blog. It's okay to use any blog service such as Blogger (help), Word Press (help), or Weebly (help).

Step 3 - Add at least SIX postings/entries. Add at least 2 visuals (illustrations, photos, clipart). Embed (don't just link) at least two media clips (audio, video, animation). You must create at least 1 of the 2 media clips yourself. These video and media elements should contribute in a specific way to the project. For example, a photo might be used as a student story starter. Or, you might record a 30 second video booktalk describing the three options for the next book and ask people to vote on their choice. Consider using technology that can be embedded in a blog such as Voki.

Be sure to indicate in the posting the type of media file and any software that might be needed to view or use the media.

You need to incorporate one of the technologies not used in Fiesta 3, so if you did audio in the last activity, you need to try video or animation this time. There is no minimum or maximum length for the media components. Think quality, not quantity.

Step 4 - Be sure that at least FOUR of the postings actively engage learners in your blog through activities or questions. In other words, one of the goals of a blog is to encourage participants to add comments. Rather than low level questions that would have specific answers. Think about higher level questions that might stimulate discussions or debate.

Step 5 - Post the URL for your blog in a forum posting.

Step 6 - Provide at least 2 comments on a peer's blog and/or add a comment to the forum posting.

Review the Fiesta Criteria to be sure you've completed all requirements (10 points):
√ A clear theme or plan for a specific group of learners (1 point)
√ At least 5 entries in an edublog blog (2 point)
√ At least 2 visuals (1 point)
√ At least 2 media clips (2 point)
√ At least 3 high postings that engage learners (2 point)
√ At least 2 high quality replies (at least one must be on a peer's blog) (2 point)

Read Learning Spaces: Virtual Conferencing.

Read Learning Spaces: Collaborative Web with Wikis.

Fiesta #5: Virtual Conferencing and Collaborative Web with Wiki

Each class member will join a team and collaborate on the creation of a wiki.

Complete each of the following steps:

Step 1 - An Oncourse Forum named "Wiki Planning" contains a thread for each team. Find your thread and make contact with your team.

Step 2 - Using the "Wiki Planning" Oncourse Forum, discuss options for virtual conferencing you might use for holding a VIRTUAL, SYNCHONOUS (live) meeting. Discuss the pros and cons of each tool being sure to include OnCourse Chat, Yahoo Messenger, AOL Instant Messenger, and Skype in your discussions. However you're free to use any virtual conferencing tool. Schedule a virtual meeting for your team. Be sure to discuss how the virtual meeting will be managed. Please be prepared when you participate in your virtual meeting.

Step 3 - The topic of your virtual meeting is the content of your team wiki. All team members must participate in this meeting and come to consensus on the topic. Your wiki topic should have the following characteristics:
Be a single theme or focus
Be content in need of a virtual presence - when you do a wikipedia and/or Google search, you shouldn't find much on this topic.
Topics that would work well for your wiki - a small town or community without a website; an interesting historical building, location, or event; a lesser-known, regional, or noteworthy person; oral histories or memories of a particular shared experience/event that may have been overlooked by other websites (don't do 911 or WWII); an invented world or fictional work; thematic resource for literature circle or book club with an unusual or unique focus (don't do topics that are overworked or already covered elsewhere)
The KEY to this assignment is selecting a topic that contributes UNIQUE information to the world!

Step 4 - Create the wiki using one team member's account on wikispaces. Be sure to use the teacher page. Read the Wiki Basics (PDF) handout for help. The wiki must include:
A "Home" page that introduces the topic/project/theme.
An "About" page that describes your virtual conference, how you came up with your topic, and how your wiki makes a unique contribution to the Web.

EACH group member must also contribute:
At least 3 new pages
At least 1 ORIGINAL digital photograph, chart, graph, diagram, scanned image or other work that is not currently on the Internet that enhances the content of the wiki
At least 1 embedded widget that serves some informational or instructional purpose. Go to the class Widgets page to learn more.
An edit or expansion on at least 3 peer pages.

Step 5 - When your project is complete, one team member should post the wiki address in the Wiki Sharing Forum in Oncourse along with the name of all team members AND your wikispace username.

