Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10 Week11 Week12 Syllabus
Week 1 - Starting Sunday 01/09/2013 - Valencia, Venezuela. Week 1 Syllabus
Hello everybody.
My name is Tom Hodgers, I was born, raised and educated (initially) in Liverpool and the north of Manchester, England. In 1977, after working eight years in the Paint Industry and, as my professional future didn't look too bright (due to the first OPEC oil crisis), I emigrated to Venezuela where I have lived since.
Until 2009 I was working as a Technical Adviser to the Building, Roof and Flooring Coatings Industry when I finally decided to retire (for the third time) and now dedicate most of my time to my hobby - teaching and learning.
I'm a Coordinator and Facilitator at Certificate and Diploma level at the Centro de Extensiones of the Universidad José Antonio Páez in Valencia, Venezuela (for the last five years). I have designed and am in the process of teaching bimodal classes via Moodle (in Spanish) in the area of "Culture and Language" for:
1. Japanese - at the basic, intermediate and advanced levels.
2. Culture of the English Speaking People - aimed at advanced learners - specializing in Technical and/or Business English.
3. Oriental Philosophy - special emphasis on Zen Buddhism.
Here's a beach about 40 minutes drive from my house in Valencia (die of envy, I'm blogging from here):
I'm really looking forward to taking part in this course and hope to hear from all of you soon.
Interesting points about the course so far? let's see:
How many people on the course?
There are 3 Tutors/Facilitators: Lisa M Lane
Todd Conaway
Jim Sullivan
There are 7 Mentors:
Laura Paciorek
Scott Johnson
Ross Kendall
Clare Atkins
Walter Muryasz
Jennifer Humber
Jim Stauffer
Only 6 attendees posted their blog links by Sunday night. The other 5 seem to have a lot of experience blogging.
+4=10 by Monday night.
+2=12 by Tuesday night.
+1=13 by Wednesday night.
+2=15 by Thursday night.
+4=19 by Saturday night.
24 people introduced themselves in the "Hello" forum.
I like Lisa's blog review page - Blogs (an experiment). First place I've seen with a list/summary of Attendees, Mentors, Tutors. (don't know if all are here). It shows full RSS feeds of blog sites, not just the Week 1 entry. Will not work in my case as I'm using a static page for the POTcert postings (on purpose, to keep private and all together although I suppose I could use categories and change privacy terms).
Re-posted and posted new entries about MOOCs to the new "Off topics discussion" forum. People are starting to answer them, and posting there as of Friday mid-morning.
Week 2 - Starting Sunday 08/09/2013 - Valencia, Venezuela. Week 2 Syllabus
Left-overs from Week 1
A frequent revision of the Week 1 discussions page shows one late entry Sunday, one on Monday, another two on Tuesday, and by Friday night three more, for a total of 31 people who have introduced themselves in the "Hello" forum.
Where the Hell Do I Start?
My thoughts on the getting started Chart:
Take a look at my choices in the image below. Click on it to open up and be able to zoom in and get a better look at my organizational choices circled in red.
It's obvious that I'm a sucker for Moodle.
Beginner’s Questionnaire - I answered the questions and came out as middle-of-the-road with a score of 13. I'm not too fond of these types of "Women's Magazine" questionnaires, they leave too much to interpretation.
For instance, in "Interest in material" I really only see 4 and 3 as valid choice questions, and in "Content" the first three choices.
I find them too limiting.
Is it slothful to be a middle-of-the-roader? Or, is it just choosing the best between two evil extremes?
My personal choice would result in a blend of Lecturer/Instructor with Student participation.
In the institute where I work we are encouraged to use the word "Participant" as the great majority of attendees to our courses are adults. The term "Student" being reserved for the use of schools in reference to younger learners. Teachers are divided into two groups, course co-ordinators/facilitators and facilitators.
Here's the table, to refresh your memories. What do you think of the questions? Are they really appropriate?
For each topic, write the number that best represents your perspective as you think about your
classroom teaching:
_3_ Interest in material:
5 Lecturing is a good way to encourage interest in material.4 Large group discussions or debates are useful in class for creating interest in the material.
3 Small group discussions are useful in class for creating interest in the material.
2 Students should be given choices of how to learn the material.
1 Students should construct their own method for learning the material.,
_4_ Content:
5 Lecturing is often the best way to relay content.
4 Large group discussions or debates are useful in class for covering content.4 Small group discussions are useful in class for covering content.
