Web Accessibility for Online Educators

I'm currently taking an Web Accessibility for Online Educators class, online.

I'll be posting my thoughts on the course here.

Moodle

Moodle (Modular Object-Oriented Dynamic Learning Environment) is a content (or course) mangement system.

As a learner, when I was first assigned by my instructor to become part of a group and as a member of a group, conceded to assume a responsible to participate as a team player.

We, the group, were to go off into our own little virtual space and create things for each other (social constructionist), and the end product was designated by the instructor to be the basis for our grade.

Moodle, provided the activity modules we had available to create these documents. We chatted real-time (asynchronous discussion), it was interesting to watch, how some students would take what seemed like forever, to post a comment, others would ‘step on others’ midstream, but we stuck it out, and covered, who would do what and when, so we could complete this crazy teachers directions.

Next, we moved on to our Wikis which allowed us students to work together on collaboratively-authored project, and put the plan into action, several times we had to refer to the automatically generated text document from our chat session to review our plan.

As the weeks progressed we uploaded assignments. we participated in workshops, journalized on our own blogs, and uploaded graphic files, spreadsheets and flash content to incorporate in our group documents.

Our group glossary came in very handy, come time for quizzes which offered the instructor several options for automatic and manual scoring. I don't know how all of my co-workers fared in the course, but I aced the class, and learned a whole lot more than I would have, had I been left on my own.

The first thing I did after that class was get an online hosting service, my own url, and installed Moodle on it, who’da ever thought I’d own my own virtual learning environment?


There is a wonderful post online entilted The Pretty Good Teacher, that inspired me.

I don't know what will come of my own Moodle campus, but I do know that the possibilities are limited only by myself. I love Moodle, and have a lot to learn in as short as time as possible. I’m comfortable that, I’m in the right place.

"The revolution of Socrates is to change education from the transmission of culture, to the
development of self-reliance. If you want to function at the highest effectiveness as a teacher, then it is not enough to teach a subject to a student. Your goal must always be to teach the learner to be a teacher. Then the student is functioning at his highest relationship to the content, and to himself." - Jensen, Brad.

Class Project Assignment

Instructional/Learning Plan

Monte Thompson

Microsoft Access 2007

Student Learning Outcomes for Lesson 1 - 3

Upon successful completion of the first 3 lessons, the student will:

Lesson 1

• Describe the Access 2000, “Getting Started Window” (Office Button, New)
• Label and define the elements of the Access 2007 user-interface
• Choose a template database from Microsoft Office (you must be using Microsoft's Web browser to use this service).
• Make design changes to templates in Access 2007
• Demonstrate mastery of database terminology.

Lesson 2

• Define the term “Relational Database”
• Demonstrate knowledge of “Database Normalization Theory”
• Plan, design and create a new relational database, based on user needs, based on user needs. (Assignment 4)
• 
  
• Plan, design and create tables and forms for new database.

Lesson 3

• Import data into tables from Excel spreadsheets.
• Query a database using different methods. (Video)
• Generate user specified reports. (Video)

Prerequisites: Microsoft Windows, Microsoft Word, Microsoft Excel

Course: Introduction to Microsoft Access

Student Assessments:

Lesson 1: An Introduction to Microsoft Access 2007 User Interface

Content type: Concepts

Teaching strategy:

• Provide reading assignment which lists and examines 10 major Microsoft Access 2007 user-interface elements.
  
• Assign students to groups not exceeding 10 students per group.
  
• Demonstrate the user-interface elements, via an online video, which examines the new user interface of Microsoft Access 2007.
  
• Assign students to collaborative to create a class glossary, with definitions of the technology concepts introduced in this lesson.
  
• Assign reading assignment, discussing the educational advantages to them in participating in group collaborations.
  
• Students will be provided the opportunity to participate in daily scheduled video conferencing which will allow the students to participate in a real time learning experience, giving them access to a teacher and will allow for the ability to interact with other students in a Moodle environment.
  
