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Updated: Thinglink, Quizlet, and Adobe Presenter

Tool Reviews – Lori Sowa


Thinglink describes itself as the “leading platform for creating interactive images and videos for web, social, advertising, and educational channels.”   Basically, you can take an image (either your own or from the web) and add icons that link to text, websites, other images, audio, and/or video when you click on them.   Despite the awkwardness of its name, I really like this tool.   With due dates and obligations stacked a mile high, this was the project I most wanted to tackle.

The first step (as always) is to create a login.   The site is free to use unless you want to remove the thinglink logo and replace it with your own.   Once you’ve established a profile, you can follow, track views, comment, etc.   There’s a large library of thinglinks to browse. I found an interesting thinglink that describes bacteria and included links to short videos, websites, etc. You could have easily spent an hour exploring all of the content associated with the figure.   As a tool to deliver content – I wonder how likely the student would be to take notes.

One concern about thinglink is the lack of order… students can put things together without a logical progression in mind, and perhaps that could lead to less cohesive project.   Teachers could specify what needs to be included to scaffold this if need be, and the icons can be numbered to indicate order. Crafting a thoughtful, well organized report is an important skill.   This forum, while allowing for visual appeal and inclusion of additional media types, may not address that particular learning objective.   But the tool is easy-to-use, fun and engaging, allows for creativity, and has many educational possibilities, so I would consider it a tool in my pedagogical toolbox.

Here’s my quick prototype:

First Ice 2014


Perhaps the most interesting part of this webtool is the story of its origin.   The tool was created by a then 16-year old student faced with the daunting task of memorizing 111 names of animals (in French).   A little over a year later, he refined his code and published the site.   While I’m not a big fan of memorization and don’t have much use for flashcards in my courses (although algebra vocabulary might be useful for some students), I can’t help but be proud of the kid who created this simple yet robust, easy-to-use tool.   And there are certainly times in life when we just have to memorize something – be it organic synthesis reactions, times tables, or French animal names.

Quizlet is a memorization tool.   It is basically a way to create online flashcards (called “sets”) with some nifty “games” that you can play with the content, such as fill in the blank, matching, a drag-and-drop game where you match the term to the definition.   There is an option to add images, but you have to pay $25 for that (we already figured out the kid who developed it wasn’t stupid).   You can use automatically-generated definitions or create your own.   To create a set, data can be entered by hand, imported from a file, or copied and pasted from another application.

If you are creative, you could expand from the term/definition standard of flashcards and use this site in additional ways.   I added some algebra equations with the associated solutions.   Had images been an option, I could have had an equation as the term, and the graph of that equation as the solution – creating a set of equations to correctly match with the graphs. Scientific names of animals associated with their images would be another potential application.   But in the end – there’s always one right answer with this tool, since each “term” is associated with only one “definition”.

Teachers can create a class, add sets, and then track student progress as well as collect data (who studied, when, and how often).   This option was not available with a free account.   If you plan to use this as an instructor, it will require the $25 fee to be a usable tool. For my current teaching purposes, I am not likely to use this tool (although I may use it as an example in a computer programming class).   But it would useful in the right setting.

I created a class, and attempted to add my algebra set to it, but was unable to do so.   I’m going to blame this one my extremely slow, temporary computer that I’ve been using since my regular laptop has been on the fritz for the past few weeks.   (Update: I was able to add the set!) My class is located here:

Camtasia: ( I had to abort efforts to review Camtasia due to my inability to download the software.   Instead, I chose to review Adobe Presenter

Adobe Presenter:

Adobe Presenter comes as an add-in to PowerPoint. I was able to add audio narration and interactive quiz questions to a slideshow I had already created.   There is also a feature to create video from your computer’s webcam. I had planned on sharing the presentation here, but another application (Adobe Connect) is required to share the presentation outside of your own computer.