4 Students need to be provided with extensive content, selected by the instructor.
2 The content in a class should be at least partially created by the students.
1 All class content should be created by the students.
_3_ Roles:
5 The locus of control in a class should be primarily with the instructor.3 Students should be active participants in creating their own knowledge.
1 Students should construct their own knowledge.
_3_ Assessments:
5 Assessments are most important to assess factual knowledge.3 Assessments are most important to test application of skills.
2 Assessments are most important as a learning tool for students.
Ko and Rossen, Chapter 1: Teaching Online: An Overview. Points: applying your in-class instructional strategies to online, teacher as facilitator and moderator, technology is second after teaching, reflecting on practice.
Skillset - not necessary for on-line facilitators to be tech geeks but for them to concentrate on teaching and ways to do it on-line. There are some you need and can obtain during training but this is not the focus.
On-line teaching can change what we do, we pick up ideas and techniques that we can also use in F2F teaching. Allow students more active participation (participants).
More exposition to teachers and colleagues in the field, so start facilitating and working on-line, create our "personas".
Week 3 - Starting Sunday 15/09/2013 - Valencia, Venezuela. Week 3 Syllabus
Please take a look at Donna Marqués' class tour.
Pedagogical Design This worksheet can be used to pattern your online or hybrid class by determining the Guiding Force of your class and designing around it.
Here is the worksheet on Design Elements
And here's the list of Cool Tools
Here is the worksheet on Chapter Based Design
Here is the worksheet on Weekly Central Column Design
Task: Post about your pedagogical goals and objectives for a possible or current class: share two or three objectives you have (such as getting students to converse intelligently on the subject, helping them understand the readings or a particular concept, or having them do web-based research), and how what you learned in the tutorial might help you achieve them. Include a link to a web page or resource.
Chapter 3 of the Teaching On-line Guide offers proposals and practical tips related to on-line course design and development.
This chapter points to 3 elements in the creation of an online course: Analysis, Course Goals and Learning Objectives, and Design.
1. Analysis
Structured questions to link between the course and the context:
What is the target group?
Delivered online content
Student Internet access
Instructional Design support
What are the available tools?
2. Course Goals and Learning Objectives
It is important to identify the differences between Course Goals and Learning Objectives.
Pedagogical goals and objectives:
Pedagogical goals - we set the parameters of what we expect to gain from the learning experience.
In the first module of the Japanese courses that I teach, the general objectives for students are:
Learn how to use Moodle and the Acropolis platform.
Acquire basic knowledge about the history, geography and sociocultural philosophy of the Japanese people.
Learn to recognize and use the Japanese vocals and syllables, both written and spoken.
Learning Objectives - tell us how we will be able to know.
The use of Roumaji for the transliteration of Japanese.
Identification of Hiragana and Katakana syllabaries.
Practice writing Hiragana and Katakana characters.
Bloom's Taxonomy - Original and Revised
Original Taxonomy
........
Revised Taxonomy
Please see Blooms and web 2.0
3. Course Design
Quick Checklist:
Course Homepage
Includes a welcome statement on the Course Home Page
Provides brief text Course Overview/Introducing statement about the course
Provides an image(s) that creates a visually inviting Homepage environment
Unit Homepage
Provides an introduction, an overview and/or objectives
Gives clear instructions for navigating through the Unit, participating in it and reminders of how to turn assignments in (Forums, Google Drive, Dropbox)
Content Presentation and Assignments
Includes presentation and lecture material (text, slides) that concisely convey your key points about the topic of the Unit
"Chunks" all Unit content into "digestible" segments for easier on-screen reading and comprehension.
Beyond Text Possibilities
Provides relevant images (e.g. photos, diagrams, graphs, charts, maps) to illustrate concepts and to create a visually engaging environment.
Uses brief (e.g. 2-5 minutes) audio and video, Expert Commentary, "Points to Ponder," Demonstrations.
A wonderful and varied collection of class styles presented to us for this weeks discussions:
What elements of design do I consider when designing a course?
My courses are delivered using the Moodle platform and I try to use an eclectic mixture of activities and resources, depending on the actual class topic, but tend to use a general schematic in the layout of the activities.
1. Classes/Modules will normally start with a group webcast discussing what is remembered from the last class, and introducing the main tutorial for the current class. Recording of Webcast is available aproximately two hours after finishing.
