60 minutes of writing
I edited the TAH grant. I will now be taking it to my writing circle for their review before I make final changes. My sections will be completed and sent to the co-directors and grant writers tonight.
Monday, February 26, 2007
TAH Grant, 02/25/07
276 minutes of writing
I worked on the pedagogical modules for the TAH grant. I completed the task, but need to edit my work. I plan to have it to the grant writers and co-directors no later than tomorrow.
I worked on the pedagogical modules for the TAH grant. I completed the task, but need to edit my work. I plan to have it to the grant writers and co-directors no later than tomorrow.
Saturday, February 24, 2007
What Works, 2/24/07
81 minutes of writing
I finished it! I finished the writing and editing of the "What Works" chapter. The only section about which I had serious concern was a paragraph I added today. Lynne was online and I was able to get her approval on the paragraph.
In addition to the final draft, I prepared a second document for the editors (and co-authors) identifying the changes (and justifications for lack of changes) between the reviewers' comments and the final draft. I sent both the final and edited versions to the editors and co-authors. It's now out of my hands and I hope the editors are pleased enough to truly make this the final draft.
I also spent a few minutes looking at the TAH grant. After speaking with Stephanie Hirsch last night, I learned that I need only elaborate of three of the modules in the grant. Though they plan to use all the modules, only three will appear in the grant application. I've promised Stephanie I'll have my modules to her by tomorrow night.
It's been very rewarding to get out this chapter and the WebQuest chapter over the last week. Once I finish the TAH grant, I'll be able to spend the rest of the week focusing on the CUE Conference (21st century social studies).
I finished it! I finished the writing and editing of the "What Works" chapter. The only section about which I had serious concern was a paragraph I added today. Lynne was online and I was able to get her approval on the paragraph.
In addition to the final draft, I prepared a second document for the editors (and co-authors) identifying the changes (and justifications for lack of changes) between the reviewers' comments and the final draft. I sent both the final and edited versions to the editors and co-authors. It's now out of my hands and I hope the editors are pleased enough to truly make this the final draft.
I also spent a few minutes looking at the TAH grant. After speaking with Stephanie Hirsch last night, I learned that I need only elaborate of three of the modules in the grant. Though they plan to use all the modules, only three will appear in the grant application. I've promised Stephanie I'll have my modules to her by tomorrow night.
It's been very rewarding to get out this chapter and the WebQuest chapter over the last week. Once I finish the TAH grant, I'll be able to spend the rest of the week focusing on the CUE Conference (21st century social studies).
What Works, 2/22/07
33 mintues of writing
I contacted Jonathon for information about the CAST screenshots so I could add a section (per Lynne's recommendation) to describe the shots. He sent them immediately and I was able to begin writing.
In addition, I worked on devising a plan of how to best send our edits to the editors. I think I'll send three documents. The final cleanly edited version, a version showing the editorial changes, and the version with all our editorial comments. I'm not yet convinced this is the best plan.
I contacted Jonathon for information about the CAST screenshots so I could add a section (per Lynne's recommendation) to describe the shots. He sent them immediately and I was able to begin writing.
In addition, I worked on devising a plan of how to best send our edits to the editors. I think I'll send three documents. The final cleanly edited version, a version showing the editorial changes, and the version with all our editorial comments. I'm not yet convinced this is the best plan.
What Works, 2/21/07
36 minutes of writing
I received Lynne's edits and began cleaning the final draft for the editors. Lynne added her changes to mine so the product I received includes many editorial remarks which may make it difficult for the editors.
I received Lynne's edits and began cleaning the final draft for the editors. Lynne added her changes to mine so the product I received includes many editorial remarks which may make it difficult for the editors.
Tuesday, February 20, 2007
Methods of SSM: WebQuest Lesson, 02/20/07
75 minutes of writing
I made final edits to the WebQuest Lesson Chapter and mailed it off to the text editor. I sure hope it is accepted!
I also communicated with the Teaching American History Grant writer, Tamra, who recommended I communicate with Drs. Green and Beachly regarding the content changes I made to the grant. I will do that this evening. When I complete adding my sections to the grant proposal, I will then share the remainder of my edits with them.