Here are a couple of screenshots of the presentation playing from my computer. I was able to narrate slides in a user-friendly format, clicking through animations and advancing slides while talking, pausing and restarting at will.   The audio files are editable, and are segmented by slide which makes it easy to go back and change something if you stumble on your words (as I did).

presenter screen shot 1

presenter screen shot 2

The second screenshot shows a quiz I was able to make and include in my presentation.   This is a really nice feature of Presenter, allowing (and if you click the right buttons, requiring) students to test their knowledge along the way and breaking up the monotony of a pre-recorded lecture.   You can create multiple choice, matching, short answer, true-false questions, and even have the ability to add surveys with Likert-scale questions.   There is a way for teachers to see students’ time in the lecture and quiz responses – so you could actually hold students accountable for watching/engaging in the material – and see where the misunderstandings are.   You can build in hints and even link to websites with more information about a topic depending on the student answers provided (although I was not able to make this feature work). It would take a bit of time to explore all of the possibilities and craft your quizzes, but would be well worth it for the end-product you can achieve.

The product of this software is a very professional presentation that is searchable and does not require specific applications (not even PowerPoint) for the end-user.   Although, it is a Flash file, so I’m not sure it would work on an iPad.   It is a good tool for e-Learning, but is limited to PowerPoint as the platform.   Despite the groans about “death by PowerPoint”, I still find PowerPoint to be a flexible, robust tool, and as with anything – it’s all in how you use it.   Based upon this trial, I’d like to investigate Adobe Connect for sharing capabilities (and Adobe Captivate, which I think is similar) to create online lecture content.   Revisiting Camtasia – for applications where you want to record your screen for things other than PowerPoint (for say, recording MATLAB programming examples in real time) – Camtasia sounds like the way to go.

Rationale for Ecology Unit

Final  Unit  Plan

The purpose of this unit plan was to create a hypothetical online unit on the topic of Ecology for a 10th grade Biology class. As a classroom science teacher, I strongly believe in an inquiry based approach to understanding scientific concepts. The online environment presents a special challenge to these types of activities, but is not insurmountable as Reuter (2009) suggests.  My goal for this unit was to have students design, observe and analyze an ecosystem model. I felt that this type of project would meet Fink’s (2013) criteria of “active learning.’ This project requires several weeks to complete and an in-depth background of the interrelationships between living and non-living components in the ecosystem. This summative assessment dictated the necessary length of this unit and the activities required for the unit and was designed with the Backward Design principles in mind (Wiggins and McTighe 2005) . The final lab report and presentation of findings from this activity constituted the unit summative assessment and meets the criteria for Standard I of the Utah State Core “Students will understand that living organisms interact with one another and their environment’ and the accompanying benchmark:

Ecosystems are shaped by interactions among living organisms and their physical environment.    Ecosystems change constantly, either staying in a state of dynamic balance or shifting to a new state of balance.  Matter cycles in ecosystems, and energy flows from outside sources through the system.  Humans are part of ecosystems and can deliberately or inadvertently alter an ecosystem.

I designed this course for at-risk students, in an alternative high school population. These students are transitioning between early adolescence to late adolescence and their levels of maturity and capacity for abstract thought are varied, but growing. Most of the students I have taught in this specific population, have been identified as visual or kinesthetic learners. I have experienced that students with these characteristics often benefit from clear expectations, meaningful hands on activities, scaffolding of material and interaction with peers. Each day in the unit is designed to meet some component of these needs. I tried to begin each day with the objectives and key words clearly defined. These are followed by activities that utilize several modalities. For scaffolding of the ecosystem model project, I have students engage in peer review of design and require daily posting of their observations. My hope with the daily blog posts of observations, was to encourage students to be self aware of their own learning and create feedback for each other.  I felt that it was also necessary to build in a lesson on the scientific method and how to offer constructive peer review.To build up the content knowledge required to produce a quality summative assessment it was necessary to address the following three learning objectives:

  • Objective 1: Students will be able to summarize how energy flows through an ecosystem.
  • Objective 2:  Students will be able to explain relationships between matter cycles and organisms and infer human impact on cycles.
  • Objective 3:  Students will be able to interpret interactions among biotic and abiotic factors within an ecosystem.

I designed activities and formative assessments to monitor the mastery of each of these objectives. For Objectives 1 and 3: activities included: watching videos and presentations, reading the text, listening to a podcast, taking a photo and identifying abiotic and biotic factors, and creating a food web using local organisms. The energetics lab, where students calculate their own energetic budget is meant to serve as an assessment to this objective.  There is also an Ecology unit test that is used to assess mastery of these two objectives. For Objective 2: activities included, watching videos, reading the text, creating a model of the water cycle using a bottle, and calculating their carbon and water footprints. There were two assessment projects for this objective:creating a diagram of one of the Biogeochemical cycles using and a role play activity on global climate change. The footprint calculators and role play were used to add the “human dimension’ and encourage students to “care’ as outlined by Fink (2013) in his description of “Significant Learning.’ The final activity in the unit is an end of unit post that requires students to reflect on their learning during the course. I hoped this metacognitive activity would add an opportunity for students practice self awareness of their own learning and provide feedback to me as the teacher on which activities were effective.

