CONTEXT

This project is on a class website meant to be supplemental to an Algebra II Class. In this course page, students of the class may have an opportunity to watch videos of second-degree algebra problems being solved. At the end of the videotaped lectures, students undertake similar problems to solve and graph. Then students post the solutions for further feedback. Additionally, students can download course assignments, upload their work, and review the class schedule online. Also, students can interact among themselves by posting messages in the student zone. Students will have access to valuable educational websites.

PROJECT PURPOSE

The purpose of this class website is to assist students who miss classes and support English Language Learners (ELL) who cannot keep up with the lecture pace. Another reason for creating this website is to help students have an opportunity to review previously covered materials. Lastly, the rationale of the page is to facilitate students to have online-access course assignments and submit their work online, interact in the students’ zone, and follow links of other useful educational websites.

ALGEBRA II CLASS WEBSITE

It is appropriate for the students of this class to have course-supplemental materials online so that they can download assignments or project documents, upload their class work, view the class schedule online, collaborate online (Kim, 2002), and review previously covered lectures (harasim, 2000). Additionally, students will have links to other educational pages.

ASYNCHRONOUS COMMUNICATION LECTURES

Conveniently, students can access archives any time they like, and it enables them to collaborate among themselves posting messages in the student zone (Taylor, 2006; Petrakou, 2010). Online course content is beneficial to students who miss classes and ELLs. They can review the material as many times as they want and prepare for exams (Harasim, 2000; Merryfield, 2003).

REFERCES:

Harasim, L. (2000). Shift happens: online education as a new paradigm in learning. The Internet and Higher Education, 3(1-2), 41-61.

Kim, K.-J., & Bonk, C. J. (2002). Cross-cultural comparisons of online collaboration. Journal of Computer-Mediated Communication, 8(1), 0. Retrieved from: http://jcmc.indiana.edu/vol8/issue1/kimandbonk.html

Merryfield, M. (2003). Like a veil- Cross-cultural experiential learning online. Contemporary Issues in Technology and Teacher Education, 3(2), 146-171.

Petrakou, A. (2010). Interacting through avatars: Virtual worlds as a context for online education. Computers & Education, 54(4), 1020-1027.

Taylor, R., & Chi, M. (2006). Simulation versus text: Acquisition of implicit and explicit information. Journal of Educational Computing Research, 35(3), 289-313.

Content actions

Add module to:

My Favorites Login Required (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own Login Required (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags?

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks

Footer

This work is licensed by Jama Yacub under a Creative Commons Attribution License (CC-BY 3.0), and is an Open Educational Resource.

Last edited by Jama Yacub on May 9, 2011 2:28 pm -0500.