{"id":41778,"date":"2014-05-20T14:52:13","date_gmt":"2014-05-20T18:52:13","guid":{"rendered":"http:\/\/croseth.educ.msu.edu\/cep900930us14\/?page_id=41778"},"modified":"2018-07-26T15:53:15","modified_gmt":"2018-07-26T19:53:15","slug":"week-7","status":"publish","type":"page","link":"https:\/\/croseth.educ.msu.edu\/cep900930\/schedule\/week-7\/","title":{"rendered":"Week 7 : 7\/30 – 8\/5"},"content":{"rendered":"

Week 7
\nJuly 30 – August 5<\/small><\/h1>\n\n\n\n\n\n\n\n\n\n
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ASSIGNMENT<\/strong>: Portfolio Feedback<\/a><\/div>
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OVERVIEW<\/strong>:It\u2019s time to begin wrapping up the course, and we\u2019ll do that by first showing off online portfolios. We could do something like have \u201cpresentations\u201d, but you\u2019re all tired (and so are we!). So, we\u2019ll let the portfolios speak for themselves. You\u2019ve built the exhibit, now people will come and comment!<\/p>\n

STEP 1: MAKE A POST IN FLIPGRID RIGHT NOW (YES NOW!): <\/strong> At the start of the week, every one should go into a flipgrid and make a “POST”, called something informative like “MATTHEW KOEHLER – Portfolio Feedback”. Of course, you use your name, and not “Matthew Koehler”. In the body of the post, put in the URL of your portfolio, and explain anything needed to access your portfolio. Also ask for any advice you’d like regarding design decisions, or pages you want particular feedback about.<\/p>\n

STEP 2: By Sunday 11:59 PM, GIVE FEEDBACK ON THE ONLINE PORTFOLIOS OF OTHER MEMBERS OF YOUR BASE GROUP:<\/strong> Go to each members post in flipgrid and comment on the look and feel of the site, whether or not things are easy or difficult to find. Point out things that may need improvement. Point out things that are doing particularly well, or the elements of the portfolio that you liked best!<\/p>\n

STEP 3: CONSIDER LEAVING A COMMENT<\/strong> – Finally, if the author is allowing comments on their website, leave a nice comment on their website about their website, the RDP, or a particular post. Getting that first comment can be a nice feeling!<\/p>\n

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READINGS<\/strong>: Ed-Tech, Writing, Science<\/a><\/div>
Writing & Presenting Research<\/strong>
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Fine, G.A. (1988)<\/a> The ten commandments of writing. American Sociologist, 19<\/em>(3), 152-157 [discussion: Q1<\/a>, Q2<\/a>, Q3<\/a> ]<\/p>\n

Bem, D. J. (1995).<\/a> Writing a review article for psychological bulletin. Psychological Bulletin, 118<\/em>(2), 172-177. [discussion: Q1<\/a>, Q2<\/a>, Q3<\/a> ]<\/p>\n

[**OPTIONAL**] Kaestle (1993).<\/a> The awful reputation of education research. Educational Researcher, 22<\/em>, (1), 23-31. [OPTIONAL] [ discussion: ]<\/p>\n

[**OPTIONAL**] Moss et al. (2009).<\/a> Learning from our differences: A dialogue across perspectives on quality in education research. Educational Researcher, 38<\/em>(7), 501\u2013517. [OPTIONAL] [ discussion: ]<\/p>\n

[**OPTIONAL**] Sword, H. (2012, July 23).<\/a> Zombie nouns.The New York Times. Retrieved from http:\/\/opinionator.blogs.nytimes.com\/2012\/07\/23\/zombie-nouns\/ [OPTIONAL]<\/p>\nContinue reading →<\/a><\/div>What is Science?<\/strong>
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[**OPTIONAL**] Derry, G. (1999).<\/a> Epilogue: So, what is science? In What science is and how it works <\/em>(pp. 303-304). Princeton, NJ: Princeton University Press. [ discussion: ]<\/p>\nContinue reading →<\/a><\/div>
\nEd Tech<\/strong>
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Salomon, G., & Perkins, D. (2005).<\/a> Do technologies make us smarter? Intellectual amplification with, of and through technology. In R. J. Sternberg, & D. D. Preiss (Eds). Intelligence and technology: The impact of tools on the nature and development of human abilities<\/em> (pp. 71-86). Mahwah, NJ: Lawrence Erlbaum Associates. [discussion: Q1<\/a>, Q2<\/a>]<\/p>\nContinue reading →<\/a><\/div>
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BASE GROUP CHECK-OUT<\/strong><\/a><\/div>

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Week 7
July 30 – August 5 <\/p>\n

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