• Students will be assigned to demonstrate their understanding of the Access user-interface elements (one element per student) by defining each of the major 10 Microsoft Access 2007 user-interface elements introduced in this lesson, using their group's wiki as their medium for exchanging ideas.
  
• Instructor will participate in all of the discussion, offering ideas and feedback.
  
• Students will be assigned a pre-test to determine any difficulties the students may be having grasping the concepts presented in this lessons .
  
• Students will be asked to complete a test, to determine any areas where further practice may be necessary.

Lesson 2: Download/Open/Edit/Save a Microsoft Access 2007, 'Database Template'.

Content type: Procedure
Teaching strategy:

• Provide reading assignment which explains the the elements that make up a database.
  
• Assign students to add to our collaborative glossary, with definitions of the technology concepts introduced in this lesson
  
• Assign students to download the Northwind 2007 template database from Microsoft Office.
  
• Provide reading assignment which describes the procedural steps to make design changes to templates in Access 2007.
  
• Provide students with instructions of modifications, they are to make to the tables and forms of their Northwind template database.
  
• Students will be provided the opportunity to participate in daily scheduled video conferencing which will allow the students to participate in a real time learning experience, giving them access to a teacher and will allow for the ability to interact with other students in a Moodle environment.
  
• Students will be assigned to upload their new database to the lessons assignment module.
  
• Students will provided an opportunity to correct any errors in their database discovered by the instructor, with feedback providing instructions to satisfy lesson requirements.
  
• Students will be assigned a pre-test to determine any difficulties the students may be having grasping the concepts presented in this lessons, post pre-test Instructor will provide student with feedback and direction to help insure the student has grasped the lessons materials. Grading will be based on the criteria of the course quiz/test grading rubric. 100% of learners will satisfactorily demonstrate their mastery of the concepts introduced in this lesson using this lesson's grading rubric
  
• Students will be asked to complete a test, to determine any areas where further practice may be necessary. Post test, the Instructor will provide student with feedback and direction to help insure the student has grasped the lessons materials, and provided an opportunity to retake lessons test.
  Grading will be based on the criteria of the course quiz/test grading rubric. 100% of learners will satisfactorily demonstrate their mastery of the concepts introduced in this lesson using this lesson's grading rubric
  
• Instructor will participate in all of the discussion, offering ideas and feedback.

Lesson 3:

Content type: Procedure

Teaching strategy:

• Assign students a reading exercise introducing them to the concepts of 'Relationship Databases' vs. 'Flat database' concepts.
  

• Assign reading exercise which defines the group database requirements.
  

• Groups will use their group wiki to collaborate their plans for designing and debugging their group's relational database.
  
  

• Assign students to create a group paper, using their wiki, listing and expanding on the procedural steps of designing and evaluating of their group database.

• Instructor will participate in all of the discussion, offering ideas and feedback.

• Students will be provided the opportunity to participate in daily scheduled video conferencing which will allow the students to participate in a real time learning experience, giving them access to a teacher and will allow for the ability to interact with other students in a Moodle environment.

Lesson 1 - 3 Course, lessons assesments
Microsoft Access 2007
Lesson 1: Introduction to the Microsoft Access 2007 User-Interface

• Apply the skills necessary to access an assigned web site, download assigned project, with 100% accuracy. This will be documented by successfully uploading the assigned database to the instructor.Construct diagrams that accurately explain and demonstrate an instructor specified, database schema. This will be evaluated through database schema scored with a rubric, with 80% accuracy and thoroughness.

• Construct diagrams that accurately explain and demonstrate instructor specified modifications to the database schema. This will be evaluated through database schema scored with a rubric, with 80% accuracy and thoroughness

• Demonstrate the knowledge to explain database design terminology. This will be measured by a multiple choice exam, with the criteria of success being that 100% of students, scoring a minimum score of 70%.