2. Practical activity - reading pdf file, Book or Page.
3. Practical activity - view video or listen to audio file, podcast etc.
4. Take part in Wiki or Forum (or both), take a Quiz.
5. Discussion Forum about what stood out, what was learnt, liked/disliked most, during class. (Terminated 2 days before next class/module).
6. All students recommended to use their class-note book, viewable by peers and facilitator (accessible at all times, linked to from beginning of each class).
Here is an image of a typical class:
The Interactive Syllabus.
Creating an Interactive Syllabus - Rachele Demeo.
The Interactive Syllabus - Pilar Henderson.
I still haven't obtained a copy of Ko and Rossen's book and have been reading everybody's replies this week. I was surprised to see that nobody really got down to business in detail, just a few recommendations.
I agree with Rachele's point of view over the necessity of not including everything in the Syllabus. It's very important not to let students get too far ahead with class materials without assuring that all previous materials have been learned to the correct level.
At the institute where I teach, every student has to attend two 4 hour Induction Sessions before classes begin. The Basic Syllabus for each course is available, as hard-copy, at these sessions.
Induction continues with a Lesson 0 before the first class, where all of the following is thoroughly explained by the facilitator, either F2F or via video conference. Copies of the videoed class are available as links before Lesson 1 starts. All of these linked-to materials are contained within the course materials and are available on-line at all times.
As you can see, this includes Course Objectives, Course Approval Conditions, Course Description and the Course Contents, along with everything the student needs to know about managing their course.
Any doubts, about anything, are dealt with in the "Any Doubts?" forum before the first Lesson starts (of course, this forum remains open during the entirety of the course).
I rather like this set-up, where all Course orientated articles are presented as separate files. It avoids the confusion of lengthy documents and their inherent navigational difficulties.
Any doubts, about anything, are dealt with in the "Any Doubts?" forum before the first Lesson starts (of course, this forum remains open during the entirety of the course).
I rather like this set-up, where all Course orientated articles are presented as separate files. It avoids the confusion of lengthy documents and their inherent navigational difficulties.
The actual Course Materials for each Lesson are normally made available 2 hours after the Discussion Forum about what stood out, what was learnt, liked/disliked most, during the previous Lesson and its closing message (as mentioned in Week 4's posting). This is very easy to do with Moodle, where you can have all your Lessons prepared but only visible to students when the Facilitator so desires.
All so called "deadlines" for task submissions are given within the description of the task itself. The deadline "Policy" is stated within the Course Approval Conditions. We have no problem with time-zones in Venezuela, all times must be referenced to Venezuelan Standard Time by law.
Summary of Week 5's Postings
Three were about week 4 and a couple were off-topic, it was quite difficult to summarize peoples thoughts on the interactive syllabus, but here's a general synthesis:
For on-line courses a screen-cast of the geography of the course, will help address any issues at the beginning of the semester. As the schedule of assignments is not always clear to students, the syllabus should have all assignments listed so students will see how the class is spaced, using hyperlinks, and tweaking or adapting the classic structuring system that learning management systems tend to push teachers into.
The syllabus could be the entire course, with absolutely everything students need to do or see or read linking off it. It should maintain the same format and serve the same purposes it serves in face-to-face courses: Guidance, information, grading policy, communication scheme, clarification, and so on.
The majority mentioned liking Rachele Demeo’s interactive syllabus.
For on-line courses a screen-cast of the geography of the course, will help address any issues at the beginning of the semester. As the schedule of assignments is not always clear to students, the syllabus should have all assignments listed so students will see how the class is spaced, using hyperlinks, and tweaking or adapting the classic structuring system that learning management systems tend to push teachers into.
The syllabus could be the entire course, with absolutely everything students need to do or see or read linking off it. It should maintain the same format and serve the same purposes it serves in face-to-face courses: Guidance, information, grading policy, communication scheme, clarification, and so on.
The majority mentioned liking Rachele Demeo’s interactive syllabus.
Week 6 - Starting Sunday 06/10/2013 - Valencia, Venezuela.
Week 6 Syllabus
Internet Skills, Critical Thinking, & Tools
included in this weeks readings.
Here is one of the videos I am using to promote a course I plan to launch in January of next year:
Of course, with my use of Blogger, I could have inserted it automatically and not manually. All of the major blog providers have automatic insertion of video.