Step 6 - Explore the wikis posted by the other teams. Make a substantial content contribution to at least one page on another team's wiki. You may need to contact a member of the peer wiki to gain membership so you can post. Also, post a short note in Oncourse about the addition that you made to the peer wiki.

Review the Fiesta Criteria to be sure you've completed all requirements (10 points):
√ Contributed to the success of the Oncourse Wiki Planning discussion (2 points)
√ Contributed to the success of the Virtual Conference
√ Completed the group requirement for the wiki
√ Added at least 3 new pages
√ Added at least 1 original visual
√ Added at least 1 embedded widget
√ Edited or expanded at least three peer pages
√ Made a substantial content contribution to another team's wiki
√ Provided clear leadership at some point in your team's work

Read Learning Spaces: Social Technology.

Read Learning Spaces: Social Technology: Social Networks.

Read Learning Spaces: Social Technology: MUVE.

Fiesta #6: Social Technologies and Virtual Worlds

First, participate in one of the Second Life events scheduled for class. You will need to get an account and work your way through the Orientation before the class event. You'll also want to do a little exploring on your own. This activity will REQUIRE a fast connection. It won't work with dial-up. Go the the SLurl Wikispaces to find cool Second Life ideas. Attend one of the scheduled Newbie Field Trips led by your instructor.

Once you've found a location you wish to share, choose COPY SLurl from the Map in Second Life. Or, go to the SLurl Builder to create a SLurl for a specific location in Second Life that reflects it's potential as a tool in libraries, teaching and learning. You simply need the name and location to create a SLurl for a place such as Eduisland II 120 6 33.

Second, create a free LibraryThing account. Enter a profile for yourself. Enter at least 20 books including tags. Add at least 2 reviews. Comment on at least one other class member's LibraryThing. Join at least 2 groups including the SLIS-Indy group.

When you've completed all of these assignments, add a message to the SLIS-Indy LibraryThing group answering the following questions. The questions have been modified since the last time this course was offered, so don't depend on the postings from last Fall's class.:

1 - Second Life and LibraryThing are both types of social networks. Compare your experiences with each. Then, compare them with a third social network (i.e., LinkedIn, Figment, GoodReads, Facebook, Whyville, Footnote, AllRecipes) you've explored on your own. Describe what you consider to be the positive and negative aspects of each social network you explored. Which is your favorite? Why? How has this experience expanded your thinking about social networks?
2 - What did you find most interesting about Second Life? Has Second Life changed your thinking about virtual worlds and the future of the Internet? What feature did you like the best? What other features would you like to see added? Create and share a SLurl so your classmates can visit a site in Second Life you consider great for teaching and/or learning.
3 - What did you find most interesting about LibraryThing? Has LibraryThing changed your thinking about the books you've read or intend to read? What about other types of materials such as music, movies, audiobooks, etc.? What feature did you like the best? What other features would you like to see added?
4 - What can you learn through an online community? Give an example. Do you think these technologies will have an impact on teaching, learning, and libraries? Why or why not? How can you see social communities being applied in the area of inquiry?

Be sure to identify yourself by stating your first and last name or your IUPUI username in your posting. Also, provide your LibraryThing web address for easy access to your profile.

Read the postings of your peers. Post a "high quality" reply to at least one of your peers.

Review the Fiesta Criteria below to be sure you've completed all requirements (10 Points):
√ Participated in a Second Life class event
√ Created and shared a SLurl (an SL location address)
√ Met LibraryThing Creation Requirement - 20 tagged books,
√ Met LibraryThing Interaction Requirement - at least 2 book reviews and 1 comment on a peer's LibraryThing profile
√ Met LibraryThing Group Requirement - joined at least 2 groups
√ Addressed 4 Required Questions (4 points)
√ High Quality Reply to a Peer in the LibraryThing Class Forum

Read Learning Spaces: Course Management Systems.

Read Learning Spaces: Digital Learning Spaces.

Read Learning Spaces: Digital Learning Spaces: Desktop Learning Spaces.

Read Learning Spaces: Digital Learning Spaces: Electronic Whiteboards and Clickers.

Fiesta #7: Desktop Learning Spaces

Create a desktop learning space. For this assignment, you have TWO options.

