Place - Learning Environment Creation Tools
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PLACE - L-TOOLS
GALVIS 2009
TOOLS FOR MULTIMEDIA DATA PROCESSING Tools for Processing Video and Digital Sound Tools for Sharing digital products on Internet Tools for threading voice comments on digital objects Tools for Building web pages TOOLS FOR TIME AND ACTIVITY MANAGEMENT
10 10 11 13 13 14
L for Learning Environments CONSTRUCTION OF CONCEPTUAL AND MIND MAPS CONSTRUCTION OF CAUSE-EFFECT MAPS MATHEMATIC MODELS: CONSTRUCTION AND EXPLORATION SIMULATIONS AND GAMES: CONSTRUCTION AND EXPLORATION LECTURE NOTES AND FLASH CARDS: BUILDING AND USE CREATION OF DIGITAL PORTFOLIOS CREATION AND USE OF RUBRICS
15 15 17 17 18 18 19 19
A for Access to cultural, and intellectual capital SEARCH ENGINES AND DIGITAL TAGGING ELECTRONIC ENCYCLOPEDIAS SUBSCRIPTION TO ELECTRONIC INFORMATION SERVICES List Serves RSS Channels DICTIONARIES, TRANSLATORS AND THESAURUSES EDUCATIONAL PORTALS DIGITAL TOURS THROUGH MUSEUMS AND COLLECTIONS
21 22 23 24 24 25 25 26 28
C for Communication TOOLS FOR INTERACTING ASYNCHRONOUSLY Email (electronic mail) Text messaging and chat rooms Social messaging via Twitter Social/virtual networking in education Digital Diaries, also called, Blogs The Wiki and collaborative knowledge building Collaborative productivity tools Network Forums Video lecture capturing TOOLS FOR SYNCHRONOUS INTERACTION Chat rooms Multimedia Instant Messaging Systems Video Conferencing Systems
31 31 32 33 33 34 35 36 38 38 39 40 41 41 42
Establishing a PLACE for teaching technologies
Page iv
PLACE - L-TOOLS
GALVIS 2009
L
for Learning Environments
Instructors willing to give their students the opportunity to actively participate in knowledge building may decide to use digital tools that allow creation or manipulation of learning environments. When these goods have been created by the students it is possible they may have internalized the rules that underlie the product; when they have been created by the teachers, the goods become learning objects. Tools that allow teachers or students create learning environments, and that were created with an educational purpose, are included under L-Type category.
Construction of Conceptual and Mind Maps Conceptual and mind maps are a way of visually expressing relationships that underlie a study object. They are especially useful when the student creates the map as long as he appropriates a method for expressing his understanding of what has been studied. Concept and mind maps can also be used by the teacher to create visual navigation systems through concepts and their relationships which can be used as support for the learning process. Establishing a PLACE for teaching technologies
Page 15
PLACE - L-TOOLS
GALVIS 2009
CMAP TOOLS [35] are free tools that allow the construction, navigation, sharing, and critiquing of learning models expressed as conceptual maps. They can be used by teachers and students at any level and content area, by themselves or as members of a community that constructs knowledge collaboratively. Once the tool is installed, the user can embark on discovering its functionality through trial and error, or can go through the tutorial [36] to resolve doubts about distinct functions and possibilities offered by the system. This tutorial is controlled by a contextual menu that guides the user step by step in resolving any questions and showing specific images that illustrate the references. The aforementioned tool allows for local creation and the global sharing of concept maps. It enhances the ability to exceed the mental expression modes of each author. Also, it allows the creation of learning communities supported by concept maps. These communities share information, discuss distinct perspectives concerning the study object and integrate knowledge. MIND42 [37]—Mind for two—is a collaborative browser-based online mind mapping tool. It allows you to manage all your ideas, whether alone, as a twosome or working with the whole world. As Mind42 runs inside the browser, installing mind mapping tools is no longer needed for a hassle-free mindmapping experience. Just open the browser and launch the application when needed. It behaves like a classical desktop application! Mind42 is a WYSIWYG (What You See Is What You Get) mind map editor supporting keyboard shortcuts, drag and drop, zooming and much more. No forms and lists which are generally used in web applications are needed. WISE MAPPING [38] is the web mind mapping tool that leverages the power of Mind Maps, mixing new technologies like vectorial languages (SVG and VML) and the power of the whole Web 2.0 concept. No pluggins are required. A mind map is a diagram used to represent words, ideas, tasks or other items linked to and arranged radially around a central key word or idea. It is used to generate, visualize, structure and classify ideas, and as an aid in study, organization, problem solving, and decision making. A mind map is similar to a semantic network or cognitive map but there are no formal restrictions on the kinds of links used.