Lesson 2: Relational Database Concepts

• Analyze database schema and identify the best possible solution to a problem. This will be measured by a successfully implementing normalization of assigned database exercise, including the design and creation of tables, forms, and reports, with the criteria of success being that 100% of students successfully design and a database, based on instructors requirements.
  
• Demonstrate the knowledge and skills required to design an normalized Access database schema This will be measured by a multiple choice exam, with the criteria of success being that 100% of students scoring a minimum score of 70%.

Lesson 3: Database Schema and Normalization.

• Analyze database schema and identify the best possible solution to a problem. This will be measured by a successfully implementing normalization of assigned database exercise, including the building of tables, forms, and reports, with the criteria of success being that 100% of students successfully design and a database, based on instructors requirements.
  
• Demonstrate the knowledge and skills required to design an normalized Access database schema This will be measured by a multiple choice exam, with the criteria of success being that 100% of students scoring a minimum score of 70%.

Training Principals to Be Instructional Leaders

The following is the text from an e-mail I received from Edweek.org this morning...
======================================

When: Wednesday, March 19, 3 p.m., Eastern time
Submit questions in advance.

Please join us for this online chat to discuss how principals can learn to team up with their teachers in a collegial quest to build top-notch instructional skills.

Nationwide, policymakers increasingly argue that shifting the principal's role from building manager to instructional leader is a key part of improving students' academic achievement. But relatively few districts have defined what instructional leadership looks like and tried to put it into practice.

The Norwalk-La Mirada school district, in suburban Los Angeles, is trying to be one of the few. It's training all 29 of its principals as part of a partnership with the University of Washington's Center for Educational Leadership. With coaches from the Center, groups of principals visit classrooms, observe instruction, discuss its strong and weak points, and plan concrete feedback to help teachers improve.

For background, please read:
• "California District Makes Instructional Leadership A Priority," March 12, 2008.

About the guests:

• Stephen Fink, the executive director of the Center on Educational Leadership at the University of Washington, is a former assistant superintendent, principal, and special education teacher in Washington state.

• Ginger Shattuck, the superintendent of the Norwalk-La Mirada school district, is a former elementary school teacher and principal, and director of elementary education in the district.

Submit questions in advance.

No special equipment other than Internet access is needed to participate in this text-based chat. A transcript will be posted shortly after the completion of the chat.

Security Bulletins From Microsoft Office 2007 - All Critical

Microsoft released only four new Security Bulletins, but all four were rated as Critical by Microsoft. Aside from being Critical, the four Security Bulletins had something else in common- they are all related to Microsoft Office.

Tere are vulnerabilities in Excel, Outlook, Office, and Office Web Components. In each case, the vulnerabilities could potentially be exploited to allow an attacker to control the target system and execute malicious code remotely. Microsoft Security Bulletins: March 2008.

Viscosity - An Online Art Tool

Viscosity is an online program that allows you to 'finger paint' your next art piece easily and store it online for the world to view and admire. Over at Demogirl.com, they have a video demonstrating the program, just click here to view.

Moodle gets WizIQ

WizIQ is now compatible with Moodle.

And, now a word from the videos sponsor:

"About This Video

What can you teach in your own Web 2.0 virtual ...

What can you teach in your own Web 2.0 virtual classroom at http://www.wiziq.com? New education whiteboard technology for online collaboration, which costs nothing and requires no downloads; teach in a browser in Microsoft Windows, Apple Mac and Linux. Share PowerPoint presentations and PDF tutorials on the interactive whiteboard. Use with Moodle for online teaching and e-learning. WiZiQ is similar to existing tools like Webex and Elluminate, but WiZiQ is absolutely free."

2007 Edublog Finalists announced...

The 2007 Edublog Award finalists have been announced,. now git on over their and vote!!
and the finalist are:

• 1. Best individual blog
  
  2. Best group blog
  
  3. Best new blog
  
  4. Best resource sharing blog
  
  5. Most influential blog post
  
  6. Best teacher blog
  
  7. Best librarian / library blog
  
  8. Best educational tech support blog
  
  9. Best elearning / corporate education blog
  
  10. Best educational use of audio
  
  11. Best educational use of video / visual
  
  12. Best educational wiki
  
  13. Best educational use of a social networking service
  
  14. Best educational use of a virtual world

What have your students created?