Works Cited

Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. SanUSOE. (2013).

Reuter, R. (2009). Online Versus in the Classroom: Student Success in a Hands-On Lab Class. American Journal of Distance Education, 23(3), 151—162. doi:10.1080/08923640903080620

Utah State Office of Education: Concurrent Enrollment. Retrieved from Fancisco, CA: Jossey-Bass.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.


Survey of Emerging Tools: Nearpod, ClassDojo and Biteslide.


I spent quite a bit of time exploring Nearpod this week as I think it has the potential to focus and engage the students in my traditional face-to-face class. Nearpod is a program that allows teachers to create interactive mobile presentations. It allows teachers to embed a variety of media and activities in their presentations, such as polls, quizzes, videos, web content and slideshows. There are also presentations that are already prepared and available for download. The biggest advantage of this program that I can see is its ability to build in formative assessments that allow for instant feedback. I found it relatively easy to use, there is an excellent function that allows you to take pre existing google presentations and “nearpodize’ them with a tool in Chrome. This automatically imports your presentation slide by slide. I also found the option to import videos directly from Youtube, to be very handy. Though the number of pre existing presentations and types of activities are limited, it appears that the program is still expanding. Having spoken with a sales representative, I learned that there are many additional activities that will be available after January. The program is multiplatform and “students can interact through iOS devices, Chromebooks, Windows 8.1 devices, Android devices, Nooks and any PC or MAC.’ Some of the drawing activities are designed specifically for iPads, so they are not as useful for my students with notebooks. Pricing depends on features, but for the standard “Gold’ level it is $10/month per teacher.  Creation of a product does not take very much time and this product would be useful for both face-to-face classrooms that have one-to-one capabilities and also for online or distance education. Being able to control student activity and get feedback in real time, can be a very powerful tool for guiding instruction. Below is a link to the Nearpod presentation I created for a lesson on the cell membrane, that I am going to try this week.

Sample Nearpod on Cell Membranes  open this link.



ClassDojo is a free “realtime behavior tracking and skills management’ application. I learned about this program at  a conference and was intrigued by the overwhelmingly positive feedback I was hearing. This program is geared towards K-12 students and is extremely easy to set up and use. I gave this program a test run with two of my classes this week and it took, at most, 10 minutes to set up the program. Initially, each student is assigned an avatar, that they can then redesign to their liking. The teacher can use any mobile device to award or take away points for specific behaviors.  The program comes with a set of behaviors, but the teacher can customize extra behaviors that they are interested in monitoring. I chose to add the negative behaviors of texting and web surfing and the positive behavior of asking thoughtful questions. Students then log on to the website and they can see their progress and reflect on their performance in class. One of the best features of this app, is that it logs points for the individuals and class over time, allowing you to see trends in behaviors and award points for behavioral improvement. Below is a screenshot of my classes data so far.

Parents can also log on or sign up for email notification of the students progress. I used this program only twice in class and saw a significant improvement in some of my most challenging students. I was initially skeptical that high school students would be interested in little cartoon avatars and a program that is essentially a behavior chart. However, I think the gaming aspect of it, is what caused the excited response I received when I started ClassDojo. Several of my colleagues reported that students were asking them to start the program in their classes. I simply walk around the class with my iPad and award or take away points. I think that the program makes students more self aware of their behavior in class and they are already beginning to self regulate.  Other useful features, are the autogenerated parent letters, a student introductory video and educational handouts to send home with students. There are also professional development materials you can download for use with colleagues.

