Follow-up Week 2: GAME Plan

Mark and Sonia--
Thank you for your complements about my organized post. This concept of linear thinking and organized planning is rather new to me and the positive reinforcement helps me realize I may be on to something! :) I have yet to post links to the mini-projects. I have to work on a view citation lists for a presentation I created on Prezi.com this spring and then I will share the link via this blog, a long with other projects as I complete them.

I haven't shared my note to the class via my blog yet, but I posted an invitation to the group, “Walden Grad Students,” on Diigo.com (http://groups.diigo.com/group/waldenu-gradstudents) and asked if anyone had a Twitter account they'd like to share with the class. By posting this note to the class, I have begun to see other ways that our classmates can fulfill our GAME Plans in this course. As Cennamo, Ross, and Ertmer (2009) explain, collaborative databases allow for students (and teachers) work to be shared and commented on, while also providing a space for personal reflection. “Collaborative databases are a special type of database that supports a shared process of knowledge building” (p. 57).

Cennamo et al. (2009) then go on to further describe how students might take part in a collaborative database,

Students are given a question [or create their own in relationship to class content], search for and find information, and then record it via notes in the database. Other students then comment on the notes and add new notes. Before students can send a message, however, they must label the message using a limited set of categories. (p. 57)

With a collaborative social bookmarking site such as Diigo, the same principles explained above would apply. The students could highlight webpages, create comments and allow for their classmates or outside people’s opinions (depending upon the limitations put on the group account). With Diigo, the students also have the opportunity to choose or create “tags,” and label their posts, thus following the labeling process mentioned above. If members of our class choose to use Diigo to fulfill part of their GAME Plans, they will be experiencing the site just as their students would, thus making the modeling process easier when implementing a similar tool in their classrooms.

Thank you for taking the time to comment on my GAME Plan, Mark and Sonia. I look forward to your comments and thoughts as we progress through our GAME Plans!

Courtney

Reference:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.