For some strange reason, I couldn't view the Critical Thinking and Web 2.0 Tools document. I received a message block saying I had to sign into Office Outlook Web Access. Anybody know what this is?
Week 7 - Starting Sunday 13/10/2013 - Valencia, Venezuela. Week 7 Syllabus
The On-line Classroom
Summary of Week 7's Postings
The Online Classroom
Most enjoyed Jennifer Humber’s video, and Louisa Moon’s “10 TIME SAVING TIPS FOR ONLINE TEACHER.”. Lisa’s “Seven things I’d want to know as a new online teacher,” very helpful. Lisa is correct to say that “If you’re not creating the content pathway and facilitating the learning at every step, you’re not a teacher.” The Ko and Rossen textbook provided some useful recommendations on ways to structure the course.
People need to spend more time mastering some of the teaching tools.
Surprisingly some, like me, have problems with Twitter.
Adjust the syllabus/lesson plans to take into consideration the longer time students might need in an on-line class to complete assignments? Should students have an opportunity to see the “whole” picture?
When teaching on-line, one has to invent ways of giving feedback that allows for working and thinking it over. We must be vigilant about keeping back-ups and multiple copies of our course materials in our own possession.
What I think of Twitter!
But take a look at this:
The Online Classroom
Most enjoyed Jennifer Humber’s video, and Louisa Moon’s “10 TIME SAVING TIPS FOR ONLINE TEACHER.”. Lisa’s “Seven things I’d want to know as a new online teacher,” very helpful. Lisa is correct to say that “If you’re not creating the content pathway and facilitating the learning at every step, you’re not a teacher.” The Ko and Rossen textbook provided some useful recommendations on ways to structure the course.
People need to spend more time mastering some of the teaching tools.
Surprisingly some, like me, have problems with Twitter.
Adjust the syllabus/lesson plans to take into consideration the longer time students might need in an on-line class to complete assignments? Should students have an opportunity to see the “whole” picture?
When teaching on-line, one has to invent ways of giving feedback that allows for working and thinking it over. We must be vigilant about keeping back-ups and multiple copies of our course materials in our own possession.
What I think of Twitter!
But take a look at this:
Week 8 - Starting Sunday 20/10/2013 - Valencia, Venezuela. Week 8 Syllabus
Creating Community
http://vimeo.com/6575272
Summary of Week 8's Postings
Creating Community
The creation of community in face-to-face situations and
transferring those same key concepts to online is perfect.
Community is central to my classrooms, my teaching style is less lecture, more discussion.
Beaking down barriers between students a necessity.
The periodic use of check-in videos, using polls, sending “check-in” e-mails,
providing personalized feedback to students, and being more of a
participant than a facilitator in the role of instructor.
Have students introduce themselves with a
picture or within a video to the class.
Give students an opportunity to
chat with each other about non-course-related topics perhaps within a
discussion board posting.
Reward achievements through sharing strong
assignments as described by Ralene in her video.
Myspace or Facebook can be great tools for (a)synchronous communication.
Incorporate other tools into my classes, such as Skype and Screenr.
Personalize Virtual Learning Spaces.
Personalize Virtual Learning Spaces.
2009 POT Workshop by Pilar hernandez:
Here's Ralene Friend's great video on building community in the Online Classroom:
Finally, here's a great video from this week's Moodle MOOC2 and WizIQ.
Personalizing Virtual Learning Space - Presented by Anita Zijdemans Boudreau.
Thinking beyond the Learning Management System (LMS) structure for course delivery, to include creating virtual spaces that support personal development and lifelong learning for both students and the educators who teach them.
Week 9 - Starting Sunday 27/10/2013 - Valencia, Venezuela. Week 9 Syllabus
Student Activities and Open Platforms
Some creative ideas for student activities and the spaces in which students might engage in and/or share those cool activities.
Lisa's slidecast on blogging:
Jim Sullivan's 2011 First Friday Elluminate session:
Terry Anderson and Jon Dron's Three Generations of Distance Education Pedagogy (2011) using Diigo.
Ross Kendall's video on using Wordpress for class:
Summary of week 9's posts
Student Activities and Open Platforms
Everybody mentioned that students should set up a blogging account and share it with peers.
Everybody mentioned that students should set up a blogging account and share it with peers.
Other activities mentioned were social bookmarking, chats, tweets, and wikis.
I would use WizIQ live classes with Moodle courses. During live on-line classes I would allow students to participate in:
Chat.
