[WikiEducator] Re: Interactions improved
Carolyn(?), This is the thing everyone who runs a online joint production facility like WE is frustrated with. The main thing holding everyone back is the development of the real time network which will eventually complement the people producing content with their preferred web app.(mainly asynchronously), regardless of which part of the world they are in. It's not another app we need here, its a networking of networks which help people in remote .edu institutions to have the kind of things which gamers have already = the ability to talk, sync apps, and have a play in real time. At the moment the academic have some tools like Elluminate and Dim Dim, which aren't bad but have pretty limited bandwidth (functionality) and don't have the ability to grow. But they are pointing the way. Start making a noise about this with your global peers and it'll help push a long lot of developments which are happening in each country's NREN; separately of of course. As they already know, these days they (our brilliant geeks) have to be supporting global groups not national institutions. But you know how it is. We used to live in a world where national borders meant something, and old (funding) habits die slowly. On Apr 9, 1:57 am, nscaro...@gmail.com nscaro...@gmail.com wrote: A comment from one attedant who wants more interactive web 2.0 applications quoted i want an application in wchich i can interact directly more with people not a computer which says i understand what you saying. How can wikiE be improved in these way .Yes am verysupportive of her idea. --~--~-~--~~~---~--~~ You received this message because you are subscribed to the Google Groups WikiEducator group. To visit wikieducator: http://www.wikieducator.org To visit the discussion forum: http://groups.google.com/group/wikieducator To post to this group, send email to wikieducator@googlegroups.com To unsubscribe from this group, send email to wikieducator-unsubscr...@googlegroups.com -~--~~~~--~~--~--~---
[WikiEducator] Re: Keep the architecture open for bells and whistles
Content in most subject areas in primary and secondary school is fixed. How it is developed is not. Your “subjective and contested” is referring to the “how”, and not the “what”. Textbooks (or regional syllabus where textbooks are not available) define the content that is to be taught. If we examine those sources by given age levels (grade levels), we will find more consistencies in what content is present than inconsistencies. But how the content is developed by given age levels (grade levels) varies widely. A “content checker” captures the “what and how” to provide a utility that acts like a “spell checker”. The “content checker” is activated when a user directly (or indirectly as the system becomes more sophisticated) tells it the language being used, subject area and learners age (or age range). For example, a developer typing in English is working on a mathematics lesson for a seven year old. This information will activate the checker. The developer is typing away and puts the words “natural number” in the lesson. Like a “spell checker” the “content checker” will highlight the words “natural number”. The developer using their mouse will right click on the highlighted words, and a menu will open. The “content checker” will caution the developer that this term is not normally part of the vocabulary of a 7 year old mathematics learner. The checker may suggest the words “whole number” or “counting number” maybe more appropriate for this age level. The checker will also provide links to places like WE’s mathematics glossary and links to other prepared lessons which may help the developer understand why the term “natural number” is not used. A “content checker” need not be activated for a negative reason, but just to provide useful links and information. I am not aware of any publicly available system, because “content checkers” require the accumulation of a lot of information on a lot of different publishers’ works. Sharing collected information is not profitable, so most of these systems stay in-house. The type of collected information is like that on my website www.k-12math.info . Jim Kelly http://www.wikieducator.org/User:Jkelly952 On Apr 8, 3:22 pm, Maria Droujkova droujk...@gmail.com wrote: Jim, Can you make a few examples of the manual content checkers being developed? Isn't age appropriateness very subjective and contested? On Wed, Apr 8, 2009 at 12:16 PM, jkelly952 jkelly...@sbcglobal.net wrote: Manual “content checkers” exist and are being developed, it is only a matter of time when the people who brought us the “spell checker” will have the enlightening moment and create “content checkers”. Jim Kelly http://www.wikieducator.org/User:Jkelly952 -- Cheers, MariaD Make math your own, to make your own math. http://www.naturalmath.comsocial math sitehttp://www.phenixsolutions.comempowering our innovations --~--~-~--~~~---~--~~ You received this message because you are subscribed to the Google Groups WikiEducator group. To visit wikieducator: http://www.wikieducator.org To visit the discussion forum: http://groups.google.com/group/wikieducator To post to this group, send email to wikieducator@googlegroups.com To unsubscribe from this group, send email to wikieducator-unsubscr...@googlegroups.com -~--~~~~--~~--~--~---
[WikiEducator] Re: Keep the architecture open for bells and whistles