Tomorrow I need to work on grading (I need to return students' units plans ASAP) and then focus on the grant. As soon as the grant is done, I can switch my focus to the 21st century skills paper/presentation for CUE. CUE is only a week away.
I made final edits to the WebQuest Lesson Chapter and mailed it off to the text editor. I sure hope it is accepted!
I also communicated with the Teaching American History Grant writer, Tamra, who recommended I communicate with Drs. Green and Beachly regarding the content changes I made to the grant. I will do that this evening. When I complete adding my sections to the grant proposal, I will then share the remainder of my edits with them.
Tomorrow I need to work on grading (I need to return students' units plans ASAP) and then focus on the grant. As soon as the grant is done, I can switch my focus to the 21st century skills paper/presentation for CUE. CUE is only a week away.
Monday, February 19, 2007
TAH Grant, 02/19/07
186 minutes of writing
I began working on the Teaching American History (TAH) grant, "Inside American History." The works of Drs. Deanna Beachly and Michel Green make this process incredibly easy because of their clear writing and attention to detail. Though I've engaged in lots of copy editing, there's been very little content editing.
To this point, I've only reviewed the main text of the grant application (up to the individual module descriptions). Though there were substantive changes to the expectations in terms of content pedagogy, the only other major changes were in terms of the annual trip. I'm not certain the grant team will approve of my recommended changes because they require a lot more on the part of the attending teachers, but I feel there needs to be some responsibility during their excursion and upon their return. For example, I recommend an application process to attend and as part of that process I suggest they develop classroom materials ot engage in in-servicing upon their return. I also recommend journal writing during the field experience. This latter piece would definitely enhance the long-term benefits of the field experience and would certainly provide a rich data source for research. I hope the grant team agrees to these changes.
I hope, too, that Drs. Green and Beachly are not offended by my editing. They truly did a beautiful job with the initial draft. Because of my work with Lynne, my expectations for clarity are so high that I feel much more comfortable with the draft I've edited. I hope they will feel that way, too (as will the other grant team members).
My next step is to begin work on the modules. This is the section tht will require my true expertise.
I began working on the Teaching American History (TAH) grant, "Inside American History." The works of Drs. Deanna Beachly and Michel Green make this process incredibly easy because of their clear writing and attention to detail. Though I've engaged in lots of copy editing, there's been very little content editing.
To this point, I've only reviewed the main text of the grant application (up to the individual module descriptions). Though there were substantive changes to the expectations in terms of content pedagogy, the only other major changes were in terms of the annual trip. I'm not certain the grant team will approve of my recommended changes because they require a lot more on the part of the attending teachers, but I feel there needs to be some responsibility during their excursion and upon their return. For example, I recommend an application process to attend and as part of that process I suggest they develop classroom materials ot engage in in-servicing upon their return. I also recommend journal writing during the field experience. This latter piece would definitely enhance the long-term benefits of the field experience and would certainly provide a rich data source for research. I hope the grant team agrees to these changes.
I hope, too, that Drs. Green and Beachly are not offended by my editing. They truly did a beautiful job with the initial draft. Because of my work with Lynne, my expectations for clarity are so high that I feel much more comfortable with the draft I've edited. I hope they will feel that way, too (as will the other grant team members).
My next step is to begin work on the modules. This is the section tht will require my true expertise.
Methods of SSM: WebQuest Lesson, 02/17/07 and 2/19/07
9 minutes of writing on 2/17/07
21 minutes of writing on 2/19/07
I continued editing the Methods chapter on WebQuests. I still am not pleased with the tone, but, because I'm approaching the deadline, I plan to send it off soon anyway. I've asked Mom to review the paper for her impression on tone.
I'm still awaiting Lynne's edits on the What Works chapter. She said I would have them by this morning so I'm rather concerned that the editing process was more cumbersome than anticipated.
21 minutes of writing on 2/19/07
I continued editing the Methods chapter on WebQuests. I still am not pleased with the tone, but, because I'm approaching the deadline, I plan to send it off soon anyway. I've asked Mom to review the paper for her impression on tone.
