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Beth Dichter
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Beth Dichter

Week 2 Assignment  - 
 
I chose one of my favorite infographics to practice the Mayer's Multimedia Learning Principles (Assignment 2.4). This was new to me, but it also made sense, providing a foundation that I can use in the future as I look at multimedia, and can incorporate into a rubric when I ask students to create a multimedia assignment. The infographic is simple, yet explains an area that many students struggle with (and I teach K - 8, and have used this with students in Grade 3 - 8). Along with choosing which components I thought were important to mention, I also included the link to the location I found the infographic and a short explanation as to why I chose this (which you can see in the Thinglink). I had fun with this one.
The link is https://www.thinglink.com/scene/720486842129973250.
TOUCH this image to discover its story. Image tagging powered by ThingLink
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Jeromie Whalen's profile photoWeiyang Liu's profile photo
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Hi +Beth Dichter ! I am glad that you find multiple ways to make use of the principles. Those images in this infographic play important roles in demonstration. But it would be working better in a presentation if some oral explanations were adding to it. 
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Beth Dichter

Week 1 Assignment  - 
 
I attempted to use my rubric with Sway (brought to us by Microsoft and reviewed by another learner in the course). I did find that a one size fits all rubric is not that easy to design, as it was often difficult to choose what column to choose. In some cases I added text in italics, an attempt to share some of my thought process.
And I had not used Sway before, so the tool was new to me. Would I use it in the future? Yes, as I work in a district that is using Microsoft tools and it will be supported by the district, but at this point, I think I will probably focus on Mix (which beefs up PowerPoint). 
The link to the rubric is at https://docs.google.com/document/d/19DYe0MohiTEZK1xe8tc0Fhga9PnuGxz_iYD1G1v9F_4/edit?usp=sharing.
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Testing Tool with SwayEvaluating Digital Tools Rubric - A Look at Sway (reviewed by another participant in the class) Activity Directions: Delete this text and revise the text in the rubric. Once you are done with your rubric, change the privacy settings (click the “Share” button in the top right corner) to “Anyone with
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Jeromie Whalen's profile photoJustin Eck's profile photoChris Gaudreau's profile photo
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+Beth Dichter, I really like the customization of the rubric and your reasoning behind it. Thank you for sharing!
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Beth Dichter

Week 1 Assignment  - 
 
The resources shared last for us to look at were excellent. I would like to share one additional resource that I find valuable. It is called Remix-t and located at http://learning.nd.edu/remix/. Although geared to college students I find it valuable for teachers in the K-12 environment also. They have information on just over 25 projects, and each project includes a number of examples and well as a Lean More section. The site also includes a list of Tools (which link to their website). The Build section helps you build learning goals, rubrics, and define the deliverables. The Learn section shares how to pilot and evaluate the project as well as literacy (the need to define some specific words) and a discussion on pedagogy.
This website helps college teachers develop, deliver, and assess assignments incorporating images, video, and sound.
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+Beth Dichter I like the site and learn some new tools. Also it is funny that I have learnt what coffee variation is from projects infographic. I am not American and coffee is not so familiar for me. I will choose my coffee according to this infographic :)) http://lokeshdhakar.com/coffee-drinks-illustrated/   Thanks again.   
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The Smithsonian has launched a new website that allows you to see objects in 3 dimensions. You can " how to navigate, explore and manipulate 3D collection objects." In fact you may download data sets for some of the objects and with a 3D printer create your own copy.
"The end of "do not touch": Use the Smithsonian X 3D Explorer to explore and manipulate museum objects like never before. Create and share your own scenes and print highly detailed replica of original Smithsonian collection pieces."
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Taking History and Science to a new level of WOW!!! A MUST SEE!!!
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Does traditional testing work? Or is it time for us to rethink why we assess? This post suggest that we look at why current assessments are based on past tense and consider looking at assessments using the five items in the image below.
"The difference between assessment of learning and assessment for learning is a crucial one, in many ways indicative of an important shift in education.Traditionally, tests have told teachers and parents how a student “does,” then offers a very accessible point of data (usually percentage correct and subsequent letter grade) that is reported to parents as a performance indicator."
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A great animated series called This Thing Called Science that that shows "the way we think scientifically by considering skepticism, testing, blinding, uncertainty  ethics and citizen science."
We're thrilled to launch our next series of animations: This Thing Called Science. This series follows on from Critical Thinking, showing the way we think scientifically by considering skepticism, ...
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Beth Dichter