 Screen Shot 2014-11-19 at 3.07.05 PM


Biteslide is an application that allows you to create and present projects. It allows both students and teachers to create, manage and share online interactive portfolios and posters. I found this application to be very similar to, though not nearly as user friendly.  The initial creation of the project is relatively user friendly. Users can browse for content using Google or Youtube and upload directly into their portfolio.  I felt that the number of graphics, fonts, backgrounds and other aesthetic tools were limited, but perhaps this was because I was using the trial version. I was unimpressed with the help section. I spent a good deal of time looking for ways to embed the portfolio I created and finally found that the option to embed is turned off by default. I was also unhappy with the placement of the “delete’ presentation directly on top of the project. To select and edit a project, it is easy to accidentally delete an entire project, which I unfortunately found out first hand. I think that engagement would improve with a tool like this, but I also think students would experience some level of frustration. I can see the use of this program as an alternative to a traditional paper portfolio or flipbook. Having tried both Biteslide and Glogster I would recommend Glogster over Biteslide. Glogster is much easier to navigate and has a greater range of tools. It also has the added bonus of animation, which I did not see in Biteslide. I created a basic “scapbook’ on mitosis, as a model for a projects that students might be able to create. I found this tutorial to be helpful:

Biteslide - Mitosis_N02TUFEllgv_934118

Works Cited

How to Use Biteslide by R. Hampton. (2013). Retrieved from



Engineering for Educators – Draft Curriculum Plan

Unit 4: The Engineering Design Cycle

The goal of this unit will be to provide an overview of the engineering design cycle that will allow teachers to facilitate  authentic engineering design activities  in their classrooms, and to relate these activities to the role of engineers in society.

Context: This unit will follow introductory units focused on perceptions and misconceptions of engineers,  motivation for inclusion of engineering in the K12 classroom, real world problem solving skills, and model-eliciting activities. The audience will be in-service K-12 teachers pursuing a Master’s Degree in STEM Education, but may also include pre-service teachers.  The course will be delivered online through BlackBoard Collaborate, and supported by a course blog.   Students will have some level of math and science proficiency, but it will be highly varied.

Learning Objective 1. Identify and understand the components of the engineering design cycle (EDC)

Learning Activities and Assessments:

    1. Students will learn about the EDC components by watching a narrated PowerPoint lecture on the EDC (content similar to )
    2. Students will post reflections to the blog about the components of the EDC, comparing them to other processes (such as composing an essay, solving ethical problems, developing a hypothesis). Feedback will be provided by peers and instructors.
    3. Synchronous Collaborate session (2 hours): Tower of Straws. Background content on basic tower design will be provided by the instructor, followed by a hands-on tower building challenge. Students will use their tower building kits (previously mailed to each student) to construct a tower with an equation given to calculate their scores. Students will have 30 minutes to build their towers, and will document the towers by photographs. At the end of the time, students will post pictures on their towers during the Collaborate session. Then, students will be instructed to load the towers with marbles, and document this by video. Towers should be loaded until failure, with students documenting the type of failure. Group discussion about implications of the scoring equation.
    4. Students will post photos and videos of their towers to the blog, and will document their score, failure mode of the tower, and what they would do differently next time. Feedback provided by peers and instructor.

Learning Objective 2: Apply the engineering design cycle to create active learning opportunities in their classrooms that are age-appropriate, engaging, linked to content knowledge, and that address state and national standards

Learning Activities and Assessments:

  1. Students will review available resources for K12 engineering curriculum (,, etc.) , along with recent literature on a framework for evaluating engineering projects in the classroom (Guzey, S., Tank, K., Hui-Hui, W., Roehrig, G., & Moore, T. (2014). A High-Quality Professional Development for Teachers of Grades 3-6 for Implementing Engineering into Classrooms. School Science & Mathematics, 114(3), 139-149.)
  2.  Students will identify two EDC activities that would be age and content-appropriate for their classrooms, describe each on the course blog, and reflect on:
    • how they would adapt the activities for their classrooms
    • what challenges they would anticipate (are materials easy to come by? would the activities work in the timeframe they have available?)
    • what benefits they anticipate, and
    • what standards the activity would address.
  3. Students will choose one of the activities to implement in their classroom. Students will document the successes and challenges on the course blog, and describe how they might prepare for or implement the activity differently in the future.

Learning Objective 3: Understand the engineer’s role in society, and inspire a desire in students to use engineering to solve problems that matter to people.