I'm still awaiting Lynne's edits on the What Works chapter. She said I would have them by this morning so I'm rather concerned that the editing process was more cumbersome than anticipated.
Saturday, February 17, 2007
Methods of SSM: WebQuest Lesson, 02/17/07
105 minutes of writing
I continued work on the methods/webquest chapter and completed the first draft. I'm still not pleased with the tone and know the chapter needs lots of work. Unfortunately, I'm not sure how to improve it. I will print it out and continue to edit it later today.
I also spoke with Lynne this morning about the What Works chapter. She will review my edits and make further editorial changes and will return the final draft to me no later than Monday morning.
I am very eager to complete both these chapters and get them to the editors. I need to begin focusing my attention on the Teaching American History (TAH) grant due in two weeks and begin preparing for the CUE conference.
I continued work on the methods/webquest chapter and completed the first draft. I'm still not pleased with the tone and know the chapter needs lots of work. Unfortunately, I'm not sure how to improve it. I will print it out and continue to edit it later today.
I also spoke with Lynne this morning about the What Works chapter. She will review my edits and make further editorial changes and will return the final draft to me no later than Monday morning.
I am very eager to complete both these chapters and get them to the editors. I need to begin focusing my attention on the Teaching American History (TAH) grant due in two weeks and begin preparing for the CUE conference.
Thursday, February 15, 2007
Methods of SSM: WebQuest Lesson, 02/14/07
39 minutes of writing
I edited the webquest methods chapter based on the feedback of my writing circle colleagues and added a bit more text. I also did additional editing to the paper based on my own reading of the manuscript.
I'm concerned with the tone of the piece. It reads: "I do this, and then this, and then I..."
I received an email from Lynne this morning with concerns about the What Works Chapter. I hope to talk with her by phone this eveing to address her concerns.
I edited the webquest methods chapter based on the feedback of my writing circle colleagues and added a bit more text. I also did additional editing to the paper based on my own reading of the manuscript.
I'm concerned with the tone of the piece. It reads: "I do this, and then this, and then I..."
I received an email from Lynne this morning with concerns about the What Works Chapter. I hope to talk with her by phone this eveing to address her concerns.
Monday, February 12, 2007
Methods of SSM: WebQuest Lesson, 02/12/07
117 minutes of writing
I am so excited to announce that I completed the CITI Human Subjects course late last night. I am now eligible to submit human subjects protocols to UNLV's IRB (though I may not be able to be a principal investigator since I am in a visiting position -- I'll have to look into this).
Because March 1st is fast approaching, I decided I need to begin focusing on writing for the manuscripts due by 3/1. This revelation fortunately came at a time when there is a slight lull in my teaching and service responsilibities. I decided to begin by working on preparing a chapter for submission to the Methods of Teaching Social Studies Methods text. Though there are several chapters that interest me, I decided to begin with a chapter describing my lesson on web-based resources. This is a very unique lesson and I feel the students learn such critically important technology skills during the lesson while learning so much about web-based social studies resources. The chapters are very short (2000 words) and not research-based. My plan is to complete this chapter quickly, send it off to the text editor, and offer to write an additional chapter if she feels my work is suitable for the text.
I spent the morning preparing a first draft of the first half of the manuscript, and I spent part of the afternoon editing the first few pages. I finished in time to take those pages to my writing circle where I received very helpful feedback (as always!). I hope to revisit, revise, and continue writing on this manuscript tomorrow, and keep working on it until it is ready to send to the editor.
I also need to be thinking about a CUFA proposal (I really don't know what to submit at this point and am not sure I should submit anything given my questionable status as a social studies educator).
I also need to begin preparing a research protocol for my NECC research. I'm still not sure of my research questions and hope to edify those questions tomorrow. I have the privilege of meeting with Sandra Odell who can hopefully give me guidance in this area as well as help me identify directions for my research agenda.
Finally, CUE is just around the corner. I will presenting on 21st Century Social Studies and have LOTS of preparation to do. I'm hoping that part of the preparation will involve the writing of a paper I can submit for review.
