Below is a list of the initial 10 questions I started with. For my last post I am going to quickly answer each one:
1. How do I upload and share information?
Simple but required multiple steps. I would save as a PDF, and create a Google Doc.
2. How might this empower a student note taker?
The student is thriving in the academic setting. The added responsibility has given them a sense of ownership, leadership, and connection.
3. How might access to these notes help all students?
This goes without saying. Students who were absent or missed notes could easily access content.
4. How might access to these notes help students who have a learning difference?
The consistency, and physical component of having notes allows many of them to maintain the notes. Organization is a whole new topic ;-)
5. How can I collaborate with classroom teachers to effectively use this tool to support all students? Upload to their Haiku page to hold all students accountable.
6. How does this thing work?
Take notes, save, upload. Pretty easy. (Minus the pen-cast. grrrrrrr)
7. Is annotating notes as effective as taking notes?
Students who accessed the notes did not often annotate the notes.
8. How can I use in-class audio to support learners, and not overwhelm them?
This was the most difficult part for me. The audio is useful on an individual basis, but not easily shared as you need to use Livescribe Connect. The "connect" feature is part of the premium package.
9. What is the most user friendly platform to present this information (class/personal Haiku Page?)?
Livescribe Connect would seem to work great, as it allows the user to upload directly to Google, Facebook, email, etc... The "connect" is part of the premium package and not available to me.
This tool is AMAZING, but I am left with on final question: Students accessing the notes!!!
To address this question I have developed and inquiry question: "How does modeling affective use of online notes, promote independent access of online notes?"
1. How do I upload and share information?
Simple but required multiple steps. I would save as a PDF, and create a Google Doc.
2. How might this empower a student note taker?
The student is thriving in the academic setting. The added responsibility has given them a sense of ownership, leadership, and connection.
3. How might access to these notes help all students?
This goes without saying. Students who were absent or missed notes could easily access content.
4. How might access to these notes help students who have a learning difference?
The consistency, and physical component of having notes allows many of them to maintain the notes. Organization is a whole new topic ;-)
5. How can I collaborate with classroom teachers to effectively use this tool to support all students? Upload to their Haiku page to hold all students accountable.
6. How does this thing work?
Take notes, save, upload. Pretty easy. (Minus the pen-cast. grrrrrrr)
7. Is annotating notes as effective as taking notes?
Students who accessed the notes did not often annotate the notes.
8. How can I use in-class audio to support learners, and not overwhelm them?
This was the most difficult part for me. The audio is useful on an individual basis, but not easily shared as you need to use Livescribe Connect. The "connect" feature is part of the premium package.
9. What is the most user friendly platform to present this information (class/personal Haiku Page?)?
Livescribe Connect would seem to work great, as it allows the user to upload directly to Google, Facebook, email, etc... The "connect" is part of the premium package and not available to me.
This tool is AMAZING, but I am left with on final question: Students accessing the notes!!!
To address this question I have developed and inquiry question: "How does modeling affective use of online notes, promote independent access of online notes?"