Learning Activities and Assessments

    1. Students will review the Grand Challenges for Engineering website ( and selected link and videos related to engineering and society such as and
    2. Students will take (or find on the web) three pictures that depict problems or challenges for society (at least one must be a local issue), post them to the blog, and describe both the engineer’s and society’s role in developing and implementing a solution to each problem.    
    3. A synchronous Collaborate session (1-2 hours) will be held to facilitate discussion of this unit. Students will each  discuss  how (and if) they envision using engineering in their classrooms in the future.

Ecology Unit Curriculum Draft

Unit  Title: Introduction to  Ecology

Unit  Summary:

This unit is part of a 10th grade Biology core and is designed for use with an online class. I designed this as a hypothetical unit. This is assuming that classes would be taught 2 times a week for a 6 week session. Students will be required to conduct an experiment at home and maintain a blog journal with regular updates on the progress of their experiment.

Utah State Office of Education  Biology Core Curriculum

Science Benchmark:  Ecosystems are shaped by interactions among living organisms and their physical environment.     Ecosystems change constantly, either staying in a state of dynamic balance or shifting to a new state of balance. Matter cycles in ecosystems, and energy flows from outside sources through the system. Humans are part of ecosystems and can deliberately or inadvertently alter an ecosystem.

 STANDARD I:  Students will understand that living organisms interact with one another and their environment.

USOE Intended Learning Outcomes Addressed:  

  1. Use Science Process and Thinking Skills
  2. Manifest Scientific Attitudes and Interests
  3. Demonstrate Understanding of Science Concepts, Principles and Systems
  4. Communicate Effectively Using Science Language and Reasoning
  5. Demonstrate Understanding of the Nature of Science

Unit  Objectives

  1. Objective 1: Students will be able to summarize how energy flows through an ecosystem.

  1. Objective 2:  Students will be able to explain relationships between matter cycles and organisms and infer human impact on cycles.

  1. Objective 3:  Students will be able to interpret interactions among biotic and abiotic factors within an ecosystem.

The detailed curricula draft can be found here on my webpage

There are a few assignments that have not been fully developed, but they are noted as such. I look forward to any feedback on my project.

Unit 4 Week 3

October 25, 2014

AnneMarie Mattacchione

Since most of my experiences teaching is direct or face to face I feel I can related to the differing taxonomies of learning, active learning and problem-based learning through my sense of integration with relationships with students in a classroom setting. However, I have designed and taught eCampus courses for three years. My teaching lens is influenced mostly by the relational part of teaching face to face and before this course, I have tried to interpret those same strategies into the eCampus format. I purposely built in activities in which student must connect to one another and process course content together.

Interestingly, when I shared this approach with some of my colleagues who primarily teach distance learning; I get confused and concerned looks. I often feel I have to defend my position to include synchronous components so students can have authentic social learning experiences. Their position is that they have designed eCampus courses so that student do not have to meet at specific times and/or the instructor is not obligated to teach on a specific day or time each week. It was as if having synchronous components defeated the reason for eCampus courses- being completely an asynchronous options for students. I can’t imagine feeling connected to the teacher or other students without it.

In fact, this course is a struggle for me personally. The content is valuable and meaningful. The text is excellent.  The learning activities up to this point do not benefit a wide variety of learning styles. I see the value in written reflections, article critiques, and written comments on students work, however, I miss the verbal exchange of thoughts, ideas and wonderings. The course is heavy on reading and writing. My personal learning style includes a good dose of auditorial and kinesthetic.  I lack the meaningful verbal interactions between teacher and other students. For me, meaningful learning takes place in more than one modality. For me, the synchronous component is necessary. I prefer a steady diet of it. I find that I feel better connected to the course content and can learn more deeply if I get to bat around the ideas and content of the course with others in synchronous time, without having to compose a precise and grammatically correct written statement. Which, for me takes many hours to compose successfully.  Since taking distance courses, the best courses are those in which there is a weekly synchronous component facilitated by a competent instructor who, instead of lecturing, selects hands-on, interactive activities with small groups of students or didactic pairings. It takes time for students to grow comfortable with sharing. It takes time for students to learn each other well enough to understand one another’s perspective in light of their occupation, temperament and learning styles. The success of such interactive sessions requires students to minimize the eventual issues of potential intimidation, proper online etiquette, and vulnerability. Once students are able to feel comfortable with the relationship aspects of distance education interfaces, in my experience, learning become richer and more meaningful. If I could change this course, I would require a weekly or bi-weekly synchronous session with a fixed agenda of interactive learning experiences.

