1. What skills (e.g. image-editing, programming) do you need to have before using this tool?
No advanced skills are needed.
2. What resources (e.g. email address, contact information, microphone, camera) do you need to have before using this tool?
For Tagul, you have to sign up with an email address, or log in with existed Google or Facebook.
For Wordle and Tagxedo, you can create a word cloud directly on the web without logging in.
3. What are the advantages and disadvantages of using this tool in a teaching/training environment?
Wordle and Tagxedo are faster and easier to create a word cloud than Tagul. However, the Java for Wordle is really inconvenient. It was frustrating when I tried Wordle for the first time that the wordcloud can not be created and I thought there was something wrong with my laptop, later finding out that I would have to install a Java.
Tagul is more fancy as it offers various fun shapes and you can upload new shapes. Tagxedo also has fancy shapes, but you can not upload new shapes. The single words in Tagul word cloud can be editted with different colors, size, font, and angles, which is not possible with Wordle and Tagxedo. Tagul has animation features, which the other two don't have. Wordle and Tagxedo word cloud can be saved easily to computer, but Tagul word cloud can not be saved to computer, which is a drawback of Tagul.
4.How would you use this tool in your classroom/institution/organization?
I once used Tagxedo to create word cloud of my students' names and insert it in the course page of Moodle. It makes the page more active, beautiful, and pleasant to eyes. More importantly, it increases the attachment of students and the professor as students will feel how creative the professor is for making the word cloud and this is a way to show that the professor cares about the students. The word cloud with all the names is also a symble to show the whole class is a unity.
Word cloud can be used to show the most important key words when input a web link or a passage.
Word cloud can be used as a creative reflection tool. Professors can ask the students to create a word cloud with the words that they think are most important or most impressive for the content they have learned.
Here is a comment by CHEAH SIN MOH
I am currently using Answer Garden, recommended by Dr. Thomas Chai. I had earlier tried with Wordle, Tagxedo and Tagul. I needed a program that can generate Word Cloud based on input from various users. I found this feature in Answer Garden. It is very easy to use and it is free. You can always create your own Answer Garden and a link is provided. You embed this link in any document, for example, I embed mine in a web site created using Weebly. Anyone who click on the link will be brought to my Answer Garden where they can enter words into the text box. Click submit and we are done. I intend to use Answer Garden to capture keywords on topics that my students found most difficult to understand and plan a revision class sometime during either the MST week or the June term break. Tested it out with Dr.Thomas Chai to ensure that it works, and it did!
Thursday, June 4, 2015
Zoho Docs VS Google Drive
Zoho Docs and Google Drive are good tools for collaboration on projects.
No advanced skills are needed to have before using these two tools.
An email address will be needed to register for Zoho Docs and a Gmail address will be needed for Google Drive.
I would recommend Google Drive as it has better features.The following is my comparison of Zoho Docs and Google Drive.
Similarities:
Differences:
References:
https://www.zoho.com/docs/features.html
https://www.google.com/drive/using-drive/
https://www.zoho.com/docs/zoho-docs-pricing.html
https://www.google.com/drive/using-drive/
https://support.google.com/drive/answer/2494827?hl=en
No advanced skills are needed to have before using these two tools.
An email address will be needed to register for Zoho Docs and a Gmail address will be needed for Google Drive.
I would recommend Google Drive as it has better features.The following is my comparison of Zoho Docs and Google Drive.
Similarities:
- Both can share files and collaborate on the same project with users or non-users
- Both are available through web browser and mobile apps
- Both can sync files and folders on the web and desktop
- Both can be downloaded and installed in the computer and work off-line
- Both work with Word document, Spreadsheets, Slides, Polls (Forms)
- Both support many languages
Differences:
- Zoho offers 5 GB free storage, but Drive offers 15 GB free storage.
- Zoho allows 25 users to collaborate, but Drive allows 50 people to edit or comment on a document, spreadsheet, presentation, or drawing at the same time.
- Drive has Drawings function, but Zoho Docs does not have Drawings.
- Zoho Docs can be integrated with Dropbox, Google Drive, and Zoho Mail to extend document management. Drive does not integrate with other applications, but there are over 100 Drive Apps.