Thank you very much for the reply. This content checker is a fascinating idea that seems doable, and your site is a great resource. On Thu, Apr 9, 2009 at 1:14 PM, jkelly952 jkelly...@sbcglobal.net wrote: Content in most subject areas in primary and secondary school is fixed. How it is developed is not. Your “subjective and contested” is referring to the “how”, and not the “what”. Not all schools and homeschools use the same fixed content, though. To use American examples only, Key Curriculum materials, Hawaii Measure Up, the Life of Fred series, A Beka series, or Saxon Math are pretty different from one another not only in how, but also in what. For a particular topic example, some curricula include sizable amounts of early algebra and others do not have any whatsoever. If we look at other countries, well, the differences are even larger. Moreover, with distance and virtual learning becoming more available, there is more and more variety and customization in scope and sequence. How can a content checker support this variety? A “content checker” captures the “what and how” to provide a utility that acts like a “spell checker”. The “content checker” is activated when a user directly (or indirectly as the system becomes more sophisticated) tells it the language being used, subject area and learners age (or age range). For example, a developer typing in English is working on a mathematics lesson for a seven year old. This information will activate the checker. The developer is typing away and puts the words “natural number” in the lesson. Like a “spell checker” the “content checker” will highlight the words “natural number”. The developer using their mouse will right click on the highlighted words, and a menu will open. The “content checker” will caution the developer that this term is not normally part of the vocabulary of a 7 year old mathematics learner. The checker may suggest the words “whole number” or “counting number” maybe more appropriate for this age level. The checker will also provide links to places like WE’s mathematics glossary and links to other prepared lessons which may help the developer understand why the term “natural number” is not used. A “content checker” need not be activated for a negative reason, but just to provide useful links and information. I am not aware of any publicly available system, because “content checkers” require the accumulation of a lot of information on a lot of different publishers’ works. Sharing collected information is not profitable, so most of these systems stay in-house. The type of collected information is like that on my website www.k-12math.info . Jim Kelly http://www.wikieducator.org/User:Jkelly952 --~--~-~--~~~---~--~~ You received this message because you are subscribed to the Google Groups WikiEducator group. To visit wikieducator: http://www.wikieducator.org To visit the discussion forum: http://groups.google.com/group/wikieducator To post to this group, send email to wikieducator@googlegroups.com To unsubscribe from this group, send email to wikieducator-unsubscr...@googlegroups.com -~--~~~~--~~--~--~---
[WikiEducator] Plan to Move the Current CCNC Pages
A few of us have been discussing how to proceed with updating the module content in the Commonwealth Computer Navigator's Certificate (CCNC). The consensus is to move the current pages to a new node: http://www.wikieducator.org/CCNC/Version2 . We recognize that following the move we'll need to fix absolute links and navigation. We plan to begin the new work under the following structure, copying material as appropriate from version 2: http://www.wikieducator.org/CCNC/Version3 Given this project has a long standing history on WikiEducator, I thought I'd post our plans to this larger group for comment. Please respond with your thoughts and suggestions. Thank you, Alison http://www.wikieducator.org/User:ASnieckus --~--~-~--~~~---~--~~ You received this message because you are subscribed to the Google Groups WikiEducator group. To visit wikieducator: http://www.wikieducator.org To visit the discussion forum: http://groups.google.com/group/wikieducator To post to this group, send email to wikieducator@googlegroups.com To unsubscribe from this group, send email to wikieducator-unsubscr...@googlegroups.com -~--~~~~--~~--~--~---
[WikiEducator] Re: Keep the architecture open for bells and whistles
Would it make sense then to create a content checker which is more focused on consistency within a set of materials, instead of between different sets? For example, if I were to start up a set of resources on teaching programming in WikiEducator, I would set up a content checker to look just at the content within the pages that I'm working on. It would tell me when I use terms that I haven't introduced properly yet. It could also be set up to give feedback based on many sets of material, so it would tell me when I use a term I haven't introduced and also inform me that most educational materials (in Canada, or wherever) targeted at that level don't use that term. Think of it as less of a checker, and more of a helpful reference. Scott On Thu, Apr 9, 2009 at 10:46 AM, Maria Droujkova droujk...@gmail.comwrote: Thank you very much for the reply. This content checker is a fascinating idea that seems doable, and your site is a great resource. On Thu, Apr 9, 2009 at 1:14 PM, jkelly952 jkelly...