35 36 37 38
http://cmap.ihmc.us/ http://cmap.ihmc.us/Support/help/ http://www.mind42.com/ http://www.wisemapping.com/c/home.htm
Establishing a PLACE for teaching technologies
Page 16
PLACE - L-TOOLS
GALVIS 2009
Construction of Cause-Effect Maps Cause and effect maps help students to understand information that is combined to solve a problem. Factors associated with a problem can be organized and understood as they interact in a cause and effect relationship. This software supports cycles of investigation that give order to what students know; the knowledge is organized in a map. A review by Eduteka (2002) related to visual tools that support learning says that SEEING REASON [39], a program developed by Intel and distributed for free, is designed to create cause and effect maps. SEEING REASON generates a work area in the Internet browser that can be utilized by the student for investigating and understanding complex systems. It is not necessary to download any software or install anything in the computer. In the area “Teacher Workspace” the instructor registers, creates a folder for each project and creates one or more groups of students to whom he assigns a key. Each group registers in the “Student Login” area and gives the names of the project and the group. A white work area appears where the groups can create project components such as cause and effect relationships that exist.
Mathematic Models: Construction and Exploration Physical phenomenon can be expressed in multiple forms like equations, tables, graphics and animations that respond to underlying logic. With this idea in mind, applications have been constructed that allow students and secondary and university teachers to utilize mathematics to create or to explore interactive models. MODELLUS [40] is a tool that allows making multiple representations (tables, equations, graphics, animations) of studied phenomenon, with manipulation of variables in concrete or abstract forms. It is distributed almost for free (it costs $5 to receive the book and CD in the mail). It is supported in several languages through which examples can be analyzed and information can be gathered concerning the function of the system. Modellus can be learned experientially and through inquiry; online help is also available. One can join the community of virtual Modellus users in Yahoo Groups in
39 40
http://www97.intel.com/en/ThinkingTools/SeeingReason/ http://phoenix.sce.fct.unl.pt/modellus/index.php
Establishing a PLACE for teaching technologies
Page 17
PLACE - L-TOOLS
GALVIS 2009
order to share experiences and to search for solutions to problems that surface when using the system.
Simulations and Games: Construction and Exploration Games and simulators can be powerful environments for exploration. Their construction, however, can become a challenge that demands a very good understanding of the environments that are being modeled, the rules that govern their function, the intervening variables and the results. Creating games and simulators from scratch can be overwhelming, but with the right tools it is an enjoyable activity for those with such an interest. AGENTSHEETS [41] is a multiplatform authoring tool for computational models that simulate the diverse natural systems (physics, social, etc.). Agentsheets uses visual object behavioral programming (agents) which simplifies the work of modeling, testing, adjusting and utilizing existing simulators. It has been tested successfully in the construction of social and natural science simulations at all educational levels. It is possible to install a test version for ten days and educate yourself in its use by utilizing any of the online help systems from the web site (manuals, video tutorials, frequently asked questions, simulation books).
Lecture notes and flash cards: Building and Use Students are not always good at taking notes, learning vocabulary and concepts. As educators we can support this process with technology, either by giving them access to existing resources, and/or creating the means for collaborative creation. Tool such as QUIZLET [42] allow students to create their own flash cards, share them with classmates or with open groups, to practice via different type of exercises, to get feedback based on performance and answer speed. There is a huge collection of flash cards available, organized by topics and number of flash cards. Quizlet use is free.
41 42
http://www.agentsheets.com/ http://quizlet.com/
Establishing a PLACE for teaching technologies
Page 18
PLACE - L-TOOLS
GALVIS 2009
A similar free tool is STUDYBLUE [43]. In addition to create and share flash cards it allows the learner to collaboratively take notes using wiki tools. StudyBlue automatically derives flash cards from notes. There is also a large collection of resources organized by topics and educational levels.