- Drive is encrypted using SSL, but Zoho is not encrypted.
- Drive app can scan paper documents and store them instantly as PDFs, but Zoho does not have scan function.
References:
https://www.zoho.com/docs/features.html
https://www.google.com/drive/using-drive/
https://www.zoho.com/docs/zoho-docs-pricing.html
https://www.google.com/drive/using-drive/
https://support.google.com/drive/answer/2494827?hl=en
Jing Reflection
- What skills (e.g. image-editing, programming) do you need to have before using this tool?
- What resources (e.g. email address, contact information, microphone, camera) do you need to have before using this tool?
- What are the advantages and disadvantages of using this tool in a teaching/training environment?
Disadvantages: The video can only be within 5 minutes. When using Jing and Powerpoint slides to capture videos, the animations and transitions sometimes are not reflected smoothly. The editing function for the captured picture is limited, with only simply marking functions available.
- How would you use this tool in your classroom/institution/organization?
Hootsuite is not as convenient as I thought
Hootsuite is a platform where you can access different social media including Twitter, Facebook, LinkedIn, etc., in the same place. However, the homepages of other media can be viewed, but Facebook homepage can not be viewed there.
I heard about this social media management tool and installed it this morning, but I removed the account soon after I found out that the Facebook homepage does not show on it, thus I would still have to log into my Facebook account. I would not recommend Hootsuite if you also care about this.
I heard about this social media management tool and installed it this morning, but I removed the account soon after I found out that the Facebook homepage does not show on it, thus I would still have to log into my Facebook account. I would not recommend Hootsuite if you also care about this.
Developing a Personal Learning Plan (PLP)
Developing a Personal Learning Plan:
https://d396qusza40orc.cloudfront.net/newtechtools/UH%20PLP%20Handbook.pdf
The course I have taken on Coursera:
Powerful Tools for Teaching and Learning: Web 2.0 Tools
I have learned a variety of Web 2.0 tools through this course and my knowledge in what tools to implement for instructional issues has increased. The idea of combining 21st Century Skills and Web 2.0 tools is great. I also like the lifelong learning module of this course. Lifelong learning has been an ever-lasting theme for people who want to make continuous progress and keep updated, especially in this explosive information era where things change rapidly.
This course has provided abundant resourses. However, sometimes too much means nothing, if we don't know what to select and focus. Technology should only be the tool which serves education rather than the purpose. Too much exploration of Web 2.0 tools without the instructional issue in mind won't yield good results. One of my deep feelings about my experience of this course is that I seem to have learned a lot, but when I ask what tools I have learned, I only remember few that I have been using since before this course. The reason is that many of the tools I explored are not implemented for specific instructional issue or personal use, so my understanding of them is very superficial. If we just keep exploring various Web 2.0 tools without having the purpose in mind or implementing them, we may just have wasted our time. In my future learning and exploration of Web 2.0 tools, I will focus on the instructional issue or educational needs and learn Web 2.0 tools purposefully to solve issues.
My personal learning plan is as follows:
1. Follow pioneers in educational technology field through Twitter, Facebook, Blogs, and Websites. My twitter account is LiCheng1012. I have been building my personal learning network through Twitter.
2. Learn from my classmates, colleagues, professors, and the instructional technologist and other technology persons in my university after I start school this Fall.
3. Read academic literature in educational technology field and keep updated about new trends.
4. Implement available and appropriate Web 2.0 tools to facilitate my teaching. Doing is the best learning.
5. Write reflections and do action research on Web 2.0 tools as much as I can.
6. Attend academic conferences in educational technology and try to publish papers.
7. Continue taking courses on Coursera and Lynda.com
https://d396qusza40orc.cloudfront.net/newtechtools/UH%20PLP%20Handbook.pdf
The course I have taken on Coursera:
Powerful Tools for Teaching and Learning: Web 2.0 Tools
I have learned a variety of Web 2.0 tools through this course and my knowledge in what tools to implement for instructional issues has increased. The idea of combining 21st Century Skills and Web 2.0 tools is great. I also like the lifelong learning module of this course. Lifelong learning has been an ever-lasting theme for people who want to make continuous progress and keep updated, especially in this explosive information era where things change rapidly.