Option 1 - Online Learning Space. This is your chance to experience an online learning space. Let's have some fun with Diigo. It's a tool for bookmarking, highlighting, and note-taking. I've set up a group for us to explore.

Step 1 - Go to Diigo and create a username and password. Email me your username and I'll add you to our class group.

Step 2 - Go to our class group and complete the Powerful Poetry assignment as if you're in a class or poetry club. I've provided a sample. You'll choose a poem from poets.org, highlight, and take diigo sticky notes. Then, share your results on the Diigo forum.

Step 3 - Do some exploring. Create at least 4 bookmarks and take notes on at least 4 additional web pages of interest. Share your experiences with your links and your diigo username URL in the Engaging Experiments forum in our class group. For instance, my diigo username URL is at http://www.diigo.com/user/eduscapes.

Step 4 - Design your own activity for a class, club, or library program. First, create a diigo group and add least two activities in the group's forum. Be sure to provide examples or models to get the group started. Post the URL of this group in the Groovy Groups section of our class group so others can explore. For example, a movie club might take notes on their favorite movie at IMDB or a science class might annotate biographies of Nobel Prize winners. For beginning activities, it's helpful to direct users to specific websites such as National Geographic or NPR.

Step 5 - Identify a peer's group under the Groovy Groups section of our class group. Contribute to an activity designed by a classmate. Then, share your experiences and thoughts about using Diigo on the Deep Thoughts forum in the class group.

Review the Fiesta Criteria to be sure you've completed all requirements (10 points):
√ Powerful Poetry - (shared poem with highlighting and notes) (1 Point)
√ Engaging Experiment - (4 bookmarks, 4 web page notes, posted results) (3 Points)
√ Groovy Groups - (created group, added meaningful assignments, shared group) (3 Points)
√ Deep Thoughts - (contributed to peer group, shared thoughts on using Diigo) (3 Points)

OR

Option 2 - Desktop Learning Space. Create a "desktop space" for learners on the topic of your choice. Go to the Desktop Spaces page and review some of the suggested learning spaces. Also check out examples at PowerPoint Sidekicks. Be sure to engage participants in high-level thinking activities.

Step 1 - Select a topic or project for a formal or informal learning situation.

Remember that your project doesn't need to be for a young audience.
As a desktop learning space, you could make a template for laying out a garden or organizing a family history project.

Step 2 - Create the discussion framework for a class, a template for an assignment, or a starter for learners.

Remember a good starter provides photographs, clipart, text, website or other materials to get learners started. Also provide a problem, question, mission, or topic for investigation. Remember this is not a traditional "PowerPoint presentation", it's a tool to help users build, create, and learn. Feel free to use mine as a starting point. Just empty out my information. Or, feel free to adapt an idea like the Inquiry Guide. You don't need to use PowerPoint if you have other ideas. The key is to help learners get started so they don't waste time. You could create a starter using any software creation tool.

Step 3 - Be sure to provide enough guidance for learners. For example, you might use a simplified WebQuest format or the Big6 model.

Consider adding audio directions or speakernote directions. In other words, you need to provide learners with enough information so they can use your starter without assistance.

Step 4 - Create a "completed version" for an assignment or at least some examples.

Step 5 - Do it again. The point of a discussion tool or starter is that it can be adapted to different situations.

Use your empty starter to create a different activity based on the same topic. For example, could your "fall garden" be changed to a "spring garden"? Could you change my Civil War example into a Korean War project? You don't need to modify much to create a whole new project. OR, you could apply this project to an entirely different subject are or topic. Turn your science project into a template for a social studies project.

Step 6 - Let's create a class wiki (http://learningspaces.wikispaces.com/) for sharing our projects. We'll need to think about how to categorize your projects and create links to other projects. You'll need to upload your projects to your public space, then link to your files.

Sept 7 - BE SURE that you've provided an explanation of the project. Also, discuss how this would be used as part of a club, course, program, or lesson. BE SPECIFIC.

Provide links to download your projects and discuss how they're intended to be used and three versions of your starter: the first starter, a sample/example based on your first starter, and a second starter.