Creation of Digital Portfolios The development of digital portfolios allows the documentation of processes and associated outcomes as evidence of personal or professional growth. The following set of resources effectively supports the construction of multimedia-based digital portfolios. Open access applications such as EFOLIO [44], EPORTFOLIO [45] or ZPORTFOLIO [46] make it possible for students and teachers to digitally record and present evidence in an integrated form of the processes and products that comprise their work in learning and teaching. Sometimes is worth creating multimedia documents that include reflections and textual annotations about video episodes. This can be done with free tools such as VIDEO PAPER BUILDER 3 [47]. This software has a dual format in PC and OS; it is a valuable aid to those who desire to make videocases (cases that focus on the analysis of video episodes) or videopapers (writings that reflect on video episodes).
Creation and use of rubrics Open ended assignments (e.g., projects) as well as authentic (performance-based) assessments (Wiggins, 1990) need well defined criteria for the student to be able to self-assess processes and products and for faculty to be able to give feedback with the same lenses to all students. Rubrics serve this purpose.
43 44 45 46 47
http://www.studyblue.com http://www.efoliominnesota.com/ http://www.eportfolio.org/ http://www.zunal.com/portfolio.php http://vpb.concord.org
Establishing a PLACE for teaching technologies
Page 19
PLACE - L-TOOLS
GALVIS 2009
There are many rubric development sites available. RUBRICS FOR ASSESSMENT [48], RUBRICS FOR TEACHER [49] include collections of rubrics in different domains that may help educators understand the logic of building rubrics and select and use those that fit their needs. There are also free tools available, such as RUBISTAR [50], a tool to help teachers create quality rubrics and IRUBRIC [51] from RCampus, which supports creation of rubrics and hosts them online. Rubrics created with iRubrics can be used as a stand- alone or as part of RCampus interactive learning resources, where results from applying the rubric are kept in a grading system.
48 49 50 51
http://www.uwstout.edu/soe/profdev/rubrics.shtml http://www.rubrics4teachers.com/ http://rubistar.4teachers.org/index.php http://www.rcampus.com/indexrubric.cfm
Establishing a PLACE for teaching technologies
Page 20
GALVIS 2009
TOOLS FOR MULTIMEDIA DATA PROCESSING Tools for Processing Video and Digital Sound Tools for Sharing digital products on Internet Tools for threading voice comments on digital objects Tools for Building web pages TOOLS FOR TIME AND ACTIVITY MANAGEMENT
10 10 11 13 13 14
L for Learning Environments CONSTRUCTION OF CONCEPTUAL AND MIND MAPS CONSTRUCTION OF CAUSE-EFFECT MAPS MATHEMATIC MODELS: CONSTRUCTION AND EXPLORATION SIMULATIONS AND GAMES: CONSTRUCTION AND EXPLORATION LECTURE NOTES AND FLASH CARDS: BUILDING AND USE CREATION OF DIGITAL PORTFOLIOS CREATION AND USE OF RUBRICS
15 15 17 17 18 18 19 19
A for Access to cultural, and intellectual capital SEARCH ENGINES AND DIGITAL TAGGING ELECTRONIC ENCYCLOPEDIAS SUBSCRIPTION TO ELECTRONIC INFORMATION SERVICES List Serves RSS Channels DICTIONARIES, TRANSLATORS AND THESAURUSES EDUCATIONAL PORTALS DIGITAL TOURS THROUGH MUSEUMS AND COLLECTIONS
21 22 23 24 24 25 25 26 28
C for Communication TOOLS FOR INTERACTING ASYNCHRONOUSLY Email (electronic mail) Text messaging and chat rooms Social messaging via Twitter Social/virtual networking in education Digital Diaries, also called, Blogs The Wiki and collaborative knowledge building Collaborative productivity tools Network Forums Video lecture capturing TOOLS FOR SYNCHRONOUS INTERACTION Chat rooms Multimedia Instant Messaging Systems Video Conferencing Systems
31 31 32 33 33 34 35 36 38 38 39 40 41 41 42
Establishing a PLACE for teaching technologies
Page iv
PLACE - L-TOOLS
GALVIS 2009
L
for Learning Environments
Instructors willing to give their students the opportunity to actively participate in knowledge building may decide to use digital tools that allow creation or manipulation of learning environments. When these goods have been created by the students it is possible they may have internalized the rules that underlie the product; when they have been created by the teachers, the goods become learning objects. Tools that allow teachers or students create learning environments, and that were created with an educational purpose, are included under L-Type category.