Break-out rooms.
Use of the Whiteboard.
View presentations and videos.
Recordings of live classes are available for viewing on-line (and for downloading) a few hours later.
Pre- and Post-class activities would include:
Reflections on blog.
Facebook group.
Tweets.
Wiki.
Here is a presentation I made on how to use WizIQ for on-line classes:
Week 10 - Starting Sunday 03/11/2013 - Valencia, Venezuela. Week 10 Syllabus
Class Resources and Intellectual Property
Summary of week 10's posts
Copyright and OER.
Internet is new platform for being creative with our ideas and talents. Yet, at the same time, this creativity is being lost in the web of multiple copies of the same work and the lack of recognition for creativity and originality.
Companions are more comfortable with copyrights and the material used in class and are pretty good at finding creative commons license or free material.
Fair use guidelines.
Creative commons.
Nobody mentioned last year's changes in American copyright law which now exempts from copyright, items used for educational purposes both in F2F and on-line classes.
(Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code. http://www.copyright.gov/title17/92chap1.html
Please read the following section in particular that alludes to on-line education: § 110 . Limitations on exclusive rights: Exemption of certain performances and displays.
Notwithstanding the provisions of section 106, the following are not infringements of copyright: See part (2).
This guideline (now outdated but good for portion limitations) is worth looking at: http://www.uww.edu/icit/instructional/teachingonline/copyright/ ).
Intellectual property refers to creations of the mind. The World Intellectual Property Organisation (WIPO) – the key multilateral institution that governs such rights, in conjunction with the World Trade Organisation (WTO) – defines the term as meaning “the legal rights which result from intellectual activity in the industrial, scientific, literary and artistic fields.” In practical terms, intellectual property rights confer a temporary, fixed-term monopoly on the exploitation, use and proliferation of a particular creation, in exchange for which commercialisation of the creation is mandated or implied.Copyright and OER.
Internet is new platform for being creative with our ideas and talents. Yet, at the same time, this creativity is being lost in the web of multiple copies of the same work and the lack of recognition for creativity and originality.
Companions are more comfortable with copyrights and the material used in class and are pretty good at finding creative commons license or free material.
Fair use guidelines.
Creative commons.
Nobody mentioned last year's changes in American copyright law which now exempts from copyright, items used for educational purposes both in F2F and on-line classes.
(Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code. http://www.copyright.gov/title17/92chap1.html
Please read the following section in particular that alludes to on-line education: § 110 . Limitations on exclusive rights: Exemption of certain performances and displays.
Notwithstanding the provisions of section 106, the following are not infringements of copyright: See part (2).
This guideline (now outdated but good for portion limitations) is worth looking at: http://www.uww.edu/icit/instructional/teachingonline/copyright/ ).
The work of authors, artists and musicians, for instance, will usually be protected by copyright. Scientists and engineers, on the other hand, will typically have their inventions protected by a patent. Corporations that have invested in creating a brand can be protected by trademarks, while their business plans could possibly be protected as trade secrets. The work of product designers falls under a system known as industrial designs.
The aspect of copyright that is crucially being tested here is a set of principles that are known as “fair use” or “fair dealing”. Broadly taken, fair use/fair dealing is what allows users of copyrighted works to be able to engage in reasonable debate, discussion and analysis of a copyrighted work. Fair use/fair dealing is what allows a doctoral research student to quote sections of several published (and copyrighted) texts in her thesis. It is what allows a broadcast media analyst to run short clips of newsworthy events (even if from another channel, or by another analyst) in order to comment upon an aspect of the news. In other words, fair use/fair dealing is a set of allowances to what would otherwise constitute copyright violation.
Changes earlier this year in American Copyright Law now make short extracts, of any type, Non-copyright material when used for educational purposes, both in F2F or Virtual on-line classes.
OER refers to material that is of use in the curriculum and around it (both curricular and extra-curricular), in any format (a printed book or pdf file, a short video film, an audio file), that is shared openly by it’s creator/s in order that others may use, distribute, and even modify it, without permission. OER is to the educational world what Free and Open Source Software (FOSS) is to the information technology world. It is educational material that is individually or collaboratively produced, which can be further improved and changed or adapted by numerous interested educators and creators, yet all the while open to most kinds of use, anywhere in the world.
Next week's presentation - As I have problems with sound on my system, I'm thinking of narrating a PPT presentation with SlideSpeech, a TTS solution.