Since most of today's students can appropriately be labeled as "Digital Learners", why do so many teachers refuse to enter the digital age with their teaching practices?

This presentation was created in an effort to motivate teachers to more effectively use technology in their teaching.

http://t4.jordan.k12.ut.us/t4/content/view/221/35/

Turn virtually any image into vector art...free

Web site VectorMagic turns virtually any image into vector art that can be resized as much as you want without any nasty pixelation—perfect for creating your scanned signature, for example. The site is free and simple to use, but for a bit more detail check out their how to introductory video. Whether you are trying to perfect your scanned signature or you've got a logo or design you want to be able to resize indefinitely, VectorMagic will do the trick. VectorMagic can be used on photographs to in

Strive to Engage not Enthrall

Education Today and Tomorrow

more

Teacher Tube and Student's blogging

I just found out about Teacher Tube, and thought it may be useful to you.
The presentation below demonstrates some benefits and reasons why we should let our students blog. It was uploaded by the author of the edublog at: http://rachelboyd.blogspot.com, where you can find info and links to the class blogs. Hope you find it useful. Music is "English Channel" from freeplaymusic.com

All About RSS Feed

(Source:http://www.techlearning.com/rss/index.php)

Copy and paste this RSS feed URL into your news aggregator as a new channel or feed:

http://www.techlearning.com/rss/all.php

Help With RSS

- Help With Adding An RSS Feed
- Where To Get A News Aggregator (or RSS Reader)
- What Exactly Is RSS?

Help With Adding An RSS Feed
RSS is an Internet format that gives you a new way to quickly and easily access Web-based headlines, blurbs, and article links from a wide variety of sources. It's most often used for showing the latest headlines from online newspapers, magazines, weblogs, and vendor and technology information sites.

Using Automatic Discovery
To access an RSS feed, you need a software program known as a news aggregator or RSS reader. If you already have a news aggregator and it supports auto-discovery, you can usually add an RSS link for a given site by using your aggregator to surf the home page of that Web site.

Adding An RSS Link Manually
When auto-discovery doesn't work, the manual process is easy enough:

1. Copy the RSS feed link from the content site. For many people, this is the most confusing step. If you see an XML icon like this , and you're using Internet Explorer in Windows, you can right-click this button and choose Copy Shortcut to copy the RSS link. Another option is to left click the link and copy the URL from your browser's Address bar. You'll often see unintellgible code in your browser window when you just click an RSS link. This is the XML stream, which is not intended to be interpreted by most browsers. (New plug-ins available for some Web browsers will make this possible, however.)

2. Open your news aggregation tool, initiate a new channel, and paste the RSS link into the URL field. After a few seconds, the feed will populate in your RSS reader. The process of initiating a new channel goes by different names in different news aggregators. It might also be called "adding a new feed." If necessary, consult your news aggregator's Help or documentation for more information.

Where To Get A News Aggregator (or RSS Reader)
News aggregators are available in several varieties. They can be Web-based services, standalone client software, or plug-ins for existing Web browsers or email packages.

Here's a short list of RSS readers you might like to try:

• FeedDemon full-featured Windows news aggregator
  
• Bloglines free Web-based aggregator
  
• SharpReader simple, well designed, reads RSS and Atom
  
• NewsGator plug-in for Outlook 2000 and newer
  
• NetNewsWire well-thought-of Mac RSS reader.
• NewsMonster Mozilla browser plug-in supports Linux, Windows
  
• Google Search: News Aggregators.
  

What Exactly Is RSS?
Most sources define RSS as an acronym standing for Really Simple Syndication; other sources say the acronym derives from Rich Site Summary or RDF Site Summary. In fact, all may be correct.