Construction of Conceptual and Mind Maps Conceptual and mind maps are a way of visually expressing relationships that underlie a study object. They are especially useful when the student creates the map as long as he appropriates a method for expressing his understanding of what has been studied. Concept and mind maps can also be used by the teacher to create visual navigation systems through concepts and their relationships which can be used as support for the learning process. Establishing a PLACE for teaching technologies
Page 15
PLACE - L-TOOLS
GALVIS 2009
CMAP TOOLS [35] are free tools that allow the construction, navigation, sharing, and critiquing of learning models expressed as conceptual maps. They can be used by teachers and students at any level and content area, by themselves or as members of a community that constructs knowledge collaboratively. Once the tool is installed, the user can embark on discovering its functionality through trial and error, or can go through the tutorial [36] to resolve doubts about distinct functions and possibilities offered by the system. This tutorial is controlled by a contextual menu that guides the user step by step in resolving any questions and showing specific images that illustrate the references. The aforementioned tool allows for local creation and the global sharing of concept maps. It enhances the ability to exceed the mental expression modes of each author. Also, it allows the creation of learning communities supported by concept maps. These communities share information, discuss distinct perspectives concerning the study object and integrate knowledge. MIND42 [37]—Mind for two—is a collaborative browser-based online mind mapping tool. It allows you to manage all your ideas, whether alone, as a twosome or working with the whole world. As Mind42 runs inside the browser, installing mind mapping tools is no longer needed for a hassle-free mindmapping experience. Just open the browser and launch the application when needed. It behaves like a classical desktop application! Mind42 is a WYSIWYG (What You See Is What You Get) mind map editor supporting keyboard shortcuts, drag and drop, zooming and much more. No forms and lists which are generally used in web applications are needed. WISE MAPPING [38] is the web mind mapping tool that leverages the power of Mind Maps, mixing new technologies like vectorial languages (SVG and VML) and the power of the whole Web 2.0 concept. No pluggins are required. A mind map is a diagram used to represent words, ideas, tasks or other items linked to and arranged radially around a central key word or idea. It is used to generate, visualize, structure and classify ideas, and as an aid in study, organization, problem solving, and decision making. A mind map is similar to a semantic network or cognitive map but there are no formal restrictions on the kinds of links used.
35 36 37 38
http://cmap.ihmc.us/ http://cmap.ihmc.us/Support/help/ http://www.mind42.com/ http://www.wisemapping.com/c/home.htm
Establishing a PLACE for teaching technologies
Page 16
PLACE - L-TOOLS
GALVIS 2009
Construction of Cause-Effect Maps Cause and effect maps help students to understand information that is combined to solve a problem. Factors associated with a problem can be organized and understood as they interact in a cause and effect relationship. This software supports cycles of investigation that give order to what students know; the knowledge is organized in a map. A review by Eduteka (2002) related to visual tools that support learning says that SEEING REASON [39], a program developed by Intel and distributed for free, is designed to create cause and effect maps. SEEING REASON generates a work area in the Internet browser that can be utilized by the student for investigating and understanding complex systems. It is not necessary to download any software or install anything in the computer. In the area “Teacher Workspace” the instructor registers, creates a folder for each project and creates one or more groups of students to whom he assigns a key. Each group registers in the “Student Login” area and gives the names of the project and the group. A white work area appears where the groups can create project components such as cause and effect relationships that exist.
Mathematic Models: Construction and Exploration Physical phenomenon can be expressed in multiple forms like equations, tables, graphics and animations that respond to underlying logic. With this idea in mind, applications have been constructed that allow students and secondary and university teachers to utilize mathematics to create or to explore interactive models. MODELLUS [40] is a tool that allows making multiple representations (tables, equations, graphics, animations) of studied phenomenon, with manipulation of variables in concrete or abstract forms. It is distributed almost for free (it costs $5 to receive the book and CD in the mail). It is supported in several languages through which examples can be analyzed and information can be gathered concerning the function of the system. Modellus can be learned experientially and through inquiry; online help is also available. One can join the community of virtual Modellus users in Yahoo Groups in
39 40
http://www97.intel.com/en/ThinkingTools/SeeingReason/ http://phoenix.sce.fct.unl.pt/modellus/index.php
Establishing a PLACE for teaching technologies
Page 17
PLACE - L-TOOLS
GALVIS 2009
order to share experiences and to search for solutions to problems that surface when using the system.