This course has provided abundant resourses. However, sometimes too much means nothing, if we don't know what to select and focus. Technology should only be the tool which serves education rather than the purpose. Too much exploration of Web 2.0 tools without the instructional issue in mind won't yield good results. One of my deep feelings about my experience of this course is that I seem to have learned a lot, but when I ask what tools I have learned, I only remember few that I have been using since before this course. The reason is that many of the tools I explored are not implemented for specific instructional issue or personal use, so my understanding of them is very superficial. If we just keep exploring various Web 2.0 tools without having the purpose in mind or implementing them, we may just have wasted our time. In my future learning and exploration of Web 2.0 tools, I will focus on the instructional issue or educational needs and learn Web 2.0 tools purposefully to solve issues.
My personal learning plan is as follows:
1. Follow pioneers in educational technology field through Twitter, Facebook, Blogs, and Websites. My twitter account is LiCheng1012. I have been building my personal learning network through Twitter.
2. Learn from my classmates, colleagues, professors, and the instructional technologist and other technology persons in my university after I start school this Fall.
3. Read academic literature in educational technology field and keep updated about new trends.
4. Implement available and appropriate Web 2.0 tools to facilitate my teaching. Doing is the best learning.
5. Write reflections and do action research on Web 2.0 tools as much as I can.
6. Attend academic conferences in educational technology and try to publish papers.
7. Continue taking courses on Coursera and Lynda.com
The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy
Drexler, W. (2010). The networked student model for
construction of personal learning environments: Balancing teacher
control and student autonomy. Australasian Journal of Educational Technology, 26(3), 369-385. http://www.ascilite.org.au/ajet/ajet26/drexler.html
Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process.
Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process.
Wednesday, March 18, 2015
Keep reading&writing a daily habit
I have been keeping a diary since I went to undergraduate school in 2006. I benefit a lot from even random scratching. It's a good way to keep record of my life and thoughts. Reflection has contributed greatly to my progress and maturity. I always like to learn from excellent people. During my study in the graduate program at WLU, I not only learned what
the professors taught, I observed and reflected how the professors
taught. I also learn from my own experience. I summarize and reflect what I have endured and thought, which provides guidance and courage for facing new challenges.
I will start my PhD journey this August. I feel excited and a little self-conscious. Pursuing a PhD in the United States was beyond of reach and unimaginable for me four years ago. Since the first day I came to the United States every step has been so difficult, but I have gone so far. I did my best to seize opportunities and even created opportunities to reach my goals. The offer I got from PhD programs is the proof of my achievement and it also means a new beginning of a challenging but rewarding road.
To cultivate myself into a promising scholar, I resolute to develop a habit of reading academic articles and writing daily. The more I read and write, the better I will be a scholar. Some expert said that it takes 21 days to develop a new good habit. I will give it a try. As the Chinese saying goes, a thousand miles of journey begins with the first step. My journey to be a scholar will begin with this point.
I will start my PhD journey this August. I feel excited and a little self-conscious. Pursuing a PhD in the United States was beyond of reach and unimaginable for me four years ago. Since the first day I came to the United States every step has been so difficult, but I have gone so far. I did my best to seize opportunities and even created opportunities to reach my goals. The offer I got from PhD programs is the proof of my achievement and it also means a new beginning of a challenging but rewarding road.
To cultivate myself into a promising scholar, I resolute to develop a habit of reading academic articles and writing daily. The more I read and write, the better I will be a scholar. Some expert said that it takes 21 days to develop a new good habit. I will give it a try. As the Chinese saying goes, a thousand miles of journey begins with the first step. My journey to be a scholar will begin with this point.