Whatever the letters stand for, RSS is a light-weight XML format for distributing headlines, links, and brief descriptions of Web-based content. Web content providers develop and serve RSS "feeds," or streams of headline content designed to be accessed by news aggregator or RSS reader client software. An RSS reader lets you peruse headlines, read summaries, and the click links to specific stories to open them right on their original Web sites in your default Web browser.

• Introduction to RSS - WebReference.com
  
• What is RSS? - XML.com
  
• All About RSS - Fagan Finder
  
• RSS & Atom Tips - Lockergnome
  
• What Is Atom? - Google's Blogger Help
  
• RSS Tutorial for Content Publishers and Webmasters - mnot
  
• RSS 2.0 Specification - Technology at Harvard Law

How to Schedule Your Writing Like a Professional Writer

The following is taken from Demystifying College Succes ...

How to Schedule Your Writing Like a Professional Writer:

"The Pain of Writing

Students hate paper writing. It’s not the writing itself that’s horrible, but instead, being forced to write when you don’t want to. Is there any worse feeling than staring at a half-completed term paper at 2 AM?

The solution is simple. Schedule your writing better. But the specifics can be tricky. What’s the best way to schedule writing? Clear out a full day? Do it a little bit at a time? Work at night once you’ve finished all of your other work? I could give you some answers that sound right, but (for now) forget about me. Let’s see what the pros have to say…

read: Demystifying College Succes ...

Publishing from inside Google's Picasa Graphics Editor.

 

I published this picture from my computer, using Google's Picasa.

And edited this page during Picasa's upload picture to blog mode.

Making Photographs a textbook by Philip Greenspun; Links to the online chapters: Light Lens Film Exposure Camera: film or digital

Creative Commons Featured Image Sites

OpenPhoto
Hundreds of stock photos licensed for free commercial and non-commercial use

Flickr's Creative Commons pool
Searchable and browseable database of licensed photos from this photo sharing service

• Learning Photo
• SpaceShipOne event recollections
• JamesHarry.com
• Jessamyn's convention blogging
• Underbunny's photos
• Bluejake and Satan's Laundromat
• VIBGYOR
• Goopymart!
• Nomads' Land: travel photography
• PD Photo
• Photo Pix Today
• Jose Luis' photoblog/weblog
• Raymond vanderWoning's Photos
• Free Media
• Avianto's photolog
• lightningfield.com

why good journalism is a social and political must

An Associated Press story about a leaked internal study that accuses the Marine Corps of delays in providing mine-resistant vehicles to its forces in Iraq provides ample reason why good journalism is a social and political must, government whistleblowers ought to be fully protected from retribution, and journalists should not be compelled to identify anonymous sources.

First, the news:

Hundreds of U.S. Marines have been killed or injured by roadside bombs in Iraq because Marine Corps bureaucrats refused an urgent request in 2005 from battlefield commanders for blast-resistant vehicles, an internal military study concludes.

Full Story »
add this to links:http://www.scholarsandrogues.com/

Testing Google Docs to blog technology

Well, as we can see, you can publish your work at Google Docs, directly to the blog, this is very covenant, the same option is available in Word 2007.

--------------original Google Doc below--------------------

Testing Google Docs to blog technology

This is just a quickee to see if I can in deed, write text here, and post it automatically to my blog at blogger.

Introduction

The purpose for this blog is to replace the Wordpress blog I had installed on my server, no sooner did I get the former blog up and running, then I start getting notices from Wordpress that the version I had was outdated, and would I please upgrade to the newer release.

I installed the old blog, simply to learn how to install a blogging application onto the server. The host for montebthompson.com is Go Daddy, and they have installation scripts for Wordpress and many other web 2 applications. They also have an auto-uninstall for those applications.

I will be blogging about Web 2 technology, and learning online opportunities, and of course about my site.

Happy surfing!

Monte