Review the Fiesta Criteria to be sure you've completed all requirements (10 points):
√ Explanation of Learning Situation and Starter Use (1 Point)
√ Template or Starter for Learners (2 Points)
√ Example or Sample Version (2 Points)
√ Second Round with Second Topic (2 Points)
√ Shared on class wiki (2 Points)
√ Effective Use of Desktop Learning Space Approach (1 Point)

Read Learning Spaces: Interactive Technology.

Read Learning Spaces: Interactive Technology: Interactives.

Read Learning Spaces: Interactive Technology: Widgets.

Read Learning Spaces: Interactive Technology: Mobile Apps.

Read Learning Spaces: Interactive Technology: Augmented Reality.

Read Learning Spaces: Interactive Technology: Gaming.

Fiesta #8: Interactive Technology

Explore interactives and apps. For this assignment, you have TWO options.

Option 1: Interactives
Let's go beyond the games. There are lots of games and interactive learning websites. Your job is to select one interactive game or tool and produce a guide of resources to create a meaningful learning experience. Let's use the ReadWriteThink interactives as an example for an elementary school library. How many different ways could the Flip Book or BioCube be used in learning? How could you incorporate the Nobel Prize educational games into a project?

Step 1 - You may create step-by-step instructions for using the interactive, a lesson plan for using the tool to address standards, a list of classroom applications, and/ or supplemental resources such as a pathfinder that might be used with the interactive to address a specific subject area interest. You'll want to incorporate at least a couple of these ideas.

You may also want to think about how the interactive might be the focal point of a learning center or library display. For example, what books could be part of a display related to the interactive? Does it make sense to print out the results of the interactive or track them on a bulletin board?

Step 2 - Consider websites, books, and other materials that could be used along with this interactive as on- or off- computer enhancements.

BE SURE to include at least one Web 2.0 application that could be used ALONG WITH this interactive. This is a great chance to go back and try an application you haven't already used in a previous assignment. For instance, you might try Google Earth, Google Docs, online tools (i.e., concept mapping, bookmarking, timeliner, drawing tools, etc.), or social networks (i.e., Ning builder).

Step 3 - This is your chance to be creative. Your end product could incorporate a Google Site, Word document, blog entries with links, photo of a display you've created, or anything else that explains how your interactive is an integral part of a meaningful learning experience.

Step 4 - Share your project on a forum in Oncourse.

Step 5 - Post a high-quality reply to a peer.

Check out a few examples: Fractured Fairy Tales, Chocolate, Interactive Literature, Storymapping, Healthy Family Pathfinder, Space Pathfinder, What's in the Bag?, Story Helpers, From Seed to Plant, Playing with Stories, Post Card Creator, Create Comics, Interactive Language Learning,

Review the Fiesta Criteria to be sure you've completed all requirements (10 points):
√ Effective ideas for incorporating an interactive in learning (3 Points)
√ Sample, example, or other display of learner work (1 Point)
√ Enhancements or extensions such as related materials (1 Point)
√ Web 2.0 application (1 Point)
√ Effective method of disseminating your project (2 Points)
√ Creative use of the interactive (1 Point)
√ High Quality Reply to a Peer (1 Point)

OR

Option 2: Apps
With the popularity of Apps, librarians are increasingly asked about how apps can be used in learning or as reference resources. Your job is to create a web-based list of recommended apps for a particular audience and topic/theme. For instance, you might create a list of preschool apps for children, a set of math learning game apps, or a set of health-related apps for those involved in the health professions.

Step 1 - Identify and describe your audience and topic/theme. Who is the intended user of your list of apps? How do you envision the apps being used in learning, personal or professional development, or a resources? Rather than a general collection, your list should be specific to a topic or theme. What's your topic/theme? Why will these apps be appealing or using for your audience?

Step 2 - Your collection should be focused on a particular platform. For instance, you may focus on apps from the iTunes store for iPhone/iPad. Or, Android Market for the Android. Google's Chrome Web Store for the web-based Chrome web browser. You must provide a link to the store such as Britannica Kids: Volcanoes for iPhone/iPad or BrainPOP for Chrome.

Step 3 - Create an annotated list of at least a dozen apps. You must include the title, description, a discussion of how it might be used in learning, your original review, and a link to the "store" where it can be downloaded.