The more I learn about designing significant learning experiences the more it affirms my selection of course assessments, feedback, learning and teaching activities in my face to face courses. It also causes me to pause about the eCampus courses I have designed and teach and wonder if I am capturing the excellent processes outlined in the book and supplemental sources. I struggle to decide if those courses are effective due to my inexperience with eCampus course development rather than perhaps I do not have all the elements or enough of the right elements articulated in the pages of the book. I sense that it may be a little of both. I am excited that I will have the opportunity and resources to answer that question more fully this summer when I have time to sort through the materials in this course again and develop/adopt useful exhibits that will help me derive an answer. I think the way to really understand this material is to apply the concept to several courses I teach, assess the courses ongoing, make changes based on measurable evidence and have the opportunity to tweak the course on-going several times over the course of a couple of semesters.

As far as my own reflection of my strategies for learning so far in the course, I have learned that I need to read and reread the texts assignment several times a week before attempting the written assignment or application. I am one of the unfortunate learners where I am not able to remember what I have read on reading it one time. I not only need to review and read again and again, I have to apply it right away or I lose important facts and concepts quickly. I am envious of learners who can rely on their memory. My husband has a book “How to Read a Book; The Classic Guide to Intelligent Reading’ by Adler & Van Doren. At first, I did not understand the benefit of this book. Didn’t we learn how to read books in preschool and primary school? My husband is a doctoral student. He said it was one of the most important books he has ever read despite being a student. So I browsed the content pages- which is one of their strategies for successful reading- it included the following: The Dimensions of Reading, Analytical Reading, Approaches to Different Kinds of Reading Matter, and The Ultimate Goals of Reading. I was amazed at what I could learn about reading from reading this bookJ

In conclusion, my number one metacognition strategy this semester is applying some of the principles of this book since we are doing a good bit of reading. I am working on implementing The Activity and Art of Reading: Active Reading, The Goals of Reading: Reading for Information and Reading for Understanding, Reading as Learning; the Difference between Learning by Instruction and Learning by Discovery, Present and Absent Teachers.

Works Cited

Adler, M. J., & Van Doren, C. (1972). How to Read a Book; The Classic Guide to Intelligent Reading. New York: Simon & Schuster, Inc.

Fink, L. D. (2013). Creating Significant Learning Experiences An Integrated Approach to Designing College Courses. San Francisco, CA: Jossey- Bass.

Reflections on Bob’s piece…

Bob’s work in the area  of professional demeanor  reminded me of this famous online copy of Nordstrom’s employee training manual. This is printed on one side of a 4 X 6 card and constitutes the entire HR Manual. The implications are interesting. The first is that we trust you. The second is that you are supported in an educative environment. It is empowering, at the same time that it places tremendous responsibility on the individual. Very interesting from the standpoint of rules regarding learning communities.


Reed College has something they call “the code.” It covers all aspects of student life, such as behavior and academic honesty. Instructors mostly give take-home exams. Students don’t cheat as it would violate “the code”… The code is unwritten by design. Sometimes the  spirit of a guiding principle is more powerful than a legalized verbalization?

Third Synchronous Session!

Hi Folks,

For our third session, I’d like three volunteers to lead your own presentations of about 8 – 10 minutes with about 10 minutes for discussion afterwards. You can use any topic. I’m not so much worried about the content as getting you in the driver’s seat presenting and moderating an online synchronous discussion. Find something of interest to you and then share. This is a low-stakes opportunity. Truly, there is no failure here. 🙂 Have some fun and share something relevant to you.

Please email me if you’d like to volunteer, otherwise I’ll select some candidates.

The Doodle Poll survey went out yesterday. If you missed it, here’s the link. Right now, it is looking like Monday evening (10/13) will work for folks.

Thanks and have a good weekend!

Looking forward to our meeting this afternoon…

Howdy Folks,

Just a reminder that we have a Blackboard Collaborate session planned for this afternoon from 5 – 6 PM AST.

Looking forward to our discussions. On the table: connectivism, online education in K-12, unique barriers within online education, VCAs, and CASA, online labs…and more.

You can find the link under “Blackboard Collaborate” on your Blackboard course menu. Within that screen, toward the bottom, you’ll notice “Scheduled Sessions” and within there you’ll notice a link to today’s session.