Simulations and Games: Construction and Exploration Games and simulators can be powerful environments for exploration. Their construction, however, can become a challenge that demands a very good understanding of the environments that are being modeled, the rules that govern their function, the intervening variables and the results. Creating games and simulators from scratch can be overwhelming, but with the right tools it is an enjoyable activity for those with such an interest. AGENTSHEETS [41] is a multiplatform authoring tool for computational models that simulate the diverse natural systems (physics, social, etc.). Agentsheets uses visual object behavioral programming (agents) which simplifies the work of modeling, testing, adjusting and utilizing existing simulators. It has been tested successfully in the construction of social and natural science simulations at all educational levels. It is possible to install a test version for ten days and educate yourself in its use by utilizing any of the online help systems from the web site (manuals, video tutorials, frequently asked questions, simulation books).
Lecture notes and flash cards: Building and Use Students are not always good at taking notes, learning vocabulary and concepts. As educators we can support this process with technology, either by giving them access to existing resources, and/or creating the means for collaborative creation. Tool such as QUIZLET [42] allow students to create their own flash cards, share them with classmates or with open groups, to practice via different type of exercises, to get feedback based on performance and answer speed. There is a huge collection of flash cards available, organized by topics and number of flash cards. Quizlet use is free.
41 42
http://www.agentsheets.com/ http://quizlet.com/
Establishing a PLACE for teaching technologies
Page 18
PLACE - L-TOOLS
GALVIS 2009
A similar free tool is STUDYBLUE [43]. In addition to create and share flash cards it allows the learner to collaboratively take notes using wiki tools. StudyBlue automatically derives flash cards from notes. There is also a large collection of resources organized by topics and educational levels.
Creation of Digital Portfolios The development of digital portfolios allows the documentation of processes and associated outcomes as evidence of personal or professional growth. The following set of resources effectively supports the construction of multimedia-based digital portfolios. Open access applications such as EFOLIO [44], EPORTFOLIO [45] or ZPORTFOLIO [46] make it possible for students and teachers to digitally record and present evidence in an integrated form of the processes and products that comprise their work in learning and teaching. Sometimes is worth creating multimedia documents that include reflections and textual annotations about video episodes. This can be done with free tools such as VIDEO PAPER BUILDER 3 [47]. This software has a dual format in PC and OS; it is a valuable aid to those who desire to make videocases (cases that focus on the analysis of video episodes) or videopapers (writings that reflect on video episodes).
Creation and use of rubrics Open ended assignments (e.g., projects) as well as authentic (performance-based) assessments (Wiggins, 1990) need well defined criteria for the student to be able to self-assess processes and products and for faculty to be able to give feedback with the same lenses to all students. Rubrics serve this purpose.
43 44 45 46 47
http://www.studyblue.com http://www.efoliominnesota.com/ http://www.eportfolio.org/ http://www.zunal.com/portfolio.php http://vpb.concord.org
Establishing a PLACE for teaching technologies
Page 19
PLACE - L-TOOLS
GALVIS 2009
There are many rubric development sites available. RUBRICS FOR ASSESSMENT [48], RUBRICS FOR TEACHER [49] include collections of rubrics in different domains that may help educators understand the logic of building rubrics and select and use those that fit their needs. There are also free tools available, such as RUBISTAR [50], a tool to help teachers create quality rubrics and IRUBRIC [51] from RCampus, which supports creation of rubrics and hosts them online. Rubrics created with iRubrics can be used as a stand- alone or as part of RCampus interactive learning resources, where results from applying the rubric are kept in a grading system.
48 49 50 51
http://www.uwstout.edu/soe/profdev/rubrics.shtml http://www.rubrics4teachers.com/ http://rubistar.4teachers.org/index.php http://www.rcampus.com/indexrubric.cfm
Establishing a PLACE for teaching technologies
Page 20
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