@sbcglobal.net wrote: Content in most subject areas in primary and secondary school is fixed. How it is developed is not. Your “subjective and contested” is referring to the “how”, and not the “what”. Not all schools and homeschools use the same fixed content, though. To use American examples only, Key Curriculum materials, Hawaii Measure Up, the Life of Fred series, A Beka series, or Saxon Math are pretty different from one another not only in how, but also in what. For a particular topic example, some curricula include sizable amounts of early algebra and others do not have any whatsoever. If we look at other countries, well, the differences are even larger. Moreover, with distance and virtual learning becoming more available, there is more and more variety and customization in scope and sequence. How can a content checker support this variety? A “content checker” captures the “what and how” to provide a utility that acts like a “spell checker”. The “content checker” is activated when a user directly (or indirectly as the system becomes more sophisticated) tells it the language being used, subject area and learners age (or age range). For example, a developer typing in English is working on a mathematics lesson for a seven year old. This information will activate the checker. The developer is typing away and puts the words “natural number” in the lesson. Like a “spell checker” the “content checker” will highlight the words “natural number”. The developer using their mouse will right click on the highlighted words, and a menu will open. The “content checker” will caution the developer that this term is not normally part of the vocabulary of a 7 year old mathematics learner. The checker may suggest the words “whole number” or “counting number” maybe more appropriate for this age level. The checker will also provide links to places like WE’s mathematics glossary and links to other prepared lessons which may help the developer understand why the term “natural number” is not used. A “content checker” need not be activated for a negative reason, but just to provide useful links and information. I am not aware of any publicly available system, because “content checkers” require the accumulation of a lot of information on a lot of different publishers’ works. Sharing collected information is not profitable, so most of these systems stay in-house. The type of collected information is like that on my website www.k-12math.info . Jim Kelly http://www.wikieducator.org/User:Jkelly952 --~--~-~--~~~---~--~~ You received this message because you are subscribed to the Google Groups WikiEducator group. To visit wikieducator: http://www.wikieducator.org To visit the discussion forum: http://groups.google.com/group/wikieducator To post to this group, send email to wikieducator@googlegroups.com To unsubscribe from this group, send email to wikieducator-unsubscr...@googlegroups.com -~--~~~~--~~--~--~---
[WikiEducator] Re: Plan to Move the Current CCNC Pages
Hi Alison, Just a quick note --- Am a little snowed under at the moment with a bunch of activities, and have not been able to give this new community initiative the attention it deserves :-(. A few reflections for consideration: * I'm very supportive and excited to see new life and energy emerging from our community to take CCNC to new levels. As a free and open source software user -- my passion is to see the development of high-quality teaching materials supporting basic ICT skills development using free software. * I like the idea of a dedicated list for the development --- with updates posted to the main WE list. * The need for these resources is far wider than the Commonwealth -- therefore I'm wondering whether a change in name is appropriate. What about something like the Open Computer Navigators Course (OCNC). Fortunately we use a license which permits derivative works including name changes :-). Also, speaking from experience with the CCNC -- the notion of certificate is confusing because the course materials do not provide certification as such -- and should be available for use in multiple contexts. Changing the name will also help getting away from the confusing subpages like Version 2, Version 3 etc. * A key question for our group to consider will be whether the course materials should meet the requirements of the ECDL/ICDL curriculum. Personally, I think that there are significant advantages to doing this because then we create optional paths for formal certification. That said -- there may be differences in opinion here. In short -- I propose a name change which will be more representative of what these course materials are aiming to achieve and consideration about mapping to existing curricula and national qualifications frameworks. Looking forward to seeing our finished product --- a community driven initiative :-). Cheers Wayne On Thu, 2009-04-09 at 20:45 -0400, Alison Snieckus wrote: A few of us have been discussing how to proceed with updating the module content in the Commonwealth Computer Navigator's Certificate (CCNC). The consensus is to move the current pages to a new node: http://www.wikieducator.org/CCNC/Version2 . We recognize that following the move we'll need to fix absolute links and navigation. We plan to begin the new work under the following structure, copying material as appropriate from version 2: http://www.wikieducator.org/CCNC/Version3 Given this project has a long standing history on WikiEducator, I thought I'd post our plans to this larger group for comment. Please respond with your thoughts and suggestions. Thank you, Alison http://www.wikieducator.org/User:ASnieckus --~--~-~--~~~---~--~~ You received this message because you are subscribed to the Google Groups WikiEducator group. To visit wikieducator: http://www.wikieducator.org To visit the discussion forum: http://groups.google.com/group/wikieducator To post to this group, send email to wikieducator@googlegroups.com To unsubscribe from this group, send email to wikieducator-unsubscr...@googlegroups.com -~--~~~~--~~--~--~---