Week 2 Assignment  - 
 
I chose to do both activities for the short-term memory test (2.2). I began with the list of objects, and attempted to memorize them in groups of 3, and recalled eight of them. I also watched the video, and was able to determine the number, but had not looked for the because I had not been prompted to look much beyond that, I did not recall seeing a card with a women wearing sunglasses.
A couple of years ago I took an excellent course on Coursera called Learning How to Learn, which was all about the brain and how it learns. I believe it is now available online and if people are interested in learning more about this area look for it on their website.
The other video I recall seeing a number of years ago, which also looks at this issue is located at https://www.youtube.com/watch?v=IGQmdoK_ZfY.
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Thank you for your reflection and resources +Beth Dichter ! Since little information is actually held in the short term memory,
it is important to look at Chunk's theory and figure a way to reduce cognitive load for learners. 
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Beth Dichter

Week 1 Assignment  - 
 
I designed a rubric that covers the categories, and hopefully will work with a variety of websites. A copy of it is available at https://docs.google.com/document/d/1KjsACjcaIYho7ZvEskI_UFs1Ng9Z129khSPHbMMWtT8/edit?usp=sharing. I did test this on one tool for myself and it worked, but I suspect that some modifications will be necessary if I use with a variety of tools. My initial idea is that one additional column where one could provide some additional information would be helpful.

Beth
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Beth's Version Evaluating Digital Media ToolsHere is a sample rubric to get you started in designing your digital media tool. Activity Directions: Delete this text and revise the text in the rubric. Once you are done with your rubric, change the privacy settings (click the “Share” button in the top right corner) to “Anyone with a link can vi
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Jeromie Whalen's profile photoOzkan Yildiz's profile photoJustin Eck's profile photo
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+Beth Dichter You've put together a comprehensive rubric; thanks for your work and for sharing it with our community. I especially like your "social support" criteria. It is helpful when a tool is widely used or at least familiar to a school's community, i.e. teachers, administrators, parents and students. This is another reason why I am learning more about Twitter and it's potential for cooperative learning in and out of the classroom. 
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mmoynagh@ashland.k12.ma.us
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This website from the University Notre Dame provides great resources to help you embrace media-rich experiences for your students. The site currently has 24 projects which you may explore.
This website helps college teachers develop, deliver, and assess assignments incorporating images, video, and sound.
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The Inquiry Process requires that students ask questions. This visualization provides  five questions in the following four categories.
* How do you pose real questions?
* How do you find and validate resources?
* How to you interpret information?
* How do you write your report?
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Beth Dichter

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When you ask students what search engine they use the answer tends to be Google...and their tendency is to look at the first four or five results (this is from my experience with students). Check out this post for 30 innovative ways to help your learners more critical thinkers and searchers.
"As the search engine that’s become its own verb, Google’s success is difficult to frame.One of the most telling examples of their gravity in search is how few legitimate competitors they have. (Some would say they have none.)"
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Something new as of last year: having taught a course that rotated all 400 9th graders through my classroom, I find that the majority of our 9th grade high school students (In inner city Springfield), when asked to do a search for a noun or noun phrase without specifying which engine to use, do a Google IMAGE search.   Still processing the implications of this - in some ways it is quite an innovative "native literacy" approach for a population with low literacy; in other ways it is quite limiting...  
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Have her in circles
52 people
Alison Heather Spear's profile photo
Gail Terranova's profile photo
Eric Gagne's profile photo
David Kastor's profile photo
Kristy Dyer's profile photo
Nancy Bell's profile photo
Hiller Spires's profile photo
Kathleen Buckley's profile photo
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