Step 4 - You must also post your review/rating in the store online. Be sure to share your username somewhere so your reviews can be identified.

Step 5 - Your web-based list must be available to the public as a series of blog entries, a GoogleSite or Weebly page, wiki, or on a social media service.

Review the Fiesta Criteria to be sure you've completed all requirements (10 points):
√ Audience and topic/theme described (1 Point)
√ Links provided to online store (1 Point)
√ At least a dozen annotations and descriptions of uses in learning (3 Point)
√ At least a dozen online reviews in collection list and store website (3 Point)
√ Collection posted online (1 Point)
√ High Quality Reply to a Peer (1 Point)

Project

Course Project

We've explored lots of technologies this semester. This is your chance to put it all together. Also, it's an opportunity to return to the readings from the first section of the course that might have more relevance now.

BE SURE TO INCLUDE THE REQUIRED ELEMENTS BELOW.

Plan a "high tech" learning experience with the following characteristics:

Audience - Identify and describe a specific audience of learners. These learners don't necessarily need to meet face-to-face. Your project doesn't even need to fit into a particular time constraint. It can be formal or informal and within any setting that you wish. How will you attract this audience?

Need - Identify a learning need or specific goal for learners. Address the following questions:
- What do you want your learners to be able to do or talk about when they complete the experience? What do you want them to produce, create, or communicate? Be specific about your expectations.
- How will you know if they met this need? You should incorporate some type of library program survey, learner assessment or other tool to evaluate the program and/or your learners.

Technology Effectiveness - Describe each of the four technologies that you used and why. Then, reflect on the technology components you've selected. Address the following questions:
- How will your approach and the specific technologies you've selected address multiple intelligences or different learning styles? For ideas, go to 25 Tools for Teaching and Learning.
- Why are the technologies you chosen effective tools for addressing the learning need you've identified? Cite at least one professional source that supports your approach.

Technology Issues - Identify at least one potential problem or concern associated with the technology you've selected. Cite at least one professional source that addresses this concern.

Final Products - Your final product must provide enough detail that someone else could implement the plan. In other words, if you talk about assessment, you should have a checklist, rubric, or survey. If you talk about using a PowerPoint Starter, you should build this.

You should incorporate at least FOUR different technology elements. Please tell me which elements you choose. For example, you might incorporate original digital photographs (pictures you've taken yourself), a blog, a PowerPoint starter, and an online survey into your project. Or, you might use a video, digital photographs, a wiki, and Google Earth. These should be advanced, high quality examples... not just "using PowerPoin for a presentationt." Also, a video is only one element, not two. If you have questions about what might count, please ask.

Outstanding technology elements should have ORIGINAL work in terms of text, visuals, audio, and/or video. In other words, if you use video as an element some aspect must be original work. Not just a link to other work. Be sure you have examples of all three technology elements.

If you have a "far out" idea that would be in-depth but only incorporate one technology, check with me first. For example, you might purchase some virtual land in Second Life, design a learning environment within Second life, and plan a virtual event. Cool! Just let me know before you jump in.

Since this is the first time this course has been offered, no examples are available. You'll just need to be creative. Keep in mind that this project is worth twice the points of a fiesta assignment.

Check out a few examples from previous semesters. Keep in mind that not all the required components may be visible. In some cases, the written portion was submitted separately and is not available. Also, the assignments and point values may be different from semester to semester.

Posting - Post your written plan along with links to any file to Oncourse.

Review the Project Criteria to be sure you've completed all requirements (20 points):

Written Plan
√ The audience was clear (2 Points)
√ The need and goals were established (2 Points)
√ The technology effectiveness was addressed (2 Points)
√ Technology issues were addressed (2 Points)
√ Plan was detailed enough to be implemented (2 Points)

Final Products
√ Technology Element 1 (2 Points)
√ Technology Element 2 (2 Points)
√ Technology Element 3 (2 Points)
√ Technology Element 4 (2 Points)
√ Overall, was this an engaging, innovative, high tech learning experience? (2 Point)

Conclusion

I hope you've enjoyed your exploration of high tech learning environments. Keep in mind that the resources will remain online so you're free to explore any time. We'll also leave up the wiki if you have other digital photos you'd like to add to the project.