Currently, the biggest problem I foresee with my research is the lack of scientific scrutiny. I have many suggestions and examples of social studies and technology integration at the K-12 and teacher education levels, but no data to support that these lead to greater student learning or enhanced use of technological tools. I must begin to address this issue - the NECC research is a great strting point for this problem.
I am so excited to announce that I completed the CITI Human Subjects course late last night. I am now eligible to submit human subjects protocols to UNLV's IRB (though I may not be able to be a principal investigator since I am in a visiting position -- I'll have to look into this).
Because March 1st is fast approaching, I decided I need to begin focusing on writing for the manuscripts due by 3/1. This revelation fortunately came at a time when there is a slight lull in my teaching and service responsilibities. I decided to begin by working on preparing a chapter for submission to the Methods of Teaching Social Studies Methods text. Though there are several chapters that interest me, I decided to begin with a chapter describing my lesson on web-based resources. This is a very unique lesson and I feel the students learn such critically important technology skills during the lesson while learning so much about web-based social studies resources. The chapters are very short (2000 words) and not research-based. My plan is to complete this chapter quickly, send it off to the text editor, and offer to write an additional chapter if she feels my work is suitable for the text.
I spent the morning preparing a first draft of the first half of the manuscript, and I spent part of the afternoon editing the first few pages. I finished in time to take those pages to my writing circle where I received very helpful feedback (as always!). I hope to revisit, revise, and continue writing on this manuscript tomorrow, and keep working on it until it is ready to send to the editor.
I also need to be thinking about a CUFA proposal (I really don't know what to submit at this point and am not sure I should submit anything given my questionable status as a social studies educator).
I also need to begin preparing a research protocol for my NECC research. I'm still not sure of my research questions and hope to edify those questions tomorrow. I have the privilege of meeting with Sandra Odell who can hopefully give me guidance in this area as well as help me identify directions for my research agenda.
Finally, CUE is just around the corner. I will presenting on 21st Century Social Studies and have LOTS of preparation to do. I'm hoping that part of the preparation will involve the writing of a paper I can submit for review.
Currently, the biggest problem I foresee with my research is the lack of scientific scrutiny. I have many suggestions and examples of social studies and technology integration at the K-12 and teacher education levels, but no data to support that these lead to greater student learning or enhanced use of technological tools. I must begin to address this issue - the NECC research is a great strting point for this problem.
Saturday, February 10, 2007
What Works and SS and Tech, 2/09/07
81 minutes of writing
What Works:
I received word back from Jonathon that the manuscript is ready to send to the editors, but I'm still concerned that the CAST screenshots represent professional development courses instead of K-12 classes (the audience of and title for the book). I've emailed the remaining authors with a request for them to give their final approval on the chapter and respond to my concern about these screenshots. I stated that I will await sending the final draft to the editor until I receive approval from Mark and Lynne.
I'm really tired of this paper.
SS and Tech:
I spent time making the changes recommended by my writing group. There is one paragraph that still potentially needs work, but I'm not confident about their recommended suggestions. I'm considering asking Greg Levitt to read the paragraph to see if he thinks it should be changed.
This paper is definitely getting closer to having an updated draft, but still has a long was to go. I need to revisit the Moersch/SS connection and then relate items in the tables at the end to the framework. This will take substantial time.
SSM and Tech Research:
I met with Leora Baron at the TLC to discuss moving from scholarly teaching to scholarship of teaching and learning. She suggested some research questions I may wish to use to drive my NECC paper, but I'm not ready to commit to any specific question. She did convict me to complete the human subjects online course and begin communicating with one of the IRB members about whether this research would be exempt from review. I'm sure it will be, and since I don't have my RQs yet, I'll wait until I get further along in my proposal.
For next week:
It's critical I start thinking about my CUE presentation (and the paper I hope to write to go along with it). Also, the SSM book chapters are due 3/1. I'm thinking that revisiting literature on 21st century skills would be a good start for both works. I wish, though, that I could begin writing the first draft of the SSM chapter before Monday's writing circle.
What Works:
I received word back from Jonathon that the manuscript is ready to send to the editors, but I'm still concerned that the CAST screenshots represent professional development courses instead of K-12 classes (the audience of and title for the book). I've emailed the remaining authors with a request for them to give their final approval on the chapter and respond to my concern about these screenshots. I stated that I will await sending the final draft to the editor until I receive approval from Mark and Lynne.