Sunday, January 4, 2015
Article Review Practice 1
Article Reviewed:
Min Liu, Jina Kang, Mengwen Cao, Mihyun Lim, Yujung Ko, Ryan Myers& Amy Schmitz Weiss (2014) Understanding MOOCs as an Emerging Online Learning Tool: Perspectives From the Students, American Journal of Distance Education, 28:3, 147-159, DOI:10.1080/08923647.2014.926145
To link to this article: http://dx.doi.org/10.1080/08923647.2014.926145
Through investigating the participants’ learning experiences in a massive open online course (MOOC), Min Liu et al. conducted the research to understand MOOCs as an emerging online learning tool from the perspectives of students. Surveys, interviews, and course activity data were employed for the purpose of triangulation as the research method. In this study, 409 out of 5000 students who enrolled in the MOOC participated in the survey and 44 responded to the interview questions. The authors surveyed and discussed the reasons for enrolling in this MOOC, time spent and completion of assignments, and positive and negative aspects of students’ learning in this MOOC.
This evidence-based research contributed to facilitate understanding of the advantages and constraints of MOOCs. Providing first-hand data, this study confirmed that the completion rate of the MOOC was low and earning a certificate was not the primary goal, which aligned with the existing literature. This study is significant for future research as it implicated the importance of self-directed learning in a MOOC environment. It is also an informative study for future MOOC design as it suggested to make the goals and expectations of a MOOC clear and explicit so as to help potential students decide if a MOOC is suited for them. To improve the assessment and communication with a large population of MOOC learners, this study indicated that it is essential to design effective peer assessment and encourage peer interaction. It is also important to use discussion forums, emails, and social networking tools for communicating differently and innovatively.
Meaningful as this study is, there are some flaws. First, the research method was not described clearly and thoroughly; the authors did not indicate how the survey was distributed. The effectiveness of the interviews via email is questioned as writing and speaking are different and the method of interviews via email did not make a major difference from open-ended questions through the survey. To give readers a clearer idea about the survey, the authors should have attached the twenty-four-question survey as an appendix. Second, the concept of xMOOC should have been explained more clearly. Third, the limitations of this study should include that the participants of this study only represented about 8% of the students who enrolled in this MOOC; hence generalizations from this data are limited. In effect, it is untenable to conclude at the end of the article that the majority of this MOOC’s participants had a positive experience.
Min Liu, Jina Kang, Mengwen Cao, Mihyun Lim, Yujung Ko, Ryan Myers& Amy Schmitz Weiss (2014) Understanding MOOCs as an Emerging Online Learning Tool: Perspectives From the Students, American Journal of Distance Education, 28:3, 147-159, DOI:10.1080/08923647.2014.926145
To link to this article: http://dx.doi.org/10.1080/08923647.2014.926145
Article Review
Through investigating the participants’ learning experiences in a massive open online course (MOOC), Min Liu et al. conducted the research to understand MOOCs as an emerging online learning tool from the perspectives of students. Surveys, interviews, and course activity data were employed for the purpose of triangulation as the research method. In this study, 409 out of 5000 students who enrolled in the MOOC participated in the survey and 44 responded to the interview questions. The authors surveyed and discussed the reasons for enrolling in this MOOC, time spent and completion of assignments, and positive and negative aspects of students’ learning in this MOOC.
This evidence-based research contributed to facilitate understanding of the advantages and constraints of MOOCs. Providing first-hand data, this study confirmed that the completion rate of the MOOC was low and earning a certificate was not the primary goal, which aligned with the existing literature. This study is significant for future research as it implicated the importance of self-directed learning in a MOOC environment. It is also an informative study for future MOOC design as it suggested to make the goals and expectations of a MOOC clear and explicit so as to help potential students decide if a MOOC is suited for them. To improve the assessment and communication with a large population of MOOC learners, this study indicated that it is essential to design effective peer assessment and encourage peer interaction. It is also important to use discussion forums, emails, and social networking tools for communicating differently and innovatively.
Meaningful as this study is, there are some flaws. First, the research method was not described clearly and thoroughly; the authors did not indicate how the survey was distributed. The effectiveness of the interviews via email is questioned as writing and speaking are different and the method of interviews via email did not make a major difference from open-ended questions through the survey. To give readers a clearer idea about the survey, the authors should have attached the twenty-four-question survey as an appendix. Second, the concept of xMOOC should have been explained more clearly. Third, the limitations of this study should include that the participants of this study only represented about 8% of the students who enrolled in this MOOC; hence generalizations from this data are limited. In effect, it is untenable to conclude at the end of the article that the majority of this MOOC’s participants had a positive experience.
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