Week 11 - Starting Sunday 10/11/2013 - Valencia, Venezuela. Week 11 Syllabus
Sample Presentation
This is my week 11 presentation.
I decided to talk about one of the major problems that both facilitators and participants have: How to Research, View, and Read Web-searches. As I mentioned last week, I have problems with my microphone, so I narrated the presentation using the TexttoWave text-to-speech engine.
<iframe width="420" height="315" src="//www.youtube.com/embed/Rft-OBHVbIc" frameborder="0" allowfullscreen></iframe>
I also chose to make a version using SlideSpeech to give a voice to my PPT presentation. This is a great, free, online tool for use by participants who are dumb or have speech impediments. It converts PPT written Notes into both male and female speech and is available in various languages.
Here's the web-site embed code:
<iframe src="http://slidespeech.com/s/pjnOljELen/" width="500" height="330" webkitAllowFullScreen mozallowfullscreen allowFullScreen></iframe>
Week 12 - Starting Sunday 17/11/2013 - Valencia, Venezuela. Week 12 Syllabus
Following is a table of the links to my weekly blog posts: Weeks 1 through 11.
Blog Post Links
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Quality Comments
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A fairly good introduction of myself including a photo with fellow class-mates of the
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FATLA e-Learning Expert course.
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An honest assessment of my classroom teaching perspective, ideas and techniques.
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Remember, allow students more active participation (participants).
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Pedagogical goals, setting the parameters of what we expect to gain from the learning experience. Learning Objectives tell us how we will be able to know.
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Importance of "Beyond Text Possibilities".
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My courses are delivered using the Moodle platform and I try to use an eclectic mixture of activities and resources, depending on the actual class topic, but tend to
|
|
use a general schematic in the layout of the activities.
|
|
Necessity of not including everything in the Syllabus. It's very important not to let students get too far ahead with class materials without assuring that all previous
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materials have been learned to the correct level.
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I make extensive use of pod-casts, videos and other Apps in my courses.
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When teaching on-line, one has to invent ways of giving feedback that
allows for working and thinking it over. We must be vigilant about
keeping back-ups and
|
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multiple copies of our course materials in our own
possession.
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Community is central to my classrooms, my teaching style is less lecture, more discussion. Include creating virtual spaces that support personal development and
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lifelong learning for both participants and facilitators.
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Creative ideas for student activities and the spaces in which students might engage in
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and share. I encourage blogging, but am not a "confirmed believer" in Diigo.
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Copyright rights, fair use, and OER's,
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One of the major problems that both facilitators
and participants have:
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How to Research, View, and Read Web-searches.
|
I made this table (weekly links and empty comments) in Word, then just copied and pasted directly into my blog page. I filled in the comments in the blog. It's not too bad, just have to tidy the code up to clean up some outline problems.
Here's a copy of the Rubric provided by Lisa (please click on it to read better):
Up to what point have I fulfilled these requirements? Fairly well, I think. The only major problems I've encountered are in not liking Diigo and not being able to participate in the synchronous meet-ups (both for technical and temporal reasons).
Will include below, all other participant's blog posting summaries:
Julie Bergfeld: http://onlinejdb.blogspot.com/2013/11/week-12-reflective-summary.html
Daniel G. Valencia: http://danedutech.com/onlinepedagogybadge/
Jordana Molina: http://jmolina85.wordpress.com/2013/11/21/week-12-reflection/
Paulina Mendoza: http://wordpress.miracosta.edu/pmendoza/2013/11/22/week-12-end-of-semester/
Jaap Bosman: http://connectiv.wordpress.com/2013/11/21/potcert-week-12-potcert/
Bethanie Perry: http://peanuthistory.tumblr.com/post/67777303948/week-12-reflections-for-the-pot-group
Sherry Zahedi: http://wordpress.miracosta.edu/profshaspage/2013/11/23/ready-to-graduate/
Darlene Burke: http://wordpress.miracosta.edu/dburke/2013/11/23/week-12-6/
Jo Moore: http://wordpress.miracosta.edu/mooreeducation/2013/11/24/week-12-potcert-end-of-fall-semester/
Robert Bond: http://wordpress.miracosta.edu/gatewaytowisdom/2013/11/26/week-12-end-of-fall-semester-online-pedagogy-final/
Silvia Gallo: http://losapuntesdesilvia.blogspot.com/2013/12/pot-cert-week-12.html