I'm really tired of this paper.
SS and Tech:
I spent time making the changes recommended by my writing group. There is one paragraph that still potentially needs work, but I'm not confident about their recommended suggestions. I'm considering asking Greg Levitt to read the paragraph to see if he thinks it should be changed.
This paper is definitely getting closer to having an updated draft, but still has a long was to go. I need to revisit the Moersch/SS connection and then relate items in the tables at the end to the framework. This will take substantial time.
SSM and Tech Research:
I met with Leora Baron at the TLC to discuss moving from scholarly teaching to scholarship of teaching and learning. She suggested some research questions I may wish to use to drive my NECC paper, but I'm not ready to commit to any specific question. She did convict me to complete the human subjects online course and begin communicating with one of the IRB members about whether this research would be exempt from review. I'm sure it will be, and since I don't have my RQs yet, I'll wait until I get further along in my proposal.
For next week:
It's critical I start thinking about my CUE presentation (and the paper I hope to write to go along with it). Also, the SSM book chapters are due 3/1. I'm thinking that revisiting literature on 21st century skills would be a good start for both works. I wish, though, that I could begin writing the first draft of the SSM chapter before Monday's writing circle.
Wednesday, February 7, 2007
What Works, 2/07/07
27 minutes of writing
I received the CBSS and CAST screenshots from Jonathon yesterday, but didn't have time to integrate them into the What Works paper until today. I added them into the paper and sent the paper to Jonathon for final review.
I also spent time with Leora Baron today at the TLC discussing issues related to teaching and research. She assisted me in conceptualizing the NECC paper that will focus on research related to my social studies methods course. She recommended I quickly begin the human subjects course and IRB process so I can collect survey data at least twice this semester. It is critical that I begin developing my research agenda, get IRB approval, and conceptualize all pieces of the research process ASAP for this study. Otherwise, my paper will simply be descriptive.
I also would like to talk with Neal to see if he will help me with the conceptualization process.
I received the CBSS and CAST screenshots from Jonathon yesterday, but didn't have time to integrate them into the What Works paper until today. I added them into the paper and sent the paper to Jonathon for final review.
I also spent time with Leora Baron today at the TLC discussing issues related to teaching and research. She assisted me in conceptualizing the NECC paper that will focus on research related to my social studies methods course. She recommended I quickly begin the human subjects course and IRB process so I can collect survey data at least twice this semester. It is critical that I begin developing my research agenda, get IRB approval, and conceptualize all pieces of the research process ASAP for this study. Otherwise, my paper will simply be descriptive.
I also would like to talk with Neal to see if he will help me with the conceptualization process.
Monday, February 5, 2007
SS and Tech, 2/05/07
51 minutes of writing
I worked on editing SS and Tech based on the suggestions from my Writing Circle colleagues. I was disappointed to realize that I had forgotten some of their valuable comments and did not clearly write the suggested corrections on my hard copy. Clearly, I should revise drafts immediately after (or within 24 hours) I meet with my Writing Circle.
I've still not received the screenshots for What Works.
I worked on editing SS and Tech based on the suggestions from my Writing Circle colleagues. I was disappointed to realize that I had forgotten some of their valuable comments and did not clearly write the suggested corrections on my hard copy. Clearly, I should revise drafts immediately after (or within 24 hours) I meet with my Writing Circle.
I've still not received the screenshots for What Works.
Friday, February 2, 2007
What Works, 2/01/07
45 minutes of writing, editing, and researching
Today is the day the What Works paper was due to the editor. Second co-author Jonathon responded to some of concerns regarding the paper that enabled me to make additional changes to the paper. Per the reviewers comments, we are still in need of three screenshots. Two are needed from CATE and one from CAST. Jonathon is awaiting arrival of the CAST screenshot and I've requested the CATE screenshots from him. I also sent Jonathon the copyright permission so he can forward it onto CAST.
I sent the edited copy of the manuscript back to the editor, Cathy, and let her know we're still awaiting three screenshots. I also asked her if she would prefer I place the screenshots into the version I have when I receive them or if I should send them directly to her. The location of these screenshots is clearly marked in the edited version I emailed her today.
The only concern (other than receiving these screenshots in a timely manner to meet the editors' deadline) is the section with bulleted comments. The reviewers requested screenshots of this section. I argued that they would not be helpful, but said we would write text for that section if the editors would like us to do so. I hope they don't. I ready to be done with this chapter!
Most of my time today was spent reviewing the manuscript and sending emails to Jonathon and Cathy.
Today is the day the What Works paper was due to the editor. Second co-author Jonathon responded to some of concerns regarding the paper that enabled me to make additional changes to the paper. Per the reviewers comments, we are still in need of three screenshots. Two are needed from CATE and one from CAST. Jonathon is awaiting arrival of the CAST screenshot and I've requested the CATE screenshots from him. I also sent Jonathon the copyright permission so he can forward it onto CAST.
I sent the edited copy of the manuscript back to the editor, Cathy, and let her know we're still awaiting three screenshots. I also asked her if she would prefer I place the screenshots into the version I have when I receive them or if I should send them directly to her. The location of these screenshots is clearly marked in the edited version I emailed her today.
The only concern (other than receiving these screenshots in a timely manner to meet the editors' deadline) is the section with bulleted comments. The reviewers requested screenshots of this section. I argued that they would not be helpful, but said we would write text for that section if the editors would like us to do so. I hope they don't. I ready to be done with this chapter!
Most of my time today was spent reviewing the manuscript and sending emails to Jonathon and Cathy.
Wednesday, January 31, 2007
NCSS Proposal, 1/31/07
81 minutes of writing
I continued work on the NCSS proposal and was able to send it out. Included in the proposal is a presentation outline that should assist greatly when planning the actual presentation (if it is accepted).
I submitted the proposal as a sole author per Eric's suggestion. I still hope to receive his "official" approval so I feel comfortable presenting the material alone. In the proposal, I included a notation that this presentation is based on an article and stated that I would recognize the co-author during the presentation. To allow for adequate blind review of the proposal, I did not include Eric's name in that statement.
I am very eager to get back to the SS and Tech article, but the What Works Chapter is due tomorrow. Also, I need to begin my NECC research proposal and the chapter for the social studies methods book. I'm quite disappointed that I didn't have any new writing to share with my writing circle last week and it appears I won't have anything to share this week (since I've already sent the proposal). I'm torn between starting the NECC research plan, continuing on SS and Tech, or getting out a first draft of the methods chapter. What shall I do?
I continued work on the NCSS proposal and was able to send it out. Included in the proposal is a presentation outline that should assist greatly when planning the actual presentation (if it is accepted).
I submitted the proposal as a sole author per Eric's suggestion. I still hope to receive his "official" approval so I feel comfortable presenting the material alone. In the proposal, I included a notation that this presentation is based on an article and stated that I would recognize the co-author during the presentation. To allow for adequate blind review of the proposal, I did not include Eric's name in that statement.
I am very eager to get back to the SS and Tech article, but the What Works Chapter is due tomorrow. Also, I need to begin my NECC research proposal and the chapter for the social studies methods book. I'm quite disappointed that I didn't have any new writing to share with my writing circle last week and it appears I won't have anything to share this week (since I've already sent the proposal). I'm torn between starting the NECC research plan, continuing on SS and Tech, or getting out a first draft of the methods chapter. What shall I do?
NCSS Proposal, 1/30/07
63 minutes of writing
I worked on an NCSS proposal based on the article Eric and I are writing on SS and Tech. I emailed Eric to see if he is available to be a co-author on the proposal and he said he would prefer not to be on the program as a presenter. I've emailed him to confirm that I have his permission to present our jointly conceived content as a sole presenter.
I played with the possibility of using just the "Starting Out Small" section, but decided instead to do a broad sweep of ed tech integration possibilities for social studies productivity and instruction.
I worked on an NCSS proposal based on the article Eric and I are writing on SS and Tech. I emailed Eric to see if he is available to be a co-author on the proposal and he said he would prefer not to be on the program as a presenter. I've emailed him to confirm that I have his permission to present our jointly conceived content as a sole presenter.
I played with the possibility of using just the "Starting Out Small" section, but decided instead to do a broad sweep of ed tech integration possibilities for social studies productivity and instruction.
Thursday, January 25, 2007
What Works, 1/25/07
27 minutes of writing
I worked on What Works making final editorial changes before sending it off to the co-authors. I'm at a point when I've made all the changes I am able to make without their assistance. I've asked for their immediate attention.
Per their feedback, I should still be required to complete two tasks: 1.) add in the screen shots (though they'll probably do this), and 2.) re-work the bullet point section in "Online Courses and Universal Design for Learning." I'm not sure how they'll recommend we address the reviewers comments in this section.
I received information about the social studies methods text and would really like to participate. Short manuscripts are due by March 1st. Though this sounds manageable, I want to finish SS and Tech and prepare presentation proposals for NCSS and CUFA (both before March 1). Also, I need to begin research in my methods class so I'll have findings at NECC in June.
I'm feeling extremely overwhelmed. Teaching is extremely time consuming - and grading has barely begun. I'm working so many hours that I'm not able to do my best work now.
I worked on What Works making final editorial changes before sending it off to the co-authors. I'm at a point when I've made all the changes I am able to make without their assistance. I've asked for their immediate attention.
Per their feedback, I should still be required to complete two tasks: 1.) add in the screen shots (though they'll probably do this), and 2.) re-work the bullet point section in "Online Courses and Universal Design for Learning." I'm not sure how they'll recommend we address the reviewers comments in this section.
I received information about the social studies methods text and would really like to participate. Short manuscripts are due by March 1st. Though this sounds manageable, I want to finish SS and Tech and prepare presentation proposals for NCSS and CUFA (both before March 1). Also, I need to begin research in my methods class so I'll have findings at NECC in June.
I'm feeling extremely overwhelmed. Teaching is extremely time consuming - and grading has barely begun. I'm working so many hours that I'm not able to do my best work now.
Tuesday, January 23, 2007
What Works, 1/23/07
21 minutes of writing
I had a few minutes before attending the Blues Schoolhouse so pulled out the reviewers edits from "What Works" and worked on editing the electronic manuscript per their instructions. The changes I made today were simply copy editing and formatting (of the table).
Lynne commented on some of the questions I sent to the co-authors last week. I need to review her comments in light of the edits I made and then call Jonathon to see whether he, Mark, and Mary are planning to comment on my questions. I hope to make that call tomorrow.
Tomorrow I'd like to work on this paper again - I really want to finish it so I can focus solely on the SS and Tech paper.
I had a few minutes before attending the Blues Schoolhouse so pulled out the reviewers edits from "What Works" and worked on editing the electronic manuscript per their instructions. The changes I made today were simply copy editing and formatting (of the table).
Lynne commented on some of the questions I sent to the co-authors last week. I need to review her comments in light of the edits I made and then call Jonathon to see whether he, Mark, and Mary are planning to comment on my questions. I hope to make that call tomorrow.
Tomorrow I'd like to work on this paper again - I really want to finish it so I can focus solely on the SS and Tech paper.
Monday, January 22, 2007
SS and Tech, 1/22/07
30 minutes of writing
I continued work on the social studies and technology paper beginning with the section on Moersch's framework. I had difficulty with writing this section because it seemed very repetitive. To deal with this issue, I chose to present the material in bullet and prose format instead of straight prose. I like the examples I used, but am concerned about the quality of the writing (surely it needs editing) and the accuracy of my understanding of Moersch's framework.
I would like to ask Neal Strudler to review this section to ensure I am properly capturing Moersch's concepts.
I continued work on the social studies and technology paper beginning with the section on Moersch's framework. I had difficulty with writing this section because it seemed very repetitive. To deal with this issue, I chose to present the material in bullet and prose format instead of straight prose. I like the examples I used, but am concerned about the quality of the writing (surely it needs editing) and the accuracy of my understanding of Moersch's framework.
I would like to ask Neal Strudler to review this section to ensure I am properly capturing Moersch's concepts.
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